Diversity Toolkit for Recruitment & Retention of Minority Nursing Students

Taking the LEAD for Nursing in Wisconsin:

Leadership, Educational Advancement & Diversity

Robert Wood Johnson Foundation®

State Implementation Program (SIP) Grant #70696

2

TABLE OF CONTENTS

Introduction .................................................................................................................................... 3

Overview ........................................................................................................................................ 4

Building the Nursing Pipeline: Recruitment Strategies ..................................................................6

Recruitment from Non-Traditional Sources .................................................................................. 8

Educational Pipelines ..........................................................................................................8

Alternative Pathways ..........................................................................................................9

Bridge Programs ...............................................................................................................10

Image .................................................................................................................................11

Retention and Integration Strategies: Academic/Socioeconomic Support ...................................12

Predicting Success of Ethnic Minorities on Nursing Licensure Exams .......................................15

Career Transition Issues and Strategies ....................................................................................... 17

3

DIVERSITY TOOLKIT FOR RECRUITMENT & RETENTION

OF MINORITY NURSING STUDENTS

Introduction

Taking the LEAD for Nursing in Wisconsin: Leadership, Educational Advancement, and

Diversity, a State Implementation Program (SIP) grant awarded by the Robert Wood Johnson

Foundation®, focuses on the three critical areas its name implies. Promoting diversity in nursing

is a key element in this work. The toolkit provides guidance and resources for students, faculty,

and nurses looking to develop and promote diversity initiatives within schools of nursing.

Toolkit items were identified by the Diversity Collaborative, along with members of the

Academic and Leadership Collaboratives, who were charged with advancing the goals of the

Taking the LEAD grant project. The committee recognizes that the materials provided in this

toolkit are not inclusive of all content available, but rather intended to serve as a foundational

resource for useful information about the recruitment and retention of minority nursing students.

Assessment of the competency criteria for each resource is based on a review of articles and

information available online.

As pointed out by Lee1

in a comprehensive review of the recruitment and retention

literature, the issues of need, such as financial aid, mentoring, and tutoring, are not new. In fact,

the majority of the issues discussed by Lee are still relevant to the recruitment and retention of

minority students today.

Diversity resources are also listed on the Wisconsin Center for Nursing website

(http://www.wisconsincenterfornursing.org).

1Lee, K. A. (1991). Minority student recruitment, retention and career transition practices: A review of the

literature. Retrieved from the American Speech-Language-Hearing Association website

http://www.asha.org/practice/multicultural/recruit/litreview.htm

4

Overview

Diversity stands as an essential core value of the Taking the LEAD Grant. The case for

increasing diversity in schools of nursing has never been stronger. Increasing diversity of the

healthcare workforce, in general, and nursing, in particular, is fundamental for the adequate

provision of culturally competent care to our nation’s growing minority communities. A diverse

healthcare workforce will help to expand healthcare access for the underserved, foster research in

neglected areas of societal need, and enrich the pool of policy makers to meet the needs of a

diverse population.2, 3

Significant to the recruitment of minority nursing students is the understanding that

recruitment and retention strategies must be a comprehensive process with long-term, institution-

wide philosophical and financial commitment to diversity.4, 5, 6, 7

Recruitment strategies that work

for traditional White female students will not always work for diverse students.1, 7

Recruitment

and retention strategies must respond to the specific needs and barriers of each group.4, 7

To that

end, the resources in the Diversity Toolkit are organized around five key issues:

Building the Nursing Pipeline: Recruitment Strategies

Recruitment from Non-Traditional Sources

Retention and Integration Strategies: Academic/Socioeconomic Support

Predicting Success of Ethnic Minorities on Nursing Licensure Exams

Career Transition Issues and Strategies

2American Association of Colleges of Nursing. (2014). Diversity in nursing. http://www.aacn.nche.edu/diversity-in-

nursing

3Cohen, J., Gabriel, B., & Terren, C. (2002). The case for diversity in the health care workforce. Health Affairs,

21(5), 90-102.

4Astone, B., & Nunez-Womack, E. (1991). Pursuing diversity: Recruiting college minority students. ERIC Digest.

Retrieved from http://eric.ed.gov/?id=ED333856

5Dumas-Hines, F. A. (2001). Promoting diversity: Recommendations for recruitment and retention of minorities in

higher education. College Student Journal, 35(3).

