Degrees of Success

Safeguarding an Ethnically Diverse Nursing Workforce in Nursing Education

Authors

  • Stacy Johnson MSc, BSc, RN,

    1. University of Nottingham, England
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    • Stacy Johnson, MSc, BSc, RN, is a lecturer at the University of Nottingham, England. Her research interests include diversity and entrepreneurship in nursing. The research reported here was carried out as part of a Mary Seacole Leadership Award. She may be reached at Stacy.Johnson@nottingham.ac.uk.

  • Janet Scammell DNSci, MSc, BA, DipNEd, RNT, SRN, SCM,

    1. University of Bournemouth, England
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    • Janet Scammell, DNSci, MSc, BA, DipNEd, RNT, SRN, SCM, is an associate professor at the University of Bournemouth, England, and leads the Framework for Undergraduate Nursing as well as units within the university's postgraduate certificate in education. Her research interests concern inequalities in health care practice and work forces and practice and work-based learning. She may be reached at jscammell@bournebouth.ac.uk.

  • Laura Serrant-Green PhD, MA, BA, RGN, PGCE

    1. School of Health and Wellbeing, University of Wolverhampton, England
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    • Laura Serrant-Green, PhD, MA, BA, RGN, PGCE, is professor of community and public health nursing/director of research and enterprise, School of Health and Wellbeing, University of Wolverhampton, England. She was appointed to the Prime Minister's Commission for the review of nursing and midwifery in 2010–2011. She may be reached at l.serrant-green@wlv.ac.uk


Abstract

By the end of 2013, all programs leading to the registered nurse qualification in the United Kingdom will be at the bachelor's degree level. There is concern that all-degree nursing education might threaten the diversity of the future nursing workforce in the United Kingdom.

This article reports on a qualitative pilot study exploring the critical issues for access, recruitment, and retention of Black and minority ethnic (BME) students in U.K. nursing degree programs from the students' perspective. The study utilized action research, and this article reports on the first two stages of the action research cycle, problem identification and identification of actions. The data were collected through focus groups and interviews with BME students and then analyzed with iterative thematic analysis.

The objective was to inform an action framework for U.K. universities devising access, recruitment, admission, and retention practice for BME students when U.K. nurse training becomes all degree.

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