Assessing Progress on the Institute of Medicine Report The Future of Nursing (2016) / Chapter Skim
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4 Promoting Diversity
4 Promoting Diversity
Pages 109-134
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From page 109... ...
. The report notes that the most effective way to achieve workforce diversity is to increase diversity in the pipeline of students pursuing nursing education.
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From page 110... ...
77.6 13.6 6.0 15.5 52.8 47.2 Advanced Practice Registered Nurses 89.5 5.2 4.0 4.4 15.0 85.0 (APRNs) Registered Nurses 78.6 10.7 8.8 5.4 9.2 90.8 Licensed Practical/Vocational Nurses 68.2 25.0 4.1 8.2 8.3 91.7 Nursing, Psychiatric, and Home Health 54.0 37.5 5.1 13.4 13.0 87.0 Aides Dental Assistants 81.1 8.8 6.9 22.5 4.6 95.4 Dental Hygienists 91.6 2.9 3.6 5.7 2.8 97.2 Dentists 80.5 3.3 14.5 6.1 74.5 25.5
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U.S. working-age population is defined as the population 16 years of age or older from the American Community Survey (ACS)
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The gap between the primary and secondary educational experience of whites versus that of Hispanics, African Americans, Native Americans, and some Asian subgroups is wide, deep, and persistent" (p.
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. To support this pillar, the Campaign convenes a Diversity Steering Committee composed of representatives from the American Assembly for Men in Nursing, Asian American/Pacific Islander Nurses Association, National Alaska Native American Indian Nurses Association, National Association of Hispanic Nurses, National Black Nurses Association, National Coalition of Ethnic Minority Nurse Associations, and Philippine Nurses Association of America (CCNA, n.d.-d)
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From page 114... ...
Academic Progression in Nursing program (see Chapter 3) also are required to have diversity action plans.4 According to the Campaign, as of May 2015, 41 state Action Coalitions were working on developing and/or implementing diversity action plans, while 21 Action Coalitions had an approved diversity action plan (CCNA, 2015a)
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The committee wants to ensure that the coalitions are addressing the diversity of their leadership as well as using diversity strategies with regard to education progression, removing barriers to practice and care, interprofessional collaboration, and data collection initiatives. In addition, the Campaign sends diversity consultants to states to provide assistance, convenes an Increasing Diversity through Data Learning Collaborative for state Action Coalitions, and compiles resources relating to diversity on the Campaign website (CCNA, 2015a, n.d.-c)
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From page 116... ...
could help states create benchmarks for workforce diversity and measure progress as diversity initiatives are implemented. PROGRESS Increasing the diversity of the overall nurse workforce is inevitably a slow process because only a small percentage of the workforce leaves and enters each year, whereas the pipeline can change more rapidly, as most degree programs cycle in 2 to 4 years.
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In the United States, according to the most recent data available to the committee, African Americans made up 13.6 percent of the general population aged 20 to 40 in 2011-2013,5 but 10.7 percent of the RN workforce, 10.3 percent of 2011-2013 associate's degree graduates, and 9.3 percent of 2011-2013 baccalaureate graduates. The disparity is even wider for Hispanics/Latinos, who made up 20.3 percent of the general population aged 20 to 40 in 2011-2013,6 but only 5.6 percent of the RN workforce, 8.8 percent of 2011-2013 associate's degree graduates, and 7.0 percent of 2011-2013 baccalaureate graduates.
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The report suggests that as older nurses retire, workforce diversity will improve; however, this analysis does not take into account the proportion of minority nurses in the pipeline. Trends in the Diversity of the Pipeline Associate's and Baccalaureate Degrees in Nursing The number and proportion of enrollees in and graduates from baccalaureate nursing programs who are male increased between 2005 and 2014.
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From page 119... ...
Likewise, the number of African American and Hispanic/Latino nursing graduates in both associate's and baccalaureate programs increased steadily from 2004 to 2014, consistent with the pace observed in the general nursing workforce. The representation of minorities in the population of nursing students and graduates reveals some differences between Hispanics/Latinos and African Americans.
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. The number of African Americans graduating from baccalaureate completion programs increased from 1,265 in 2004 to 5,151 in 2013.
