Measuring success: Results from a national survey of recruitment and retention initiatives in the nursing workforce

Abstract

Objectives The purpose of this study was to identify common components of diversity pipeline programs across a national sample of nursing institutions and determine what effect these programs have on increasing underrepresented minority enrollment and graduation. Design Linked data from an electronic survey conducted November 2012 to March 2013 and American Association of Colleges of Nursing baccalaureate graduation and enrollment data (2008 and 2012). Participants Academic and administrative staff of 164 nursing schools in 26 states, including Puerto Rico in the United States. Methods Chi-square statistics were used to (1) describe organizational features of nursing diversity pipeline programs and (2) determine significant trends in underrepresented minorities’ graduation and enrollment between nursing schools with and without diversity pipeline programs Results Twenty percent (n = 33) of surveyed nursing schools reported a structured diversity pipeline program. The most frequent program measures associated with pipeline programs included mentorship, academic, and psychosocial support. Asian, Hispanic, and Native Hawaiian/Pacific Islander nursing student enrollment increased between 2008 and 2012. Hispanic/Latino graduation rates increased (7.9%–10.4%, p = .001), but they decreased among Black (6.8%–5.0%, p = .004) and Native American/Pacific Islander students (2.1 %–0.3%, p ≥ .001). Conclusions Nursing diversity pipeline programs are associated with increases in nursing school enrollment and graduation for some, although not all, minority students. Future initiatives should build on current trends while creating targeted strategies to reverse downward graduation trends among Black, Native American, and Pacific Island nursing students.

Improved Health in Ethnically/Culturally Diverse Patients through Enhanced Cultural Competency in Nurse Wellness Outcomes Educators

“…Health and wellness among ethnically/culturally diverse populations may not be optimal for many reasons, including the lack of access to healthcare (Batykefer Evans, 2013;Chandler & Swanston, 2012;Dapremont, 2014;Esposito, 2013;Gordon & Copes, 2010;Songwathana, 2013;West et al, 2010), the lack of comfort that diverse people feel when dealing with those from the dominant culture (Songwathana, 2013), and the provision of culturally dissonant, or incongruous, healthcare (Allen et al, 2013;Arieli & Hirschfeld, 2013;Beard, 2013;Bednarz, Schim, & Doorenbos, 2010;Brooks Carthon, Nguyen, Chittams, Park, & Guevara, 2014;Cantwell et al, 2015;Carter, Powell, Derouin, & Custais, 2015;Chandler & Swanston, 2012;Dudas, 2012;Gordon & Copes, 2010;Long, 2012;West et al, 2010) as provided by nurses who do not share the patients' "ways of life, cultures, thoughts, attitudes and belief system[s]" (Songwathana, 2013, p. 111). Cultural dissonance may occur when the nurses and their patients differ in nation of origin, religion, gender orientation, language and/or other ethnic/cultural differences.…”

“…Many feel that access to culturally resonant, or congruous, healthcare would be best if provided by nurses who are from the same ethnic/ cultural background as the patient (Abrums et al, 2010;Ackerman-Barger, 2010;Arieli & Hirschfeld, 2013;Baker, 2010;Beard, 2013Beard, , 2014Brooks Carthon et al, 2014;Campinha-Bacote, 2010;Chandler & Swanston, 2012;Condon et al, 2013;Dapremont, 2014;Debrew et al, 2014;Harris et al, 2013;Igbo et al, 2011;Jeffreys & Dogan, 2012;Mesler, 2014;Songwathana, 2013;West et al, 2010;Zajac, 2011), because such nurses would be familiar with the "ways of life, cultures, thoughts, attitudes and belief system[s]" (Songwathana, 2013, p 111) of their patients (as they may share nation of origin, religion, gender orientation, language and/or other ethnic/ cultural similarities).…”

“…However, preparing nursing students from diverse ethnic/cultural backgrounds to successfully complete their program of study is seen as a barrier to increasing the number of diverse nurses in the global workforce, due to reasons such as: lack of support and possible lower levels of preparation (Arieli & Hirschfeld, 2013;Batykefer Evans, 2013;Brooks Carthon et al, 2014;Cantwell et al, 2015;Davis et al, 2010;Igbo et al, 2011;West et al, 2010), language and communication difficulties (Arieli & Hirschfeld, 2013;Bednarz et al, 2010;Brooks Carthon et al, 2014;Debrew et al, 2014;Greenberg, 2013;Hansen & Beaver, 2012;Igbo et al, 2011;Junious et al, 2010;Koch et al, 2014;Torregosa et al, 2015), feelings of prejudice or isolation (Arieli & Hirschfeld, 2013;Beard, 2013;Bednarz et al, 2010;Brooks Carthon et al, 2014;Carter et al, 2015;Condon et al, 2013;Debrew et al, 2014;Morton-Miller, 2013;Robinson, 2013;Veal et al, 2012), feelings of the need to act like members of the hegemonic culture (Debrew et al, 2014;Morton-Miller, 2013), lack of role modeling (Beard, 2013;Bednarz et al, 2010;Carter et al, 2015) and lack of faculty support (Ackerman-Barger, 2010;Baker, 2010;…”

“…For the moment, insufficient numbers of diverse nursing students are being recruited and graduated (Abrums et al, 2010;Brooks Carthon et al, 2014;West et al, 2010).…”

“…While the issues of recruiting and graduating increased numbers of diverse nursing students must be resolved, it is also imperative to simultaneously increase the cultural competency of all nursing students (Allen et al, 2013;Arieli et al, 2012;Bohman & Borglin, 2014;Campinha-Bacote, 2011;Carter et al 2015;Debrew et al, 2014;Dudas, 2012;Dunagan et al, 2014;Esposito, 2013;Fulbright Sumpter & Brooks Carthon, 2011;Gallagher & Polanin, 2015;Gregory et al, 2010;Harris et al, 2013;Jeffreys & Dogan, 2012;Kardong-Edgren et al, 2010;Kirkpatrick, Esterhuizen, Jesse, & Brown, 2015;Koch et al, 2014;Koskinen et al, 2012;Lim et al, 2015;Long, 2012;Mayo et al, 2014;McClimens et al, 2014;Mesler, 2014;Mixer, 2011;Mixer et al, 2013;Noble et al, 2014;Perng & Watson, 2012;Starr, Shattell, & Gonzales, 2011;Strong & Folse, 2015;Westerbotn et al, 2015) across the board; because at this juncture, there is an insufficient number of ethnically/culturally diverse nursing students in many countries (Baker, 2010;Brooks Carthon et al, 2014;Cantwell et al, 2015;Carter et al, 2015;Chandler & Swanston, 2012;…”