Learning about population-health through a community practice learning project: An evaluation study.

Increasing student nurse numbers requiring community placement learning opportunities has led to insufficient numbers of community nurses being available to support student nurses in the community. Although the study presented in the article is based in the UK this issue is reported widely in the literature across the globe. Universities in many countries have had to find innovative ways of providing community health learning opportunities for student nurses. This article reports on how one university in the UK has approached this challenge through students engaging in a population-based study in the community through group work. A research study was undertaken into this innovation which found that the student nurses engaged well with the project and with their groups and undertaking the project had positive value and impact on them and their understanding of population-health. Issues that arose for them largely focused on unequal participation in the group work by some with many participants perceiving that they had done more work on the group project and presentation than others in their group. However, working in this way was perceived to be a good learning experience for the majority of participants

Numbers don’t lie: problematizing faculty diversity at HSIs

Purpose: Hispanic-serving institutions (HSIs), like other universities, are faced with challenges related to faculty diversity. The literature related to faculty at HSIs is scant and so this paper aims to address this gap by problematizing faculty diversity at these institutions. Design/methodology/approach: By means of a document analysis, the authors have scoured the data on faculty demographics at these institutions and the findings of the study are threefold. Findings: First, a lack of accessible and transparent data exists. Second, there is a lack of available demographic information and third, this creates a dismal narrative regarding faculty diversity at HSIs. Research limitations/implications: Further critical research is warranted as a means to uncover data on faculty diversity at HSIs. Originality/value: This study supports the need for a critical consciousness lens to problematize faculty diversity at HSIs