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Abstract #156279
Claudia S. Coggin, PhD, CHES1, Elizabeth Trevino, DrPH2, Mary Lou Bond, RN, PhD3, Jennifer Gray, RN, PhD3, and Carolyn Cason, RN, PhD3. (1) School of Public Health, Dept of Social and Behavioral Sciences, University of North Texas Health Science Center, 3500 Camp Bowie Blvd, Ft Worth, TX 76107, 817.735-2360, ccoggin@hsc.unt.edu, (2) School of Pubic Health, Dept. of Health Management & Policy, University of North Texas Health Science Center, 3500 Camp Bowie Blvd., Fort Worth, TX 76107, (3) School of Nursing, Unv of Texas at Arlington, 411 South Nedderman Drive, Box 19407, Arlington, TX 76019
The lack of minority health professionals has been linked to the nation's persistent racial and ethnic health disparities. A state supported school of nursing, a privately supported school of nursing and a school of public health in Texas partnered to attempt to identify the barriers/ supports to increase and retain Hispanic students.
Qualitative data was collected through two focus groups in the school of public health. One group was with the MPH students and one with DrPH students. Hispanic facilitators served as focus group leaders. The Model of Institutional Support provided the theoretical context for the content analysis of the group transcripts. Components of the model include: academic advising and support from faculty; opportunities for socialization with other students; mentoring from public health professionals; financial aid; and technical support. Transcripts were analyzed to identify primary themes.
A total of eleven MPH(7) and DrPH(4) students participated in the focus groups. Both groups recommended beginning academic advising early to prepare students to attend a higher education institution. Emotion/social support was particularly important, but working was a barrier to sustaining connections with family and friends. Limited opportunities to interact with Hispanic public health professionals for mentoring except through work due to work/school schedules were reported. Finance was a major barrier forcing students to work full or part time and attend school part time. Technical support worked well, but was a potential barrier to the highly valued human interaction.
Learning Objectives:
- Discuss the identified supports/barriers for Hispanic students
- Discuss the implications of the findings for recruitment and retention of Hispanic students.
- Describe the Model of Institutional Support
Keywords: Professional Preparation, Hispanic
Presenting author's disclosure statement:
Any relevant financial relationships? No
Any institutionally-contracted trials related to this submission?
I agree to comply with the American Public Health Association Conflict of Interest and Commercial Support Guidelines, and to disclose to the participants any off-label or experimental uses of a commercial product or service discussed in my presentation.
The 135th APHA Annual Meeting & Exposition (November 3-7, 2007) of APHA