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Review

An Introduction to Faculty Diversity, Equity, and Inclusion for

Excellence in Nurse Education: Literature Review

Emily Ganek, BSN, MSN; Romy Antonnette P Sazon, BSN, MSN; Lauren Gray, BSN, MSN; Daisy Sherry, PhD,

College of Nursing and Health Sciences, Lewis University, Romeoville, IL, United States

Corresponding Author:

Daisy Sherry, PhD, NP

College of Nursing and Health Sciences

Lewis University

One University Parkway

Romeoville, IL, 60446

United States

Phone: 1 815 836 5249

Email: sherryda@lewisu.edu

Abstract

Background: The diversity of the world’s population is increasing, along with the health inequities of underrepresented minority

populations. To provide high-quality care to all patients, nurses require an understanding of diversity, equity, and inclusion (DEI)

as well as how to implement best practices. Nurse educators are the ones to lead the way for DEI education for students.

Objective: This paper aims to describe the findings of a literature review that introduces DEI concepts for excellence in nurse

education and their related benefits. Best practices for actions to address DEI in nursing education will be described.

Methods: After institutional review board approval, a literature search yielded 61 articles using 15 distinct keywords in 4 global,

peer-reviewed literature databases. Melynk and Fineout-Overholt’s (2023) Levels of Evidence guided the process of selecting

26 peer-reviewed articles and resources.

Results: Common themes for best practices in DEI were identified. These themes included recruiting underrepresented minority

nursing faculty, incorporating DEI into an institution’s mission statement, addressing DEI topics in curricula, providing leadership,

having a DEI strategic plan, developing education, developing data-based interventions, instilling policy change, partnering in

outreach, targeting impact on hiring committees, recognizing DEI work, and providing mentorship.

Conclusions: In summary, this literature review provides several strategies to address DEI for nurse educators. Committing to

DEI efforts and improving diversity in the nurse educator workforce are integral steps in improving the quality and inclusivity

of nursing education and ultimately improving the health of our communities.

(Asian Pac Isl Nurs J 2023;7:e49231) doi: 10.2196/49231

KEYWORDS

nursing education; diversity; equity; inclusion; inclusive; nursing; allied health; medical education; nurse; nurses; health care

education; curriculum; DEI; teaching; educator; educators; hiring; recruiting; recruitment; teacher; teachers

Introduction

It is well known that the diversity of the world’s population is

increasing, along with the health inequities of underrepresented

minority populations. To provide high-quality care to all

patients, nurses need to understand diversity, equity, and

inclusion (DEI) and implement best practices. The American

Association of Colleges of Nursing (AACN) [1] declared the

need for DEI in nursing academia to better prepare future nurses.

Nursing educators are in a prime role to lead education about

DEI for the next generation of nurses.

In the United States, the proportion of full-time underrepresented

minority nursing educators was 18% in 2019 [2,3]. In the state

of Illinois, 20.1% of nurse educators identified as an

underrepresented minority, which falls short in contrast to the

31.3% of underrepresented minority nursing students [2]. Efforts

to increase the number of underrepresented minority nursing

educators must be put into place to better match the needs of

the student population. AACN [4] supports expanding the

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diversity of nurse educators. To strengthen the quality of nursing

education in DEI to promote the inclusion of underrepresented

students, recruiting more diverse nursing educators is essential.

Diverse nurse educators provide a diversity of perspectives and

faculty to attract aspiring underrepresented minority students.

The objective of this paper is to provide the results of a literature

review that introduces DEI concepts for excellence in nurse

education and their related benefits. Evidence-based best

practices for actions to address DEI in nursing education will

be discussed.

Methods

Ethics Approval

The Lewis University Institutional Review Board approved this

educational research on March 25, 2022.

Procedure

A literature review was done to investigate what is known about

the attitudes, beliefs, and strategies related to building cultural

competence among staff and faculty in a school setting. Primo,

ProQuest, Google Scholar, and Mendeley were used to perform

the literature review that yielded 61 articles and readings.

