by | Mar 30, 2013 | Magazine
You did it! Not only did you make it through your undergraduate degree with flying colors, but you also worked your way through graduate school’s required hardships, like the grueling application process, entrance exams, ascertaining letters of recommendation and more. And now the road to your career is welcoming you like a red carpet, and it seems as if the hard part is over. Or has it only just begun?
The hoops you need to jump through to get into grad school can distract you from the reality of the hard work ahead. But graduate school doesn’t have to be intimidating. Remember when you thought college was scary? Now, as a seasoned student, you are ready to tackle a new challenge with ease. Relax and you might even enjoy yourself. Here are some tips to make the most of your new venture and smooth the transition from undergrad to graduate school.
Get Involved
Graduate school is about more than just academics. In order to feel connected and part of your campus, explore the different extracurricular activities that interest you. There are a vast number of choices, ranging from groups that are university-wide to those for graduate students only. Join a mountain biking club, participate in a pre-professional society or run for student government. These experiences will help you to meet other graduate students while doing things that you enjoy. And they won’t hurt your resume either.
Keep Your Eye on the Prize
Making new friends is part of what graduate school is all about. Meeting people and socializing is not only a great way to unwind, but it also helps you forge relationships like those you will have with future colleagues. However, while everyone loves a party, make sure that your social life doesn’t affect your grades. Your courses should always be your number one priority. Don’t pick up the bad habits of skipping class, oversleeping, or turning in late assignments. Reward yourself with fun outings after all your homework and studying is complete.
Create a Time and Money Budget
It’s easy to get overwhelmed by so many conflicting demands. As a graduate student, you may face more personal and professional responsibilities than you had as an undergraduate, such as work or family. Make a schedule and calculate your available hours per week, including school as well as outside obligations. Then divide up these hours for study, rest, entertainment, etc. Once you’ve laid out your schedule on paper, it will be easier to see where your time is going and how you can use it more efficiently. Additionally, money might be more of an issue now, especially if you have taken out loans to finance your education. Similar to the time schedule, listing your monthly expenses will also help you to be aware of your spending habits and highlight areas where you can possibly cut costs.
Forge Your Career Path With Experience
Graduate school is a time for you to solidify your career goals, and your courses are more specific to your field of study than they were in your undergrad years. Whether you are already clear about your ultimate goals or not, explore your interests through electives and internships. If your program doesn’t have required fieldwork built in, create your own opportunities. Get to know your professors and the career services staff. Many campuses offer services such as career fairs, recruiting programs and counseling appointments. Visit the career center early to make sure you don’t miss out on anything. Join professional associations in order to network within your industry. Take advantage of the resource you have in your classmates as well. Many of them may be working professionals who are attending school part time or have worked for several years before going back to school. Their valuable industry insight and contacts can help you to get your foot in the door.
Be Confident
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Receiving your bachelor’s degree proves you can be a successful student. Don’t doubt your abilities in graduate school even if the work seems more difficult and the expectations higher. Remember, the students around you are all in the same boat, facing the same fears, whether they are fresh out of college or returning to school after working. It is helpful to form study groups and to attend help sessions. Don’t be afraid to enlist tutoring if necessary. Make a list of your accomplishments and post it above your desk to remind yourself of how far you’ve come and how much you can accomplish.
Don’t Forget to Have Fun!
Before entering the so-called “real world,” reap the benefits of student life. At what other time in your life will you have exposure to a world-class learning environment, as well as a pool of people roughly your own age with similar interests? So sign up for that extra course, spend a few more minutes playing ultimate Frisbee on a sunny afternoon, and give yourself a break. You’ve worked hard and you deserve it!
by | Mar 30, 2013 | Magazine
Juggling undergraduate nursing studies with a full-time job and six children at home constantly challenged Shayla Morales Robinson of Philadelphia. But the petite go-getter held firm to her decision to earn a B.S.N. from La Salle University’s School of Nursing and Health Sciences to secure a brighter future for her family.
Even after her mother and babysitter were both diagnosed with cancer and her abusive marriage ended, Morales, 34, kept moving forward in an alternative evening program designed for working parents.
“You just have to do it, literally! You have to want it,” says Robinson, who graduated last year. “I wasn’t going to let the fact I had children, that I was going through a divorce and working full time, and being the sole provider, get me down. A lot of it was trial and error.”
From studying at their children’s soccer games and enrolling in online programs to arranging classes around a flexible work schedule and developing a master family calendar, nurses who resume their studies while raising families use a variety of strategies to cope. They say other nurses who return to school can adapt or modify their methods.
