Grit as a Predictor of Academic Success Among Associate Degree Nursing Students.

AIM: The purpose of this study was to explore whether grit is a predictor of success in associate degree nursing (ADN) programs. BACKGROUND: A question that challenges admission decision-making in nursing programs is "Who will succeed?" This question is particularly relevant in ADN programs, which often have higher attrition rates than baccalaureate programs. METHOD: This longitudinal, mixed-methods study was conducted with 451 ADN students across nine programs, including interviews with seven unsuccessful students and nine successful students. RESULTS: Short Grit Scale scores were not found to be statistically significant as a predictor of academic success; however, themes that emerged from the interviews do align with the theory of grit. CONCLUSION: Further research is needed to explore whether recognizing the level of grit in students during admission processes would help identify students who are likely to succeed.

Exploring Grit Among Black Prelicensure Nursing Students.

Unequal representation of black nurses in the workforce continues to plague the nursing profession. Preconceptions and understandings of the discipline are underpinned by the dominant white racial makeup, which may challenge ethnically diverse nursing students' perceptions of their ability for success. The need for a diverse nursing workforce includes the challenge of enticing minority students into and successfully through prelicensure programs. This study of attributes of grit in the lived experiences of black nursing students revealed evidence including consistent efforts and perseverance to reach goals in the participants' stories.

Change in expectations: A policy recommendation for future and current nurse educators.

Currently, there are no standardized requirements for pedagogical preparation for nurse educators at the state and national level. Various stakeholders have identified an issue in the preparation of nurse educators in academia. Current recommendations are that faculty have a master's or doctoral degree in nursing (American Association of Colleges of Nursing, 2017); however, requirements do not include educational preparation prior to or concurrent with starting a faculty position. This policy paper highlights a recommendation to require one of the following: the Certified Nurse Educator credential or certificate in teaching for educators without prior formal education in pedagogy. Outcomes of such a requirement would include nurse educators have a better understanding of the science of nursing education and preparation related to teaching. A second outcome is students receive an education that uses evidence-based teaching methods.

Comprehensive Onboarding and Orientation to Support Newly Hired Faculty in a Nursing Program.

BACKGROUND: Nursing programs are challenged with retaining nurse faculty due to many complex factors, one being the problem of suboptimal transition to the role. PURPOSE: The purpose of this project was to assess the impact of an onboarding and orientation program, the Teaching Excellence Program (TEP), on the transition of newly hired nurse faculty. METHODS: Program assessment data, including quantitative and qualitative measures of 14 participants' needs and experiences, were collected over one academic year. RESULTS: A Wilcoxon signed-rank test found no discernible difference between the preprogram and postprogram survey responses. Qualitatively, participants reported positive experiences with the TEP, highlighting the value of being in a cohort that created a sense of belonging within the college and university. CONCLUSION: The inclusion of programming such as the TEP can be used as a recruitment and retention tool, especially as we navigate faculty shortages and develop clinicians as faculty members.

Exploration of Mindfulness Among Ethnic Minority Undergraduate Nursing Students.

BACKGROUND: Meeting projected needs for ethnically diverse nurses depends on a strong pipeline of diverse students within nursing programs. Colleges assume students readily navigate the university; however, this may not be the reality especially among ethnic minority students. PURPOSE: The purpose was to explore the concept of mindfulness among ethnic minority nursing students. Exploring mindfulness, and a lack thereof, may provide strategies for overcoming challenges ethnic minority students experience in prelicensure nursing programs. METHODS: A qualitative study using thematic analysis of semistructured in-depth interviews was conducted with 20 ethnic minority undergraduate nursing students. RESULTS: Themes that emerged reveal positive associations of mindfulness and negative implications when there is a lack of mindfulness. CONCLUSION: Based on the findings from this study, using consistent mindfulness techniques could positively influence coping skills for dealing with the stressors of college, resulting in overall success and retention of ethnic minority and first-generation students in a nursing program.

Being Invisible: Stereotype Threat in an Undergraduate Nursing Program.

BACKGROUND: Nursing programs continue to be challenged to increase recruitment and retention of ethnic minority nursing students to meet the needs of a diversifying population. Ethnic minority students face a cadre of barriers, one of which is the negative implications of their own identity. This article describes a qualitative study that explored the experiences of stereotype threat among a group of ethnic minority nursing students at a large urban university. METHOD: Semistructured, one-time in-depth interviews were conducted. RESULT: Three themes emerged: A Sense of Uncertainty About Abilities, Avoidance, and Vigilance for Signs of Failure. CONCLUSION: Nursing faculty and administrators may better support ethnic minority nursing students through graduation by having an awareness of the implications of stereotype threat. [J Nurs Educ. 2018;57(3):159-162.].