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Diversity Toolkit for Recruitment & Retention of Minority Nursing Students
Taking the LEAD for Nursing in Wisconsin:
Leadership, Educational Advancement & Diversity
Robert Wood Johnson Foundation®
State Implementation Program (SIP) Grant #70696
2
TABLE OF CONTENTS
Introduction .................................................................................................................................... 3
Overview ........................................................................................................................................ 4
Building the Nursing Pipeline: Recruitment Strategies ..................................................................6
Recruitment from Non-Traditional Sources .................................................................................. 8
Educational Pipelines ..........................................................................................................8
Alternative Pathways ..........................................................................................................9
Bridge Programs ...............................................................................................................10
Image .................................................................................................................................11
Retention and Integration Strategies: Academic/Socioeconomic Support ...................................12
Predicting Success of Ethnic Minorities on Nursing Licensure Exams .......................................15
Career Transition Issues and Strategies ....................................................................................... 17
3
DIVERSITY TOOLKIT FOR RECRUITMENT & RETENTION
OF MINORITY NURSING STUDENTS
Introduction
Taking the LEAD for Nursing in Wisconsin: Leadership, Educational Advancement, and
Diversity, a State Implementation Program (SIP) grant awarded by the Robert Wood Johnson
Foundation®, focuses on the three critical areas its name implies. Promoting diversity in nursing
is a key element in this work. The toolkit provides guidance and resources for students, faculty,
and nurses looking to develop and promote diversity initiatives within schools of nursing.
Toolkit items were identified by the Diversity Collaborative, along with members of the
Academic and Leadership Collaboratives, who were charged with advancing the goals of the
Taking the LEAD grant project. The committee recognizes that the materials provided in this
toolkit are not inclusive of all content available, but rather intended to serve as a foundational
resource for useful information about the recruitment and retention of minority nursing students.
Assessment of the competency criteria for each resource is based on a review of articles and
information available online.
As pointed out by Lee1
in a comprehensive review of the recruitment and retention
literature, the issues of need, such as financial aid, mentoring, and tutoring, are not new. In fact,
the majority of the issues discussed by Lee are still relevant to the recruitment and retention of
minority students today.
Diversity resources are also listed on the Wisconsin Center for Nursing website
(http://www.wisconsincenterfornursing.org).
1Lee, K. A. (1991). Minority student recruitment, retention and career transition practices: A review of the
literature. Retrieved from the American Speech-Language-Hearing Association website
http://www.asha.org/practice/multicultural/recruit/litreview.htm
4
Overview
Diversity stands as an essential core value of the Taking the LEAD Grant. The case for
increasing diversity in schools of nursing has never been stronger. Increasing diversity of the
healthcare workforce, in general, and nursing, in particular, is fundamental for the adequate
provision of culturally competent care to our nation’s growing minority communities. A diverse
healthcare workforce will help to expand healthcare access for the underserved, foster research in
neglected areas of societal need, and enrich the pool of policy makers to meet the needs of a
diverse population.2, 3
Significant to the recruitment of minority nursing students is the understanding that
recruitment and retention strategies must be a comprehensive process with long-term, institution-
wide philosophical and financial commitment to diversity.4, 5, 6, 7
Recruitment strategies that work
for traditional White female students will not always work for diverse students.1, 7
Recruitment
and retention strategies must respond to the specific needs and barriers of each group.4, 7
To that
end, the resources in the Diversity Toolkit are organized around five key issues:
Building the Nursing Pipeline: Recruitment Strategies
Recruitment from Non-Traditional Sources
Retention and Integration Strategies: Academic/Socioeconomic Support
Predicting Success of Ethnic Minorities on Nursing Licensure Exams
Career Transition Issues and Strategies
2American Association of Colleges of Nursing. (2014). Diversity in nursing. http://www.aacn.nche.edu/diversity-in-
nursing
3Cohen, J., Gabriel, B., & Terren, C. (2002). The case for diversity in the health care workforce. Health Affairs,
21(5), 90-102.
4Astone, B., & Nunez-Womack, E. (1991). Pursuing diversity: Recruiting college minority students. ERIC Digest.
Retrieved from http://eric.ed.gov/?id=ED333856
5Dumas-Hines, F. A. (2001). Promoting diversity: Recommendations for recruitment and retention of minorities in
higher education. College Student Journal, 35(3).
