Poster Presentation

Thursday, July 12, 2007
9:30 AM - 10:15 AM

Thursday, July 12, 2007
3:15 PM - 4:00 PM
This presentation is part of : Poster Presentation II
Strategies in a PhD Program to Promote Health and Eliminate Health Disparities in Diverse Populations
Eileen Mieras Kohlenberg, PhD, RN, CNAA, BC and Lynne Porter Lewallen, PhD, RN, CNE. School of Nursing, The University of North Carolina at Greensboro, Greensboro, NC, USA
Learning Objective #1: Analyze strategies in a PhD nursing program to elimninate health disparities through recruitment of diverse students and placement in underserved practicum and research environments.
Learning Objective #2: Evaluate strategies for developing a culturally sensitive curriculum for a doctoral nursing program.

The PhD program in Nursing at the University of North Carolina at Greensboro addresses health promotion and elimination of disparities in ethnic minorities, women and children, and older adults. Goals for the program are to 1) Prepare nurse scientists who will pursue intellectual inquiry and develop knowledge to promote health and eliminate disparities in health outcomes for these diverse groups; and 2) Develop nurse scholars who will meet the critical demand for educators in the academy and administrators in the health care industry. The program includes a role development course in nursing education and administration and an internship in academia or health care industry in underserved areas. Funding has been received by HRSA for the first three years of the program to support these goals. Multiple strategies have been used to recruit culturally diverse students and faculty. Minority faculty and graduate students have assisted with the recruitment of new students in Historically Black Universities. Additionally, alumni with diverse backgrounds from the masterís program have been recruited for doctoral study. The first two classes of doctoral students (22 students) have a minority population of 23%. Diverse faculty members have been recruited from national searches or have been encouraged to attain a doctoral degree as existing masterís prepared faculty. Four faculty and three students have worked with Kitano to implement her model of cultural diversity in the doctoral curriculum. Content, pedagogy, and outcomes have been examined for cultural sensitivity in several courses. Moreover, nationally recognized consultants have guided faculty and students in discussions related to culturally sensitive theoretical models and research methods. Students and faculty have performed self assessments of cultural competence. All of these strategies have contributed to the development of a program that is focused on health promotion and elimination of health disparities in diverse populations.