Mental Health-Related Barriers and Facilitators to PhD Program Retention among Underrepresented Racial and Ethnic Minoritized (UREM) Nursing Students: A Qualitative Inquiry

References

• AACN. (2022). Enhancing diversity in the workforce. American Association of Colleges of Nursing. https://www.aacnnursing.org/News-Information/Fact-Sheets/Enhancing-Diversity
   Google Scholar
• Adynski, G. I., Bravo, L. G., Emmanuel, C. J., Ledford, A., Ikharo, E., Zaragoza, S., Harris, L. K., Rodgers, S., & Woods-Giscombe, C. (2023). Barriers and facilitators to recruitment and retention of underrepresented racial and ethnic minoritized students to PhD programs in nursing: A qualitative descriptive study. Nursing Outlook, 71(3), 101962. https://doi.org/10.1016/j.outlook.2023.101962
   PubMed Web of Science ®Google Scholar
• Amankwaa, L. (2016). Creating protocols for trustworthiness in qualitative research. Journal of Cultural Diversity, 23(3), 121–127. https://www.ncbi.nlm.nih.gov/labs/journals/j-cult-divers/
   PubMedGoogle Scholar
• Arnold, A. C., Wilkins-Yel, K. G., Bekki, J. M., Bernstein, B. L., Natarajan, M., Randall, A. K., Francies, R., Owku, C. E. (2020). Examining the Effects of STEM Climate on the Mental Health of Graduate Women from Diverse Racial/Ethnic Backgrounds. 2020 ASEE Virtual Annual Conference, Virtual Online. https://peer.asee.org/34617
   Google Scholar
• Bartlett, M. L., Taylor, H., & Nelson, J. D. (2016). Comparison of mental health characteristics and stress between baccalaureate nursing students and non-nursing students. Journal of Nursing Education, 55(2), 87–90. https://doi.org/10.3928/01484834-20160114-05
   PubMed Web of Science ®Google Scholar
• Beasley, M. A., & Fischer, M. J. (2012). Why they leave: The impact of stereotype threat on the attrition of women and minorities from science, math and engineering majors. Social Psychology of Education, 15(4), 427–448. https://doi.org/10.1007/s11218-012-9185-3
   Web of Science ®Google Scholar
• Bell, M. K. (2015). Making space: Affinity groups offer a platform for voices often relegated to the margins. Teaching Tolerance, 50, 31–33.
   Google Scholar
• Bostan, S., Akbolat, M., Kaya, A., Ozata, M., & Gunes, D. (2020). Assessments of anxiety levels and working conditions of health employees working in COVİD-19 pandemic hospitals. Electronic Journal of General Medicine, 17(5), em246. https://doi.org/10.29333/ejgm/8228
   Web of Science ®Google Scholar
• Burt, B. A., McKen, A., Burkhart, J., Hormell, J., & Knight, A. (2020). Black men in engineering graduate education: Experiencing racial microaggressions within the advisor–advisee relationship. The Journal of Negro Education, 88(4), 493–508. https://doi.org/10.7709/jnegroeducation.88.4.0493
   Google Scholar
• Corrigan, P. W., Druss, B. G., & Perlick, D. A. (2014). The impact of mental illness stigma on seeking and participating in mental health care. Psychological Science in the Public Interest, 15(2), 37–70. https://doi.org/10.1177/1529100614531398
   PubMed Web of Science ®Google Scholar
• Cox, C. W., Wiersma, G. M., McNelis, A. M., & Beebe, S. L. (2021). Facilitators and challenges to military undergraduate nursing student success. Journal of Professional Nursing: Official Journal of the American Association of Colleges of Nursing, 37(6), 1057–1062. https://doi.org/10.1016/j.profnurs.2021.08.002
   PubMed Web of Science ®Google Scholar
• Evans, T. M., Bira, L., Gastelum, J. B., Weiss, L. T., & Vanderford, N. L. (2018). Evidence for a mental health crisis in graduate education. Nature Biotechnology, 36(3), 282–284. https://doi.org/10.1038/nbt.4089
   PubMed Web of Science ®Google Scholar
• Fang, D., & Zhan, L. (2021). Completion and attrition of nursing PhD students of the 2001 to 2010 matriculating cohorts. Nursing Outlook, 69(3), 340–349. https://doi.org/10.1016/j.outlook.2020.12.014
   PubMed Web of Science ®Google Scholar
• Garcia-Williams, A. G., Moffitt, L., & Kaslow, N. J. (2014). Mental health and suicidal behavior among graduate students. Academic Psychiatry, 38(5), 554–560. https://doi.org/10.1007/s40596-014-0041-y
   PubMed Web of Science ®Google Scholar
• Guba, E. G., & Lincoln, Y. S. (1989). Fourth generation evaluation. Sage Publications, Inc.
