"Oh, We Don't Want the Men Around." The Experience of Men in Nursing During Prelicensure Labor and Delivery Clinical Rotation.

The nursing profession has traditionally been dominated by females, with male nurses comprising a small minority. The labor and delivery unit is one area of nursing that is particularly associated with female care providers. Male nursing students face unique challenges and experiences while completing their clinical rotations in this setting.

Invisibility/Hypervisibility paradox for Black women navigating the nursing academic environment.

The invisibility/hypervisibility paradox is Black women's complex and often contradictory experiences in the workplace. In nursing academia, Black women find themselves simultaneously experiencing invisibility and hypervisibility. This paper delves into how the paradox shows up in academic nursing.

Decolonizing nursing education: Reflecting on Paulo Freire's pedagogy of the oppressed.

Historically, nursing education's foundation has been framed by colonial practices of whiteness, which serves as a fulcrum for oppression, Western epistemic ideology, racial injustice, and health inequity. As a microcosm of the broader academy, nursing education must pivot to dismantle practices impeding the advancement of the profession and move to decolonize processes of professional edification. Decolonization is not a metaphor; it requires unlearning the deep socialization of Eurocentric perspectives embedded in nursing education and relearning in a new, inclusive manner that embraces historically marginalized knowledge systems and experiences.

Examining and mitigating racism in nursing using the socio-ecological model.

Racism in nursing is multifaceted, ranging from internalized racism and interpersonal racism to institutional and systemic (or structural) elements that perpetuate inequities in the nursing profession. Employing the socio-ecological model, this study dissects the underlying challenges across various levels and proposes targeted mitigation strategies to foster an inclusive and equitable environment for nursing education. It advances clear, context-specific mitigation strategies to cultivate inclusivity and equity within nursing education.

A Critical Discourse Analysis of AACN's Tool Kit of Resources for Cultural Competent Education for Baccalaureate Nurses.

American institutions of nursing education have integrated cultural competence as a pillar approach to addressing health disparities. The theoretical frameworks, priorities, and solutions that national organizations pursue and endorse have far-reaching implications. The American Association of Colleges of Nursing (AACN) is one such organization.

Race-induced trauma, antiracism, and radical self-care.

Being racialized as Black in the United States has contributed to this population having to operate with a level of race-induced trauma, especially those who are darkly melanated. Historically, Black persons have been terrorized into colonization, and the cultural psychology of anti-Blackness has been entrenched in our society. Through the practice of racialization, the historical, social, and political processes of constructing racial identities and meanings have impacted the formation of understanding of the body and the rationalization of hierarchy.

Illuminating antiracist pedagogy in nursing education.

In the profession of nursing, whiteness continues to be deeply rooted because of the uncritical recognition of the white racial domination evident within the ranks of nursing leadership. White privilege is exerted in its ascendency and policy-making within the nursing discipline and in the Eurocentric agenda that commands nursing pedagogy. While attention to antiracism has recently increased, antiracism pedagogy in nursing education is nascent.

Diversity and Inclusion or Tokens? A Qualitative Study of Black Women Academic Nurse Leaders in the United States.

Severe under-representation of Black women academic nurse leaders persists in United States higher education, and a major research gap still exists regarding experiences of these leaders, and facilitators of and barriers to their success. Our objective was to examine how race and gender influence how Black women academic nurse leaders' function in their leadership positions, how they are perceived by their peers, and how their perception of race, gender, class, and power influences diversity, equity, and inclusion initiatives in the workplace. Critical race theory was used as a guiding theory, and the study design involved narrative inquiry followed by thematic analysis.

Transitioning to Full Online Teaching During Covid-19 Crisis: The Associate Degree Nurse Faculty Experience.

As the COVID-19 crisis escalated in early 2020, schools of nursing and nursing programs in the United States and around the world shut down. Nurse faculty were forced transition to online teaching in a short time. Descriptive phenomenology was used to explore the experiences of associate degree nurse faculty who transitioned to online teaching during the early months of the COVID-19 pandemic.

Discourse of race and racism in nursing: An integrative review of literature.

Background: Race is a barrier and source of inequality affecting ethnic minorities in nursing practice and education.

Purpose: This integrative review study aimed to determine whether racism and institutionalized racism are explicitly named in the titles and abstracts of peer-reviewed publications on nursing education, leadership, and the nursing profession, and to explore the depth of discussion of racialized concepts in peer-reviewed nursing literature.

Method: Whittemore and Knafl's integrative review approach was used to review 23 studies published in nursing journals published from 2008 to 2020.

Reflections on the lived experience of working with limited personal protective equipment during the COVID-19 crisis.

Coronavirus disease 2019 (COVID-19) has placed significant strain on United States' health care and health care providers. While most Americans were sheltering in place, nurses headed to work. Many lacked adequate personal protective equipment (PPE), increasing the risk of becoming infected or infecting others.

Barriers to career advancement in the nursing profession: Perceptions of Black nurses in the United States.

Background: There is a paucity of Black and minority ethnic group nurse leaders and faculty in the nursing profession, even though the overall number of nurses within this demographic has increased. This study aimed to examine Black nurses' perceptions of the barriers to career advancement in nursing profession in the United States.

Procedure: Participants included 30 Black nurses aged 25 to 65 from health care settings across five US states recruited through purposive sampling.

Accent bias: A barrier to Black African-born nurses seeking managerial and faculty positions in the United States.

The purpose of this study was to examine the perceptions of Black African-born nurses (BABN) with non-native accents regarding their nursing career advancement in the United States. Data were collected using individual interviews. Fifteen nurses originally from three sub-Saharan African countries were included in the study.

Recurrent Ebolavirus disease in the Democratic Republic of Congo: update and challenges.

The current Ebolavirus disease (EVD) outbreak in the provinces of North Kivu and Ituri is the tenth outbreak affecting the Democratic Republic of Congo (DRC); the first outbreak occurring in a war context, and the second most deadly Ebolavirus outbreak on record following the 2014 outbreak in West Africa. The DRC government's response consisted of applying a package of interventions including detection and rapid isolation of cases, contact tracing, population mapping, and identification of high-risk areas to inform a coordinated effort. The coordinated effort was to screen, ring vaccinate, and conduct laboratory diagnoses using GeneXpert (Cepheid) polymerase chain reaction.