Initiatives aimed at retaining ethnically diverse student nurses in undergraduate programmes: An integrative review

Tranter, Siobhan; Gaul, Chris; McKenzie, Susannah; Graham, Karen

doi:10.1111/jocn.14609

Cited by 17 publications

(9 citation statements)

References 28 publications

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“…In the network of five nursing programmes, around 6% of CALD nursing students emerged, a smaller proportion than that documented in the literature, where the average CALD student numbers have been reported to be around a third of all students (O'Reilly & Milner, 2015). However, this proportion seems to reflect a spontaneous decision to undertake a nursing career, given that no specific attraction strategies toward CALD nursing students have been documented in Italy (Tranter, Gaul, McKenzie, & Graham, 2018) where more attention is given to internationally educated nursing students (e.g., Arrigoni et al, 2017;Tommasini et al, 2017).…”

Section: Participant Profilementioning

confidence: 80%

The Lived Experience of Nursing Students with Culturally and Linguistically Diverse (CALD) Backgrounds in Italy: A Descriptive Phenomenological Study

et al. 2019

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Introduction: In recent decades, Italy has been exposed to significant migrant flows resulting from political and economic instability in neighbouring countries. As a result, there has been an increased amount of cultural and linguistic diversity (CALD) among nursing students. The aim of this study was to explore the experience of CALD nursing students as lived in the Italian nursing programmes. Method: A descriptive phenomenological method was used in 2017 with the involvement of a purposeful sample of 21 CALD nursing students in five Italian Bachelor of Nursing Science campuses. Data were collected using semistructured interviews; the subsequent content analysis was conducted by two independent researchers. Results: CALD nursing students reported having lived a transformative experience based on seven themes, from “living in the middle, between belonging and detachment” to “acquiring cultural awareness and cultural sensitivity.” Discussion: Dealing with linguistic and cultural differences can affected CALD students’ academic success, but also encourages them to develop awareness and cultural sensitivity by influencing their peers and the environment of the nursing programme. Therefore, having CALD students is a great value for nursing programmes. Nursing programmes should embody the values of cultural sensitivity and acceptance, including them as a nursing care value and as a concrete strategy to support CALD students. They should also develop strategies to promote the knowledge and responsibilities of nurses among CALD students and increase cultural sensitivity among faculty members at different levels.

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Section: Participant Profilementioning

confidence: 80%

The Lived Experience of Nursing Students with Culturally and Linguistically Diverse (CALD) Backgrounds in Italy: A Descriptive Phenomenological Study

et al. 2019

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“…In addition to recruitment, retention, mentoring, and academic support of minoritized students and faculty, three categories of structural improvement should also be included. [25][26][27][28][29][30][31][32] These areas are policy and regulatory changes, debt prevention, and equitable salaries (Figure ).…”

Section: Structural Recruitment and Retention Strategiesmentioning

confidence: 99%

Recruitment and retention of diverse students and faculty in women’s health

Montgomery¹,

Ajoff-Foster²,

Moore³

et al. 2022

WHC

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“…Nursing students from regional, rural, and remote areas face additional challenges and barriers to completing their university nursing studies in a country as vast as Australia [22,23]. These nursing students are often at high risk of dropping out due to additional challenges, including loneliness and isolation if they are away from family support, as well as difficulties with course engagement [24][25][26]. Early identification of these challenges and barriers is essential for promoting nursing students' success and increasing their retention rates.…”

Section: Introductionmentioning

confidence: 99%

Factors Influencing Retention among Regional, Rural and Remote Undergraduate Nursing Students in Australia: A Systematic Review of Current Research Evidence

Liu

Wang

Bressington

et al. 2023

IJERPH

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Background: This systematic review aimed to explore the factors influencing retention among regional, rural, and remote undergraduate nursing students who were enrolled in Australian universities. Methods: Mixed-methods systematic review. A+ Education, CINAHL, Education Resources Information Center (ERIC), Education Research Complete, JBI EBP database, Journals@Ovid, Medline, PsycINFO, PubMed, and Web of Science were systematically searched from September 2017 to September 2022 to identify eligible English-language studies. The methodological quality of the included studies was critically assessed using the Joanna Briggs Institute’s critical appraisal tools. Descriptive analysis with a convergent segregated approach was conducted to synthesize and integrate the results from the included studies. Results: Two quantitative and four qualitative studies were included in this systematic review. Both the quantitative and qualitative findings demonstrated that additional academic and personal support was essential for improving retention among undergraduate nursing students from regional, rural, and remote areas in Australia. The qualitative synthesis also highlighted many internal (e.g., personal qualities, stress, ability to engage with classes and institutions, time management, lack of confidence, cultural well-being, and Indigenous identity) and external factors (e.g., technical difficulties, casual tutors, different competing demands, study facilities, and financial and logistical barriers) that influenced retention among undergraduate nursing students from regional, rural, and remote areas in Australia. Conclusions: This systematic review demonstrates that identifying potentially modifiable factors could be the focus of retention support programs for undergraduate nursing students. The findings of this systematic review provide a direction for the development of retention support strategies and programs for undergraduate nursing students from regional, rural and remote areas in Australia.

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Initiatives aimed at retaining ethnically diverse student nurses in undergraduate programmes: An integrative review

Abstract: Supporting the recruitment and retention of ethnically diverse students assists in greater numbers of RNs graduating and provides a more linguistically and culturally diverse workforce representative of their population.

Cited by 17 publications

References 28 publications

The Lived Experience of Nursing Students with Culturally and Linguistically Diverse (CALD) Backgrounds in Italy: A Descriptive Phenomenological Study

The Lived Experience of Nursing Students with Culturally and Linguistically Diverse (CALD) Backgrounds in Italy: A Descriptive Phenomenological Study

Recruitment and retention of diverse students and faculty in women’s health

Factors Influencing Retention among Regional, Rural and Remote Undergraduate Nursing Students in Australia: A Systematic Review of Current Research Evidence

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