Teaching nursing research to minority students.

Teaching nursing research can be a challenging role for nurse educators. Even when the nurse educator is equipped with a large arsenal of teaching strategies designed to promote student interest, that students will leave the class with a basic understanding of the research concepts is not guaranteed. It is important to know the audience, which in this case are the students, so that the nurse educator can select teaching strategies that will assist the students in achieving course objectives. The purpose of this article is to describe the use of two teaching strategies that have been effective in teaching nursing research to minority students.     

Problems in teaching ethnic minority nursing students

Ethnic minority nursing students are different from the majority of white students, and approaches that nursing faculties use in teaching them must also be different. Teaching these students is sometimes viewed by many faculties as a threat. However, if difficulties are recognized early and handled efficiently, educating the ethnic minority students can instead become a challenge to the nurse educators.
The authors propose some ways to deal with the existing or potential difficulties that arise from teaching these students. These suggestions are made with major emphasis on the student, the teaching process, and the curriculum. Ethnic minority students need to be helped to develop a positive self-esteem, a sense of worthiness and a feeling of equality and acceptance. Nursing faculties are charged with this responsibility and must be committed to it. Furthermore, nursing curricula need to take into account cultural diversity, to increase students' understanding of the impact of cultural diversities on health care. This paper presents a viewpoint from which important questions related to problems associated with teaching minority students, could be raised.     

Retention of nursing students with English as a second language

The purposes of this study were to: (a) determine nursing students' perceptions of the learning activities which contribute the most to their knowledge and skills; (b) determine students' perceptions of their learning difficulties; (c) compare the perception of English as a second language (ESL) and non-ESL students; (d) determine nursing faculty perceptions of ESL students' learning difficulties; (e) compare the perception of ESL students and faculty; and (f) indentify needs for educational and/or supportive programmes for faculty and students. Differences in perceptions of faculty and students regarding areas of difficulty and studetnts' needs may influence the services provided to students and therefore contribute to their lack of success and attrition.
A questionnaire was given to students in the first and second years of the University of British Columbia (UBC)/Vancouver Hospital (VH) Nursing Programme to collect data regarding their high school and post-secondary education, date of arrival in Canada, first language, and their perceptions of helpfulness and difficulty of learning activities. A similar questionnaire was given to faculty members working with these students to collect data about their perceptions of areas of difficulty and activities that contribute the most to the learning of ESL students. Data analysis consisted of t -test for statistical comparison of the responses of ESL and non-ESL students, and ESL students and faculty. The results indicated statistically significant differences between the perceptions of faculty and ESL students, particularly in the areas of difficulty. The need for educational programmes for both faculty and students was identified.     

Predicting the success of minority students in a baccalaureate nursing program

Entering grade point average (ENTGPA), American College Test Assessment (ACT), high school rank (HSRANK), high school GPA (HSGPA), number of college credit hours prior to program admission (HRSPTA), age at admission, and an index of applicant motivation and related experience (MEP) were investigated to determine the best predictive combination of variables for success among minorities in a baccalaureate nursing program. Final GPA, program completion, and State Board Examination (SBTPE) performance were used as indicators of success. Minority students (N = 145) admitted between 1971-1981 were identified by record review. Two minority subgroups, blacks (n = 111) and nonblack minorities (n = 34) were compared using multiple regression and discriminant analysis procedures. ACT was the strongest, most consistent predictor of SBTPE performance and final GPA for all minorities. ENTGPA and ACT provided substantial predictive power for both subgroups, but explained markedly less variance for blacks. HSGPA, HRSPTA, and HSRANK explained some variance differently by subgroup. ENTGPA provided the only discrimination between graduates and dropouts. Cognitive attributes are critical to academic success among minorities, although predictors may vary in explanatory power by minority group. Variables interfering with program completion need to be explored.     

Utilizing courageous dialogue to support minority and disadvantaged background nursing students

BackgroundNursing students from historically underrepresented ethnic minorities and disadvantaged background (HUREM-DB) groups often face barriers such as a lack of consistent financial resources, fewer professional role models, bias, and micro-inequities. Utilizing a multifaceted approach for support can be crucial to enhancing student success.Purpose of the projectMENTORS² mitigates some of the challenges for HUREM-DB nursing students with educational, cultural, social, and financial resources. Courageous dialogue (CD) was one required activity of MENTORS² and included topics such as stress management, time management, and honors project preparation.Implementation of the projectCourageous dialogue sessions were conducted with 56 HUREM-DB undergraduate nursing students enrolled in a baccalaureate program. The number of evaluations submitted for a session averaged 17 (range 7–36). Courageous dialogue sessions allowed students to express views in a safe environment with opportunities for peer support, role modeling, open discussion, and problem solving.Project outcomesStudent evaluations reflected an appreciation of the opportunity to share experiences and learn new skills, knowledge, and approaches to aid their success in nursing school and perhaps their entry into the profession of nursing.ConclusionCourageous dialogue can be an important part of a comprehensive strategy to support HUREM-DB nursing students academically, socially, and professionally.     

