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Hays C, Devine S, Glass BD. Exploring the nursing student experience at a remote Australian university campus: a qualitative study. BMC Nurs 2022; 21:211. [PMID: 35918680 PMCID: PMC9344458 DOI: 10.1186/s12912-022-00996-x] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/15/2021] [Accepted: 07/20/2022] [Indexed: 11/22/2022] Open
Abstract
Background Nurses constitute most of the rural and remote Australian health workforce, however staff shortages in these regions are common. Rural exposure, association, and undertaking rural clinical placements can influence health students’ decision to work rurally after graduation, however attending university in rural and remote regions has been shown to be a great contributor. An improved understanding of these nursing students’ experiences may inform changes to teaching and support strategies for these students, which in turn could improve their retention and completion rates, contributing to a more sustainable rural and remote Australian nursing workforce. This study aimed to explore and describe students’ experiences of studying nursing in the context of a satellite university campus located in a remote town, with a focus on education delivery methods, staff, support, student services, and barriers and enablers to successful study. Methodology Nine students participated in this qualitative descriptive study. Semi-structured interviews were undertaken, allowing participants to reflect on their experiences as nursing students in the context of a geographically remote satellite university campus. The resulting data were grouped into common themes and summarised. Results Students were generally positive regarding lectures delivered by videoconference or recorded lectures, as they allowed for greater flexibility which accommodated their busy personal lives. Face-to-face teaching was especially valuable, and students were particularly positive about their small cohort size, which enabled the creation of strong, supportive relationships between students, their cohort, and teaching and support staff. However, barriers related to student demographics and some difficulties with course engagement and campus staffing were experienced. Conclusions The experiences of nursing students at remote university campuses are different from those experienced by traditional, metropolitan university students. Although these nursing students face additional barriers unique to the remote campus context, they benefit from a range of enabling factors, including their close relationships with other students, staff, family, and their local community.
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Affiliation(s)
- Catherine Hays
- Centre for Rural and Remote Health, James Cook University, Mount Isa, Queensland, Australia. .,College of Public Health, Medical and Veterinary Sciences, James Cook University, Townsville, Queensland, Australia.
| | - Susan Devine
- College of Public Health, Medical and Veterinary Sciences, James Cook University, Townsville, Queensland, Australia
| | - Beverley D Glass
- College of Medicine and Dentistry, James Cook University, Townsville, Queensland, Australia
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Hays C, Devine S, Wongtongkam N, Glass B. Studying nursing at Australian satellite university campuses: A review of teaching, learning and support. Aust J Rural Health 2021; 29:226-235. [PMID: 33982842 PMCID: PMC8251963 DOI: 10.1111/ajr.12741] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/06/2020] [Revised: 02/25/2021] [Accepted: 03/01/2021] [Indexed: 11/26/2022] Open
Abstract
Distribution of the Australian health workforce is uneven, with the majority of health professionals favouring metropolitan areas over rural and remote regions. Although nurses account for the largest proportion of the Australian rural and remote health workforce, difficulties with staff recruitment and retention can impact the health care outcomes of these vulnerable populations. Satellite university campuses that offer undergraduate nursing programs might therefore contribute to a more sustainable rural and remote nursing workforce. This narrative literature review aimed at investigating the barriers and enablers that affect students enrolled at satellite nursing campuses, education delivery methods and academic and non-academic strategies employed to enhance the student learning experience. The literature was reviewed across 6 health and education databases. After screening, 12 articles met the inclusion criteria and were analysed, and the data were synthesised using a thematic approach. Three themes arose from the review: student characteristics and associated barriers and enablers to studying nursing at a satellite campus; teaching strategies and learning experiences; and academic and pastoral support. Students studying at satellite campuses were found to have different education experiences and faced challenges unique to their context; however, home support networks and small class sizes were seen as enabling factors. Education delivery methods and support strategies varied depending on remoteness and resources available. Consideration of the factors that affect satellite campus nursing students has the potential to increase student satisfaction and retention, which could result in a more sustainable rural and remote nursing workforce.
