scholarly journals Academic Staff Perceptions of Factors Underlying Program Completion by Australian Indigenous Nursing Students

2014 ◽  
Author(s):  
Roianne West ◽  
Kim Usher ◽  
Kim Foster ◽  
Lee Stewart
Keyword(s):  
Nursing Students ◽  
Cultural Awareness ◽  
Indigenous Health ◽  
Academic Staff ◽  
Indigenous Education ◽  
Individual Student ◽  
Staff Perceptions ◽  
Indigenous Students ◽  
Undergraduate Nursing ◽  
Education Support

An increase in the number of Indigenous health professionals is one way to help reduce the poor health outcomes of Australia’s Indigenous people. However, while Indigenous students are enrolling in Australian tertiary undergraduate nursing courses in increasing numbers, their completion rates remain lower than non-Indigenous students and many barriers hinder course completion. This critical interpretive qualitative study explores academic staff perceptions of factors enabling successful course completions by Indigenous nursing students from universities in Queensland, Australia. Content analysis of data revealed five themes: (a) Individual student characteristics; (b) Institutional structures, systems, and processes; (c) Relationships, connections, and partnerships; (d) Family and community knowledge, awareness, and understanding; and (e) Academics’ knowledge, awareness, and understanding. To increase the number of Indigenous nurses, strategies such as appointing Indigenous nursing academics; partnerships between nursing schools and Indigenous Education Support Units, and the implementation of tailored cross-cultural awareness programs for nurse academics are proposed.

scholarly journals Illuminating Indigenous health care provider stories through forum theater

2021 ◽  
Vol 17 (1) ◽  
pp. 61-70
Author(s):  
Vanessa Van Bewer ◽  
Roberta L Woodgate ◽  
Donna Martin ◽  
Frank Deer
Keyword(s):  
Higher Education ◽  
Health Care ◽  
Health Care Professionals ◽  
Indigenous Health ◽  
Indigenous Education ◽  
Cultural Safety ◽  
Lateral Violence ◽  
Indigenous Students ◽  
Current Context ◽  
Physical Spaces

Learning about the historical and current context of Indigenous peoples’ lives and building campus communities that value cultural safety remains at the heart of the Canadian educational agenda and have been enacted as priorities in the Manitoba Collaborative Indigenous Education Blueprint. A participatory approach informed by forum theater and Indigenous sharing circles involving collaboration between Indigenous and non-Indigenous health care professionals ( n = 8) was employed to explore the above priorities. Through the workshop activities, vignettes were created and performed to an audience of students and educators ( n = 7). The findings emerging from the workshop illuminated that Indigenous people in nursing and higher education face challenges with negotiating their identity, lateral violence and struggle to find safe spaces and people due to tokenism and a paucity of physical spaces dedicated to Indigenous students. This study contributed to provoking a greater understanding of Indigenous experiences in higher education and advancing reconciliation.

Advancing pedagogy of undergraduate nursing students' cultural awareness through internationalization webinars: A qualitative study

2020 ◽  
Vol 93 ◽  
pp. 104514
Author(s):  
Doris Y.L. Leung ◽  
Engle Angela Chan ◽  
Arkers K.C. Wong ◽  
Sonia Reisenhofer ◽  
Marie Stenberg ◽  
...  
Keyword(s):  
Nursing Students ◽  
Qualitative Study ◽  
Cultural Awareness ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing

scholarly journals Quality and Efficacy of the Indigenous Tutorial Assistance Scheme (ITAS) for University Students

2008 ◽  
Vol 37 (S1) ◽  
pp. 118-130 ◽  
Author(s):  
Sue Whatman ◽  
Juliana McLaughlin ◽  
Susan Willsteed ◽  
Annie Tyhuis ◽  
Susan Beetson
Keyword(s):  
Education Policy ◽  
University Students ◽  
Participatory Research ◽  
Teaching And Learning ◽  
Indigenous Education ◽  
Indigenous Students ◽  
Strategic Initiative ◽  
Quality Of Teaching ◽  
Education Support

AbstractDesigned as a “supplementary” tuition scheme, the Indigenous Tutorial Assistance Scheme (hereafter referred to as ITAS) is a strategic initiative of the National Indigenous Education Policy (DEET, 1989). This paper seeks to contribute to the literature of the analysis of the quality and efficacy of ITAS. Currently, the delivery of ITAS to Indigenous students requires enormous administration and commitment by the staff of Indigenous education support centres. In exploring the essential but problematic provision of ITAS to Indigenous university students, this paper provides insights into significant aspects of our program that move beyond assumptions of student deficit, by researching the quality of teaching and learning through ITAS, analysing administrative workload, and sharing innovations to our program as a result of participatory research with important ITAS stakeholders.

Measuring Cultural Awareness Among Slovene Nursing Student: A Cross-Sectional Study

2020 ◽  
Vol 32 (1) ◽  
pp. 77-85
Author(s):  
Sabina Ličen ◽  
Igor Karnjuš ◽  
Mirko Prosen
Keyword(s):  
Nursing Students ◽  
Cultural Awareness ◽  
Nursing Student ◽  
Cross Sectional Study ◽  
Transcultural Nursing ◽  
Cross Sectional ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Cross Sectional Design ◽  
High Level

Background: Measurements of nursing students’ cultural awareness are needed to evaluate education that intends to improve nurses’ cultural competency skills. The purpose of this study was to assess the level of cultural awareness held by undergraduate nursing students. Method: A nonexperimental, cross-sectional design was applied to a purposive sample of 149 undergraduate nursing students. Data were collected based on the Cultural Awareness Scale (CAS). Results: The results show that the nursing students had a moderately high level of cultural awareness for all CAS subscales ( M = 194.0). However, no statistically significant differences were seen between the students’ demographic (gender and age) and other data (year of study and religion) related to the overall CAS score ( p > .05). Discussion: Building on the satisfactory results obtained from this study, in the future, both the transcultural nursing contents as well as various strategies for teaching cultural competencies should be carefully evaluated.

