Barriers and Facilitators to Recruitment and Retention of Underrepresented Racial and Ethnic Minority Students to PhD Programs in Nursing; A Qualitative Descriptive Study

Adynski, Gillian I.; Bravo, Lilian; Emmanuel, Crisma Jazmin; Ledford, Alasia; Ikharo, Ebahi; Zaragoza, Sandra; Harris, Leonard; Rodgers, Shielda; Woods-Giscombé, Cheryl L.

doi:10.2139/ssrn.4239590

Cited by 1 publication

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“…Historical events in the United States have had impacts that persist in American Indian communities today, including health disparities and psychosocial inequities (Evans-Campbell, 2008; Joo-Castro & Emerson, 2020; Paradies, 2016; Solomon et al, 2022). Examples of relevant psychosocial and/or health challenges that American Indian students may experience include financial insecurity, homelessness or housing shortage, unemployment, chronic illness, mental illness, trauma, adverse childhood experiences, substance use, marginalization, feelings of disconnection and invisibility, low self-esteem, stress, feelings of guilt for being away from family or cultural duties, little or no social support, and racism and discrimination (Adynski et al, 2023; Baez & Allison-Baez, 2023; Larsson & Johnson, 2022). These challenges become risk factors that may disrupt student success and are often shared familial and intergenerational experiences.…”

Section: Impacts Of Colonization: Challenges and Risk Factorsmentioning

confidence: 99%

Culturally Safe Mentoring for American Indian Nursing Students

Kahn-John,

Eddie,

Slaven

2023

Creative Nursing

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Being the least-represented ethnic/racial group in college settings, American Indian students may experience loneliness and self-doubt related to the challenges of adapting to an environment that embodies values, norms, and culture so different from those represented in their traditional culture. Ongoing health disparities and psychosocial inequities, and persisting impacts of historical colonization, have led to additional hardships for these students that further complicate their academic experiences. Fostering culturally safe learning environments where compassionate and caring faculty provide culturally aligned teaching is important in addressing these complex disparities. Derived from American Indian values and teachings, we present a culturally safe intergenerational mentoring approach that emphasizes the nursing mentors’ responsibility to support the growth and success of American Indian nursing students. This approach, drawn from the wisdom of American Indian teachings, focuses on students’ strengths and culturally based protective factors. Culturally informed faculty who are aware of the historical impacts of colonization and who have adequate mentoring capacity (time, interest, and commitment) contribute to safe and effective learning environments. Culturally safe mentoring is one approach to promoting American Indian students’ potential for academic and professional success.

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