6Stewart, G. Russell, R., & Wright, D. (1997). The comprehensive role of student affairs in African-American

student retention. Journal of College Admission,154, 6-11.

7Thomason, T., & Thurber, H. (1999). Strategies for the recruitment and retention of Native American students:

Executive summary. Retrieved from http://eric.ed.gov/?id=ED435514

5

In the toolkit, “minority students and professionals,” “minorities,” and “people of diverse

race and ethnicity” all refer to the following minorities, racial, and ethnic groups: African

American or people of African descent; Asian Americans Pacific Islander, or people of Asian

descent; Hispanic American, Latino, or Latina people; Native Americans; Alaskan Natives; and

men.

Eight publications provided the background for the development of this toolkit:

Giger, J., & Davidhizar, R. (2008). Transcultural nursing: Assessment and intervention (5th

ed.).

St. Louis: Mosby Elsevier.

Institute of Medicine. (2004). In the nation’s compelling interest: Ensuring diversity in the

healthcare workforce. Washington: National Academies Press.

http://www.nap.edu/openbook.php?isbn=030909125X

National League for Nursing. (2006). Core values. Retrieved from

www.nln.org/aboutnln/corevalues.htm.

National League for Nursing. (2009). Reflection and dialogue: A commitment to diversity in

nursing and nursing education. Retrieved from

http://www.nln.org/aboutnln/reflection_dialogue/refl_dial_3.htm

The Sullivan Commission. (2003). Missing persons: Minorities in the health profession. A report

of the Sullivan commission on diversity in the healthcare workforce. Retrieved from

http://www.aacn.nche.edu/media-relations/SullivanReport.pdf

U.S. Department of Health and Human Services, Department of Minority Health, Center for

Linguistic and Cultural Competency in Healthcare.

http://minorityhealth.hhs.gov/omh/browse.aspx?lvl=2&lvlid=34

University of Michigan – Flint. Cultural Competence Project. Developing nurses’ cultural

competencies: Evidence-based and best practices. Retrieved from

http://www.umflint.edu/shps/cultcomp/

Wisconsin Center for Nursing. (2013). Enhancing diversity in the nursing workforce. Retrieved

from

http://www.wisconsincenterfornursing.org/documents/2013%20WCN%20DiversityRepo

rt_final.pdf

In using the toolkit, subject matter, topics, and issues are introduced by an explanatory

paragraph, followed by references. The references provide further evidence on how to address

and understand the identified approaches.

6

BUILDING THE NURSING PIPELINE: RECRUITMENT STRATEGIES

To increase nursing diversity, the onus is placed on those within nursing and nursing education

to develop methods to better attract members of minority populations. Recruitment plays a vital

role in increasing the number of diverse nursing students. Strategies for recruitment of minorities

include developing an educational pipeline, increasing ethnic presence in media, and breaking

down the negative image of nursing, in general, and men, in particular.

ARTICLES

Amazing win for male nursing. (2014). The Lamp, 71(10), 30-31. Retrieved from

http://www.nswnma.asn.au/amazing-win-for-male-nurses/

Anders, R. L., Edmonds, V. M., Monreal, H., & Galvan, M. R. (2007). Recruitment and retention

of Hispanic nursing students. Hispanic Health Care International, 5(3), 128-135.

Barton, A. J., & Swider, S. M. (2009). Creating diversity in a baccalaureate nursing program: A

case study. International Journal of Nursing Education Scholarship, 6(1), 1.

doi:10.2202/1548-923X.1700

Carthon, J. M., Nguyen, T., Chittams, J., Park, E., & Guevara, J. (2014). Measuring success:

Results from a national survey of recruitment and retention initiatives in the nursing

workforce. Nursing Outlook, 62(4), 259-267. doi:10.1016/j.outlook.2014.04.006

Galbraith, M. (1991). Attracting men to nursing: What will they find important in their career?

Journal of Nursing Education, 30, 182-186.

Healey, C. (2013). Development of a plan for improved recruitment and retention of Hispanic

practical nursing students. Nurse Education Today, 33(1), 10-12.

doi:10.1016/j.nedt.2012.05.015

Lee, K. A. (1991). Minority student recruitment, retention, and career transition practices: A

review of the literature. Retrieved from the American Speech-Language-Hearing

Association website http://www.asha.org/practice/multicultural/recruit/litreview.htm

Lopez-Bushnell, K., Gardner, K., Sanchez, J., & Miller, D. (2010). The effects of mentoring on

minority nurse recruitment. Minority Nurse. Retrieved from

http://www.minoritynurse.com/article/effects-mentoring-minority-nurse-recruitment

MacKinnon, M. (2007). Improving recruitment and retention of men into nursing. Interaction,

25(1), 6-7.

