Journal articles: 'Diverse health workforce'

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Millner, Lori. "Growing a Diverse Health Workforce." Journal of Physician Assistant Education 25, no. 2 (2014): 31–32. http://dx.doi.org/10.1097/01367895-201425020-00008.

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Seck, Essie Trammel, Wilbur A. Finch, Michal Mor-Barak, and Linda M. Poverny. "Managing a Diverse Workforce." Administration in Social Work 17, no. 2 (August 2, 1993): 67–79. http://dx.doi.org/10.1300/j147v17n02_05.

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Mamary, Edward M., and Kathleen M. Roe. "Selecting for a Diverse Public Health Workforce." Californian Journal of Health Promotion 2, no. 1 (March 1, 2004): 22–28. http://dx.doi.org/10.32398/cjhp.v2i1.576.

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The population of California continues to become more diverse; it has become increasingly important for California universities to provide graduate education to underrepresented groups and to prepare culturally competent health educators whose skills are adapted to these dynamic demographic changes. This paper describes the graduate admissions requirements of the four California-based graduate programs in Community Health Education (CHE) accredited by the Council on Education for Public Health (CEPH ) and uses the graduate admissions process at San Jose State University as a case example for selecting a cohort that reflects the cultural and linguistic diversity of the state. The use of multiple methods of assessment and the avoidance of undue emphasis on standardized tests in the admissions selection creates a more equitable graduate admissions process.

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Haughton, Betsy, and Alexa George. "The Public Health Nutrition workforce and its future challenges: the US experience." Public Health Nutrition 11, no. 8 (August 2008): 782–91. http://dx.doi.org/10.1017/s1368980008001821.

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AbstractObjectivesTo describe the US public health nutrition workforce and its future social, biological and fiscal challenges.DesignLiterature review primarily for the four workforce surveys conducted since 1985 by the Association of State and Territorial Public Health Nutrition Directors.SettingThe United States.SubjectsNutrition personnel working in governmental health agencies. The 1985 and 1987 subjects were personnel in full-time budgeted positions employed in governmental health agencies providing predominantly population-based services. In 1994 and 1999 subjects were both full-time and part-time, employed in or funded by governmental health agencies, and provided both direct-care and population-based services.ResultsThe workforce primarily focuses on direct-care services for pregnant and breast-feeding women, infants and children. The US Department of Agriculture funds 81·7 % of full-time equivalent positions, primarily through the WIC Program (Special Supplemental Nutrition Program for Women, Infants, and Children). Of those personnel working in WIC, 45 % have at least 10 years of experience compared to over 65 % of the non-WIC workforce. Continuing education needs of the WIC and non-WIC workforces differ. The workforce is increasingly more racially/ethnically diverse and with 18·2 % speaking Spanish as a second language.ConclusionsThe future workforce will need to focus on increasing its diversity and cultural competence, and likely will need to address retirement within leadership positions. Little is known about the workforce’s capacity to address the needs of the elderly, emergency preparedness and behavioural interventions. Fiscal challenges will require evidence-based practice demonstrating both costs and impact. Little is known about the broader public health nutrition workforce beyond governmental health agencies.

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McPherson, Blair. "Equipping managers to lead a diverse workforce." Ethnicity and Inequalities in Health and Social Care 2, no. 2 (August 19, 2009): 37–40. http://dx.doi.org/10.1108/17570980200900014.

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Cohen, J. J. "Improving Americaʼs health status through a more diverse physician workforce." Academic Medicine 72, no. 2 (February 1997): 130. http://dx.doi.org/10.1097/00001888-199702000-00019.

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Yanagihara, Richard, Marla J. Berry, Monica J. Carson, Sandra P. Chang, Heather Corliss, Marc B. Cox, Georges Haddad, et al. "Building a Diverse Workforce and Thinkforce to Reduce Health Disparities." International Journal of Environmental Research and Public Health 18, no. 4 (February 7, 2021): 1569. http://dx.doi.org/10.3390/ijerph18041569.

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The Research Centers in Minority Institutions (RCMI) Program was congressionally mandated in 1985 to build research capacity at institutions that currently and historically recruit, train, and award doctorate degrees in the health professions and health-related sciences, primarily to individuals from underrepresented and minority populations. RCMI grantees share similar infrastructure needs and institutional goals. Of particular importance is the professional development of multidisciplinary teams of academic and community scholars (the “workforce”) and the harnessing of the heterogeneity of thought (the “thinkforce”) to reduce health disparities. The purpose of this report is to summarize the presentations and discussion at the RCMI Investigator Development Core (IDC) Workshop, held in conjunction with the RCMI Program National Conference in Bethesda, Maryland, in December 2019. The RCMI IDC Directors provided information about their professional development activities and Pilot Projects Programs and discussed barriers identified by new and early-stage investigators that limit effective career development, as well as potential solutions to overcome such obstacles. This report also proposes potential alignments of professional development activities, targeted goals and common metrics to track productivity and success.

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Hersh, W. "The Health Information Technology Workforce." Applied Clinical Informatics 01, no. 02 (2010): 197–212. http://dx.doi.org/10.4338/aci-2009-11-r-0011.

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Summary Background: There is increasing recognition that a competent and well-trained workforce is required for successful implementation of health information technology. Methods: New and previous research was gathered through literature and Web searching as well as domain experts. Overall themes were extracted and specific data collated within each. Results: There is still a paucity of research concerning the health information technology workforce. What research has been done can be classified into five categories: quantities and staffing ratios, job roles, gaps and growth, leadership qualifications, and education and competencies. From several countries it can be seen that substantial numbers of individuals are needed with diverse backgrounds and competencies. Conclusions: Additional research is necessary to determine the optimal organization and education of the health information technology workforce. Citation: Hersh W. : The health information technology workforce: Estimations of demands and a framework for requirements. Appl Clin Inf 2010; 1: 197–212 http://dx.doi.org/10.4338/ACI-2009-11-R-0011

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Cheshire, Michelle H., Norma Graciela Cuellar, Jennifer M. Figueroa-Delgado, and Patricia Rojas. "A Nursing Workforce Initiative: Increasing the Latino/Hispanic BSN Workforce." Hispanic Health Care International 18, no. 2 (February 17, 2020): 117–20. http://dx.doi.org/10.1177/1540415320904929.

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Of the 3 million nurses in the United States, only 5.4% of registered nurses are Latinos. This is a grave concern since the U.S. Census’ projected increase of Latinos in the United States is expected to be 28% by 2060. In 2010, the Institute of Medicine report recommended a diverse workforce in health care to improve health outcomes. However, the increase in the Latino nursing workforce continues to be low compared to with the population of Latinos in the country. The National Association of Hispanic Nurses and the University of Alabama partnered to increase the number of baccalaureate-prepared registered nurses in the workforce. BAMA-Latino Project (BAMA-L) is a Health Resources and Services Administration–funded program to increase the diversity of registered nurses in the nursing workforce. The purpose of this article is to present the development and implementation of BAMA-L.

