Open AccessDegrees of Success
Author(s) -
Johnson Stacy,
Scammell Janet,
SerrantGreen Laura
Publication year - 2013
Publication title -
journal of psychological issues in organizational culture
Language(s) - English
Resource type - Journals
eISSN - 2041-8426
pISSN - 2041-8418
DOI - 10.1002/jpoc.21069
Subject(s) - bachelor , workforce , diversity (politics) , thematic analysis , action (physics) , action research , identification (biology) , nursing , focus group , ethnic group , workforce diversity , psychology , medical education , qualitative research , medicine , pedagogy , political science , sociology , social science , physics , botany , quantum mechanics , anthropology , law , biology
By the end of 2013, all programs leading to the registered nurse qualification in the United Kingdom will be at the bachelor's degree level. There is concern that all‐degree nursing education might threaten the diversity of the future nursing workforce in the United Kingdom. This article reports on a qualitative pilot study exploring the critical issues for access, recruitment, and retention of Black and minority ethnic (BME) students in U.K. nursing degree programs from the students' perspective. The study utilized action research, and this article reports on the first two stages of the action research cycle, problem identification and identification of actions. The data were collected through focus groups and interviews with BME students and then analyzed with iterative thematic analysis. The objective was to inform an action framework for U.K. universities devising access, recruitment, admission, and retention practice for BME students when U.K. nurse training becomes all degree.