Perceived Barriers for Ethnically Diverse Students in Nursing Programs

This qualitative research study examined the perceived barriers and factors that hindered or facilitated ethnically diverse students' completing their nursing education. It builds on a large qualitative study conducted by Yoder in 1996, describing the processes nurse educators use when teaching ethnically diverse students and the perceived special needs of these students. Seventeen recently graduated ethnic minority RNs in Central Coastal California were interviewed using an open-ended questionnaire. These nurses represented Latino, Portuguese, Asian, and African-American population groups. Grounded theory methodology was used for data analysis. The findings identified the needs and barriers that ethnically diverse nursing students may encounter while completing their nursing education. In addition, data revealed supportive factors that helped these students cope with the barriers.

A comparison study of the utilization of National Cholesterol Education Program guidelines by cardiology and internal medicine practices: implications for the advanced practice nurse

PURPOSE

To determine whether patients with hypercholesterolemia were being treated according to the updated 2001 National Cholesterol Education Program (NCEP) clinical guidelines and whether a difference existed between internists and cardiologists in the implementation of these guidelines.

DATA SOURCES

This retrospective study used data obtained from a review of 200 patient charts that were compared with the NCEP guidelines.

CONCLUSIONS

Results indicated that 67% of internal medicine patients and 71% of cardiology patients who qualified for pharmaceutical treatment received prescriptions for cholesterol-lowering medications. The difference between internal medicine and cardiology physicians was not statistically significant.

IMPLICATIONS FOR PRACTICE

Like physicians, nurse practitioners should become familiar with and utilize the updated guidelines as standards of practice to promote and improve patient outcomes over the life span.

The Cummins model: a framework for teaching nursing students for whom English is a second language

The health care system requires nurses with the language ability and the cultural knowledge to meet the health care needs of ethnic minority immigrants. The recruitment, admission, retention, and graduation of English as a Second Language (ESL) students are essential to provide the workforce to meet the demands of the multicultural community. Yet, ESL students possess language difficulties that affect their academic achievement in nursing programs. The application of the Cummins Model of language proficiency is discussed. The Cummins Model provides a framework for nursing faculty to develop educational support that meets the learning needs of ESL students.

Culturally competent teaching strategies for Asian nursing students for whom English is a second language

Asian nursing students for whom English is a second language have unique educational needs. These educational issues have not been addressed in the literature. The dynamic changes in the delivery of health care today and in the nursing profession have rapidly changed the academic and clinical requirements of nursing students and sometimes placed them at a disadvantage. This paper presents culturally competent teaching strategies specific to helping English-as-a-Second-Language (ESL) Asian nursing students become active learners in their nursing programs.

Mentoring Undergraduate Ethnic-Minority Students: A Strategy for Retention

Trends indicate that the number of minority and immigrant students entering our educational system is on the rise. These students often require greater remediation than middle-class students. The mentor program described here provides a structured approach to address the mentoring needs of undergraduate ethnic-minority nursing students. Mentors can have an important role in the retention of these students.