2.50
Hdl Handle:
http://hdl.handle.net/10755/621719
Category:
Full-text
Format:
Text-based Document
Type:
Presentation
Level of Evidence:
N/A
Research Approach:
N/A
Title:
Mentoring the Culturally Diverse Nursing Student
Other Titles:
Cultural Awareness in Nursing Education
Author(s):
Blozen, Barbara B.
Lead Author STTI Affiliation:
Kappa Eta
Author Details:
Barbara B. Blozen, EdD, MA, RN, CNL, Professional Experience: Sept.2005- present Associate Professor Blozen, B. (2016) Mentoring 101: The Basics of Mentoring. The American Nurse Today. Vol. 11 No. 6 Blozen B. (2015) Accelerated Nursing Students: Perceptions of Success Elsevier Faculty Development Conference Scottsdale, Arizona Blozen B. (2014) Creating an Electronic Student Constructed Study Guide Improving Teaching and Learning in Nursing Education at Minority Serving Institutions, Jersey City NJ Blozen B. (2013) Connecting Clinical to the Classroom: Creating an Electronic Student Constructed Study Guide 24th International Nursing Research Congress, Sigma Theta Tau International, Prague, Czech Republic. Blozen B. (2013) Accelerated Nursing Students’ Accounts of Success. 17th Annual Nursing Research , Evidence-Based Practice New York University, NY Blozen B. (2012) Accelerated Nursing Students: Perceptions of Success XIII Pan American Nursing Research Colloquium. Global Nursing Challenges in Millennium. Miami, Florida Blozen B. (2012) Accelerated Nursing Students: Perceptions of Success. 23rd International Nursing Research Congress, Sigma ThetaTau International, Brisbane, Australia. Author Summary: Dr. Barbara Blozen is an associate professor of nursing at New Jersey City University. Dr. Blozen holds an Ed.D. in higher education from Seton Hall University, an M.A. in nursing from New York University. In 2014 Dr. Blozen was appointed to the New Jersey State Board of Nursing. Dr. Blozen has been a presenter at conferences throughout the world, including, International Nursing Research Congresses of Sigma Theta Tau International in Prague and Brisbane.
Abstract:

A structured mentoring program for diverse nursing students was developed and implemented for the culturally diverse Associate Degree Graduate Nurse (ADGN) to address the mentees’ concerns and issues and assist them through their journey of completion of their bachelor’s degree in nursing. Purpose: This research study looked to determine how mentoring support for the culturally diverse Associate Degree Graduate Nurse impacted their journey through completion of their bachelor’s degree in nursing.

To meet strategic national goals of increasing access to quality health care, reducing health disparities and im­proving health equity in all U.S. populations, schools of nursing are seeking to diversify the nursing workforce to optimize provider alignment with challenged communities by enrolling students from these settings (U.S. Department of Health and Human Services, 2014). Retaining and graduating the culturally diverse Associate Degree Nurse will benefit many; such as the diverse population with whom they are more likely to work, as people frequently

seek health care from providers of their own race or ethnicity (Dapremont, 2011). The American Association of Colleges of Nursing (2014) has appealed for an increasingly diverse nursing workforce and for learning environments that engage and support students. As schools of nursing increase enrollment of the culturally-diverse nursing student, they must also increase the support for this student. Mentoring has been identified as an essential component in the education of the culturally diverse nursing student. Bleich et al., 2015; Bond et al., 2012; Brooks Carthon et al., 2014; Carter et al., 2015 found to retain the culturally-diverse nursing student initiatives must include financial support, mentorship, social and academic support, and professional counseling.

Many, if not all disciplines have a variety of definitions for mentoring, however none are concise nor uniform. Most disciplines include role modeling, support, guidance, education and psychosocial support in their definition of mentoring and nursing is no exception. As nursing becomes more complex, patients more critical, and students more challenging to teach, mentoring becomes more essential for clinicians and educators. Whether it is a new staff nurse working at the bedside or an experienced nurse contemplating a change into a leadership or academic role, having a mentor can support and facilitate the nurse in this new role.

