Download or read book The Lived Experience of African American Nurses who Attended Predominantly White University Baccalaureate Programs written by Carmen A. Stokes and published by . This book was released on 2013 with total page 233 pages. Available in PDF, EPUB and Kindle. Book excerpt: This qualitative dissertation explores the lived experiences of successful African-American nurses who attended baccalaureate programs at predominantly White universities (PWUs). Only 5.4% of the national registered nurse workforce is identified as African American; yet African-American citizens account for approximately 12.9% of the United States' population, and 24% of all enrollments in nursing programs nationwide is composed of African-American students. Past nursing education research has almost exclusively focused on the deficits of African-American students. This dissertation study focuses on a gap in the literature because it addresses the strengths and attributes of those African-American students who succeed, thereby contributing to an anti-deficit achievement framework (Harper, 2010). The conceptual underpinnings of this research study include Critical Race Theory, Resilience Theory, Transitions Theory, and Jones and Shorter-Gooden's theory of "Shifting." This qualitative phenomenological study was completed with 11 participants from four different Midwestern universities. In-depth, face-to-face first and second interviews lasting 45 to 90 minutes were conducted using open-ended, semi-structured questions. Despite differences in location (urban versus suburban), Carnegie classifications (research versus teaching intensive), and student population (percentage of minority enrollment and student demographics/SES), the findings consistently reveal experiences of racism, discrimination, isolation, and "differentness," and evidence of resilience to overcome those experiences. Strategies for success were also consistent among participants, and include maintaining positive academic self-efficacy, key support people, determination to persist and succeed, deftly reading the environment, using both approach and avoidant style coping, effectively employing border crossing, biculturalism, and code switching, in addition to engaging in specific and study techniques.

Download or read book The Lived Experience of Being an African American Baccalaureate Nursing Student who is Studying in a Predominately European American Nursing School written by Marilyn Meder and published by . This book was released on 1997 with total page 962 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Agony of Education written by Joe R. Feagin and published by Routledge. This book was released on 2014-04-23 with total page 212 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Agony of Education is about the life experience of African American students attending a historically white university. Based on seventy-seven interviews conducted with black students and parents concerning their experiences with one state university, as well as published and unpublished studies of the black experience at state universities at large, this study captures the painful choices and agonizing dilemmas at the heart of the decisions African Americans must make about higher education.

Download or read book Experiences of African American Students in Pre licensure Schools of Nursing written by Barbara Jean White and published by . This book was released on 2016 with total page 296 pages. Available in PDF, EPUB and Kindle. Book excerpt: Despite more than 40 years of research and governmental support, African Americans continue to be underrepresented in the nursing profession compared to the population it serves. Though some progress has been made over the past 20 years, the American Nurses Association (ANA), American Association of Colleges of Nursing (AACN), National Black Nurses Association (NBNA) and Institute of Medicine (IOM) continue to identify increasing diversity as a disciplinary priority. Further understanding of the experiences of African American nursing students is needed to inform decisions about recruitment, retention and successful matriculation of these students. This qualitative descriptive study focused on understanding the experiences, and the meaning those experiences had, for African American students who attended predominately European American schools of nursing. Data were collected through semi-structured interviews with fourteen African American nurses who shared their experiences in pre-licensure nursing programs. Thematic analysis revealed two salient themes: "Standing out" and "It's not just about me." The findings from this study shed new light on this persistent issue and inform faculty members and nursing school administrators about the strategies and ways of framing the educational experience that may create environments that are welcoming to African American students to address the retention of African American students in pre-licensure nursing programs.