More nurses are returning to school to meet the challenges of the “increasingly more complex health care needs of a multicultural and aging population,” says American Nurses Association (ANA) spokesman Adam Sachs. Other reasons include the shortage of nursing faculty and a limited cadre of nurses from which to draw. The benefits of earning a B.S.N. or more advanced degree include higher job satisfaction and more opportunities for growth. Research shows advanced education can also benefit patients by lowering mortality, he says.
ANA supports nurses advancing their education and endorses the Institute of Medicine’s (IOM) call for 80% of nurses to obtain a B.S.N. by 2020, a goal included in the IOM report The Future of Nursing: Leading Change, Advancing Health.
Be prepared
Realistically assess your situation before returning to school, nurses and nursing professors say. Consider taking some practical measures such as seeking employers offering flexible scheduling and tuition assistance, exploring online or distance learning, and finding programs that combine online learning with on-site clinical and classroom experience.
Nurses who may be on the fence about returning to school “need to think about their physical condition. Will they be able to juggle these three things [family, work, and school] in their lives?” asks Nellie C. Bailey, Ed.D., P.H.C.N.S.-B.C., Associate Dean for Undergraduate Programs at SUNY Downstate Medical Center College of Nursing in Brooklyn, New York. “Your whole life changes, and it is very good to have family support.”
Nurses resuming their studies after a long gap need to review the required time commitment. Financial adjustments may need to be made as well. While family and your employer’s support are crucial, so is the support of your professors. “Take some time to go to the college and talk to the faculty about how supportive [they are] and will they be flexible?” Bailey says. For nurses planning to add to their families, inquire about maternity leave policies as well, she advises.
Your degree options
With hospitals and academic health centers requiring or preferring the B.S.N., such degree programs are thriving. There are 633 R.N.-to-B.S.N. programs nationwide, including more than 400 programs that are offered at least partially online, according to the American Association of Colleges of Nursing (AACN).
The ANA advises people entering a nursing education program to make sure the program is accredited by a recognized nursing education accreditation body and that the program meets their learning and programmatic needs.
Whether nurses are considering an undergraduate, graduate, or doctoral degree, make sure you are clear about your goals and ready for the commitment, says Melissa Gomes, Ph.D., R.N., an assistant professor at Virginia Commonwealth University’s School of Nursing. “The balancing can be tough for students, especially the adult learner. They have to make sure they can set aside time for studying. They have to always carry their work with them, so at a child’s game they can study.”
Online programs allow current and aspiring nurses more flexibility as they try to balance family and work commitment. Excelsior College, an online institution with the largest nursing education program in the country, enabled Monica Muamba, M.S., R.N., an Education Specialist at Albany Medical Center Hospital in New York, to earn her master’s degree in nursing education in April 2012. Online classes allowed her to work full time, take care of her family, and lead a nonprofit organization, she says.
“My question to every nurse out there is ‘Do you have a dream?’ Don’t let it fade! It is never too late to open doors of opportunity in your life,” says Muamba. An online program “opens the floodgate of career opportunities for nurses who could not attend traditional campus education.”
Your work-life balance
For Audrey R. Roberson, M.S., R.N., C.P.A.N., C.N.S.-B.C., family comes first. So when she decided to pursue her Ph.D., she says she discussed with her husband at length, because she knew she would need his full support—in a way, it was going to be a “dual” Ph.D. “It would have my name on it but it would be 50-50,” Roberson says chuckling. To test the waters, the nurse clinician at Virginia Commonwealth University’s Medical Respiratory Intensive Care Unit took one course in 2009. Still, the workload was intense; she organizes a master schedule so she could manage her time, even though that still meant staying up until 1:00 a.m. some nights doing homework.
When considering school, assess your support systems, Roberson says. “You need double the support system if you have children involved. If you are lacking support, reconsider. Entering this without support is not an option.”
Roberson advises nurses to communicate with supervisors and colleagues about any school-related schedules or projects that may interfere with job duties. She is still responsible for her work but she has learned to do more delegating and collaborating, she says. A helpful work environment is crucial. “I have support from my boss who encouraged me to get a Ph.D. She was supportive of me taking the same journey she had taken,” Roberson says.
Once committed to furthering your education, stay focused, says Isaac L. Smith, M.S., R.N., associate professor and Director of Human Patient Simulation at Prairie View A&M University College of Nursing in Houston. Smith, who has two sons, is working on his Ph.D. online at Capella University. “I am finally at the dissertation level. It has required real will. I have worked as a nurse manager for many years. I thought the best way to contribute to the profession of nursing is to give back by teaching other students,” he says.
