Strategies to Diversify Canadian BSN Education: A Scoping Review




Jap, Jennifer

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Background: Indigenous people, Black people, and men have and continue to face exclusion from nursing education and the profession. Furthermore, persisting Eurocentric and heteronormative systems of oppression may exclude people who are Asian, Latin American, identify as LGBTQ2IA+, or have disabilities. We conduct this review to identify strategies implemented by Canadian baccalaureate nursing (BSN) programs to recruit and retain students from systemically and historically marginalized populations. Methods: Using JBI scoping review methodology, we conducted searches in the following datasets: CINAHL (EBSCO), MEDLINE (EBSCO), ProQuest Dissertations & Theses, Web of Science, and ERIC (EBSCO). A total of 1724 citations were identified. After title, abstract and full article screening, 35 articles were included for extraction. Findings: Of the 30 identified recruitment and retention strategies, pathway programs for Indigenous students are the most frequently cited strategy. Formal evaluation of all strategies are scarce, as are strategies designated specifically for the recruitment and retention of other non-Indigenous marginalized populations. Conclusion: Further research is needed to identify strategies in place today, followed by formal strategy evaluation. Formal evaluation of successful strategies may allow Canadian institutions across the country to adopt them into their BSN programs, thus manifesting diversity into Canadian BSN education and the nursing profession.



recruitment strategies, retention strategies, baccalaureate nursing education, BSN, systemically marginalized, historically marginalized