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Butler, James, Craig S. Fryer, Earlise Ward, Katelyn Westaby, Alexandra Adams, Sarah L. Esmond, Mary A. Garza, et al. "The Health Equity Leadership Institute (HELI): Developing workforce capacity for health disparities research." Journal of Clinical and Translational Science 1, no. 3 (June 2017): 153–59. http://dx.doi.org/10.1017/cts.2017.6.

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IntroductionEfforts to address health disparities and achieve health equity are critically dependent on the development of a diverse research workforce. However, many researchers from underrepresented backgrounds face challenges in advancing their careers, securing independent funding, and finding the mentorship needed to expand their research.MethodsFaculty from the University of Maryland at College Park and the University of Wisconsin-Madison developed and evaluated an intensive week-long research and career-development institute—the Health Equity Leadership Institute (HELI)—with the goal of increasing the number of underrepresented scholars who can sustain their ongoing commitment to health equity research.ResultsIn 2010-2016, HELI brought 145 diverse scholars (78% from an underrepresented background; 81% female) together to engage with each other and learn from supportive faculty. Overall, scholar feedback was highly positive on all survey items, with average agreement ratings of 4.45-4.84 based on a 5-point Likert scale. Eighty-five percent of scholars remain in academic positions. In the first three cohorts, 73% of HELI participants have been promoted and 23% have secured independent federal funding.ConclusionsHELI includes an evidence-based curriculum to develop a diverse workforce for health equity research. For those institutions interested in implementing such an institute to develop and support underrepresented early stage investigators, a resource toolbox is provided.

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Phoenix, Bethany J. "The Current Psychiatric Mental Health Registered Nurse Workforce." Journal of the American Psychiatric Nurses Association 25, no. 1 (January 2019): 38–48. http://dx.doi.org/10.1177/1078390318810417.

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OBJECTIVE: To define and describe the current psychiatric mental health registered nursing (PMHN) workforce providing care for persons with mental health and substance use conditions, evaluate sources of data relevant to this workforce, identify additional data needs, and discuss areas for action and further investigation. METHOD: This article uses currently available data, much of it unpublished, to describe the current PMHN workforce. RESULTS: The available data indicate that PMHNs represent the second largest group of behavioral health professionals in the United States. As is true of the overall nursing workforce, PMHNs are aging, overwhelming female, and largely Caucasian, although the PMHN workforce is becoming more diverse as younger nurses enter the field. PMHNs are largely employed in the mental health specialty sector, and specifically in institutional settings. Similar to other behavioral health professionals, a significant shortage of PMHNs exists in rural areas. Because of data limitations and difficulty accessing the best available data on the PMHN workforce, it is often overlooked or mischaracterized in published research and government reports on the behavioral health workforce. CONCLUSIONS: Although PMHNs are one of the largest groups in the behavioral health workforce, they are largely invisible in the psychiatric literature. Psychiatric nursing must correct misperceptions about the significance of the PMHN workforce and increase awareness of its importance among government agencies, large health care organizations, and within the broader nursing profession.

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Izlar, Audrietta C. "Verizon Works To Eliminate Disparities In Health Care For Its Diverse Workforce." Health Affairs 24, no. 2 (March 2005): 421–23. http://dx.doi.org/10.1377/hlthaff.24.2.421.

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DeBono, Nathan L., Hunter Warden, Chloë Logar‐Henderson, Sharara Shakik, Mamadou Dakouo, Jill MacLeod, and Paul A. Demers. "Incidence of mesothelioma and asbestosis by occupation in a diverse workforce." American Journal of Industrial Medicine 64, no. 6 (April 8, 2021): 476–87. http://dx.doi.org/10.1002/ajim.23245.

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Valantine, Hannah A., and Francis S. Collins. "National Institutes of Health addresses the science of diversity." Proceedings of the National Academy of Sciences 112, no. 40 (September 21, 2015): 12240–42. http://dx.doi.org/10.1073/pnas.1515612112.

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The US biomedical research workforce does not currently mirror the nation’s population demographically, despite numerous attempts to increase diversity. This imbalance is limiting the promise of our biomedical enterprise for building knowledge and improving the nation’s health. Beyond ensuring fairness in scientific workforce representation, recruiting and retaining a diverse set of minds and approaches is vital to harnessing the complete intellectual capital of the nation. The complexity inherent in diversifying the research workforce underscores the need for a rigorous scientific approach, consistent with the ways we address the challenges of science discovery and translation to human health. Herein, we identify four cross-cutting diversity challenges ripe for scientific exploration and opportunity: research evidence for diversity’s impact on the quality and outputs of science; evidence-based approaches to recruitment and training; individual and institutional barriers to workforce diversity; and a national strategy for eliminating barriers to career transition, with scientifically based approaches for scaling and dissemination. Evidence-based data for each of these challenges should provide an integrated, stepwise approach to programs that enhance diversity rapidly within the biomedical research workforce.

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Johnson, Amber E., Mehret Birru Talabi, Eliana Bonifacino, Alison J. Culyba, Esa M. Davis, Paula K. Davis, Laura M. De Castro, et al. "Racial Diversity Among American Cardiologists: Implications for the Past, Present, and Future." Circulation 143, no. 24 (June 15, 2021): 2395–405. http://dx.doi.org/10.1161/circulationaha.121.053566.

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In the United States, race-based disparities in cardiovascular disease care have proven to be pervasive, deadly, and expensive. African American/Black, Hispanic/Latinx, and Native/Indigenous American individuals are at an increased risk of cardiovascular disease and are less likely to receive high-quality, evidence-based medical care as compared with their White American counterparts. Although the United States population is diverse, the cardiovascular workforce that provides its much-needed care lacks diversity. The available data show that care provided by physicians from racially diverse backgrounds is associated with better quality, both for minoritized patients and for majority patients. Not only is cardiovascular workforce diversity associated with improvements in health care quality, but racial diversity among academic teams and research scientists is linked with research quality. We outline documented barriers to achieving workforce diversity and suggest evidence-based strategies to overcome these barriers. Key strategies to enhance racial diversity in cardiology include improving recruitment and retention of racially diverse members of the cardiology workforce and focusing on cardiovascular health equity for patients. This review draws attention to academic institutions, but the implications should be considered relevant for nonacademic and community settings as well.

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Aiello, Matt, and Julian D. Mellor. "Integrating health and care in the 21st century workforce." Journal of Integrated Care 27, no. 2 (April 15, 2019): 100–110. http://dx.doi.org/10.1108/jica-09-2018-0061.

