Highlights
- •Education entertainment was for conversations on diversity and inclusion.
- •Self-knowledge is critical for a diverse and inclusive environment.
- •Forum allowed participants to connect to diversity issues.
- •Program participants planned actions to respond to various social issues.
Abstract
Background
The lack of diversity in the nursing profession could be an outcome of unconscious
biases. Forums allowing the personal reflection and discourse of these unconscious
biases are needed in order for a diverse and inclusive learning environment to exist.
Purpose
The purpose of this study was to describe the experiences of students, staff, faculty
members, and guests participating in a forum on diversity and inclusion.
Methods
An exploratory design was used to understand the experiences of college of nursing
students, staff, faculty members, and guests who participated in a diversity and inclusion
intervention sponsored by the college of nursing's Diversity Advisory Council. Attendees
to 12 diversity book club, movie night, and speaker series' sessions completed a program
evaluation tool. Responses to open-ended items were analyzed using a constant comparative
analysis method.Responses from 197 participants were analyzed. Eight book club, seven
movie night, and six speaker series' themes were derived from the data including Humanness
is Universal, Personal Connection, The Problem, Awareness of Disparity, Make a Difference,
and No Change.
Discussion
Participants at each session critically dialogued about their conscious and unconscious
biases. The study findings show that participants also were able to document changes
to their knowledge, attitudes, and behaviors in relation to the historically oppressed
populations focused on during the intervention activities.
Conclusion
Education entertainment as used in this study was a valuable mechanism for hosting
conversations about diversity and inclusion.
Keywords
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Article info
Publication history
Published online: August 29, 2016
Accepted:
August 21,
2016
Received in revised form:
July 31,
2016
Received:
March 1,
2016
Identification
Copyright
© 2016 Elsevier Inc. All rights reserved.
