Addressing Inequities in Doctoral Nursing Education: A Scoping Review

Area of Science:

• Nursing Education Research
• Health Equity Studies
• Doctoral Studies

Background:

• Inequities in doctoral nursing education disproportionately affect underrepresented groups.
• Addressing these disparities is crucial for diversifying the nursing workforce and promoting health equity.

Purpose of the Study:

• To map and summarize current literature on inequities in doctoral nursing education.
• To identify affected populations, barriers, facilitators, and strategies for enhancing equity.

Main Methods:

• Scoping review guided by Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR).
• Searched CINAHL, Scopus, ERIC, and Google Scholar databases for peer-reviewed articles (2000-2025).
• Data extraction and charting used the Population, Concept, Context (PCC) framework.

Main Results:

• 13 studies were included, primarily focusing on racial/ethnic minoritized populations and first-generation doctoral students.
• Key barriers included microaggressions, systemic racism, funding issues, and isolation.
• Facilitators comprised faculty mentorship, financial aid, peer networks, and targeted recruitment.

Conclusions:

• Significant inequities persist in doctoral nursing education, particularly for racial/ethnic minority students.
• While interventions like mentorship show promise, gaps remain in supporting students with intersecting identities.
• Further strategies are needed to foster inclusive academic environments and advance health equity.