Increasing Diverse Students in Nursing Programs

Background: Personal needs, language barriers, social stigma, and financial needs contribute to low enrollment of diverse students in nursing programs. A non-profit organization, One Refugee (1R), helps students from refugee backgrounds obtain education and prepare for a successful and meaningful career. According to the Education Manager at 1R, nursing is a top pick for many students and that refugee students often have difficulty navigating the nursing admission process without assistance. Methods: A survey of pre-nursing students at 1R was conducted to assess their needs and knowledge of the nursing program admission process. Additional insight was obtained by surveying past nursing students from refugee backgrounds enrolled at 1R and a formal meeting with the Education Manager. Nursing program requirements for Salt Lake Community College (SLCC) and the University of Utah (U. of U.) were also reviewed. An admission toolkit was prepared based upon the findings of nursing programs admission requirements. A presentation on the toolkit was offered at 1R to pre-nursing students and to the Education Manager. The presentation was recorded and included a PowerPoint for future use. A post survey was conducted among the participants to determine the satisfaction, feasibility, and usability of the toolkit. A review of the participating pre-nursing student's resumes was also completed. Results: Fifty percent (n=5) of pre-nursing students from refugee background reported that knowledge about the nursing admission requirement was a barrier for them in the pre-survey. Sixty percent (n=6) needed significant help building a solid resume for nursing admission. After implementing the nursing toolkit, all (n=8) pre-nursing students reported understanding of the nursing admission requirement for SLCC and the U. of U. college of nursing. All students said 3 that their resume's critical comments and suggestions were helpful. The Education Manager at One Refugee (1R) plans to use the nursing toolkit for pre-nursing students, adding value to 1R. Conclusions: Implementation of the nursing toolkit was helpful to increase awareness of the nursing program admission requirements for pre-nursing students at 1R. The Education Manager at 1R reported that the presentation of the toolkit's recording will be used to help the pre-nursing students who are struggling to navigate the nursing admission process. Additional methods to recruit and support pre-nursing students as they complete their application to nursing programs, such as mentors and educational events sponsored by nursing programs should be considered.