DIVA created HEALS in 2007 for faculty, and updated it in 2014 for student use. HEALS is a structured approach to help create a respectful and inclusive environment through proactive measures and responsive steps.
The HEALS 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 HEALS 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 HEALS 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 HEALS card with steps and sample text (introducing HEALS to the class, and facilitating discussion for each step). HEALS 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 HEALS, and receive a HEALS card.
(The HEALS Model is licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. © 2017 Regents of the University of California.)
Faculty Diversity Training Modules
First developed and implemented in 2007-08, the modules were substantially revised in 2012-13, and cover four areas focusing on faculty development regarding issues of diversity and difference. 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.
The four modules are
- Promoting Cultural Humility in the Classroom (Prerequisite)
- Inclusive Practices in Teaching
- Grounding Curricula in Diversity and Equity: Integrating Cultural Humility, Diversity and the Social Determinants of Health into Courses and Curricula
- Mentoring to Foster Success in an Inclusive, Diverse Environment
Module 1 is the foundation of the series, and is conducted each Fall. In Winter and Spring Quarters, DIVA conducts Modules 2 (Winter), 3 (Winter), and 4 (Spring) annually.
HEALS Consultation and Facilitation
DIVA members are available to meet confidentially with students and faculty (individual and groups) to help introduce or facilitate HEALS dialogues for the classroom or other group setting.
Each Fall, DIVA and the Dean co-host a reception for underrepresented and international students and fellows. The event provides an opportunity for students to meet and engage directly with DIVA members and meet one another, learn about DIVA activities, and share concerns as well as positive highlights about their experiences related to diversity and inclusion in the School of Nursing.
In the Spring, DIVA and the Dean co-host a reception for the entire School. This event provides an opportunity for all members of the School of Nursing community—faculty, staff, and students—to learn about diversity initiatives at the School and campus levels and to celebrate our collective commitment to diversity and inclusion.
Other Activities and Projects
DIVA has consulted on an ad-hoc basis with School of Nursing faculty committees in revising instruments, approaches, and policies and procedures so they better reflect and implement the School's commitment to diversity. Committees have included
- Admissions screening
- Student awards
- Faculty searches