Blackfullas in ivory towers: referenced reflections of a Bundjalung graduate nurse

Gorman, Edward

doi:10.1080/10376178.2017.1409645

Cited by 10 publications

(4 citation statements)

References 11 publications

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“…The role of Indigenous nurse academics within SON is quite broad. Their role consists of supporting Indigenous nursing students (West, Usher, Foster & Stewart 2014;Gorman, 2017), leading the development and delivery of Indigenous health curricula (Sherwood & Edward, 2006;Jackson et al, 2013), including the incorporation of Indigenous perspectives (Drummond, 2020), and supporting relationships with relevant stakeholders (Best & Stuart, 2014).…”

Section: Experience Of Indigenous Nurse Academicsmentioning

confidence: 99%

Indigenous academics teaching Indigenous health: ‘it’s part of who we are, our spirit, our soul, our knowledge… that goes into our teaching’

Drummond

Cox

Brough

2021

Australian Journal of Clinical Education

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Section: Experience Of Indigenous Nurse Academicsmentioning

confidence: 99%

Indigenous academics teaching Indigenous health: ‘it’s part of who we are, our spirit, our soul, our knowledge… that goes into our teaching’

Drummond

Cox

Brough

2021

Australian Journal of Clinical Education

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“…For example, non-Indigenous students openly expressing hostility regarding being 'forced' to study Indigenous health or making ill-informed remarks in the classroom (Jackson et al, 2013). Culturally unsafe teaching and learning environments can further traumatise and marginalise Indigenous students and reinforce deficit, racist or ignorant beliefs held by non-Indigenous students (Gorman, 2017;Virdun et al, 2013). Furthermore, there is little evidence that initiatives such as mandating Indigenous content in curricula or introducing Indigenous Graduate Attributes are translating to improved cultural safety in either graduates or the health care system (Power et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

A unified call to action from Australian nursing and midwifery leaders: ensuring that Black lives matter

et al. 2020

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“…The Canadian Indigenous Nurses Association (formerly the Aboriginal Nurses Association of Canada ( 2009)), stressed the importance of providing a safe learning environment by being culturally sensitive and culturally competent in instruction in order to improve retention rates. Gorman (2017), reflecting on his experience as an Indigenous nursing student from Australia, described the barriers and challenges he faced when he was enrolled in his nursing program. He found that his lack of awareness and experience with university life, academic requirements and the cost of education were challenges.…”

Section: Introduction Backgroundmentioning

confidence: 99%

Perceptions of Academic Supports for Indigenous Nursing Students

Ha,

Ahenakew,

Campbell

2019

JIPE

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Given the education completion gap between Indigenous students and non-Indigenous students and the need for more Indigenous nurses, support for Indigenous nursing students is imperative for academic success. Indigenous nursing students face a number of barriers to success and struggle with the demands of the university setting. Academic, financial, personal, and cultural supports may assist students to successfully adapt and overcome these barriers. Educational institutions, such as Saskatchewan Polytechnic, have recognized barriers to Indigenous student success and have put a variety of measures in place to assist students. This paper aims to examine the current literature on Indigenous nursing student perception and academic support staff perception of available supports. The literature suggests that facilitative factors such as collaborative relationships between support services, individual supports, the learning environment, financial supports, and student characteristics all play a role in the academic success of students. Stressors, health, institutional racism, and feelings of shame and self-doubt are some barriers students must overcome. Within the larger context, students’ pre-university educational experience, the academic environment, and program characteristics impact the effectiveness of support services. Indigenous nursing students and Indigenous students from other programs share similar perceptions as to the effectiveness of support services. The perception of academic staff is that the needs of both Indigenous nursing and non-nursing students are similar. Although there is little research in the area of library services in relation to how they support Indigenous nursing student success, student perceptions of other support services are positive when students use them...

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Blackfullas in ivory towers: referenced reflections of a Bundjalung graduate nurse

Abstract: To retain Indigenous students and contribute to a culturally capable workforce, it is imperative to listen and respond to Indigenous Peoples voices to shape learning experiences and support.

Cited by 10 publications

References 11 publications

Indigenous academics teaching Indigenous health: ‘it’s part of who we are, our spirit, our soul, our knowledge… that goes into our teaching’

Indigenous academics teaching Indigenous health: ‘it’s part of who we are, our spirit, our soul, our knowledge… that goes into our teaching’

A unified call to action from Australian nursing and midwifery leaders: ensuring that Black lives matter

Perceptions of Academic Supports for Indigenous Nursing Students

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