Racial/ethnic disparities in nursing

Health Affairs

Volumn 20, Issue 3, 2001, Pages 263-272

  Coffman, Janet M ^a   Rosenoff, Emily ^a   Grumbach, Kevin ^b  

^a UNIVERSITY OF CALIFORNIA   (United States)

^b UCSF's Department of Family Medicine

Author keywords

[No Author keywords available]

Indexed keywords

ARTICLE; COMPARATIVE STUDY; CULTURAL ANTHROPOLOGY; CURRICULUM; EDUCATIONAL STATUS; ETHNIC GROUP; FEMALE; HEALTH SERVICES RESEARCH; HUMAN; INFORMATION PROCESSING; MALE; MANPOWER; NURSING; NURSING EDUCATION; SOCIAL CLASS; STATISTICS; UNITED STATES;

CALIFORNIA; CULTURAL DIVERSITY; CURRICULUM; DATA COLLECTION; EDUCATION, NURSING; EDUCATIONAL STATUS; ETHNIC GROUPS; FEMALE; HEALTH SERVICES RESEARCH; HUMANS; MALE; NURSING; SOCIAL CLASS;

EID: 0035346521     PISSN: 02782715     EISSN: None     Source Type: Journal    
DOI: 10.1377/hlthaff.20.3.263     Document Type: Article

References (27)