The following keywords were searched in variation for this

literature review: cultural competency, nurse educators, training,

supporting diverse nursing faculty, diversity of nursing faculty,

nursing faculty diversity, inclusivity for nursing faculty, holistic

review, diversity, nursing workforce, holistic admissions,

cultural competence, nursing, and influence on students and

diversity.

Melynk and Fineout-Overholt’s Levels of Evidence [5] were

used during the process of finding peer-reviewed articles for

this literature review. All articles included were either primary

or secondary sources and were written within the last 5 years.

The search for DEI concepts was researched first through the

AACN. Having a defined set of DEI concepts directed

subsequent articles that sought the benefits of diversity in the

nurse educator workforce.

Results

Overview

The following definitions and suggestions are the result of the

literature review. Many resources in nursing education look to

the AACN for how to define DEI. These definitions will be

provided. “Benefits of diversity in the nursing workforce” was

a common theme within each of the articles and resources

examined. These benefits will also be provided.

After an examination of the literature, common themes for best

practices in DEI were identified. These themes include recruiting

underrepresented minority nursing faculty, incorporating DEI

into an institution’s mission statement, addressing DEI topics

in curriculum, providing leadership, having a DEI strategic plan,

developing education, developing data-based interventions,

instilling policy change, partnering in outreach, targeting impact

on hiring committees, recognizing DEI work, and providing

mentorship.

Defining DEI

The AACN [1] provides important definitions (Textbox 1) for

the terms diversity, equity, and inclusion. It is necessary to be

knowledgeable of the many aspects that encompass DEI to fully

grasp the importance of diversifying the nurse educator

workforce. An institution that values and embraces DEI efforts,

appreciates opposing opinions, inspires innovative

problem-solving strategies, and boosts creativity within the

academic institution is more likely to draw diverse applicants

[6].

Textbox 1. Definitions of diversity, equity, and inclusion.

Diversity

“A broad range of individual, population, and social characteristics, including but not limited to age; sex; race; ethnicity; sexual orientation; gender

identity; family structures; geographic locations; national origin; immigrants and refugees; language; physical, functional, and learning abilities;

religious beliefs; and socioeconomic status.”

Equity

“The ability to recognize the differences in the resources or knowledge needed to allow individuals to fully participate in society, including access to

higher education, with the goal of overcoming obstacles to ensure fairness.”

Inclusion

“Environmental and organizational cultures in which faculty, students, staff, and administrators with diverse characteristics thrive.”

Note: Definitions are taken from the American Association of Colleges of Nursing [1].

Benefits of Diversity in the Nurse Educator Workforce

One key benefit of diversity in the nurse educator workforce is

a better representation of the diversity of the student population.

An institution with diverse nursing faculty and staff attracts and

inspires current and prospective students to identify with their

educators. Students associating with faculty whom they identify

with promotes a sense of belonging. Alsulami and Sherwood

[7] note that underrepresented minority students are motivated

by seeing themselves represented by faculty who are successful

in their careers. AACN [8] adds that underrepresented minority

nursing faculty can inspire students looking to join the nursing

profession. Increasing the diversity of underrepresented minority

faculty members enriches the cultural climate of a teaching

institution. The Center for American Progress emphasizes the

importance of recruitment and retention of a diversity of faculty

members to combat the imbalance of diversity between students

and educators [9].

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Guler [10] demonstrates that diverse students need diverse and

inclusive teaching approaches. Educators with the best intentions

verbalized frustration connecting with a diversity of students.

For example, 65% of faculty members reported they did not

have enough training to educate culturally and linguistically

diverse students properly [10]. Volpe [11] added that

underrepresented minority students attending schools with a

lack of diversity reported feeling alone and unsupported. To

solve this dilemma, Partelow et al [9] stated that recruiting

faculty from underrepresented minority groups will help improve

culturally responsive teaching. Diversity in language and culture

is a positive experience for classroom learning allowing students

to learn from both educators and peers. A diversity of nurse

educators provides different outlooks, pedagogies, and

experiences enriching the education of the students [7]. The

ultimate goal would be to recruit a widely diverse faculty to

support a diversity of students, increase inclusivity in the

organization, and improve the cultural climate.

