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Promoting Retention of Native American Nursing Students: Insights From a Qualitative Study
1About the Author Cody Bruce, PhD, MSN Ed, RN, CNE, is an associate professor, University of North Texas Health Science Center College of Nursing, Fort Worth, Texas. Contact him at cody.bruce@unthsc.edu for more information.
Aim:
This qualitative study aimed to identify effective retention strategies for Native American nursing students.
Background:
Native Americans are underrepresented in nursing and health education programs, comprising only 1.3 percent of the nursing workforce in the United States.
Method:
A basic qualitative design grounded in self-determination theory was used to solicit narrative accounts from 12 Native American nursing students.
Results:
Semistructured interviews revealed three themes: nursing program experience, methods to enhance persistence, and hindrances to persistence. Social support emerged as a critical factor, with participants emphasizing the significance of cultural awareness activities, safety classes, and celebrations fostering a sense of belonging.
Conclusion:
The study found that social support, financial aid, and cultural awareness are essential for Native American nursing students to succeed. Limited resources and online learning challenges are barriers that need to be addressed. Tailored support systems, financial assistance, and culturally responsive education can enhance retention and success rates.
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