![]() Vernell P.Each year when my family celebrates Juneteenth, our flyers boldly request that each quest bring something "Red." We then add examples, like red soda pop, watermelon, apples, or even red beans. Kendra Barrier, PhD, RN, Louisiana State University Health New Orleans Center Kae Livsey, PhD, RN, Western Carolina University ![]() Linda Haen, EdD, MSN, FNP-C, United States University Janelle Sokolowich, PhD, RN, Western Governors University Patricia Francis-Johnson, DNP, RN, Texas Tech University Health Sciences Center Shielda Glover Rodgers, PhD, RN, University of North Carolina at Chapel HillĪntonea’ Jackson, PhD, RN, Prairie View A&M Universityīarbara Fowler, PhD, PHCNS, Wright State University Lisa Whitfield-Harris, PhD, RN, Jefferson College of Nursing Gloria Ramsey, JD, RN, Johns Hopkins School of NursingĬarolina Huerta, EdD, RN, FAAN, The University of Texas Rio Grande Valley Bradley, PhD, RN, FAAN, Villanova University Piri Ackerman-Barger, PhD, RN, FAAN, University of California Davis The following individuals contributed to the development of this tool kit: Association of American Colleges and Universities. Toward a Model of Inclusive Excellence and Change in Post-Secondary Institutions. ![]() The model’s four dimensions - Institutional Viabili ty and Capacity, Access and Success, Climate and Culture, and Education and Scholarship - serve to widen the lens to allow a more comprehensive view that incorporates not only aspects of the overall institution on teaching and learning, but also the impact and influence of the communities in which the school is situated, the communities it serves, as well as the wider local, regional, national, and global contexts. Equity and inclusion are essential components to achieving the promise that greater diversity brings to higher education and the future health workforce. For instance, it is not sufficient that a nursing school transition to a holistic admissions process it is imperative that the school also creates a welcoming environment where all students feel that they belong and will advance academically. The Inclusive Excellence Ecosystem for Academic Nursing depicts a model for advancing diversity, equity, and inclusion within schools of nursing. The arrows depicted above are dual directional to depict the connectivity, intersection, and influence of all dimensions of the ecosystem. Inclusive Excellence Ecosystem for Academic Nursing A welcoming community that engages all of its diversity in the service of student and organizational learning. Attention to the cultural differences that learners bring to the educational experience and that enhance the enterprise.Ĥ. Organizationally, it means establishing an environment that challenges each student to achieve academically at high levels and each member of the campus to contribute to learning and knowledge development.ģ. ![]() ![]() A purposeful development and utilization of organizational resources to enhance student learning. Academically, it means offering the best possible course of study for the context in which the education is offered.Ģ. A focus on student intellectual and social development. The operational definition of Inclusive Excellence as introduced by the Association of American Colleges and Universities includes four primary components:ġ. Serve as a catalyst for reflection and assessment of current pedagogy, teaching methods, and curricular strategies for inclusive teaching and learning environments.Assist faculty with promoting and welcoming academic environments that embrace diverse life experiences, perspectives, and backgrounds.Inform nursing schools of promising practices and strategies for promoting diversity, equity, and inclusion and fostering inclusive excellence.This ecosystem will assist nursing schools with organizing and guiding diversity, equity, and inclusion (DEI) efforts. Align the dimensions of the Inclusive Excellence Ecosystem for Academic Nursing (graphic displayed below).The AACN Diversity, Equity, and Inclusion Tool Kit is designed to: ![]()
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