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From page 121... ...
. State-by-State Variation in the Diversity of the RN Pipeline While the percentage of minorities in nursing has been trending upward nationwide, there is a significant amount of variation at the state level with regard to the diversity of the nursing pipeline relative to the state population aged 20-40 -- the general age of nursing graduates (see Figures 4-7 through 4-10)
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FIGURE 4-6 Numbers and percentages of racial and ethnic minority enrollees in research-focused nursing doctoral programs, 2005-2014. SOURCE: Data received from AACN, August 28, 2015.
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FIGURE 4-8 State-level diversity in Hispanic/Latino graduates of associate's degree programs. NOTE: An index showing the relative representation among nursing graduates is calculated by dividing the percentage of Hispanic/Latino graduates by the percentage of Hispanics/ Latinos in the population of the state aged 20-40, the general age of nursing graduates.
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FIGURE 4-10 State-level diversity in Hispanic/Latino graduates of baccalaureate nursing programs. NOTE: An index showing the relative representation among nursing graduates is calculated by dividing the percentage of Hispanic/Latino graduates by the percentage of Hispanics/ Latinos in the population of the state aged 20-40, the general age of nursing graduates.
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From page 125... ...
Title VIII Nursing Workforce Diversity program, which promotes diversity by engaging and recruiting underrepresented individuals into nursing and providing them with resources that assist with their retention and advancement in educational programs. HRSA's FY2016 appropriations justification includes a request for $14 million for a new program, the Health Workforce Diversity Program, which would focus on education, training, and practice issues for individuals from disadvantaged backgrounds.
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126 TABLE 4-4 Numbers and Percentages of Full-Time Nurse Faculty by Race/Ethnicity, 2005, 2010, and 2014 2005 2010 2014 Number Percentage Number Percentage Number Percentage American Indian/Alaska 37 0.3 56 0.4 69 0.4 Native Asian 175 1.6 320 2.2 498 2.8 African American 631 5.8 954 6.5 1,279 7.1 Hispanic/Latino 189 1.7 298 2.0 416 2.3 Native Hawaiian/Other 36 0.3 60 0.4 66 0.4 Pacific Islander Two or More Races Not collected Not collected Not collected Not collected 195 1.1 White 9,867 90.2 12,797 87.7 15,120 84.5 Unknown/Not Reported/ 32 Not reported 110 0.8 257 1.4 Other SOURCE: Data received from AACN, August 28, 2015.
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From page 127... ...
of white non-Hispanic nurses held a baccalaureate or higher degree, compared with 52.5 percent of African Americans and 51.5 percent of Hispanics. As these data indicate, both associate's degree programs and baccalaureate completion programs are important pathways for minority nurses.
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. For support during school, the Clinical Leadership Collaborative for Diversity in Nursing provides leadership development to racially, ethnically, and economically diverse nursing students at the University of Massachusetts at Boston.
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Finding 4-5. The Campaign established a Diversity Steering Committee and now requires all state Action Coalitions receiving funding through the Campaign's State Implementation Program or the RWJF-funded Academic Progression in Nursing program to develop diversity action plans.
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Community colleges, associate's degree programs, and baccalaureate com pletion programs provide important pathways for diverse and disadvantaged students to enter the nursing profession; these educational pathways need to be maintained and strengthened. The high proportions of underrepresented minorities among LPNs/LVNs and other health occupations requiring less education than RNs provides a potential pool of candidates for a more diverse nursing workforce.
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• Encourage state Action Coalitions to work with their state nursing workforce centers and state boards of nursing to collect and make available data on variables that can be used to assess progress to ward increasing the diversity of the nurse workforce, the nursing student population, and nursing faculty. REFERENCES AACN (American Association of Colleges of Nursing)
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Washington, DC: American As sociation of Community Colleges. http://www.aacc.nche.edu/AboutCC/whsummit/Documents/ whsummit_briefs.pdf (accessed September 18, 2015)
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From page 133... ...
AACC Policy Brief 2012-01PBL. Washington, DC: American Association of Community Colleges.
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From page 134... ...
2013. Men in nursing occupations: American Community Survey highlight report.
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