6Stewart, G. Russell, R., & Wright, D. (1997). The comprehensive role of student affairs in African-American
student retention. Journal of College Admission,154, 6-11.
7Thomason, T., & Thurber, H. (1999). Strategies for the recruitment and retention of Native American students:
Executive summary. Retrieved from http://eric.ed.gov/?id=ED435514
5
In the toolkit, “minority students and professionals,” “minorities,” and “people of diverse
race and ethnicity” all refer to the following minorities, racial, and ethnic groups: African
American or people of African descent; Asian Americans Pacific Islander, or people of Asian
descent; Hispanic American, Latino, or Latina people; Native Americans; Alaskan Natives; and
men.
Eight publications provided the background for the development of this toolkit:
Giger, J., & Davidhizar, R. (2008). Transcultural nursing: Assessment and intervention (5th
ed.).
St. Louis: Mosby Elsevier.
Institute of Medicine. (2004). In the nation’s compelling interest: Ensuring diversity in the
healthcare workforce. Washington: National Academies Press.
http://www.nap.edu/openbook.php?isbn=030909125X
National League for Nursing. (2006). Core values. Retrieved from
www.nln.org/aboutnln/corevalues.htm.
National League for Nursing. (2009). Reflection and dialogue: A commitment to diversity in
nursing and nursing education. Retrieved from
http://www.nln.org/aboutnln/reflection_dialogue/refl_dial_3.htm
The Sullivan Commission. (2003). Missing persons: Minorities in the health profession. A report
of the Sullivan commission on diversity in the healthcare workforce. Retrieved from
http://www.aacn.nche.edu/media-relations/SullivanReport.pdf
U.S. Department of Health and Human Services, Department of Minority Health, Center for
Linguistic and Cultural Competency in Healthcare.
http://minorityhealth.hhs.gov/omh/browse.aspx?lvl=2&lvlid=34
University of Michigan – Flint. Cultural Competence Project. Developing nurses’ cultural
competencies: Evidence-based and best practices. Retrieved from
http://www.umflint.edu/shps/cultcomp/
Wisconsin Center for Nursing. (2013). Enhancing diversity in the nursing workforce. Retrieved
from
http://www.wisconsincenterfornursing.org/documents/2013%20WCN%20DiversityRepo
rt_final.pdf
In using the toolkit, subject matter, topics, and issues are introduced by an explanatory
paragraph, followed by references. The references provide further evidence on how to address
and understand the identified approaches.
6
BUILDING THE NURSING PIPELINE: RECRUITMENT STRATEGIES
To increase nursing diversity, the onus is placed on those within nursing and nursing education
to develop methods to better attract members of minority populations. Recruitment plays a vital
role in increasing the number of diverse nursing students. Strategies for recruitment of minorities
include developing an educational pipeline, increasing ethnic presence in media, and breaking
down the negative image of nursing, in general, and men, in particular.
ARTICLES
Amazing win for male nursing. (2014). The Lamp, 71(10), 30-31. Retrieved from
http://www.nswnma.asn.au/amazing-win-for-male-nurses/
Anders, R. L., Edmonds, V. M., Monreal, H., & Galvan, M. R. (2007). Recruitment and retention
of Hispanic nursing students. Hispanic Health Care International, 5(3), 128-135.
Barton, A. J., & Swider, S. M. (2009). Creating diversity in a baccalaureate nursing program: A
case study. International Journal of Nursing Education Scholarship, 6(1), 1.
doi:10.2202/1548-923X.1700
Carthon, J. M., Nguyen, T., Chittams, J., Park, E., & Guevara, J. (2014). Measuring success:
Results from a national survey of recruitment and retention initiatives in the nursing
workforce. Nursing Outlook, 62(4), 259-267. doi:10.1016/j.outlook.2014.04.006
Galbraith, M. (1991). Attracting men to nursing: What will they find important in their career?
Journal of Nursing Education, 30, 182-186.
Healey, C. (2013). Development of a plan for improved recruitment and retention of Hispanic
practical nursing students. Nurse Education Today, 33(1), 10-12.
doi:10.1016/j.nedt.2012.05.015
Lee, K. A. (1991). Minority student recruitment, retention, and career transition practices: A
review of the literature. Retrieved from the American Speech-Language-Hearing
Association website http://www.asha.org/practice/multicultural/recruit/litreview.htm
Lopez-Bushnell, K., Gardner, K., Sanchez, J., & Miller, D. (2010). The effects of mentoring on
minority nurse recruitment. Minority Nurse. Retrieved from
http://www.minoritynurse.com/article/effects-mentoring-minority-nurse-recruitment
MacKinnon, M. (2007). Improving recruitment and retention of men into nursing. Interaction,
25(1), 6-7.
