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Tori Stanek, Ed.D., is a 2024 graduate of the Ed.D. program in Educational and Professional Practice at Antioch University.

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Dr. Tori Stanek

Dissertation Committee:

  • Dr. Emiliano Gonzalez, PhD, Chairperson
  • Dr. Lesley Jackson, PhD
  • Dr. Gary Delanoeye, EdD

Keywords

Indigenous nursing, culturally responsive interventions, nursing education, nursing shortage, workforce disparities, nursing program application process, Tribalcrit, Native American-Serving Nontribal Institution (NASNTI)

Document Type

Dissertation

Publication Date

2024

Abstract

The national nursing shortage is projected to increase as the bulk of the United States population ages out of the workforce and is likely to require more age-related healthcare services. The lack of ethnic, racial, and gender-based diversity in the current workforce exacerbates this shortage, and the need for a diversified workforce acknowledged by governing nursing bodies from as early as 2011 is still largely unmet. This study looks to nursing programs—specifically their application processes—as one factor that contributes to workforce disparities. Guided by several tenets of Tribalcrit Theory (Brayboy, 2005) and the Triarchic Theory of Intelligence (Sternberg, 1985), this mixed methods study investigated how barriers of solely-analytically based admissions criteria at a small Native American-Serving Nontribal Institution (NASNTI) may disproportionally impact students with racial, ethnic, gender, language, and socioeconomic diversity. Statistical analysis of disaggregated admissions data and yarning-style interviews indicated admissions criteria based on primarily analytic intelligence measures have limitations when it comes to identifying diverse student nurses with the capacity for success in the nursing workforce. Thus, this study identified gaps in program diversity, explored possible explanations, and provided actionable, culturally responsive interventions, including inclusion of creative and practical intelligence criteria as part of the admission process. This work is the first step of many needed to radically change the workforce and the quality of care nurses are able to provide. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https://etd.ohiolink.edu).

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ORCID No.: 0009-0007-2550-3420

Bio:

Dr. Tori Stanek is the Associate Dean of Teaching and Learning Foundations at Columbia Gorge Community College (CGCC), where she leads initiatives that celebrate diversity and promote equity within the academic library system and higher education.

A steadfast advocate for social justice, Dr. Stanek integrates these values into her leadership by advancing programs that challenge hegemony in academia and promote inclusivity in library collections, services, and operations. Under her direction, the CGCC Library implemented a Dismantling Dewey project that centers systemically nondominant groups and fosters critical discourse around knowledge classification systems.

Dr. Stanek has a passion for teaching research writing and first year experience courses. She is a social justice club advisor and loves partnering with instructors to complete open pedagogy work and other professional development.

Dr. Stanek holds a Doctor of Education in Professional Practices in Antiracist Pedagogy from Antioch University, and a Master of Library Science (MLS) from the University of Washington. Her research interests focus on improving the inclusivity of limited entry programs at Minority Serving Institutions, particularly how diversifying nursing programs can address disparities for communities who have been marginalized.

Publications and Presentations

Stanek, T. (2020). Evaluating transparency during ICE detainee record disposition. DttP: Documents to the People, 48(4), 20–27.

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