Another strategy busy nurses use is scheduling time to relax. “Find something that feeds your soul,” says Paulina Marfo-Boateng, M.S.N., R.N., a staff nurse at SUNY Downstate Medical Center, who earned her master’s degree in part to be a role model for her three children. She relaxes by volunteering in her church.
For nurses wary of losing their equilibrium if they return to school, Marfo-Boateng advises studying at one’s own pace. “You can take one class at a time and it goes a long way. I did not do it full time. I did it part time, two classes here and a class there. If you take one class, just don’t give up,” says Marfo-Boateng, who plans to earn her Ph.D. once her daughter enters high school in a couple of years.
A can-do attitude is what led Robinson to add college to her jam-packed to-do list. A team assistant for Penn Wissahickon Hospice and Caring Way at Penn Home Care and Hospice Services in Philadelphia, she returned to school with five of her six children under the age of four, including two sets of twins. “My only motivation has been my children and the fact that so many women give up at their dreams when they are a single parent,” Robinson says.
However, not long after she started classes, Robinson felt overwhelmed and exhausted. Her marriage crumbled, a horrible custody case ensued, and her babysitter was battling breast cancer. Sometimes she missed class to watch her children and had to use class notes and recordings from classmates to keep up with her work. She also borrowed thousands of dollars to pay for babysitters and bills.
“I’d leave work at 4:00 because I had class at 6:00. I’d pick the kids up and go home. I’d put dinner on and do homework with them while I was cooking, then feed them and throw everything into the sink and then kiss them goodbye.” Some nights she stayed up until 3:00 a.m. with homework only to rise again at 6:00 a.m. to start another day.
With such a tight schedule, Robinson had to make adjustments. She called her children’s teachers and asked for an extension on homework on the two nights she had class. She made sure everyone was caught up by the end of the week. She modified her work schedule and asked professors to allow her to take day classes, even though she was in an evening program. She also requested weekend clinicals although she was taking a weekday class.
No matter what the obstacle, Robinson found a way pass it. “I tell people if you really want to do it, you will figure a way.”
Her fierce drive and resilience impressed the faculty so much that after Robinson graduated they took the thank you letter she had written to the university and had it published in the Philadelphia Daily News (May 2011). The response from readers to her accomplishment in the face of tremendous odds touched Robinson, especially the regular updates from three nurses she inspired to return to school.
Robinson passed her National Council Licensure Examination (NCLEX) in June on her second try and is now a registered nurse torn between seeking a job as a psychiatric nurse or a maternity nurse. Her children are doing well. And she’s in a new, healthier relationship.
Out of school a little over a year, Robinson is already prepared to further her education. La Salle University has a dual M.S.N. and M.B.A. program that meets on Saturdays for two years.
“I started looking into this,” she says chuckling, “so I can conquer that.”
Scholarships for Nurses
If you think scholarships are just for baby-faced college freshmen, think again! There are plenty of nursing grants and scholarships offered at every level. Here’s just a sampling.
AETNA/National Coalition of Ethnic Minority Nurse Associations Scholars: $2,000
Sponsor: National Association of Hispanic Nurses Scholarships and Awards
Applicant must have a minimum 3.0 GPA, demonstrate financial need, be a member of the National Association of Hispanic Nurses, have two letters of recommendation from two faculty members, and be enrolled full time in a four-year or master’s degree nursing program.
Eight and Forty Lung and Respiratory Nursing Scholarship: $5,000
Sponsor: American Legion
Applicant must be a registered nurse seeking advanced preparation for a full-time position in supervision, administration, or teaching with a direct relationship to lung and respiratory control.
Estelle Massey Osborne Scholarship: $2,500–$10,000
Sponsor: Nurses Educational Funds, Inc.
Applicant should be a black registered nurse who is a member of a professional nursing association and enrolled in or applying to a full-time master’s degree program in nursing approved by the National League for Nursing and CCNE. Applicant must be a U.S. citizen or have declared official intention of becoming one. Applicant must submit GRE or MAT scores. Selection is based upon academic achievement and evidence of service to the profession.
Ethnic Minority Master’s Scholarship: $3,000
Sponsor: Oncology Nursing Society (ONS) Foundation
Applicant must be an R.N. with an interest in and a commitment to oncology nursing and be of a minority racial/ethnic background.
NAPNAP-McNeil Scholarship: $2,000
Sponsor: National Association of Pediatric Nurse Practitioners
Applicant must be a registered nurse with previous work experience in pediatrics, have documented acceptance at a recognized program, have no formal nurse practitioner education, demonstrate financial need, and state rationale for seeking a pediatric nurse practitioner education.