Discussion

Principal Findings

In the search for excellence in the recruitment of diverse nursing

faculty, several common strategies were identified. The

following practical strategies, created from a thorough literature

review, can be applied to any school of nursing for the creation

of a more culturally inclusive environment that supports a

diversity of nurse educators.

Mission Statement

A mission statement conveys the purpose and intentions of the

group and sets the tone for the group culture. A clear mission

statement for nursing regarding DEI is critical for understanding

the culture, holding leaders accountable, and directing the

learning environment [4]. Therefore, the first step in creating a

more diverse nursing faculty is a mission statement driven by

DEI principles. By doing so, a mission statement dedicated to

providing culturally competent education is indisputable.

Moreover, Alsulami and Sherwood [7] found that faculty

development offerings led to greater job satisfaction for

underrepresented minority faculty when the mission and culture

of the university were highlighted. The mission statement is the

nucleus of an institution, guiding all actions.

A mission statement that describes values in DEI also helps

support and sustain faculty work. Retention rates for

underrepresented minority faculty were increased in institutions

with mission statements embedding DEI values [7]. However,

it is important to discern that simply rewording a mission

statement to add popular DEI catchphrases will not be effective.

Having core DEI values requires measurable initiatives for

call-to-action stances on social justice to mean something [12].

This means that a mission statement driven by DEI principles

is a first step, which then needs to be the anchor for a school’s

set of priorities, resources, and decisions, and in turn, be evident

in the campus climate [13]. For example, the University of

Pennsylvania School of Nursing exhibits its commitment to

diversity through its mission statement, its Office of Diversity

and Inclusivity’s strategic goals to prioritize diversity in the

social and cultural life of the campus, and its attentiveness to

adding cultural competence into the curriculum [14]. The

mission statement of a school is a vital message to the

community.

Curriculum

The incorporation of DEI concepts within the curriculum in

nursing programs is a key component in attracting diverse

faculty members. For example, a community health course can

concentrate its clinical portion of the course on providing care

to historically underserved populations, while continuing to

practice their fundamental skills [13]. In another instance, in a

nursing research course, a class assignment could incorporate

the identification of DEI topics, retrieve related research articles,

create in-class discussions, and participate in reflection activities

about their given topic [15]. It was found through student course

evaluations that incorporating DEI helped create a more

inclusive learning environment and supported their personal

growth. A more diverse group of nursing faculty and students

cannot be accomplished without intentionally including DEI

concepts in the curriculum and learning environment [16].

Syllabi within the nursing curriculum communicates class

expectations. Among these expectations, the creation of an

inclusive learning space is fundamental. The learning space

includes the physical classroom, internet-based classroom, and

experiential clinical setting. For example, Lewis University

promotes a sanctified zone where learning spaces encourage

diversity and oppose bias and prejudice [17]. Communicating

a persistent and consistent inclusive message to the students

and community in course syllabi is a practical way to support

faculty diversity and recruit potentially underrepresented

minority faculty. Prospective underrepresented minority faculty

will find value in the addition of DEI concepts in the curriculum

on which they base their work.

Loyola Marymount University’s School of Education stands as

an example to other universities for how they prepare their

educators to serve a diverse student body. For example, a

significant portion (40%) of their teaching competencies are

specifically related to diversity [9]. Examples of

diversity-specific teaching competencies incorporate advocacy

for social justice and inclusion, respect for all individuals, and

leadership that is moral and caring [9]. Having the next

generation of educators meet these competencies demonstrates

a commitment to diversity and ensures educators have the ability

to teach in an inclusive way. A diversity of prospective faculty

will see that the school of nursing values DEI, as stated in their

mission, when the curriculum provides learning opportunities

regarding DEI efforts.

Academic Leadership

Leaders in academia uphold the mission statement of the

learning institution. In doing so, the cultural expectations of

faculty are outlined. However, it is known that unconscious bias

is a characteristic of being human. Everyone has their own

biases. Unfortunately, biases from academic leaders or faculty

members can unintentionally hinder the ability to recruit diverse

nursing faculty members [1]. It is recommended that all

leadership and faculty members increase their self-awareness

of bias and reflect on how that bias could impact a nursing

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school’s endeavor to improve DEI efforts. More importantly,

it is recommended to reflect on how bias can be overcome to

promote DEI efforts.

