Date of Award
Doctor of Nursing Practice (DNP)
Donna and Allan Lansing School of Nursing and Health Sciences
Dr. Ta'Neka Lindsay
Throughout the pandemic, there was a spotlight on the problems with nursing satisfaction and retention. However, minority nurses, a sub-population of nurses, were hidden in the shadows. To create change to this disparity we need to start in the academic world, as these students feel more pressure to succeed due to outside stressors (Osakwe, et al., 2022). The mentorship intervention has been long studied and has shown great promise to improve academic status, nurse retention, and nurse satisfaction. This evidence-based practice (EBP) project aimed to 1) combat the disparity in minority nursing students’ professional support needs through quality mentorship and 2) evaluate the desire for and quality of mentorship relationships among minority nursing students. Students that classify as nursing minorities include, but are not limited to, men, people with disabilities, and/or other non-majority races and ethnicities. The CQM tool was used due to its proven validity, consistency, and reliability as a mentorship evaluation tool. The long-term goal of this project is to show educational and healthcare systems the benefits of mentoring minority nursing students. Research has shown that mentorship decreases nursing turnover and improves nursing satisfaction (Wallack, 2019). This will not only improve the nursing profession, but it will also allow the hospital to allocate those savings to better resources.
Morris, Justin, "Mentoring Minority Nursing Students" (2023). Graduate Theses, Dissertations, and Capstones. 168.
Available for download on Tuesday, November 12, 2024