1. See, for example, S.N. Keith et al., "Effects of Affirmative Action in Medical Schools - A Study of the Class of 1975," New England Journal of Medicine 313, no. 24 (1985): 1519-1525; J.C. Cantor et al., "Physician Service to the Underserved: Implications for Affirmative Action in Medical Education," Inquiry 33, no. 2 (1996): 167-180; M. Komaromy et al., "The Role of Black and Hispanic Physicians in Providing Health Care for Underserved Populations," New England Journal of Medicine 334, no. 20 (1996): 1305-1310; and H. Rabinowitz et al., "The Impact of Multiple Predictors on the Generalist Physicians' Care of Underseized Populations," American Journal of Public Health 90, no. 8 (2000): 1225-1228.
2. See, for example, S.N. Keith et al., "Effects of Affirmative Action in Medical Schools - A Study of the Class of 1975," New England Journal of Medicine 313, no. 24 (1985): 1519-1525; J.C. Cantor et al., "Physician Service to the Underserved: Implications for Affirmative Action in Medical Education," Inquiry 33, no. 2 (1996): 167-180; M. Komaromy et al., "The Role of Black and Hispanic Physicians in Providing Health Care for Underserved Populations," New England Journal of Medicine 334, no. 20 (1996): 1305-1310; and H. Rabinowitz et al., "The Impact of Multiple Predictors on the Generalist Physicians' Care of Underseized Populations," American Journal of Public Health 90, no. 8 (2000): 1225-1228.
3. See, for example, S.N. Keith et al., "Effects of Affirmative Action in Medical Schools - A Study of the Class of 1975," New England Journal of Medicine 313, no. 24 (1985): 1519-1525; J.C. Cantor et al., "Physician Service to the Underserved: Implications for Affirmative Action in Medical Education," Inquiry 33, no. 2 (1996): 167-180; M. Komaromy et al., "The Role of Black and Hispanic Physicians in Providing Health Care for Underserved Populations," New England Journal of Medicine 334, no. 20 (1996): 1305-1310; and H. Rabinowitz et al., "The Impact of Multiple Predictors on the Generalist Physicians' Care of Underseized Populations," American Journal of Public Health 90, no. 8 (2000): 1225-1228.
4. See, for example, S.N. Keith et al., "Effects of Affirmative Action in Medical Schools - A Study of the Class of 1975," New England Journal of Medicine 313, no. 24 (1985): 1519-1525; J.C. Cantor et al., "Physician Service to the Underserved: Implications for Affirmative Action in Medical Education," Inquiry 33, no. 2 (1996): 167-180; M. Komaromy et al., "The Role of Black and Hispanic Physicians in Providing Health Care for Underserved Populations," New England Journal of Medicine 334, no. 20 (1996): 1305-1310; and H. Rabinowitz et al., "The Impact of Multiple Predictors on the Generalist Physicians' Care of Underseized Populations," American Journal of Public Health 90, no. 8 (2000): 1225-1228.
5. H.W. Nickens et al., "Sounding Board: Project 3000 by 2000," New England" Journal of Medicine 331, no. 7 (1994): 472-476; Komaromy et al., "The Role of Black and Hispanic Physicians"; J.C. Cantor et al., "Effect of an Intensive Educational Program for Minority College Students and Recent Graduates on the Probability of Acceptance to Medical School," Journal of the American Medical Association 280, no. 9 (1998): 772-776; and P.I. Buerhaus and D. Auerbach, "Slow Growth in the United States of the Number of Minorities in the RN Workforce," Image - The Journal of Nursing Scholarship 31, no. 2 (1999): 179-183.
6. H.W. Nickens et al., "Sounding Board: Project 3000 by 2000," New England" Journal of Medicine 331, no. 7 (1994): 472-476; Komaromy et al., "The Role of Black and Hispanic Physicians"; J.C. Cantor et al., "Effect of an Intensive Educational Program for Minority College Students and Recent Graduates on the Probability of Acceptance to Medical School," Journal of the American Medical Association 280, no. 9 (1998): 772-776; and P.I. Buerhaus and D. Auerbach, "Slow Growth in the United States of the Number of Minorities in the RN Workforce," Image - The Journal of Nursing Scholarship 31, no. 2 (1999): 179-183.
7. H.W. Nickens et al., "Sounding Board: Project 3000 by 2000," New England" Journal of Medicine 331, no. 7 (1994): 472-476; Komaromy et al., "The Role of Black and Hispanic Physicians"; J.C. Cantor et al., "Effect of an Intensive Educational Program for Minority College Students and Recent Graduates on the Probability of Acceptance to Medical School," Journal of the American Medical Association 280, no. 9 (1998): 772-776; and P.I. Buerhaus and D. Auerbach, "Slow Growth in the United States of the Number of Minorities in the RN Workforce," Image - The Journal of Nursing Scholarship 31, no. 2 (1999): 179-183.
