TDNet Discover

Many (Certified Registered Nurse Anesthetist) CRNA programs reject applicants who do not meet standard metrics, have minor shortcomings, or have encountered problems during the application and/or interview process. Support lacks for these candidates when compared to other professional programs in the form of preparatory programs, mentoring, and advocacy relating to increasing application strength and diversity of applicants. Barriers applicants face include the availability of resources that adequately prepare applicants, living locations, racial/ethnicity/gender disparities, and knowledge of proper etiquette during the interview process. Few CRNA preparatory programs exist;virtually none have published peer-reviewed literature about their applicant's successful matriculation into CRNA programs. In 2023, the American Association of Nurse Anesthesiologists (AANA)1 reported that 83.9% of CRNAs surveyed classify themselves as White or Caucasian, leaving only 12.0% of CRNAs representative of minority populations and 4.1% CRNAs preferring not to say. This review aimed to assess literature that focused on the potential influence of preparatory programs on the acceptance rates of CRNA school applicants who do not meet standard metrics. Multiple databases and search engines helped identify articles pertinent to our PICOT question. Search criteria included the following keywords and phrases: pre-matriculation, medical, preparatory program, post-baccalaureate, admissions, diversity, CRNA, CRNA school, graduate school, barriers, nurse anesthesia, and admission criteria. The reviewers attempted to utilize MeSH terms and Boolean phrasing while searching for literature within the Cochrane Library, which yielded zero results. This led the reviewers to expand searches for graduate programs. Ultimately, we identified 10 articles that pertained to our PICOT. Each reviewed article exemplified the value of preparatory programs on the success of applicants for professional programs. Three overarching themes surrounding interventions performed within preparatory programs emerged: academic course preparation, academia plus another domain, and outreach and other methods. A multimodal approach using academia plus another domain utilizing interventions like academic development, personal mentoring, and counseling proved popular among preparatory programs and appeared in five articles selected for the literature review. Regarding study population demographics, most articles in the literature review identified underrepresented and minority groups as their targeted population. While the targeted population of the PICOT aims at potential CRNA students who do not meet standard metrics rather than underrepresented and minority groups, diversity is the common underlying factor that connects these targeted populations. The underlying theme identified among the articles suggests that preparatory programs lead to improved scholarly outcomes, especially for those belonging to underrepresented and minority groups, thus enhancing diversity in different avenues of academia. These programs' impact on increased diversity and inclusion rivals the individual benefits these programs bring to graduate programs. Through a thematic analysis, the reviewed literature confirmed that preparatory programs provide measurable success for applicants to professional programs. The data strongly suggests that implementing a preparatory program encourages diversity while adequately preparing candidates for professional application. Preparatory programs provide candidates with a clear path to higher-level education through many different avenues. These programs benefit potential candidates and professional organizations by strengthening the candidate pool through improved academic success and broadened diversity.