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Affiliation(s)
- Catherine Hays
- College of Public Health, Medical and Veterinary SciencesJames Cook UniversityTownsvilleQLDAustralia
- Centre for Rural and Remote HealthJames Cook UniversityMount IsaQLDAustralia
| | - Susan Devine
- College of Public Health, Medical and Veterinary SciencesJames Cook UniversityTownsvilleQLDAustralia
| | | | - Beverley Glass
- College of Medicine and DentistryJames Cook UniversityDouglasQLDAustralia
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Coleman R, Hartz D, Dahlen H. The experiences of Aboriginal and Torres Strait Islander Bachelor of Midwifery students: An integrative literature review. Women Birth 2021; 34:69-76. [PMID: 32115381 DOI: 10.1016/j.wombi.2020.02.008] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/05/2019] [Revised: 02/08/2020] [Accepted: 02/08/2020] [Indexed: 11/19/2022]
Abstract
ISSUE There is an underrepresentation of Aboriginal and Torres Strait Islander midwives across Australia and an inadequate number of graduating midwives to redress this. A major pillar for the Birthing on Country Model is maternity care workforce development. AIM The purpose of this review is to examine the enablers and barriers that Aboriginal students experience while undertaking the Bachelor of Midwifery degree in Australia. METHODS A search of the literature was undertaken through electronic databases. When only three papers were found looking at the experiences of Aboriginal midwifery students the search was broadened to include Aboriginal undergraduate health students. FINDINGS The literature review reported a strong need for cultural safety in both the clinical and education systems. Students with access to cultural supports, relationships with Aboriginal mentors and academics and Aboriginal clinical placements felt empowered and were able to navigate the 'two worlds' in a meaningful way. DISCUSSION This review highlights a significant gap in the literature. Despite the expanded search terms to include Aboriginal health students, a relatively narrow range of papers were found. Interestingly, the combined search revealed similar themes: kinship, personal factors, and cultural issues. CONCLUSION Empowering and supporting Aboriginal Peoples to become midwives is essential. While systems and societies aim for cultural safety, this review shows there is still a way to go. Further research is essential to decolonise higher education and health care systems, and provide strong, well supported pathways for Aboriginal midwifery students.
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Affiliation(s)
- Renae Coleman
- Western Sydney University, School of Nursing and Midwifery, Locked Bag 1797, Penrith South, NSW, 2751, Australia.
| | - Donna Hartz
- Charles Darwin University, Asia and Pacific College of Nursing and Midwifery, Western Sydney University, School of Nursing and Midwifery, Sydney, NSW, Locked Bag 1797, Penrith South, NSW 2751, Australia
| | - Hannah Dahlen
- Western Sydney University, School of Nursing and Midwifery, Ingham Institute Liverpool Australia, Locked Bag 1797, Penrith South, NSW, 2751, Australia.
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Bond C, Brough M, Willis J, Stajic J, Mukandi B, Canuto C, Springer S, Askew D, Angus L, Lewis T. Beyond the pipeline: a critique of the discourse surrounding the development of an Indigenous primary healthcare workforce in Australia. Aust J Prim Health 2020; 25:389-394. [PMID: 31619320 DOI: 10.1071/py19044] [Citation(s) in RCA: 18] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/18/2019] [Accepted: 07/11/2019] [Indexed: 11/23/2022]
Abstract
A central strategy in addressing health disparities experienced by Indigenous people has been based on a concern with workforce improvement. In this paper, the Indigenous Australian healthcare workforce literature since 1977 is reviewed and its scope of concern, as being often limited to questions of 'supply', is critiqued. The pipeline metaphor, whether used explicitly or implied, regularly focuses attention on closing the gap on Indigenous representation within the health workforce. The exception though is the discourse concerning Indigenous Health Workers (IHWs), where questions concerning the legitimacy of the role continue to abound within a workforce hierarchy where community knowledge, though shown to be crucial to culturally safe health service provision, is trumped by the other health professions whose knowledges and legitimacy are not in question. This contrast exemplifies the need to examine the working of power not just 'supply'. The pipeline metaphor is disrupted with concerns about a range of other 'gaps' - gaps in the recognition of Indigenous knowledges, in organisational structures, in governance and in self-awareness by the health professions of their whiteness. As the health system continues to measure workforce development in terms of pipeline capacity, our study questions what happens beyond the pipeline.
