A Community College Model to Support Nursing Workforce Diversity

Abstract

Community College of Allegheny County (CCAC), Allegheny Campus, is situated on the North Side of Pittsburgh. The neighborhood is 60% African American. At the time of the Health Resources and Services Administration (HRSA) application, approximately one third of the students admitted to the program were African American, less than one third of whom successfully completed it. With the aid of HRSA funding, CCAC developed a model that significantly improved the success rate of disadvantaged students. Through the formation of a viable cohort, the nursing faculty nurtured success among the most at-risk students. The cohort was supported by a social worker, case managers who were nursing faculty, and tutors. Students formed study groups, actively participated in community activities, and developed leadership skills through participation in the Student Nurse Association of Pennsylvania. This article provides the rationale for the Registered Nurse (RN) Achievement Model, describes the components of RN Achievement, and discusses the outcomes of the initiative.

Initiatives aimed at retaining ethnically diverse student nurses in undergraduate programmes: An integrative review

“…In the United States in 2009, 51 workforce diversity grants were funded providing US$16 million in aid to increase nursing opportunities for students from ethnic minorities (Amercian Nurses Association, ). This review indicates that when adequate funding was allocated to ethnic minority students their success rates increased (Bellefleur et al., ; Colville et al., ; Evans, ; Georges, ; Melillo et al., ; Sutherland et al., ). For some education providers, such large‐scale funding may not be on offer so nurse educationalists must adopt affordable strategies that can attract and retain ethnically diverse students.…”

“…This theme emerged from the findings of five studies (Bellefleur, Bennett-Murray, Gulino, Liebert, & Mirabito, 2009;Colville et al, 2015;Georges, 2012;Melillo, Dowling, Abdallah, Findeisen, & Knight, 2013;Wilson, McKinney, & Rapata-Hanning, 2011) that explored both recruitment and retention within nursing courses. Of the five studies, four were American, focused on Hispanic or ethnic minority students and were funded projects (Bellefleur et al, 2009;Colville et al, 2015;Georges, 2012;Melillo et al, 2013). These were large, quantitative, single-site studies evaluating initiatives to both recruit and support students in various ways whilst on the programme.…”

“…Previously, four Hispanic students were enrolled on the course but following the project numbers increased to 31. Colville et al (2015) employed case managers engaged in a marketing campaign targeting high schools. Information was given to school teachers about prerequisites for nursing (such as anatomy and physiology), and students were given information on nursing career pathways.…”

“…They also go on to acknowledge that patients have increased levels of trust in health professionals of similar ethnic or linguistic backgrounds. Racial and ethnic disparities in health care are growing, and nurses who speak the language and understand the culture of their patients may provide better culturally congruent care to patients from diverse backgrounds and communities (Colville, Cottom, Robinette, Wald, & Waters, ).…”

Racial and Ethnic Diversity in the Nursing Workforce: A Focus on Maternity Care

“…However, it is important to note that existing barriers to entry (such as licensure or certification processes) may have disproportionate effects on deterring people of color from pursuing these opportunities, and attention to minimizing barriers is warranted. The cost of nursing education and the associated costs of licensure and certification present significant financial barriers to entry for low-income students who are disproportionately people of color (Colville et al., 2015). In addition, cultural wisdom of community-based organizations could lead the training of community health workers and other professions.…”