Leveraging Resources for Educational Equity to Promote Academic Success Among Underrepresented Nursing Students: An Integrative Review

Kirui, Caroline; McGee, Jerrihlyn L.

doi:10.1097/01.nep.0000000000000735

Cited by 14 publications

(5 citation statements)

References 11 publications

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“…The guidelines recommended by the NCSBN are similar to the qualitative findings in this study and included comprehensive student support services, opportunities for experience with diverse populations, availability of multiple types of support resources, and a strong structure within the nursing program. Kirui & McGee (2021) supported these findings. The authors conducted an integrative literature review to identify resources that help the retention of underrepresented nursing students.…”

Section: Discussionsupporting

confidence: 55%

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2022

JANANY

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Section: Discussionsupporting

confidence: 55%

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2022

JANANY

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“…Donnell27 recommended academic support to improve English language skills, including speaking, reading, and writing for students who speak English as an additional language. Kirui and McGee28 discuss the benefits of financial support, such as scholarship programs, to support the academic success of ERD nursing students. Although support interventions are discussed in the literature, there do not appear to be any currently published studies that explore the perspectives of ERD nurse faculty about factors that contribute to the success of ERD nursing students.…”

Section: Review Of the Literaturementioning

confidence: 99%

Perspectives of Ethnically and Racially Diverse Nurse Faculty on the Success of Ethnically and Racially Diverse Nursing Students

Hankins

2023

Nurse Educator

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Background: Ethnically and racially diverse (ERD) nursing students experience unique challenges in the educational environment. Existing research on perspectives of ERD nurse faculty, with emphasis on their perceptions of the factors that support the academic success of ERD nursing students is limited. Purpose: The purpose of this study was to explore factors that contribute to the success of ERD nursing students as perceived by ERD nurse faculty. Methods: This qualitative study was conducted utilizing a focused ethnography design and methodology, with the theoretical underpinning of Critical Race Theory. Results: Twelve themes emerged relating to support, resources, relationships, faculty hiring practices, program structure, instructional content, flexibility, and culture of the educational environment. Conclusions: The perspectives of ERD nurse faculty provide an essential body of information that program administrators, faculty, and staff can utilize to positively impact the academic success of ERD nursing students.

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“…While PREP and IMSD programs have a long-standing history, to our knowledge their application has focused on traditional scientific development of scholars through mentorship in the lab setting, writing and presentation skills practice, and partaking in coursework (McGee et al, 2012;Remich et al, 2016). Literature reviews focused program characteristics of initiatives designed to increase UR student participation in STEM and other health-related disciplines appear to focus more on individual skill development, even when interventions are conducted in a group or cohort setting (Kirui and McGee, 2021;Ureña et al, 2021). Other interventions that are conducted in group settings and centered on fieldwork activities have also been described and may also increase UR student persistence, self-efficacy, and science identity (Bowser and Cid, 2021).…”

Section: Background and Rationale For The Educational Activity Innovationmentioning

confidence: 99%

Motivating Self-Efficacy in Diverse Biomedical Science Post-baccalaureate and Graduate Students Through Scientific Conference Implementation

et al. 2021

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Tactics to increase the number of underrepresented (UR) students in biomedical research PhD training programs have not yet translated to UR faculty numbers that reflect the diversity of the United States. Continued interventions are required to build skills beyond those that result in placement into a PhD program. We hypothesize that successful interventions must build skills that give UR students foundations for confident self-efficacy in leadership. We seek interventions that allow UR students to envision themselves as successful faculty. We posit that development of such skills is difficult in the classroom or laboratory alone. Therefore, novel interventions are required. As part of the NIH-funded Post-baccalaureate Research Education Program (PREP) and Initiative for Maximizing Student Development (IMSD) at the Mayo Clinic Graduate School of Biomedical Sciences, we designed and implemented a unique intervention to support development of student leadership skills: a biannual student-organized and student-led national research conference titled “Scientific Innovation Through Diverse Perspectives” (SITDP). This initiative is based on the concept that students who actively live out realistic roles as scientific leaders will be encouraged to persist to scientific leadership as faculty. Here we describe the motivation for, design of, and outcomes from, the first three pilot conferences of this series. We further discuss approaches needed to rigorously evaluate the effectiveness of such interventions in the future.

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Leveraging Resources for Educational Equity to Promote Academic Success Among Underrepresented Nursing Students: An Integrative Review

Abstract: Supplemental digital content is available in the text.

Cited by 14 publications

References 11 publications

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Perspectives of Ethnically and Racially Diverse Nurse Faculty on the Success of Ethnically and Racially Diverse Nursing Students

Motivating Self-Efficacy in Diverse Biomedical Science Post-baccalaureate and Graduate Students Through Scientific Conference Implementation

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