MacWilliams, B., Schmidt, B., & Bleich, M. R. (2013). Men in nursing. American Journal of

Nursing, 113(1), 38-44. doi:10.1097/01.NAJ.0000425751.42041.78

Marquand, B. (2007). Recruiting and retaining Hispanic nursing students. Minority Nurse.

Retrieved from http://www.minoritynurse.com/article/recruiting-and-retaining-hispanic-

nursing-students

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Meadus, R. J. (2000). Men in nursing: Barriers to recruitment. Nursing Forum, 35(3), 5-12.

doi:10.1111/j.1744-6198.2000.tb00998.x

Roth, J., & Coleman, C. (2008). Perceived and real barriers for men entering nursing:

Implications for gender diversity. Journal of Cultural Diversity, 15(3), 148-152

Stanley, D. (2012) Celluloid devils: A research study of male nurses in feature films. Journal of

Advanced Nursing, 68(11), 2526-2537. doi: 10.1111/j.1365-2648.2012.05952.x

CERTIFICATIONS

Certified Diversity Recruiter 9.0

https://www.airsdirectory.com/mc/certificate_cdr.guid;jsessionid=967A87CEE961631A9

363751828775CBB.

Strategic Diversity and Inclusion Recruiting and Retention Certification

http://www.ilr.cornell.edu/hcd/catalog/DV227.html.

8

RECRUITMENT FROM NON-TRADITIONAL SOURCES

As nursing attempts to increase the diversity within its ranks, one method to accomplish this goal

is to redefine recruitment strategies and refocus toward non-traditional sources of potential

nursing candidates. To that end, image is an important aspect to recruit learners of diverse

backgrounds into nursing by promoting an inclusive image. This means that images of diverse

individuals should be included in all marketing materials, to include males, as well as nurses of

color. Finally, there is a need to increase recruitment from alternative pathways. These pathways

may include paramedic to RN and foreign-trained physicians to RN. There is a dearth of sources

that have had limited recruitment activities aimed at them from the nursing profession. This

section describes several potential sources in the areas of educational pipelines, image, and

alternative pathways, including bridge programs.

Educational Pipelines

The first underutilized source of diverse students is in the primary educational system. The

discussion of nursing as a career option needs to begin in elementary and middle school. Several

programs have been developed to reach this age group. These programs include offerings

through organizations that serve children, such as the Boy Scouts, as well as several summer

nursing camps for high school students,

ARTICLES

Knight, M., Abdallah, L., Findeisen, M., Devereaux Melillo, K., & Dowling, J. (2011). Making

healthy connections: Introducing nursing as a career choice to middle school students.

Nursing Forum, 46(3), 146-151.

Lauver, L. S., Swan, B. A., West, M. M., Zukowsky, K., Powell, M., Frisby, T., … Marsella, A.

(2011). Kids into health careers: A rural initiative. The Journal of Rural Health, 27, 114-

121.

Underwood, S. M., & Fay, T. H. (1996).The UWM health careers bridge program: An innovative

approach for improving the recruitment, retention, and graduation of minority students in

nursing and health careers. Journal of Nursing Education, 35,179-181.

HEATH CAREER CAMPS

Bellin College Nursing Camps. http://www.bellincollege.edu/bellin-college-summer-camp.php

Boy Scouts of America Health Career Exploring Program.

http://exploring.learningforlife.org/services/career-exploring/health/.

9

Marian University Nurse Camp. http://www.marianuniversity.edu/nursecamp/

Marquette University Summer Science Enrichment Program. http://www.marquette.edu/health-

careers-opportunities/summer-science.php

Milwaukee School of Engineering Focus on Nursing.

http://www.msoe.edu/community/admissions/undergraduate/page/1843/summer-

Programs-for-nursing

Northeastern Wisconsin Area Health Education Center Health Careers Summer Camp.

http://www.newahec.org/HealthCareersSummerCamp.html.

University of Wisconsin Manitowoc Nursing Boot Camp.

http://manitowoc.uwc.edu/community/continuing-ed/nursing-boot-camp.

