Friday, July 13, 2007
This presentation is part of : Global Initiatives in Nursing Education
Evidence-based Retention Model for Minority Nursing Students
Vaneta M. Condon, RN, PhD, Undergraduate Nursing Program, Loma Linda University School of Nursing, Loma Linda, CA, USA
Learning Objective #1: discuss two evidence-based rationale for increasing nursing workforce diversity in order to promote healthy communities both locally and internationally.
Learning Objective #2: identify three key components in a successful retention program model for minority students underrepresented in nursing .

The quality of health care depends to a large extent on the availability of well educated nurses. Nurses make up the largest percent of health care workers and they spend more time with the client than any other team member. The severe shortage of nurses, which is predicted to last for at least the next three to four decades, is an international problem.

            The rapid growth of minority populations, coupled with the low percentage of minority nursing graduates in the US and other countries, compounds the problem. Minority populations have higher rates of certain diseases, lower rates of successful treatments, and often reside in areas where chronic shortages of health care workers and facilities are prevalent.

            The Sullivan Report (2004) summarizes rationale for increasing diversity in the health care workforce: diversity increases cultural competence, patient satisfaction, social justice, and access to health care for vulnerable populations. Research shows that barriers to graduation from nursing for minority students include lack of educational opportunities, economic and educational disadvantages, and lack of social support.

            An evidence-based retention model for minority nursing students was developed and tested over a six year period with two federally-funded grant projects. The model includes one quarter of pre-entry preparation classes (critical thinking, applied science principles, study strategies, mathematics, medical terminology, writing and reading skills), financial support (living stipends, tuition discounts, and scholarships), academic support (study groups, tutoring, faculty advising, and peer mentoring), social support (peer support groups and activities) and faculty development workshops. Students’ ratings of the importance of model components will be discussed.