Black nursing students: strategies for academic success

The purpose of this qualitative research study was to determine the strategies Black graduates of predominantly White education programs used to successfully complete their degrees. As the United States becomes more culturally and racially diverse, nursing is being called upon to diversify its workf...

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Bibliographic Details
Published in:Nursing education perspectives 2014-05, Vol.35 (3), p.157-161
Main Author: Dapremont, Jill A
Format: Article
Language:English
Subjects:
Academic Achievement
Adult
African American college students
Black or African American
Black People - psychology
College students, Black
Course Content
Education
Education, Nursing, Associate
Education, Nursing, Baccalaureate
Educational research
Educational Strategies
Female
Hospitals
Humans
Interviews
Learning
Learning strategies
Male
Middle Aged
Nurses
Nursing
Nursing education
Nursing Students
Qualitative research
Race
Reading
Retention
Schools
Students, Nursing - psychology
Studies
Study and teaching
Success
Surveys and Questionnaires
United States
Young Adult
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Summary:The purpose of this qualitative research study was to determine the strategies Black graduates of predominantly White education programs used to successfully complete their degrees. As the United States becomes more culturally and racially diverse, nursing is being called upon to diversify its workforce. Efforts are being made to increase ethnic and racial minority students' access to and rate of success in nursing education. This article focuses on strategies that helped Black nursing students excel and graduate. Eighteen Black nursing graduates were interviewed in depth using an 18-item semistructured questionnaire. Participants in this study established a daily plan of study, joined racially and ethnically diverse study groups, read the course content, and developed note cards to help them succeed in the nursing program. These findings have specific implications for Black students' learning, retention, and progression in nursing education.
ISSN:1536-5026
1943-4685
DOI:10.5480/11-563.1