Available online 4 November 2022

Black and Hispanic student perceptions of faculty expectations both in the clinical and classroom setting resulted in feelings of isolation, low morale, and diminished confidence.

Diverse faculty members who reflect the students’ diversity promote perceptions of inclusion and reassurance among Black and Hispanic nursing students.

Faculty who incorporate health disparities, social determinants of health, and social justice in their pedagogy foster inclusion among diverse nursing students.

Despite increased focus on diversity and inclusion in nursing education, there remains an underrepresentation of Black and Hispanic nurses in the United States.

The purpose of this qualitative study was to explore student perceptions of the School of Nursing's diversity and inclusion recruitment/retention initiatives and the perceived impact of exclusion on their academic success.

Phenomenological methodology was employed to elicit Black/Hispanic student lived experiences/perceptions of inclusion. Participants were recruited from the SON in a large public university using a snowball approach. Participant interviews were conducted via telephone and recorded.

The thematic analysis of the interviews revealed three key themes: being singled out; importance of representation; and importance of curriculum integration.

This study highlighted the need for teaching strategies to promote inclusivity among marginalized diverse nursing students to improve recruitment and retention in the profession.

Diversity

Inclusion

Racism

Education

Representation

Phenomenology

© 2022 Published by Elsevier Inc. on behalf of Organization for Associate Degree Nursing.