Download or read book An Emancipatory Study with African American Women at Predominantly White Nursing Schools written by Katie Lynn Love and published by . This book was released on 2009 with total page 572 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Experiences of African American Students in a Predominantly White Two year Nursing Program written by Lucille Deloise Coleman and published by . This book was released on 2006 with total page 548 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Lived Experience of African American Nurse midwifery Students written by Kimberly Joy Gallion-Exum and published by . This book was released on 2009 with total page 76 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Nursing Student Retention written by Marianne R. Jeffreys and published by Springer Publishing Company. This book was released on 2012-03-27 with total page 376 pages. Available in PDF, EPUB and Kindle. Book excerpt: Print+CourseSmart

Download or read book Changing Directions written by Linda K. Diaconis and published by . This book was released on 2001 with total page 582 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Pathways to Success for African American Students at Predominately White Institutions written by Jeffery L. Jackson and published by . This book was released on 2022 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: African American students’ completion of post-secondary education is among the lowest of any other subgroup in higher education (Banks & Dohy, 2019; Broom, 2018; Carter- Francique et al., 2015; Cokley et al., 2016; Dulabaum, 2016; Karkouti, 2016; Moragne-Patterson & Barnett, 2017; Strayhorn, 2017). This study focuses on addressing this problem by exploring the academic and social experiences of African American college students who persisted at a regional predominantly White institution (PWI) in the Midwest and secure information that can be used to improve their graduation rates. To address this issue, this study is designed to explore initiatives and practices that encourage the successful matriculation and graduation of African American students from PWIs (Gross & Berry, 2016). This study utilized individual interviews in a qualitative inquiry to capture the lived experiences and deeper understandings of eight African American students who persisted through to their third year in college. Additionally, Marcia's theory of academic identity (2002) and critical race theory (CRT) were used as lenses to better explore the experiences of the participants (Hiraldo, 2019). Marcia’s four identity statuses suggests how young adults will cope with adversity, make decisions about a vocational path, and how they negotiate the use of strategies as college students: Identity Achievement, Identity Moratorium, Identity Foreclosure, and Identity Diffusion. A critical race perspective highlights the assumption of how race and racism are embedded in the normal practices of higher educational institutions (Harper et al., 2018; Hiraldo, 2019; Patton et al., 2007). Patton (2016) utilizes CRT as a tool to disrupt the academic prose in higher education and offers three propositions to reveal educational inequity and racism/White supremacy. The first proposition argues how higher educational institutions in the United States were built and subsidized on the brutal oppression and enslavement of Africans and North American Indigenous populations. The second proposition states how higher education serves as an example of the complex relationship with race, property, and oppression. Lastly, the third proposition contends higher education is the primary locus where knowledge that shapes government and industry is produced. I engaged in semi-structured interviews with 8 African American students at a midwestern PWI. Initial analysis of the data yielded three emergent themes: (a) The Centrality of Family Expectations and Support (b) Gaps in the College Support System and (c) The Role of Students’ Self-analysis of their Preparation for College. The family expectations and support theme are comprised of two sub-themes: role model “assignment” and parental influence. Finally, many of the students reflected on their belief they lacked the needed preparation for the rigors of college. The findings from this research suggest how important it is for practitioners and researchers, whose primary focus are African American students, to continue to design initiatives and research highlighting their stories of success. This positive realignment, in practice and research, is essential to mitigating dismal experiences that hinder the success of African American students who seek a better life for themselves, and their families, by attending a range of postsecondary institutions.

Download or read book The Experience and Persistence of African American Nursing Students Through the Lens of Critical Race Theory written by Linda Sheryline Barren and published by . This book was released on 2013 with total page 191 pages. Available in PDF, EPUB and Kindle. Book excerpt: Research in the area of minority nursing student persistence is significant because there is a shortage of minority registered nurses in the U.S. As the predominately White RN workforce ages and retires, there will be a greater need for minority registered nurses because of the changing U.S. demographics. The demand for minority registered nurses will be further impacted by the aging baby boomers who will become greater consumers of healthcare. This qualitative research study focused on the persistence factors of minority nursing students who were enrolled in associate degree nursing programs. A semi-structured interview approach was used to interview 10 Black registered nurses who graduated from associate degree nursing programs. The theoretical framework of Critical Race Theory was utilized to analyze the academic experiences of the study participants. Study findings suggested that nursing students encounter microaggression, discrimination and racism while enrolled in nursing education programs. Findings further suggested that persistence factors are multifaceted and include spirituality, support systems, family support, peer support, and socialization.

