A program to enhance recruitment and retention of disadvantaged and ethnically diverse baccalaureate nursing students.
ABSTRACT To describe and evaluate the use of a "Success in Learning: Individualized Pathways Program (SLIPP)" to retain and graduate disadvantaged and ethnically diverse nursing students.
A summative evaluative design was used with a population of 77 disadvantaged and ethnically diverse students who were accepted into a pre-entrance preparation quarter. The program based on an academic success model, included six pre-entrance classes, academic, social, and financial support, and seven faculty development workshops. Program outcomes were studied using student records, survey results, and interviews.
Following the pre-entrance quarter, all 77 students were accepted into the baccalaureate nursing program, 90.9% graduated with either a Bachelor in Science (75.3%) or Associate in Science (15.6%), and 98.6% of the graduates passed the state board registered nursing examination.
Outcomes are discussed in light of similar programs. Conclusions: Underprepared disadvantaged and ethnically diverse students can successfully become registered nurses.
Educators and recruiters for nursing practice should accept/hire culturally diverse students/nurses to expand the ethnic diversity of the nursing workforce to meet the needs of culturally diverse clients. Research is needed to determine the classes/components and length of the pre-entrance preparation program to successfully enhance success.
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ABSTRACT: The development of a nursing workforce that reflects the racial, ethnic, and cultural diversity of the nation's population continues to be a major challenge. Many minority disadvantaged nursing students face special challenges when successfully navigating their way and transitioning into the nursing curriculum. They need developmental or remedial courses (math, reading, and writing) and they face communication barriers and financial difficulties. The purpose of this pilot study was to identify the learning needs of minority nursing students and to implement a retention program to help them succeed. To determine the relationship between enrichment hours and course performances, an analysis of variance (ANOVA) was conducted using SPSS. While students who passed their courses had greater mean hours of enrichment than students who did not pass, the differences were not statistically significant. Students who graduated spent more hours in enrichment than students who did not graduate. Graduating students spent an average of 113 hours in enrichment during their program compared to students who did not graduate, and who spent an average of only 50 hours in enrichment. This difference was statistically significant [F = 44.50; df 1.98; p < .001].Journal of National Black Nurses' Association: JNBNA 07/2009; 20(1):42-51.
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ABSTRACT: The purpose of the review was to identify student characteristics and strategies in research studies investigating retention (why students stay) as opposed to attrition (why students leave) nursing and midwifery preregistration programmes. Retention in nursing and midwifery programmes is a serious international problem. Many governments are committed to diversifying both the student population and the health care workforce. This has led to higher education institutes in some countries offering places on nursing and midwifery programmes to students with non-traditional entry qualifications. There are suggestions that the policy of widening access has contributed to the challenges of retention in nursing and midwifery programmes. Integrative literature review. Undertaken using electronic databases and specific search terms, 15 articles were identified and reviewed. The critical appraisal tools produced by CASP (2009) were used to evaluate the quality of the data. Findings from the identified research literature were analysed using qualitative content analysis. Two broad themes emerged from the analysis: Programme and Personal. Subthemes were identified in these that give clues as to why students stay: profession, support, student characteristics and family. Personal commitment and good support seem to be essential for students to remain on undergraduate programmes of nursing and midwifery. The term 'support' is rarely explicit and requires to be more clearly defined. Furthermore, studies reviewed fail to indicate clearly how to identify when students are most vulnerable and which interventions are most appropriate in different situations in supporting retaining students on programmes. Nursing and midwifery student retention is a political and professional problem. Collaboration between clinical placement providers, academic institutions, students and their families is required to address the issue. Illumination of factors that help students stay may help us devise interventions that prevent future students leaving.Journal of Clinical Nursing 01/2011; 20(9-10):1372-82. · 1.23 Impact Factor