   Google Scholar
• Heaton, J. (2004). Reworking qualitative data. SAGE. https://doi.org/10.4135/9781849209878
   Google Scholar
• Hennink, M. M., Kaiser, B. N., & Marconi, V. C. (2017). Code saturation versus meaning saturation: How many interviews are enough? Qualitative Health Research, 27(4), 591–608. https://doi.org/10.1177/1049732316665344
   PubMed Web of Science ®Google Scholar
• Hoffart, N., McCoy, T. P., Lewallen, L. P., & Thorpe, S. (2019). Differences in gender-related profile characteristics, perceptions, and outcomes of accelerated second degree nursing students. Journal of Professional Nursing: Official Journal of the American Association of Colleges of Nursing, 35(2), 93–100. https://doi.org/10.1016/j.profnurs.2018.10.003
   PubMed Web of Science ®Google Scholar
• Hsieh, H. F., & Shannon, S. E. (2005). Three approaches to qualitative content analysis. Qualitative Health Research, 15(9), 1277–1288. https://doi.org/10.1177/1049732305276687
   PubMed Web of Science ®Google Scholar
• Jardon, C., & Choi, K. R. (2022). COVID-19 experiences and mental health among graduate and undergraduate nursing students in Los Angeles. Journal of the American Psychiatric Nurses Association, 107839032110722. https://doi.org/10.1177/10783903211072222
   Web of Science ®Google Scholar
• Jeffreys, M. R. (2015). Jeffreys’s Nursing Universal Retention and Success (NURS) model: Overview and action ideas for optimizing outcomes A-Z. Nurse Education Today, 35(3), 425–431. https://doi.org/10.1016/j.nedt.2014.11.004
   PubMed Web of Science ®Google Scholar
• Jeffreys, M. R. (2022). Nursing Universal Retention and Success (NURS) model: A holistic, discipline-focused framework. Journal of College Student Retention: Research, Theory & Practice, 24(3), 650–675. https://doi.org/10.1177/1521025120939254
   Google Scholar
• Kim, M. J., Park, C. G., Park, S. H., Khan, S., & Ketefian, S. (2014). Quality of nursing doctoral education and scholarly performance in U.S. schools of nursing: Strategic areas for improvement. Journal of Professional Nursing, 30(1), 10–18. https://doi.org/10.1016/j.profnurs.2013.06.005
   PubMed Web of Science ®Google Scholar
• Lai, J., Ma, S., Wang, Y., Cai, Z., Hu, J., Wei, N., Wu, J., Du, H., Chen, T., Li, R., Tan, H., Kang, L., Yao, L., Huang, M., Wang, H., Wang, G., Liu, Z., & Hu, S. (2020). Factors associated with mental health outcomes among health care workers exposed to coronavirus disease 2019. JAMA Network Open, 3(3), e203976-e203976. https://doi.org/10.1001/jamanetworkopen.2020.3976
   Web of Science ®Google Scholar
• LeBouef, S., & Dworkin, J. (2021). First-generation college students and family support: A critical review of empirical research literature. Education Sciences, 11(6), 294. https://www.mdpi.com/2227-7102/11/6/294 https://doi.org/10.3390/educsci11060294
   Web of Science ®Google Scholar
• Lin, K. (2018). Minority faculty role in retaining minority nursing students: An integrative review. Scient Open Access, 5(2), 1–5. https://scientonline.org/full-text/21761/Minority
   Google Scholar
• Lisberg, A., & Woods, B. (2018). Mentorship, mindset and learning strategies: An integrative approach to increasing underrepresented minority student retention in a stem undergraduate program. Journal of STEM Education, 19(3), 14–19. https://www.jstem.org/jstem/index.php/JSTEM/article/download/2280/1964
   Google Scholar
• Loftin, C., Newman, S. D., Dumas, B. P., Gilden, G., & Bond, M. L. (2012). (2012). Perceived barriers to success. for minority nursing students: An integrative review. ISRN Nursing, 2012, 806543. https://doi.org/10.5402/2012/806543
   PubMedGoogle Scholar
• Lorenzetti, D. L., Shipton, L., Nowell, L., Jacobsen, M., Lorenzetti, L., Clancy, T., & Paolucci, E. O. (2019). A systematic review of graduate student peer mentorship in academia. Mentoring & Tutoring: Partnership in Learning, 27(5), 549–576. https://doi.org/10.1080/13611267.2019.1686694
   Web of Science ®Google Scholar
• Masuda, A., Anderson, P. L., & Edmonds, J. (2012). Help-seeking attitudes, mental health stigma, and self-concealment among African American college students. Journal of Black Studies, 43(7), 773–786. https://doi.org/10.1177/0021934712445806
   Web of Science ®Google Scholar
• Mayring, P. (2004). Qualitative content analysis. A Companion to Qualitative Research, 1(2), 159–176.
