Anti-DEI legislation targeting colleges and universities: Its potential impacts on nursing education and the pursuit of health equity.

BACKGROUND: This article sheds light on the sociopolitical movements that led state legislators to propose bills restricting diversity, equity, and inclusion (DEI) initiatives and the profound effect these bills, if passed, will have on advancing health equity. PURPOSE: To alert and alarm nurses and nurse educators regarding the expansiveness of the proposed legislation, highlight the harmful effects, and the necessity for a call to action. METHODS: Nurses and nurse educators must be aware of their civic and professional responsibilities to advocate for social justice to promote health equity and educational opportunities for historically excluded groups in nursing. DISCUSSION: Proposed legislative limits on DEI could have dire consequences for health, educational institutions, and the economy. CONCLUSION: Nurses and nurse educators should engage, inform, and influence policymakers on the potential harm anti-DEI legislation can have on population health.

Evidence-based strategies to advance BSN student diversity.

BACKGROUND: Minoritized nurses understand the cultural and contextual circumstances that lead to health disparities, yet they are underrepresented in the RN workforce. This underrepresentation can have serious health consequences. However, to have more representation, it must be understood the pipeline for diversity begins with the admission of diverse students into baccalaureate nursing education programs. PURPOSE: This manuscript describes an Initiative that increased the enrollment of students from underrepresented backgrounds and provided the students with the support necessary for retention through graduation. METHOD: The Initiative incorporated five evidence-based strategies that created a culturally responsive academic environment and enabled diverse students to succeed. RESULTS: Forty-two students were admitted to the baccalaureate nursing program. Thirty-six of the 42 remain in the program resulting in a retention rate of 86%. Six of the thirty-six recently graduated and the remaining 30 students are on track to graduate in their respective years. CONCLUSION: Through the use of the five-prong evidence-based strategies, the School was able to establish the infrastructure to support the academic advancement and achievement of students from diverse backgrounds. The impact is yet to be determined, but more diverse individuals will graduate, suggestive of a more diverse workforce which will hopefully advance the nation toward health equity.