This descriptive article highlights a 42-month project in which a comprehensive program revision was implemented in a psychiatric hospital that included numerous alternative strategies to the use of patient restraint and seclusion. The results of this project include a 94% reduction in the rate of restraint and seclusion, development of extensive staff and patient education programs, and comprehensive programmatic alterations consistent with a paradigm shift emphasizing collaboration, empowerment, and ethical clinical practice.

No abstract

Hispanic/Latinos are the fastest growing minority group in the U.S. and the most underrepresented in the U.S. nursing workforce. Although a body of knowledge is growing regarding factors that foster academic success of undergraduate nursing students of color, there is limited information about Hispanic students in general, and Mexican American students in particular in BSN programs. Explored in this qualitative study, were perceived influences of institutional and interpersonal factors on retention and graduation of nine Mexican American students from a predominantly White BSN program. The key findings include adequate financial assistance, maintaining bicultural relations, and experiencing authentic caring relationships from institutional agents, family, and peers as crucial factors in academic success. Recommendations for nursing faculty and administrators are offered.

While our national population is growing more ethnically and racially diverse, the nursing workforce and faculty remains predominantly White (non-Hispanic). Ethnic/racial minorities are seriously underrepresented in nursing and, as such, are a factor in the nursing workforce shortage. The nursing literature has addressed the need for ethnic/racial diversity for several decades, most often citing diversification as a means of providing culturally competent care. However the fact remains that the nursing population continues to be underrepresented by people of color. The diversification of the nursing profession will require culturally sensitive research and theory development regarding the recruitment and education of ethnic/racial minorities. While there is a growing body of knowledge regarding the educational needs and experiences of minorities in nursing education, much of this data generalize minorities as if they were a homogeneous group. There is a striking paucity of research regarding the underepresentation of Hispanics in nursing and the unique issues of recruitment and retention of this group in nursing education. This paper provides a review of the mostly anecdotal literature regarding the experiences of Hispanics in nursing education. It explores the underrepresentation and paucity of culturally specific knowledge regarding the recruitment, retention, and graduation of Hispanics/Latinos in nursing. The homogeneity of nursing and its consequences specifically in relation to Hispanics is discussed. The research implications are highlighted throughout.

No abstract