Slatyer Susan, Cramer Jennifer, Pugh Judith D, Twigg Diane E
School of Nursing, Midwifery and Paramedicine, Curtin University, GPO Box U1987, Perth, Western Australia 6845, Australia; Centre for Nursing Research, Sir Charles Gairdner Hospital, Australia; School of Nursing and Midwifery, Edith Cowan University, 270 Joondalup Drive, Joondalup, Western Australia 6027, Australia.
School of Nursing and Midwifery, Edith Cowan University, 270 Joondalup Drive, Joondalup, Western Australia 6027, Australia.
Nurse Educ Today. 2016 Jul;42:17-22. doi: 10.1016/j.nedt.2016.03.026. Epub 2016 Apr 8.
Nursing education appropriate to the learning needs of Aboriginal and Torres Strait Islander students is essential to prepare them for registration as nurses. Despite incentives to encourage the recruitment and retention of such students, a disproportionate number commence but do not finish their nursing studies.
To describe the barriers and enablers to the retention of Aboriginal students in a Diploma of Nursing course (Enrolled/Division 2) in Western Australia.
An exploratory descriptive design was used.
One metropolitan educational facility catering for Aboriginal people offering an 18-month course in a block release format.
A convenience sample of 16 students aged 18+years.
Newly enrolled students (n=10) participated in an investigator-developed survey to explore their motivation for entering the course. Nine of these students and a further seven students who were nearing the end of their course participated in focus groups to explore their experiences of nursing education.
Survey respondents had a mean age of 32.7years; most were female, had nominated family as influential in the decision to enroll, and commenced with a friend. Regarding recruitment and retention, the qualitative data highlighted the importance of students': perceptions of the training organisation, characteristics, experiences of nursing education, and sources of support.
Strategies that develop individual's resilience and engage supportive networks can assist Aboriginal students to negotiate tertiary nursing study. Academic skills assessments supplemented with tailored educational support at entry can resource students to navigate increasingly complex course content. Flexibility throughout the course enables students to negotiate study in a context of ongoing family and financial obligations.
提供符合原住民及托雷斯海峡岛民学生学习需求的护理教育，对于让他们为注册成为护士做好准备至关重要。尽管有激励措施鼓励招收和留住这类学生，但仍有不成比例的学生开始了护理学习却未能完成学业。
描述西澳大利亚州护理文凭课程（注册护士/二级护士）中原住民学生留校的障碍和促进因素。
采用探索性描述性设计。
一个为原住民提供服务的大都市教育机构，以集中授课形式开设为期18个月的课程。
16名18岁及以上学生的便利样本。
新入学的学生（n = 10）参与了由研究者开发的一项调查，以探究他们进入该课程的动机。其中9名学生以及另外7名临近课程结束的学生参加了焦点小组，以探讨他们的护理教育经历。
调查对象的平均年龄为32.7岁；大多数为女性，提名家人在入学决定中具有影响力，且与朋友一起开始学习。关于招生和留校，定性数据突出了学生对培训组织的看法、护理教育的特点、经历以及支持来源的重要性。
培养个人适应能力并建立支持网络的策略可以帮助原住民学生应对高等护理学习。入学时进行学术技能评估并辅以量身定制的教育支持，可以为学生提供资源，以应对日益复杂的课程内容。课程全程的灵活性使学生能够在承担家庭和经济义务的情况下协商学习。
