Abstract
There is currently a lack of diverse leadership in nursing education. This reflects multi-faceted systemic challenges that require innovative and comprehensive interventions. Current academic environments may perpetuate structures that marginalize faculty from underrepresented groups, creating significant barriers to equitable advancement and representation (Christensen, 2023).
The presentation will investigate the foundational principles of leadership development, focusing on transformative approaches that address inequities using recent research. Analyzing current demographic situations, institutional barriers, and perceived professional expectations, the discussion will uncover critical intervention points for long-term, meaningful change (Brown-DeVeaux & Glassman, 2023).
The critical importance of intentional, systemic interventions that move beyond “standardized” diversity initiatives are discussed. Recommended strategies will include examination of what is a model of transparent leadership and what are the perceived versus actual benefits to all stakeholders (Grubb, 2024). How an institution implements culturally appropriate mentorship frameworks and maintains accountability mechanisms that actively dismantle barriers to equity are explored.
Discussion will focus on the rationale that equitable leadership practices are not merely ethical priorities but vital within higher education to students and faculty. By purposefully growing inclusive environments that not only value but reward diverse leadership perspectives, nursing education can more effectively prepare students to provide appropriate care for their patients. Faculty will also benefit by achieving professional growth and learning how to appreciate new information through different lenses of perspective (Shields, 2024).
Long-term benefits of this knowledge extend beyond individual institutional impacts, offering a transformative framework for reinventing leadership development in all academic nursing settings. The concepts of continuous learning, continuous quality improvement, institutional self-reflection, and on-going, proactive strategies for identifying and overcoming systemic inequities are examined.
The discussion will provide a thorough overview of novel concepts for nursing education leaders committed to creating a more representative, dynamic, and inclusive environment that reflects the communities and populations they serve.
Notes
References:
Brown-DeVeaux, D., & Glassman, K. (2023). Increasing diversity in nursing leadership through mentorship and sponsorship. Mentoring in Nursing through Narrative Stories Across the World, 167-170. https://doi.org/10.1007/978-3-031-25204-4_23
Christensen, R. (2023). Measuring equitable teaching practices in a simulated teaching environment. AERA 2023. https://doi.org/10.3102/ip.23.2004834
Grubb, B. (2024). Creating equitable organizations. Equity Versus Equality: The Need for Equitable Leadership. https://doi.org/10.4135/9781071951453
Shields, C. M. (2024). Transformative leadership as an equitable, inclusive, and socially-just response to a VUCA world. Transformative Leadership in Education, 15-29. https://doi.org/10.4324/9781003464006-2
Sigma Membership
Rho Psi
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Other
Research Approach
Other
Keywords:
Health Equity, Social Determinants of Health, Academic-clinical Partnership, Faculty Development, Leadership, Leadership Initiatives
Recommended Citation
Kies, Joshua Michael and Mau, Kari, "Establishing and Maintaining Equitable Leadership Practices in Nursing Education: A Way Forward" (2025). Biennial Convention (CONV). 158.
https://www.sigmarepository.org/convention/2025/presentations_2025/158
Conference Name
48th Biennial Convention
Conference Host
Sigma Theta Tau International
Conference Location
Indianapolis, Indiana, USA
Conference Year
2025
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2025-12-02
Establishing and Maintaining Equitable Leadership Practices in Nursing Education: A Way Forward
Indianapolis, Indiana, USA
There is currently a lack of diverse leadership in nursing education. This reflects multi-faceted systemic challenges that require innovative and comprehensive interventions. Current academic environments may perpetuate structures that marginalize faculty from underrepresented groups, creating significant barriers to equitable advancement and representation (Christensen, 2023).
The presentation will investigate the foundational principles of leadership development, focusing on transformative approaches that address inequities using recent research. Analyzing current demographic situations, institutional barriers, and perceived professional expectations, the discussion will uncover critical intervention points for long-term, meaningful change (Brown-DeVeaux & Glassman, 2023).
The critical importance of intentional, systemic interventions that move beyond “standardized” diversity initiatives are discussed. Recommended strategies will include examination of what is a model of transparent leadership and what are the perceived versus actual benefits to all stakeholders (Grubb, 2024). How an institution implements culturally appropriate mentorship frameworks and maintains accountability mechanisms that actively dismantle barriers to equity are explored.
Discussion will focus on the rationale that equitable leadership practices are not merely ethical priorities but vital within higher education to students and faculty. By purposefully growing inclusive environments that not only value but reward diverse leadership perspectives, nursing education can more effectively prepare students to provide appropriate care for their patients. Faculty will also benefit by achieving professional growth and learning how to appreciate new information through different lenses of perspective (Shields, 2024).
Long-term benefits of this knowledge extend beyond individual institutional impacts, offering a transformative framework for reinventing leadership development in all academic nursing settings. The concepts of continuous learning, continuous quality improvement, institutional self-reflection, and on-going, proactive strategies for identifying and overcoming systemic inequities are examined.
The discussion will provide a thorough overview of novel concepts for nursing education leaders committed to creating a more representative, dynamic, and inclusive environment that reflects the communities and populations they serve.
Description
Increasing diversity and equity in academic nursing education is crucial for the evolution of the profession of nursing. This discussion will detail key methods to help unify and diversify nursing leadership in academia. The result will be to help better prepare our nurses of tomorrow to care for all populations and communities they will serve.