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Affiliation(s)
- Chelsea Bond
- The University of Queensland Poche Centre for Indigenous Health, Brisbane, Qld 4072, Australia; and Corresponding author.
| | - Mark Brough
- Queensland University of Technology, GPO Box 2434, Brisbane, Qld 4001, Australia
| | - Jon Willis
- The University of Queensland Poche Centre for Indigenous Health, Brisbane, Qld 4072, Australia
| | - Janet Stajic
- The University of Queensland Poche Centre for Indigenous Health, Brisbane, Qld 4072, Australia
| | - Bryan Mukandi
- The University of Queensland School of Medicine, Brisbane, Qld 4072, Australia
| | - Condy Canuto
- The University of Queensland Poche Centre for Indigenous Health, Brisbane, Qld 4072, Australia
| | - Shannon Springer
- Bond University, 14 University Drive, Robina, Qld 4226, Australia
| | - Deborah Askew
- The University of Queensland School of Medicine, Brisbane, Qld 4072, Australia
| | - Lynnell Angus
- The University of Queensland Poche Centre for Indigenous Health, Brisbane, Qld 4072, Australia
| | - Tara Lewis
- The University of Queensland Poche Centre for Indigenous Health, Brisbane, Qld 4072, Australia
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Kelly J, Henschke K. The experiences of Australian indigenous nursing students: A phenomenological study. Nurse Educ Pract 2019; 41:102642. [PMID: 31704478 DOI: 10.1016/j.nepr.2019.102642] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/14/2018] [Revised: 07/22/2019] [Accepted: 10/14/2019] [Indexed: 10/25/2022]
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Taylor EV, Lalovic A, Thompson SC. Beyond enrolments: a systematic review exploring the factors affecting the retention of Aboriginal and Torres Strait Islander health students in the tertiary education system. Int J Equity Health 2019; 18:136. [PMID: 31477114 PMCID: PMC6720073 DOI: 10.1186/s12939-019-1038-7] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/20/2019] [Accepted: 08/19/2019] [Indexed: 11/10/2022] Open
Abstract
Background Indigenous Australians are under-represented in the health workforce, with large disparities between rates of Indigenous and non-Indigenous people in every health profession, including nurses, medical practitioners and all allied health professionals. Yet Indigenous people have long requested to have Indigenous practitioners involved in their health care, with this increasing the likelihood of culturally safe care. To address the shortage of Indigenous health professionals, it is important to not only recruit more Indigenous people into health courses, but also to support them throughout their studies so that they graduate as qualified health professionals. The aim of this systematic literature review was two-fold: to identify the factors affecting the retention of Indigenous students across all tertiary health disciplines, and to identify strategies that support Indigenous students to remain with, and successfully complete, their studies. Methods Eight electronic databases were systematically searched between July and September 2018. Articles were screened for inclusion using pre-defined criteria and assessed for quality using the Mixed Methods Assessment Tool and the Joanna Briggs Institute Checklist for Text and Opinion. Results Twenty-six articles met the criteria for inclusion. Key factors reported by students as affecting retention were: family and peer support; competing obligations; academic preparation and prior educational experiences; access to the Indigenous Student Support Centre; financial hardship; and racism and discrimination. The most successful strategies implemented by nursing, health and medical science faculties to improve retention were multi-layered and included: culturally appropriate recruitment and selection processes; comprehensive orientation and pre-entry programs; building a supportive and enabling school culture; appointing Indigenous academics; embedding Indigenous content throughout the curriculum; developing mentoring and tutoring programs; flexible delivery of content; partnerships with the Indigenous Student Support Centre; providing social and financial support; and ‘leaving the university door open’ for students who leave before graduation to return. Conclusions Universities have an important role to play in addressing inequities in the Indigenous health workforce. A suite of measures implemented concurrently to provide support, starting with recruitment and pre-entry preparation programs, then continuing throughout the student’s time at university, can enable talented Indigenous people to overcome adversities and graduate as health professionals.