Representation of racial minority students in selected Canadian university schools of nursing

Several studies have suggested that the problem of inequality in educational opportunity for minority students, manifested by under-representation, prevails in American higher education. Under-representation of minority groups in schools of nursing is not an unusual problem. The dearth of information on representation of ethnic minorities in baccalaureate programmes in Canada provided the impetus for the investigators to conduct this study to: (I) explore the racial and ethnic composition of the student population in selected Canadian University Schools of Nursing; (2) determine the total number of withdrawals and graduations; and (3) establish baseline data for a follow-up study. This study was exploratory in nature.
A questionnaire was designed to elicit information on enrolment, admission, withdrawal and graduation of six ethnic minority groups in the 5 year period, 1974–1978. Out of 18 schools surveyed, nine schools responded with the requested statistical information.
Findings of this study supported findings of other research studies conducted in the United States in that the ethnic minorities were under-represented, and their academic survival rates were low. Statistics presented in this study should not be interpreted as conclusive. Many questions crucial to exploring and understanding the pattern of representation of racial and ethnic minority nursing students are still unanswered. A better designed, long-term study is needed.     

523篇少数民族实习护生反思日记分析

临床实践是护理教育的重要环节,实习护生在从学校学生到实习护生的角色转变过程中,常会面临许多困惑、挫折和压力.新疆少数民族护生受语言及文化背景的影响,这种压力体验更加深刻,而反思日记则是通过让护生在临床实践中以日记的方式对所学知识和所获得的经验进行反思.     

Anti-racist pedagogy: challenges faced by faculty of color in predominantly white schools of nursing

Despite the significant effects of systems of oppression on health, nursing education tends not to include anti-racist pedagogy in its curricula, preferring instead to focus more narrowly on culture. This narrow focus allows nurses to depoliticize discussions of race and other social differences, largely ignoring the influence that systems of oppression, imperialism, and historical trauma have had on health in marginalized populations. In contrast, anti-racist pedagogy educates students in ways that make racialized power relations explicit, deconstruct the social construction of race, and analyze interlocking systems of oppression that serve to marginalize and exclude some groups while privileging others. This article describes anti-racist pedagogy from the perspective of a faculty member of color, drawing on personal experience and a review of the anti-racist pedagogical literature. Specifically, this article highlights some of the personal and professional challenges faced by faculty of color when engaged in anti-racist pedagogy in predominantly white schools of nursing.     

新疆少数民族在校男护生的专业认同质性研究

[目的]探讨新疆少数民族在校男护生对专业的认同情况.[方法]运用质性访谈和半开放式问卷等研究方法,从专业认同总特征、专业认同的认知、专业认同的情感态度和专业认同的未来预期等方面对新疆少数民族在校男护生的专业认同情况进行调查.[结果]男护生对专业的认同归因情况：①外部原因的矛盾性,既迫于就业压力认同护理专业,又由于民族传统文化男性角色的定位排斥护理专业;②内部原因的复杂性,选择护理专业时的被动性和盲目性、传统文化产生的专业认同性别差异以及自身个性差异等因素交互影响.[结论]护理教育应重视男护生的专业认同.     

民族院校大学生心理健康现状调查及心理护理干预

目的对民族院校大学生进行心理健康现状调查,探讨护理干预对心理健康存在隐患的学生的心理健康影响。方法采用分层随机抽样法抽取300名少数民族大学新生进行心理筛查。采用中国大学生心理健康量表（CCSMHS）进行测量,对心理健康存在隐患的学生采用症状自评量表（SCL-90）进行再次评估和护理干预,并与国内大学生常模比较,观察心理护理前后该组学生SCL-90各因子的变化。结果经CCSMHS筛查出的阳性学生36名,占总人数的12％;民族大学新生在CCSMHS躯体化、焦虑、自卑、强迫和冲动等因子得分均高于常模,差异具有统计学意义（P〈0．05）。对于筛查阳性的学生经SCL-90测量,结果表明,在心理护理前,该组学生在躯体化、抑郁、焦虑和精神病倾向因子得分高于常模,差异具有统计学意义（t分别为-0．11287,-0．09539,-0．12324,-0．08119,-0．04136,P〈0．05）;心理护理前后,在躯体化、抑郁、焦虑、敌对、恐怖、偏执和精神病倾向方面均有显著地改善,差异具有统计学意义（t分别为-0．15869,0．00163,0．02937,0．03914,0．01304,0．00979,0．01061,P〈0．05）;心理护理后与全国常模比较,除了焦虑方面外,其他因子均无统计学差异（t=-0．01277,P〈0．05）。结论通过应用不同的心理护理手段进行心理干预教育,能够改善少数民族大学新生的心理健康状况。     

