Other Titles
Building Inclusive Nursing Futures: Innovative Leadership for Success Among BIPOC and First-Generation Students [Title Slide]
Other Titles
PechaKucha Presentation
Abstract
Background: The literature review reveals that Black, Indigenous, and People of Color (BIPOC) and first-generation college (FGC) students need more support during their college transition. Barriers to success include feeling uncomfortable seeking help while under stress, which can stem from racist attitudes on campus, feeling isolated, and the rigor of the nursing curricula that are often immediately pushed on BIPOC and FGC students.
Purpose: The Connecting Future Caregivers Program (CFCP) was developed to facilitate community-building and enhance academic success strategies, without positioning faculty and staff as benevolent authorities providing knowledge to BIPOC and FGC nursing students,
Methods: This descriptive cross-sectional pilot study examined students’ satisfaction, and program outcomes after events in the CFCP. Sixteen nursing students participated in the CFCP that consisted of 5 in-person events including an early move-in event and 2 additional events each semester during the first year of college. These 1–2-hour events were scheduled around academic schedules with snacks, refreshments, and activities. Data were collected using post-event anonymous evaluation surveys that included Likert-type and open-ended questions.
Results: Students rated the events as helpful in a variety of ways. The Healthcare Theatre© event increased students' understanding of how to ask patients clarifying questions when communicating (5.00; SD-0.58) and body language use (5.29; SD-0.76). Just a few weeks into the semester, the study skills event revealed that some students reported having trouble studying (4.14, SD-1.57, range 2-6) and feeling overwhelmed with the amount of coursework (4.29, SD-1.11, range 3-6). However, most planned on using the discussed studying tips (5.57, SD-0.49, range 5-6).
Conclusion: Programs like the CFCP demonstrated that a more deliberate and proactive approach cultivates a supportive community for BIPOC and FGC nursing students. The CFCP offered students who represent underserved and underrepresented populations the ability to build life-long connections with their classmates, student mentors, and faculty members, and form relationships to help support them throughout their entire nursing career.
Sigma Membership
Beta Xi at-Large
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Cross-Sectional
Research Approach
Other
Keywords:
DEI/BIPOC, Workforce, Health Equity or Social Determinants of Health
Recommended Citation
Saylor, Jennifer L.; Graber, Jennifer S.; and Speakman, Elizabeth, "Innovative Leadership for Success Among BIPOC and First-Generation Students" (2025). International Nursing Research Congress (INRC). 187.
https://www.sigmarepository.org/inrc/2025/presentations_2025/187
Conference Name
36th International Nursing Research Congress
Conference Host
Sigma Theta Tau International
Conference Location
Seattle, Washington, 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.
Review Type
Abstract Review Only: Reviewed by Event Host
Acquisition
Proxy-submission
Innovative Leadership for Success Among BIPOC and First-Generation Students
Seattle, Washington, USA
Background: The literature review reveals that Black, Indigenous, and People of Color (BIPOC) and first-generation college (FGC) students need more support during their college transition. Barriers to success include feeling uncomfortable seeking help while under stress, which can stem from racist attitudes on campus, feeling isolated, and the rigor of the nursing curricula that are often immediately pushed on BIPOC and FGC students.
Purpose: The Connecting Future Caregivers Program (CFCP) was developed to facilitate community-building and enhance academic success strategies, without positioning faculty and staff as benevolent authorities providing knowledge to BIPOC and FGC nursing students,
Methods: This descriptive cross-sectional pilot study examined students’ satisfaction, and program outcomes after events in the CFCP. Sixteen nursing students participated in the CFCP that consisted of 5 in-person events including an early move-in event and 2 additional events each semester during the first year of college. These 1–2-hour events were scheduled around academic schedules with snacks, refreshments, and activities. Data were collected using post-event anonymous evaluation surveys that included Likert-type and open-ended questions.
Results: Students rated the events as helpful in a variety of ways. The Healthcare Theatre© event increased students' understanding of how to ask patients clarifying questions when communicating (5.00; SD-0.58) and body language use (5.29; SD-0.76). Just a few weeks into the semester, the study skills event revealed that some students reported having trouble studying (4.14, SD-1.57, range 2-6) and feeling overwhelmed with the amount of coursework (4.29, SD-1.11, range 3-6). However, most planned on using the discussed studying tips (5.57, SD-0.49, range 5-6).
Conclusion: Programs like the CFCP demonstrated that a more deliberate and proactive approach cultivates a supportive community for BIPOC and FGC nursing students. The CFCP offered students who represent underserved and underrepresented populations the ability to build life-long connections with their classmates, student mentors, and faculty members, and form relationships to help support them throughout their entire nursing career.
Description
Approximately 80% of RNs are white compared to 60% of the general population, and only 30% of college students are BIPOC and/ or first-generation (FGC). Increasing diversity enrollment and retention in nursing schools is crucial. This study supported the development and evaluation of a Connecting Future Caregivers Program for BIPOC and FGC students transitioning from high school to college. This built a sense of community and belonging within the university and the nursing program.