8. H.W. Nickens et al., "Sounding Board: Project 3000 by 2000," New England" Journal of Medicine 331, no. 7 (1994): 472-476; Komaromy et al., "The Role of Black and Hispanic Physicians"; J.C. Cantor et al., "Effect of an Intensive Educational Program for Minority College Students and Recent Graduates on the Probability of Acceptance to Medical School," Journal of the American Medical Association 280, no. 9 (1998): 772-776; and P.I. Buerhaus and D. Auerbach, "Slow Growth in the United States of the Number of Minorities in the RN Workforce," Image - The Journal of Nursing Scholarship 31, no. 2 (1999): 179-183.
9. Institute of Medicine, Balancing the Scales of Opportunity: Ensuring Diversity in the Health Professions (Washington: National Academy Press, 1994); and National Association of Hispanic Nurses, Bridges and Barriers: Educational Mobility of Hispanic Nurses (Washington: National Association of Hispanic Nurses, 1998).
10. Institute of Medicine, Balancing the Scales of Opportunity: Ensuring Diversity in the Health Professions (Washington: National Academy Press, 1994); and National Association of Hispanic Nurses, Bridges and Barriers: Educational Mobility of Hispanic Nurses (Washington: National Association of Hispanic Nurses, 1998).
11. Buerhaus and Auerbach, "Slow Growth."
12. U.S. Census Bureau, Population Division, Population Projections Branch, "Population Projections of the U.S. by Age, Sex, Race, Hispanic Origin, and Nativity: Middle Series 1999 to 2100," 〈www.census.gov/population/www/ projections/natsum-15.html〉 (2 November 2000).
13. "Other health" includes dental services, communication disorders sciences, health and medical assistants, health and medical administrative services, public health, rehabilitation/therapeutic services, diagnostic and treatment services, lab technologies, mental health services, and ophthalmic/optometric services.
14. Persons completing master's entry programs in nursing were excluded because CPEC data do not distinguish between master's degrees awarded to persons completing entry-level master's degree programs in nursing and those completing master's degree programs who already have an associate or bachelor's degree in nursing. There are no diploma programs in nursing in California.
15. California Department of Education, Educational Demographics Unit, "Number of Dropouts in California Public Schools, Grades 9-12 by Grade Level by Ethnic Groups and by Gender for the Year 1997-98," 〈datal.cde. ca.gov/dataquest〉 (2 February 2000).
16. Individuals who have not pursued a college preparatory curriculum can enroll in associate degree nursing programs at community colleges. However, these students often have to take equivalent preparatory courses as prerequisites for admission to an associate degree nursing program, which increases the amount of time needed to earn a nursing degree.
17. U.S. Department of Education, The Condition of Education 1998 (Washington: U.S. Department of Education, 2000), 251.
18. IOM, Balancing the Scales of Opportunity.
19. See, for example, M.K. Memmer and C. Worth, "Retention of English-as-a-Second Language (ESL) Students: Approaches Used by California's Twenty-one Generic Baccalaureate Nursing Programs," Journal of Nursing Education 30, no. 9 (1991): 389-396; A.R. Campbell and S.M. Davis, "Faculty Commitment: Retaining Minority Nursing Students in Majority Institutions," Journal of Nursing Education 35, no. 7 (1996): 298-303; M.A. Dowell, "Issues in Recruitment and Retention of Minority Nursing Students," Journal of Nursing Education 35, no. 7 (1996): 293-297; V.M. Fitzsimons and M.L Kelley, The Culture of Learning: Access, Retention, and Mobility of Minority Students in Nursing (New York: NLN Press, 1996); A. Hesser et al., "Evaluation of a Supplementary Retention Program for African-American Baccalaureate Nursing Students," Journal of Nursing Education 35, no. 7 (1996): 304-309; and C. Thompson, "Meeting the Learning Needs of Diverse Students in BSN Programs," Nurse Educator 23, no. 2 (1998): 25, 33, 37.
20. See, for example, M.K. Memmer and C. Worth, "Retention of English-as-a-Second Language (ESL) Students: Approaches Used by California's Twenty-one Generic Baccalaureate Nursing Programs," Journal of Nursing Education 30, no. 9 (1991): 389-396; A.R. Campbell and S.M. Davis, "Faculty Commitment: Retaining Minority Nursing Students in Majority Institutions," Journal of Nursing Education 35, no. 7 (1996): 298-303; M.A. Dowell, "Issues in Recruitment and Retention of Minority Nursing Students," Journal of Nursing Education 35, no. 7 (1996): 293-297; V.M. Fitzsimons and M.L Kelley, The Culture of Learning: Access, Retention, and Mobility of Minority Students in Nursing (New York: NLN Press, 1996); A. Hesser et al., "Evaluation of a Supplementary Retention Program for African-American Baccalaureate Nursing Students," Journal of Nursing Education 35, no. 7 (1996): 304-309; and C. Thompson, "Meeting the Learning Needs of Diverse Students in BSN Programs," Nurse Educator 23, no. 2 (1998): 25, 33, 37.
