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Acculturation Into Nursing for Hispanic/Latino Prelicensure Nursing Students and New Graduates

Integrative Review of Literature

Woodley, Lisa K., MSN, RN, CNE, CHPN; Lewallen, Lynne P., PhD, RN, CNE, ANEF

doi: 10.1097/NNE.0000000000000610
Nurse Educator: PDF Only

Background Increasing recruitment and retention of Hispanic/Latino nursing students is urgently needed to increase the diversity of the nursing profession and address persisting health disparities.

Purpose This integrative review describes current knowledge of Hispanic/Latino prelicensure nursing student and new graduate experiences.

Methods A comprehensive literature review was performed using several online databases.

Results The Theory of Cultural Marginality provides structure for organizing and synthesizing the literature. Several concepts from the theory are prominent in the literature, including marginal living and across-culture conflict, easing cultural tension and adjustment responses, and contextual, independent, and personal influences.

Conclusions The process that Hispanic/Latino prelicensure nursing students and new graduates experience as they acculturate into the profession of nursing is complex. Understanding this process is paramount for nurse educators and should be the foundation on which to design, measure, and evaluate educational strategies aimed at fostering student success.

Author Affiliations: Assistant Professor (Ms Woodley), School of Nursing, University of North Carolina at Chapel Hill; and Professor and Associate Dean for Academic Affairs (Dr Lewallen), School of Nursing, University of North Carolina at Greensboro, Greensboro.

The authors declare no conflicts of interest.

Correspondence: Ms Woodley, School of Nursing, Office 529, Carrington Hall, The University of North Carolina School of Nursing, Chapel Hill, NC, 27599-7460 (lwoodley@email.unc.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: September 1, 2018

Published ahead of print: October 30, 2018

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