Nursing students' perceptions regarding differences in the clinical learning experience that relate to minority-racial status.
The need to obtain information about students' perceptions regarding differences in clinical learning that relate to minority-racial status was part of the impetus for a larger study (Anfinson, 1993). A naturalistic inquiry paradigm was used for this study. The analysis of the qualitative data was completed by using the constant comparative/grounded theory approach of Stauss and Corbin (1990). One NLN accredited associate degree nursing program, eight first-level student nurses and four staff nurses were participants in the study. From the field notes of student observations in the clinical setting, tape recordings of the student interviews and other artifacts, the analysis demonstrates differences in students' perceptions. The differences in students' perceptions related to minority-racial status can be attributed to how it was viewed, e.g., as a previously acquired attitude, or related to the evaluation process. Discussions of ways to assure that race and ethnicity do not play a role in evaluation of minority students are presented. Based on the literature and personal experiences, the author maintains that commitment of faculty and clear communications are primary factors in promoting minority student success.
Anfinson
J
J
Division of Nursing and Health Careers, Capital Community Technical College, Hartford Connecticut, USA.
D000293:Adolescent; D000328:Adult; D001741:Black or African American / Q000523:psychology*; D001294:Attitude to Health / Q000208:ethnology*; D002983:Clinical Competence / Q000592:standards*; D004507:Education, Nursing, Associate / Q000592:standards*; D005260:Female; D006801:Humans; D008297:Male; D008913:Minority Groups / Q000523:psychology*; D015404:Nursing Methodology Research; D011287:Prejudice; D013338:Students, Nursing / Q000523:psychology*; D011795:Surveys and Questionnaires