Kelly Walker

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Obiecives  1. Describe how structural and social determinants of health cause postpartum access disparities2. Identify evidence-based protocols that unify standardized in-hospital postpartum care with technology 3. Integrate principles of ethical technology use and health equity to ensure culturally sensitive and patient-centered care

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Background: Neurodiverse and disabled individuals are underrepresented in nursing education, often facing marginalization, lack of support, and implicit bias. Purpose: This study assessed nursing faculty's preparedness to teach neurodiverse students by examining their knowledge and attitudes about neurodiversity. Methods: A convergent parallel mixed methods design was used, involving a survey emailed to 469 nursing faculty at 3 North American institutions. The survey included the Faculty Preparedness Questionnaire-Neurodiversity and open-ended questions. Results: The study found that faculty has moderate knowledge of neurodiversity but desire more training. Attitudes were generally positive, though some implicit biases were present. Qualitative analysis revealed themes of natural variation, acceptance, and the need for more support and training. Conclusion: Faculty members showed a willingness to learn and support neurodiverse students, but professional development is needed to reduce ableism and enhance inclusive teaching practices.

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Neurodiverse and disabled individuals are underrepresented in nursing education, often facing marginalization, lack of support, and implicit bias.

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Over the past several years, the ongoing coronavirus disease 2019 pandemic has contributed to challenging working and life conditions. As a result, the midwifery and health care workforce has faced significant shortages due to burnout. Increased societal awareness of historical trauma and systemic racism embedded within US culture has also led to increased anxiety and signs of trauma among midwifery and health profession students. Now more than ever, innovative teaching strategies are needed to support students, reduce the risks of burnout, and increase diversity in the workforce. One strategy is to adopt a trauma-informed pedagogy within midwifery education. Trauma-informed pedagogy is founded on core assumptions of trauma-informed care and thus supports student success by recognizing that the student cannot be separated from their own life experiences. Faculty and preceptors can develop empathetic, flexible supports that communicate care and concern regarding students’ personal and social situations, and emotions. Empathetic behavior from teachers also increases student learning motivation, making it easier for students to actively engage in learning thereby reducing their distress. The purpose of this State of the Science review, therefore, was to describe the literature surrounding trauma-informed pedagogy and to offer concrete educational strategies that faculty members and educational programs can employ to increase the success of a diverse student body. This can be accomplished through flexibility in curriculum design and outcome measurement to ensure attainment of end of program learning outcomes. Institutional and administrative support are essential to develop a faculty who realize the benefit and value of trauma-informed pedagogy underpinning student success.