A framework of academic persistence and success for ethnically diverse graduate nursing students.
OBJECTIVE
The goal of this qualitative study was to examine how ethnically diverse graduate nursing students persisted with academic studies.


BACKGROUND
Ethnically diverse nurses are vastly underrepresented in the workforce.This problem is accentuated by high attrition rates in academic programs.


METHODS
A grounded theory approach was used. Five focus groups were conducted with 16 ethnically diverse graduate students in nursing and interviews were conducted with two diversity advisers.


RESULTS
Analysis of the data indicated that the process of learning to balance stressors with moderators was key to academic persistence and retention.A conceptual framework emerged from the data that provides a guide for academic institutions seeking to implement strategies to promote retention and graduation of diverse graduate nursing students.


CONCLUSIONS
Recommendations are offered to address faculty development, administrative action, and student resources.
Marquette University College of Nursing, Milwaukee, Wisconsin, USA. josie.veal@mu.edu
Josie L
JL
Veal
Margaret J
MJ
Bull
Judith Fitzgerald
JF
Miller
D018864:Cultural Diversity; D004511:Education, Nursing, Graduate; D005006:Ethnicity / Q000523:psychology*; D017144:Focus Groups; D006801:Humans; D015402:Nursing Education Research; D013315:Stress, Psychological / Q000523:psychology*; D013338:Students, Nursing / Q000523:psychology*