MacWilliams, B., Schmidt, B., & Bleich, M. R. (2013). Men in nursing. American Journal of
Nursing, 113(1), 38-44. doi:10.1097/01.NAJ.0000425751.42041.78
Marquand, B. (2007). Recruiting and retaining Hispanic nursing students. Minority Nurse.
Retrieved from http://www.minoritynurse.com/article/recruiting-and-retaining-hispanic-
nursing-students
7
Meadus, R. J. (2000). Men in nursing: Barriers to recruitment. Nursing Forum, 35(3), 5-12.
doi:10.1111/j.1744-6198.2000.tb00998.x
Roth, J., & Coleman, C. (2008). Perceived and real barriers for men entering nursing:
Implications for gender diversity. Journal of Cultural Diversity, 15(3), 148-152
Stanley, D. (2012) Celluloid devils: A research study of male nurses in feature films. Journal of
Advanced Nursing, 68(11), 2526-2537. doi: 10.1111/j.1365-2648.2012.05952.x
CERTIFICATIONS
Certified Diversity Recruiter 9.0
https://www.airsdirectory.com/mc/certificate_cdr.guid;jsessionid=967A87CEE961631A9
363751828775CBB.
Strategic Diversity and Inclusion Recruiting and Retention Certification
http://www.ilr.cornell.edu/hcd/catalog/DV227.html.
8
RECRUITMENT FROM NON-TRADITIONAL SOURCES
As nursing attempts to increase the diversity within its ranks, one method to accomplish this goal
is to redefine recruitment strategies and refocus toward non-traditional sources of potential
nursing candidates. To that end, image is an important aspect to recruit learners of diverse
backgrounds into nursing by promoting an inclusive image. This means that images of diverse
individuals should be included in all marketing materials, to include males, as well as nurses of
color. Finally, there is a need to increase recruitment from alternative pathways. These pathways
may include paramedic to RN and foreign-trained physicians to RN. There is a dearth of sources
that have had limited recruitment activities aimed at them from the nursing profession. This
section describes several potential sources in the areas of educational pipelines, image, and
alternative pathways, including bridge programs.
Educational Pipelines
The first underutilized source of diverse students is in the primary educational system. The
discussion of nursing as a career option needs to begin in elementary and middle school. Several
programs have been developed to reach this age group. These programs include offerings
through organizations that serve children, such as the Boy Scouts, as well as several summer
nursing camps for high school students,
ARTICLES
Knight, M., Abdallah, L., Findeisen, M., Devereaux Melillo, K., & Dowling, J. (2011). Making
healthy connections: Introducing nursing as a career choice to middle school students.
Nursing Forum, 46(3), 146-151.
Lauver, L. S., Swan, B. A., West, M. M., Zukowsky, K., Powell, M., Frisby, T., … Marsella, A.
(2011). Kids into health careers: A rural initiative. The Journal of Rural Health, 27, 114-
121.
Underwood, S. M., & Fay, T. H. (1996).The UWM health careers bridge program: An innovative
approach for improving the recruitment, retention, and graduation of minority students in
nursing and health careers. Journal of Nursing Education, 35,179-181.
HEATH CAREER CAMPS
Bellin College Nursing Camps. http://www.bellincollege.edu/bellin-college-summer-camp.php
Boy Scouts of America Health Career Exploring Program.
http://exploring.learningforlife.org/services/career-exploring/health/.
9
Marian University Nurse Camp. http://www.marianuniversity.edu/nursecamp/
Marquette University Summer Science Enrichment Program. http://www.marquette.edu/health-
careers-opportunities/summer-science.php
Milwaukee School of Engineering Focus on Nursing.
http://www.msoe.edu/community/admissions/undergraduate/page/1843/summer-
Programs-for-nursing
Northeastern Wisconsin Area Health Education Center Health Careers Summer Camp.
http://www.newahec.org/HealthCareersSummerCamp.html.
University of Wisconsin Manitowoc Nursing Boot Camp.
http://manitowoc.uwc.edu/community/continuing-ed/nursing-boot-camp.
