THE EXPERIENCE OF BECOMING A NURSE: A PHENOMENOLOGICAL STUDY OF BLACK WOMEN'S EXPERIENCES AT PREDOMINANTLY WHITE SCHOOLS OF NURSING (AFRICAN-AMERICAN, DIVERSITY).
Contributors: Georgia State University.
Published: 1996
Number of pages: 246
Subjects: Health Sciences, Nursing.; Health Sciences, Education.; Black Studies.; Sociology, Ethnic and Racial Studies.; Education, Higher.
Description: The purpose of this study was to uncover the meanings embedded in the everyday lived experiences of Black women who graduated from predominantly White schools of nursing. The sample in the study included 18 Black women who had graduated within one year or less from associate degree nursing programs at a predominantly White school of nursing in North Carolina or South Carolina. Data were generated from face-to-face interviews with participants who responded to the question: "Describe your experience of being a Black woman in a predominantly White school of nursing." Individual audiotape interviews were transcribed verbatim and the resulting transcriptions were analyzed thematically using van Manen's (1990) phenomenological method.

Three major patterns and eight relational themes emerged from the interpretation of the texts. The pattern "getting in" addressed participants' interactions in the predominantly White environment and focused on their experiences of marginality. The pattern "getting through" described the strategies participants used to confront challenges and obstacles and to ensure their success in completing the requirements of the program. The pattern "getting out" addressed the participants' sense of determination that was crucial to achieving their goals. Methodological rigor was evaluated based on criteria for trustworthiness set forth by Lincoln and Guba (1985).

Conclusions from the inquiry related to the experiences of Black women who attended nursing programs at predominantly White institutions. Recommendations for nursing education and nursing research centered on efforts to develop and evaluate nursing curricula which support diversity and multiculturalism in nursing education.
Notes: Source: Dissertation Abstracts International, Volume: 57-03, Section: B, page: 1715.

Thesis (PH.D.)--GEORGIA STATE UNIVERSITY, 1996.

School code: 0079.