Evidence of Diversity, Equity, and Inclusion in Nursing Syllabi: A Descriptive Analysis.

BACKGROUND: Schools of nursing must produce nurses able to address the care needs of diverse populations. Within schools of nursing, faculty should intentionally construct syllabi to establish an environment of inclusivity where diversity is embraced. METHOD: Content analysis of 81 undergraduate and graduate course syllabi from four university campuses was performed to determine explicit evidence of content on diverse populations, inclusive andragogy, and policies related to diversity, equity, and inclusion (DEI). RESULTS: Three quarters of terms indicative of diverse populations were found in course syllabi; all terms that provided evidence of inclusive andragogy and all DEI-related policies were identified at least once in course syllabi. CONCLUSION: Strengths and weaknesses were identified in communicating DEI content, policies, and inclusive andragogy to students. Faculty development on best practices related to inclusion of DEI in the classroom beginning with the syllabus is the first step to ensure a more inclusive nursing workforce. [J Nurs Educ. 2022;61(12):665-671.].

A parent-led, patient-centered medical home model instruction for interprofessional undergraduate and graduate learning opportunities.

INTRODUCTION: Despite national efforts to establish patient-centered medical homes (PCMH), 57.3% of children with special health care needs are receiving care that does not meet medical home criteria. Project DOCC, a national curriculum designed by parents of children with disabilities or chronic disease, has shown documented strengths in medical resident learner education of children with special health care needs from the parent perspectives for over a decade. Because of the importance of PCMH and the need to provide compassionate care, our team adapted the curriculum to incorporate team-based learning in the rural setting. MATERIALS AND METHODS: Reading materials were distributed to learners prior to an in-person workshop at which time, learners reviewed a video and discussed PCMH materials to identify elements of the PCMH. Learners then engaged with parent mentors across three breakout sessions. A final group reflection was completed to review and discuss efforts providers would take to establish and maintain the PCMH in their own practice. Baseline and post-workshop PCMH perceptions and parent mentor reflections were collected and compared using t-test comparisons. RESULTS: Learner knowledge, perceptions, and comfort significantly increased after the workshop. Parent mentor comments also highlighted an increased understanding for the provider. Discussion: The adapted PCMH curriculum significantly impacted learner outcomes using a feasible approach that fit nicely within health professional curricula and limited resources of the rural setting. Parents enjoyed the opportunity to serve as mentors and valued the instruction format.