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Purpose The NHS needs to adapt as never before to maintain and plan for an integrated and sustainable multi-professional workforce, spanning all health and care sectors. This cannot happen without system leaders embracing workforce transformation at scale and enabling system-wide collaboration and support for multi-professional learning and role development. “By learning together, we learn how to work together”. The paper aims to discuss these issues. Design/methodology/approach The case studies included in this paper provide evidence of the ability of NHS systems to adopt integrated workforce models at scale. The case studies were chosen to demonstrate how system-wide change is possible, but still requires a partnership approach to innovation, strategic workforce planning and commissioner support for new models of care. Findings With partnership working between arm’s length bodies, commissioners, educators and workforce planners, the NHS is more than capable of generating a transformed workforce; a workforce able to continue providing safe, effective and joined-up person-centred care. Research limitations/implications The focus of this paper is integrated workforce development undertaken by Health Education England from 2017 to the date of drafting. The case studies within this paper relate to England only and are a cross-section chosen by the authors as a representative of Health Education England activity. Practical implications The NHS needs to find ways to use the wider health and care workforce to manage an ever-increasing and diverse patient population. Silo working, traditional models of workforce planning and commissioning no longer provide an appropriate response to increasing patient need and complexity. Social implications The evolution of the NHS into a joined-up, integrated health and social care workforce is essential to meet the aspirations of national policy and local workforce need – to centre care holistically on the needs of patients and populations and blur the boundaries between primary and secondary care; health and social care; physical and mental health. Originality/value This paper contains Health Education England project work and outcomes which are original and as yet unpublished.

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Middleton, Lesley, Ausaga Faasalele Tanuvasa, Megan Pledger, Nicola Grace, Kirsten Smiler, Tua Taueetia Loto-Su'a, and Jacqueline Cumming. "Widening participation of Māori and Pasifika students in health careers: evaluation of two health science academies." Australian Health Review 43, no. 3 (2019): 352. http://dx.doi.org/10.1071/ah17170.

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Objective The aim of the present study was to evaluate the short-term outcomes of two health science academies established by a district health board in South Auckland, New Zealand, to create a health workforce pipeline for local Māori and Pasifika students. Methods A mixed-methods approach was used, involving background discussions with key informants to generate an initial logic model of how the academies work, followed by secondary analysis of students’ records relating to retention and academic achievement, a survey of senior academy students’ interest in particular health careers and face-to-face interviews and focus groups with students, families and teachers. Results Academy students are collectively achieving better academic results than their contemporaries, although selection decisions are likely to contribute to these results. Academies are retaining students, with over 70% of students transitioning from Year 11 to Years 12 and 13. Senior students are expressing long-term ambitions to work in the health sector. Conclusions Health science academies show promise as an innovative approach to supporting Māori and Pasifika students prepare for a career in the health professions. Evaluating the long-term outcomes of the academies is required to determine their contribution to addressing inequities in the local health workforce. What is known about the topic? Despite progress in health workforce participation for underrepresented indigenous and ethnic minority groups in New Zealand, significant disparities persist. Within this context, a workforce development pipeline that targets preparation of secondary school students is recommended to address identified barriers in the pursuit of health careers. What does this paper add? We provide an evaluation of an innovative district health board initiative supporting high school students that is designed to ensure their future workforce is responsive to the needs of the local community. What are the implications for practitioners? The findings have implications for decision makers in health workforce planning regarding the benefits of investing at an early stage of the workforce development pipeline in order to build an equitable and diverse health professions workforce.

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Procter, Nicholas G. "Mental Health Workforce Collaboration and Partnership: Towards a response to World Health Assembly Resolution WHA 57.19." MIGRATION LETTERS 3, no. 1 (April 16, 2006): 43–52. http://dx.doi.org/10.33182/ml.v3i1.30.

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Using Australia as the main example, the aim of this paper is to consider selective aspects of the forthcoming World Health Report 2006 as it sets an agenda to create a responsive and dynamic health workforce. At the core of a culturally competent mental health workforce will be clinicians prepared to question and respond to particular health experiences and what they, managers and policy makers of all persuasions see as different perceived causes of concern, optimal care and culturally appropriate support and treatment. The enlargement of focus contained in this paper is intended to stimulate more informed and compassionate awareness and respect for alternative points of view held between health and human service workers and communities from culturally and linguistically diverse backgrounds.

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Myers, Valerie L., and Janice L. Dreachslin. "Recruitment and Retention of a Diverse Workforce: Challenges and Opportunities." Journal of Healthcare Management 52, no. 5 (September 2007): 290–98. http://dx.doi.org/10.1097/00115514-200709000-00004.

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Jackson, Chazeman S., and J. Nadine Gracia. "Addressing Health and Health-Care Disparities: The Role of a Diverse Workforce and the Social Determinants of Health." Public Health Reports 129, no. 1_suppl2 (January 2014): 57–61. http://dx.doi.org/10.1177/00333549141291s211.

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Drennan, Vari M. "More care out of hospital? A qualitative exploration of the factors influencing the development of the district nursing workforce in England." Journal of Health Services Research & Policy 24, no. 1 (May 12, 2018): 11–18. http://dx.doi.org/10.1177/1355819618769082.

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Objectives Many countries seek to improve care for people with chronic conditions and increase delivery of care outside of hospitals, including in the home. Despite these policy objectives in the United Kingdom, the home visiting nursing service workforce, known as district nursing, is declining. This study aimed to investigate the factors influencing the development of district nursing workforces in a metropolitan area of England. Methods A qualitative study in a metropolitan area of three million residents in diverse socio-economic communities using semi-structured interviews with a purposive sample of senior nurses in provider and commissioning organizations. Thematic analysis was framed by theories of workforce development. Findings: All participants reported that the context for the district nursing service was one of major reorganizations in the face of wider National Health Service changes and financial pressures. The analysis identified five themes that can be seen to impact the ways in which the district nursing workforce was developed. These were: the challenge of recruitment and retention, a changing case-mix of patients and the requirement for different clinical skills, the growth of specialist home visiting nursing services and its impact on generalist nursing, the capacity of the district nursing service to meet growing demand, and the influence of the short-term service commissioning process on the need for long-term workforce development. Conclusion There is an apparent paradox between health policies which promote more care within and closer to home and the reported decline in district nursing services. Using the lens of workforce development theory, an explanatory framework was offered with factors such as the nature of the nursing labour market, human resource practices, career advancement opportunities as well as the contractual context and the economic environment.

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Nancarrow, Susan A., Gretchen Young, Katy O'Callaghan, Mathew Jenkins, Kathleen Philip, and Kegan Barlow. "Shape of allied health: an environmental scan of 27 allied health professions in Victoria." Australian Health Review 41, no. 3 (2017): 327. http://dx.doi.org/10.1071/ah16026.

