study of Black nursing faculty: Factors that influenced completion of graduate-level degrees

Nursing education must attract qualified minorities to faculty positions in order to provide role models for students, to increase diversity, and to fulfill the need for new faculty. African-American faculties continue to be underrepresented in higher education and specifically in nursing education. The purpose of this study was to identify factors that influenced currently employed Black nursing faculty to persist in their education until completion of the Master of Science in Nursing degree. Current trends in national demographics demonstrate an increasingly diverse population. likewise, a changing health care delivery system that has mandated decreased hospital length of stay requires nurses to advocate and educate the client in self-care in a shorter time frame. Lack of knowledge of cultural patterns in minority clients has been shown to contribute to problems of non-compliance with medically prescribed treatments (Pacquino, 1995). Whatever becomes of the evolving debate over insurance reimbursement, nursing care of clients will continue to be an important component. Sensitivity to culture and ethnic patterns is crucial in maintaining the client's health and independence. This research describes a sample of African-American nursing faculty whose names were systematically selected from The Directory of Black Nursing Faculty, (Tucker, 1991). A questionnaire was developed by the researcher that contains thirty Likert-style and open-ended questions. The instrument was grouped into 3 categories: demographics, educational influences, and psychosocial influences. One hundred thirty-nine questionnaires were mailed to the sample. After 2 mailings, the response rate was 56%. The findings revealed that program completion for this group was influenced by, (a) financial assistance. Over eighty percent reported this was essential, (b) a supportive school of nursing environment that accounted for the second highest degree of importance, (c) a diverse support system including student networking, faculty mentoring/advising, family, and friends, and (d) the imperative of high self-esteem needed to sustain the African-American student nurse in a perceived hostile educational environment.