Exploring First Nations nursing student study journeys; co-creating a culturally safe environment
Date
2024
Authors
Arnold-Ujvari, M.
Stevenson, T.
Westhead, A.
Wells, A.
Salamon, Y.
Temple-Varcoe, K.
Kelly, J.
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Conference paper
Citation
Abstracts of the Council of Deans of Nursing and Midwifery Symposium (CDNM, 2024), 2024, pp.P2-P2
Statement of Responsibility
Melissa Arnold-Ujvari
Conference Name
Council of Deans of Nursing and Midwifery Symposium (CDNM) (17 Jul 2024 - 19 Jul 2024 : Darwin)
Abstract
Aim/Objective: To explore the journeys of First Nations students undertaking nursing studies, to identify university level factors contributing to culturally safe experiences and highlighting strengths, enablers, gaps and barriers that impact upon study program continuation and completion. Additionally, to explore staff experiences of supporting First Nation students within the tertiary setting and identify unmet cultural safety training needs. With these insights we then worked collaboratively with First Nations students to co-create recommendations to address these gaps and needs.
Methods: This collaborative research project brought together nursing academics and First Nations student participants. A mixed methods approach was employed, combining student study journey mapping, a staff experience survey and the analysis of quantitative enrolment, discontinuation and course completion data. This combined analysis allowed us to identify themes and trends that were indicative of study journey trajectory/outcome and staff training needs.
Results: We identified critical touch points within the student study journey that were indicative of outcome; highlighting those that were associated with a positive trajectory and others where the implementation of specific and structured support were required. Yet, significant gaps remain in support availability and staff training and development needs. In response to these, student led recommendations for improvement were co-developed.
Conclusion: Consistent, comprehensive and structured support across the study journey is critical for ensuring that First Nations nursing students are most likely to not only complete their program but thrive throughout their study journey. As opposed to the implementation of reactive support once students are facing challenges; this is too late, which likely negatively impacts the student’s trajectory for success. In order to achieve this, tertiary institutions must equip their staff with the appropriate services, tools and training. Doing so may help ensure improved recruitment and retention of First Nations nursing students and increased workforce representation.
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