Other Titles
Rising Star Poster/Presentation - Rapid Presentation Round
Abstract
Background/Significance: The U.S. nursing workforce remains insufficiently diverse, limiting culturally responsive care for minority and underserved communities. Nursing education is pivotal to diversifying the pipeline. First-generation nursing students (FGNS)—often from underrepresented backgrounds—can help close this gap, yet they face barriers such as financial strain, limited support networks, and unfamiliarity with academic expectations. Evidence is limited regarding which demographic and academic factors most strongly differentiate FGNS success from that of non-first-generation nursing students (NFGNS) in pre-licensure programs.
Purpose: To examine and compare demographic and academic success factors for FGNS and NFGNS in U.S. pre-licensure RN programs to inform targeted retention and graduation strategies.
Methods: This quantitative, cross-sectional secondary analysis uses the nationally representative Beginning Postsecondary Students Longitudinal Study (BPS) dataset. Guided by Jeffreys’ Nursing Universal Retention and Success (NURS) Model, analyses will examine demographic variables (age, race/ethnicity, gender, socioeconomic status) and academic outcomes (cumulative GPA, graduation, persistence) across three time points over six years. Approximately 500 eligible nursing student cases will be analyzed using descriptive statistics, independent t-tests, and chi-square tests. FGNS are defined as students whose parents lack a four-year degree; NFGNS have at least one parent with a four-year degree.
Expected Results/Implications: Findings will identify patterns associated with FGNS outcomes and inform evidence-based interventions (e.g., mentorship, financial supports, academic coaching). Improving FGNS retention and graduation can strengthen workforce diversity and contribute to healthier learning and work environments that support equitable, culturally competent care.
Notes
Presenter notes available in attached slide deck.
Sigma Membership
Non-member
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Cross-Sectional
Research Approach
Quantitative Research
Keywords:
Baccalaureate Nursing Students, Diversity, Equity, Inclusion, Demography, First-Generation Nursing Students, Non-First-Generation Nursing Students
Recommended Citation
Walsh, Kimberly L., "Bridging the Gap: Empowering First-Generation Nursing Students to Transform Workforce Diversity" (2026). Creating Healthy Work Environments (CHWE). 48.
https://www.sigmarepository.org/chwe/2026/presentations_2026/48
Conference Name
Creating Healthy Work Environments
Conference Host
Sigma Theta Tau International
Conference Location
Washington, DC, USA
Conference Year
2026
Rights Holder
All rights reserved by the author(s) and/or publisher(s) listed in this item record unless relinquished in whole or part by a rights notation or a Creative Commons License present in this item record. All permission requests should be directed accordingly and not to the Sigma Repository. All submitting authors or publishers have affirmed that when using material in their work where they do not own copyright, they have obtained permission of the copyright holder prior to submission and the rights holder has been acknowledged as necessary.
Review Type
None: Event Material, Invited Presentation
Acquisition
Proxy-submission
Date of Issue
2026-04-28
Bridging the Gap: Empowering First-Generation Nursing Students to Transform Workforce Diversity
Washington, DC, USA
Background/Significance: The U.S. nursing workforce remains insufficiently diverse, limiting culturally responsive care for minority and underserved communities. Nursing education is pivotal to diversifying the pipeline. First-generation nursing students (FGNS)—often from underrepresented backgrounds—can help close this gap, yet they face barriers such as financial strain, limited support networks, and unfamiliarity with academic expectations. Evidence is limited regarding which demographic and academic factors most strongly differentiate FGNS success from that of non-first-generation nursing students (NFGNS) in pre-licensure programs.
Purpose: To examine and compare demographic and academic success factors for FGNS and NFGNS in U.S. pre-licensure RN programs to inform targeted retention and graduation strategies.
Methods: This quantitative, cross-sectional secondary analysis uses the nationally representative Beginning Postsecondary Students Longitudinal Study (BPS) dataset. Guided by Jeffreys’ Nursing Universal Retention and Success (NURS) Model, analyses will examine demographic variables (age, race/ethnicity, gender, socioeconomic status) and academic outcomes (cumulative GPA, graduation, persistence) across three time points over six years. Approximately 500 eligible nursing student cases will be analyzed using descriptive statistics, independent t-tests, and chi-square tests. FGNS are defined as students whose parents lack a four-year degree; NFGNS have at least one parent with a four-year degree.
Expected Results/Implications: Findings will identify patterns associated with FGNS outcomes and inform evidence-based interventions (e.g., mentorship, financial supports, academic coaching). Improving FGNS retention and graduation can strengthen workforce diversity and contribute to healthier learning and work environments that support equitable, culturally competent care.
Description
The U.S. nursing workforce remains less diverse than the population it serves. First-generation nursing students (FGNS) can help diversify the pipeline, but face barriers that threaten retention. This poster uses BPS data, guided by the NURS Model, to compare FGNS and non-FG students on demographics and outcomes (GPA, persistence, graduation) using descriptive statistics, t-tests, and chi-square. Findings will inform targeted mentoring, academic supports, and resources.