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Objective In 2015, the Victorian Department of Health and Human Services commissioned the Victorian Allied Health Workforce Research Program to provide data on allied health professions in the Victorian public, private and not-for-profit sectors. Herein we present a snapshot of the demographic profiles and distribution of these professions in Victoria and discuss the workforce implications. Methods The program commenced with an environmental scan of 27 allied health professions in Victoria. This substantial scoping exercise identified existing data, resources and contexts for each profession to guide future data collection and research. Each environmental scan reviewed existing data relating to the 27 professions, augmented by an online questionnaire sent to the professional bodies representing each discipline. Results Workforce data were patchy but, based on the evidence available, the allied health professions in Victoria vary greatly in size (ranging from just 17 child life therapists to 6288 psychologists), are predominantly female (83% of professions are more than 50% female) and half the professions report that 30% of their workforce is aged under 30 years. New training programs have increased workforce inflows to many professions, but there is little understanding of attrition rates. Professions reported a lack of senior positions in the public sector and a concomitant lack of senior specialised staff available to support more junior staff. Increasing numbers of allied health graduates are being employed directly in private practice because of a lack of growth in new positions in the public sector and changing funding models. Smaller professions reported that their members are more likely to be professionally isolated within an allied health team or larger organisations. Uneven rural–urban workforce distribution was evident across most professions. Conclusions Workforce planning for allied health is extremely complex because of the lack of data, fragmented funding and regulatory frameworks and diverse employment contexts. What is known about this topic? There is a lack of good-quality workforce data on the allied health professions generally. The allied health workforce is highly feminised and unevenly distributed geographically, but there is little analysis of these issues across professions. What does this paper add? The juxtaposition of the health workforce demographics and distribution of 27 allied health professions in Victoria illustrates some clear trends and identifies several common themes across professions. What are the implications for practitioners? There are opportunities for the allied health professions to collectively address several of the common issues to achieve economies of scale, given the large number of professions and small size of many.

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Lindsay, Keston G. "Predicting Success in a Statistics Course Geared toward Allied Health Students." International Journal of Research in Education and Science 7, no. 2 (April 1, 2021): 339–50. http://dx.doi.org/10.46328/ijres.1545.

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Statistics education is an important component of allied health education. Although success in statistics courses has been reported for students in fields such as business, nursing and psychology, there is a dearth of literature in students of other allied health science disciplines. As statistics is a gatekeeper course for many of these disciplines, understanding and addressing demographic predictors of success is a crucial step in helping to maintain a diverse healthcare workforce. In this study, ethnicity, gender, their interaction, age, and class format were used to predict 953 success outcomes in a retrospective dataset, with major being used as a random effect. Ethnicity alone predicted success, with students of other ethnicities having 0.6 times the odds of success as their Caucasian counterparts. As statistics is a potential gatekeeper course for success in health professions programs, academic instructors, administrators and other stakeholders should take steps to ascertain the incidence and nature of disparities in their settings, as it may play a role in maintaining a diverse healthcare workforce.

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Rubio, Doris, Colleen Mayowski, and Marie Norman. "A Multi-Pronged Approach to Diversifying the Workforce." International Journal of Environmental Research and Public Health 15, no. 10 (October 11, 2018): 2219. http://dx.doi.org/10.3390/ijerph15102219.

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The biomedical workforce continues to lack diversity, despite growing evidence demonstrating the advantages of diverse teams in workplaces for creativity and innovation. At the University of Pittsburgh Institute for Clinical Research Education, we have taken a multi-pronged, collaborative approach to enhance the diversity of our trainees and scholars. We started by implementing a program for postdoctoral fellows and junior faculty, the Career Education and Enhancement for Health Care Research Diversity (CEED) program. We then built on this program and created a sister program for medical students (CEED II). These two programs were intended to build a local community of diverse researchers. Following the success of these programs, we extended our efforts and pursued federal funding to establish other programs. Our first funded program was designed to teach leadership and career coaching skills to mentors who are committed to mentoring people from diverse backgrounds, the Professional Mentoring Skills Enhancing Diversity (PROMISED) program. We then partnered with minority serving institutions to create a fellowship in translational research skills training, Leading Emerging and Diverse Scientists to Success (LEADS), training in patient-centered outcomes research, Expanding National Capacity in PCOR through Training (ENACT), and a year-long fellowship to work with a specific mentor at Pitt, the Clinical and Translational Science (CTS) Fellowship (TL1). With recognition that much work remains to be done, we believe these programs represent a small but positive step toward diversifying the biomedical workforce.

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Aidala, Angela A., Brittney Cavaliere, and Samantha Cinnick. "Strategies and Tools for Public Health Workforce Training Needs Assessments in Diverse and Changing Population Health Contexts." Journal of Public Health Management and Practice 25, no. 5 (2019): 490–97. http://dx.doi.org/10.1097/phh.0000000000000803.

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Middleton, Lesley, Ausaga Faasalele Tanuvasa, Megan Pledger, Nicola Grace, Kirsten Smiler, Tua Taueetia Loto-Su’a, and Jacqueline Cumming. "Corrigendum to: Widening participation of Māori and Pasifika students in health careers: evaluation of two health science academies." Australian Health Review 43, no. 3 (2019): 360. http://dx.doi.org/10.1071/ah17170_co.

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Objective The aim of the present study was to evaluate the short-term outcomes of two health science academies established by a district health board in South Auckland, New Zealand, to create a health workforce pipeline for local Māori and Pasifika students.Methods A mixed-methods approach was used, involving background discussions with key informants to generate an initial logic model of how the academies work, followed by secondary analysis of students’ records relating to retention and academic achievement, a survey of senior academy students’ interest in particular health careers and face-to-face interviews and focus groups with students, families and teachers.Results Academy students are collectively achieving better academic results than their contemporaries, although selection decisions are likely to contribute to these results. Academies are retaining students, with over 70% of students transitioning from Year 11 to Years 12 and 13. Senior students are expressing long-term ambitions to work in the health sector.Conclusions Health science academies show promise as an innovative approach to supporting Māori and Pasifika students prepare for a career in the health professions. Evaluating the long-term outcomes of the academies is required to determine their contribution to addressing inequities in the local health workforce.What is known about the topic? Despite progress in health workforce participation for underrepresented indigenous and ethnic minority groups in New Zealand, significant disparities persist. Within this context, a workforce development pipeline that targets preparation of secondary school students is recommended to address identified barriers in the pursuit of health careers.What does this paper add? We provide an evaluation of an innovative district health board initiative supporting high school students that is designed to ensure their future workforce is responsive to the needs of the local community.What are the implications for practitioners? The findings have implications for decision makers in health workforce planning regarding the benefits of investing at an early stage of the workforce development pipeline in order to build an equitable and diverse health professions workforce.