   Google Scholar
• McCormick, M. C., Brooks-Gunn, J., Buka, S. L., Goldman, J., Yu, J., Salganik, M., Scott, D. T., Bennett, F. C., Kay, L. L., Bernbaum, J. C., Bauer, C. R., Martin, C., Woods, E. R., Martin, A., & Casey, P. H. (2006). Early intervention in low birth weight premature infants: Results at 18 years of age for the Infant Health and Development Program. Pediatrics, 117(3), 771–780. https://doi.org/10.1542/peds.2005-1316
   PubMed Web of Science ®Google Scholar
• McGee, E. O., & Bentley, L. (2017). The troubled success of black women in STEM. Cognition and Instruction, 35(4), 265–289. https://doi.org/10.1080/07370008.2017.1355211
   Web of Science ®Google Scholar
• Mendoza, H., Masuda, A., & Swartout, K. M. (2015). Mental health stigma and self-concealment as predictors of help-seeking attitudes among Latina/o college students in the United States. International Journal for the Advancement of Counselling, 37(3), 207–222. https://doi.org/10.1007/s10447-015-9237-4
   Web of Science ®Google Scholar
• Miller, A. N., & Orsillo, S. M,. (2020). Values, acceptance, and belongingess in graduate school: Perspectives from underrepresented minority students. (Vol. 15, pp. 197–206). Elsevier Science.
   Google Scholar
• Parker, C., Scott, S., Geddes, A. (2019). Snowball sampling. https://methods.sagepub.com/foundations/snowball-sampling
   Google Scholar
• Phillips, J., Julion, W. A., Dallas, C., Alexander, C. L., Morris Burnett, G., Smith, C. A., & Maryland, M. (2022). Pursuing a doctorate in nursing: Implications for underrepresented minority nurses. Journal of Professional Nursing, 39, 117–121. https://doi.org/10.1016/j.profnurs.2022.01.008
   PubMed Web of Science ®Google Scholar
• Robinson, L. B., & Volkert, D. (2018). Support issues and nursing doctoral students’ intent to leave. Nursing Education Perspectives, 39(5), 297–298. https://doi.org/10.1097/01.NEP.0000000000000380
   PubMed Web of Science ®Google Scholar
• Rosenthal, L., Lee, S., Jenkins, P., Arbet, J., Carrington, S., Hoon, S., Purcell, S. K., & Nodine, P. (2021). A survey of mental health in graduate nursing students during the COVID-19 pandemic. Nurse Educator, 46(4), 215–220. https://doi.org/10.1097/NNE.0000000000001013
   PubMed Web of Science ®Google Scholar
• Rummell, C. M. (2015). An exploratory study of psychology graduate student workload, health, and program satisfaction. Professional Psychology: Research and Practice, 46(6), 391–399. https://doi.org/10.1037/pro0000056
   Web of Science ®Google Scholar
• Sandelowski, M. (2000). Whatever happened to qualitative description? Research in Nursing & Health, 23(4), 334–340. https://doi.org/10.1002/1098-240x(200008)23:4 < 334::aid-nur9 > 3.0.co;2-g
   PubMed Web of Science ®Google Scholar
• Sandelowski, M. (2010). What’s in a name? Qualitative description revisited. Research in Nursing & Health, 33(1), 77–84. https://doi.org/10.1002/nur.20362
   PubMed Web of Science ®Google Scholar
• Stanley, J. M., Capers, C. F., & Berlin, L. E. (2007). Changing the face of nursing faculty: Minority faculty recruitment and retention. Journal of Professional Nursing, 23(5), 253–261. https://doi.org/10.1016/j.profnurs.2007.07.005
   PubMed Web of Science ®Google Scholar
