A review of minority recruitment and retention models implemented in undergraduate nursing programs

Abstract

Background: Recruiting, retaining, and graduating more minorities to diversify the nursing workforce is a national priority, which can lead to a decrease in healthcare disparities. The purpose of this review of literature is to highlight models developed and implemented in nursing education that focus on recruiting, retaining, and graduating minorities, and the degree of success obtained. Methodology:Electronic database searches of Cumulative Index of Nursing and Allied Health Literature (CINAHL), EBSCOhost, ProQuest, and ScienceDirect were conducted using specific keywords: minority, recruitment, retention, graduation, nursing students, models. The search yielded seven articles published in peer-reviewed journals that described each schools model, strategies, and the implementation process used to recruit, retain, and graduate minority nursing students. A tool was developed by the researcher for this review then used to analyze articles for inclusion.Results: Findings revealed that successful models included various combinations of academic support, mentoring, student financial support, and community partnerships that were effective in recruiting, retaining, and graduating minority students in nursing education. Conclusions/:The articles reviewed highlighted that when combinations of multiple strategies that includes; academic support, mentoring, student financial support, and community partnerships were used in minority nursing student populations there was increased minority retention. All articles included in this review reported minority nursing students who were given support prior to entrance and during nursing school, recruitment, retention and graduation increased.

Supporting minority nursing students: ‘Opportunity for Success’ for Ethiopian immigrants in Israel

“…In our nursing program, group and individual counselling is an integral part of the ongoing small group interpersonal communication workshops. Nevertheless, despite considerable success described in all those studies, the basic problem -lack of minority nurses and minority nursing students -has not yet been solved and there is still a great need of finding ways to attract and retain students from different minorities (Dapremont 2013). This issue is of great concern for nursing education worldwide.…”

“…In many countries, nurse educators are coping with the challenges of attracting and retaining nursing students from diverse populations, and many studies, as well as several reviews analysing and summing up those programs, have been published (e.g. Dapremont ; Gilchrist & Rector ). These reviews indicate that minority retention models have been implemented and that success has been achieved.…”

“…Considering all of the above, the search for effective strategies to attract and retain nursing students from diverse populations has become a widely discussed issue (Bednarz et al 2010). A recently published review of literature (Dapremont 2013) analysed six successful models used in specific nursing schools to recruit, retain and graduate students from minorities. The major themes that emerged from the analysis include: academic support before admission and during nursing school, staff mentorship outside regular work hours, financial support and community partnership.…”

“…). A recently published review of literature (Dapremont ) analysed six successful models used in specific nursing schools to recruit, retain and graduate students from minorities. The major themes that emerged from the analysis include: academic support before admission and during nursing school, staff mentorship outside regular work hours, financial support and community partnership.…”

Pedagogy and Academic Success in Prelicensure Nursing Education

“…The strategies for retention tended to fall into one of three broad categories: (a) academic enrichment (study techniques and test-taking skills, time and stress management skills, and/or remediation and tutoring sessions); (b) academic guidance (mentoring, peer coaching, counselors and academic advisors, faculty support, and the early identification of risk factors with subsequent intervention); and (c) financial support through various forms of aid and scholarships (Baker, 2010;Bellefleur, Bennett-Murray, Gulino, Liebert, & Mirabito, 2009;Dapremont, 2011Dapremont, , 2012Dapremont, , 2014Igbo et al, 2011;Loftin, Newman, Gilden, Bond, & Dumas, 2014;Walker et al, 2011). On the contrary, much less research has been conducted on the relationship between the teaching strategy (pedagogy) and academic success in nursing education and even lesser on the compressed learning experiences of an accelerated time frame (Millett, Stickler, & Wang, 2015).…”