Wisconsin Area Health Education Center Health Careers Summer Camps.

http://www.ahec.wisc.edu/health-careers-summer-camps

WEBSITES

Boy Scouts of America Health Career Exploring Program:

http://exploring.learningforlife.org/services/career-exploring/health/

Alternative Pathways

There are many alternative pathways for diverse students to enter the nursing profession.

Traditionally, these pathways have consisted of accelerated nursing programs for second degree

students. While these are still largely popular programs, there are other alternative pathways to

consider. Minority students can also be recruited through minority, community, professional, and

social groups; minority fraternities and sororities; and minority alumni mailing lists. It is also a

sound strategy to encourage other minority students to assist with outreach at recruitment events,

since minority students are more attracted to campuses where there is a visible minority cohort.8,9

Transfer students from community, junior, and technical colleges are also a valuable resource for

recruiting minority students, since a significant number of ethnically and racially diverse

students attend 2-year colleges. Colleges, universities, professional organizations, and

corporations should encourage linkages and articulation agreements between 2- and 4-year

institutions to encourage promising community college students to pursue further study.10, 11

8Lowenstein, R. L. (1997). Minority students in journalism: Recruiting, retaining, and graduating: Lessons from six

experiemental programs. ERIC Document Reproduction No. ED416738.

10

9Talbert, B. A., Larke, A., Jr., & Jones, W. A. (1999). Using a student organization to increase participation and

success of minorities in agricultural disciplines. Peabody Journal of Education, 74, 90-104

ARTICLES

Flowers, M., & Olenik, M. (2014). Transitioning for physician to nurse practitioner. Journal of

Multidisciplinary Healthcare, 7, 51-54.

Grossman, D., & Jorda. M.L. (2008). Transitioning foreign-educated physicians to nurses: The

New Americans in Nursing accelerated program. Journal of Nursing Education. 47(12),

544-551.

WEBSITES

Florida International University (2014). Physician retraining education program: FEP to

BSN/MSN. Retrieved from http://fep.fiu.edu/.

Bridge Programs

There are also several programs that offer bridge programs for either paramedics or military

medics to transition into nursing roles. These programs are often tailored to the needs of the

student, focusing more on critical thinking and nursing knowledge development rather than

assessments and foundational skills. Since paramedics and military medics are oftentimes male

or diverse in their backgrounds, these programs offer a means of increasing diversity in nursing.

Links to these programs are listed below.

WEBSITES

Florida International University (2014). Veterans bachelors of science in nursing (VBSN)

program. Retrieved from

http://cnhs.fiu.edu/nursing/undergrad/_assets/documents/VBSN_Trifold_Brochure.pdf.

Northeast Wisconsin Technical College (2014). Paramedic to RN. Retrieved from

http://www.nwtc.edu/services/advising-

counseling/academicadvising/Documents/CheckList/Paramedic2ADN.pdf.

Paramedic to RN (2014). The best online paramedic to RN programs. Retrieved from

http://www.paramedictorn.org/.

10

Quimbita, G. (1991). Preparing women and minorities for careers in math and science: the role of community

colleges. ERIC Digest, ED3339433.

11Ralston, P. (2000). The MEMS program: Increasing minority professionals in the food and nutritional sciences.

Journal of the American Diabetic Association, 100(12), 1449-1450

11

Image

Another important aspect to recruit learners of diverse backgrounds into nursing is to promote an

inclusive image. Images of diverse individuals should be included in all marketing materials, to

include males, as well as nurses of color. Listed below are different marketing materials that are

available.

WEBSITES

American Assembly for Men in Nursing. Adrenaline rush (marketing poster). Retrieved from

http://www.aamn.org/img/patrick-hickey-poster.jpg.

American Assembly for Men in Nursing. Men in nursing: This is our story. Retrieved from

http://www.youtube.com/watch?v=5ADd0Gv6G4c.

Florida International University. Physician retraining education program: FEP to BSN/MSN.

http://fep.fiu.edu/.

Florida International University. Veterans bachelors of science in nursing (VBSN) program.

http://cnhs.fiu.edu/nursing/undergrad/_assets/documents/VBSN_Trifold_Brochure.pdf

Johnson & Johnson. Nursing recruitment video. Retrieved from

http://www.youtube.com/watch?v=cy1GRSCvVz0.