• Stone, S., Saucer, C., Bailey, M., Garba, R., Hurst, A., Jackson, S. M., Krueger, N., & Cokley, K. (2018). Learning while black: A culturally informed model of the impostor phenomenon for black graduate students. Journal of Black Psychology, 44(6), 491–531. https://doi.org/10.1177/0095798418786648
   Web of Science ®Google Scholar
• Swanson, H. L., Pierre‐Louis, C., Monjaras‐Gaytan, L. Y., Zinter, K. E., McGarity‐Palmer, R., & Clark Withington, M. H. (2022). Graduate student workload: Pandemic challenges and recommendations for accommodations. Journal of Community Psychology, 50(5), 2225–2242. https://doi.org/10.1002/jcop.22769
   PubMed Web of Science ®Google Scholar
• Tate, J. A., & Happ, M. B. (2018). Qualitative secondary analysis: A case exemplar. Journal of Pediatric Health Care, 32(3), 308–312. https://doi.org/10.1016/j.pedhc.2017.09.007
   PubMed Web of Science ®Google Scholar
• Trent, F., Dwiwardani, C., & Page, C. (2021). Factors impacting the retention of students of color in graduate programs: A qualitative study. Training and Education in Professional Psychology, 15(3), 219–229. https://doi.org/10.1037/tep0000319
   Web of Science ®Google Scholar
• Veal, J. L., Bull, M. J., & Miller, J. F. (2012). A framework of academic persistence and success for Ethnically Diverse Graduate Nursing Students. Nursing Education Perspectives, 33(5), 322–327. https://doi.org/10.5480/1536-5026-33.5.322
   PubMedGoogle Scholar
• Villarruel, A. M., Canales, M., & Torres, S. (2001). Bridges and barriers: Educational mobility of Hispanic nurses. Journal of Nursing Education, 40(6), 245–251. https://doi.org/10.3928/0148-4834-20010901-04
   PubMed Web of Science ®Google Scholar
• Volkert, D., Candela, L., & Bernacki, M. (2018). Student motivation, stressors, and intent to leave. nursing doctoral study: A national study using path analysis. Nurse Education Today, 61, 210–215. https://doi.org/10.1016/j.nedt.2017.11.033
   PubMed Web of Science ®Google Scholar
• Wakefield, M., Williams, D. R., & Le Menestrel, S. (2021). The future of nursing 2020-2030: Charting a path to achieve health equity. National Academy of Sciences.
   Google Scholar
• Williams, L. B., Bourgault, A. B., Valenti, M., Howie, M., & Mathur, S. (2018). Predictors of underrepresented nursing students’ school satisfaction, success, and future education intent. Journal of Nursing Education, 57(3), 142–149. https://doi.org/10.3928/01484834-20180221-03
   PubMed Web of Science ®Google Scholar
• Woods-Giscombé, C. L. (2010). Superwoman schema: African American women’s views on stress, strength, and health. Qualitative Health Research, 20(5), 668–683. https://doi.org/10.1177/1049732310361892
   PubMed Web of Science ®Google Scholar
• Woods-Giscombe, C. L., Allen, A. M., Black, A. R., Steed, T. C., Li, Y., & Lackey, C. (2019). The Giscombe superwoman schema questionnaire: Psychometric properties and associations with mental health and health behaviors in African American Women. Issues in Mental Health Nursing, 40(8), 672–681. https://doi.org/10.1080/01612840.2019.1584654
   PubMed Web of Science ®Google Scholar
• Woods-Giscombe, C. L., Johnson Rowsey, P., Kneipp, S., Lackey, C., & Bravo, L. (2020). Student perspectives on recruiting underrepresented ethnic minority students to nursing: Enhancing outreach, engaging family, and correcting misconceptions. Journal of Professional Nursing, 36(2), 43–49. https://doi.org/10.1016/j.profnurs.2019.08.006
   PubMed Web of Science ®Google Scholar