Wisconsin Area Health Education Center Health Careers Summer Camps.
http://www.ahec.wisc.edu/health-careers-summer-camps
WEBSITES
Boy Scouts of America Health Career Exploring Program:
http://exploring.learningforlife.org/services/career-exploring/health/
Alternative Pathways
There are many alternative pathways for diverse students to enter the nursing profession.
Traditionally, these pathways have consisted of accelerated nursing programs for second degree
students. While these are still largely popular programs, there are other alternative pathways to
consider. Minority students can also be recruited through minority, community, professional, and
social groups; minority fraternities and sororities; and minority alumni mailing lists. It is also a
sound strategy to encourage other minority students to assist with outreach at recruitment events,
since minority students are more attracted to campuses where there is a visible minority cohort.8,9
Transfer students from community, junior, and technical colleges are also a valuable resource for
recruiting minority students, since a significant number of ethnically and racially diverse
students attend 2-year colleges. Colleges, universities, professional organizations, and
corporations should encourage linkages and articulation agreements between 2- and 4-year
institutions to encourage promising community college students to pursue further study.10, 11
8Lowenstein, R. L. (1997). Minority students in journalism: Recruiting, retaining, and graduating: Lessons from six
experiemental programs. ERIC Document Reproduction No. ED416738.
10
9Talbert, B. A., Larke, A., Jr., & Jones, W. A. (1999). Using a student organization to increase participation and
success of minorities in agricultural disciplines. Peabody Journal of Education, 74, 90-104
ARTICLES
Flowers, M., & Olenik, M. (2014). Transitioning for physician to nurse practitioner. Journal of
Multidisciplinary Healthcare, 7, 51-54.
Grossman, D., & Jorda. M.L. (2008). Transitioning foreign-educated physicians to nurses: The
New Americans in Nursing accelerated program. Journal of Nursing Education. 47(12),
544-551.
WEBSITES
Florida International University (2014). Physician retraining education program: FEP to
BSN/MSN. Retrieved from http://fep.fiu.edu/.
Bridge Programs
There are also several programs that offer bridge programs for either paramedics or military
medics to transition into nursing roles. These programs are often tailored to the needs of the
student, focusing more on critical thinking and nursing knowledge development rather than
assessments and foundational skills. Since paramedics and military medics are oftentimes male
or diverse in their backgrounds, these programs offer a means of increasing diversity in nursing.
Links to these programs are listed below.
WEBSITES
Florida International University (2014). Veterans bachelors of science in nursing (VBSN)
program. Retrieved from
http://cnhs.fiu.edu/nursing/undergrad/_assets/documents/VBSN_Trifold_Brochure.pdf.
Northeast Wisconsin Technical College (2014). Paramedic to RN. Retrieved from
http://www.nwtc.edu/services/advising-
counseling/academicadvising/Documents/CheckList/Paramedic2ADN.pdf.
Paramedic to RN (2014). The best online paramedic to RN programs. Retrieved from
http://www.paramedictorn.org/.
10
Quimbita, G. (1991). Preparing women and minorities for careers in math and science: the role of community
colleges. ERIC Digest, ED3339433.
11Ralston, P. (2000). The MEMS program: Increasing minority professionals in the food and nutritional sciences.
Journal of the American Diabetic Association, 100(12), 1449-1450
11
Image
Another important aspect to recruit learners of diverse backgrounds into nursing is to promote an
inclusive image. Images of diverse individuals should be included in all marketing materials, to
include males, as well as nurses of color. Listed below are different marketing materials that are
available.
WEBSITES
American Assembly for Men in Nursing. Adrenaline rush (marketing poster). Retrieved from
http://www.aamn.org/img/patrick-hickey-poster.jpg.
American Assembly for Men in Nursing. Men in nursing: This is our story. Retrieved from
http://www.youtube.com/watch?v=5ADd0Gv6G4c.
Florida International University. Physician retraining education program: FEP to BSN/MSN.
http://fep.fiu.edu/.
Florida International University. Veterans bachelors of science in nursing (VBSN) program.
http://cnhs.fiu.edu/nursing/undergrad/_assets/documents/VBSN_Trifold_Brochure.pdf
Johnson & Johnson. Nursing recruitment video. Retrieved from
http://www.youtube.com/watch?v=cy1GRSCvVz0.
