School of Nursing, University of British Columbia, T201-2211 Wesbrook Mall Vancouver, Canada V6T 2B5.
Nurse Educ Pract. 2006 Dec;6(6):380-8. doi: 10.1016/j.nepr.2006.07.009. Epub 2006 Nov 13.
Motivated by a shortage of Aboriginal nurses and recurring difficulties in recruitment and retention of Aboriginal peoples in nursing education, a critical ethnography was conducted to examine the experiences of undergraduate Aboriginal nursing students in two Canadian schools of nursing. We conducted audiotaped interviews with Aboriginal nursing students (n=31), Aboriginal nurses (n=5), nursing faculty members (n=24), and individuals who were identified as knowledgeable about the context that might shape the experiences (n=16). Other data sources included reflexive and descriptive fieldnotes from 200h of fieldwork in classroom and laboratory practice sessions and 135 texts from the participating schools. Nursing textbooks, course syllabi, policies, procedures, clinical evaluation forms and websites were randomly selected and analyzed to explicate how texts shaped the students' experiences. In this paper, we discuss the findings of the study and briefly share our recommendations.
受原住民护士短缺以及原住民在护理教育领域招聘和留用方面反复出现困难的推动，进行了一项批判性民族志研究，以考察两所加拿大护理学校的本科原住民护理学生的经历。我们对原住民护理学生（n=31）、原住民护士（n=5）、护理教师（n=24）以及被认为了解可能影响经历的背景的人士（n=16）进行了录音采访。其他数据来源包括 200 小时课堂和实验室实践课程中的反思性和描述性实地笔记，以及来自参与学校的 135 篇文本。随机选择和分析了护理教科书、课程教学大纲、政策、程序、临床评估表和网站，以说明文本如何塑造学生的经历。在本文中，我们讨论了研究结果，并简要分享了我们的建议。
