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Institutional Support for Diverse Populations

Perceptions of Hispanic and African American Students and Program Faculty

Bond, Mary Lou PhD, RN, CNE, ANEF, FAAN; Cason, Carolyn L. PhD, RN; Baxley, Susan M. PhD, RN

doi: 10.1097/NNE.0000000000000126
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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.

Author Affiliations: Professor Emerita, Adjunct Professor and Assistant Director, Center for Hispanic Studies in Nursing and Health (Dr Bond), Vice President for Research (Dr Cason), and Associate Clinical Professor, College of Nursing and Health Innovation (Dr Baxley), University of Texas at Arlington.

The authors declare no conflicts of interest.

Correspondence: Dr Baxley, College of Nursing and Health Innovation, University of Texas Arlington, Box 19407, Arlington, TX 76019-0407 (sbaxley@uta.edu).

Supplemental digital content is available for this article. Direct URL citations appear in the printed text and are provided in the HTML and PDF versions of this article on the journal’s Web site (www.nurseeducatoronline.com).

Accepted for publication: November 9, 2014

Published ahead of print: January 8, 2015

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