Discerning Success of Indigenous Health Students in Community-based Programs

Indigenous Nursing Students’ Readiness for Practice Perceptions - Les perceptions d’étudiantes autochtones en sciences infirmières quant à leur préparation à la pratique

“…Many personal factors influence student retention and success in nursing education programs. Personal motivation for enrolling in an undergraduate nursing program, dedication and commitment to their studies, and the desire to make a difference in the health outcomes of Indigenous clients and communities positively influence the students' success (Harder, Astle, Grypma, & Voyageur, 2016;West et al, 2013). Confidence in their Indigenous identity and self-efficacy allow for students to be successful in their programs (West et al, 2013).…”

“…Family responsibilities and community considerations are deemed to be significant influences on student success (Anonson, Desjarlais, Nixon, Whiteman, & Bird, 2008;Felton-Busch, Solomon, McBain, & De La Rue, 2009;Smith et al, 2011). Indigenous students prefer to reside in communities near their families and support systems while attending university as it provides a ready support system (Harder et al, 2016;Wilson, McKinney, & Rapata-Hanning, 2011). Relocating to areas away from family can result in attrition .…”

“…Several institutional factors are seen as supportive for Indigenous nursing student success and frequently include monetary, academic and non-academic, and social supports . Financial support in the form of loans, scholarships, and bursaries are considered facilitative factors in program retention and completion (Anonson, et al, 2008;Ferrell, DeCrane, Edwards, Foli, & Tennant, 2016;Harder et al, 2016;Parent, 2010;Pijl & Hagen, 2011). However, Cech et al (2011) identify that financial supports are perceived as less important by Indigenous students than other institutional supportive factors.…”

“…As educational institutions and educators, there is a responsibility of non-Indigenous nursing educators to engage in "skills-based training in intercultural competency, conflict resolution, human rights, and antiracism" (TRC, 2015, p. 323). Non-Indigenous educators should enhance their knowledge and awareness of Indigenous culture and history by enrolling in courses and engaging in self-reflection to enhance their understanding of implementing Indigenous student-centred approaches, demonstrate cultural safety, and acknowledge the potential power differential associated with historical relationships between non-Indigenous and Indigenous peoples (Harder et al, 2016;Martin & Seguire, 2013;Smith et al, 2011;Wilson et al, 2011).…”