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Kippenbrock, Thomas, and Jan Emory. "National Institute of Nursing Research Grant Funding Recipients: Hispanic and Nurses of Color Are Lagging." Hispanic Health Care International 19, no. 3 (March 15, 2021): 203–6. http://dx.doi.org/10.1177/1540415321998722.

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Introduction: National Institute of Health (NIH) stated in their strategic plan that a diverse research workforce is an important goal for the advancement of health care science; however, there is little evidence to show funding goes to National Institute of Nursing Research (NINR) minority nurse scientists. The study’s aim was to determine NINR grant recipients’ race/ethnicity, gender, and licensed nurse status. Methods: A descriptive research design was used with NIH providing NINR award recipients’ names and employing organizations. An online survey with questions about their gender, race, ethnicity, and being a licensed nurse was sent to 619 award recipients. Results: Survey responses were collected from 135 NINR recipients receiving awards. Almost 50% NINR grant recipients were non-nurses. With licensed nurse recipients, White female was the dominate race and gender. Hispanic licensed nurses were 6.8% of the NINR grant recipients over the 3-year period. In addition, Asians and Blacks were the lowest race categories at 4.1% award percentage over the 3-year period. Conclusions: NIH strategic plan is for a diverse research workforce in order to advance health care science. NINR must lead the efforts to grow a diverse nursing workforce including Hispanic and underrepresented nurses in order to successfully compete in NINR grants and funding.

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Valantine, Hannah A., P. Kay Lund, and Alison E. Gammie. "From the NIH: A Systems Approach to Increasing the Diversity of the Biomedical Research Workforce." CBE—Life Sciences Education 15, no. 3 (September 2016): fe4. http://dx.doi.org/10.1187/cbe.16-03-0138.

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The National Institutes of Health (NIH) is committed to attracting, developing, and supporting the best scientists from all groups as an integral part of excellence in training. Biomedical research workforce diversity, capitalizing on the full spectrum of skills, talents, and viewpoints, is essential for solving complex human health challenges. Over the past few decades, the biomedical research workforce has benefited from NIH programs aimed at enhancing diversity. However, there is considerable room for improvement, particularly at the level of independent scientists and within scientific leadership. We provide a rationale and specific opportunities to develop and sustain a diverse biomedical research workforce through interventions that promote the successful transitions to different stages on the path toward completion of training and entry into the biomedical workforce.

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Jessup, Belinda, Tony Barnett, Kehinde Obamiro, Merylin Cross, and Edwin Mseke. "Review of the Health, Welfare and Care Workforce in Tasmania, Australia: 2011–2016." International Journal of Environmental Research and Public Health 18, no. 13 (June 30, 2021): 7014. http://dx.doi.org/10.3390/ijerph18137014.

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Background: On a per capita basis, rural communities are underserviced by health professionals when compared to metropolitan areas of Australia. However, most studies evaluating health workforce focus on discrete professional groups rather than the collective contribution of the range of health, care and welfare workers within communities. The objective of this study was therefore to illustrate a novel approach for evaluating the broader composition of the health, welfare and care (HWC) workforce in Tasmania, Australia, and its potential to inform the delivery of healthcare services within rural communities. Methods: Census data (2011 and 2016) were obtained for all workers involved in health, welfare and care service provision in Tasmania and in each statistical level 4 area (SA4) of the state. Workers were grouped into seven categories: medicine, nursing, allied health, dentistry and oral health, health-other, welfare and carers. Data were aggregated for each category to obtain total headcount, total full time equivalent (FTE) positions and total annual hours of service per capita, with changes observed over the five-year period. Results: All categories of the Tasmanian HWC workforce except welfare grew between 2011 and 2016. While this growth occurred in all SA4 regions across the state, the HWC workforce remained maldistributed, with more annual hours of service per capita provided in the Hobart area. Although the HWC workforce remained highly feminised, a move toward gender balance was observed in some categories, including medicine, dentistry and oral health, and carers. The HWC workforce also saw an increase in part-time workers across all categories. Conclusions: Adopting a broad approach to health workforce planning can better reflect the reality of healthcare service delivery. For underserviced rural communities, recognising the diverse range of workers who can contribute to the provision of health, welfare and care services offers the opportunity to realise existing workforce capacity and explore how ‘total care’ may be delivered by different combinations of health, welfare and care workers.

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Mayowski, Colleen A., Kaleab Z. Abebe, Natalia E. Morone, Doris M. Rubio, and Wishwa N. Kapoor. "2017 Sowing the “CEED”s of a more diverse biomedical workforce." Journal of Clinical and Translational Science 2, S1 (June 2018): 60–61. http://dx.doi.org/10.1017/cts.2018.226.

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OBJECTIVES/SPECIFIC AIMS: The need to diversify the biomedical research workforce is well documented. The Career Education and Enhancement for Health Care Research Diversity (CEED) program at the University of Pittsburgh Institute for Clinical Research Education (ICRE) promotes success and helps seal the “leaky pipeline” for under-represented background (URB) biomedical researchers with a purposefully designed program consisting of a monthly seminar series, multilevel mentoring, targeted coursework, and networking. METHODS/STUDY POPULATION: Over 10 program years, we collected survey data on characteristics of CEED Scholars, such as race, ethnicity, and current position. We created a matched set of URB trainees not enrolled in CEED during that time using propensity score matching in a 1:1 ratio. RESULTS/ANTICIPATED RESULTS: Since 2007, CEED has graduated 45 Scholars. Seventy-six percent have been women, 78% have been non-White, and 33% have been Hispanic/Latino. Scholars include 20 M.D.s and 25 Ph.D.s. Twenty-eight CEED Scholars were matched to non-CEED URB students. Compared with matched URB students, CEED graduates had a higher mean number of peer-reviewed publications (9.25 vs. 5.89; p<0.0001) were more likely to hold an assistant professor position (54% vs. 14%; p=0.004) and be in the tenure stream (32% vs. 7%; p=0.04), respectively. There were no differences in Career Development Awards (p=0.42) or Research Project Grants (p=0.24). DISCUSSION/SIGNIFICANCE OF IMPACT: Programs that support URB researchers can help expand and diversify the biomedical research workforce. CEED has been successful despite the challenges of a small demographic pool. Further efforts are needed to assist URB researchers to obtain grant awards.

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Hewitt, Sarah L., Nicolette F. Sheridan, Karen Hoare, and Jane E. Mills. "Understanding the general practice nursing workforce in New Zealand: an overview of characteristics 2015–19." Australian Journal of Primary Health 27, no. 1 (2021): 22. http://dx.doi.org/10.1071/py20109.