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Affiliation(s)
- Emma V Taylor
- Western Australian Centre for Rural Health, The University of Western Australia, 167 Fitzgerald Street, Geraldton, Western Australia, 6530, Australia.
| | - Alex Lalovic
- Western Australian Centre for Rural Health, The University of Western Australia, 167 Fitzgerald Street, Geraldton, Western Australia, 6530, Australia
| | - Sandra C Thompson
- Western Australian Centre for Rural Health, The University of Western Australia, 167 Fitzgerald Street, Geraldton, Western Australia, 6530, Australia
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Fowler AC, Ewens B, Vafeas C, Delves L, Hayward C, Nannup N, Baum G. Closing the gap: A whole of school approach to Aboriginal and Torres Strait Islander inclusivity in higher education. Nurse Educ Pract 2018; 30:86-90. [PMID: 29660564 DOI: 10.1016/j.nepr.2018.04.001] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/10/2017] [Revised: 11/02/2017] [Accepted: 04/07/2018] [Indexed: 10/17/2022]
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Wikaire E, Curtis E, Cormack D, Jiang Y, McMillan L, Loto R, Reid P. Patterns of privilege: A total cohort analysis of admission and academic outcomes for Māori, Pacific and non-Māori non-Pacific health professional students. BMC MEDICAL EDUCATION 2016; 16:262. [PMID: 27717348 PMCID: PMC5054619 DOI: 10.1186/s12909-016-0782-2] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/20/2016] [Accepted: 09/27/2016] [Indexed: 06/06/2023]
Abstract
BACKGROUND Tertiary institutions are struggling to ensure equitable academic outcomes for indigenous and ethnic minority students in health professional study. This demonstrates disadvantaging of ethnic minority student groups (whereby Indigenous and ethnic minority students consistently achieve academic outcomes at a lower level when compared to non-ethnic minority students) whilst privileging non-ethnic minority students and has important implications for health workforce and health equity priorities. Understanding the reasons for academic inequities is important to improve institutional performance. This study explores factors that impact on academic success for health professional students by ethnic group. METHODS Kaupapa Māori methodology was used to analyse data for 2686 health professional students at the University of Auckland in 2002-2012. Data were summarised for admission variables: school decile, Rank Score, subject credits, Auckland school, type of admission, and bridging programme; and academic outcomes: first-year grade point average (GPA), first-year passed all courses, year 2 - 4 programme GPA, graduated, graduated in the minimum time, and composite completion for Māori, Pacific, and non-Māori non-Pacific (nMnP) students. Statistical tests were used to identify significant differences between the three ethnic groupings. RESULTS Māori and Pacific students were more likely to attend low decile schools (27 % Māori, 33 % Pacific vs. 5 % nMnP, p < 0.01); complete bridging foundation programmes (43 % Māori, 50 % Pacific vs. 5 % nMnP, p < 0.01), and received lower secondary school results (Rank Score 197 Māori, 178 Pacific vs. 231 nMnP, p < 0.01) when compared with nMnP students. Patterns of privilege were seen across all academic outcomes, whereby nMnP students achieved higher first year GPA (3.6 Māori, 2.8 Pacific vs. 4.7 nMnP, p < 0.01); were more likely to pass all first year courses (61 % Māori, 41 % Pacific vs. 78 % nMnP, p < 0.01); to graduate from intended programme (66 % Māori, 69 % Pacific vs. 78 % nMnP, p < 0.01); and to achieve optimal completion (9 % Māori, 2 % Pacific vs. 20 % nMnP, p < 0.01) when compared to Māori and Pacific students. CONCLUSIONS To meet health workforce and health equity goals, tertiary institution staff should understand the realities and challenges faced by Māori and Pacific students and ensure programme delivery meets the unique needs of these students. Ethnic disparities in academic outcomes show patterns of privilege and should be alarming to tertiary institutions. If institutions are serious about achieving equitable outcomes for Māori and Pacific students, major institutional changes are necessary that ensure the unique needs of Māori and Pacific students are met.