Neuroscience Nursing Foundation Scholarship: $1,500
Sponsor: Neuroscience Nursing Foundation
Applicant must attend or plan to attend a NLN accredited institution.
Regents Professional Opportunity Scholarship: $5,000
Sponsor: New York State Education Department
Applicant must be beginning or already enrolled in an approved degree-bearing program of study in New York State that leads to licensure in a particular profession. Purpose of award is to increase representation of minority and disadvantaged individuals in New York State–licensed professions.
Scholarship in Cancer Nursing—Master’s: $10,000
Sponsor: American Cancer Society
Applicant must show intent to develop clinical expertise and a commitment to cancer nursing. Relevant personal and professional experience is required.
Source: CollegeXpress. Use CollegeXpress to find nursing scholarships and programs
by | Mar 30, 2013 | Magazine
Of the 2.2 million nurses in the United States, the vast majority still conforms to the traditional white/female nurse profile. Only 4%-5% of nurses are male, 4% are African American, 3.4% are Asian/Pacific islander, 1.6% are Hispanic and 0.5% are Native American/Alaskan Native.1
With the exception of male nurses, whose numbers are on the increase, these percentages have essentially not changed in 10 years, despite ongoing changes in the makeup of the U.S. population. For example, the growth of the Hispanic population is now outpacing that of the nation as a whole. And yet, according to the most recent National Sample Survey of Registered Nurses by the U.S. Department of Health and Human Services’ Division of Nursing, Caucasians still account for approximately 90% of the total number of registered nurses in the U.S., even though they comprise only about 72% of the total population.
It seems to me that at least three issues are raised as a result of these figures. First, although there has been a steady change in the racial and ethnic makeup of the greater U.S. population, the nursing profession does not reflect this change. The underrepresentation of minorities in nursing and schools of nursing can be attributed to a variety of factors, including the high dropout rate of minority students at the high school level.2 Additionally, a minority student’s acceptance into a nursing school does not guarantee his or her successful completion of the program.
Secondly, these statistics raise the issue of cultural competency—both within the profession and in nursing education. Providing culturally competent care is the key to ensuring that underserved minority populations receive quality health services. Yet most nursing schools continue to design their curricula around the needs of the majority, leaving out the unique needs of the other 28% of the population. Perhaps nursing schools would be better able to recruit and retain students if they would offer a curriculum that would teach students to take care of people from all ethnic backgrounds.
Towards a Multicultural Curriculum
Embracing multicultural education is a shift from the norm of educating from a Eurocentric perspective, but by doing so, the opportunities for people of different cultures to learn about each other and themselves increase. A multicultural perspective means accepting that a variety of cultures exist and understanding that each one may have its own different traits, beliefs and traditions.
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Although there are exceptions, basic nursing education generally does not include information relevant to minority populations. For example, in many instances hair care for African Americans, and also some Hispanics, is different than hair care for whites. Yet this issue is rarely discussed in nursing schools. It is addressed in teaching about personal hygiene, but instruction is generally based on the needs of the white population. This approach leaves nurses underprepared to provide care to minority patients whose hair texture may be different. Unfortunately, what often happens is that the nurse may not provide any hair care at all—a good example of how a lack of cultural competency affects the quality of patient care.
A second example is the dietary instruction that student nurses receive. Sometimes the foods included in the teaching plan may not be the same foods that a minority patient consumes at home. Therefore, the instruction is ineffective because the patient’s cultural food traditions have not been taken into consideration.
Negative Reinforcement
A third issue, based on my own experience as the only Latina student in my nursing program, is the way students of color may be perceived and treated within the educational experience—by faculty, administration and peers. In researching my doctoral study, “Understanding the Experiences in Nursing School: A Latina Perspective,” Latina students described to me such incidents as a faculty member telling a student: “Spanish students do not pass my course.” Another student told of being asked by a fellow student if she was “hiding a knife or a gun” in the brace on her leg, because “you Puerto Ricans are always shooting people.”
In another incident, a Latina student who felt she had received an unfairly low grade on a paper took her case to the school’s director of nursing, who asked, “Is Spanish your primary language?” The student replied, “No. What does that have to do with it?” The director’s response was: “I wish you had said ‘yes,’ because that would explain the problems you are having.”
Being continually bombarded with cultural insensitivity and negative stereotypes can be detrimental to a minority student’s success in school. Non-inclusion can also be a contributing factor to a student’s failure to complete his or her nursing studies. Students of color need to receive positive messages and images to enhance and support their learning experiences. A nurturing educational experience is beneficial to all students, not just those who are white.