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Limited knowledge about the nursing workforce in New Zealand general practice inhibits the optimal use of nurses in this increasingly complex setting. Using workforce survey data published biennially by the Nursing Council of New Zealand, this study describes the characteristics of nurses in general practice and contrasts them with the greater nursing workforce, including consideration of changes in the profiles between 2015 and 2019. The findings suggest the general practice nursing workforce is older, less diverse, more predominately New Zealand trained and very much more likely to work part-time than other nurses. There is evidence that nurses in general practice are increasingly primary health care focused, as they take on expanded roles and responsibilities. However, ambiguity about terminology and the inability to track individuals in the data are limitations of this study. Therefore, it was not possible to identify and describe cohorts of nurses in general practice by important characteristics, such as prescribing authority, regionality and rurality. A greater national focus on defining and tracking this pivotal workforce is called for to overcome role confusion and better facilitate the use of nursing scopes of practice.

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Benabentos, Rocio, Payal Ray, and Deepak Kumar. "Addressing Health Disparities in the Undergraduate Curriculum: An Approach to Develop a Knowledgeable Biomedical Workforce." CBE—Life Sciences Education 13, no. 4 (December 2014): 636–40. http://dx.doi.org/10.1187/cbe.14-06-0101.

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Disparities in health and healthcare are a major concern in the United States and worldwide. Approaches to alleviate these disparities must be multifaceted and should include initiatives that touch upon the diverse areas that influence the healthcare system. Developing a strong biomedical workforce with an awareness of the issues concerning health disparities is crucial for addressing this issue. Establishing undergraduate health disparities courses that are accessible to undergraduate students in the life sciences is necessary to increase students’ understanding and awareness of these issues and motivate them to address these disparities during their careers. The majority of universities do not include courses related to health disparities in their curricula, and only a few universities manage them from their life sciences departments. The figures are especially low for minority-serving institutions, which serve students from communities disproportionally affected by health disparities. Universities should consider several possible approaches to infuse their undergraduate curricula with health disparities courses or activities. Eliminating health disparities will require efforts from diverse stakeholders. Undergraduate institutions can play an important role in developing an aware biomedical workforce and helping to close the gap in health outcomes.

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McGregor, Brian, Allyson Belton, Tracey L. Henry, Glenda Wrenn, and Kisha B. Holden. "Improving Behavioral Health Equity through Cultural Competence Training of Health Care Providers." Ethnicity & Disease 29, Supp2 (June 13, 2019): 359–64. http://dx.doi.org/10.18865/ed.29.s2.359.

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Racial/ethnic disparities have long persisted in the United States despite concerted health system efforts to improve access and quality of care among African Americans and Latinos. Cultural competence in the health care setting has been recognized as an important feature of high-quality health care delivery for decades and will continue to be paramount as the society in which we live becomes increasingly culturally diverse. Unfortunately, there is limited empirical evidence of patient health benefits of a culturally competent health care workforce in integrated care, its feasibility of implementation, and sustainability strategies. This article reviews the status of cultural competence education in health care, the merits of continued commitment to training health care providers in integrated care settings, and policy and practice strategies to ensure emerging health care professionals and those already in the field are prepared to meet the health care needs of racially and ethnically diverse populations. Ethn Dis. 2019;29(Supp 2):359-364. doi:10.18865/ed.29.S2.359

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Harawa, Nina T., Spero M. Manson, Carol M. Mangione, Louis A. Penner, Keith C. Norris, Charles DeCarli, Isabel C. Scarinci, et al. "Strategies for enhancing research in aging health disparities by mentoring diverse investigators." Journal of Clinical and Translational Science 1, no. 3 (February 23, 2017): 167–75. http://dx.doi.org/10.1017/cts.2016.23.

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IntroductionThe Resource Centers for Minority Aging Research (RCMAR) program was launched in 1997. Its goal is to build infrastructure to improve the well-being of older racial/ethnic minorities by identifying mechanisms to reduce health disparities.MethodsIts primary objectives are to mentor faculty in research addressing the health of minority elders and to enhance the diversity of the workforce that conducts elder health research by prioritizing the mentorship of underrepresented diverse scholars.ResultsThrough 2015, 12 centers received RCMAR awards and provided pilot research funding and mentorship to 361 scholars, 70% of whom were from underrepresented racial/ethnic groups. A large majority (85%) of RCMAR scholars from longstanding centers continue in academic research. Another 5% address aging and other health disparities through nonacademic research and leadership roles in public health agencies.ConclusionsLongitudinal, team-based mentoring, cross-center scholar engagement, and community involvement in scholar development are important contributors to RCMAR’s success.

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Joost, E., M. J. Gongora-Ferraez, and S. H. Fenton. "Health Information Technology Knowledge and Skills Needed by HIT Employers." Applied Clinical Informatics 03, no. 04 (2012): 448–61. http://dx.doi.org/10.4338/aci-2012-09-ra-0035.

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SummaryObjective: To evaluate the health information technology (HIT) workforce knowledge and skills needed by HIT employers.Methods: Statewide face-to-face and online focus groups of identified HIT employer groups in Austin, Brownsville, College Station, Dallas, El Paso, Houston, Lubbock, San Antonio, and webinars for rural health and nursing informatics.Results: HIT employers reported needing an HIT workforce with diverse knowledge and skills ranging from basic to advanced, while covering information technology, privacy and security, clinical practice, needs assessment, contract negotiation, and many other areas. Consistent themes were that employees needed to be able to learn on the job and must possess the ability to think critically and problem solve. Many employers wanted persons with technical skills, yet also the knowledge and understanding of healthcare operations.Conclusion: The HIT employer focus groups provided valuable insight into employee skills needed in this fast-growing field. Additionally, this information will be utilized to develop a statewide HIT workforce needs assessment survey.Citation: S.H. Fenton; E. Joost; M.J. Gongora-Ferraez. Health Information Technology knowledge and skills needed by HIT employers. Appl Clin Inf 2012; 3: 448–461http://dx.doi.org/10.4338/ACI-2012-09-RA-0035

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Keadle, Sarah K., Eduardo E. Bustamante, and Matthew P. Buman. "Physical Activity and Public Health: Four Decades of Progress." Kinesiology Review 10, no. 3 (August 1, 2021): 319–30. http://dx.doi.org/10.1123/kr.2021-0028.

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Over the past 40 years, physical activity (PA) and public health has been established as a field of study. A robust evidence base has emerged demonstrating that participation in recommended amounts of PA results in a wide array of physical and mental health benefits. This led to the establishment of federal and global PA guidelines and surveillance programs. Strong evidence supports the efficacy of individual-level (e.g., goal setting) and environmental (e.g., policies) interventions to promote PA. There has also been progress in establishing a skilled and diverse workforce to execute the work of PA and public health. Looking forward, major challenges include stemming the obesity and chronic disease epidemics, addressing health inequities, and diversifying the workforce. Given the known benefits of PA and the availability of evidence-based interventions, efforts now must focus on implementing this knowledge to improve population health and reduce inequities through PA.

