A new model for addressing first-generation and minority student issues when starting nursing school was implemented using an interactive, peer-developed, 2-day program to create a sense of community and relieve anxiety. The program focused on students’ needs, engagement, networking, first-hand experience with resources and methods to reduce cultural dissonance. Participation included critiquing modeling of proper clinical attire, meeting with peer mentors, and locating important campus resources. The program, conducted by minority students under the supervision and guidance of faculty mentors, received excellent evaluations.
Author Affiliations: Professor, School of Nursing and Principal Investigator, AHEAD Grant (Dr Latham); Health Psychologist and Health Professions Operations Manager, AHEAD Grant (Dr Singh); and BSN Student (Mss Lim, Nguyen, and Tara), School of Nursing, California State University, Fullerton.
Funding: The Nursing Workforce Diversity Advancing Health Equity and Diversity Project is supported by the Health Resources and Services Administration (HRSA), US Department of Health and Human Services (HHS) (grant D19HP25909).
This information or content and conclusions are those of the authors and should not be construed as the official position or policy of, nor should any endorsements be inferred by HRSA, HHS, or the US Government.
The authors declare no conflicts of interest.
Correspondence: Dr Latham, School of Nursing, California State University, Fullerton, 800 North State College, Fullerton, CA 92834-6868 (firstname.lastname@example.org).
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Accepted for publication: February 11, 2016
Published ahead of print: March 28, 2016