Northeast Wisconsin Technical College. Paramedic to RN.
http://www.nwtc.edu/services/advising-
counseling/academicadvising/Documents/CheckList/Paramedic2ADN.pdf.
Oregon Center for Nursing. Nursing posters. Retrieved from
http://oregoncenterfornursing.org/resources/nursing-posters.
Paramedic to RN. The best online paramedic to RN programs.
http://www.paramedictorn.org/
12
RETENTION AND INTEGRATION STRATEGIES:
ACADEMIC/SOCIOECONOMIC SUPPORT
Findings from studies conducted to facilitate recruitment, retention, and program completion of
underrepresented minority nursing students reveals that multi-dimensional approach
interventions allowed programs to tailor the needs and resources for the targeted group of
students. Interventions addressed academic factors, such as technology support, emotional and
moral support, remedial and skill-building activities, tutorial support, program mentoring,
financial support, and professional socialization.12
ARTICLES
ACT. (2010). What works in student retention: Fourth national survey, Public four-year colleges
and universities report. Retrieved from
http://www.act.org/research/policymakers/pdf/droptables/PublicFour-YrColleges.pdf
Batykefer Evans, D. (2013). Examining the influence of noncognitive variables on the intention
of minority baccalaureate nursing students to complete their program of study. Journal of
Professional Nursing, 29(3), 148-154.
Beacham, T., Askew, R. W., & William, P. R. (2008). Strategies to increase racial/ethnic student
participation in the nursing profession. The ABNF Journal: Official Journal of the
Association of Black Nursing Faculty in Higher Education, Inc., 20(3), 69-72.
Bond, M., & Cason, C. (2014). Assessing institutional support for Hispanic nursing student
retention: A study to evaluate the psychometric properties of two self-assesment
inventories. Nursing Education Perspectives, 35(3), 144-149.
Brooks Carthon, J. M., Nguyen, T. H., Chittams, J., Park, E., & Guevara, J. (2014). Measuring
success: Results from a national survey of recruitment and retention initiatives in the
nursing workforce. Nursing Outlook, 62(4), 259-267.
Carter, B., Powell, D., Deroin, A. L., & Cusatis, J. (2014). Beginning with the end in mind:
Cultivating minority nurse leaders. (In press, corrected proof). Journal of Professional
Nursing.
Colalillo, G. (2007). Mentoring as a retention strategy in a diverse, multicultural, urban associate
degree nursing program. Teaching and Learning in Nursing, 2(2), 28-33.
Coley, C., Coley, T., & Lynch-Holmes, K., (2014). Retention and student success: Implementing
strategies that make a difference (White paper). Retrieved from Ellucian, Inc. website
http://www.ellucian.com/White-Papers/Retention-and-student-success/
12
Loftin, C., Newman, S. D., Dumas, B. P., Gilden, G., & Bond, M. L. (2012). Perceived barriers to success for
minority nursing students: An integrative review. International Scholarly Research Notices.
13
Damast, A. (2012, April 19). Coaching college freshman so they don’t drop out. Bloomberg
BusinessWeek. Retrieved from http://www.businessweek.com/articles/2012-04-
19/coaching-college-freshmen-so-they-dont-drop-out
Dapremont, J. A. (2012). A review of minority recruitment and retention models implemented in
undergraduate nursing programs. Journal of Nursing Education and Practice, 3(2), 112.
Finley, A., & McNair, T. (2013). Assessing underserved students’ engagement in high-impact
practices. Retrieved from
http://www.aacu.org/sites/default/files/files/assessinghips/AssessingHIPS_TGGrantRepor
t.pdf
Gardner, J. D. (2005). A successful minority retention project. The Journal of Nursing
Education, 44(12), 566-568.
Gilchrist, K. L., & Rector, C. (2007). Can you keep them? Strategies to attract and retain nursing
students from diverse populations: Best practices in nursing education. Journal of
Transcultural Nursing, 18(3), 277-285.
Hurtado, S., Cueller, M., & Guillermo-Wann, C. (2011). Quantitative measures of students’
sense of validation: Advancing the study of diverse learning environments. Enrollment
Management Journal, 5(2), 53-71.
Jeffreys, M. R. (2007). Tracking students through program entry, progression, graduation, and
licensure: Assessing undergraduate nursing student retention and success. Nurse
Education Today, 27(5), 406-419.
