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A framework of academic persistence and success for ethnically diverse graduate nursing students
Josie L Veal1, Margaret J Bull, Judith Fitzgerald Miller
1Marquette University College of Nursing, Milwaukee, Wisconsin, USA. josie.veal@mu.edu
Aim:
The goal of this qualitative study was to examine how ethnically diverse graduate nursing students persisted with academic studies.
Background:
Ethnically diverse nurses are vastly underrepresented in the workforce.This problem is accentuated by high attrition rates in academic programs.
Method:
A grounded theory approach was used. Five focus groups were conducted with 16 ethnically diverse graduate students in nursing and interviews were conducted with two diversity advisers.
Results:
Analysis of the data indicated that the process of learning to balance stressors with moderators was key to academic persistence and retention.A conceptual framework emerged from the data that provides a guide for academic institutions seeking to implement strategies to promote retention and graduation of diverse graduate nursing students.
Conclusion:
Recommendations are offered to address faculty development, administrative action, and student resources.
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