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http://dx.doi.org/10.1007/s00134-021-06384-4 | DOI Listing |
J Natl Med Assoc
September 2025
K.E.Musgrave is a medical student, The George Washington University School of Medicine & Health Sciences, Washington, District of Columbia, USA. Electronic address:
The author examines the impact of academic medicine's rigid definition of success on the authenticity and well-being of medical students. Through a reflective analysis grounded in personal experience, the author highlights the discrepancy between institutional success metrics-such as perfect grades, prestigious publications, and competitive research grants-and the value of community advocacy, health equity work, and authentic expression. The narrative illustrates how success in medical education often adheres to an unspoken curriculum, promoting assimilation over inclusion and forcing students to choose between authenticity and conformity to advance in their careers.
View Article and Find Full Text PDFJ Prof Nurs
September 2025
York College of Pennsylvania, 441 County Club Road, York, PA 17403, United States of America. Electronic address:
Background: Despite decades of initiatives to increase nursing workforce diversity, gaps persist between patient population and nursing workforce demographics.
Problem: Emphasis on NCLEX pass rates as a program quality indicator, combined with systemic barriers, creates complex challenges that influence admission and progression policies in nursing education. Evidence suggests these factors disproportionately affect underrepresented minority (URM) students, impacting both academic success and workforce diversity.
J Prof Nurs
September 2025
Villanova University, M. Louise Fitzpatrick College of Nursing, 800 E. Lancaster Avenue, Villanova 19085, PA, USA; St. Catherine University, School of Nursing, 2004 Randolph Avenue, St. Paul 55105, MN, USA. Electronic address:
Increasing the diversity of nursing students is an essential step toward diversifying the nursing workforce. There is a growing number of publications on ways to utilize diversity, equity, and inclusion (DEI) principles to better attract, admit, and enroll students from traditionally underrepresented backgrounds. This paper presents a synthesis of 31 articles found on this topic.
View Article and Find Full Text PDFJ Prof Nurs
September 2025
Indiana University Kokomo School of Nursing and Allied Health Professions, 2300 S. Washington St. KE 338, Kokomo, IN 46902, USA.
Background: The 2021 release of The Essentials: Core Competencies for Professional Nursing Education by the American Association of Colleges of Nursing has prompted widespread curricular revision among nursing programs. Limited literature exists on how RN to BSN online nursing programs are responding to the New Essentials. These challenges are further compounded within large statewide university systems that include many locations.
View Article and Find Full Text PDFAsian J Psychiatr
September 2025
Department of Psychiatry and Mental Health, Faculty of Medicine, Universidad de Chile, Santiago, Chile; Translational Psychiatry Laboratory (Psiquislab), Faculty of Medicine, Universidad de Chile, Santiago, Chile; Millennium Nucleus to Improve the Mental Health of Adolescents and Youths (IMHAY), San
Background: Schizophrenia spectrum disorders often emerge in adolescence or early adulthood and are a leading cause of global disability. Early identification of clinical high‑risk for psychosis (CHR‑P) can reduce comorbidity and shorten untreated psychosis duration, yet clinician‑administered tools (e.g.
View Article and Find Full Text PDF