Challenges faced by Indigenous nursing students and strategies that aided their progress in the course: A descriptive study

Abstract

Marked improvements in Indigenous health can be achieved by increasing the participation of Indigenous people in the health professions. Currently in Australia the participation by Indigenous people in the health professions is low and the Indigenous people of Australia continue to have poor health outcomes. This qualitative study utilised interviews with 22 Indigenous students enrolled in undergraduate nursing degrees across Australia, to explore the challenges they faced and uncover the strategies they had found helpful to their progress in the course. The findings indicate that students are challenged by financial hardship, staff insensitivity to cultural issues, discrimination, lack of Indigenous mentors, poor study skills, lack of adequate educational preparation, lack of resources, and ongoing family commitments. Strategies identified as particularly helpful to tenure within the course include specific Indigenous support units, adequate financial support, interested academics, Aboriginal Tertiary Assistance Scheme (ATAS) tutors, support from family and friends, and support from other students.

The participation of Australian Indigenous students in higher education: a scoping review of empirical research, 2000–2016

“…These centres not only provide formal academic support but also tangible resources for students and a venue for social, cultural, and community activities (Cameron and Robinson 2014;Fleet et al 2007;Howlett et al 2008;Kinnane et al 2014;Kippen et al 2006;Morgan 2001;Oliver et al 2013Oliver et al , 2015Page and Asmar 2008;Sonn et al 2000;Usher et al 2005;West et al 2014). In the wider university environment, the support provided by both Indigenous and non-Indigenous academics was highlighted (Cameron and Robinson 2014;Fredericks et al 2015;Oliver et al 2013Oliver et al , 2015Page and Asmar 2008;Rigby et al 2010;Sharrock and Lockyer 2008;Usher et al 2005;West et al 2014). Furthermore, inclusive environments that incorporate Indigenous content in curricula and involve members of the local Indigenous community were found to be important enablers for ongoing participation and retention (DiGregorio et al 2000;Howlett et al 2008;Turnbull 2014;Usher et al 2005).…”

“…In the wider university environment, the support provided by both Indigenous and non-Indigenous academics was highlighted (Cameron and Robinson 2014;Fredericks et al 2015;Oliver et al 2013Oliver et al , 2015Page and Asmar 2008;Rigby et al 2010;Sharrock and Lockyer 2008;Usher et al 2005;West et al 2014). Furthermore, inclusive environments that incorporate Indigenous content in curricula and involve members of the local Indigenous community were found to be important enablers for ongoing participation and retention (DiGregorio et al 2000;Howlett et al 2008;Turnbull 2014;Usher et al 2005).…”

“…Access to appropriate information, infrastructure, and resources within the university has also been highlighted (Barney 2013;Hossain et al 2008;Oliver et al 2013Oliver et al , 2015Usher et al 2005), facilitated through support services and programs (Barney 2013;Fleet et al 2007;Hossain et al 2008;Morgan 2001;Oliver et al 2013;Shah and Widin 2010;Usher et al 2005). A number of these studies also show that formal and informal mentoring provides a mechanism for engagement on campus as well as a source of information about university systems and procedures (Barney 2013;Cameron and Robinson 2014;Fleet et al 2012;Kinnane et al 2014;Mills et al 2014;Oliver et al 2013;Sharrock and Lockyer 2008;Usher et al 2005). Support from peers, opportunities for networking, and other social aspects of university life provide important connections (Barney 2013;Fleet et al 2007;Morgan 2001;Oliver et al 2013Oliver et al , 2015Rigby et al 2010;Usher et al 2005;West et al 2014).…”

“…A number of these studies also show that formal and informal mentoring provides a mechanism for engagement on campus as well as a source of information about university systems and procedures (Barney 2013;Cameron and Robinson 2014;Fleet et al 2012;Kinnane et al 2014;Mills et al 2014;Oliver et al 2013;Sharrock and Lockyer 2008;Usher et al 2005). Support from peers, opportunities for networking, and other social aspects of university life provide important connections (Barney 2013;Fleet et al 2007;Morgan 2001;Oliver et al 2013Oliver et al , 2015Rigby et al 2010;Usher et al 2005;West et al 2014). These connections assist students to feel a sense of belonging within the higher education environment (Hossain et al 2008;Rigby et al 2010;Usher et al 2005).…”

Socio-Economic Condition of Indigenous Students: A Study in the University of Dhaka

“…The factors responsible for the low attainment were also studied by Haque (2000). The indigenous students are challenged by the financial hardship, staff insensitivity and discrimination to the cultural issues, lack of Indigenous mentors, poor study skills, lack of adequate educational preparation, lack of resources and ongoing family commitments (Usher et al, 2005).…”