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.

No Health Equity Without Diversity: Strengthening Nursing Programs in Historically Black Colleges and Universities.

In April 2022, Adtalem Global Education sponsored a virtual summit entitled , in which several of the authors of this article and other prominent health-care professionals examined the need to diversify the health-care profession. Topics included educational justice and its impact on health care, the business case for transforming and advancing health equity, and addressing systemic inequities and improving health outcomes for historically marginalized persons. The summit inspired the authors to write this paper to advocate for authentic, sustainable partnerships led by Historically Black Colleges and Universities, as a means to diversify nursing leadership and to stem systemic and structural inequities in health care.

A call for health justice: Striving toward health equity at a community health center.

Community health centers play a key role in promoting health justice and equity. Health justice, which is the attainment of health equity, or the fair, unambiguous, and non-arbitrary distribution of all health resources necessary for optimal health of the individual, family, and community, is necessary to optimize their wellbeing and to build healthy communities. Community-based health centers are well-positioned to lead in these efforts, as they connect with, seek to understand, and innovatively serve communities that experience complex health-related needs and are differentially impacted by structural vulnerabilities (i.

Promoting health equity with HBCUs: Breaking away from structural racism.

Background: The United States continues to be plagued with pervasive health disparities. Leading health and professional organizations acknowledge structural racism as a contributing factor for the lack of a racially diverse nursing workforce particularly those serving in leadership roles which could help to mitigate health disparities among historically stigmatized populations.

Purpose: Purpose Lack of funding for Historically Black Colleges and Universities (HBCUs) and lack of meaningful partnerships, stymie efforts that can be made by nursing programs at HBCUs.

Educators Countering the Impact of Structural Racism on Health Equity.

Health equity endorses that all persons are respected equally, and society must exert intentional efforts to eradicate inequities. Race, frequently taught as an impartial risk factor for disease, is a facilitator of structural inequities stemming from racist policies. Nursing educators must help students understand the impact of structural racism on patient populations, communities, and society at large.

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.

Defining the social determinants of health for nursing action to achieve health equity: A consensus paper from the American Academy of Nursing.

Background: The 2019-2020 American Academy of Nursing (Academy, 2019) policy priorities document states that "they have a clear and distinct focus on social determinants of health and uses this lens to advance policies and solutions within each of the three overarching priorities" PURPOSE: This consensus paper seeks to establish conceptual clarity and consensus for what social determinants of health mean for nursing, with emphasis on examples of health policies that advance planetary health equity and improve planetary health-related quality of life.

Methods: Volunteers from five Expert Panels of the Academy met via videoconference to determine roles and refine the focus of the paper. After the initial discussion, the first draft of the conceptual framework was written by the first three authors of the paper and, after discussion via videoconference with all the co-authors, successive drafts were developed and circulated for feedback.

Structural competency in mental health nursing: Understanding and applying key concepts.

Achieving mental health equity requires that nursing address structures that impede the ability of individuals and populations to achieve optimal mental health. Consistent with calls for structural change, this paper intends to promote structural competency in mental health nursing by applying this concept to the field. The first half of the paper discusses structural competency and key concepts vital for its development, namely, structure, social influencers of mental health, equity, structural justice, and historical understanding.

Understanding Racism as a Historical Trauma That Remains Today: Implications for the Nursing Profession.

In order to promote health equity and support the human rights mandate contained in the American Nurses Association's , the nursing profession must understand historically the creation of race, white supremacy in the United States, and entrenched racial terror and brutality toward black and brown racialized populations. Considering the limited racial diversity in the nursing profession despite its stated mission to increase diversity, the profession must build a path to understanding antiblack racism as a historical trauma that remains to this day, a path that encompasses antiracist ideology. Antiracism education is critically needed at the pre-professional and professional levels, for nursing students, providers, educators, administrators, and researchers to inform our own understanding of bias within the contexts of our educational and health-care systems.

Achieving Health Equity Through Eradicating Structural Racism in the United States: A Call to Action for Nursing Leadership.

Purpose: To advocate for strategic actions by U.S. nursing leadership that denote the presence, customs, and implications of racism that has been institutionalized within the structures of U.

Nursing colonialism in America: Implications for nursing leadership.

The purpose of this paper is to explore the nurse leader's role in understanding the impact of American colonialism - specifically racism, a product of colonialism - as a key determinant in shaping the education of nursing students and its influence on practicing nurses. American values have been grounded in its colonialism and continue to be influential in shaping beliefs, attitudes, behaviors, and policies within the United States. Like racism, American colonialism depends on its perceived death for its survival - this is its paradox.

Capital We Must Develop: Emotional Competence Educating Pre-Licensure Nursing Students.

Emotional competency is a skill commonly overlooked within the nursing curriculum. However, with the complexity of the health care environment and increased emphasis on team collaboration, nurse educators who focus on health promotion and technical, medical, and organizational competencies need to consider adding a focus on soft skills, such as emotional competency. This pilot study engaged 14 pre-licensure nursing students who were involved in an 18-month leadership program.

Knowing Your Preference: The Nexus of Personality and Leadership.

Prelicensure nursing students must be prepared to address the new challenges that will confront them in the modern health care environment. Leadership development, the gaining of tools and education about the process of influencing and persuading others, is important when working with groups and teams in the work place. Recognition of one's personality preferences using self-assessment is a critical dimension of leadership development.

Findings from a study of aspiring nursing student leaders.

Background: Transformational leadership skills are critical to operate effectively in today's healthcare environment. Prelicensure nurses do not often practice these skills in a meaningful way during their undergraduate educational experience.

Objectives: This paper describes quantitative pre-post findings from the Kouzes and Posner Student Leadership Practices Inventory to examine students' leadership attributes pre-post engagement in an 18 month undergraduate leadership program.

Culturally competent strategies for assessing and treating ADHD in African American adults.

Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder associated with symptoms of inattention, hyperactivity, and impulsivity. When ADHD persists into adulthood, patients often experience occupational and social impairments and may present with mood, anxiety, or substance use disorders. Despite the deleterious effects of ADHD, many adults, especially minority patients, remain undiagnosed and untreated.

Culturally competent approaches to assessing ADHD in African American adults and overcoming cultural issues with patients and families.

To better diagnose and treat African American patients with ADHD, clinicians should consider the mental health field from a cultural and historical perspective. This perspective can aid clinicians in assessing patients' culturally informed resistance or ambivalence toward ADHD treatment and in adopting strategies for communicating with patients about their diagnosis and treatment. Clinicians must learn to recognize and manage their own biases as well as their patients' biases.

Short-form mindfulness-based stress reduction reduces anxiety and improves health-related quality of life in an inner-city population.

Mindfulness-based stress reduction is a mindfulness-based intervention that is an effective treatment modality for many conditions including stress, anxiety, and depression. Using data from 23 patients who completed a short-form mindfulness-based stress reduction course at a federally qualified health center, a quasi-experimental design was used to assess the impact of participation on self-reported anxiety, stress, mindfulness, and quality of life. Mindfulness and stress showed improvements from pre- to posttests, but neither difference achieved statistical significance.

Enhancing conflict competency.

Purpose: Professional nurses are taking on leadership roles of diverse healthcare teams. Development of conflict competence is essential, yet requires self-awareness and deliberate effort. Heightened awareness of one's preferred conflict style and cognizance of the implications of overuse and/or underuse of these styles is important.