Methods: The participants in this research study were a cohort group of students who were awarded a Health Resources and Service Administration (HRSA) Grant. The grant supports projects that increase nursing education opportunities for individuals who are from disadvantaged backgrounds, including racial and ethnic minorities that are underrepresented among registered nurses. This cohort group was provided with mentoring, personal and social counseling, academic support services, scholarships and stipends, to ensure the successful completion of their bachelor’s degree by each of the participants who are from disadvantaged backgrounds, including racial and ethnic minorities. The students attended monthly mentoring meetings. The 14 participants were diverse; seven were Hispanic/Latino, one of whom was male and seven were African American. After informed consent, mentees were given a 26 question Likert survey to determine how supported and skilled they felt after having the benefit of a mentor for the previous year. Results: The five constructs rated the highest were communication, trust, role modeling, networking and enhancing professional development, all of which had a mean of 5.43 or higher. Baseline data were collected on ethnic iden­tity, social support, and GPA’s. Journal­ing revealed valuable information about challenges faced by mentees. Conclusion: The mentoring program supported students and culminated in all 14 Associate Degree Graduate Nurses graduating with their baccalaureate degree and securing employment. All graduates have gone back to their communities to present to their neighborhood schools about the program and mentorship received. The findings contribute to sparse research examining the support and further development and evaluation of mentoring programs for nursing students.

Keywords:
Baccalaureate; Culturally-diverse; Mentoring
Repository Posting Date:
7-Jul-2017
Date of Publication:
7-Jul-2017
Other Identifiers:
INRC17N02
Conference Date:
2017
Conference Name:
28th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International
Conference Location:
Dublin, Ireland
Description:
Event Theme: Influencing Global Health Through the Advancement of Nursing Scholarship

