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The Lived Experience of DACA Recipients Who Are US Nursing Program Graduates and Their Pathways to Professional
Deborah C Richardson1, Susan Welch
1About the Authors Deborah C. Richardson, EdD, MSN, RN, is an associate professor of nursing, Dalton State College, Dalton, Georgia. Susan Welch, EdD, RN, CCRN, CNE, is a professor and associate dean of graduate programs, School of Nursing, University of West Georgia, Carrollton, Georgia. The authors would like to acknowledge the DACA recipient nurses who shared their stories. For more information, contact Deborah C. Richardson at dcrichardson@daltonstate.edu or dcrichardson.2020@gmail.com .
Aim:
This phenomenological study explored the experiences of Deferred Action for Childhood Arrivals (DACA) recipients who are nursing program graduates in the United States and their pathways to professional licensure.
Background:
DACA is a federal program facilitating lawful employment and higher education to qualified US immigrants. Understanding the experience of DACA recipients who have become registered nurses will inform nurse educators' advocacy to create a more diverse nursing workforce.
Method:
DACA recipients ( n = 17) who were US nursing program graduates were interviewed to explore the phenomenon of a pathway to professional licensure.
Results:
The pathway to professional licensure emerged within four themes: pursuing the dream, finding support, figuring it out, and advocating for others.
Conclusion:
To contribute to a diverse nursing workforce, the authors recommend that nurse educators advocate for policies to support DACA recipients who graduate from US nursing programs to achieve professional nursing licensure.
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