Enrollment of underrepresented minorities in nursing majors: A cross sectional analysis of U.S. nursing schools

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• 作者：J. Margo Brooks Carthon^a ; ¹ ; ^{jmbrooks@nursing.upenn.edu" class="auth_mail" title="E-mail the corresponding author} ; Thai-Huy Nguyen^b ; ^{thnguyen@gmail.com" class="auth_mail" title="E-mail the corresponding author} ; Darcy Pancir^c ; ^{dpancir@nursing.upenn.edu" class="auth_mail" title="E-mail the corresponding author} ; Jesse Chittams^c ; ^{chittams@nursing.upenn.edu" class="auth_mail" title="E-mail the corresponding author}
• 关键词：Diversity ; Nursing ; Education ; Enrollment ; Underrepresented minority students
• 刊名：Nurse Education Today
• 出版年：2015
• 出版时间：November 2015
• 年：2015
• 卷：35
• 期：11
• 页码：1102-1107
• 全文大小：266 K

文摘

To investigate if underrepresented racial and ethnic minorities have distinct enrollment patterns when different diversity programmatic services are in place.

Design

Secondary analysis of linked data from an electronic survey conducted (2012–2013) and AACN baccalaureate enrollment data across 25 schools of nursing in 15 states. Logistic regression was used to determine the likelihood of minority student enrollment in nursing programs when 14 distinct programmatic support services were in operation.

Findings

Asian students were most likely to enroll in nursing programs with career services in place (O.R. 2.2, p = 0.01). Black/African American student enrollment was associated with financial support (O.R., 1.52, p = < .001), mentoring (O.R. = 2.49, p = < .001), community partnerships (O.R. 1.97, p = < .001), diversity workshops (O.R. = 1.95, p = < .001) and clinical experiences (OR = 2.25, p = < .001), academic (O.R. = 2.58, p = < .001), and psychosocial (OR 1.74, p = < .001) services. Hispanic student enrollment was associated with academic support (O.R. 2.97, p = < .001), mentoring (O.R. 1.38, p = < .001), diversity workshops (O.R. 1.22, p = < .001), and community service (O.R. 1.66, p = < .001). Non-Hispanic White students were more apt to be enrolled in nursing schools offering financial support (O.R., 1.27, p = < .001), internships/externships (O.R. = 1.5, p = < .001), research opportunities (O.R. 2.01, p = < .001), clinical experiences (O.R. = 1.71, p = < .001), diversity workshops (O.R. 1.2, p = < .001).

Conclusions

Differences in enrollment patterns among minority students may be attributed to efficacy of individual structured support services. These differences suggest the importance of tailoring diversity support services to meet the unique needs of students from diverse backgrounds.