Beginning the Journey to Change Organizational Culture Jeanette Avery Philip Julian Annette Peery

Background and Literature Focus on teaching delivery of culturally competent care Medical education literature > nursing education literature Limited resources on practice of diversity within educational environment National League for Nursing (2007) – Diversity as core value Commitment to Diversity in Nursing and Nursing Education (2009)

Conclusion “ If we’re going to teach diversity and cultural competence… We must live diversity and cultural competence in the education setting.”

A new beginning… Diversity Advisory Committee Diversity Advisory COUNCIL Integrated Diversity Plan CON Diversity Survey University Commitment

Fall 2007 Diversity Advisory Council Redefined!! Purpose: Discuss and examine issues related to diversity within the CON and make recommendations to the Dean Goal: Raise consciousness/awareness of faculty, staff and students regarding the value of diversity and issues surrounding diversity.

Where to begin? Fall 2007 – DAC concluded that we needed to investigate and assess our current status with respect to diversity. Spring 2008 – CON Diversity Survey

Survey Strategy Include faculty, students, and staff Task Force to develop & implement survey 4 faculty and 2 student representatives Use demographics similar to University survey Forced choice and opened responses Implemented Feb 2008 Monkey Survey & hard copies

Demographic Snapshot 288 respondents (26% of CON population) Male Female Single Parent Partner parent No children PhD Staff Faculty MSN Undergrad Other African Am Caucasian Percent

Summary of Results Sorted by ECU Status Ethnicity Gender

Is diversity important to you? ( % Very / moderate ) Sf S AA C F M W O ECU Status Ethnicity Gender Percent P < 0.05

Is diversity valued within the CON? ( % Very / moderate) AA - 33% “Very / Moderate” - 57% “Minimally / Not at All” ECU Status Ethnicity Gender Percent P < 0.05 Sf S AA C F M W O

How open is the CON to creating an environment that respects diversity? (% Very / moderate) Sf F O S M AA C W AA - 48% “Very / Moderate” - 41% “Minimally / Not at All” ECU Status Ethnicity Gender Percent P < 0.05

Are resources available in the CON to enhance successful progression by individuals from diverse backgrounds? ( % Always /sometimes) Men - 61% “Always / Sometimes” - 24% “Rarely / Never” ECU Status Ethnicity Gender Sf F O S M AA CW AA - 57% “Always / Sometimes” - 31% “Rarely / Never” Percent

Are all diverse groups supported equally in the CON? ( % Always /sometimes) Sf F O S M AA CW AA - 59% “Always / Sometimes” - 31% “Rarely / Never” ECU Status Ethnicity Gender Percent

Does a caring, respectful environment exist at the CON? ( % Always /sometimes) ECU Status Ethnicity Gender F Sf C O AA W M S Percent P < 0.05

Thematic Categories  Lack of minority faculty  Insensitive faculty attitude  Inequitable access to resources  Inconsistent support services for success  “Reverse” discrimination  Lack of knowledge [about diverse cultures]

The journey continues… University College of Nursing

University Equity, Diversity and Community Relations – Chancellor’s Diversity Leadership Cabinet (MACRO) – Diversity Liaison Group (MICRO) Each Academic Unit must reflect Diversity Action Plan – Goals/Objectives with metrics

College of Nursing Mission Statement for Diversity Advisory Council New DAC Membership structure Heightened awareness of inclusiveness Working groups from staff, faculty and staff

Summary & Conclusion Confirmed lack of CON  Homogenous population Confirmed differences in perspectives  ECU Status - Ethnicity - Gender Heightened awareness of key issues  Status silos  Faculty insensitivity  Disparity of resources

Changing(?) Diversity Profile (Staff) Percent

Changing(?) Diversity Profile (Faculty) Percent

Changing(?) Diversity Profile (BSN Student) Percent

Comments and Questions ???