Jeffreys, M. R. (2014). Jeffreys’s nursing universal retention and success model: Overview and
action ideas for optimizing outcomes A-Z. Nurse Education Today. (In press corrected
proof).
Jeffreys, M. R. (2014). Student retention and success: Optimizing outcomes through holistic
competence and proactive inclusive enrichment. Teaching and Learning in Nursing, 9(4),
64-170.
Khattab, I. (2011). Success of underrepresented nursing students at selected southwest
institutions: Impact of a nursing retention program (Doctoral dissertation). Retrieved
from Proquest. (3476188).
Loftin, C., Newman, S. D., Dumas, B. P., Gilden, G., & Bond, M. L. (2012). Perceived barriers
to success for minority nursing students: An integrative review. International Scholarly
Research Notices, 2012.
Loftin, C., Newman, S. D., Gilden, G., Bond, M. L., & Dumas, B. P. (2013). Moving toward
greater diversity: A review of interventions to increase diversity in nursing education.
Journal of Transcultural Nursing, 24(4), 387-396.
Lotkowski, V. A., Robbins, S. B., & Noeth, R. J. (2004). The role of academic and non-
academic factors in improving college retention: ACT policy report. Retrieved from
http://www.act.org/research/policymakers/pdf/college_retention.pdf
Lundy-Wagner, V., Vultaggio, J., & Gasman, M. (2013). Preparing underrepresented students of
color for doctoral studies: The role of undergraduate institutions. International Journal of
Doctoral Studies, 8, 151-172.
14
Nutt, Charlie L. (2003). Academic advising and student retention and persistence. NACADA
Clearinghouse of Academic Advising Resources. Retrieved from
http://www.nacada.ksu.edu/tabid/3318/articleType/ArticleView/articleId/636/article.aspx
Schoofs, N. C. (2012). How can we help minority nursing students? Journal of Nursing
Education and Practice, 2(3), 154.
Talbert, P. Y. (2012). Strategies to increase enrollment, retention, and graduation rates. Journal
of Developmental Education, 36(1), 22-36.
Wade, D. (2014). A focus on the future: Pathways for undergraduate student persistence at North
Carolina public historically Black colleges and universities. Pinnacle Educational
Research & Development, 2(1). Retrieved from http://pjpub.org/perd/perd_118.pdf
Yook, E. L. (2013). The effect of communication centers on college student retention: An
argument. Journal of College Student Retention: Research, Theory & Practice, 14(3),
345-357.
BOOKS
Aragon, S. R. (Ed.). (2000). Beyond access: Methods and models for increasing retention and
learning among minority students, No. 112. San Francisco: Jossey-Bass.
Jeffreys, M. R. (2012). Nursing student retention: Understanding the process and making a
difference. New York: Springer Publishing Company.
Seidman, A. (Ed.) (2007). Minority student retention: The best of the journal of college student
retention: Research, theory & practice. Amityville, NY: Baywood Publishing.
WEBSITES
AACN: Enhancing Diversity in the Workforce.
http://www.aacn.nche.edu/media-relations/fact-sheets/enhancing-diversity
National League for Nursing: Global/Diversity Initiatives.
http://www.nln.org/aboutnln/globaldiversity/index.htm
REPORTS
Association of American Colleges and Universities. (2014). Making excellence inclusive.
Retrieved from http://www.aacu.org/programs-partnerships/making-excellence-inclusive
CERTIFICATIONS
Educational Policy Institute. Retention 101 Certification Program.
http://www.educationalpolicy.org/events/2014/R101_Banff/main.html
Educational Testing Service. SuccessNavigator ® .
http://www.ets.org/successnavigator/?WT.mc_id=scn_22799_gg_sn020&gclid=CJr95ZC
sq8ICFc1_Mgod-DMA8w
15
PREDICTING SUCCESS OF ETHNIC MINORITIES
ON NURSING LICENSURE EXAMS
The National Council Licensure Examination (NCLEX) is administered by the National Council
of State Boards of Nursing. Nursing graduates must pass this examination to work as a licensed
practical nurse (LPN) or as a registered nurse (RN). The main concern is that graduates from
nursing programs have the necessary preparation to pass the exam, thereby meeting a minimum
standard of competency for patient care.
There are many resources for NCLEX review, including review books, YouTube websites, and
refresher or review courses. However, there are limited resources on NCLEX preparation and
very few resources on NCLEX preparation for students in targeted underrepresented groups.
