J Nurs Educ. 2021 Mar 1;60(3):150-154. doi: 10.3928/01484834-20210222-05.
Although African Americans represent the largest racial minority group, their nursing program success rates are lower. Understanding circumstances that lead to nursing school success may facilitate changes in educational practices that increase graduation among African American students.
A qualitative, phenomenological research study of 11 African Americans was used to understand their experiences as nursing students. Data were collected through an interview process, and Colaizzi's analysis methods and synthesis of themes were used.
Four themes were identified: Resolve to Succeed, Ineffective Education Models, A Need for Support of the College Experience, and Finding African American Mentors.
Enhanced student connections via racial minority mentors and revised teaching pedagogies, including integration of classroom and clinical learning and use of case studies and simulation, may foster retention in nursing education and promote graduation. Increasing the number of practicing African American nurses may improve the care experience for African Americans. [J Nurs Educ. 2021;60(3):150-154.].
虽然非裔美国人是最大的少数族裔群体，但他们的护理专业成功率较低。了解导致护理学校成功的情况可能有助于改变教育实践，增加非裔美国学生的毕业率。
本研究采用定性、现象学研究方法，对 11 名非裔美国人进行研究，以了解他们作为护理专业学生的经历。通过访谈过程收集数据，并采用科莱齐的分析方法和主题综合。
确定了四个主题：成功的决心、无效的教育模式、对大学生活支持的需求以及寻找非裔美国导师。
通过少数族裔导师增强学生联系，并改进教学方法，包括整合课堂和临床学习以及使用案例研究和模拟，可以促进护理教育的保留和毕业。增加执业非裔美国护士的数量可能会改善非裔美国人的护理体验。