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Affiliation(s)
- Erena Wikaire
- Te Kupenga Hauora Māori, Faculty of Medical and Health Sciences, University of Auckland, Private Bag 92015, Auckland, New Zealand
| | - Elana Curtis
- Te Kupenga Hauora Māori, Faculty of Medical and Health Sciences, University of Auckland, Private Bag 92015, Auckland, New Zealand
| | - Donna Cormack
- Te Kupenga Hauora Māori, Faculty of Medical and Health Sciences, University of Auckland, Private Bag 92015, Auckland, New Zealand
| | - Yannan Jiang
- Department of Statistics, Faculty of Science, University of Auckland, Private Bag 92015, Auckland, New Zealand
| | - Louise McMillan
- Department of Statistics, Faculty of Science, University of Auckland, Private Bag 92015, Auckland, New Zealand
| | - Rob Loto
- Te Kupenga Hauora Māori, Faculty of Medical and Health Sciences, University of Auckland, Private Bag 92015, Auckland, New Zealand
| | - Papaarangi Reid
- Te Kupenga Hauora Māori, Faculty of Medical and Health Sciences, University of Auckland, Private Bag 92015, Auckland, New Zealand
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Slatyer S, Cramer J, Pugh JD, Twigg DE. Barriers and enablers to retention of Aboriginal Diploma of Nursing students in Western Australia: An exploratory descriptive study. NURSE EDUCATION TODAY 2016; 42:17-22. [PMID: 27237347 DOI: 10.1016/j.nedt.2016.03.026] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/23/2015] [Revised: 03/18/2016] [Accepted: 03/24/2016] [Indexed: 06/05/2023]
Abstract
BACKGROUND Nursing education appropriate to the learning needs of Aboriginal and Torres Strait Islander students is essential to prepare them for registration as nurses. Despite incentives to encourage the recruitment and retention of such students, a disproportionate number commence but do not finish their nursing studies. OBJECTIVES To describe the barriers and enablers to the retention of Aboriginal students in a Diploma of Nursing course (Enrolled/Division 2) in Western Australia. DESIGN An exploratory descriptive design was used. SETTINGS One metropolitan educational facility catering for Aboriginal people offering an 18-month course in a block release format. PARTICIPANTS A convenience sample of 16 students aged 18+years. METHODS Newly enrolled students (n=10) participated in an investigator-developed survey to explore their motivation for entering the course. Nine of these students and a further seven students who were nearing the end of their course participated in focus groups to explore their experiences of nursing education. RESULTS Survey respondents had a mean age of 32.7years; most were female, had nominated family as influential in the decision to enroll, and commenced with a friend. Regarding recruitment and retention, the qualitative data highlighted the importance of students': perceptions of the training organisation, characteristics, experiences of nursing education, and sources of support. CONCLUSIONS Strategies that develop individual's resilience and engage supportive networks can assist Aboriginal students to negotiate tertiary nursing study. Academic skills assessments supplemented with tailored educational support at entry can resource students to navigate increasingly complex course content. Flexibility throughout the course enables students to negotiate study in a context of ongoing family and financial obligations.
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Affiliation(s)
- Susan Slatyer
- School of Nursing, Midwifery and Paramedicine, Curtin University, GPO Box U1987, Perth, Western Australia 6845, Australia; Centre for Nursing Research, Sir Charles Gairdner Hospital, Australia; School of Nursing and Midwifery, Edith Cowan University, 270 Joondalup Drive, Joondalup, Western Australia 6027, Australia.
| | - Jennifer Cramer
- School of Nursing and Midwifery, Edith Cowan University, 270 Joondalup Drive, Joondalup, Western Australia 6027, Australia.
| | - Judith D Pugh
- School of Nursing and Midwifery, Edith Cowan University, 270 Joondalup Drive, Joondalup, Western Australia 6027, Australia; School of Health Professions, Murdoch University, 90 South Street, Murdoch, Western Australia 6150, Australia.