Gaps clearly exist regarding resources addressing NCLEX preparation for diverse populations of
student nurses, as well as for those seeking to offer preparation assistance.
ARTICLES
Carrick, J. A. (2011). Student achievement and NCLEX-RN success: Problems that persist.
Nursing Education Perspectives, 32(2), 78-83. (27 ref).
Cunningham, H., Stacciarini, J, & Towle, S. (2004). Strategies to promote success on the
NCLEX-RN for students with English as a second language. Nurse Educator, 29(1), 15-
19.
DiBartolo, M. C., & Seldomridge, L. A. (2008). A review of intervention studies to promote
NCLEX-RN success of baccalaureate students. Nurse Educator, 30(4), 166-171.
Firth, K. H., Sewell, J. P., & Clark, D. J. (2008, September-October). Best practices in NCLEX-
RN readiness preparation for baccalaureate student success. Computer Informatics in
Nursing, Suppl 5, 46S-53S.
Hyland, J. (2012). Building on the evidence: Interventions promoting NCLEX success. Open
Journal of Nursing, 2, 231-238.
Pennington, T. D., & Spurlock, D, (2010). A systematic review of the effectiveness of
remediation interventions to improve NCLEX-RN pass rates. Journal of Nursing
Education, 49(9), 485-492
Simon, E. B., McGinniss, S. P., & Krauss, B. J. (2013). Predictor variables for NCLEX-RN
readiness exam performance. Nursing Education Perspectives, 34(1), 18-24.
Sitzman, K. L. (2007). Diversity and the NCLEX-RN: A double-loop approach. Journal of
Transcultural Nursing, 18(3), 271-276.
16
WEBSITES
A search (January 20, 2015) on the term ‘NCLEX preparation’ indicated that there were about
390,000 results.
DISSERTATIONS/THESES
Green, S. P. (2008). African American nursing students' perceptions of the NCLEX-RN(c)
examination experience (Doctoral dissertation). University of Maryland: Baltimore.
Lee, K. (2014). NCLEX-RN test anxiety among Hmong nursing students (Master’s thesis).
Retrieved from Sophia website http://sophia.stkate.edu/ma_nursing/72
Moore, S. L. (2013). The lived experience of at-risk nursing students enrolled in a required
course to improve NCLEX-RNRTM success (Doctoral dissertation). Indiana University of
Pennsylvania.
Tolson, D. (2013). Minority graduates' perceptions on National Council Licensure Examination
at a historically Black college and university (Doctoral dissertation). University of
Phoenix: Phoenix, AZ.
PROMISING PRACTICES
Condon, V. M., Morgan, C. J., Miller, E. W., Mamier, I., Zimmerman, G. J., & Mazhar, W.
(2013). A program to enhance recruitment and retention of disadvantaged and ethnically
diverse baccalaureate nursing students. Journal of Transcultural Nursing, 24(4), 397-407.
Sutherland, J. A., Hamilton, M. J., & Goodman, N. (2007). Affirming at-risk minorities for
success (ARMS): Retention, graduation, and success on the NCLEX-RN. Journal
Nursing Education, 46(8), 347-353.
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CAREER TRANSITION ISSUES AND STRATEGIES
It is imperative that minorities and men are recruited into nursing programs and retained in those
programs. It is equally important that nurses of underrepresented groups advance in their nursing
careers. Minority nurses need to be recognized as potential leaders and mentored in leadership
roles. Potential nurse scholars and educators need to be identified and encouraged to further their
education and advance in those careers.
There is little research on career transition issues and strategies for nurses from underrepresented
groups. Research shows that academic, financial, social, and aspirational barriers to career
transition and advancement exist for minority nurses. Strategies for success include mentoring,
individualized career and educational advising, academic enrichment opportunities, and
provision of an inclusive environment. Role models and mentors are key components. More
research is required to determine how best to overcome barriers and support minority nurses and
men as they advance in their careers.
ARTICLES
Association of American Colleges & Universities. (2014). Diversity equity & inclusive
excellence. Retrieved from http://www.aacu.org/resources/diversity-equity-and-inclusive-
excellence
Banister, G., Bowen-Brady, H. M., & Winfrey M. E. (2014). Using career nurse mentors to
support minority nursing students and facilitate their transition to practice. Journal of
Professional Nursing, 30(4), 317-325.