Strategies to overcome bias include self-assessments on

awareness and identification of individual biases. Subsequently,

education and support to empower faculty with knowledge for

personal and professional development is a responsibility of

leadership. Resources, continuing education, and readings on

inclusivity and bias are helpful for all faculty members to learn

and grow. Byrd et al [18] highlight the importance of self-study

on the topic of inclusivity and actively exposing oneself to

diverse viewpoints. Inclusive leadership includes a diversity of

perspectives for making decisions. Inclusive leaders promote

diverse thinking while ensuring a respectful environment for

discernment.

Along with biases, lack of support is another barrier in

leadership for the recruitment and retention of diverse nursing

faculty members. Iheduru-Anderson et al [19] found that many

Black nurse leaders felt a lack of support from the institution’s

leadership. Actions such as the absence of academic leadership

at important DEI events conveyed the message that these events

are not significant [19]. AACN [4] highlights the importance

of leadership participating in DEI activities and evidence-based

training to ensure that the school can fulfill its commitment to

advancing the quality of nursing education regarding DEI. An

academic leadership team that is visible and campaigns for DEI

initiatives will assist in recruiting diverse faculty members.

There are many other ways a leadership team can demonstrate

a positive cultural climate for the promotion of diversity.

Embracing differences, ensuring proper work-life balance,

valuing a diversity of educators’ voices through inclusion in

decision-making procedures, and rewarding faculty members

for DEI-related work are a few examples [7]. Leaders at the

highest level of the institution must consistently convey the

importance of diversity and inclusion to support

underrepresented minority faculty to feel “that their presence

on campus is part of the collective group, not a representation

of the invisible few” [7,10]. In other words, the value of a

diversity of underrepresented minority faculty members should

be evident in all facets of the institution and continually

reinforced by leadership.

DEI Strategic Plan

A DEI strategic plan is a document that communicates the

strategies and goals regarding DEI efforts of the learning

institution and provides ways to become a more inclusive and

equitable environment. A DEI strategic action plan will identify

stakeholders, set goals, create objectives, and develop outcomes

and metrics that all align with the mission of the institution [4].

One of the first actions to include in a DEI strategic plan is the

creation of a DEI committee to facilitate efforts [11]. The

addition of a DEI leader can also assist with coordinating efforts

between departments and the university, serving as a resource

for mentorship and faculty advice, promoting a welcoming

culture for a diversity of educators, and leading the nursing

school’s DEI committee [4]. The DEI strategic plan and DEI

committee are a powerful duo. Prospective and current nursing

faculty will appreciate the guidance of a clear plan and feel

supported by the DEI committee members.

The University of Pennsylvania School of Nursing proves to

be a model for excellence in diversity and inclusion as

demonstrated by the key performance indicator of faculty

diversity. As of 2018, the University of Pennsylvania School

of Nursing was one of 3 schools to have an Office of Equity

and Inclusion [14]. This office focuses on the promotion of

classroom strategies to ensure culturally sensitive and inclusive

teaching-learning strategies and provides support to

underrepresented minority faculty and students. As a result, the

University of Pennsylvania School of Nursing has achieved a

faculty diversity rate of 24.5% underrepresented minority faculty

members [14]. This percentage is notably greater than the 2019

national average of 18% full-time diverse faculty members [3].

The University of Pennsylvania School of Nursing introduced

a position called the Diversity Search Advisor to create hiring

goals and strategies for promoting diversity. Some of these

strategies include organizing implicit bias workshops for faculty

search committees, improving university policies that relate to

diversity and inclusion, and scheduling discussions about how

to increase the pool of diverse applicants [14]. These strategies

display the school of nursing’s commitment to diversity, which

has been successful in increasing faculty diversity.

