Preparing a richly diverse nursing student population is essential to improving health outcomes for the nation and achieving a robust supply of health-care providers who better reflect the society we serve. As the U.S. population becomes more diverse, cultural competence is necessary among health-care professionals in order to practice with cultural humility. Cultural humility refers to a commitment and active engagement in a lifelong learning process that allows individuals to better meet the complex health-care needs of patients, communities, and colleagues. The design of an effective recruitment strategy should be driven by the mission of the educational institution and aligned to reflect the targeted population of potential students. Recruitment efforts and activities should be designed to improve the ability to attract a diverse population and more firmly establish a continuing pipeline of possible students. This article presents strategies such as building relationships and partnerships with 2-year community colleges with upper division nursing programs, and employing technology solutions to enhance recruitment and admissions of a diverse pool of applicants. Technology solutions can help manage large applicant pools, help staff coordinate a communication campaign so there is frequent contact with prospects, and capture notes throughout the recruitment process that can be utilized in a holistic admission strategy. Recruitment is the first step; to address retention, students must be welcomed into an inclusive learning environment where they can successfully advance, in order to achieve the goal of a more diverse nursing workforce.

Background: A student success center was established at an academic health science center in an effort to address student performance in a diverse undergraduate nursing program. Method: A process for determining student needs and narrowly tailored support interventions was determined through a modified Delphi focus group of students enrolled in a Hispanic Serving Institution's undergraduate nursing program. Results: Findings of this study are presented along with the 5-year outcomes associated with the center's efforts. Implementation of these narrowly tailored interventions has led to a considerable improvement in student engagement, as well as higher first-time pass rates on the NCLEX-RN ® examination by graduates. Conclusion: To address the critical shortage of diverse nurses in the United States, schools of nursing must provide all necessary support mechanisms to ensure underrepresented and first-generation college students have every opportunity to graduate and enter the nursing workforce. [ J Nurs Educ . 2020;59(7):396–399.]

The Summer Undergraduate Nursing Research Immersion Experience (SUNRISE) program was developed to provide opportunities for eligible underrepresented/underserved (UR/US) undergraduate nursing students to participate in a semi-structured summer research experience. First year undergraduate nursing students enrolled full-time in the Bachelor of Science in Nursing program were eligible to participate in SUNRISE. Significant improvements were seen in the student's self-efficacy as scientists (pre: 4.4 ± 0.27; post: 4.6 ± 0.17) and the student's perception of their role in research. Using a mentor-based approach, UR/US students were given one-on-one training that is often lacking in nursing programs. Though only in its first year, preliminary data suggest that the SUNRISE program can impact UR/US student's sense of scientific efficacy preparing these students for success beyond nursing school.

This article focuses on the experiences of undocumented students attending colleges and universities as a result of Texas House Bill 1403 / Senate Bill 1528. Through a qualitative interview, the authors seek to provide an overview of the issues and challenges many of these students face, as well as concepts for higher education professionals to focus on in order to better serve these students.The results of this case study indicate that these students face incongruent expectations based on whether they are on or off campus. On campus, they are of legal status with many of the same rights as their fellow students. Off campus, they face a number of challenges associated with being an undocumented immigrant. This stark dichotomy creates a remarkable tension through which these students navigate daily.

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