Contributions of Historically Black Colleges and Universities to the Production of Black Nurses

Abstract

Background: This article highlights the contributions made by historically Black colleges and universities (HBCUs) to the nursing profession, as well as the challenges faced by HBCUs as they make these important contributions. Method: This study uses a mixed-methods approach that includes historical, qualitative, and quantitative methods. Results: This study includes an overview of the history of the contributions of HBCUs to nursing, how HBCU nursing programs collaborate with majority institutions, strategies for retaining and supporting African American nurses within the HBCU setting, and challenges that HBCU nursing programs face. Conclusion: HBCUs contribute to the mobility of Black nursing students through partnerships and high-impact retention strategies. [ J Nurs Educ . 2020;59(2):76–82.]

Black nurse scientists and the undeniable role of historically Black colleges and universities

“…Financial support is the basis for challenges faced by HBCUs to remain relevant, competitive, continue operations, and produce highly talented and diverse graduates. Specific challenges faced by nursing programs at HBCUs include limited curricula and support systems including mentor programs, and difficulty recruiting, retaining, and developing nurse faculty ( Gasman et al., 2020 ; Tyson et al., 2018 ). However, given that HBCUs are designated as teaching institutions, it should be noted that these institutions are creative in curricula driven by problem-solving, exploratory learning, collaboration, and critical thinking, in the tradition of such great educators and scientists as George Washington Carver ( Biography.com Editors 2021 ) and Katherine Johnson (2019) .…”

“…All 32 award bachelor's degrees, while 13 offer masters, five DNP, and three PhD degrees. HBCU nursing Schools and Colleges are key partners in expanding diversity ( Gasman et al., 2020 ; Tyson et al., 2018 ). Next, we offer strategies to strengthen existing HBCU programs and create more robust efforts to enhance opportunities for supporting a strong cadre of nurse scientist leaders based on past and current programs and the scientific literature.…”

“… Gasman et al. (2020) describe additional partnerships like the National Institute of Nursing Research and National Institute of Minority Health and Health Disparities funded, Research Enrichment and Apprenticeship Program between North Carolina Central University (NCCU) and the University of North Carolina – Chapel Hill and the Hampton University and University of Pennsylvania Center to Reduce Health Disparities ( Hutchinson et al., 2007 ).…”

“…Goals of these 5-year partnerships included increasing the number of African American nurse researchers and promoting the development of culturally competent research on health disparities. HBCU student outcomes included receipt of funded pilot studies, completed research projects and dissertations, publications, and presentations at national and international conferences ( Gasman et al., 2020 ; Hutchinson et al., 2007 ). Overall, 25 publications resulted from these partnership programs ( NIHReporter 2, 2020a ; NIHReporter 3, 2020b ).…”

Advancing Social Mission Research: A Call to Action

“…Much of the existing social mission research and evaluation literature examines activities to cultivate student interest in the health professions before training, like postbaccalaureate or pipeline programs, 12,13 and those implemented in health professions schools, such as recruitment 14,15 and admissions, 16,17 practices, and curricular [18][19][20] and clinical training [21][22][23] elements. Researchers have also examined student characteristics 24 and institutional factors [25][26][27] associated with social mission-oriented practice and workforce outcomes as well as the contribution of community-sponsored partnerships to increase interest in and enhance provision of care for the underserved. 28 Social mission activities originating or operating outside of health professions schools, such as funding for federal workforce training, 29 accreditation standards, 6,30 and school rankings conducted by the research community, 31 comprise a smaller component of the social mission literature, yet demonstrate the ecosystem of influencing factors that contribute to it.…”