Increased adoption of smoke-free policies on campuses with schools of nursing

BackgroundIn 2015, the majority of U.S. American Association of Colleges of Nursing (AACN)-accredited schools of nursing resided on campuses without smoke-free policies.PurposeTo determine the presence of smoke-free policies at AACN-accredited after resolutions from AACN and the American Academy of Nursing, and the creation of online resources.MethodsSmoke-free policies (2015-2017) were determined through listings on the ANRF College Campus Policy Database© and survey responses from nursing deans.ResultsSmoke-free policies for 689 schools of nursing increased from 36% in 2015 to 91% in 2017. There were no significant differences by nursing program types or geographic area. Twenty percent of deans reported using the resources, with over 1700-page views.ConclusionSmoke-free policies increased after support from two national nursing organizations. Learning in a smoke-free environment should be an expectation for nursing students to protect their own health, and to support their future critical role in tobacco control.     

Interprofessional learning for nursing students in practice periods: problems to overcome and possibilities for uniprofessional campuses

There is an urgent need for educational institutions to prepare students for collaborative practices in health care in the years to come. Facilitation of interprofessional learning (IPL) can be challenging for small campuses with few healthcare and social care education programmes. The aim of this study was to identify hindrances to, and opportunities for accessible interprofessional learning, for nursing students in a uniprofessional learning environment on the Norwegian West coast. Three focus group interviews were conducted with the following groups: nursing teachers, a hospital rehabilitation team and informants from a municipal home rehabilitation team. The data were analysed by hermeneutical phenomenological method. The following four main themes emerged the following: the tradition for interprofessional learning is not yet well established, IPL in the context of existing teams is better than IPL with other students, there is an urgent need to strengthen and adjust professional responsibilities and roles, and there is a need for communication to overcome hindrances to IPL.     

Retaining ethnic minority nursing students (REMNS): a multidimensional approach.

The under-representation of minority nurses in the nation is of critical concern for nurse educators. The high attrition rate of minority nursing students, on a local and national level, has not been effectively addressed. Project REMNS (Retaining Ethnic Minority Nursing Students), an innovative, comprehensive project, was designed to increase the retention of minority nursing students at Prairie View A&M University. Pre-clinical nursing students were provided strategies to improve critical thinking, stress management, and reading comprehension skills. This was accomplished by the development and implementation of content relevant computer modules on stress management, nutrition, and critical thinking. Implementation of Project REMNS resulted in an increased number of pre-nursing students admitted and retained in the nursing program.     

Retention of minority participants in clinical research studies

Recruitment of minority participants for clinical research studies has been the topic of several analytical works. Yet retention of participants, most notably minority and underserved populations, is less reported and understood, even though these populations have elevated health risks. This article describes two related, intervention-based formative research projects in which researchers used treatment theory to address issues of recruitment and retention of minority women participants in an exercise program to reduce obesity. Treatment theory incorporates a model of health promotion that allows investigators to identify and control sources of extraneous variables. The authors' research demonstrates that treatment theory can improve retention of minority women participants by considering critical inputs, mediating processes, and substantive participant characteristics in intervention design.     

Barriers influencing the success of racial and ethnic minority students in nursing programs.

Racial and ethnic minority students have high attrition rates in nursing school. This article describes a qualitative study that explored 15 minority nursing students' experiences while enrolled in a predominantly White nursing program. In-depth interviews were conducted and eight themes emerged: loneliness and isolation, differentness, absence of acknowledgment of individuality from teachers, peers' lack of understanding and knowledge about cultural differences, lack of support from teachers, coping with insensitivity and discrimination, determination to build a better future, and overcoming obstacles. This article provides a voice for minority nursing students whose experiences have not been heard. By understanding these students' experiences and perspectives, nursing educators may be better able to meet their educational needs and increase graduation rates.     

Challenging traditional assumptions about minority students in nursing education. Outcomes from Project IMPART

In Becoming Gentlemen, Lani Guinier describes the experience of women who sit on the margin of the male dominant culture of law school. "It is time," she contends, "to use the information from the margin to rethink the whole" (I, p. 17). Application of Guinier's premise to nursing suggests that minority students exist on the margins of nursing and that understanding their experiences may yield valuable insights into nursing education and nursing practice. One possible implication for nurse educators is the importance of ensuring that nurses--the largest group of health care Providers--reflect America's rapidly changing demographics and have the experience, research expertise, and professional socialization to address the critical health care issues facing minority persons.