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Sunday, November 1, 2009: 11:00 AM-12:15 PM
Sunday, November 1, 2009: 2:45 PM-4:00 PM
Sunday, November 1, 2009: 4:15 PM-5:30 PM
Monday, November 2, 2009: 1:00 PM-2:00 PM
Monday, November 2, 2009: 2:00 PM-3:15 PM
Monday, November 2, 2009: 3:30 PM-4:45 PM
Tuesday, November 3, 2009: 10:15 AM-11:30 AM
Tuesday, November 3, 2009: 11:30 AM-1:15 PM
Tuesday, November 3, 2009: 1:15 PM-2:30 PM
Tuesday, November 3, 2009: 2:45 PM-4:00 PM
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- Dance Professor Dance Poem ..doc (27.0KB) - Attachment(s)
Description/Overview: It is essential for nursing education systems to graduate a diverse and multicultural society of nurses in to our global nursing society. In an effort to address the lack of diversity in the nursing education pipeline strong dialogue must occur among those who hold the keys of entry for diverse nursing student populations. Diversity is essential in nursing programs and it can be strengthened with co-curricular approaches that help nursing education institutions to create pedagogical strategies to help multicultural and multilingual students achieve success in majority nursing programs. The poem offers the audience a platform to begin dialogue about the challenges minority nursing students face in learning environments while shifting towards a practice of curricula that include holistic mentorship models. It is important to address the diversity gap in nursing with mentoring and evidence-based practice. There is a need for a large pool of nursing faculty from diverse specialties and backgrounds to connect to the growing student nurse population. Minority nursing students lack mentorship resources and relationships among faculty and nurses in the community who can provide understanding and direction about the harsh environment this student population faces in the educational pipeline and workforce environment. Research studies have revealed the power of positive mentoring relationships between mentors and nursing students to improve minority student retention. Other studies of mentoring indicate that there is an apparent lack of understanding about the concept of mentoring and its implications for nursing professionals acting as mentors.
The mentoring experience touches both the mind and the heart and embraces and stimulates thoughts about what we know to be our future. Beyond the formality of the mentoring relationship, the vulnerable sprit of the minority nursing student must be nurtured. At the heart of mentoring is the mentor-mentee interpersonal relationship. Recommendations for developing a strong and effective mentor-mentee relationship that is nurturing and holistic are as follows:
1. Mentoring requires dedication from the mentor and commitment to participate in the mentoring project through the academic school year.
2. A significant part of the mentoring relationship is based on the honest and truth that the mentor and mentee share with one another, and it is critical that both the mentor and mentee recognize this.
3. The next critical component of the relationship between the mentor and mentee is respect. Mentors who belittle their mentee or have low expectations for their mentee will indeed lose their vision of the mentoring process.
4. Next, mentors should reflect a positive and caring attitude toward their mentee at all times. A positive attitude is contagious and so are negative behaviors.
5. The last component of the mentor-mentee relationship is appreciation for the mentor and mentee as whole persons.
The process of mentorship is complex; however, if the mentor and mentee consistently follow these guidelines, they will establish a relationship that can have a lasing impact on the individual mentees as well as the future of minority registered nurses.
Learner Objective #1: The learner will read the dynamic poem, “Dance Professor Dance,” that addresses the challenges of multicultural and multiracial nursing students face in nursing education systems that lack a culturally inclusive nursing education environment. The poem is the forward of my chapter, “It Takes a Village to Raise a Nurse” in the anthology, “Transforming Nursing Education: the Culturally Inclusive Environment” released in September of 2008 by Springer Publishing Company. The learner will be able to develop co-curricular practices that will eliminate cultural and linguistic biases of minority nursing students by redesigning their curricular to include a holistic model of mentorship.
Learner Objective #2: The learner will read the poem, “Dance Professor Dance,” from the perspective of a minority nursing student in a majority university. The audience will learn essential aspects of the student-faculty mentor-mentee relationship/dance and will learn how both visible and intentional co-curricular activities support the minority nursing student. The audience will analyze the poem to highlight critical characteristics of the mentor-mentee dance that can be created and introduced into nursing programs that lack minority nursing students or faculty to create alternatives to recruiting and retaining this vulnerable student population.
Presenter
Lorrie Davis-Dick, RN, MSN, BC, School of Nursing, North Carolina Agricultural and Technical State University, Greensboro, NC
See more of: Creative Arts Submissions - Heart of Nursing