Faculty Education

Although a DEI strategic plan is key for an organization

dedicated to the promises of providing fair opportunities for all

students, it is important to take it a step further and ensure that

all faculty and staff are fully knowledgeable to implement these

actions. AACN [4] prepared a DEI Tool Kit to guide and assist

schools of nursing with implementing DEI strategies, expanding

the capacity of nursing faculty to grow professionally and

personally. Evidence-based resources and exemplar models are

provided to give faculty the tools necessary to build an inclusive

teaching and learning environment [4]. For example, the DEI

Tool Kit contains an area called “Access and Success” that

recommends developing a recruitment plan to expand the

diversity pool for the next generation of nurses, creating a

pipeline program for underrepresented minority high school

students, and establishing articulation agreements from associate

degree and baccalaureate degree programs through graduate

studies to promote educational advancement. There are 3

additional areas in the DEI Tool Kit—Institutional Viability

and Capacity, Climate and Intergroup Relations, and Education

and Scholarship—providing a variety of strategies to advance

DEI work. To support faculty education related to the DEI Tool

Kit, AACN offers a series of free Inclusive Excellence webinars.

Research shows that many faculty members have a low sense

of self-efficacy related to teaching DEI concepts [20]. One way

to implement faculty education is to start with new faculty

orientation that sets expectations for the faculty role in

optimizing the learning space as inclusive and safe. Subsequent

educational offerings can be expected on a regular basis as one

way to meet the requirements for promotion and tenure. These

offerings for DEI education should include current faculty

members. Institutions that used educational interventions for

DEI training saw more student success, increased faculty

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involvement, and positive faculty feedback [7]. O’Connor et al

[20] conducted an incentivized 3-day DEI institute to give

faculty the knowledge and skills to embrace DEI concepts and

create culturally competent teaching practices. The offering of

the DEI institute found statistically significant increases in

faculty and staff self-efficacy in teaching DEI-related topics

[20]. Many of the participants felt that the training would

improve their teaching and that DEI-based learning is valuable

to consider in yearly faculty competencies.

Iheduru-Anderson et al [19] suggested that cultural competency

education should cover topics such as racism, microaggressions,

diversity, and inclusion. It is important that these sensitive topics

are covered in separate interactive and introspective educational

modules to promote self-awareness, empathy, and compassion

for others. An institution that offers continuing education to

faculty on DEI concepts is attractive to prospective and current

underrepresented minority faculty to promote inclusion and

enhance knowledge, thereby assisting in the recruitment and

retention of faculty.

Data

Another key step for excellence in the recruitment of

underrepresented minority nursing faculty is the use of data.

Data are well known to drive institutional decision-making.

Collecting data regarding faculty and student recruitment

practices, acceptance rates, retention rates, and progression to

measure and compare performance among groups will be

informative for making decisions [11]. Metrics keep track of

performance and assessments of the current climate. Some

examples of metrics and data are the Center for Urban

Education’s Racial Equity Tools, climate surveys, and

governance committees’ feedback.

The University of Southern California’s Center for Urban

Education developed Racial Equity Tools, broken down into 4

phases, with the goal of improving racial justice in education

[21]. The University of Southern California uses these tools to

identify gaps in practices, policies, or individual beliefs to

promote equity in the educational outcomes and opportunities

for underrepresented minority students [21]. These tools are

user-friendly and able to be used without a facilitator’s

assistance. Data results inform the institution’s ability to learn

about its areas of success and growth.

Another helpful metric for data on performance is an

institutional climate survey. Climate surveys measure the

perceptions of an institution’s culture and provide a voice for

participants to offer feedback as to what the institution is doing

well, where there is room for improvement, and how the

institution supports DEI efforts. To change the climate of

academic nursing to value inclusion and diversity, the

experiences of those impacted by these matters should be

assessed through climate surveys. Climate surveys are deployed

on a routine basis to provide a snapshot of the current climate

and gather comparative data over time. Positive results from

cultural climate surveys lead to greater retention of

underrepresented minority faculty [22]. Similar to the Racial

Equity Tools, a climate survey allows institutions to identify

both areas of success and growth.

