Today minorities are not graduating from nursing programs in sufficient numbers. This study identified strategies used by successful African American graduates to complete schools with majority Caucasian American students.
A qualitative research design with eighteen nursing graduates was used to examine participants' experiences in prior nursing programs and factors that contributed to their success or sincerely challenged them. Individual in-depth interviews and five re-interviews were used to collect data. Categories and patterns were established using content analysis while examining transcripts from these interviews.
Several themes emerged. They included: It takes, a Community to Create a Nurse, Personal Attitudes that Promoted Success, Strategies that Contributed to Success, and Barriers to Success. Under each theme several categories emerged such as: Peer Support, Family Members, Faculty at the School, Students of a Different Race (Caucasian American), Self-determination, Spirituality, Need for Financial Independency, Daily Routines, Study Groups, Daily Reading, Note Cards/Rewriting Notes, Lack of Encouragement, Lack of Preparation in High School, Racism, and Facing Failure. Some categories indicated factors that students perceived as helpful while others were perceived as hurtful to their experiences in nursing schools.
Several types of supports were recommended for African Americans entering nursing programs such as; peer, family, and faculty support, effective study and test taking skills, an ethic of care model, self-directed learning strategies, and spiritual advisors, as a result of the study.
|School Location:||United States -- Florida|
|Source:||DAI-A 73/02, Dissertation Abstracts International|
|Subjects:||Educational leadership, Health education, Higher education|
|Keywords:||African-Americans, Nursing students, Peer support|
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