An Evaluation of Student Interpersonal Support in a Spanish-English Nursing Program
Keywords:
Downloads
Abstract
Spanish speaking nurses are in great demand. For bilingual Hispanic undergraduate nursing students who might someday fill this need, interpersonal support can be a deciding factor in whether students successfully complete their program of study. This paper presents the results of an evaluative study of supportive relationships within a Spanish-English Nursing Education (SENE) program. A written survey was followed by individual and group interviews to reveal important sources of interpersonal support. The study showed that family members, especially spouses, played a critical role in personally supporting SENE students. Academic and motivational support, however, came from study groups and the cohort of Hispanic classmates. SENE administrators established cohorts of same year students, and encouraged the formation of study groups. Science-related college programs directed at Hispanic students could benefit from fostering and supporting program components that act to enhance interpersonal relationships.Downloads
References
Barton, A.J., & Swider, S.M. (2009). Creating diversity in a baccalaureate nursing program: A case study. International Journal of Nursing Education Scholarship,6(1), 1-11.
Google Scholar CrossrefBensimon, E. M. (2007). The underestimated significance of practioner knowledge in the scholarship of student success. The Review of Higher Education, 30(4), 441-469.
Google Scholar CrossrefBlankenship, M. (2010). How some schools increase graduation rates of minority students. Education Digest, 76(4), 26-29.
Google Scholar CrossrefBliss, L. B., & Sandiford, J. R. (2004). Linking study behaviors and student culture to academic success among Hispanic students. Community College Journal of Research & Practice, 28(3), 281-295.
Google Scholar CrossrefBosch, P.C., Doshier, S.A., & Gess-Newsome, J. (2012). Bilingual nurse education program: Applicant characteristics that predict success. Nursing Education Perspectives, 33(2): 90-95.
Google Scholar CrossrefBuchbinder, H. (2007). Increasing Latino participation in the nursing profession: Best practices at California nursing programs. Los Angeles: Tomás Rivera Policy Institute, University of Southern California.
Google Scholar CrossrefCejda, B. D., & Rhodes, J. H. (2004). Through the pipeline: The role of faculty in promoting associate degree completion among Hispanic students. Community College Journal of Research & Practice, 28(3), 249-262.
Google Scholar CrossrefChang, M. J., Eagan, M. K., Lin, M. H., & Hurtado, S. (2011). Considering the impact of racial stigmas and science identity: Persistence among biomedical and behavioral science aspirants. Journal of Higher Education, 82(5), 564-596.
Google Scholar CrossrefColorado Commission on Higher Education (2007). Program to improve the retention and success of underserved students at Colorado public institutions. (Report to the Education Committees of the Colorado General Assembly in Response to HB 06-1024). Denver, CO: Colorado Commission on Higher Education. Retrieved from http://www.eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED500371
Google Scholar CrossrefCreswell, J. W., & Clark, V. L. P. (2007). Designing and conducting mixed method research. Thousand Oaks, CA: Sage Publications, Inc.
Google Scholar CrossrefDegazon, C.E., & Mancha, C. (2012). Changing the face of nursing: Reducing ethnic and racial disparities in Health. Family and Community Health,35(1), 5-14.
Google Scholar CrossrefDilley, P. (2004). Interviews and the philosophy of qualitative research. The Journal of Higher Education, 75(1), 127-132.
Google Scholar CrossrefDrane, D., Smith, H., Light, G., Pinto, L., & Swarat, S. (2005). The gateway science workshop program: Enhancing student performance and retention in the sciences through peer-facilitated discussion. Journal of Science Education and Technology, 14(3), 337-352.
Google Scholar CrossrefFitzpatrick, J. L., Sanders, J. R., & Worthen, B. R. (2004). Program evaluation: Alternative approaches and practical guidelines (3rd edition). Boston, MA: Pearson Education, Inc.
Google Scholar CrossrefFry, R. (2002). Latinos in higher education: Many enroll, too few graduate. Washington, DC: Pew Hispanic Center.
Google Scholar CrossrefGarcia, M. (2010). When Hispanic students attempt to succeed in college, but do not. Community College Journal of Research and Practice, (34): 839–847.
Google Scholar CrossrefGasbarra, P., & Johnson, J. (2008). Out before the game begins: Hispanic leaders talk about what’s needed to bring more Hispanic youngsters into science, technology, and math professions. Palisades, NY: Public Agenda, America's Competitiveness: Hispanic Participation in Technology Careers Summit.
Google Scholar CrossrefGay, L. R., Mills, G. E., & Airasian, P. (2006). Educational research: Competencies for analysis and applications (8th ed.). Upper Saddle River, NJ: Pearson Education, Inc.