Northeast Wisconsin Technical College. Paramedic to RN.

http://www.nwtc.edu/services/advising-

counseling/academicadvising/Documents/CheckList/Paramedic2ADN.pdf.

Oregon Center for Nursing. Nursing posters. Retrieved from

http://oregoncenterfornursing.org/resources/nursing-posters.

Paramedic to RN. The best online paramedic to RN programs.

http://www.paramedictorn.org/

12

RETENTION AND INTEGRATION STRATEGIES:

ACADEMIC/SOCIOECONOMIC SUPPORT

Findings from studies conducted to facilitate recruitment, retention, and program completion of

underrepresented minority nursing students reveals that multi-dimensional approach

interventions allowed programs to tailor the needs and resources for the targeted group of

students. Interventions addressed academic factors, such as technology support, emotional and

moral support, remedial and skill-building activities, tutorial support, program mentoring,

financial support, and professional socialization.12

ARTICLES

ACT. (2010). What works in student retention: Fourth national survey, Public four-year colleges

and universities report. Retrieved from

http://www.act.org/research/policymakers/pdf/droptables/PublicFour-YrColleges.pdf

Batykefer Evans, D. (2013). Examining the influence of noncognitive variables on the intention

of minority baccalaureate nursing students to complete their program of study. Journal of

Professional Nursing, 29(3), 148-154.

Beacham, T., Askew, R. W., & William, P. R. (2008). Strategies to increase racial/ethnic student

participation in the nursing profession. The ABNF Journal: Official Journal of the

Association of Black Nursing Faculty in Higher Education, Inc., 20(3), 69-72.

Bond, M., & Cason, C. (2014). Assessing institutional support for Hispanic nursing student

retention: A study to evaluate the psychometric properties of two self-assesment

inventories. Nursing Education Perspectives, 35(3), 144-149.

Brooks Carthon, J. M., Nguyen, T. H., Chittams, J., Park, E., & Guevara, J. (2014). Measuring

success: Results from a national survey of recruitment and retention initiatives in the

nursing workforce. Nursing Outlook, 62(4), 259-267.

Carter, B., Powell, D., Deroin, A. L., & Cusatis, J. (2014). Beginning with the end in mind:

Cultivating minority nurse leaders. (In press, corrected proof). Journal of Professional

Nursing.

Colalillo, G. (2007). Mentoring as a retention strategy in a diverse, multicultural, urban associate

degree nursing program. Teaching and Learning in Nursing, 2(2), 28-33.

Coley, C., Coley, T., & Lynch-Holmes, K., (2014). Retention and student success: Implementing

strategies that make a difference (White paper). Retrieved from Ellucian, Inc. website

http://www.ellucian.com/White-Papers/Retention-and-student-success/

12

Loftin, C., Newman, S. D., Dumas, B. P., Gilden, G., & Bond, M. L. (2012). Perceived barriers to success for

minority nursing students: An integrative review. International Scholarly Research Notices.

13

Damast, A. (2012, April 19). Coaching college freshman so they don’t drop out. Bloomberg

BusinessWeek. Retrieved from http://www.businessweek.com/articles/2012-04-

19/coaching-college-freshmen-so-they-dont-drop-out

Dapremont, J. A. (2012). A review of minority recruitment and retention models implemented in

undergraduate nursing programs. Journal of Nursing Education and Practice, 3(2), 112.

Finley, A., & McNair, T. (2013). Assessing underserved students’ engagement in high-impact

practices. Retrieved from

http://www.aacu.org/sites/default/files/files/assessinghips/AssessingHIPS_TGGrantRepor

t.pdf

Gardner, J. D. (2005). A successful minority retention project. The Journal of Nursing

Education, 44(12), 566-568.

Gilchrist, K. L., & Rector, C. (2007). Can you keep them? Strategies to attract and retain nursing

students from diverse populations: Best practices in nursing education. Journal of

Transcultural Nursing, 18(3), 277-285.

Hurtado, S., Cueller, M., & Guillermo-Wann, C. (2011). Quantitative measures of students’

sense of validation: Advancing the study of diverse learning environments. Enrollment

Management Journal, 5(2), 53-71.

Jeffreys, M. R. (2007). Tracking students through program entry, progression, graduation, and

licensure: Assessing undergraduate nursing student retention and success. Nurse

Education Today, 27(5), 406-419.

