ABSTRACT
Mental health concerns among doctorate (PhD) nursing students may impact program retention, especially among underrepresented racial-/ethnic-minoritized (UREM) students. Understanding mental health concerns among UREM PhD students is necessary to develop retention strategies. We conducted a qualitative secondary data analysis of a descriptive study with focus groups and individual semi-structured interviews. Participants identified as actively enrolled UREM in PhD nursing programs. Conventional content analysis was utilized. Mental health informed retention through the following themes: PhD program pressure and expectations, help-seeking barriers, personal motivations to succeed, and it takes a village: fostering peer support. Implications for nursing faculty are discussed.
Subject(s)
Education, Nursing, Graduate , Students, Nursing , Humans , Mental Health , Students, Nursing/psychology , Qualitative Research , Faculty, NursingABSTRACT
BACKGROUND: There is a global shortage of Doctor of Philosophy (PhD)-trained nurses, which is amplified among underrepresented racial and ethnic groups who are minoritized. PURPOSE: This study explores barriers and facilitators to recruiting under-represented racial-ethnic group who are minoritized (UREM) PhD nursing students, defined as African American, Black, American Indian, Alaskan Native, or Hispanic/Latinx. METHODS: Using a qualitative descriptive design, interviews of 23 UREM PhD nursing students were analyzed with conventional content analysis. DISCUSSION: Barriers to recruitment and retention included identifying students interested in a PhD, organizational culture of programs, student mental health, and lack of social support. Facilitators for recruitment and retention included less discrimination and microaggressions experienced by students, faculty from groups who are minoritized representation, and strong family support. These findings had implications for recruitment and retention and PhD programs in nursing can focus on the above key areas to better recuit and retain UREM students. CONCLUSION: Allocating funding to culturally tailored mental health resources, student scholarships, and increasing UREM members of faculty within PhD programs.
Subject(s)
Ethnicity , Students, Nursing , Humans , Faculty , Hispanic or Latino , Minority Groups , Racial Groups , Black or African American , American Indian or Alaska Native , Black People , Diversity, Equity, InclusionABSTRACT
BACKGROUND: Underrepresented racial and ethnic minority (UREM) and disadvantaged background (DB) students often feel a lack of belonging and community in higher education. Participation in Honors Programs has been shown to build a sense of belonging and community associated with short and long-term benefits for both students and their academic institutions. PURPOSE: To describe the program we implemented (the MM program) to increase UREM and DB student representation in a SON Honors Program. METHOD: A prospective, descriptive study of SON UREM and DB honors students with a May graduation date of 2017-2020. RESULTS: A total of 129 students completed honors with 23 MM UREM and DB students completing honors. Seven received highest honors award distinction that exemplifies exceptional work at a level beyond usually high expectations. CONCLUSIONS: A supportive environment for UREM and DB students with resources are essential for students to consider and also complete an honors project.
Subject(s)
Education, Nursing, Baccalaureate , Students, Nursing , Ethnic and Racial Minorities , Ethnicity , Humans , Minority Groups/education , Prospective StudiesSubject(s)
Barbering , Black or African American , Depression , Humans , Male , Mental Health , Social Determinants of HealthABSTRACT
BACKGROUND: Nursing students from historically underrepresented ethnic minorities and disadvantaged background (HUREM-DB) groups often face barriers such as a lack of consistent financial resources, fewer professional role models, bias, and micro-inequities. Utilizing a multifaceted approach for support can be crucial to enhancing student success. PURPOSE OF THE PROJECT: MENTORS2 mitigates some of the challenges for HUREM-DB nursing students with educational, cultural, social, and financial resources. Courageous dialogue (CD) was one required activity of MENTORS2 and included topics such as stress management, time management, and honors project preparation. IMPLEMENTATION OF THE PROJECT: Courageous dialogue sessions were conducted with 56 HUREM-DB undergraduate nursing students enrolled in a baccalaureate program. The number of evaluations submitted for a session averaged 17 (range 7-36). Courageous dialogue sessions allowed students to express views in a safe environment with opportunities for peer support, role modeling, open discussion, and problem solving. PROJECT OUTCOMES: Student evaluations reflected an appreciation of the opportunity to share experiences and learn new skills, knowledge, and approaches to aid their success in nursing school and perhaps their entry into the profession of nursing. CONCLUSION: Courageous dialogue can be an important part of a comprehensive strategy to support HUREM-DB nursing students academically, socially, and professionally.
Subject(s)
Communication , Ethnicity/psychology , Mentors , Minority Groups/psychology , Social Support , Students, Nursing/psychology , Achievement , Education, Nursing, Baccalaureate , Humans , LearningABSTRACT
PURPOSE: To describe unique barriers to health care and health-seeking behaviors faced by Black men and to make recommendations to healthcare providers for improving healthcare access for Black men. DATA SOURCES: A PubMed search for research articles published after 1999 was conducted. CONCLUSIONS: The articles selected for this state of the science clinical paper addressed barriers to access faced by Black men and/or management strategies used to mitigate barriers and improve access. The barriers identified include socioeconomic status, masculinity, racism, lack of awareness of the need for primary care, religious beliefs, and peer influences. As singular entities, these may not appear unique, but when viewed collectively, they represent an overwhelming constellation of obstacles for Black men. IMPLICATIONS FOR PRACTICE: Individual, community, state, and national level recommendations for nurse practitioner actions to improve healthcare access for Black men include public service announcements, radio commercials, and billboards aimed at raising awareness of healthcare issues in the Black community, provision of preventive services through health fairs, and development of positive provider-patient relationships.
