The challenges of diversity in nursing faculty recruitment: the case of Finland
Cubelo, Floro (2024)
Elsevier BV
2024
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi-fe2025040423818
https://urn.fi/URN:NBN:fi-fe2025040423818
Tiivistelmä
Background
Diversity considerations in hiring faculty in higher education have garnered significant attention globally in recent years. However, analyses of faculty recruitment dynamics outside the United States, particularly in schools and colleges of nursing, have been limited.
Purpose
This paper explores how concepts related to racism apply to recruitment in nursing education, focusing on the specific context of Finland.
Methods
Discourse Approach.
Discussion
Despite the increased admission of foreign students to English-language nursing programs, potential biases against the recruitment of nurse educators from foreign backgrounds could exist in Finland. Local data, anecdotes, and an analysis of the broader literature suggest that robust diversity, equity, and inclusion (DEI) policies and guidelines are necessary to enhance the experiences of both instructors and students. Additionally, training and support mechanisms may be needed to enable nursing faculty members from foreign backgrounds to thrive and fully participate in shared governance within academic institutions.
Conclusion
By examining the challenges and proposing strategies for increasing diversity in Finnish nursing education, this paper aims to contribute to the broader discourse on diversity in nursing as a profession.
Diversity considerations in hiring faculty in higher education have garnered significant attention globally in recent years. However, analyses of faculty recruitment dynamics outside the United States, particularly in schools and colleges of nursing, have been limited.
Purpose
This paper explores how concepts related to racism apply to recruitment in nursing education, focusing on the specific context of Finland.
Methods
Discourse Approach.
Discussion
Despite the increased admission of foreign students to English-language nursing programs, potential biases against the recruitment of nurse educators from foreign backgrounds could exist in Finland. Local data, anecdotes, and an analysis of the broader literature suggest that robust diversity, equity, and inclusion (DEI) policies and guidelines are necessary to enhance the experiences of both instructors and students. Additionally, training and support mechanisms may be needed to enable nursing faculty members from foreign backgrounds to thrive and fully participate in shared governance within academic institutions.
Conclusion
By examining the challenges and proposing strategies for increasing diversity in Finnish nursing education, this paper aims to contribute to the broader discourse on diversity in nursing as a profession.