Whatever their race or ethnicity, students need to feel they are a respected part of the educational experience, and they need to be trained to offer culturally competent care to a diversity of patients. If educators don’t provide all nursing students with an opportunity to develop a multicultural perspective—i.e., to view nursing and patients from a broader perspective than just a Eurocentric one—then we have shortchanged them in their education.
References
1. U.S. Department of Health and Human Services, Bureau of Health Professions, Division of Nursing (1996). National Sample Survey of Registered Nurses.
2. Nieto, S. (1996). Affirming Diversity: The Sociopolitical Context of Multicultural Education (2nd edition).
by | Mar 30, 2013 | Asian-American and Pacific-Island Nurses, Black and African-American Nurses, Hispanic and Latino Nurses, Magazine, Native American Nurses, Nursing Careers, Nursing Students
There’s no sugarcoating it: pursuing a doctoral degree is tough. Balancing a clinical job with classes and homework—not to mention family time and your social life—takes determination and sacrifice. But if you’re prepared for the challenge, that hard-won degree may be the best investment of your life.
That intimidating introduction aside, keep in mind that hundreds of nurses proudly graduate with a Doctor of Nursing Practice (D.N.P.) or another doctoral degree every year. So what does a D.N.P. program really entail? We asked two experts some common questions surrounding doctoral study, from the admission process to program requirements. Both doctoral-prepared nurses, they can speak to their personal experiences as they now guide other nurses as university administrators.
Q. D.N.P. or Ph.D.: How should nurses choose between them?
TORRES: Ph.D. and D.N.P. programs differ both in their goals and in the competencies of their graduates. The decision to pursue a D.N.P. or Ph.D. depends on your career goals. While a Ph.D. student generates and develops new knowledge, a D.N.P. student translates research already done, evaluates it to see if it works for a specific problem or project, and then puts it into practice.
Ph.D. programs focus heavily on scientific content and research methodology, so if you want to be a nurse scientist/scholar with a research-centric career, you should pursue a Ph.D. The D.N.P. is designed for nurses seeking a terminal degree in nursing practice and offers an alternative to research-focused doctoral programs.
Generally, a D.N.P. is the choice for Advanced Practice Registered Nurses (Certified Registered Nurse Anesthetists, Nurse Practitioners, Clinical Nurse Specialists, or Nurse Midwives) or nurses in other areas of specialized nursing practice (nursing administration, informatics, public health) who want to continue practicing in their area of expertise and are interested in gaining advanced knowledge and skills.
In recent years, there has been a growing demand for D.N.P. programs and degrees. According to the American Association of Colleges of Nursing (AACN), currently there are 153 D.N.P. programs, and between 2009 and 2010, the number of students enrolled in these programs increased from 5,165 to 7,034. In the same period, the number of nurses graduating with a D.N.P. doubled.
RODRIGUES FISHER: The increasing need for practitioners with D.N.P.s stems, in part, from hospitals and health systems looking for skilled nurses who can provide primary care to many people and, in particular, to those in low-income communities. There is also a move to increase the number of Latino and African American nurses who have advanced practice degrees because patients want primary care providers who have the same understanding of cultural beliefs and health care issues.
In order to determine which advanced degree is best for you, it’s important to decide if you want to continue practicing or if you wish to pursue research and teaching.
TORRES: Rather than concentrating on dissertations or research, D.N.P. programs help nurses build upon their current practice, learn new skills, and conduct applied research. Many doctoral students also find great value in completing a project that they can readily apply in practice.
Q. How should nurses prepare for the doctoral program application process?
RODRIGUES FISHER: Start by brushing up on your writing, language, and math skills. They will serve you well. In my personal experience, because English is not my first language, it was important for me to study and brush up on my writing and math skills. I struggled until a professor in my master’s program recommended I take an English course; it was truly the best decision I could have made. After bolstering my language and writing abilities, I felt prepared to take the GRE for my doctoral program.
You should also generate a list of organizations you support, either as a member or otherwise. For example, if you participated in a fundraiser for the American Heart Association or did something to engage members of your community to encourage minority students to continue their education, be certain to list those activities in your application. If you are out in your community doing good deeds, institutions will recognize you as someone who would represent them well.
Make sure someone else reviews your application before you send it in! It’s important to submit a polished application. It should shine a light on you and your achievements, but any mistakes will be blinding.
TORRES: Some schools require Ph.D. and D.N.P. applicants to write an essay about why they want to earn a doctoral degree, what their career goals are, and what they hope to accomplish with the degree. The essay needs to be well-written, with no spelling errors and good grammatical structure.