| | - Diane E Twigg
- Centre for Nursing Research, Sir Charles Gairdner Hospital, Australia; School of Nursing and Midwifery, Edith Cowan University, 270 Joondalup Drive, Joondalup, Western Australia 6027, Australia
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Lauw ML, Spangaro J, Herring S, McNamara LD. 'Talk, talk, cry, laugh': learning, healing and building an Aboriginal workforce to address family violence. AUST HEALTH REV 2013; 37:117-20. [PMID: 23237329 DOI: 10.1071/ah11117] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/25/2011] [Accepted: 06/12/2012] [Indexed: 11/23/2022]
Abstract
Sexual abuse and family violence are widespread and under-reported phenomena for which Aboriginal victims face even greater barriers to asking for and receiving assistance than do others in the community. There is a need for strategies to address abuse without disempowering and alienating Aboriginal people. A program developed by the New South Wales Health Education Centre Against Violence is addressing this issue at the same time as contributing towards a strengthened Aboriginal health workforce. The training program which is a 1-year qualification course has grown from a 52% rate of graduation in its first 6 years to 92%. Three practices in the classroom have contributed to this success. These are: (i) recognition of the emotional impact of the training and its links to participants own histories; (ii) providing space to address participants negative prior educational experiences; and (iii) further developing content on the recent sociopolitical history of Aboriginal people. These practices have strengthened this successful course, which is building a skilled workforce to provide accessible, culturally sensitive services for Aboriginal people experiencing abuse.
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Affiliation(s)
- Marlene L Lauw
- NSW Health Education Centre Against Violence, Locked Bag 7118, Parramatta BC, NSW 2150, Australia.
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Curtis E, Wikaire E, Stokes K, Reid P. Addressing indigenous health workforce inequities: a literature review exploring 'best' practice for recruitment into tertiary health programmes. Int J Equity Health 2012; 11:13. [PMID: 22416784 PMCID: PMC3402985 DOI: 10.1186/1475-9276-11-13] [Citation(s) in RCA: 37] [Impact Index Per Article: 3.1] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/10/2011] [Accepted: 03/15/2012] [Indexed: 11/10/2022] Open
Abstract
INTRODUCTION Addressing the underrepresentation of indigenous health professionals is recognised internationally as being integral to overcoming indigenous health inequities. This literature review aims to identify 'best practice' for recruitment of indigenous secondary school students into tertiary health programmes with particular relevance to recruitment of Māori within a New Zealand context. METHODOLOGY/METHODS: A Kaupapa Māori Research (KMR) methodological approach was utilised to review literature and categorise content via: country; population group; health profession focus; research methods; evidence of effectiveness; and discussion of barriers. Recruitment activities are described within five broad contexts associated with the recruitment pipeline: Early Exposure, Transitioning, Retention/Completion, Professional Workforce Development, and Across the total pipeline. RESULTS A total of 70 articles were included. There is a lack of published literature specific to Māori recruitment and a limited, but growing, body of literature focused on other indigenous and underrepresented minority populations.The literature is primarily descriptive in nature with few articles providing evidence of effectiveness. However, the literature clearly frames recruitment activity as occurring across a pipeline that extends from secondary through to tertiary education contexts and in some instances vocational (post-graduate) training. Early exposure activities encourage students to achieve success in appropriate school subjects, address deficiencies in careers advice and offer tertiary enrichment opportunities. Support for students to transition into and within health professional programmes is required including bridging/foundation programmes, admission policies/quotas and institutional mission statements demonstrating a commitment to achieving equity. Retention/completion support includes academic and pastoral interventions and institutional changes to ensure safer environments for indigenous students. Overall, recruitment should reflect a comprehensive, integrated pipeline approach that includes secondary, tertiary, community and workforce stakeholders. CONCLUSIONS Although the current literature is less able to identify 'best practice', six broad principles to achieve success for indigenous health workforce development include: 1) Framing initiatives within indigenous worldviews 2) Demonstrating a tangible institutional commitment to equity 3) Framing interventions to address barriers to indigenous health workforce development 4) Incorporating a comprehensive pipeline model 5) Increasing family and community engagement and 6) Incorporating quality data tracking and evaluation. Achieving equity in health workforce representation should remain both a political and ethical priority.
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Affiliation(s)
- Elana Curtis
- Te Kupenga Hauora Māori Department of Māori Health, Faculty of Medical and Health Sciences, University of Auckland, Private Bag 92019, Auckland 1142, New Zealand.