‘For the Life of Me, I Can't See Why Those Students were Let Go on So Long’: Educating the Educators, Aboriginal and Torres Strait Islander-Style

2012 ◽  
Vol 41 (2) ◽  
pp. 156-161 ◽  
Author(s):  
Suzanne Plater
Keyword(s):  
Torres Strait Islander ◽  
Indigenous Health ◽  
Academic Staff ◽  
Individual Student ◽  
Structured Interviews ◽  
Student Effort ◽  
The Past ◽  
Torres Strait ◽  
The University ◽  
Study Participants

In 2008, almost 40% of Aboriginal and Torres Strait Islander students enrolled in the Graduate Diploma in Indigenous Health Promotion at The University of Sydney failed to complete the course. Although this was not considered unusual when compared to previous years, the decision was made to investigate why so many students struggled to meet the expectations of a course that was pedagogically progressive, culturally affirming, taught by highly regarded academics and strongly supported by the university and its stakeholders. A qualitative study using in-depth semi-structured interviews was conducted, and many complex and interrelated issues were explored. One issue that was raised both unexpectedly and emphatically by almost half the study participants who completed the course was the unintentional stifling of individual student effort and achievement through the development of co-dependent relationships between academic staff and students. This article presents the data relevant to this particular issue, reflects on the findings, and outlines some of the strategies implemented since this study commenced that have contributed to a healthy completion rate of 98% over the past 3 years.

scholarly journals Using successful graduates to improve the quality of undergraduate nursing programs

2010 ◽  
Vol 1 (1) ◽  
pp. 26-44 ◽  
Author(s):  
Geoff Scott ◽  
Esther Chang ◽  
Leonid Grebennikov
Keyword(s):  
Nursing Students ◽  
Academic Staff ◽  
Early Career ◽  
Theory And Practice ◽  
Public Hospitals ◽  
Undergraduate Nursing Students ◽  
Clinical Placements ◽  
Undergraduate Nursing ◽  
Case Based Learning ◽  
High Level

This paper outlines the context and focus of the late 2008 survey of 45 early career nursing graduates working in public hospitals in an outer-urban area of Sydney who were identified by their supervisors as performing successfully. It gives an overview of the key quantitative and qualitative results for 2008 compared with the results of earlier studies of successfully performing nurses and other professionals in the first 3-5 years of their career. Based on this analysis it makes a range of recommendations on how to optimise the quality and relevance of the learning design, support and assessment systems experienced by undergraduate nursing students. The study confirms that, in addition to possessing a high level of technical competence, it is a particular combination of personal, interpersonal and cognitive capabilities which characterises the most effective performers. The most productive approaches to developing these capabilities focus on: consistent two-way links between theory and practice; the availability of responsive, committed academic staff with current clinical experience; provision of clear direction and integration between different units of study; the systematic use of case-based learning, simulations, clinical placements and associated assessment tasks which are a "real world" focused, integrated and problem-based, and which concentrate on the key capabilities identified as counting most for successful early career practice in this and parallel studies.

Cultural Safety: Let’s name it!

2003 ◽  
Vol 32 ◽  
pp. 21-28 ◽  
Author(s):  
Maryann Bin-Sallik
Keyword(s):  
Higher Education ◽  
Indigenous Health ◽  
Indigenous Education ◽  
Education Sector ◽  
Cultural Safety ◽  
Support Program ◽  
The Past ◽  
Whole Process ◽  
Indigenous Participation ◽  
Education Support

AbstractThis paper provides an overview of the Australian Indigenous higher education sector commencing from its development in the early 1970s to the present. It outlines how the first Indigenous higher education support program was developed, the reasons behind the development, and how and why it has been replicated across the Australian higher education sector. The whole process over the past 30 years of formal Indigenous participation within the higher education sector has been a very difficult process, despite the major gains. On reflection, I have come to believe that all the trials and tribulations have revolved around issues of “cultural safety”, but we have never named it as such. I believe that it is time that we formally named it as a genre in its own right within the education sector. We need to extend it from our psyches and put it out there to be developed, discussed, debated and evaluated. This is what is beginning to take place within Indigenous health - so why not Indigenous education?

Learning Style Preferences of Undergraduate Nursing Students: A Systematic Review

2019 ◽  
Vol 21 (1) ◽  
Author(s):  
Tonderai Washington Shumba ◽  
Scholastika Ndatinda Iipinge
Keyword(s):  
Systematic Review ◽  
Academic Performance ◽  
Academic Success ◽  
Nursing Students ◽  
Learning Styles ◽  
Learning Style ◽  
Undergraduate Nursing Students ◽  
Learning Style Preferences ◽  
Undergraduate Nursing ◽  
Style Preferences

This study sought to synthesise evidence from published literature on the various learning style preferences of undergraduate nursing students and to determine the extent they can play in promoting academic success in nursing education of Namibia. A comprehensive literature search was conducted on electronic databases as a part of the systematic review. Although, kinaesthetic, visual and auditory learning styles were found to be the most dominant learning style preferences, most studies (nine) indicated that undergraduate nursing students have varied learning styles. Studies investigating associations of certain demographic variables with the learning preferences indicated no significant association. On the other hand, three studies investigating association between learning styles and academic performance found a significant association. Three studies concluded that indeed learning styles change over time and with academic levels. The more nurse educators in Namibia are aware of their learning styles and those of their students, the greater the potential for increased academic performance.

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