Jeffreys, M. R. (2014). Jeffreys’s nursing universal retention and success model: Overview and

action ideas for optimizing outcomes A-Z. Nurse Education Today. (In press corrected

proof).

Jeffreys, M. R. (2014). Student retention and success: Optimizing outcomes through holistic

competence and proactive inclusive enrichment. Teaching and Learning in Nursing, 9(4),

64-170.

Khattab, I. (2011). Success of underrepresented nursing students at selected southwest

institutions: Impact of a nursing retention program (Doctoral dissertation). Retrieved

from Proquest. (3476188).

Loftin, C., Newman, S. D., Dumas, B. P., Gilden, G., & Bond, M. L. (2012). Perceived barriers

to success for minority nursing students: An integrative review. International Scholarly

Research Notices, 2012.

Loftin, C., Newman, S. D., Gilden, G., Bond, M. L., & Dumas, B. P. (2013). Moving toward

greater diversity: A review of interventions to increase diversity in nursing education.

Journal of Transcultural Nursing, 24(4), 387-396.

Lotkowski, V. A., Robbins, S. B., & Noeth, R. J. (2004). The role of academic and non-

academic factors in improving college retention: ACT policy report. Retrieved from

http://www.act.org/research/policymakers/pdf/college_retention.pdf

Lundy-Wagner, V., Vultaggio, J., & Gasman, M. (2013). Preparing underrepresented students of

color for doctoral studies: The role of undergraduate institutions. International Journal of

Doctoral Studies, 8, 151-172.

14

Nutt, Charlie L. (2003). Academic advising and student retention and persistence. NACADA

Clearinghouse of Academic Advising Resources. Retrieved from

http://www.nacada.ksu.edu/tabid/3318/articleType/ArticleView/articleId/636/article.aspx

Schoofs, N. C. (2012). How can we help minority nursing students? Journal of Nursing

Education and Practice, 2(3), 154.

Talbert, P. Y. (2012). Strategies to increase enrollment, retention, and graduation rates. Journal

of Developmental Education, 36(1), 22-36.

Wade, D. (2014). A focus on the future: Pathways for undergraduate student persistence at North

Carolina public historically Black colleges and universities. Pinnacle Educational

Research & Development, 2(1). Retrieved from http://pjpub.org/perd/perd_118.pdf

Yook, E. L. (2013). The effect of communication centers on college student retention: An

argument. Journal of College Student Retention: Research, Theory & Practice, 14(3),

345-357.

BOOKS

Aragon, S. R. (Ed.). (2000). Beyond access: Methods and models for increasing retention and

learning among minority students, No. 112. San Francisco: Jossey-Bass.

Jeffreys, M. R. (2012). Nursing student retention: Understanding the process and making a

difference. New York: Springer Publishing Company.

Seidman, A. (Ed.) (2007). Minority student retention: The best of the journal of college student

retention: Research, theory & practice. Amityville, NY: Baywood Publishing.

WEBSITES

AACN: Enhancing Diversity in the Workforce.

http://www.aacn.nche.edu/media-relations/fact-sheets/enhancing-diversity

National League for Nursing: Global/Diversity Initiatives.

http://www.nln.org/aboutnln/globaldiversity/index.htm

REPORTS

Association of American Colleges and Universities. (2014). Making excellence inclusive.

Retrieved from http://www.aacu.org/programs-partnerships/making-excellence-inclusive

CERTIFICATIONS

Educational Policy Institute. Retention 101 Certification Program.

http://www.educationalpolicy.org/events/2014/R101_Banff/main.html

Educational Testing Service. SuccessNavigator ® .

http://www.ets.org/successnavigator/?WT.mc_id=scn_22799_gg_sn020&gclid=CJr95ZC

sq8ICFc1_Mgod-DMA8w

15

PREDICTING SUCCESS OF ETHNIC MINORITIES

ON NURSING LICENSURE EXAMS

The National Council Licensure Examination (NCLEX) is administered by the National Council

of State Boards of Nursing. Nursing graduates must pass this examination to work as a licensed

practical nurse (LPN) or as a registered nurse (RN). The main concern is that graduates from

nursing programs have the necessary preparation to pass the exam, thereby meeting a minimum

standard of competency for patient care.

There are many resources for NCLEX review, including review books, YouTube websites, and

refresher or review courses. However, there are limited resources on NCLEX preparation and

very few resources on NCLEX preparation for students in targeted underrepresented groups.

