White Barbara J, Mentag Nicole M, Kaunda Beverly R
About the Authors Barbara White, PhD, RN, CPN, is an assistant professor, Indiana University School of Nursing, South Bend, Indiana. Nicole M. Mentag, MSN, RN, is a PhD student, Nova Southeastern University School of Nursing, Fort Lauderdale, Florida. Beverly R. Kaunda, BSN, RN, is a staff nurse at St. Joseph Health System, Mishawaka, Indiana. The authors thank Gwendolyn Craven, MSN, RN, who first noticed the themes discussed in this article when assisting with the original analysis of the data, and Jomo W. Mutegi, PhD, for his review of the manuscript. For more information, contact Dr. White at
Nurs Educ Perspect. 2020 May/Jun;41(3):157-162. doi: 10.1097/01.NEP.0000000000000606.
This qualitative descriptive study is a secondary analysis of previously collected data to describe the consequences of the racial experiences of nursing school for African American students.
African Americans' health outcomes are negatively influenced by racism and historic oppression. A racially integrated health care workforce can improve health outcomes, yet nursing does not attract or retain an adequate number of African American students.
The sample for this qualitative descriptive study included 14 African American nurses who reflected on their nursing school experiences.
Two key paradoxical themes across the transcripts were mistrust and trust of European American faculty members.
While working to build trusting relationships with African American students, forge relationships over time, and serve as mentors, faculty members need to understand the impact of societal stereotypes and mistrustful behaviors (e.g., stereotyping, saying one thing and doing another, using a double standard).
这项定性描述性研究是对先前收集的数据进行二次分析，以描述护理学院中非洲裔美国学生种族经历的后果。
非洲裔美国人的健康结果受到种族主义和历史压迫的负面影响。种族融合的医疗保健劳动力可以改善健康结果，但护理专业并未吸引或留住足够数量的非洲裔美国学生。
这项定性描述性研究的样本包括14名反思其护理学院经历的非洲裔美国护士。
整个记录中的两个关键矛盾主题是对欧美教师的不信任和信任。
在努力与非洲裔美国学生建立信任关系、随着时间推移建立关系并担任导师的同时，教师需要了解社会刻板印象和不信任行为（例如，刻板印象、言行不一、使用双重标准）的影响。
