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A development and support programme for black first year nursing students.

P P du Rand, M J Viljoen

    Curationis
    |October 21, 2000
    PubMed
    Summary
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    A support program for first-year black nursing students in a multicultural environment improved academic performance. Despite initial challenges in cultural and interpersonal development, most students achieved academic success, demonstrating the program

    Area of Science:

    • Nursing Education
    • Higher Education Studies
    • Sociology of Education

    Background:

    • Transition of nursing school culture from traditional to multicultural.
    • Challenges faced by first-year students from historically disadvantaged backgrounds.
    • Need for targeted developmental and support programs in nursing education.

    Purpose of the Study:

    • To establish a developmental and support program for black first-year nursing students.
    • To address the specific needs of students entering a multicultural academic environment.
    • To evaluate the effectiveness of the support program over a four-year period.

    Main Methods:

    • Action and developmental research approach over four years (1992-1996).
    • Program development and iterative evaluation in Phase I (1992-1995).

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  • Program implementation and student development assessment in Phase II.

    • Main Results:

    • Students experienced challenges in cultural participation and interpersonal relationships.
    • Developmental performance was below average in specific areas.
    • Despite challenges, 84.8% of students passed five or more semester courses, with most entering with average matriculation symbols.

    Conclusions:

    • The developed program positively impacted academic outcomes for black first-year nursing students.
    • Targeted support is crucial for students from disadvantaged backgrounds in multicultural nursing programs.
    • Further research can refine support strategies for diverse student populations in higher education.