Gaps clearly exist regarding resources addressing NCLEX preparation for diverse populations of

student nurses, as well as for those seeking to offer preparation assistance.

ARTICLES

Carrick, J. A. (2011). Student achievement and NCLEX-RN success: Problems that persist.

Nursing Education Perspectives, 32(2), 78-83. (27 ref).

Cunningham, H., Stacciarini, J, & Towle, S. (2004). Strategies to promote success on the

NCLEX-RN for students with English as a second language. Nurse Educator, 29(1), 15-

19.

DiBartolo, M. C., & Seldomridge, L. A. (2008). A review of intervention studies to promote

NCLEX-RN success of baccalaureate students. Nurse Educator, 30(4), 166-171.

Firth, K. H., Sewell, J. P., & Clark, D. J. (2008, September-October). Best practices in NCLEX-

RN readiness preparation for baccalaureate student success. Computer Informatics in

Nursing, Suppl 5, 46S-53S.

Hyland, J. (2012). Building on the evidence: Interventions promoting NCLEX success. Open

Journal of Nursing, 2, 231-238.

Pennington, T. D., & Spurlock, D, (2010). A systematic review of the effectiveness of

remediation interventions to improve NCLEX-RN pass rates. Journal of Nursing

Education, 49(9), 485-492

Simon, E. B., McGinniss, S. P., & Krauss, B. J. (2013). Predictor variables for NCLEX-RN

readiness exam performance. Nursing Education Perspectives, 34(1), 18-24.

Sitzman, K. L. (2007). Diversity and the NCLEX-RN: A double-loop approach. Journal of

Transcultural Nursing, 18(3), 271-276.

16

WEBSITES

A search (January 20, 2015) on the term ‘NCLEX preparation’ indicated that there were about

390,000 results.

DISSERTATIONS/THESES

Green, S. P. (2008). African American nursing students' perceptions of the NCLEX-RN(c)

examination experience (Doctoral dissertation). University of Maryland: Baltimore.

Lee, K. (2014). NCLEX-RN test anxiety among Hmong nursing students (Master’s thesis).

Retrieved from Sophia website http://sophia.stkate.edu/ma_nursing/72

Moore, S. L. (2013). The lived experience of at-risk nursing students enrolled in a required

course to improve NCLEX-RNRTM success (Doctoral dissertation). Indiana University of

Pennsylvania.

Tolson, D. (2013). Minority graduates' perceptions on National Council Licensure Examination

at a historically Black college and university (Doctoral dissertation). University of

Phoenix: Phoenix, AZ.

PROMISING PRACTICES

Condon, V. M., Morgan, C. J., Miller, E. W., Mamier, I., Zimmerman, G. J., & Mazhar, W.

(2013). A program to enhance recruitment and retention of disadvantaged and ethnically

diverse baccalaureate nursing students. Journal of Transcultural Nursing, 24(4), 397-407.

Sutherland, J. A., Hamilton, M. J., & Goodman, N. (2007). Affirming at-risk minorities for

success (ARMS): Retention, graduation, and success on the NCLEX-RN. Journal

Nursing Education, 46(8), 347-353.

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CAREER TRANSITION ISSUES AND STRATEGIES

It is imperative that minorities and men are recruited into nursing programs and retained in those

programs. It is equally important that nurses of underrepresented groups advance in their nursing

careers. Minority nurses need to be recognized as potential leaders and mentored in leadership

roles. Potential nurse scholars and educators need to be identified and encouraged to further their

education and advance in those careers.

There is little research on career transition issues and strategies for nurses from underrepresented

groups. Research shows that academic, financial, social, and aspirational barriers to career

transition and advancement exist for minority nurses. Strategies for success include mentoring,

individualized career and educational advising, academic enrichment opportunities, and

provision of an inclusive environment. Role models and mentors are key components. More

research is required to determine how best to overcome barriers and support minority nurses and

men as they advance in their careers.

ARTICLES

Association of American Colleges & Universities. (2014). Diversity equity & inclusive

excellence. Retrieved from http://www.aacu.org/resources/diversity-equity-and-inclusive-

excellence

Banister, G., Bowen-Brady, H. M., & Winfrey M. E. (2014). Using career nurse mentors to

support minority nursing students and facilitate their transition to practice. Journal of

Professional Nursing, 30(4), 317-325.