Viewpoints from current students, faculty, and staff members

provide important details on the institutional culture and tips

for addressing areas for growth. Byrd [13] found that nursing

education programs successful at increasing DEI efforts obtain

students’input often through governance committees and focus

groups. This information is used to make changes, whether

changes to outdated policies or enhancements in the classroom

to promote effective teaching strategies. Data and feedback help

to inform institutions about the need to create a diverse and

inclusive academic environment.

Policy Change

Institutional, departmental, and programmatic policies need to

reflect the commitment to DEI and support the DEI strategic

plan. Policies and procedures regarding recruitment, acceptance,

and progression of both faculty and students are of particular

importance [11]. Taking action to address outdated policies and

procedures speaks volumes to the perceived value and

commitment to DEI work. According to AACN [4], there should

be a continual review of current policies to remove barriers that

prevent the advancement of DEI efforts. Examination of policy

language is recommended for the reduction and elimination of

any systemic bias or prejudice.

The gap in diversity between the educator workforce and the

student population is wide. Policy changes regarding the

improved recruitment and retention of underrepresented minority

faculty members could help lessen this gap [7,9,11]. Institutional

policies and key performance indicators need to involve

inclusion and equitable work environments. For example,

learning institutions could incorporate inclusive procedures to

hire based on merit while also mitigating bias in search

committees. Reducing bias includes addressing any

prejudgments related to age, race, gender, or other characteristics

that are not related to performance.

Outreach

The establishment of strategic partnerships throughout the

community is a key step in increasing the pipeline of prospective

underrepresented minority faculty members [11]. For example,

the University of Pennsylvania School of Nursing uses the

Diversity Search Advisor to represent the school of nursing at

outreach events, internal and external meetings, and

consultations with a diversity of community and educational

leaders to attract a diversity of student and faculty applicants

[14]. It is helpful for a leader who is knowledgeable and

comfortable with DEI concepts to promote community

partnerships. Along the same lines, Teach for America strategies

for recruitment can be helpful [9]. The members of Teach for

America have a role in expanding awareness of goals for

diversity and advocacy of inclusion for prospective applicants.

For example, campuses with a high percentage of a diverse

student population, accredited historically black colleges and

universities, and Hispanic-serving institutions are ideal places

to form relationships with future students and educators [9].

The most effective nursing programs integrate outreach with

recruitment. For example, in the United States, every public

school district’s data on student diversity are made available to

the public. Nursing leaders and DEI experts can select to partner

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with schools that serve a diverse student body. Increasing the

number of underrepresented minority nursing students ultimately

increases the number of potential future underrepresented

minority nurse educators.

Hiring Committee

Displaying diversity in the search committee and using a holistic

hiring process are two key steps to recruiting more diverse nurse

educators. AACN recommends a guide provided by Columbia

University as an exemplar for best practices in faculty search

and hiring [4,23]. Columbia University [23] recommends that

the recruitment and hiring of diverse candidates should be done

in a space where the hiring committee is also diverse. In line

with this, a web-based survey found that nurse educator

applicants from underrepresented minority groups would prefer

to see a more diverse hiring committee that is a better

representation of themselves during the interview process to

foster a sense of belonging [24].

Using a holistic hiring approach includes an examination of the

applicant as a whole person. A holistic hiring approach considers

more than a narrow view of the person’s professional skill set.

Rather, the holistic hiring approach will examine the applicant’s

values, how they interact with others, and their potential

longevity with the institution. Incorporating a holistic hiring

approach can prove beneficial for the overall culture of the

workplace.

Recognition of Work

The role of faculty members includes not only teaching and

scholarship but also university service, such as participating in

DEI committees or mentoring programs. Service contributions,

when speaking of promotion and tenure, are given less weight

compared to research, teaching, or clinical practice [13].

DeWitty and Murray [22] report underrepresented minority

faculty often serve on DEI committees and participate in DEI

events, but this work is not as highly valued as research or

scholarship. As a result, underrepresented minority faculty often

feel unsupported and have less time for promotion, tenure, and

professional development [7]. DEI work is important to driving

the learning institution’s mission and needs to be counted as

valuable to career advancement. Giving credit to DEI work will

support faculty retention, promotion, and tenure. It is

recommended to give greater weight to activities that promote

and influence diversity in an institution in the promotion and

tenure process [13].

