Lived Experiences of Racially and Ethnically Underrepresented Minority BSN Students

Diefenbeck, Cynthia A.; Michalec, Barret; Alexander, Robbi K.

doi:10.5480/13-1183

Cited by 21 publications

(11 citation statements)

References 6 publications

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“…The trustworthiness of the study was ensured by the fact that a) all participants were encouraged to speak freely about their experiences; b) all the steps in the analysis [17] were strictly followed; c) three of the authors participated in the coding of the data and d) the students’ voices were heard and accounted for using quotations. Moreover, the findings were linked with those from other international studies [4, 10–12, 18, 20], which bolsters the integrity of the current study. Thus, this study has demonstrated that participants experienced similar challenges as ethnic minority students’ in other western countries.…”

Section: Discussionsupporting

confidence: 81%

Exploring the experiences of being an ethnic minority student within undergraduate nurse education: a qualitative study

et al. 2019

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BackgroundStudents studying in a country where another language is spoken face multiple challenges including their ability to fully integrate with peers and academic pressures in trying to obtain an undergraduate nursing degree. The aim of the study was to explore the lived experiences of students, from varying cultural and ethnic backgrounds, undertaking an undergraduate nursing degree.MethodsThe study adopted a qualitative design and eight individual semi-structured interviews were conducted. The interviews were analysed using manifest content analysis according to Graneheim and Lundman.ResultsStudents reported feelings of isolation and the lack of opportunities to integrate with native students within academia and practice. The need for personal support was a crucial factor that was independent of gender and students reported challenges related to both language and culture during the programme.ConclusionsSuggestions arising from this study includes appropriate support systems within academia and practice. It is imperative that universities and practice settings promote and integrate cultural awareness within academia and practice in meeting the needs of students and providing culturally appropriate nursing care, thereby providing opportunities for all students to become competent and professional practitioners.

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Section: Discussionsupporting

confidence: 81%

Exploring the experiences of being an ethnic minority student within undergraduate nurse education: a qualitative study

et al. 2019

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“…Group interviews have been recommended to test the people's attitudes and opinions about their learning styles (Creswell, 2012). Group interviews are considered the best methods to collect unlimited responses from the nursing students clearly, as they motivate the students to talk through providing a freely unrestricted atmosphere (Diefenbeck, Michalec & Alexander, 2016). Afterwards, multistep coding processes were used to analyze the collected data (Miles, Huberman, & Saldaña 2014).…”

Section: Methodsmentioning

confidence: 99%

Perceptions of the Nursing Students and Academic Staff on College Recruitment Policies in the UAE

Fattah¹,

Melhem²,

Alhmaimat³

et al. 2022

IJHE

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Background: Higher education in field of Nursing in the United Arab Emirates faces many challenges regarding the increasing number of nursing students at the Baccalaureate level in nursing programs, which in fact, is a similar situation in all parts of the world (Saifan et al., 2021; Wollin & Fairweather, 2012 & Torregosa et al., 2015). Method: This qualitative research is intended to discover the perceptions of UAE nursing undergraduate students, along with their teaching faculty, regarding the recruitment policies within the nursing colleges of the UAE. The grounded theory constructivist approach was followed. In addition, the “Conceptual Model of Academic Performance” has explained the data analysis of the responses. A focus group interview has been conducted with ten nursing students who were in their third year and five nursing lecturers. These students are attending nursing colleges in Abu Dhabi. In order to gain a clear understanding of their impressions, an open-ended interview has been conducted about current recruitment policy (in general), with a focus on the IELTS and GAP (tests) requirements, ie: minimum scores. Conclusion: The findings indicate that students were dissatisfied with the requirement of “Band (6)” for the IELTS test score. They suggested decreasing this requirement to a band of 5 - 5.5 for accepted college admission requirements. They were, however, happy with the high school GPA policy whereby more consideration was given to some students, which minimizes the expectations while simultaneously increasing their chances of becoming Emirati qualified nurses. Furthermore, by easing the requirements, the UAE has helped in reducing the current nursing shortage.

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“…Students acknowledged experiencing anxiety associated with stereotype threat, questioning academic abilities compared with White counterparts, and having the sense of not belonging. Similarly, Diefenbeck et al (2016) and Love (2010) interviewed traditionally aged, underrepresented minority baccalaureate (BSN) nursing students in predominantly White universities. Participants described having to work harder than White peers, feeling unequal, encountering discrimination, feeling pressure to succeed, feeling isolated, and trying to fit in.…”

Section: Stereotype Threat In Nursingmentioning

confidence: 99%

“…However, only 25% of the current nursing workforce identifies as being an ethnic minority (American Association of Colleges of Nursing, 2016;Robert Wood Johnson Foundation, 2016). Nursing programs must confront the reality that ethnicity can have an impact on being a nursing student and the negative inferences they may experience in the educational setting (Diefenbeck, Michalec, & Alexander, 2016;Gardner, 2005). Aronson's (1995) seminal research recognizes stereotype threat as a disruptive psychological state experienced when people feel at risk of confirming or being identified by a negative connotation associated with an aspect of their demographic.…”

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confidence: 99%

Being Invisible: Stereotype Threat in an Undergraduate Nursing Program

Young-Brice¹,

Dreifuerst²,

Buseh³

2018

J Nurs Educ

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Lived Experiences of Racially and Ethnically Underrepresented Minority BSN Students

Cited by 21 publications

References 6 publications

Exploring the experiences of being an ethnic minority student within undergraduate nurse education: a qualitative study

Exploring the experiences of being an ethnic minority student within undergraduate nurse education: a qualitative study

Perceptions of the Nursing Students and Academic Staff on College Recruitment Policies in the UAE

Being Invisible: Stereotype Threat in an Undergraduate Nursing Program

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