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International Council of Nursing Nurses at the Forefront: Dealing with the Unexpected

International Council of Nursing Nurses at the Forefront: Dealing with the Unexpected. Substance Abuse and Mental Health Services Administration Minority Fellowship Program at the American Nurses Association International Model for Workforce Diversity.

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International Council of Nursing Nurses at the Forefront: Dealing with the Unexpected

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  1. International Council of Nursing Nurses at the Forefront: Dealing with the Unexpected Substance Abuse and Mental Health Services Administration Minority Fellowship Program at the American Nurses Association International Model for Workforce Diversity Faye A. Gary, EdD, RN, FAAN; Willa M. Doswell, PhD, RN, FAAN; Janet Jackson, BS

  2. MFP as Model Faye A. Gary, EdD, RN, FAAN Executive Consultant Minority Fellowship Program (MFP) Washington, DC Medical Mutual of Ohio Professor of Nursing Case Western Reserve University Cleveland, OH

  3. Substance Abuse and Mental Health Services Administration Minority Fellowship Program American Nurses Association Herbert Joseph, PhD, Project Director Linda Stierle, MS, RN, Chief Executive Officer Sponsoring Organizations

  4. Purpose of Presentation Objectives • Detail Key Elements that Have Made the Program a Success • Describe the Academic Requirements of the Fellowship • Discuss its Funding Partnership and • Conclude with MFP Outcomes and Future Plans

  5. Background Minority Fellowship Program (MFP) is designed to provide opportunities for ethnic minority nurses to earn doctoral degrees and become experts in mental health and substance abuse (MHSA) disorders detection, prevention, and treatment.

  6. Background Research demonstrates that ethnic minority populations lag behind the majority population in all health indicators. The proposed project will employ the logic model as its road map that will be used to achieve the goals and objectives.

  7. Significance The goal of the project is to develop ethnic minority nurses who are recognized for excellence in creating, transmitting, and utilizing knowledge and skills to improve the health of people in local and global communities. The intent of this project is to increase the number of PhD prepared nurses from underrepresented ethnic minority groups. Gary & Porter (2006). EMFP Assessment Report

  8. Barriers to Healthcare • Mistrust and fear of treatment • Different cultural ideas about illnesses and health • Differences in help-seeking behaviors language, and communication patterns • Racism • Varying rates of being uninsured; and • Discrimination by individuals and institutions

  9. Background • One of the Most Successful Programs in American for Educating PhD Minority Nurses for Careers in Mental Health & Substance Abuse • Practice • Research • Education • Health Policy

  10. US Population by Race/Ethnicity National Sample Survey of Registered Nurses, US Department of Health and Human Services, Health Resources and Services Administration, HRSA, 2004).

  11. US Registered Nurse Workforce National Sample Survey of Registered Nurses, US Department of Health and Human Services, Health Resources and Services Administration, HRSA, 2004).

  12. Key Elements for Success • Recruitment • Retention • Statistics Study Group • Dissertation Clarification • Mentoring • Academic Accountability • Partnership/Ethnic Minority Community

  13. Recruitment • Awareness through Professional Activities • Collaboration with Health Professionals • Fellows’ Scholarly Contributions • Invitational Luncheons and Meetings • Newsletter as Communication Tool • Participation at Selected Meetings • Site Visits and Outreach • Visibility and Public Contributions to Science and Service

  14. Members of Asian and Pacific Islander Nurses Association, 2007 Discussions: Goals of the MFP, Workforce Diversity Issues, and Health Disparities and Cultural Competence in Practice and Research Recruitment

  15. Retention • Colloquia Participation • Congressional Visits • Social Support • Academic Support • Mentoring • Tutoring • Coaching • Career Planning

  16. Academic Accountability • End of Semester Academic Progress • Progress Report from Advisor • Fellow’s Grades • Check ups with Advisory Committee Members • Site Visits to Universities • Consultations with Deans & Associate Deans • Teleconferences • Assigned Mentoring/Tutoring/Virtual Classes

  17. Statistics Study Group • Study Guides • Workbooks in Hardback and Disc Format • Assignments • Weekly Group Conferences • Proficiency Assessments • Modules: Descriptive Statistics, Research Problems, Research Design, Measurements, Estimation and Hypotheses Testing, Regression and Correlation, Analysis of Frequency, Path Analysis

  18. Tracking Fellows • Fellows’ Profiles are computerized for privacy protection, efficient storage, and easy retrieval Data include documents related to • Matriculation in MFP and academic institutions • Degrees, ethnicity, gender, practice interest, employment, • Overall academic status • Post Doctoral Applications/Matriculation • Ten years of Follow’s up Profile Information • Web-based Assessment Data

  19. Education Enhancements • Virtual Classrooms • Statistics Study Group (SSG) • Dissertation Clarification Teleconferences • Fellows’ Workroom • Website at www.emfp.org • Peer Support • Institutes • Summer Institute (July) Mini Institute • Winter (January) Micro Mini Institute

  20. Career Pathways of MFP Graduates

  21. Logic Model: MFP Evaluation

  22. Academic Requirements Janet Jackson, BS Program Manager Minority Fellowship Program American Nurses Association Silver Spring, MD USA

