Improving Diversity in the Health Professions

Valentine, Peggy; Wynn, Jacqueline; McLean, Darius

doi:10.18043/ncm.77.2.137

Cited by 28 publications

(23 citation statements)

References 8 publications

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“…[50] 1.1.3 Diversity In recent years, health professional programs recognized that while the United States population has become increas-ingly diverse, the health professions have not reflected this change. [51,52] In order to expand diversity in the health professions, institutions of higher learning must attract a competitive pool of students who not only meet admissions requirements but also successfully complete their programs of study. Students' who attended under resourced K-12 schools may lack the knowledge and tools necessary for admissions requirements, particularly in regard to standardized testing, placing them at risk for elimination from the health professional applicant pool.…”

Section: Standardized Testsmentioning

confidence: 99%

Admission academic metrics and later success in an accelerated master’s entry program

Doyle

Fahs

Honan

2019

JNEP

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Background: Accelerated master’s entry programs for non-nurse college graduates leading to advanced practice, which are both rigorous and fast-paced, utilize academic metrics to evaluate prospective candidates, including GRE scores and GPA levels. Because this program saw an increased rate of failure from the program (with medical-surgical nursing being associated with > 93% of failures), the aim of this study was to examine if either of these metrics were associated with later success in the program.Methods: A retrospective, descriptive study analyzed admission metrics and first year academic performance to determine if any criteria were associated with academic success. Data collected included age, gender, race, ethnicity, GPA, GREs and scores on the seven required courses in the first 25 weeks. T-tests, correlations, ANOVAs and multiple regression were used to determine if any significant relationships existed.Results: Admission data from 333 students revealed no differences in the mean GPA related to academic success. Student who failed out of the program had significantly lower GRE quantitative, verbal, and writing scores. Additionally, quantitative and verbal scores correlated with exam scores on many didactic courses, and explained 25.4% of the variance in the first medical-surgical exam scores (p < .001), with GRE quantitative scores having the most effect.Conclusions: This study demonstrated verbal and quantitative scores were the only predictor of academic success suggesting admission offices should reconsider whether this current trend of omitting GREs is meeting the needs of students, faculty, universities and the public at large.

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Section: Standardized Testsmentioning

confidence: 99%

Admission academic metrics and later success in an accelerated master’s entry program

Doyle

Fahs

Honan

2019

JNEP

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“…However, they account for merely 16.8% of the nation's registered nurses, less than 10% of Ddoctor of Pharmacy enrollment, and approximately 9% of the physician workforce (Carter, Powell, Derouin, & Cusatis, 2015;Tejada, Parmar, Lang, & Ghogomu, 2015;Nivet & Castillo-Page, 2017). In other words, African American, Hispanic American, and American Indian professionals collectively represented less than 20% of professionals in the health sciences fields (Valentine, Wynn, & McLean, 2016). While these numbers highlight the disparity in representation between the population of historically marginalized communities in the United States and the population of health care providers from (and for) these communities, it has been noted that HBCUs play an integral role in preparing professionals from these communities for medical and health related service (Burrelli & Rapoport, 2008;United Negro College Fund (UNCF), 2008;Gasman and Arroyo, 2014;;Gasman & Nguyen, 2016).…”

Section: Literature Reviewmentioning

confidence: 99%

Historically Black Colleges and Universities’ Mentorship of Health Profession Students: A Content Analysis Exploring the North Carolina Health Careers Access Program

Thompson-Rogers¹,

Davis²,

Davis-Maye³

et al. 2018

ije

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“…Building on these data, Valentine [36] discusses the many reasons we need to be accountable for producing a workforce that matches the racial and ethnic diversity of our population, including ensuring equity in access to health professional employment. Although the lack of providers in rural communities is most often identified as a problem that creates disparities in access to health care, it also reflects a lack of employment opportunities for rural citizens.…”

Section: Increasing Accountability For Health Workforce Investmentsmentioning

confidence: 99%

Building a Value-Based Workforce in North Carolina

Fraher¹,

Ricketts²

2016

North Carolina Medical Journal

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Health care in the United States is likely to change more in the next 10 years than in any previous decade. However, changes in the workforce needed to support new care delivery and payment models will likely be slower and less dramatic. In this issue of the NCMJ, experts from education, practice, and policy reflect on the "state of the state" and what the future holds for multiple health professional groups. They write from a broad range of perspectives and disciplines, but all point toward the need for change-change in the way we educate, deploy, and recruit health professionals. The rapid pace of health system change in North Carolina means that the road map is being redrawn as we drive, but some general routes are evident. In this issue brief we suggest that, to make the workforce more effective, we need to broaden our definition of who is in the health workforce; focus on retooling and retraining the existing workforce; shift from training workers in acute settings to training them in community-based settings; and increase accountability in the system so that public funds spent on the health professions produce the workforce needed to meet the state's health care needs. North Carolina has arguably the best health workforce data system in the country; it has historically provided the data needed to inform policy change, but adequate and ongoing financial support for that system needs to be assured.

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Improving Diversity in the Health Professions

Cited by 28 publications

References 8 publications

Admission academic metrics and later success in an accelerated master’s entry program

Admission academic metrics and later success in an accelerated master’s entry program

Historically Black Colleges and Universities’ Mentorship of Health Profession Students: A Content Analysis Exploring the North Carolina Health Careers Access Program

Building a Value-Based Workforce in North Carolina

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