Facilitating Research by African-American Undergraduate Students

2. Facilitating Research by African-American Undergraduate Students Lynette M. Gibson Ph.D., RN Associate Professor Mary Black School of Nursing University of South Carolina Upstate

3. Objectives • Describe the rationale for undergraduate research. • Describe the rationale for undergraduate research by African-American nursing students. • Discuss a philosophy of mentorship with undergraduate research students. • Describe results of engagement with undergraduate students in research.

4. Needed!!! Nursing students, faculty, nurse researchers Greater numbers Better preparation More diversity Rationale for Undergraduate Student Research

5. Rationale for Diversity • 12.6% of full-time nursing school faculty from minority backgrounds (AACN, 2010). • Healthcare professionals from racial and ethnic minority groups more successful in recruiting minority patients to participate in clinical research (IOM, 2003). • “The rationale for increasing diversity in the health workforce is evident: increased diversity will improve the overall health of the nation” (Sullivan Commission 2004, page 3).

6. Rationale for Diversity • The need to attract diverse nursing students is paralleled by the need to recruit more faculty from minority populations. Few nurses from racial/ethnic minority groups with advanced nursing degrees pursue faculty careers (AACN, 2011a).

7. Rationale for Terminal Degree • Although 13% of nurses hold a graduate degree, fewer than 1% (28,369 nurses) have a doctoral degree in nursing or a nursing-related field (AACN, 2010). • Only 555 students graduated with a PhD in nursing in 2009, has remained constant for the past decade (AACN, 2009). • Key roles for PhD nurses include teaching future generations of nurses and conducting research that becomes the basis for improvements in nursing practice (AACN, 2011b).

8. Boyer Commission (1998; 2003) • Opportunities to participate in research and creative activities are an established component of undergraduate programs. • Research-based learning not limited to completion of specific projects; can take place whenever faculty and students share the act of discovery • Should be available to all students; not just honors or special students(The Boyer Commission, 2003)

9. The Case for Undergraduate Nursing Research BSN students understand the basic elements of evidence-based practice, can work with others to identify potential research problems, and can collaborate on research teams (AACN, 2008).

10. Creating Research Opportunities… • Research work/mentorship programs combine aspects of honors programs and research assistant opportunities. • Create synergistic opportunities. • In exchange for receiving extra help from bright students, faculty are responsible to create an infrastructure designed to help students develop researcher behaviors. (Vessey & Demarco, 2008)

11. Undergraduate Nursing Research Developing Passion • Demonstrate an understanding of the basic elements of the research process and models for applying evidence to clinical practice. (AACN, 2008). • “The research attitude begins on the undergraduate level” (Carnegie, 1974).

12. Undergraduate Research Developing Passion… Undergraduate research programs are necessary for undergraduate students to develop a passion, for the discovery of new knowledge and its application to practice (Vessey & Demarco, 2008)

13. Engaging Undergraduate Research Students • Engage students and faculty as partners in the discovery of new knowledge (Vessey & Demarco, 2008). • All students should participate regardless of academic course loads or financial need (Vessey & Demarco, 2008). • Help undergraduates begin to see key aspects of the researcher role through real participation through individualized engaged development. (Vessey & Demarco, 2008).

14. Engaging Undergraduate Research Students The research enterprise can thrive only when certain prerequisites are in place, including a culture supportive of research and scholarship; strong mentoring in the intellectual work of the discipline (AACN Position on Nursing Research, 2006).

15. Philosophy of Mentorship • “Crab theory” • Reach back and pull forward • Sharing of self with other • Mutual, synergistic relationship • Goal oriented

16. Profile: USC Upstate Mary Black School of Nursing • Largest baccalaureate nursing program in SC • 440 pre-licensure students • 102 RN-BSN students • Spring 2012 • Admission rate for African-American students – 9% • Matriculation rate for African-American students - 9.9%

17. Methods • Three African-American undergraduate senior nursing students • Invited to participate after completing nursing research course • Community-based participatory research (CBPR) with African-American women

18. Research Study • Quasi-experimental pre and post-test longitudinal design with African-American women over 35 from churches and community organizations • “Save Our Breasts” Forum - culturally specific intervention with information on key epidemiological factors, myths, barriers to, and facilitators of breast cancer screening

19. Research Study • Surveys on breast health knowledge, beliefs, fear, mammography self-efficacy, fatalism, and mammography intention measured prior to, immediately after, and three to six months after “Save Our Breasts” • Spiritual/religiosity measured before the forum

20. The Students… • Hadassa Legrand, RN, BSN, CCRN • Crystal Humbert, RN, BSN • Danielle Harris, RN, BSN

21. Hadassa Legrand, RN, BSN, CCRN • Developed recruitment questionnaire • Award-winning poster at the USC Upstate Undergraduate Research Symposium

22. Hadassa Legrand, RN, BSN, CCRN

23. Hadassa Legrand, RN, BSN, CCRN Legrand, H., & Gibson, L. (2010). Community-based participatory recruitment methods for African-American women. University of South Carolina Upstate Undergraduate Research Journal, 3, 61-64.

