A multidisciplinary mentoring approach to improve the equity of nursing education for the English language learner in an undergraduate nursing program: A mixed-method quality improvement project
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Laurie Bisila, DNP, MSN Ed, PHN, RN, lbisila@gmail.com
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- Theta Xi
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Nature and scope of the project: This quality improvement (QI) project is a multidisciplinary approach to mentoring, matching a doctorate of nurse practice (DNP) student in their final year and a second-semester post-baccalaureate (PBN) nursing English language learner (ELL) student who is enrolled in an accelerated nursing program in a small Midwest private college. This QI project seeks to answer two questions. First, will a DNP mentor who is trained in the principles of cultural Competemility improve the sense of belongingness for the ELL undergraduate nursing student through six weekly mentoring sessions using the 12 domains in Purnell’s model as a guideline? Secondly, does training on principles of Cultural Competemility and applying the principles in six weekly mentoring sessions with an ELL diverse mentee improve the DNP student’s perceived confidence level for future interactions with diverse populations in practice?
Synthesis and analysis of supporting literature: English language learner (ELL) nursing students have an attrition rate as high as 85% in English-speaking countries (James, 2018; Olson, 2012). Higher education has widely recognized and accepted that the educational experience is not equal for all students. However, The American Association of Colleges of Nursing [AACN] (2021) new Essentials have challenged this complacency and require that nursing programs provide an "equable and inclusive learning environment (that) will support the recruitment, retention, and graduation of nursing students from disadvantaged and diverse backgrounds" (p. 6). Compared to the general population, there is a disproportionately low number of ethnically and racially diverse health care providers in the United States workforce. The literature strongly suggests that belongingness can contribute to academic success.
Project implementation: Prior to mentoring, the prospective DNP mentors were trained on the principles of cultural competemility and needed to achieve a score of 29 or higher on the posttest indicating cultural competence to qualify to serve as a mentor. PBN ELL students were then randomly matched with a DNP mentor to complete the six weekly sessions guided by the 12 domains in the Purnell Model.
Evaluation criteria: Qualtrics surveys were sent to each participant at the completion of the six weekly encounters.
Outcomes: The mixed method QI post surveys indicated that ELL participants believed that the mentoring program was helpful in supporting a sense of belongingness and improved their confidence for future encounters with working with healthcare providers. DNP mentors reported that they felt the training and mentoring experience improved confidence levels for future encounters with clients from diverse backgrounds and understanding of the principles of cultural competemility.
Recommendations: Due to minimal resources necessary for this mentoring program, it is the author's belief that this is a sustainable intervention that both benefits the DNP students as they learn to integrate the principles of cultural competemility into practice and supports the ELL student by fostering belongingness.
Type | DNP Capstone Project |
Acquisition | Self-submission |
Review Type | None: Degree-based Submission |
Format | Text-based Document |
Evidence Level | Quality Improvement |
Research Approach | Mixed/Multi Method Research |
Keywords | Nursing Students; English Language Learners; Diversity; Mentoring; Belongingness |
Grantor | The College of St. Scholastica |
Advisor | Starr, Lisa |
Level | DNP |
Year | 2022 |
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