African-American Baccalaureate Nursing Students' Perceptions of Nursing Programs and Factors That Support or Restrict Academic Success

Abstract

The nursing literature is limited in reporting African-American nursing students' perceptions of nursing programs and factors that are viewed as supportive of or restrictive to academic success in this selected population. Bean and Metzner's (1985) conceptual model of Nontraditional Student Attrition proposed that there are four sets of variables that have a direct affect on whether nontraditional students will persist in their educational endeavors: (1) background and defining variables, (2) academic variables, (3) environmental variables, and (4) psychological outcomes. The National agenda to increase workforce diversity and leadership succession is critical to improving access for a culturally diverse society.

The purposes of this study were to test specific hypotheses based on Bean and Metzner's (1985) model of Nontraditional Undergraduate Student Attrition in junior African-American baccalaureate nursing students and to describe the study participants' perceptions of their nursing programs as well as factors that supported or restricted their academic success. Purposive sampling was used to collect data from a sample (N = 152) of self-identified African-American (black, non-Hispanic) junior baccalaureate nursing students, enrolled in generic NLNAC accredited baccalaureate nursing programs (BSN). Three instruments, the Minority Students' Perceptions of their Educational Programs (MSPEP), the Student Perception Appraisal (SPA), and the Desirability for Control scale (DC), and a researcher designed demographic data sheet were used. Alpha coefficients ranged from .66 to .84.

Data was analyzed using descriptive and inferential methods; ANOVA to determine whether the variables were statistically significantly different by schools, along with simple and multiple regressions. Perception ( R = .50; p = .001) significantly explained 25% of the variance in the composite of academic variables. Seven academic and five environmental factors were identified as “greatly” to “moderately” supportive of the students' academic success. Four environmental factors were identified as “moderately” restricting academic success. Study participants provided written comments concerning the lack of minority faculty in the classroom and clinical areas.

Although the selected variables from the model were testable, there were few significant relationships found among the variables in this study. The findings provided insight into those academic and environmental variables that junior African American BSN students identified as “greatly” and “moderately” supported and restricted their academic success. The findings from this study indicated the following conclusions: age is not significant and there is a need for minority faculty to provide students with role models and mentors. The findings have implications for the workforce, the delivery of culturally competent care, and nursing education diversity.