Homogeneity in Health Care: Comparing Self-Concept and Support in Diverse Nursing Students
Open Access
- Author:
- Snyder, Kelly
- Area of Honors:
- Nursing
- Degree:
- Bachelor of Science
- Document Type:
- Thesis
- Thesis Supervisors:
- Cara L Exten, Thesis Supervisor
Ying-Ling Jao, Thesis Honors Advisor - Keywords:
- nursing education
professional self-concept
diversity - Abstract:
- The increasingly diverse demographics of the American patient population fails to be reflected in the nursing profession, at cost to patients. Understanding barriers and protective factors for diverse candidates in graduating from baccalaureate nursing programs is vital to targeting support for minority students. Professional self-concept (PSC) has been associated with predicting career satisfaction and job retention in nursing but has never been examined among minority nursing students. Nursing students at six universities in baccalaureate programs were surveyed. The anonymous survey collected demographic data, PSC scores, and items on perception of support in five areas: academic, financial, social, campus culture, and. Of the 300 individuals who responded, 180 were eligible and completed the survey. Participants in the survey were mostly female (95%), heterosexual (88%), and middle class (55%). 73% of the sample was White and 26% was racial/ethnic minority (REM). REM status is associated with lower self-reported educational and financial support from their educational institution. REM nursing students, on average, have significantly lower PSC scores compared to white nursing students, overall and specifically in the knowledge subcategory. The findings remain, even after accounting for first generation college student status and income from household of origin. This is the first study to compare professional self-concept scores among diverse nursing students. Lower PSC scores indicate an area of need for REM nursing students. Support from one’s educational institution may prove to be a viable target of intervention to support REM students.