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Mohapatra, Bijoyaa, and Ranjini Mohan. "A Proposed Framework for Increasing Racial and Ethnic Diversity in Communication Sciences and Disorders Academic Programs: The REAP Model." Perspectives of the ASHA Special Interest Groups 6, no. 4 (August 20, 2021): 755–67. http://dx.doi.org/10.1044/2021_persp-20-00285.

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Purpose Despite the growing clinical and research advances in communication sciences and disorders (CSD), health disparities persist by race/ethnicity and socioeconomic status among patients. A diverse CSD workforce can improve access to services and reduce health care disparities for diverse populations. Increasing diversity of the workforce begins with recruiting and training a diverse student body in CSD academic programs. In the absence of relevant literature in CSD, the primary objective of this tutorial is to introduce readers to successful diversity and inclusion programs in health-related disciplines such as nursing, medicine, rehabilitation sciences, public health, and clinical psychology, as well as provide recommendations for developing a racially and ethnically diverse and inclusive CSD academic program. Conclusions We group the evidence from other health-related academic programs for increasing diversity and inclusion under three headings—(a) recruitment, (b) inclusion, and (c) retention of underrepresented racial and ethnic minority (UREM) students. Based on this information, we have designed the Recruit–Equip–Access–Progress model to illustrate the strategies for a diverse and inclusive CSD training program. We recommend the following for UREM students in this model—(a) developing pipeline programs, institutional partnerships, and holistic admissions reviews; (b) equipping students with academic and financial supports; (c) providing students access to faculty and peer mentors; and (d) evaluating outcomes and processes associated with student and program success. Given the limited literature concerning successful diversity initiatives in our field, we encourage administrators and educators to implement these strategies, systematically evaluate the outcomes, and publish the results for other programs to adopt.

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Barbour, Liza, Rebecca Armstrong, Patrick Condron, and Claire Palermo. "Communities of practice to improve public health outcomes: a systematic review." Journal of Knowledge Management 22, no. 2 (March 12, 2018): 326–43. http://dx.doi.org/10.1108/jkm-03-2017-0111.

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Purpose Communities of practice (CoPs) exist to enable people to share knowledge, innovate and progress a common field of practice. This paper aims to identify whether CoPs have a measured impact on public health practice and the tools used to measure the impact and potential barriers and facilitators that may have been identified during the implementation of these CoPs. Design/methodology/approach A systematic review of the literature was conducted using PRISMA guidelines. Searches of six databases, Google Scholar and a citation search were completed. Included studies were from 1986 to 2016, involved the public health workforce and an evaluation of a CoP -like intervention. A narrative synthesis of the findings was conducted. Findings From 3,021 publications, 12 studies met inclusion criteria and described the impact of ten CoPs amongst public health practitioners from America, Canada, Australasia and the United Kingdom. CoPs support the prevention workforce to change their practice when they provide structured problem-solving, reflective practice and networking opportunities. None of the studies described the impact of CoPs on public health outcomes. Practical implications CoPs that provide structured problem-solving, reflective practice and diverse networking may effectively support the public health workforce. Existing methods used to evaluate CoPs lack rigour; thus, the true impact of CoPs on population health remains unknown. Originality/value This is the first known systematic review that has measured the impact of CoPs on the preventative health workforce and the conditions in which they have an impact.

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Adily, Armita, and Jeanette Ward. "Improving health among culturally diverse subgroups: an exploration of trade-offs and viewpoints among a regional population health workforce." Health Promotion Journal of Australia 16, no. 3 (2005): 207–12. http://dx.doi.org/10.1071/he05207.

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Talamantes, Efrain, and Gerardo Moreno. "Immigration Policies and the U.S. Medical Education System: A Diverse Physician Workforce to Reduce Health Disparities." Journal of General Internal Medicine 30, no. 8 (March 21, 2015): 1058–59. http://dx.doi.org/10.1007/s11606-015-3281-y.

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Enanoria, Wayne T. A., Adam W. Crawley, Jennifer C. Hunter, Jeannie Balido, and Tomas J. Aragon. "The Epidemiology and Surveillance Workforce among Local Health Departments in California: Mutual Aid and Surge Capacity for Routine and Emergency Infectious Disease Situations." Public Health Reports 129, no. 6_suppl4 (November 2014): 114–22. http://dx.doi.org/10.1177/00333549141296s415.

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Objective. Public health surveillance and epidemiologic investigations are critical public health functions for identifying threats to the health of a community. We conducted a survey of local health departments (LHDs) in California to describe the workforce that supports public health surveillance and epidemiologic functions during routine and emergency infectious disease situations. Methods. The target population consisted of the 61 LHDs in California. The online survey instrument was designed to collect information about the workforce involved in key epidemiologic functions. We also examined how the public health workforce increases its epidemiologic capacity during infectious disease emergencies. Results. Of 61 LHDs in California, 31 (51%) completed the survey. A wide range of job classifications contribute to epidemiologic functions routinely, and LHDs rely on both internal and external sources of epidemiologic surge capacity during infectious disease emergencies. This study found that while 17 (55%) LHDs reported having a mutual aid agreement with at least one other organization for emergency response, only nine (29%) LHDs have a mutual aid agreement specifically for epidemiology and surveillance functions. Conclusions. LHDs rely on a diverse workforce to conduct epidemiology and public health surveillance functions, emphasizing the need to identify and describe the types of staff positions that could benefit from public health surveillance and epidemiology training. While some organizations collaborate with external partners to support these functions during an emergency, many LHDs do not rely on mutual aid agreements for epidemiology and surveillance activities.

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Jooma, Sonya, Michael J. Hahn, Lucia A. Hindorff, and Vence L. Bonham. "Defining and Achieving Health Equity in Genomic Medicine." Ethnicity & Disease 29, Suppl 1 (February 21, 2019): 173–78. http://dx.doi.org/10.18865//ed.29.s1.173.

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The potential of genomics to improve health comes with the peril that the benefits will not be equitably available to all populations. Existing health disparities can be exacerbated if the implementation of genomic medicine does not intentionally focus on health equity. Defining what health equity means in the context of genomics and outlining how it can be achieved is important for the future of the field. Strategies to improve health equity include addressing underrepresentation of diverse populations in genomic research, investigating how genomic services can be deployed in diverse health care settings and underserved communities, increasing workforce diversity, supporting infrastructure development outside traditional research centers, and engaging communities and health care providers. By employing these strategies, the genomic research community can advance health equity in genomic medicine. Ethn Dis. 2019;29(Suppl 1):173-178; doi:10.18865/ ed.29.S1.173.

