Paper
Wednesday, 19 July 2006
This presentation is part of : Workforce Environment Initiatives
Recruiting and Retaining Hispanic Nursing Students
Kathleen L. Gilchrist, PhD, FNP, CCRN, Nursing, California State University Bakersfield, Bakersifield, CA, USA and Cherie Rector, PhD, RN, C, Nursing, California State University, Bakersfield, Bakersfield, CA, USA.
Learning Objective #1: Describe the reasons it is important to have a diverse nursing workforce.
Learning Objective #2: State the various factors that can assist in recruiting and retention of Hispanic nursing students.
Presently, there are 35.5 million documented Hispanics in the United States (US).  By the year 2050, it is estimated that 25% of the US population will be Hispanic.  However, the nursing workforce is 88% white, nonhispanic.  In order to ensure diversity and reduce racial and ethnic health disparities, Hispanic students must be drawn into nursing.  Nursing is a rigorous academic program and some Hispanic students may have educational and socioeconomic disadvantages.  The literature reveals targeted strategies may be needed to ensure higher completion rates.  With the assistance of a HRSA Nursing Workforce Diversity grant, a program was developed at California State University, Bakersfield (a Hispanic Serving Institution [HSI]) to recruit, retain and graduate disadvantaged students in nursing.  Program evaluation revealed that recruitment efforts with high school health career academies and middle schools have raised student awareness and interest in nursing, as well as other health professions.  However, it was determined that retention activities were needed to go beyond provided support groups and peer tutoring.  A course has been developed for English Second Language (ESL) students, focusing on communication skills (reading, writing, interpretation of English) and clinical skills.  With continued grant support, monthly stipends will be maintained for participating students.  Careful student tracking and formative feedback, through the use of nonthreatening, ungraded testing at the end of each course content area, have increased retention over pregrant rates.  Students are then advised on content areas needing improvement.  Preparation for the NCLEX is provided during the student’s last courses and additional study is encouraged.  A Hispanic cultural consultant has worked with faculty to improve their understanding of this rich and diverse culture, as well as the challenges many students face.  Throughout the program, faculty mentoring and group studying are encouraged and students are provided celebrations at the end of each content area.

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