Evidence-based strategies to advance BSN student diversity.

BACKGROUND: Minoritized nurses understand the cultural and contextual circumstances that lead to health disparities, yet they are underrepresented in the RN workforce. This underrepresentation can have serious health consequences. However, to have more representation, it must be understood the pipeline for diversity begins with the admission of diverse students into baccalaureate nursing education programs. PURPOSE: This manuscript describes an Initiative that increased the enrollment of students from underrepresented backgrounds and provided the students with the support necessary for retention through graduation. METHOD: The Initiative incorporated five evidence-based strategies that created a culturally responsive academic environment and enabled diverse students to succeed. RESULTS: Forty-two students were admitted to the baccalaureate nursing program. Thirty-six of the 42 remain in the program resulting in a retention rate of 86%. Six of the thirty-six recently graduated and the remaining 30 students are on track to graduate in their respective years. CONCLUSION: Through the use of the five-prong evidence-based strategies, the School was able to establish the infrastructure to support the academic advancement and achievement of students from diverse backgrounds. The impact is yet to be determined, but more diverse individuals will graduate, suggestive of a more diverse workforce which will hopefully advance the nation toward health equity.

A Nursing Workforce Diversity Project: Strategies for Recruitment, Retention, Graduation, and NCLEX-RN Success.

AIM: The purpose of this article is to describe a collaborative project designed to recruit and retain students from underrepresented minorities and disadvantaged backgrounds into nursing education. BACKGROUND: Ethnic minorities remain underrepresented in the nursing workforce in comparison to the general population. The numbers of minorities enrolled in nursing education programs are insufficient to meet the health care workforce diversity needs of the future. METHOD: High school students were provided with a preprofessional education program to prepare them for admission into a nursing program. Retention strategies were implemented for newly admitted and enrolled nursing education students. RESULTS: Twenty-one high school students enrolled in a nursing education program. The students enrolled in the nursing education program graduated and passed the licensure examination. CONCLUSION: Early recruitment and multiprong retention programs can be successful in diversifying the registered nurse workforce.