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Jooma, Sonya, Michael J. Hahn, Lucia A. Hindorff, and Vence L. Bonham. "Defining and Achieving Health Equity in Genomic Medicine." Ethnicity & Disease 29, Suppl 1 (February 21, 2019): 173–78. http://dx.doi.org/10.18865/ed.29.s1.173.

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The potential of genomics to improve health comes with the peril that the benefits will not be equitably available to all populations. Existing health disparities can be exacerbated if the implementation of genomic medicine does not intentionally focus on health equity. Defining what health equity means in the context of genomics and outlining how it can be achieved is important for the future of the field. Strategies to improve health equity include addressing underrepresentation of diverse populations in genomic research, investigating how genomic services can be deployed in diverse health care settings and underserved communities, increasing workforce diversity, supporting infrastructure development outside traditional research centers, and engaging communities and health care providers. By employing these strategies, the genomic research community can advance health equity in genomic medicine. Ethn Dis. 2019;29(Suppl 1):173-178; doi:10.18865/ed.29.S1.173.

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Roennfeldt, Helena, and Louise Byrne. "How much 'lived experience' is enough? Understanding mental health lived experience work from a management perspective." Australian Health Review 44, no. 6 (2020): 898. http://dx.doi.org/10.1071/ah19261.

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ObjectiveThe aim of this study was to explore management understanding of the lived experience required for designated lived experience or peer roles within mental health. MethodThis qualitative study used semi-structured interviews and one focus group with 29 participants employed in diverse management roles from the public and not-for-profit health and community sector in Queensland, Australia. ResultsThe findings indicate a lack of consensus in defining ‘lived experience’, including what lived experience is required to be eligible for designated roles. Although some participants were clear on what designated roles added to the workforce, uncertainty and attempts to avoid stigma led to some participants questioning the need for designated roles. ConclusionThis study suggests the ongoing expansion of the lived experience workforce is affected by challenges in defining ‘lived experience’ as a requirement for designated roles and fears regarding stigmatised identities. What is known about the topic?In the mental health sector, opportunities and challenges exist in attempting to effectively incorporate the emerging lived experience or peer workforce. Research has highlighted the need for support from senior management, the need for role clarity and the risk of ‘othering’ for the lived experience workforce. What does this paper add?This paper responds to the gap in existing research on the experiences of management in defining and articulating their understanding of lived experience and potential impact of uncertainty and inconsistency in understanding for the lived experience workforce. What are the implications for practitioners?This study identifies the need to strengthen management understanding of lived experience to facilitate ongoing development of lived experience roles.

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Joseph, Madeline M., Amy M. Ahasic, Jesse Clark, and Kim Templeton. "State of Women in Medicine: History, Challenges, and the Benefits of a Diverse Workforce." Pediatrics 148, Supplement 2 (September 2021): e2021051440C. http://dx.doi.org/10.1542/peds.2021-051440c.

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Rhodes, Larry, Dennis Sandow, David Mank, Jay Buckley, and Joyce Albin. "Expanding the Role of Employers in Supported Employment." Journal of the Association for Persons with Severe Handicaps 16, no. 4 (December 1991): 213–17. http://dx.doi.org/10.1177/154079699101600404.

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Since the Workforce 2000 report documenting labor trends and issues was released by the Hudson Institute in 1987, business and industry have been reevaluating how support is provided to employees. Employee assistance programs, renewed investment in training, and other accommodations for an increasingly diverse workforce present an unparalleled opportunity to bring supported employment technology, values, and systems to contemporary business. This paper is an initial attempt at reconceptualizing supported employment and the role of employers in providing support. Changing strategies and future research questions that may need to be addressed are discussed.

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Romero, Ruby, Karen Miotto, Alejandra Casillas, and Jesse Sanford. "Understanding the Experiences of First-Generation Medical Students: Implications for a Diverse Physician Workforce." Academic Psychiatry 44, no. 4 (May 12, 2020): 467–70. http://dx.doi.org/10.1007/s40596-020-01235-8.

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Okegbe, Tishina. "Expanding Opportunities for American Descendants of Slavery to Build a More Inclusive and Diverse Global Health Workforce." American Journal of Tropical Medicine and Hygiene 104, no. 5 (May 5, 2021): 1628–30. http://dx.doi.org/10.4269/ajtmh.20-1655.

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ABSTRACTHistorically, the terms African American and Black have been used interchangeably to describe any person with African ancestry living in the United States. However, Black Americans are not a monolith, and legitimate differences exist between those with generational roots in the United States and either African or Caribbean immigrants. American descendants of slavery (ADOS) are underrepresented in many fields, but I have noticed during my decades long career in global health that they are acutely absent in this field. Here, I offer seven recommendations to improve recruitment, retention, and advancement of ADOS in the global health field. Immediate implementation of these recommendations will not only bring diverse perspectives and immense capacity to the field but also allow ADOS an opportunity to engage in compelling and meaningful work and to collaborate with those from their ancestral homelands.

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Rosenberger, Kelly D., Heidi Olson, Martin MacDowell, and Valerie Gruss. "Using IPEC pedagogy to transform the future rural advanced practice nursing workforce." Journal of Nursing Education and Practice 11, no. 10 (May 26, 2021): 1. http://dx.doi.org/10.5430/jnep.v11n10p1.

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Objective: The number of primary care providers has not kept pace with the increasing number of underserved rural populations placing unprecedented demands on the healthcare system and the gap is expected to widen with shortages projected to increase across the United States. Given the urgent need to grow and expand the number of trained diverse primary care providers in rural communities, an innovative sustainable program was implemented to recruit and train diverse rural advanced practice nurses. Building on the successful rural medical and rural pharmacy educational programs at the UIC Health Sciences Campus in Rockford, a rural nursing program with interprofessional curriculum was designed and refined to enable nursing students along with two other professions to develop appreciation, insight, and knowledge of rural healthcare and health disparities in a variety of rural settings as part of an interprofessional team.Methods: A mixed-methods program evaluation approach utilized both quantitative and qualitative data to evaluate program satisfaction and inform ongoing program refinement.Results: Students indicated positive responses to this interprofessional course of study. Continued development and refinement of the curriculum is planned to train the future rural healthcare workforce.Conclusions: Students from three health sciences colleges benefitted from the IPEC program with confirmed satisfaction in interprofessional rural education and collaborative practice. The addition of a rural nursing program merits continuation with modification and expansion to prepare the future rural interprofessional healthcare workforce.

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Ghaddar, Suad, John Ronnau, Shawn P. Saladin, and Glenn Martínez. "Innovative Approaches to Promote a Culturally Competent, Diverse Health Care Workforce in an Institution Serving Hispanic Students." Academic Medicine 88, no. 12 (December 2013): 1870–76. http://dx.doi.org/10.1097/acm.0000000000000007.

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Journal articles on the topic 'Diverse health workforce'

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