Utilizing courageous dialogue to support minority and disadvantaged background nursing students

Area of Science:

• Nursing Education
• Student Support Services
• Diversity in Higher Education

Background:

• Historically underrepresented ethnic minority and disadvantaged background (HUREM-DB) nursing students face significant barriers including financial instability, lack of role models, bias, and micro-inequities.
• A multifaceted support approach is essential for enhancing academic and professional success in this student population.

Purpose of the Study:

• To evaluate the impact of the MENTORS² program, specifically its courageous dialogue (CD) component, in mitigating challenges faced by HUREM-DB nursing students.
• To provide educational, cultural, social, and financial resources to HUREM-DB nursing students through structured support activities.

Main Methods:

• Conducted courageous dialogue sessions with 56 HUREM-DB undergraduate nursing students in a baccalaureate program.
• Sessions focused on topics like stress management, time management, and honors project preparation, fostering peer support and problem-solving in a safe environment.

Main Results:

• Student evaluations indicated appreciation for the opportunity to share experiences and acquire new skills and knowledge.
• Participants valued the safe environment for open discussion, peer support, and role modeling.
• The program provided practical approaches to aid success in nursing school and the nursing profession.

Conclusions:

• Courageous dialogue serves as a valuable component within a comprehensive strategy to support HUREM-DB nursing students.
• This approach effectively addresses academic, social, and professional development needs.
• Integrating such dialogues can enhance retention and success rates for diverse nursing student populations.