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Recruitment and retention of diverse faculty in schools of nursing continues to be an important challenge but little has been written from the perspectives of early-career faculty of color on their decision to join academia and their retention. We aim to understand the perspectives of a cluster hire of early-career faculty of color on their recruitment, mentorship and support received, and resources needed for long-term retention. Five faculty members conducted a joint autoethnography of their perspectives through recruitment, hiring, and first year as faculty. Two group discussions were analyzed for emergent themes using thematic analysis, maintaining reflexivity. Four themes were identified: Intentionality to diversity faculty, Plan for professional development, Clear antiracism diversity equity and inclusion standards, and Retention enablers and barriers. We provide strategies (e.g., targeted resources, diverse cluster hires, building community) to inform recruitment and retention of early-career faculty of color. • Early-career faculty of color present their perspectives on recruitment and retention. • Cluster hiring diverse faculty reduced feelings of isolation and promoted collaboration. • Clear Diversity, Equity, and Inclusion standards influenced decisions to join faculty. • BIPOC faculty development should include mentorship and leadership training. • Competitive compensation, including with salary and contracts, enable retention. [ABSTRACT FROM AUTHOR]

Exploring decolonization in nursing knowledge, particularly through Latin American nursologists, is crucial. Initially focused on underrecognized thought schools in Latin America and the concept of "Cuidado" versus Eurocentric paradigms, this paper extends the discussion on decolonization as potentially colonizing. This paper examines the decolonization discourse in nursing reinforcing colonization, arguing that the nursing metaparadigm remains Eurocentric, neglecting Global South contributions. The article critically discusses emerging theoretical ideas and situational theories from Latin America relevant to decolonizing nursing knowledge, providing analysis and proposing decolonization paths in nursing. The paper calls for genuine decolonization, urging Global North scholars to engage with indigenous, marginalized, and non-Western perspectives. It stresses the importance of acknowledging historical injustices, fostering cultural sensitivity, and revising nursing curricula for inclusivity and equity. Ultimately, the paper advocates for a transformative approach to nursing knowledge that challenges colonial legacies, promoting a more inclusive and equitable field. • Latin American perspectives: embracing "Cuidado" over Eurocentric nursing paradigms. • Does decolonization discourse reinforce colonization? • Amplifying global south voices in nursing. • Transformative approach to decolonize nursing knowledge. [ABSTRACT FROM AUTHOR]