Journal of Best Practices in Health Professions Diversity: Research, Education and Policy

Edited by Dr. Peggy Valentine, Winston-Salem State University

Frequency: Spring and Fall

Latest Issue: Volume 10, Number 1, Spring 2017

Size: 7.25 x 9.5

Bibliographic Information: ISSN: 2475-2843


The Journal of Best Practices in Health Professions Diversity is a publication from the School of Health Sciences at Winston-Salem State University. Its mission is to provide a forum for the discussion of factors that promote or constrain the development and sustainability of a diverse health professions workforce. The journal is directed toward educators, policy makers and the health community. It is a bi-annual published source of information on maximizing recruitment and retention of culturally diverse health professions and students in the healthcare professional areas. For more information visit the School of Health Sciences at Winston-Salem State University’s web page for the journal.

logos for Winston-Salem State University and the National Association of Medical Minority Educators, Inc.Dr. Peggy Valentine is Dean and Professor of the School of Health Sciences at Winston-Salem State University.

The journal is sponsored by the National Association of Medical Minority Educators and the North Carolina Alliance for Health Professions Diversity.

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Individual price – $79.00 (order online)
Institutional price – $99.00
Student price – $35.00

All new subscriptions will begin with the next issue. To begin with the current issue, please call Suzi Waters.
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Peggy Valentine, EdD, FASAHP,  Winston-Salem State University

Acting Managing Editor & Art/Layout Editor

Elijah Onsomu, MPH, PhD, CHES, Winston-Salem State University

Associate Editor

JoAnne Banks, PhD, RN, Winston-Salem State University

Assistant to the Acting Managing Editor

Lakisha Crews, MS

Copy Editor

Julie Edelson, PhD, Wake Forest University

Editorial Board

Leslie Allison, PT, PhD, Winston-Salem State University
Stephen Aragon, PhD, Winston-Salem State University
JoAnne Banks, PhD, RN, Winston-Salem State University
Elizabeth Brown, PhD, Tennessee State University
Lenora Campbell, PhD, RN, North Carolina A&T State University
Vera Campbell, PhD, Hampton University
Lee Caplan, PhD, Morehouse School of Medicine
Cheryl Davis, DHA, Tuskegee University
Vanessa Duren-Robinson, PhD, MS, Winston-Salem State University
Christopher Edwards, PhD, BCIAC, IABMCP, Duke University Medical Center
Cynthia Hughes Harris, PhD, Florida A&M University
Denisha L. Hendricks, PhD, Kentucky State University
Owen Johnson, DrPH, Tennessee State University
Francis Abuga Ndemo, PhD, Hampton University
Elijah Onsomu, PhD, MPH, MS, MCHES, Winston-Salem State University
Shelly Powers, PA-C, MC, Howard University
Joan Reede, MD, Harvard University
Peggy Valentine, EdD, FASAHP, Winston-Salem State University
Ellen Yancey, PhD, Morehouse School of Medicine
Bernadette Williams York, PT, DSC, GCS, Alabama State University


Cedric Bright, MD, University of North Carolina at Chapel Hill
Lester Brigman, DNP
Doris Boutain, PhD, RN, University of Washington
Vivian Carter, PhD, MHR, Tuskegee University
Robin Dock, PhD, LPC, LPC-S, ACS, CRC, Winston-Salem State University
Deana Evans, PhD, University of North Carolina at Charlotte
John L. Garland, PhD, BCC, GCDF, Alabama State University
Susan Hall, RNC, MSN, Winston-Salem State University
Mark Hand, PhD, RN, Durham Technical Community College
Jennifer Johnson, DNP, University of North Carolina at Charlotte
Jennifer Jones-Locklear, University of North Carolina at Pembroke
Kimya Nance, PhD, RN, Winston-Salem State University
TaKasha Railey, RN, MSN, CCRN, Winston-Salem State University