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12
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Pijl-Zieber EM, Hagen B. Towards culturally relevant nursing education for aboriginal students. NURSE EDUCATION TODAY 2011; 31:595-600. [PMID: 21071115 DOI: 10.1016/j.nedt.2010.10.014] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/09/2010] [Revised: 09/06/2010] [Accepted: 10/08/2010] [Indexed: 05/30/2023]
Abstract
Aboriginal nursing students face numerous challenges in North American nursing educational programs, as reflected in the relatively high attrition rate of these students. In this paper, the authors argue that nurse educators need to create more culturally relevant curriculum and instructional approaches for Aboriginal students. Such approaches would help nursing educators to ensure that current aboriginal nursing programs--which are largely assimilative in nature--can be more successful and transformative in nature.
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Affiliation(s)
- Em M Pijl-Zieber
- Faculty of Health Sciences, The University of Lethbridge, 4401 University Drive, Lethbridge, Alberta T1K 0N1, Canada.
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West R, West L, West K, Usher K. Tjirtamai– ‘To care for’: A nursing education model designed to increase the number of Aboriginal nurses in a rural and remote Queensland community. Contemp Nurse 2010. [DOI: 10.5172/conu.2010.37.1.039] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
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Anonson JM, Desjarlais J, Nixon J, Whiteman L, Bird A. Strategies to support recruitment and retention of First Nations youth in baccalaureate nursing programs in Saskatchewan, Canada. J Transcult Nurs 2008; 19:274-83. [PMID: 18421011 DOI: 10.1177/1043659608317095] [Citation(s) in RCA: 23] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
Aboriginal youth is one of the fastest growing of all populations in Saskatchewan today. This is a prime group to target for training in the health care professions. The need for strategies to support recruitment and retention in these programs is critical for maintaining our present standard and increasing demands of quality health care. Program initiatives and supports need to be implemented to encourage this population to enroll in and complete health care programs. Although only 5 years old, the University of Saskatchewan, First Nations University of Canada, and Saskatchewan Institute of Applied Science and Technology (SIAST) have created a viable northern nursing program with a retention rate of Aboriginal postsecondary students 13% greater than the provincial norm. They graduated their first class of nursing students from and for the North, May 2006.
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Affiliation(s)
- June M Anonson
- University of Saskatchewan, College of Nursing, Prince Albert, SK, Canada.
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Abstract
Nursing education access programs have been introduced in a number of countries to address the shortage of healthcare providers of Aboriginal descent. An evaluation study of a nursing education access program in Labrador, Canada, was undertaken using a Responsive Evaluation approach. Interviews and focus groups with program stakeholders were conducted. Program effectiveness was influenced by culturally relevant curriculum, experiential and authentic learning opportunities, academic and social support, and the need for partnership building between stakeholders. The authors report key findings resulting from the Responsive Evaluation.
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Murray RB, Wronski I. When the tide goes out: health workforce in rural, remote and Indigenous communities. Med J Aust 2006; 185:37-8. [PMID: 16813549 DOI: 10.5694/j.1326-5377.2006.tb00450.x] [Citation(s) in RCA: 74] [Impact Index Per Article: 4.1] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/19/2006] [Accepted: 05/21/2006] [Indexed: 11/17/2022]
Abstract
There is compelling evidence for the success of the "rural pipeline" (rural student recruitment and rurally based education and professional training) in increasing the rural workforce. The nexus between clinical education and training, sustaining the health care workforce, clinical research, and quality and safety needs greater emphasis in regional areas. A "teaching health system" for non-metropolitan Australia requires greater commitment to teaching as core business, as well as provision of infrastructure, including accommodation, and access to the private sector. Workforce flexibility is mostly well accepted in rural and remote areas. There is room for expanding the scope of clinical practice by non-medical clinicians in both an independent codified manner (eg, nurse practitioners) and through flexible local medical delegation (eg, practice nurses, Aboriginal health workers, and therapists). The imbalance between subspecialist and generalist medical training needs to be addressed. Improved training and recognition of Aboriginal health workers, as well as continued investment in Indigenous entry to other health professional programs, remain policy priorities.
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Affiliation(s)
- Richard B Murray
- Faculty of Medicine, Health and Molecular Sciences, James Cook University, Townsville, Queensland, Australia.
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