Bednarz, H., Schim, S., & Doorenbos, A. (2010). Cultural diversity in nursing education: Perils,
pitfalls and pearls. The Journal of Nursing Education, 49(5), 253-260.
Carriere, B. K., Muise, M., Cummings, G., & Newburn-Cook, C. (2009). Healthcare succession
planning: An integrative review. The Journal of Nursing Administration, 39(12), 548-
555.
Chandler, G. E., & Swanston, J. (2012). Motivating underrepresented students to pursue faculty
roles. Nurse Educator, 37(6), 233-234.
David, A. (2014). Black and minority ethnic nurses need help in career progression. Nursing
Standard, 28(25), 35. Retrieved from:
http://rcnpublishing.com/doi/abs/10.7748/ns2014.02.28.25.35.s44
Georges, C. A. (2004). African American nurse leadership: Pathways and opportunities. Nursing
Administration Quarterly, 28(3), 170-172.
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Jacob, S. R., & Sánchez, Z. V. (2011). The challenge of closing the diversity gap: Development
of Hispanic nursing faculty through a health resources and services administration
minority faculty fellowship program grant. Journal of Professional Nursing, 27(2), 108-
113.
Jones, D. P. (2009). Preparing African American nurses for graduate school: Practical tips. The
ABNF Journal: Official Journal of the Association of Black Nursing Faculty in Higher
Education, Inc., 20(3), 76-80.
Lundy-Wagner, V., Vultaggio, J., & Gasman, M. (2013). Preparing underrepresented students of
color for doctoral success: The role of undergraduate institutions. International Journal
of Doctoral Studies, 8, 151-172. Retrieved from: http://ijds.org/Volume8/IJDSv8p151-
172Lundy-Wagner0381.pdf
Mingo, A. D. (2008). Barriers and facilitators affecting African Americans continuation into
graduate programs in nursing. The ABNF Journal: Official Journal of the Association of
Black Nursing Faculty in Higher Education, Inc., 19(2), 51-63.
Mulholland, J., Anionwu, E. N., Atkins, R., Tappern, M., & Franks, P. J. (2008). Diversity,
attrition and transition into nursing. Journal of Advanced Nursing, 64, 49-59. doi:
10.1111/j.1365-2648.2008.04758.x
Smith, S. A., Crow, S. M., & Hartman, S. J. (2007). Attrition in nursing among Black and White
nurses. Journal of Nursing Management, 15(3), 357-366.
Smith, T. C., Ingersoll, G. L., Robinson, R., Hercules, H., & Carey, J. (2008). Recruiting,
retaining, and advancing careers for employees from underrepresented groups. The
Journal of Nursing Administration, 38(4), 184-193.
Villarruel, A. M., & Peragallo, N. (2004). Leadership development of Hispanic nurses. Nursing
Administration Quarterly, 28(3), 173-180.
Yang, C., Gau, M. L., Shiau, S. J., Hu, W. H., & Shih, F. J. (2004). Professional career
development for male nurses. Journal of Advanced Nursing, 48(6), 642-650.
BOOKS
Castiglia, P. T. (2011). Minority representation in nursing: Diversity, cultural competency, and
racism – The challenge persists. In Cowen, P. S. & Moorhead, S. (Eds.), Current issues
in nursing (pp. 534-549). St. Louis: Mosby, Inc.
Coleman, C. L. (2013). Man up! A practical guide for men in nursing. Indianapolis: Sigma Theta
Tau.
O’Lynn, C. (2012). A man’s guide to a nursing career. New York City: Springer.
O’Lynn, C., & Tranbarger, R. (2006). Men in nursing: History, challenges, and opportunities.
New York City: Springer.
Torres, S. & Castillo, H. (2011). Bridging cultures: Hispanics/Latinos and nursing. In Cowen, P.
S. & Moorhead, S. (Eds.), Current issues in nursing (pp. 569-576). St. Louis: Mosby, Inc.
19
WEBSITES
American Association of Colleges of Nursing. Diversity in nursing.
http://www.aacn.nche.edu/diversity-in-nursing
Minority Nurse Magazine.
http://www.minoritynurse.com/magazine
INTERESTING PROGRAMS
Duke University. Nursing bridge to the doctorate.
http://wssubridge2phd.nursing.duke.edu/
University of Illinois at Chicago. Urban health program.
http://www.nursing.uic.edu/current-students/student-resources/urban-health-program