The adapted model of institutional support for Hispanic student degree completion: revisions and recommendations.

This article describes the historical development of the adapted model of institutional support (AMIS) for Hispanic student degree completion. The model was developed using 6 major categories of support: financial support, emotional and moral support, mentoring, professional socialization, academic advising, and technical support. Studies used to validate the inclusion of each of the components are presented.

Institutional support for diverse populations: perceptions of Hispanic and african american students and program faculty.

Using the Adapted Model of Institutional Support as a framework, data were collected from 90 minority students, 80 faculty members, and 31 administrators from schools of nursing in Texas to determine perceived barriers and needed supports for program completion. Findings illustrate similar and differing perceptions of Hispanic and African American students, faculty, and program administrators. The data provide a baseline for making improvements and establishing "best practices" for minority recruitment and retention.

Assessing institutional support for Hispanic nursing student retention: a study to evaluate the psychometric properties of two self-assessment inventories.

Aim: To assess the content validity and internal consistency reliability of the Healthcare Professions Education Program Self-Assessment (PSA) and the Institutional Self-Assessment for Factors Supporting Hispanic Student Retention (ISA).

Background: Health disparities among vulnerable populations are among the top priorities demanding attention in the United States. Efforts to recruit and retain Hispanic nursing students are essential.

A positive culture brings success.

In today's complex healthcare environment, it is essential to support newly qualified nurses and those making the transition into new nursing roles, as well as nurses already in practice.

Moving toward greater diversity: a review of interventions to increase diversity in nursing education.

Purpose: To report the results of a comprehensive review of interventions used by nursing programs to increase the success of underrepresented minority nursing students graduating from prelicensure programs.

Design: This review used the five stages of review methodology described but Whittemore and Knafl to extract data, summarize, and synthesize findings of 11 studies included in this review. Intervention strategies were organized using concepts of Jeffreys's Nursing Undergraduate Retention and Success model.

Perceived barriers to success for minority nursing students: an integrative review.

The objective of this paper was to identify barriers to successful program completion faced by underrepresented minority nursing students. This paper reveals that minority nursing student's face multiple barriers to success including lack of financial support, inadequate emotional and moral support, as well as insufficient academic advising, program mentoring, technical support, and professional socialization. An additional theme-a resolve to succeed in spite of the identified barriers-was identified.

Meeting tomorrow's health care needs through local and global involvement.

Strengthened efforts to achieve the United Nations Millennium Development Goals by 2015 are urgently needed. A fundamental step toward achieving these goals is strengthening global partnerships for development. This article describes critical challenges and opportunities in global health and the social responsibility of the nursing profession in this area.

Voices of Hispanic students in baccalaureate nursing programs: are we listening?

Hispanics have been described as the "missing persons" in the health professions at a time when a lack of cultural diversity in the workforce has been linked to health disparities. The shortage of Hispanic nurses cannot be addressed effectively without understanding their perspectives on nursing and nursing education. The adapted Model of Institutional Support served as a framework to describe perceived barriers and supports to retention among Hispanic students in baccalaureate nursing programs.

Cultural attitudes, knowledge, and skills of nursing faculty toward patients from four diverse cultures.

This study used a convenience sample of 94 nursing faculty recruited among attendees of two professional conferences to describe faculty attitudes toward and perceived level of confidence in cultural knowledge of patients representing four ethnic groups. The study also explored relationships between these variables and the respondents' demographic characteristics. Respondents completed the Cultural Attitudes Scale, the Cultural Self-efficacy Scale, and a demographic survey and wrote a response to an open-ended question.

Cultural attitudes, knowledge, and skills of a health workforce.

This study describes cultural attitudes, knowledge, and skill of 409 health care workers using the Ethnic Attitude Scale, the Cultural Self-Efficacy Scale, and a demographic inventory. Findings suggest cultural knowledge and educational preparation of the health worker may influence cultural skills. Workers that were most confident in their cultural skills in working with other cultural groups were more confident in knowledge of cultural concepts and had higher education levels.

Family planning patterns and acculturation level of high-risk, pregnant Hispanic women.

This article describes acculturation level and family planning patterns among a convenience sample of 100 Hispanic women experiencing high-risk pregnancies. The majority were having a second pregnancy and had complications secondary to gestational diabetes or pregnancy-induced hypertension. Most were from Mexico, married, had little formal education, and were very Mexican oriented in their beliefs and values.

Access to preventive health care: is method of payment a barrier for immigrant Hispanic women?

This study describes the payment category of 397 low-income Hispanic women and the relationship to compliance with family planning visits the first year postbirth. Only one-fourth of the women returned for the one-year family planning visit, when they would have received well-woman care. Pay category was not a factor in identifying those who returned.

A call to action. Acculturation level and family-planning patterns of Hispanic immigrant women.

Purpose: To describe family-planning patterns of Hispanic women and to determine their relationship to acculturation level and to selected maternal demographic, pregnancy, and infant birth indices.

Design: Descriptive correlational.

Methods: A convenience sample of 376 Hispanic women was drawn from prenatal clinics in a large, public teaching hospital in the Southwest United States.