Background: The percentage of Black registered nurses (RN) is disproportionate to Black residents in the population, particularly in Southern states.Purpose: This study's purpose was to identify the potential admission barriers for Black students in RN education in the South versus Midwest, Northeast, and West. Methods: A cross-sectional design was used to compare admission criteria for 1597 accredited associate degree in nursing and bachelor of science in nursing programs by geographic region. Results: Southern programs required a significantly higher count of academic metric criteria (multiple grade point average, standardized tests) and nonacademic criteria (proof of health insurance, background checks). Southern programs had a significantly lower count of holistic admissions review criteria (references, essays, volunteer work). Conclusion: Approximately 50% of programs used academic metrics exclusively, and most programs using some holistic criteria assigned greatest weight to academic metrics despite evidence that this disadvantages qualified, underrepresented students. Access to RN education must be improved. Recommendations are discussed for transition to holistic admissions review.
Problem: Human trafficking or commercial sexual exploitation (CSE) is a global problem effecting every country including the United States. The impact of human trafficking while it is devastating to individuals, the impact goes well beyond individual victims and undermines the health, safety and security of all nations (U.S. Department of State Publication, 2007, p. 5).This research is an attempt to assess the knowledge of advance practice nurses or nurse practitioners (NP) in the subject of commercial sexual exploitation and their willingness to screen their patients who may be at-risk. Methods: The design was web-based with advanced practice nurses who are current and past members of the Sacramento Chapter of California Association for Nurse Practitioners (CANP) completed a pre-test, viewed an web-based educational intervention then completed the post-test and evaluation.Results: Demographics were 34 females and 3 males with an N = 37. The majority of APNs were older, worked in family practice and were even dispersed between hospital-based clinics, community clinics, school-based clinics and private practice. Three hypothesis emerged from the data: did the educational intervention make a difference? With a web-based design, did the younger APNs, 25-35 age group, do better than the older APNs, 56-65 age group? And finally, was there a statistical significance in the years of experience or did those with less than 10 years do as well as those with more than 10 years? There was no statistical significance with hypothesis 1 and 2 with p = 0.245 and p = 0.799. However, there is a statistical significance with years of experience. The data showed APNs with more than 10 years of experience did better than those with less than 10 years, p = 0.040. Based on evaluation results 85% of respondents
Background: To address health inequities, the American Association of Colleges of Nursing, Institute of Medicine, and Association of American Medical Colleges recommend holistic admissions review (HAR) to increase health professional diversity. Method: This cross-sectional study collected admissions criteria from 1,547 nursing programs. Criteria were categorized according to the experiences, attributes, and academic metrics (EAM) model, and programs were dichotomized into those with holistic admissions criteria versus none. Results: Only 43% of nursing programs considered holistic admissions criteria. Regionally, rates varied from 35% in the South to 54% in the West. The rate of HAR integration exceeded 67% in only six states. Conclusion: Nursing programs have not widely integrated HAR despite evidence that academic metric use alone disadvantages qualified underrepresented students. HAR implementation can be facilitated by standardizing how HAR is operationalized and applying best evidence to rubric development that appropriately weighs admissions criteria based on the EAM model, and also training reviewers for unbiased candidate evaluation. [ J Nurs Educ . 2022;61(7):361–366.]
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