Full metadata record

DC FieldValue Language
dc.language.isoen_USen
dc.type.categoryFull-texten
dc.formatText-based Documenten
dc.typePresentationen
dc.evidence.levelN/Aen
dc.research.approachN/Aen
dc.titleMentoring the Culturally Diverse Nursing Studenten_US
dc.title.alternativeCultural Awareness in Nursing Educationen
dc.contributor.authorBlozen, Barbara B.en
dc.contributor.departmentKappa Etaen
dc.author.detailsBarbara B. Blozen, EdD, MA, RN, CNL, Professional Experience: Sept.2005- present Associate Professor Blozen, B. (2016) Mentoring 101: The Basics of Mentoring. The American Nurse Today. Vol. 11 No. 6 Blozen B. (2015) Accelerated Nursing Students: Perceptions of Success Elsevier Faculty Development Conference Scottsdale, Arizona Blozen B. (2014) Creating an Electronic Student Constructed Study Guide Improving Teaching and Learning in Nursing Education at Minority Serving Institutions, Jersey City NJ Blozen B. (2013) Connecting Clinical to the Classroom: Creating an Electronic Student Constructed Study Guide 24th International Nursing Research Congress, Sigma Theta Tau International, Prague, Czech Republic. Blozen B. (2013) Accelerated Nursing Students’ Accounts of Success. 17th Annual Nursing Research , Evidence-Based Practice New York University, NY Blozen B. (2012) Accelerated Nursing Students: Perceptions of Success XIII Pan American Nursing Research Colloquium. Global Nursing Challenges in Millennium. Miami, Florida Blozen B. (2012) Accelerated Nursing Students: Perceptions of Success. 23rd International Nursing Research Congress, Sigma ThetaTau International, Brisbane, Australia. Author Summary: Dr. Barbara Blozen is an associate professor of nursing at New Jersey City University. Dr. Blozen holds an Ed.D. in higher education from Seton Hall University, an M.A. in nursing from New York University. In 2014 Dr. Blozen was appointed to the New Jersey State Board of Nursing. Dr. Blozen has been a presenter at conferences throughout the world, including, International Nursing Research Congresses of Sigma Theta Tau International in Prague and Brisbane.en
dc.identifier.urihttp://hdl.handle.net/10755/621719-
dc.description.abstract<p><span>A structured mentoring program for diverse nursing students was developed and implemented for the culturally diverse Associate Degree Graduate Nurse (ADGN) to address the mentees’ concerns and issues and assist them through their journey of completion of their bachelor’s degree in nursing. </span><strong>Purpose:</strong><span> This research study looked to determine how mentoring support for the culturally diverse Associate Degree Graduate Nurse impacted their journey through completion of their bachelor’s degree in nursing.</span></p> <p>To meet strategic national goals of increasing access to quality health care, reducing health disparities and im­proving health equity in all U.S. populations, schools of nursing are seeking to diversify the nursing workforce to optimize provider alignment with challenged communities by enrolling students from these settings (U.S. Department of Health and Human Services, 2014). Retaining and graduating the culturally diverse Associate Degree Nurse will benefit many; such as the diverse population with whom they are more likely to work, as people frequently</p> <p>seek health care from providers of their own race or ethnicity (Dapremont, 2011). The American Association of Colleges of Nursing (2014) has appealed for an increasingly diverse nursing workforce and for learning environments that engage and support students. As schools of nursing increase enrollment of the culturally-diverse nursing student, they must also increase the support for this student. Mentoring has been identified as an essential component in the education of the culturally diverse nursing student. Bleich et al., 2015; Bond et al., 2012; Brooks Carthon et al., 2014; Carter et al., 2015 found to retain the culturally-diverse nursing student initiatives must include financial support, mentorship, social and academic support, and professional counseling.</p> <p>Many, if not all disciplines have a variety of definitions for mentoring, however none are concise nor uniform. Most disciplines include role modeling, support, guidance, education and psychosocial support in their definition of mentoring and nursing is no exception. As nursing becomes more complex, patients more critical, and students more challenging to teach, mentoring becomes more essential for clinicians and educators. Whether it is a new staff nurse working at the bedside or an experienced nurse contemplating a change into a leadership or academic role, having a mentor can support and facilitate the nurse in this new role.</p> <p><strong>Methods:</strong> The participants in this research study were a cohort group of students who were awarded a Health Resources and Service Administration (HRSA) Grant. The grant supports projects that increase nursing education opportunities for individuals who are from disadvantaged backgrounds, including racial and ethnic minorities that are underrepresented among registered nurses. This cohort group was provided with mentoring, personal and social counseling, academic support services, scholarships and stipends, to ensure the successful completion of their bachelor’s degree by each of the participants who are from disadvantaged backgrounds, including racial and ethnic minorities. The students attended monthly mentoring meetings. The 14 participants were diverse; seven were Hispanic/Latino, one of whom was male and seven were African American. After informed consent, mentees were given a 26 question Likert survey to determine how supported and skilled they felt after having the benefit of a mentor for the previous year. <strong>Results:</strong> The five constructs rated the highest were communication, trust, role modeling, networking and enhancing professional development, all of which had a mean of 5.43 or higher. Baseline data were collected on ethnic iden­tity, social support, and GPA’s. Journal­ing revealed valuable information about challenges faced by mentees. <strong>Conclusion:</strong> The mentoring program supported students and culminated in all 14 Associate Degree Graduate Nurses graduating with their baccalaureate degree and securing employment. All graduates have gone back to their communities to present to their neighborhood schools about the program and mentorship received. The findings contribute to sparse research examining the support and further development and evaluation of mentoring programs for nursing students.</p>en
dc.subjectBaccalaureateen
dc.subjectCulturally-diverseen
dc.subjectMentoringen
dc.date.available2017-07-07T19:30:36Z-
dc.date.issued2017-07-07-
dc.date.accessioned2017-07-07T19:30:36Z-
dc.conference.date2017en
dc.conference.name28th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau Internationalen
dc.conference.locationDublin, Irelanden
dc.descriptionEvent Theme: Influencing Global Health Through the Advancement of Nursing Scholarshipen
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