Diverse nursing workforce: Unveiling messages of inequality

Background and Issues: In the midst of multiple endeavors to improve the cultural competence of the nursing workforce, are we truly walking the walk? Do high scores on self perceived competence tools reflect the real story? What does the disparity between our perceived level of cultural competence and the reality of our behaviors in working with nursing students mean for the profession?

Description: LPN to BSN participants of a HRSA Nursing Workforce Diversity project were selected based on “equal contact status” so that 50% of the group were from minority groups and 50% from the majority population. Students participated in one-on-one meetings to review a variety of assessment tools they completed to establish goals and support their academic objectives.

Lessons Learned: Project data revealed that students are faced with multiple levels of inequity in their personal, professional, and academic experiences. These students also exhibit goal directed persistence to achieve their BSN degree. Students identified themselves as “loners” or “survivors” in the midst of academic or employment systems that view them as “a difficult problem”, “inferior”, or “less than”. Other descriptors identified by students include “just an LPN”, “discriminated against”, “stereotyped”, and feeling "belittled”.

Recommendations: The initial project findings have led to the following suggestions: •Develop a trusting rapport with students from different backgrounds to discover student concern/issues •Create an environment supporting faculty transformation in strengthening the value of working with diverse students •Celebrate the achievements and rites of passage to facilitate student transition within the professional setting.