This study explored the experiences of Black students in two western Canadian undergraduate nursing programs.
Using a qualitative focused ethnography design grounded in critical race theory and intersectionality, participants were recruited using purposive and snowball sampling. Data were collected through individual interviews, and a follow-up focus group. Data were analyzed using collaborative-thematic analysis team approaches.
n=18 current and former students participated. Five themes emerged: systemic racism in nursing, precarious immigrant context, mental health/well-being concerns, coping mechanisms, and suggestions for improvement.
An improved understanding of Black student experiences can inform their recruitment and retention. Supporting Black students’ success can potentially improve equity, diversity, and inclusivity in nursing education programs and/or their representation in the Canadian nursing workforce.
Implications for an international audience
The presence of a diverse nursing profession is imperative to meet the needs to provide more quality and culturally competent services to diverse population.
Funding source: Humanities Research Institute at the University of Regina
Award Identifier / Grant number: HRI-Research Fellowship 2021–2022
We thank the Black nursing students/nurse for their participation, and community organizations for their assistance with recruitment.
Research funding: Seed funding was provided by the Humanities Research Institute at the University of Regina.
Author contributions: All authors have accepted responsibility for the entire content of this manuscript and approved its submission.
Competing interests: Authors state no competing of interest.
Informed consent: Informed consent was obtained from all individuals included in this study.
Ethical approval: The University of Regina Ethics Board granted ethics approval for this project. The project number is REB ID# 2021-127.
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