"Can we talk?" Using critical self-reflection and dialogue to build diversity and change organizational culture in nursing schools.
Nursing is often cited as a homogenous profession composed of a predominance of white females. It is sometimes posited that this homogeneity might be a contributor to the disparity of nursing care available to minority populations (Blakeney, 2002; Leininger, 1991). Today's nursing students do not mirror the nation's population as only 12.3% of RNs represent racial or ethnic minority groups (AACN, 2001). The absence of sufficiently diverse students in nursing schools, may have led to a dearth of qualified providers in underrepresented neighborhoods. Building diversity in nursing schools prepared specifically to reduce health disparities is, and will continue to be a challenge. While, some schools are beginning to yield successful returns, many are still searching for answers. The answer is not as simple as "increasing the numbers" or sending people to training seminars or conferences. This article focuses on what the author believes to be a preliminary and critical step to begin an effective and successful diversity initiative--critical self-reflection and dialogue. This involves the examination and deconstruction of old paradigms, assumptions, and prejudices, individually and collectively held and the construction of space, respect, and humility to discuss self in relation to "other."
Terhune
Carol Parker
CP
School of Nursing at Oregon Health and Science University, USA. terhunec@ohsu.edu
D001291:Attitude of Health Personnel; D018864:Cultural Diversity; D004506:Education, Nursing / Q000458:organization & administration; D006801:Humans; D015279:Organizational Culture; D009936:Organizational Innovation; D012647:Self-Assessment; D014481:United States