| Description |
Evidence demonstrates that when workforce diversity does not reflect the population receiving care, patients' care and outcomes can be negatively affected (Sullivan Commission, 2004). One of the many approaches to addressing this complex issue is the use of mentorship programs to increase diversity in the health professions. These programs encourage underrepresented high school aged students to consider careers in nursing and other health professions. This project designed and implemented a mentorship program for high school students enrolled in a Certified Nursing Assistant Program at a technical high school and nursing students at the University of Utah. An online mentorship hub facilitated guided interaction and planning between nursing and underrepresented pre-nursing university students as they supported each other and created learning and mentorship activities for the high school CNA class. Mentorship activities included Hub-based discussions relating to education resources and pathways to nursing education experiences, classroom teaching, and simulation center learning. The Plan, Do, Study, Act (PDSA) cycle was used to plan, implement, evaluate, and improve the program. Outcomes for the pilot semester include high school students reporting high interest in health care fields, and identifying a need for additional information about applying for nursing programs. All participating high school students agreed or strongly agreed that learning from nursing students was beneficial. Nursing students reported satisfaction with the mentorship role and enjoyment of teaching high school students. Identified improvements for the next cycle include clearer communication of role expectations for nursing students and incorporation of teaching methods that promote critical thinking during the simulation lab mentorship activities. Creating a mentorship program connecting underrepresented high school students with nursing students has the potential to create beneficial relationships between mentors and mentees. These relationships can promote skills for academic success and while increasing interest and engagement in the nursing profession. |