21. See, for example, M.K. Memmer and C. Worth, "Retention of English-as-a-Second Language (ESL) Students: Approaches Used by California's Twenty-one Generic Baccalaureate Nursing Programs," Journal of Nursing Education 30, no. 9 (1991): 389-396; A.R. Campbell and S.M. Davis, "Faculty Commitment: Retaining Minority Nursing Students in Majority Institutions," Journal of Nursing Education 35, no. 7 (1996): 298-303; M.A. Dowell, "Issues in Recruitment and Retention of Minority Nursing Students," Journal of Nursing Education 35, no. 7 (1996): 293-297; V.M. Fitzsimons and M.L Kelley, The Culture of Learning: Access, Retention, and Mobility of Minority Students in Nursing (New York: NLN Press, 1996); A. Hesser et al., "Evaluation of a Supplementary Retention Program for African-American Baccalaureate Nursing Students," Journal of Nursing Education 35, no. 7 (1996): 304-309; and C. Thompson, "Meeting the Learning Needs of Diverse Students in BSN Programs," Nurse Educator 23, no. 2 (1998): 25, 33, 37.
22. See, for example, M.K. Memmer and C. Worth, "Retention of English-as-a-Second Language (ESL) Students: Approaches Used by California's Twenty-one Generic Baccalaureate Nursing Programs," Journal of Nursing Education 30, no. 9 (1991): 389-396; A.R. Campbell and S.M. Davis, "Faculty Commitment: Retaining Minority Nursing Students in Majority Institutions," Journal of Nursing Education 35, no. 7 (1996): 298-303; M.A. Dowell, "Issues in Recruitment and Retention of Minority Nursing Students," Journal of Nursing Education 35, no. 7 (1996): 293-297; V.M. Fitzsimons and M.L Kelley, The Culture of Learning: Access, Retention, and Mobility of Minority Students in Nursing (New York: NLN Press, 1996); A. Hesser et al., "Evaluation of a Supplementary Retention Program for African-American Baccalaureate Nursing Students," Journal of Nursing Education 35, no. 7 (1996): 304-309; and C. Thompson, "Meeting the Learning Needs of Diverse Students in BSN Programs," Nurse Educator 23, no. 2 (1998): 25, 33, 37.
23. See, for example, M.K. Memmer and C. Worth, "Retention of English-as-a-Second Language (ESL) Students: Approaches Used by California's Twenty-one Generic Baccalaureate Nursing Programs," Journal of Nursing Education 30, no. 9 (1991): 389-396; A.R. Campbell and S.M. Davis, "Faculty Commitment: Retaining Minority Nursing Students in Majority Institutions," Journal of Nursing Education 35, no. 7 (1996): 298-303; M.A. Dowell, "Issues in Recruitment and Retention of Minority Nursing Students," Journal of Nursing Education 35, no. 7 (1996): 293-297; V.M. Fitzsimons and M.L Kelley, The Culture of Learning: Access, Retention, and Mobility of Minority Students in Nursing (New York: NLN Press, 1996); A. Hesser et al., "Evaluation of a Supplementary Retention Program for African-American Baccalaureate Nursing Students," Journal of Nursing Education 35, no. 7 (1996): 304-309; and C. Thompson, "Meeting the Learning Needs of Diverse Students in BSN Programs," Nurse Educator 23, no. 2 (1998): 25, 33, 37.
24. See, for example, M.K. Memmer and C. Worth, "Retention of English-as-a-Second Language (ESL) Students: Approaches Used by California's Twenty-one Generic Baccalaureate Nursing Programs," Journal of Nursing Education 30, no. 9 (1991): 389-396; A.R. Campbell and S.M. Davis, "Faculty Commitment: Retaining Minority Nursing Students in Majority Institutions," Journal of Nursing Education 35, no. 7 (1996): 298-303; M.A. Dowell, "Issues in Recruitment and Retention of Minority Nursing Students," Journal of Nursing Education 35, no. 7 (1996): 293-297; V.M. Fitzsimons and M.L Kelley, The Culture of Learning: Access, Retention, and Mobility of Minority Students in Nursing (New York: NLN Press, 1996); A. Hesser et al., "Evaluation of a Supplementary Retention Program for African-American Baccalaureate Nursing Students," Journal of Nursing Education 35, no. 7 (1996): 304-309; and C. Thompson, "Meeting the Learning Needs of Diverse Students in BSN Programs," Nurse Educator 23, no. 2 (1998): 25, 33, 37.
25. Hesser et al., "Evaluation of a Supplementary Retention Program."
26. S.M. Underwood and T. Fay, "The UWM Health Careers Bridge Program: An Innovative Approach for Improving the Recruitment, Retention, and Graduation of Minority Students in Nursing and Health Careers," Journal of Nursing Education 35, no. 4 (1996): 179-181.
27. National Association of Hispanic Nurses, Bridges and Barriers: Educational Mobility of Hispanic Nurses (Washington: NAHN, 1998).