Perspective From a First-Gen Medical Student on the Pre-med Pipeline
Newman Kwame Boakye-Ansa discusses barriers to medical school participation and offers actionable steps to increase access for first-generation students.
Bundy / Nurse Education Today / November 2022
The objective of the study was to describe the mentoring relationship and parental involvement during the college-going process of nursing education from the student's perspective. Qualitative research design was employed utilizing Yin's case study methodology. The mentoring program took place over a 6-month period in a large urban city located in the United States. A total of six high school students and 6 nurses participated in the study resulting in 6 mentor dyads. Data was collected using multiple sources of evidence including the Mentoring Match Demographic Questionnaire (MMDQ), Parental Involvement Scale (PIS), electronic documentation, and interviews. Information from the MMDQ was completed prior to the start of the mentoring program and used to assign mentor dyads. All other sources of evidence were administered and analyzed at the end of the mentoring program. Six themes emerged capturing the students' perspective of mentoring and parental involvement during the college-going process of nursing education. The themes were (a) Beneficial Relationship, (b) Adaptive Communication, (c) Strengths and Limitations, (d) Good Mentor Characteristics and Qualities, (e) Goal Setting and (f) Parent Involvement: “Being there emotionally”. Parental involvement was moderate for most student mentees participating in the mentoring program. Developing mentoring relationships with professional nurses and increasing parental involvement is an effective strategy to improve the college-going process of nursing education of first-generation Black high school students.