Description of a student success program to increase support, coping, and self-efficacy among under-represented minority nursing students in the wake of the dual pandemics of COVID-19 and racial violence.

BACKGROUND: Increasing the size and diversity of the nursing workforce is an important priority. Here, we describe a student success program to increase students' perceived support, coping, and self-efficacy for completing the nursing program among underrepresented racial/ethnic minority students in nursing education following the dual pandemics of COVID-19 and racial injustice. METHODS: In collaboration with the Urban Health Program at the University of Illinois Chicago, we conducted a 15-week online student success pilot program with a volunteer sample of upper-level undergraduate nursing students. The curriculum for the program included topics centered on traditional student success topics and psychological, emotional, and contextual issues associated with student success. The sessions were conducted weekly throughout the Spring and Fall semesters of 2021, lasting 90-min. Quality improvement evaluations included weekly process variables and a post-test assessment. RESULTS: Participants (N = 35) were primarily female and Hispanic. The program was acceptable, with participants very satisfied with the weekly sessions (83 %). Post-evaluations revealed self-reported improvements in peer support (69 %), confidence in reaching educational goals (94 %), handling microaggressions (77 %), coping with adversity (80 %), stress levels (63 %), and thoughts about leaving the program (86 %). CONCLUSIONS: This student success program shows promise for improving general and minority-specific factors associated with student success. Additional development and evaluation are needed to determine the program's benefits for a larger group of nursing students.

Strategies to address structural and institutional barriers to success among students of color in nursing programs.

The COVID-19 pandemic and the significant disparities experienced by Black, Indigenous, and people of color (BIPOC) in infections, hospitalizations, and deaths associated with the Coronavirus have underscored the imperative to increase the size and diversity of the healthcare workforce, including nursing. Academically focused pipeline development programs have led to some advances in minority recruitment and retention; however, emerging research highlights the importance of extra-academic factors that reduce the sense of belonging and persistence among underrepresented and minority students. The purpose of this manuscript is to describe the diversity, equity, and inclusion goals and activities of a college of nursing located in a minority-serving institution. Here, we emphasize the description of a range of activities aimed at meeting our diversity goals. Further, we highlight the actions initiated in response to emergent "extra-academic" student needs over the past year related to the COVID-19 pandemic and police brutality. The strategies described have implications for improving diversity, equity, and inclusion among higher education institutions in nursing.

Pursuing a doctorate in nursing: Implications for underrepresented minority nurses.

Making the decision to pursue doctoral studies can be daunting and in some instances life changing. As a dedicated cadre of doctorally prepared minority nurse leaders, we provide mentoring and support to aspiring and current underrepresented minority (URM) doctoral nursing students. Providing support and guidance around doctoral readiness is essential to helping URMS navigate the doctoral nursing education journey.