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Acculturating Into Nursing for Hispanic/Latinx Baccalaureate Nursing Students: A Secondary Data Analysis
Lisa K Woodley1, Lynne P Lewallen
1About the Authors Lisa K. Woodley, PhD, RN, CNE, CHPN, is an assistant professor, School of Nursing, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina. Lynne P. Lewallen, PhD, RN, CNE, ANEF, is associate dean for academic affairs and a professor, School of Nursing, University of North Carolina at Greensboro, Greensboro, North Carolina. The authors acknowledge Susan Letvak, PhD, RN, FAAN, for her qualitative methodology expertise and consultation. For more information, contact Dr. Woodley at lwoodley@email.unc.edu.
Background:
This is a secondary data analysis of an original study describing the lived experiences of Hispanic/Latinx nursing students as they acculturate into the profession of nursing.
Method:
The original study described the experiences of 11 Hispanic/Latinx new graduates from three baccalaureate nursing programs in the southeastern United States. A secondary data analysis using a theoretical thematic analytical approach with data gathered in the original study was done to determine the utility of the theory of cultural marginality in understanding these student experiences.
Results:
Findings support aspects of the theory, including marginal living, cross-cultural conflict recognition, and adjustment responses of poise and integration. Personal and contextual influences also impact the acculturation process for these nursing students.
Conclusion:
The theory of cultural marginality is valuable and provides important context for understanding the process that Hispanic/Latinx nursing students experience as they acculturate into nursing.
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