HEALS

DIVA created H*E*A*L*S in 2007 for faculty, and updated it in 2014 for student use. H*E*A*L*S is a structured approach to help create a respectful and inclusive environment through proactive measures and responsive steps.

The H*E*A*L*S Model is intended to help faculty members identify and guide emergent classroom discussions that may cause discomfort to a member or members of the learning community. By emergent, we mean when a comment or action raises an assumption about another person or group of people that could alter how care (or education) is provided or received. Students believe it is faculty’s responsibility to take leadership in managing these sensitive discussions, and H*E*A*L*S has been shown to be an effective strategy.

  • Halt - the discussion.
  • Engage - with the issue - Who is/could be affected?
  • Allow - trading opinions/stories/perspectives/articles/reactions
  • Learn - Listen to one another
  • Synthesis - Why does this discussion matter?

School of Nursing faculty are introduced to and receive training in H*E*A*L*S in the faculty diversity training modules. All new School of Nursing faculty and faculty who teach in the MEPN, MS, or PhD core curricula are expected to participate so that they may more effectively represent and implement the School's commitment to creating and fostering an inclusive and respectful learning community. All faculty receive a H*E*A*L*S card with steps and sample text (introducing H*E*A*L*S to the class, and facilitating discussion for each step). H*E*A*L*S is reinforced in all School of Nursing syllabi and through HEALS Case Studies for faculty.

In 2014 DIVA™ updated the introductory text to better fit students' needs, and created a new card designed specifically for students. At the new student Orientation, all students are introduced to DIVA™ and H*E*A*L*S, and receive a H*E*A*L*S card.