Iheduru-Anderson et al [19] report on the negative experiences

of Black women in academic nursing and the increased

responsibilities assumed of them. For example, it was reported

that colleagues often expected the Black nurse educator to be

the leader of diversity and inclusion committees or the planner

of cultural competency training, without providing proper

resources. From the mission statement to the promotion and

tenure process, a just and inclusive culture provides support and

welcomes all to the role and shared responsibilities of being a

faculty member within the nursing community.

Indiana University-Purdue University Indianapolis (IUPUI) is

one of the first institutions to begin compensating employees,

through tenure and promotion, for DEI-related work [25].

IUPUI’s policy gives credit to accomplished work that

strengthens the institution’s efforts toward being inclusive and

rewards those contributing to DEI. For example, an African

American assistant professor at IUPUI described how she was

asked to participate in many DEI-related roles, and because of

the policy change, her research on DEI excellence in service

counts for promotion [25]. It is well known that promotion and

career advancement are key factors in attracting faculty. In the

recruitment of diverse faculty members, the importance of

recognition for DEI-related work should be highlighted,

especially in terms of promotion and tenure.

Mentorship

Research shows that faculty members value the support of

mentorship. There are data supporting the number of

underrepresented minority faculty lost to tenure rejection or

attrition [25]. Byrd [13] found that a significant factor in the

retention of underrepresented minority faculty is offering a

high-quality mentoring program. Mentorship has been shown

to increase a sense of belonging, confidence, and support while

fostering an environment of equity where equal pay and

promotion occur fairly [26,27]. Mentorship would provide

professional and personal support, in turn preventing attrition.

One exemplary organization for mentorship is Penn State, whose

nursing program provides mentorship programs, faculty

development opportunities, training, and workshops [14].

Another impactful factor for the retention and recruitment of

faculty includes support from colleagues and leaders [7]. Forms

of support include mentorship, quality new employee

orientation, and continuing faculty development. Having a

multitude of options for faculty to connect and learn with and

from each other is invaluable.

Conclusions

Diversifying the nurse educator workforce is an essential

strategy for creating a more equitable environment. The

increasing diversity of nursing students and the next generation

of nurse educators requires nursing education to evolve.

Adopting best practices for the recruitment and retention of

underrepresented minority faculty members will expand the

pipeline of nurse educators. Committing to DEI efforts and

improving diversity in the nurse educator workforce are integral

steps in improving the quality and inclusivity of nursing

education, ultimately improving the health of our communities.

Acknowledgments

This study was partially funded by the Health Resources and Service Administration (HRSA) Nursing Workforce Diversity

Program (grant 5 D19HP42035-02-00). The authors gratefully acknowledge support from Dr Linda Steffens and Dr Tina Bobo.

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Conflicts of Interest

None declared.

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Abbreviations

AACN: American Association of Colleges of Nursing

DEI: diversity, equity, inclusion

IUPUI: Indiana University-Purdue University Indianapolis

Edited by H Ahn; submitted 23.05.23; peer-reviewed by A Palese, HD Byon; comments to author 10.07.23; revised version received

31.10.23; accepted 02.11.23; published 01.12.23

Please cite as:

Ganek E, Sazon RAP, Gray L, Sherry D

An Introduction to Faculty Diversity, Equity, and Inclusion for Excellence in Nurse Education: Literature Review

Asian Pac Isl Nurs J 2023;7:e49231

URL: https://apinj.jmir.org/2023/1/e49231

doi: 10.2196/49231

PMID: 38039066

©Emily Ganek, Romy Antonnette P Sazon, Lauren Gray, Daisy Sherry. Originally published in the Asian/Pacific Island Nursing

Journal (https://apinj.jmir.org), 01.12.2023. This is an open-access article distributed under the terms of the Creative Commons

Attribution License (https://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction

in any medium, provided the original work, first published in the Asian/Pacific Island Nursing Journal, is properly cited. The

complete bibliographic information, a link to the original publication on https://apinj.jmir.org, as well as this copyright and license

information must be included.

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