Bednarz, H., Schim, S., & Doorenbos, A. (2010). Cultural diversity in nursing education: Perils,

pitfalls and pearls. The Journal of Nursing Education, 49(5), 253-260.

Carriere, B. K., Muise, M., Cummings, G., & Newburn-Cook, C. (2009). Healthcare succession

planning: An integrative review. The Journal of Nursing Administration, 39(12), 548-

555.

Chandler, G. E., & Swanston, J. (2012). Motivating underrepresented students to pursue faculty

roles. Nurse Educator, 37(6), 233-234.

David, A. (2014). Black and minority ethnic nurses need help in career progression. Nursing

Standard, 28(25), 35. Retrieved from:

http://rcnpublishing.com/doi/abs/10.7748/ns2014.02.28.25.35.s44

Georges, C. A. (2004). African American nurse leadership: Pathways and opportunities. Nursing

Administration Quarterly, 28(3), 170-172.

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Jacob, S. R., & Sánchez, Z. V. (2011). The challenge of closing the diversity gap: Development

of Hispanic nursing faculty through a health resources and services administration

minority faculty fellowship program grant. Journal of Professional Nursing, 27(2), 108-

113.

Jones, D. P. (2009). Preparing African American nurses for graduate school: Practical tips. The

ABNF Journal: Official Journal of the Association of Black Nursing Faculty in Higher

Education, Inc., 20(3), 76-80.

Lundy-Wagner, V., Vultaggio, J., & Gasman, M. (2013). Preparing underrepresented students of

color for doctoral success: The role of undergraduate institutions. International Journal

of Doctoral Studies, 8, 151-172. Retrieved from: http://ijds.org/Volume8/IJDSv8p151-

172Lundy-Wagner0381.pdf

Mingo, A. D. (2008). Barriers and facilitators affecting African Americans continuation into

graduate programs in nursing. The ABNF Journal: Official Journal of the Association of

Black Nursing Faculty in Higher Education, Inc., 19(2), 51-63.

Mulholland, J., Anionwu, E. N., Atkins, R., Tappern, M., & Franks, P. J. (2008). Diversity,

attrition and transition into nursing. Journal of Advanced Nursing, 64, 49-59. doi:

10.1111/j.1365-2648.2008.04758.x

Smith, S. A., Crow, S. M., & Hartman, S. J. (2007). Attrition in nursing among Black and White

nurses. Journal of Nursing Management, 15(3), 357-366.

Smith, T. C., Ingersoll, G. L., Robinson, R., Hercules, H., & Carey, J. (2008). Recruiting,

retaining, and advancing careers for employees from underrepresented groups. The

Journal of Nursing Administration, 38(4), 184-193.

Villarruel, A. M., & Peragallo, N. (2004). Leadership development of Hispanic nurses. Nursing

Administration Quarterly, 28(3), 173-180.

Yang, C., Gau, M. L., Shiau, S. J., Hu, W. H., & Shih, F. J. (2004). Professional career

development for male nurses. Journal of Advanced Nursing, 48(6), 642-650.

BOOKS

Castiglia, P. T. (2011). Minority representation in nursing: Diversity, cultural competency, and

racism – The challenge persists. In Cowen, P. S. & Moorhead, S. (Eds.), Current issues

in nursing (pp. 534-549). St. Louis: Mosby, Inc.

Coleman, C. L. (2013). Man up! A practical guide for men in nursing. Indianapolis: Sigma Theta

Tau.

O’Lynn, C. (2012). A man’s guide to a nursing career. New York City: Springer.

O’Lynn, C., & Tranbarger, R. (2006). Men in nursing: History, challenges, and opportunities.

New York City: Springer.

Torres, S. & Castillo, H. (2011). Bridging cultures: Hispanics/Latinos and nursing. In Cowen, P.

S. & Moorhead, S. (Eds.), Current issues in nursing (pp. 569-576). St. Louis: Mosby, Inc.

19

WEBSITES

American Association of Colleges of Nursing. Diversity in nursing.

http://www.aacn.nche.edu/diversity-in-nursing

Minority Nurse Magazine.

http://www.minoritynurse.com/magazine

INTERESTING PROGRAMS

Duke University. Nursing bridge to the doctorate.

http://wssubridge2phd.nursing.duke.edu/

University of Illinois at Chicago. Urban health program.

http://www.nursing.uic.edu/current-students/student-resources/urban-health-program