Programmatic and teaching initiatives for ethnically diverse nursing students: A literature review

Purpose: The purpose of this study was to examine the evidence of programmatic and teaching initiatives implemented by nursing faculty to enhance the academic success rates of ethnically diverse students (EDS). Methods: A search of the literature in the Cumulative Index to Nursing and Allied Health Literature and MEDLINE databases, wherein primary sources about programmatic and teaching initiative to promote academic success among EDS, was conducted. Using specific the Cumulative Index to Nursing and Allied Health Literature subject headings and Medical Subject Headings, 230 articles were retrieved from both databases. A total of 22 peer-reviewed articles published between 2000 and 2011 were included in the literature review. Results: We found that evidence on the predominant programmatic and teaching initiatives for EDS academic success was inconclusive. The most common programmatic and teaching initiatives implemented by nursing faculty were peer mentoring, faculty-student mentoring, social networking, academic support, and financial support. Conclusion: Although positive student outcomes were reported about programmatic and teaching initiatives for EDS, the evidence remained inconclusive. Recommendations for policy and future research in this area of nursing education research were provided. © 2012 Korean Society of Nursing Science

Lived experiences relating to pediatric surgery: The case of Mexican American mothers in a southern US border city

Purpose: This study examined the lived experiences of Mexican American mothers residing near a US/Mexico border town whose children underwent a surgical procedure requiring general anesthesia. Design: Phenomenology was used to examine the lived experiences of the participants. Method: Twelve Mexican American mothers were interviewed in the preoperative phase; 9 from the 12 participants were interviewed in the post-surgery phase. Giorgi\u27s method of phenomenological analysis was used to identify the common themes. Findings: Thematic differences and commonalities were found in thelived experiences between bilingual and monolingual Spanish-speaking Mexican American mothers in the preoperative and post-surgery phase. Conclusion: The lived experiences of Mexican American mothers regarding their children\u27s surgery are shaped by language barriers and sociocultural factors. The findings of this study could inform health care providers on how to prepare Mexican American mothers about their children\u27s surgery requiring general anesthesia

Dealing with stroke: Perspectives from stroke survivors and stroke caregivers from an underserved Hispanic community

Globally, stroke is the leading cause of death and disease burden. While post-stroke studies have been conducted, they excluded survivors and caregivers from underserved communities. It can be argued that the impact of stroke on survivors and caregivers from underserved communities may be greater. Using qualitative exploratory research design, the purpose of this study was to examine the lived experiences of post-stroke recovery and readjustment among stroke survivors and stroke caregivers from an underserved community. Two separate focus groups were conducted, one each for stroke survivors and caregivers. Thematic analysis was used to analyze the data. Finding meaning in life is the general theme of stroke survivors\u27 and stroke caregivers\u27 journey of post-stroke recovery and readjustment. For stroke survivors, the transition to stroke recovery required time, life goal reconfiguration, willpower, humor, and network support. Post-stroke caregiving is a daily navigation and negotiation influenced by internal and external processes. Personal, economic, and socio-cultural nuances play a role in how post-stroke recovery is lived and experienced. Study findings highlight the importance of policies to support family-centered and system-level advocacy in post-stroke care

Perceptions matter: Faculty caring, campus racial climate and academic performance

Aim: Examine the influence of students\u27 perception of faculty caring on academic performance and the moderating role of students\u27 perceptions of campus racial climate. Background: There is limited knowledge on how students\u27 perceptions of faculty caring, campus racial climate and academic performance are linked. Understanding this nexus is crucial to improving nursing education. Design: Secondary analysis of a cross-sectional data obtained from seven undergraduate nursing programs in Texas, USA. Method: Data were from 385 students enrolled in Medical-Surgical 1 over three semesters (March 2010 - December 2010). Six sets of factor analytic scores derived from 31 original perceptions of faculty caring items served as predictors; one set of scores derived from seven original perceptions of campus racial climate items served as moderating variable in a regression model. Numeric grade was the outcome variable. Results/findings: Perception of faculty having a positive outlook/compassion had an enhancing effect on performance. As students\u27 perceptions of campus racial climate became increasingly discriminating, the positive association between perceptions of faculty\u27s trust in students\u27 judgment and academic performance became increasingly strong. Conclusion: Results highlight ways by which students\u27 perception of micro-level social reality (dyadic interaction) might interact with their perception of meso-level social reality (social environment) to influence their academic performance

English-language proficiency, academic networks, and academic performance of mexican American baccalaureate nursing students

AIM: We examine how academic networks mediate between English-language proficiency and academic performance. BACKGROUND: The relationship between English-language proficiency and academic performance remains inconclusive; it is possible that academic networks play a role in this relationship. Filling this knowledge gap is central to building best practices in teaching, and to evaluating the impact of networks on success. METHOD: Data were analyzed from 164 Mexican American nursing students. We used English Language Acculturation Scale (ELAS) items as predictors, interaction with academic networks as the mediating variable, and course grade as the outcome; regression analyses were performed. RESULTS: Interaction with academic networks correlated with grades; ELAS was not significant. Instead, academic networks mediated between entrance GPA and grades, an unexpected finding. CONCLUSION: Academic networks are critical in academic performance. However, only those students who have a history of high performance are likely to have or to activate academic networks