Abstract
Purpose To describe the implementation and evaluation of a community engagement program using the NBNA Collaborative Community Health Model to address health equity by educating school students about health literacy and careers in nursing.
Global Health Equity Lack of diversity within the nursing profession contributes to persistent health disparities (Bartlett et al., 2022). Evidence suggests that a nursing population that mirrors the diversity of communities served is more likely to improve health outcomes. The Mini Nurse Academy (MNA) offers an innovative approach to increasing the diversity in nursing by introducing elementary school students to the nursing profession while educating them in health literacy. A collaborative approach to community engagement can increase program sustainability (Tyndall et al., 2020).
NBNA NBNA is a non-profit organization representing over 300,000 African American registered nurses, licensed vocational practical nurses, nursing students, and retired nurses. NBNA emphasizes the importance of culturally competent health services, and community educational efforts are based on the organization’s Collaborative Community Health Model.
Intervention NBNA, in partnership with a local university, developed educational sessions for elementary school children over a spring semester. Activities include nutrition classes, science projects, first aid, vital signs, CPR, simulation, and more. Experienced NBNA members and nursing students serve as mentors to the school children as they complete the many activities. The children travel to the partnering university’s campus for planned simulation activities and debriefing.
Results Quantitative data was collected for participant demographics and program effectiveness and analyzed using descriptive statistics. The data supports the MNA initiative as a means to improve health literacy and to introduce nursing as a profession to elementary school students.
Implications for Nursing Practice Increasing the knowledge, comprehension, and understanding in children will prepare youth in our communities with the skills to live a healthier lifestyle, decreasing health disparities in the African American community (Lopez et al., 2022; Santana et al., 2021; Schillinger et al., 2020; Smith et al., 2021). Early exposure to careers in nursing through mentorship with nurses, nursing students and nursing faculty can create an early pathway to nursing and diversify the nursing workforce.
Notes
References:
Bartlett, R., Key, B., Montgomery, M., Johnson, P., Mumba, M., & Lester, B. (2022). Building the pipeline of underrepresented students: A program to promote diversity, equity and inclusion in nursing. Journal of Psychosocial Nursing Mental Health Services, 60(1), 2-3. doi: 10.3928/02793695
Lopez, C., Kim, B., & Sacks, K. (2022). Health literacy in the United States enhancing assessments and reducing disparities. Milken Institute. Retrieved on February 15, 2023, from https://milkeninstitute.org/sites/default/files/2022 05/Health_Literacy_United_States_Final_Report.pdf
Santana, S., Brach, C., Harris, L., Ochiai, E., Blakey, C., Bevington, F., Kleiman, D., Pronk, N. (2021). Updating health literacy for healthy people 2030: Defining it’s importance for a new decade in public health. Journal of Public Health Management and Practice, 27(6),S258-S264. DOI: 10.1097/PHH.0000000000001324 Retrieved on February 15, 2023 from, https://journals.lww.com/jphmp/Fulltext/2021/11001/Updating_Health_Literacy_for_Healthy_People_2030_.10.aspx
Schillinger, D. (2020). The intersections between social determinants of health, health literacy, and health disparities. Studies in health technology and informatics, 269, 22.
Smith, C., Gross, H. R., Issartel, J., & Belton, S. (2021). Health literacy in schools? A systematic review of health-related interventions aimed at disadvantaged adolescents. Children, 8(176). https://doi.org/10.3390/children8030176
Tyndall, D., Kosko, D., Forbis, K., & Sullivan, W. (2020). Mutual benefits of a service-learning community-academic partnership, Journal of Nursing Education, 59(2), 93-96.
Sigma Membership
Delta Rho at-Large
Type
Presentation
Format Type
Text-based Document
Study Design/Type
Descriptive/Correlational
Research Approach
Qualitative Research
Keywords:
Academic-clinical Partnership, Health Equity or Social Determinants of Health, Workforce, Health Literacy, Nursing Careers
Recommended Citation
Clary-Muronda, Valerie and Collier, Clarissa, "The Mini Nurse Academy: Diversifying Nursing through Partnership and Community Engagement" (2025). International Nursing Research Congress (INRC). 255.
https://www.sigmarepository.org/inrc/2025/presentations_2025/255
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
The Mini Nurse Academy: Diversifying Nursing through Partnership and Community Engagement
Seattle, Washington, USA
Purpose To describe the implementation and evaluation of a community engagement program using the NBNA Collaborative Community Health Model to address health equity by educating school students about health literacy and careers in nursing.
Global Health Equity Lack of diversity within the nursing profession contributes to persistent health disparities (Bartlett et al., 2022). Evidence suggests that a nursing population that mirrors the diversity of communities served is more likely to improve health outcomes. The Mini Nurse Academy (MNA) offers an innovative approach to increasing the diversity in nursing by introducing elementary school students to the nursing profession while educating them in health literacy. A collaborative approach to community engagement can increase program sustainability (Tyndall et al., 2020).
NBNA NBNA is a non-profit organization representing over 300,000 African American registered nurses, licensed vocational practical nurses, nursing students, and retired nurses. NBNA emphasizes the importance of culturally competent health services, and community educational efforts are based on the organization’s Collaborative Community Health Model.
Intervention NBNA, in partnership with a local university, developed educational sessions for elementary school children over a spring semester. Activities include nutrition classes, science projects, first aid, vital signs, CPR, simulation, and more. Experienced NBNA members and nursing students serve as mentors to the school children as they complete the many activities. The children travel to the partnering university’s campus for planned simulation activities and debriefing.
Results Quantitative data was collected for participant demographics and program effectiveness and analyzed using descriptive statistics. The data supports the MNA initiative as a means to improve health literacy and to introduce nursing as a profession to elementary school students.
Implications for Nursing Practice Increasing the knowledge, comprehension, and understanding in children will prepare youth in our communities with the skills to live a healthier lifestyle, decreasing health disparities in the African American community (Lopez et al., 2022; Santana et al., 2021; Schillinger et al., 2020; Smith et al., 2021). Early exposure to careers in nursing through mentorship with nurses, nursing students and nursing faculty can create an early pathway to nursing and diversify the nursing workforce.
Description
The Mini Nurse Academy is a program to increase diversity in the nursing workforce spearheaded by the National Black Nurses Association (NBNA). Through a partnership with a major university, volunteer nurses from NBNA educate local elementary school students about health literacy from a nursing lens. In the program, the students learn about health and healthy lifestyles.