  23. Model for Workforce Diversity

  24. Scholarly Requirements Year One Participate in 2 presentations (poster or podium) at local and state conferences; Submit academic performance record to MFP

  25. Scholarly Requirements Year Two Participate in 3 presentations (poster or podium) at regional and national conferences Successfully complete academic work Revise Plan of Study as Needed

  26. Scholarly Requirements Year Three Participate in 2 presentations (poster or podium) at regional and national conferences Publish 2 manuscripts on mental health/substance abuse Evidence of participation in Minority Community

  27. Scholarly Requirements Year Four Complete all academic requirements of program; submit abstract for dissertation research; Submit career trajectory to MFP office Participate in presentations, 2 national conferences and one international Publish 2 papers as first author/1 co-author on substance abuse and/or mental health disorders Participate in local/state initiatives to advance awareness in MH/SA disorders prevention and treatment

  28. Scholarly Requirements Year Five Publish 1 refereed paper as first author Complete dissertation and submit copy to MFP office at ANA for approval Provide evidence of involvement in an ethnic minority community of choice Present 2 refereed podium presentations, one national and one international conference Develop trajectory for career pathways and continuing development; submit application for post doctoral study

  29. Model for Workforce Diversity

  30. Micro-Mini Institutes

  31. National Advisory Committee

  32. Evaluation Data Evaluation Data Displayed on Website • Intensive Summer Institutes (ISI) • Intensive Winter Institutes (IWS) • Micro-Mini Institutes (MMI) • Tutorials • Statistics Study Group/Competency Assessments

  33. MFP Fellows’ 2005 ISI

  34. MFP at NAHN, 2006

  35. AK Native Students, 2006

  36. Recruitment: Anchorage, AK

  37. Fellows at ANA Convention, 2003

  38. Key Elements: The Facts PhD Nurses 265 Ethnic Minority Alumni 15 Current Fellows Two Current Post Doctoral Fellows Stakeholders on Seven Continents

  39. Funding Partnerships, Outcomes and Future Plans Willa Doswell, PhD, RN, FAAN Chair, National Advisory Committee Associate Professor University of Pittsburgh Pittsburgh, PA MFP Fellow: 1980-1984

  40. Funding Partnership • The priorities of SAMHSA • Healthy People 2010 • President’s New Freedom Commission Report • Health Disparities

  41. Infectious Disease Uninsured Distress Poor quality of life Maternal/ Infant Deaths Literacy Nutrition Crime Victims Injuries & Accidents Sickle Cell Low Birth Weight Babies Criminal Justice Sentencing Diabetes Juvenile Delinquency Housing & Homelessness Unserved Cardiovascular Disease Periodontal Disease Political Office Voting Asset Accumulation Environmental Pollution Alcohol Abuse Cancer Obesity Graduation Rates Low Income Schizophrenia Depression Bipolar Domestic Violence Personality Disorder Dementia Capital Punishment Farm Work Unemployment A View of Disparities HIV Cocaine Use/Sale Mental Retardation Homicides Davis, 2003; Byrd & Clayton; IOM, 2003

  42. Patient Provider System Overlap in Three Domains: Variables that Impact Healthcare IOM, 2003; IOM, 2004

  43. Significance • Health Disparities have an extensive history • Disparities are burdens of minorities • Minority persons are missing in the healthcare professions • Disparities are imbedded in differences in • income, • access to information, • cultural traditions, & • social structures Davis, 2003; Byrd & Clayton; IOM, 2993

  44. Healthcare DisparitiesEthnicity & Health • Health services are not designed with sensitivities to diverse health beliefs, practices, and service patterns: ethnicity, culture, gender, and age are typically not considered • To reduce health disparities and increase access to care, health programs must evidence cultural competence, age appropriate and gender specific approaches

  45. Realities in Health Systems • Universities are responsible for levels of knowledge, skills, theory, and practice that are applied to minority people. Too few ethnic minority people are matriculating at universities. • Cultural competency is not a basic approach in the majority of universities. • Ethnic minority people seek help from religious organizations. • Collaboration between religious organizations and behavioral health is minimal.

  46. Cultural Competence • Cultural Competence is essential for building consensus among people from different ethnic and cultural groups, communicating with families, making clinical decisions, etc • Cultural differences are reflected in three domains in health care: patient, provider, and systems • Historical perspectives should be understood and addressed among under-representation in health professions; they experience poorer care, & higher mortality than Caucasians • Grosel, C., Hamilton, M., Kogano, J., and Eastwood, S. (Eds). (2000).

  47. Cultural Competency & Health • Cultural Competency will improve research and clinical trials for ethnic minority people • Its relevance is embedded in the need for nurses to be more aware of language, cultures, health belief and practices as expressed within a diverse society

  48. Cultural Competency& Health • Cultural Competency will improve the quality of care for all people in the nation • Culturally sensitive care, research, and public policy issues are domains that have the potential of helping to reduce and eliminate disparities among ethnic minority groups, and underserved Caucasians IOM, 2003; IOM, 2005

  49. Projection of Nurses in 3 Different Times:Non-Hispanic White and Ethnic/Minority Groups . U.S. Census Bureau, 1996, Population Projections of the U.S. by Age, Sex, Race, and Hispanic Origin: 1995 to 2050, Current Population Reports, p 25-1130, Washington, DC.

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