TY - JOUR
T1 - "Attached at the Umbilicus"
T2 - Barriers to Educational Success for Hispanic/Latino and American Indian Nursing Students
AU - Evans, Bronwynne
N1 - Funding Information:
The project described and this publication were supported by the Division of Nursing of the Department of Health and Human Services Health Resources and Services Administration's Bureau of Health Professions through Grant No. 6D19HP4036301. The contents are solely the responsibility of the author and do not necessarily represent the official views of the Division of Nursing.
PY - 2008/7
Y1 - 2008/7
N2 - Hispanic/Latino and American Indian students receiving services from a 3-year Nursing Workforce Diversity Grant called ALCANCE responded every semester to a semistructured interview protocol about their program experiences. Eighteen Anglo student volunteers also participated in one such interview. Comparison of the transcribed interview sets using methods outlined by (Miles, M. Huberman, A. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage.) revealed differences in perceptions of (1) potential occupations other than nursing, (2) barriers to educational success, (3) welcome and peer relationships, (4) service to family and community after graduation, and (5) fear of academic failure. ALCANCE students were less likely than the Anglo students to (1) come from well-educated families, (2) view their future in terms of a profession, (3) rely on friends in preference to their family, and (4) complain about curricular issues. They were more likely to recognize issues of power and privilege, and they also worried more about academic failure and their family and community obligations than Anglo students did. A "caring curriculum" could be used as a framework for establishing communities with an ever-developing understanding of culture among faculty and students. Faculty development in cultural issues is the foundation for such a caring curriculum because if faculty do not understand such differences, the curriculum cannot change.
AB - Hispanic/Latino and American Indian students receiving services from a 3-year Nursing Workforce Diversity Grant called ALCANCE responded every semester to a semistructured interview protocol about their program experiences. Eighteen Anglo student volunteers also participated in one such interview. Comparison of the transcribed interview sets using methods outlined by (Miles, M. Huberman, A. (1994). Qualitative data analysis (2nd ed.). Thousand Oaks, CA: Sage.) revealed differences in perceptions of (1) potential occupations other than nursing, (2) barriers to educational success, (3) welcome and peer relationships, (4) service to family and community after graduation, and (5) fear of academic failure. ALCANCE students were less likely than the Anglo students to (1) come from well-educated families, (2) view their future in terms of a profession, (3) rely on friends in preference to their family, and (4) complain about curricular issues. They were more likely to recognize issues of power and privilege, and they also worried more about academic failure and their family and community obligations than Anglo students did. A "caring curriculum" could be used as a framework for establishing communities with an ever-developing understanding of culture among faculty and students. Faculty development in cultural issues is the foundation for such a caring curriculum because if faculty do not understand such differences, the curriculum cannot change.
KW - Caring curriculum
KW - Cultural sensitivity
KW - Diversity
KW - Nursing education
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U2 - 10.1016/j.profnurs.2007.06.026
DO - 10.1016/j.profnurs.2007.06.026
M3 - Article
C2 - 18662656
AN - SCOPUS:47749089338
SN - 8755-7223
VL - 24
SP - 205
EP - 217
JO - Journal of Professional Nursing
JF - Journal of Professional Nursing
IS - 4
ER -