Abstract
Mentoring means facilitating students’ learning by promoting a continuous learning process, supporting their professional development, and their growth in knowledge, skills, and attitudes (Kowalski, 2019). Mentoring students from diverse racial and ethnic backgrounds has been identified as a necessary strategy for increasing enrollment, retention, and graduation rates, particularly in historically white institutions (HWIs), where underrepresented students have historically experienced isolation, uncertainty, and marginalization (White et al, 2020). As such, mentoring is especially crucial for these students who are inexperienced or lack the cultural capital valued in HWIs because it can assist these students with navigating challenges and opportunities that are unfamiliar to them (Luedke, 2017). Therefore, the purpose of this project was to examine the mentoring experiences of nursing students from diverse racial and ethnic backgrounds within the Dedicated to Diversity (D2D) Nursing Retention Program at a HWI in the southeastern United States. Through a mixed-methods approach, two cohorts (n=56) completed the Value of Mentoring questionnaire in 2018 and 2019, yielding both quantitative and qualitative data to illuminate the positive impact of mentorship. Quantitative data revealed that participants highly valued the mentoring program, particularly for its role in fostering professional development and being able to meet frequently with their mentor. Qualitative data identified four key themes: mentors as supporters, role models and accountability, stratagems, and sentiments, each reflecting the multifaceted benefits of mentorship. This intentional and strategic approach to mentoring was vital for enhancing the enrollment, retention, and success of diverse students in HWIs. By integrating the principles of representation, reflection, respect, and responsiveness, this project advocates for a robust academic-practice partnership that meets the unique needs of nursing students from diverse backgrounds as they transition into professional practice. It is without question that when students are provided with a safe environment to share their experiences, as was done in the D2D program, professional and personal growth can take place (Baskin et al., 2023). The results of this project emphasize the significance of mentorship from nursing faculty of diverse backgrounds as a strategic tool to meet the capacity and diversity needs of healthcare in the 21st century.
Notes
Reference list included in attached slide deck.
Sigma Membership
Pi Gamma at-Large
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Cohort
Research Approach
Mixed/Multi Method Research
Keywords:
Mentoring and Coaching, Workforce, Leadership, Workforce Planning and Development, Diversity, Nursing Students
Recommended Citation
Higgins, Toinette and Laibhen-Parkes, Natasha, "Empowering the Future of Nursing: The Impact of Mentoring Nursing Students from Diverse Backgrounds" (2025). Biennial Convention (CONV). 68.
https://www.sigmarepository.org/convention/2025/presentations_2025/68
Conference Name
48th Biennial Convention
Conference Host
Sigma Theta Tau International
Conference Location
Indianapolis, Indiana, USA
Conference Year
2025
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
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Date of Issue
2025-11-20
Empowering the Future of Nursing: The Impact of Mentoring Nursing Students from Diverse Backgrounds
Indianapolis, Indiana, USA
Mentoring means facilitating students’ learning by promoting a continuous learning process, supporting their professional development, and their growth in knowledge, skills, and attitudes (Kowalski, 2019). Mentoring students from diverse racial and ethnic backgrounds has been identified as a necessary strategy for increasing enrollment, retention, and graduation rates, particularly in historically white institutions (HWIs), where underrepresented students have historically experienced isolation, uncertainty, and marginalization (White et al, 2020). As such, mentoring is especially crucial for these students who are inexperienced or lack the cultural capital valued in HWIs because it can assist these students with navigating challenges and opportunities that are unfamiliar to them (Luedke, 2017). Therefore, the purpose of this project was to examine the mentoring experiences of nursing students from diverse racial and ethnic backgrounds within the Dedicated to Diversity (D2D) Nursing Retention Program at a HWI in the southeastern United States. Through a mixed-methods approach, two cohorts (n=56) completed the Value of Mentoring questionnaire in 2018 and 2019, yielding both quantitative and qualitative data to illuminate the positive impact of mentorship. Quantitative data revealed that participants highly valued the mentoring program, particularly for its role in fostering professional development and being able to meet frequently with their mentor. Qualitative data identified four key themes: mentors as supporters, role models and accountability, stratagems, and sentiments, each reflecting the multifaceted benefits of mentorship. This intentional and strategic approach to mentoring was vital for enhancing the enrollment, retention, and success of diverse students in HWIs. By integrating the principles of representation, reflection, respect, and responsiveness, this project advocates for a robust academic-practice partnership that meets the unique needs of nursing students from diverse backgrounds as they transition into professional practice. It is without question that when students are provided with a safe environment to share their experiences, as was done in the D2D program, professional and personal growth can take place (Baskin et al., 2023). The results of this project emphasize the significance of mentorship from nursing faculty of diverse backgrounds as a strategic tool to meet the capacity and diversity needs of healthcare in the 21st century.
Description
This presentation will highlight the mentoring experiences of students who participated in a HRSA-funded, Dedicated to Diversity (D2D) Nursing Retention Program in a historically white institution (HWI), and its impact on their enrollment, retention, and matriculation in nursing school. The mentoring elements of this program align with the National League for Nursing’s mission to promote excellence in nursing education by building a strong and diverse nursing workforce.