Google Scholar CrossrefHassinger, M., & Plourde, L. (2005). “Beating the odds”: How bi-lingual Hispanic youth work through adversity to become high achieving students. Education, 126(2): 316-327.
Google Scholar CrossrefLaden, B. V. (1999). Socializing and mentoring college students of color: The Puente project as an exemplary celebratory socialization model. Peabody Journal of Education, 74(2), 55-74.
Google Scholar CrossrefLujan, J., & Little, K. (2010). Preparing underemployed Latino U.S. nurses through the Mexico NCLEX-RN success program. Journal of Nursing Education, 49(12), 704-707.
Google Scholar CrossrefMcCarey, M., Barr, T., & Rattray, J. (2007). Predictors of academic performance in a cohort of pre-registration nursing students. Nurse Education Today, 27(4), 357-364.
Google Scholar CrossrefMicari, M., Streitwieser, B., & Light, G. (2006). Undergraduates leading undergraduates: Peer facilitation in a science workshop program. Innovative Higher Education, 30(4), 269-288.
Google Scholar CrossrefMoore, J.L. (2005, July 30). Bilingual staff a big bonus for hospitals and Hispanic patients. The Morning News. Retrieved from http://network.nshp.org/profiles/blogs/bilingual-staff-big-bonus-for
Google Scholar CrossrefNational Symposium. (2002). A national symposium on best practices for student achievement in science, mathematics, engineering, and technology in two-year Hispanic-serving institutions (HSIs) (Estrella Mountain Community College, Avondale, Arizona, April 27-28, 2001) (Proceedings from a National Symposium on Best Practices No. 2002-04-01). Retrieved from http://www.eric.ed.gov/PDFS/ED466277.pdf
Google Scholar CrossrefPadrón, Y., Waxman, H., & Rivera, H. (2002). Educating Hispanic students: Obstacles and avenues to improved academic achievement. Center for Research on Education, Diversity & Excellence: Educational Practice Report #8, University of California, Santa Cruz. Retrieved from: http://www.cal.org/crede/pdfs/epr8.pdf
Google Scholar CrossrefPatton, M. Q. (2008). Utilization-focused evaluation (4th ed.). Thousand Oaks, CA: Sage Publications, Inc.
Google Scholar CrossrefPortney, L. G., & Watkins, M. P. (2000). Foundations of clinical research: Applications to practice. Upper Saddle River, NJ: Prentice Hall Health.
Google Scholar CrossrefRivera-Goba, M. V., & Nieto, S. (2007). Mentoring Latina nurses: A multicultural perspective. Journal of Latinos and Education, 6(1), 35-53.
Google Scholar CrossrefRivera-Goba M., & Wallen, G.R. (2008). Increasing the pipeline of Hispanic nurses: Are we making a difference? Hispanic Health Care International, 6(4) 170-171.
Google Scholar CrossrefRudel, R. J. (2006). Nontraditional nursing students: The social influences on retention. Teaching and Learning in Nursing, 1(2), 47-54.
Google Scholar CrossrefSeymour, E., & Hewitt, N. M. (1997). Talking about leaving. Why undergraduates leave the sciences. Boulder, Colorado: Westview Press.
Google Scholar CrossrefThacker, K. (2005). Academic-community partnerships: Opening the doors to a nursing career. Journal of Transcultural Nursing, 16(1), 57-63.
Google Scholar CrossrefTinto, V. (1999). Taking retention seriously: Rethinking the first year of college. NACADA Journal, 19(2), 5-9.
Google Scholar CrossrefTorres, M., Parra-Medina, D., & Johnson, A.O. (2008). Rural hospitals and Spanish-speaking patients with limited English proficiency. Journal of Healthcare Management, 53(2), 107-120.
Google Scholar CrossrefVélez-McElvoy, M. (2010). Faculty role in retaining Hispanic nursing students. Creative Nursing, 16(2), 80-83.
Google Scholar CrossrefVogt, R., & Taningco, M.T.V. (2008). Latina and Latino nurses: Why are there so few? A Tomás Rivera Policy Institute Summary Report – University of Southern California, Los Angeles. Retrieved from http://www.trpi.org/PDFs/Latino%20Nurses_Final.pdf
Google Scholar CrossrefDownloads
Published
Almetric
Dimensions
How to Cite
Issue
Section
License
All articles are published under Creative Commons copyright (CC BY). Authors hold the copyright and retain publishing rights without restrictions, but authors allow anyone to download, reuse, reprint, modify, distribute, and/or copy articles as the original source is cited.