24. Hadassa Legrand, RN, BSN, CCRN Legrand, H., & Gibson, L. Social Networking as a Means of Community-Based Participatory Recruitment of African-American women. SymposiumPresented at the Southern Nursing Research Society Conference, February 2011 Hadassa Legrand, RN, BSN, CCRN

25. Crystal Humbert, RN, BSNUniversity of South Carolina Magellan Scholar • Research opportunities in all disciplines • Faculty mentoring relationships & professional research experience • Students can creatively explore interests at a more in-depth level than can be attained in the classroom

26. Crystal Humbert, Magellan Scholar Crystal Humbert, Fourth Year, Nursing, USC Upstate Mentor: Dr. Lynette Gibson, Nursing, USC Upstate Breast cancer beliefs and mammography screening intentions in African-American women

27. Crystal Humbert, RN, BSNUSC System Magellan Scholar

28. Crystal Humbert, RN, BSN USC Upstate Office of Sponsored Programs Mini-Grants for Undergraduate Research Students Breast Cancer Beliefs and Mammography Screening Intention In African American Women The Effect of the “Save Our Breasts” Forum on Breast Cancer Beliefs, Fear, and Fatalism in African-American Women

29. Crystal Humbert, RN, BSN…“Save Our Breasts” Forum “I am more comfortable speaking in public…I feel as though I have made a positive difference in the women’s lives” (Crystal Humbert, Magellan Scholar)

30. “Save Our Breasts” Forum “The Magellan Scholar Program has enabled me to do research that I otherwise might not have done” (Crystal Humbert, Magellan Scholar)

31. Crystal Humbert RN, BSN Humbert, C., & Gibson, L. The Effect of the "Save Our Breasts" Forum on Breast Cancer Beliefs, Fear, and Fatalism in African-American Women. Oncology Nursing Society Biennial Research Conference, Los Angeles, CA, February 2011.

32. Crystal Humbert, RN, BSN • Discovery Day Poster Presentation – USC System, Columbia, SC • Culturally Appropriate Interventions and Recruitment Strategies to Promote Mammography in African American Women Crystal Humbert, Student Nurse, Research Assistant, Lynette Gibson, Ph.D., RN, Research Advisor • Humbert, C. (2009). Breast cancer beliefs and mammography screening intention by African-American women (2009).Upstate Research Symposium, September 2009,Greenville, SC.

33. Danielle Harris, RN, BSN Harris, D., & Gibson, L. (2011). Breast cancer fear, fatalism, and spirituality in African-American women, Seventh Annual SC Upstate Research Symposium, March 2011.

34. Harris, D., & Gibson, L. (2011). Breast cancer fear, fatalism, and spirituality in African-American women, USC Upstate Undergraduate Research Journal, IV, 39-42. Danielle Harris, RN, BSN

35. Continued Dissemination Manuscripts being completed • Social networking Social Networking as a Means of Community-Based Participatory Recruitment of African-American women (Legrand & Gibson) • Breast cancer beliefs and mammography intention of African-American women (Humbert & Gibson)

36. Future Career Plans • Hadassa Legrand, RN, BSN, CCRN, awaiting decision for Nurse Anesthetist Program • Danielle Harris, RN, BSN, awaiting decision for Master’s Degree Program in Nursing Administration • Crystal Humbert, RN, BSN, continuing to gain clinical experience; plans for graduate school

37. Faculty Should… • Entice undergraduate African-American students to conduct CBPR • Eliminate health disparities • Promote health in a culturally appropriate manner • Increase number of African-American nurses with the terminal degree • Add to cadre of African-American nurse researchers and scholars

38. References American Association of Colleges of Nursing (2006). AACN position statement on nursing research. Retrieved from http://www.aacn.nche.edu/publications/position/NsgResearch.pdf American Association of Colleges of Nursing. (2008). The essentials of baccalaureate education for professional nursing practice. Washington, DC: Author. Retrieved from http://www.aacn.nche.edu/media-relations/fact-sheets/enhancing-diversity American Association of Colleges of Nursing (2009). The Institute of Medicine committee on institutional and policy-level strategies for increasing the diversity of the U.S. health care workforce. Retrieved from http://www.aacn.nche.edu/Government/Testimony/BednashTestimony.htm. American Association of Colleges of Nursing (2011a). Enhancing Diversity in the Workforce. Washington, DC: Author. American Association of Colleges of Nursing (2011b). The future of higher education in nursing: Annual report. Retrieved from http://www.aacn.nche.edu/IDS/pdf/EthnicityTbl.pdf. American Association of Colleges of Nursing (2012). AACN’s Institutional Data Systems and Research Center (IDS). Retrieved from http://www.aacn.nche.edu/research-data

39. References Carnegie, M. E. (1974). The research attitude begins on the undergraduate level. Nursing Research, 23, 99. Institute of Medicine (2003). Unequal treatment: confronting racial and ethnic disparities in health care. Washington, DC: National Academies Press. The Boyer Commission on Educating Undergraduates in the Research University (2003). Reinventing undergraduate education: Three years after the Boyer Report. Retrieved from http://dspace.sunyconnect.suny.edu/bitstream/handle/1951/26013/Reinventing+Undergraduate+Education+(Boyer+Report+II).pdf?sequence=1 The Sullivan Commission (2004). The Sullivan Commission’s Report on Health Profession Diversity. Washington, DC: Bureau of Labor Statistics. The Sullivan Commission (2004). Missing Persons: Minorities in the Health Professions. Washington, DC: Bureau of Labor Statistics. U.S. Department of Health and Human Services (2010). The registered nurse population, 2010. Retrieved from http://bhpr.hrsa.gov/healthworkforce/rnsurveys/rnsurveyfinal.pdf Vessey, J. A., & Demarco, R. F. (2008). The undergraduate research fellows program: A unique model to promote engagement in research. Journal of Professional Nursing, 24(6), 358–363. doi:10.1016/j.profnurs.2008.06.003