Many doctoral programs also request written references. Be especially careful who you ask to provide a reference—preferably it should be someone in your area of practice or a faculty member who teaches in that area—and make sure they know you well. Check with the institution if you have any questions about the application or the process.
Q. What are admission counselors looking for in nurses’ applications?
TORRES: Counselors evaluate applications based on a variety of factors, including academic record, essays, and prior experience. Requirements may include a master’s degree or its equivalent, a 3.0 minimum GPA in that master’s program, an active R.N. license, two or more professional references, and official transcripts of highest course work completed, plus the completed application and fee.
RODRIGUES FISHER: Yet, it’s not just about the applicant’s individual grades. Admission counselors look at the whole person, and they want people with broad, varied experiences.
Some questions admission counselors will be asking themselves as they review applications are “What have they done?” “What committees have they served on either in their community or in their health care facility?” and “Have they demonstrated they will be successful in the program?” It’s important to list all activities and committees you are involved in and specifically what your role was on those committees.
TORRES: Doctoral programs may also prefer (or require) a number of years of professional nursing experience. International students may need to demonstrate equivalency via an additional evaluation from the Commission on Graduates of Foreign Nursing Schools (CGFNS).
The D.N.P. requires 1,000 post-bachelor’s clinical hours, of which 500 must be at the D.N.P. level. Admission counselors will obtain information on how many clinical hours the entering students had in their master’s program.
Q. What does the typical doctoral program entail?
TORRES: A typical D.N.P. program is developed based on AACN’s The Essentials of Doctoral Education for Advanced Nursing Practice and covers both course work and clinical hours. The publication outlines the curricular elements and competencies that must be present in programs conferring the Doctor of Nursing Practice.
Doctoral course work is very rigorous. Time management is important, and you will need to closely examine how you are going to complete the course work and use your time to your advantage.
An integral part of the D.N.P. program is the final D.N.P. project, which is usually based on an issue or problem at the student’s institution or facility. It’s important for students to work closely with their schools to ensure the institution supports the project’s implementation. During this project, the student will typically accrue the practicum hours needed. In some ways, the D.N.P. project is similar to a dissertation since it requires approval of the Institutional Review Board (IRB) and includes a committee to guide the project.
RODRIGUES FISHER: All doctoral programs require a lot of reading and library research. Once you get through your core course work, it will be important to identify your research area and possible mentors. One additional piece of advice: focus your course work in the direction of your research.
Q. How might doctoral course work impact a working nurse’s personal life?
RODRIGUES FISHER: Going back to school to pursue your doctorate will definitely impact your personal life. I worked full time, went to school, and had a family to take care of, but the great support from my family made it all possible. My husband made sure the children were taken care of and the housework was done. The house wasn’t always as clean as it could be, and I missed some of my children’s games, but because of the partnership with my husband, we made it work.
TORRES: Before you start a doctoral program, talk with your family so they understand what’s involved, how it may impact them, and how they can help you succeed. You will soon discover how many courses you can manage at a time and whether you can handle a full- or part-time commitment, based on your family, work, and other commitments.
Online programs typically offer nurses more flexibility to work their classes around individual schedules. But even if the delivery method is online, course work still takes time, and doctoral students quickly realize they won’t be able to continue to do all they were doing before deciding to pursue a doctorate. On average, each course is a minimum of 15 hours of work per week.
RODRIGUES FISHER: They say if you educate a woman, you educate a family, and I believe this to be true. Yes, going back to pursue my doctorate took away from some of the other things in my life, but my children benefited as they saw me working hard to achieve what I wanted, both for myself and our family. I was proud to be that kind of role model for them. Work hard and you will be rewarded.
Q. How will a nurse’s duties change after obtaining his or her D.N.P.?
TORRES: Most nurses pursue their D.N.P. because they want to advance in their careers and increase their income. According to the 2009 salary survey conducted by ADVANCE for Nurse Practitioners magazine, D.N.P.-prepared NPs earned $7,688 more than master’s-prepared NPs.
Many graduates move into a new job or position where they can use the skills they learned while acquiring their D.N.P. Others decide to take on additional responsibilities in their current jobs or go into teaching.
RODRIGUES FISHER: The biggest change is more responsibility. As a nurse with a D.N.P., you will be put into leadership positions supervising other nurses. You will also have a more familiar relationship with physicians at your facility. In short, a D.N.P. means increased opportunity.