Download or read book Teaching Cultural Competence in Nursing and Health Care written by Marianne R. Jeffreys, EdD, RN and published by Springer Publishing Company. This book was released on 2015-12-01 with total page 616 pages. Available in PDF, EPUB and Kindle. Book excerpt: Based on proven research, this book is a unique book for those working in academic settings, health care institutions, employee education, and nursing and health care organizations and associations. Updated with new evidence-based strategies, interactive book features, and expanded ready-toapply strategies and exemplars, this new edition offers a systematic, comprehensive approach for planning, implementing, and evaluating cultural competence education strategies and programs. New and expanded chapters address curriculum, train-the-trainer programs, and continuing education; traditional classroom, hybrid, and online courses;clinical settings, immersion experiences, service learning, simulation, and nursing skills labs; professional networking; and multicultural workplace harmony and cultural safety. Included are educational activities for academic, health care agency, and professional association settings. Real-life scenarios, integrated reflection boxes, easy-to-apply action steps, educator- in-action vignettes, research exhibit boxes, toolkit resource boxes, an accompanying digital toolkit, references, and discussion questions help readers to fully integrate the book's content. An appendix lists over 50 studies from around the world utilizing the Cultural Competence and Confidence (CCC) model and its corresponding questionnaires (contained in the toolkit). The text provides valuable information and resources to assist academic programs and health care institutions meet accreditation requirements and for institutions trying to obtain Magnet status. NEW TO THE THIRD EDITION: Updated and revised model to guide cultural competence education Reorganized to address cultural competence in a variety of environments Expanded ready-to-apply strategies and exemplars A wealth of updated and revised information and research New and expanded chapters on curriculum and varied learning modalities New information on clinical settings, immersion experiences, service learning, simulation, nursing skills labs, and hybrid and online education Real-life scenarios, reflection boxes, easy-to-apply action steps, toolkit resource boxes, and discussion questions ALSO AVAILABLE: Doctoral students, instructors, institutions, and others who want to take it a step further can purchase the Cultural Competence Education Resource Toolkit permission license. Purchase of a toolkit license allows the user to utilize any of the 23 toolkit items in a research study and/or an educational programfor the specified time period. The toolkit includes psychometrically validated questionnaires and other tools essential for the measurement and evaluationof cultural competence and the effectiveness of educational strategies. For more information, go to www.springerpub.com/cctoolkit.

Download or read book A Study of why a Select Group of African American Students Persisted to Baccalaureate Attainment written by Donna L. Pavlick and published by . This book was released on 2008 with total page 151 pages. Available in PDF, EPUB and Kindle. Book excerpt: Based on Tinto's (1993) theory of student departure, this dissertation presents the findings of original research into the factors that influenced the baccalaureate degree attainment of a group of African American Council on Legal Education Opportunity (CLEO) students. Several members of this group of participants were surveyed and interviewed to determine why they, unlike many other traditional-aged African American students at predominantly white colleges and universities, persisted to baccalaureate degree attainment. The survey and interview questions used in this study were constructed using factors that Tinto (1993) and other researchers identified as influencing persistence. The research results indicated that these participants attributed their enrollment and persistence to degree attainment primarily to the encouragement and support of their parents. The influence provided by faculty as parental surrogates was a secondary source of encouragement. The results of this study support the prior research regarding the important role parents and faculty play in academic engagement and degree attainment but draw into question the benefits of peer interaction and institutional behaviors on baccalaureate degree attainment for these African American students.

Download or read book Living learning Communities at a Predominantly White Institution written by Lavon Davis and published by . This book was released on 2014 with total page 56 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book The Lived Experience of Retention and Progression of Black African American Nursing Students written by India Mylon Medley and published by . This book was released on 2017 with total page 460 pages. Available in PDF, EPUB and Kindle. Book excerpt:

