Current literature reflects a need for an overall increase in the number of nurses and an increase in ethnic and racial diversity in the nursing profession. The lack of diversity is a global nursing concern, and nursing programs and educators are tasked with attempting to recruit, retain, and graduate culturally diverse students. The literature and research discuss the need for nursing programs and educators to design early intervention success programs and pre-nursing preparation that focus on critical factors that contribute to student success and assist with decreasing attrition rates. In this basic qualitative research study, eight semi-structured interviews were conducted with Bachelor of Science in Nursing students who had completed a pre-nursing introductory course and their first semester of nursing school at a historically Black university. They described themselves as either African, African American, Hispanic, Caribbean, or West Indian. The research question was, how do culturally diverse students describe their experiences with a pre-nursing introductory course in a rigorous nursing program at a historically Black university? The research participants described their experiences in a pre-nursing introductory course as helpful and unhelpful, which evolved into themes of helpful strategies that assisted with student success, opportunities for improvement to assist with student success, and uncertainty in learning course objectives. The research participants described the course as too easy and not reflective of the rigor of nursing programs. The research participants also noted, however, that individual lessons taught in the course had added value to their learning experience and assisted them in achieving success in the first semester of a rigorous nursing program. This study did not evaluate attrition and graduation rates after students received pre-nursing instruction. A recommendation for further research is to perform a mixed method study to evaluate changes in the attrition and graduation rates in the first semester of a nursing program after instituting a pre-nursing introductory course.
|Commitee:||Pilcher, JoBeth, Emmons, Kate|
|Department:||School of Education|
|School Location:||United States -- Minnesota|
|Source:||DAI-A 82/2(E), Dissertation Abstracts International|
|Subjects:||Nursing, Adult education|
|Keywords:||Black student nurses, Diversity in nursing, Introductory nursing course, Minority nursing, Mursing education, Retention in nursing education|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be