Q. What do you think about the AACN’s push to have nurses earn a D.N.P.?
TORRES: I support the movement toward the D.N.P. In the transition to the D.N.P., nursing is moving in the direction of other health professions such as medicine (M.D.), dentistry (D.D.S.), pharmacy (Pharm.D.), psychology (Psy.D.), physical therapy (D.P.T.), and audiology (Aud.D.) to provide their professionals with a practice-oriented degree. Nursing is advocating having more nurses obtain their D.N.P., so we are headed in the right direction. In fact, the AACN membership approved a target goal for transition of Advanced Practice Registered Nurse programs to the D.N.P. by 2015.
RODRIGUES FISHER: It’s not just a push from the AACN, but also from the Institute of Medicine to have more educated nurses out there to deliver needed health care to the nation. We are an aging population that is living longer and needs more care. However, with a shortage of health care providers, we need to have nurses who are prepared to practice, are well educated, and can work in a colloquial role with physicians.
Many nurses who choose Walden University do so to advance their careers and become better practitioners. Colleges and universities are looking to develop lifelong learning programs, such as associate to master’s programs and B.S.N. to D.N.P. programs, in order to quickly meet the increased and growing demand for more educated nurses.
Q. What advice do you have for nurses debating whether or not they should pursue a doctorate?
RODRIGUES FISHER: My number one piece of advice is to think about what you are willing to give up for a short period of time in order to pursue your doctorate. I had to give up some of my personal and family time to advance my education and career. For me, the end results—making contributions in the quality and delivery of care and giving patients the best health services they can receive—are truly worth it.
TORRES: Know your career goals, assess your personal life, and identify your passion. Where are you in your career, and what do you want to do? Do you want to concentrate on research and academia, or do you wish to advance your practice?
Timing is everything, so ask yourself: Is this the right time in my life to do this? If not now, when?
by | Mar 30, 2013 | Faculty Nurses, Hispanic and Latino Nurses, Magazine
The numbers tell the story.
Hispanics are the fastest-growing segment of the United States’ population—they currently comprise 16% and are expected to grow to 30% by the year 2050, according to the U.S. Census Bureau. However, Hispanic nurses make up only 3.6% of all registered nurses in this country, as reported by the 2008 National Sample Survey of Registered Nurses (NSSRN).
While other minority populations experience problematic underrepresentation in nursing, it is especially apparent in the Hispanic community, and the gap widens every day. In 2008, only 5.1% of all RNs spoke Spanish, according to the NSSRN. There are not enough Hispanic nurses to deal with the health care issues facing this growing population, and the language barriers and lack of cultural understanding created by the void lead to substandard health care for the entire community. In fact, a July 2006 article published by USA Today pointed out that the lack of English language proficiency in patients directly contributed to diminished health care for those individuals.
A 2008 workforce survey showed that Hispanics were 28 years old on average when obtaining their initial licensure compared to an average age of 25 for whites. The most common type of initial R.N. education among Hispanics was the associate degree in nursing (55.1%) followed by the bachelor’s (39.4%), and then a hospital diploma (5.5%). Why does the associate degree come out ahead? The reason may be financial. The A.S.N. provides earning power earlier than a four-year bachelor’s program in nursing. Hispanics were also more likely to pursue a bachelor’s degree after obtaining the initial R.N. (41%), but were less likely to pursue graduate degrees (11%) than white, non-Hispanic RNs (39% and 14.5%, respectively). Hispanic nurses comprise only 3.5% of all nurses in advanced practice fields.
The vast majority of Hispanic nurses (68.8%) work in hospitals and then in ambulatory care (6.9%). Hispanic nurses also hold only 10.9% of all nursing management jobs, possibly due to the low number of Hispanic nurses with graduate degrees. Finally, there are fewer Hispanic mentors in higher education and nursing leadership positions who can guide other Hispanics. Attracting and retaining nursing students from racial and ethnic minority groups can’t be accomplished without strong faculty role models. According to 2009 data from American Association of Colleges of Nursing member schools, only 11.6% of full-time nursing school faculties come from minority backgrounds, and only 5.1% are male.
As the U.S. population becomes more diverse, leaders in multicultural segments, including Hispanic communities, must encourage minorities—and minority nurses—to become leaders themselves, so when they continue to build upon their skills and advance their careers, they will help themselves and their communities. Health care for this underserved population should ultimately improve if it helps members of the Hispanic nursing community become leaders in health care, experts in the growing field of nursing informatics, and trained nurse educators.