Download or read book Acculturating Into Nursing written by Lisa K. Woodley and published by . This book was released on 2019 with total page 196 pages. Available in PDF, EPUB and Kindle. Book excerpt: "The purpose of this study was to describe the lived experiences of Hispanic / Latinx nursing students as they acculturate into the profession of nursing. In addition, this study sought to describe differences in experiences of Hispanic / Latinx nursing students related to gender, English and Spanish language fluency, family immigration experiences, and whether or not participants were first-generation college students. The Hispanic / Latinx population represents the most rapidly growing minority within the U.S., and health disparities for this population persist. When there is racial and ethnic concordance of health care providers with the population, improved patient outcomes occur. Currently, however, only 3.6% of practicing nurses within the U.S. self-identify as Hispanic / Latinx, attrition rates are higher for these students, and research pertaining to their experiences is extremely scarce. If nursing faculty do not understand the experiences of Hispanic / Latinx nursing students or their perspectives, it is difficult to create learning environments and evidence-based educational initiatives which foster their success. This study used a Husserlian descriptive phenomenological approach with participants who self-identified as Hispanic / Latinx and who had graduated from a baccalaureate nursing program in the Southeastern U.S. within the last six months. Eleven Hispanic / Latinx new graduates from three baccalaureate nursing programs in large, urban, public universities within feasible driving distance for the researcher participated in the study. Data collection involved private, in-depth, semi-structured, audiotaped interviews with study participants. Interview transcriptions were coded and analyzed using inductive methods. Categories uncovered as a result of inductive analysis included belongingness, edge runner, deep and meaningful relationships with the Hispanic / Latinx community, under pressure, learning environment, a journey of many steps, looking within, we are not all the same, checking the box, and facing disparities and stereotypes. Thematic analysis used the Theory of Cultural Marginality as a lens through which to study the data set. Study findings revealed that Hispanic / Latinx baccalaureate nursing students do experience a process of acculturation into nursing that is complex, multi-faceted, and similar to the process experienced by immigrants acculturating into a different country. Furthermore, results demonstrate that this process of acculturation into nursing begins before these students enter nursing school and continues after they graduate. The lived experiences of Hispanic / Latinx nursing students aligned with prominent concepts of the theory, including marginal living, cross-cultural conflict recognition; adjustment responses, and personal as well as contextual influences. Study findings refute the notion that Hispanic / Latinx nursing students should be considered as a homogenous group, which is how they have been presented in previous research. On the contrary, this study revealed that the process of acculturation into nursing for Hispanic / Latinx baccalaureate nursing students is influenced by their gender, English and Spanish language fluency, family immigration experiences, and whether or not they are a first-generation college attendee. Nurse educators should consider that given the pressures that these students experience from a variety of sources, educational strategies should be learner-centered, culturally responsive, and individualized to best facilitate their success."--Abstract from author supplied metadata

Download or read book Black on White written by Naima Tonya Johnston and published by . This book was released on 2006 with total page 215 pages. Available in PDF, EPUB and Kindle. Book excerpt: Abstract: The premise of this study was to explore the recollections of the experiences of African American graduates from a predominately White university and to understand how these experiences shaped them within the context of their professional and personal lives. Using a qualitative research design, this study uses Critical Race Theory, an emerging theoretical framework in the field of education to better understand the stories and cultural life worlds of the minority college student. Through in depth interviews the study draws from Sarah Willie's work, Acting Black (2003) as a starting point to understand what the researcher defined as The New Talented Tenth, a term coined by the great intellectual African American, W.E.B. DuBois in an effort to illustrate the responsibilities of the gifted of the race in regard to those who were unable to obtain a higher education. The major findings of the study were: African American students create a separate community with internal cliques. They transmit values to new members, however, the extent of this acceptance of values changes. They do not view the need for this community as one of protection from hostility on campus; rather, the community perpetuates itself for social and emotional purposes. The very nature of racial identifiability, all African American students who do not consciously choose to self-exclude from this community are a part of it, even if they see themselves as outsiders. African American students are dealing with tension between maintaining Africentric values of cooperation and collaboration while adopting more Eurocentric values of competition and individualism. The leadership of a African American president at a predominately White university greatly changed the perceptions of success for African American students on campus as well as the climate. Thus, his death retarded the development of diversity and inclusion and changed the campus climate forcing African American students to adopt new ways of coping on the campus. Implications, and recommendations for educators in developing praxis while opening dialogue and advancing knowledge in the area of the African American college experience were all drawn from the findings of this study.