Table of Contents

Spring 2017: Volume 10, Number 1

Editor’s Foreword

You Are a Role Model
Peggy Valentine, EdD, FASAHP

NAMME President’s Foreword

Encouraging Diversity of Thought
Anika Daniels, EdD

Original Research

Validity and Reliability of the Myers-Briggs Personality Type Indicator: A Systematic Review and Meta-Analysis
Ken Randall, PhD, MHR, PT
Mary Isaacson, EdD, OTR/L, FAOTA
Carrie Ciro, PhD, OTR/L, FAOTA
ABSTRACT: The Myers-Briggs Type Indicator is frequently used by health professions and educational programs to address the diversity of personalities that exist. No systematic review of the literature or meta-analysis of its validity and reliability has occurred. This comprehensive literature search identified 221 potential studies, of which seven met our inclusion criteria. Four of the studies examined construct validity, but their varying methods did not permit pooling for meta-analysis. These studies agree that the instrument has reasonable construct validity. The three studies of test-retest reliability did allow a meta-analysis to be performed, albeit with caution due to substantial heterogeneity. Results indicate that the Extravert-Introvert, Sensing-Intuition, and Judging-Perceiving Subscales have satisfactory reliabilities of .75 or higher and that the Thinking-Feeling subscale has a reliability of .61. The majority of studies were conducted on college-age students; thus, the evidence to support the tool’s utility applies more to this group, and careful thought should be given when applying it to other individuals.

“We’re Different, and It’s Okay that We’re Different”: Long-Term Breast Cancer Survivorship among African American Women
Yvonne R. Ford, PhD, MSN, MHS-CL(NP), RN
ABSTRACT: Objectives: To describe experiences of African American (AA) women in disease-free breast cancer survival. Methods: Focus groups were used to find out the reality of the cancer experience for each of the women and their health and illness behaviors. Findings: The four overarching themes identified were diagnosis-related issues, spiritual responses to the diagnosis, social support matters, and disparity in treatment/expectations with a diagnosis of breast cancer. Conclusions: Each woman told her story. These stories reflected the experience in its totality, and findings suggest the experiences of AA women may be divergent from those of Caucasian women. Using the AA tradition of storytelling, more research is needed to fully understand survivorship experiences.

Professional Issue

Mentoring Students with Disabilities in Clinical Education: A Collaborative Model Approach
Veronica Jackson, PT, DPT, WCC
DeAnna Henderson, PhD, LPC, NCC, CRC
ABSTRACT: The increase in number of students requesting disability accommodations in the allied health fields require a cohesive team approach to assist students in accomplishing their academic/clinical and postgraduation goals. The Engagement Model is a strategy developed to assist students with disabilities with successful matriculation, clinical placement, and beyond. This model encourages strong collaboration among the student, Office of Disability Services, clinical coordinator, faculty, medical professionals, and clinical instructor. This model also emphasizes the need for sensitivity toward students with learning disabilities as they work through cultural and stigma issues they may face on an everyday basis.

Mentoring Diversity: Influences of the Mentoring Future Leaders in Pharmacy (M-FLIP) Program
Victoria Forrest, PharmD
Jill Zaccardelli, PharmD
Prutha Lavani, PharmD
Jordyn Druga, PharmD(c)
Donna Steinbacher, PharmD(c)
Ashton Pierce, PharmD(c)
Kaitlin Rzasa, PharmD
Carla White, RPH
ABSTRACT: Objective: To examine the utility of mentorship in preparing prospective doctor of pharmacy students to excel in a diverse pharmacy workforce. Methods: Mentoring Future Leaders in Pharmacy (M-FLIP) was launched by the Office of Innovative Leadership and Diversity at the UNC Eshelman School of Pharmacy in 2011 as a highly structured mentoring program. Pairs of current and prospective doctor of pharmacy (PharmD) students engage in events intentionally designed to enable current students to mentor prospective students through the exploration of pharmacy-related career paths and new interests while exposing participants to a variety of perspectives and backgrounds to facilitate inclusive professional development and enhanced leadership skills. Membership data and annual participant surveys are used to assess the efficacy of infrastructure and programming, as well as to monitor trends and attitudes over time. Results: Survey results from 2014–2015 indicate that approximately 90% of M-FLIP participants felt M-FLIP’s unique matching process created constructive relationships and that the layers of infrastructure support provided by interactions with additional mentor-mentee pairs effectively provided access to a range of people, ideas, and experiences to which they may not have otherwise been exposed. Conclusion: M-FLIP participant impressions of the role mentorship played in the advancement of their professional development, leadership skills, and confidence to excel in a diverse pharmacy workforce provide support for the expansion of high levels of inclusive engagement between mentors and mentees at schools of pharmacy to cultivate a workforce composed of culturally competent health care professionals.

Special Report Interview

Reflections on a Lifetime of Promoting Health Equity
JoAnne Banks, PhD, RN
Sylvia Flack, EdD, RN

Recruitment and Retention of Diverse Health Professions

The Value of Sharing Your Story as a Recruitment Strategy
Dennis Sherrod, EdD, MSN, RN

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