Racial implicit bias: Perspectives of nursing students.

BACKGROUND: Racial implicit bias contributes to healthcare disparities. While research has been conducted on other health professionals, there is a lack of evidence about nursing students' experiences with racial implicit bias. PURPOSE: This study described the perspectives of pre-licensure nursing students regarding racial implicit bias (RIB) and its impact on patient care. METHOD: A qualitative descriptive methodology utilizing focus groups was used to describe the students' perspectives. RESULTS: Data analysis revealed three main themes: RIB may not be on purpose, but wrong is wrong; Bad nurse versus good nurse; and This is not okay. CONCLUSION: As RIB continues to contribute to health care disparities, this study reveals the need for it to be addressed in nursing education, while students prepare to be front line health care professionals.

Effect of a Commercial NCLEX-RN Preparation Product on First Time Pass Rates.

Introduction: Passing the National Council Licensure Exam-Registered Nurse (NCLEX-RN) is the entry into the profession for nurses, and rates of passing the exam on the first attempt are used as an important outcome measure for schools, students, and accrediting agencies. Objective: This study was conducted in order to investigate if a commercial NCLEX-RN test preparation product impacted first time pass rates. Methods: Data were collected from 688 students from six institutions who were taking the NCLEX-RN for the first time. The intervention group (n = 396) received a 6-month subscription to a commercial product with which to prepare for the NCLEX-RN, and was compared to the control group (n = 292) to test for differences in demographics and test pass rates. Results: The intervention group was more likely to be younger than 25 years of age (n = 160, 55.8% vs. n = 76, 34.6%; p < .001) when compared with the control group. No other significant differences in demographics or NCLEX-RN pass rates were observed between the groups. Conclusion and Recommendations: This study failed to demonstrate a change in the likelihood of passing NCLEX-RN on the first attempt in a group of students who used a commercial test preparation product. We recommend that instructor-guided use of a test-preparation product, along with other interventions to support test success, be considered in creating an individualized plan for nursing students preparing for NCLEX-RN.

Academic Success for Culturally and Linguistically Diverse Nursing Students: An Integrative Review.

BACKGROUND: Culturally and linguistically diverse (CALD) students are at increased risk for attrition from prelicensure nursing programs. The literature clearly describes the struggles of CALD nursing students, and interventions that have increased student satisfaction and feelings of belonging. There is less evidence for interventions that correlate with academic outcomes. This integrative review sought to identify studies with an intervention and evaluation of an academic outcome for CALD nursing students. METHOD: An integrative review was done according to the methodology described by Whittemore and Knafl. Two reviewers evaluated literature from 2000 to 2019 and identified 11 articles for analysis. RESULTS: Evidence based strategies to support CALD nursing student academic success include formal educational interventions, linguistic modification of test items, peer support, and multiple intervention programs. CONCLUSION: This review identified evidence-based strategies to support CALD nursing student success and made recommendations for nursing research and education. [J Nurs Educ. 2020;59(10):551-556.].

The stories of nursing student repeaters: A narrative inquiry study.

This narrative inquiry study examined community college nursing student repeaters, who failed a required nursing course and then went on to repeat the course. The purpose of this study was to learn about the experience of this group of students who are at high risk for attrition. While each participant had a unique story, common narratives emerged and were presented as storylines. Two storylines that are new to the literature were: Repeating is an Emotional Journey, and Ultimately Repeating was the Best Thing for Me. These findings suggest that there is a need for additional support for this population.