ADN-to-BSN Articulation, Academic Progression, and Transition: A Proactive, Holistic Approach.

Background: Although improvements have been made in articulation agreements, credit transfers, and concurrent enrollments, meeting the 80% BSN by 2020 goal falls short.

Problem: Nursing students at key transitional points (such as first- and last-semester students) are faced with numerous academic and career path challenges and opportunities simultaneously, often leaving them overwhelmed and in need of additional support and resources.

Approach: Guided by Jeffreys' Nursing Universal Retention and Success model, a proactive, holistic approach for facilitating articulation, academic progression, and transition is presented.

THE INVISIBLE CULTURE OF THE MULTIRACIAL, MULTIETHNIC INDIVIDUAL: A TRANSCULTURAL IMPERATIVE (REPRINT FROM 2001).

The main purpose of this introauctory article is to evoKe professional awareness, spark interest, stimulate thought, and disseminate information concerning multiracial, multiethnic (multiple heritage) individuals within the United States. General background information, terms, definitions, ethno-historical influences, practice implications, and current issues will be highlighted. Areasforfurther exploration will be proposed.

REVISITING "THE INVISIBLE CULTURE OF THE MULTIRACIAL, MULTIETHNIC INDIVIDUAL: A TRANSCULTURAL IMPERATIVE".

Past and present policies, politics, myths, stereotypes, and societal attitudes influence the lived experience of multiple heritage individuals, often resulting in marginalization, disparities, invisibility, cultural pain, and/or unmet needs. This article offers commentary about the past and present with thought-provoking questions for future direction regarding "The Invisible Culture of the Multiracial, Multiethnic Individual: A Transcultural Imperative." The commentary revisits and reminds readers about the 2001 article on the same topic, quickly brings them to the reality of the present, and challenges nurses and other professionals to dismantle disparities through cultural congruent care that focuses on making the invisible culture visible.

Jeffreys's Nursing Universal Retention and Success model: overview and action ideas for optimizing outcomes A-Z.

Background: Nursing student persistence, retention, and success are universally desired outcomes yet remain elusive and challenging worldwide.

Objectives: The aim of this study is to provide nurse educators with an organizing framework and action ideas for optimizing student outcomes.

Conceptual Model: Jeffreys's Nursing Universal Retention and Success (NURS) model presents a globally-applicable framework for examining the multidimensional factors that affect undergraduate and graduate nursing student retention and success in order to make a positive difference.

Evaluating cultural competence in the clinical practicum.

Aim: The main purpose is to introduce a tool for evaluating the extent of culturally specific care provided for a diverse clientele, the frequency of cultural assessments, and the development of culturally sensitive and professionally appropriate attitudes, values, and beliefs.

Background: Legal, ethical, and accreditation mandates demand theoretically based, valid, comprehensive tools to assess aspects of culturally specific care; yet no relevant ones existed.

Method: The Cultural Competence Clinical Evaluation Tool (CCCET) was administered at the end of a second semester medical-surgical nursing course (n = 161).

Evaluating the influence of cultural competence education on students' transcultural self-efficacy perceptions.

Guided by the cultural competence and confidence (CCC) model, the Transcultural Self-Efficacy Tool (TSET) was used to evaluate the influence of cultural competence education on the transcultural self-efficacy (TSE) perceptions of undergraduate nursing students following an integrated approach to cultural competence education. Results continue to support that TSE is influenced by formalized education and other learning experiences. As hypothesized, compared with novice students, advanced students' scores were higher for all subscales in both cross-sectional (n = 147) and longitudinal (n = 36) study designs.

Factor analysis of the transcultural self-efficacy tool (TSET).

he factor structure of the Transcultural Self-Efficacy Tool (TSET) was analyzed using data from 272 culturally diverse undergraduate nursing students. The TSET is a questionnaire designed to measure students' confidence for performing general transcultural nursing skills among diverse client populations. Using the most recent imputation techniques for missing data, researchers demonstrate how common exploratory factor analysis (CEFA)--(as opposed to principal components analysis)--can (and should be) used in examining the factorial composition of the tool.

Nontraditional students' perceptions of variables influencing retention: a multisite study.

Guided by the Nursing Undergraduate Retention and Success model, the purpose of this multisite study was to gain further insight into students' perceptions concerning factors that restricted or supported retention. Nontraditional students (n = 1,156) completed the Student Perception Appraisal--Revised. Factor analysis yielded 5 factors: environmental factors, institutional interaction and integration factors, personal academic factors, college academic facilities, and friend support.

Tracking students through program entry, progression, graduation, and licensure: assessing undergraduate nursing student retention and success.

In the escalating nursing shortage, nursing student retention and success (graduation and licensure) is a priority. The entry, progression, graduation, and licensure characteristics of culturally diverse associate degree nursing students (n=112) were assessed to gain insight into nursing student progress and success. In this retrospective study, data collection included student profile characteristics, academic outcomes, type of retention or attrition, program completion length, and licensure.

A transcultural core course in the clinical nurse specialist curriculum.

For the nursing profession, the delivery of culturally congruent care must become a priority. Clinical nurse specialists are in a key position to promote change; however, formal preparation in transcultural care is urgently needed. Nurse educators are challenged to prepare clinical nurse specialists who are equipped to provide quality care to culturally diverse individuals and to collaborate with a multicultural workforce.