Do we care? Nursing faculty experiences with ethnocultural empathy

Abstract

The nursing workforce in America continues to experience significant challenges. Namely, the lack of student and faculty diversity in nursing programs leaves workforce diversity in a gridlock. Well documented in the literature, the nursing workforce does not match the current demographics in the United States. This poses significant obstacles with far-reaching implications, from student and faculty trauma and violence to adverse patient outcomes. Improving inclusion and reducing barriers for historically and intentionally marginalized people involves self-awareness and appropriate expressions of empathy. This study used a quantitative exploratory method with a cross-sectional design to survey nurse faculty (n = 318) empathy nationwide utilizing the scale of ethnocultural empathy. The findings indicate that, overall, nurse faculty report moderate levels of ethnocultural empathy (15.25 ± 1.87). However, when the data were stratified by participant-reported racialized groups, non-white participants had statistically significant higher empathy scores F (25, 257) = 4.35, p < .001. These findings are consistent with research reporting the adverse experiences of underrepresented students and faculty in nursing programs and the persistent racism, oppression, and violence they face. Increasing empathy through ongoing self-awareness, perspective-taking, and training with a full review of institutional policies can mitigate exclusionary harm. Institutional commitment to diversity alone will not rectify contemporary challenges. Intentional actions to create inclusive spaces, remove barriers, and improve empathy are critical implications for nursing programs nationwide.