Thesis (Ph. D.)--Louisiana State University, Baton Rouge, 2004. / Includes abstract. Also available on the Internet. UMI number: 3136177. Includes bibliographical references (leaves 118-122).

This study was designed to explore the experiences of Black women who attended predominantly White nursing schools. A phenomenological design was used to investigate eight nurses who persisted through to graduation from their nursing programs in the 21st century. The study examined persistence through the lens of academic involvement, alienation, loneliness and isolation, culture, identity and fit, self-concept, and institutional climate and racism. In-depth interviews were conducted to answer the following questions: (1) What does it mean to be Black in a PWI? What are Black nurses' perceptions of the nursing school experience, (2) How did the Black culture fit in with the nursing education culture, (3) What factors influenced your persistence to completion of the program? van Manen's qualitative methods were used for data analysis. Interviews were recorded and transcribed and analyzed exegetically (test is organized around the literature review using the concepts that have already been identified) and thematically. The six themes that emerged were (1) Dealing with stress and nobody cares, (2) Indifference and the need for recognition, (3) Do they even know I am here, (4) Invisibility vs. Visibility, (5) Differentness, unfairness, and condescension, (6) Yes, I am Black and a Woman and I am moving on. The purpose of this study was to explore the lived experiences of Black nurses who graduated from predominantly White nursing schools by using stories told by those nurses. This study sought to add to the dearth of literature available on Black's experiences in PWIs which would increase awareness and understanding of Black nurses' experiences. Educators and nursing schools can then prepare programs to recruit and retain students of color.

Thesis (Ed.D.)-- Teachers College, Columbia University, 1996. / Includes tables. Typescript; issued also on microfilm. Sponsor: Marie O'Toole. Dissertation Committee: Raechele Pope. Includes bibliographical references (leaves 179-192).

Thesis (Ed.D.)--Teachers College, Columbia University, 1992. / Includes tables. Typescript; issued also on microfilm. Sponsor: Elizabeth Tucker. Dissertation Committee: Douglas S. Sloan. Includes bibliographical references (leaves 157-175).

Thesis (Ph. D.)--University of Virginia, 1992. / Includes bibliographical references (leaves 154-160). Also available online through Digital Dissertations.

This thesis explores the history of nursing education in the 1940s under the Bolton Act, its effect on the students, and the contribution made by students to lessen the nursing shortage in the Deep South. During World War II, the recruitment of nurses by the military furthered the nursing shortage in the South, which was also plagued by low nursing standards. The Bolton Act helped create a supply of students to serve the southern population and improve educational standards. During training the cadets provided valuable service and after the completion of their training, many entered the nursing profession. By the 1950s and 1960s, the Bolton Act’s legacy had aided in the improvement of nursing education standards, the racial integration in health care, and fought against the post-war nursing shortage.

Indiana University-Purdue University Indianapolis (IUPUI) / Despite more than 40 years of research and governmental support, African Americans continue to be underrepresented in the nursing profession compared to the population it serves. Though some progress has been made over the past 20 years, the American Nurses Association (ANA), American Association of Colleges of Nursing (AACN), National Black Nurses Association (NBNA) and Institute of Medicine (IOM) continue to identify increasing diversity as a disciplinary priority. Further understanding of the experiences of African American nursing students is needed to inform decisions about recruitment, retention and successful matriculation of these students. This qualitative descriptive study focused on understanding the experiences, and the meaning those experiences had, for African American students who attended predominately European American schools of nursing. Data were collected through semi-structured interviews with fourteen African American nurses who shared their experiences in pre-licensure nursing programs. Thematic analysis revealed two salient themes: "Standing out" and "It's not just about me." The findings from this study shed new light on this persistent issue and inform faculty members and nursing school administrators about the strategies and ways of framing the educational experience that may create environments that are welcoming to African American students to address the retention of African American students in pre-licensure nursing programs.