Taking advantage of the online learning environment
Many factors promote successful career development and mobility among Hispanic nurses, and one of the most important is the opportunity for educational advancement. Online higher education programs in the field of nursing help students develop critical leadership skills that, in turn, lead to improvements in their overall community. The online format provides flexibility, providing students the opportunity to take courses while meeting their professional and personal obligations, contributing to multiple other benefits of studying nursing online.
Minority students at all educational levels can see graduates from these programs as role models and examples of how they, too, can achieve success. In cases where students may be struggling, it’s especially important when they can point to a nurse in a leadership position—someone who looks and sounds like they do—as an inspiration to keep going, whether it’s toward getting a Bachelor of Science in Nursing (B.S.N.), a Master of Science in Nursing (M.S.N.), getting a promotion, or taking on an important social change initiative to help a group in need.
Many of these minority students seek out mentors in school, possibly other minority nurses, and often go on to become mentors for the next generation of nurse leaders. For example, many of Walden University’s graduates work and teach in associate degree nursing programs, which have a large representation of Hispanic nursing students, and they help in retain these students through mentoring.
In some ways, online education “levels the playing field” for minority students, fostering increased participation and confidence that may lead to their greater success in the classroom and workplace. Many Hispanic students speak English as a second language and may write better than they speak. Since writing is integral to online learning, it adds a level of confidence that Hispanic students may not feel when sitting in a traditional, bricks-and-mortar classroom. There is no sitting in the back of the room or far from the action and dialogue up front. Consequently, minority students who may struggle in a traditional setting often thrive in online classes, which provide a unique venue for students to have a new voice, speak up, and become leaders in the classroom and beyond.
Increased participation in the online classroom has additional benefits for Hispanic and other minority nursing students. These students not only have the opportunity to hone their personal and professional skills and talents, but they can also develop relationships and network with other nurses across the country. A nurse working in the Cuban American community in South Florida may share best practices with a nurse working with the Mexican American population in Southern California. Or perhaps non-Hispanic nurses working with Hispanic patients may consult with their Latino classmates online for advice regarding how to provide the best care for these patients. Online higher education gives students a special way to connect so they can enhance their education and make a difference in the lives of many.
Making strides toward improving access
As a minority fellow of the American Nurses Association and a current board member of Ethnic Minority Programs for the organization, I work with my colleagues to develop proactive strategies to train, recruit, and retain more minority nurses, especially Hispanics. As Associate Dean of Walden University’s School of Nursing, I lead an experienced, dedicated, and talented team of faculty and staff focused on creating the next generation of leaders in the minority nursing community. Through programs like our Master of Science in Nursing and Bachelor of Science in Nursing Completion Programs, we can make great strides toward increasing the number of Hispanic nurses who serve as role models for the larger minority community.
For many M.S.N. and B.S.N. students, the training they receive in their online courses is put to work directly in their own communities. During their practicum or capstone course, M.S.N. students can choose projects that are inclusive of the needs of their workplace or neighborhoods. Often, these projects involve working with underserved populations to solve problems in community health care. B.S.N. students undertake similar projects in their community health practicum. They can all tap into their nationwide network of fellow students to come up with the best solutions for problems they encounter.
I especially recognize the importance of recruiting faculty members at the doctorate level from minority groups. Since there already is a shortage in the number of Hispanic nurses, you can only imagine how few in this population have earned their doctorates. Yet, they do exist, and when they teach, they make a difference.
One example is Patti Urso, Ph.D., A.P.R.N., C.N.E., Specialization Coordinator of Nursing Education, who currently teaches nursing education courses at Walden. Dr. Urso, a Cuban American originally from Miami, is a nurse practitioner who now lives in Hawaii and works with other underserved populations from Polynesian and Micronesian communities. In Hawaii, she engages with Hispanic patients through community churches and is involved in forming a new chapter for the National Hispanic Nurses Association. She hopes to inspire her students to reach out to underserved communities, and she mentors Hispanic students in the capstone course of the nursing education program.
One of the ways Dr. Urso works to connect with Hispanic nurses is through contact with alumni such as Lydia Lopez, one of the first graduates from Walden’s M.S.N. program in 2007. As a nurse and mentor, Ms. Lopez is committed to being a role model who recruits and retains minority nurses, keeping them interested in their course work and giving them the necessary tools and strategies to facilitate academic success. “True role models are those who possess the qualities that we would like to have and those who have affected us in a way that makes us want to be better people,” she says.
The nursing profession needs both men and women from all ethnicities to meet the needs of society. Minority nurses—especially Hispanics—with bachelor’s degrees and, eventually, master’s and doctoral degrees—who are prepared to educate and lead a new generation of minority nurses—will help improve this critical situation and provide essential health care for all.
