PO Box 456, Virginia, Queensland 4014, Australia; Australian Catholic University, Brisbane Campus (McAuley at Banyo), PO Box 456, Virginia, Queensland 4014, Australia.
Australian Catholic University, Brisbane Campus (McAuley at Banyo), PO Box 456, Virginia, Queensland 4014, Australia.
Nurse Educ Today. 2018 Apr;63:59-63. doi: 10.1016/j.nedt.2018.01.026. Epub 2018 Jan 31.
A strategy to close the gap in relation to Indigenous health is the employment of more Indigenous health professionals. However, despite government reviews, research studies and educational initiatives, Indigenous students' retention and completion rates of tertiary education remains below those of non-Indigenous Australians.
To evaluate two enhancements to an Away-from-Base Bachelor of Midwifery program for Indigenous students, namely the appointment of an Indigenous Academic Liaison Midwife to provide academic and cultural support and an additional clinical placement in a high-volume tertiary hospital.
In this qualitative study, 10 Indigenous students enrolled in the Away-from-Base Bachelor of Midwifery program participated in one of two focus groups. Focus group transcriptions were subjected to a manual thematic analysis, and key themes were identified and explored.
The role of the Indigenous Academic Liaison Midwife was highly valued as students had access to a resource who provided cultural and academic support, and who encouraged and advocated for them. Regular contact with the Indigenous Academic Liaison Midwife enabled students to stay connected with and focussed on their study. Students were overwhelmingly positive about the opportunity to undertake the additional clinical placement, as it exposed them to complex clinical cases they may not have seen in their home communities.
The introduction of an Indigenous Academic Liaison Midwife and an additional clinical placement in a high-volume tertiary hospital were perceived as valuable additions to the range of support mechanisms already in place for Indigenous Away-from-Base Bachelor of Midwifery students. These interventions have had a direct impact on retention, course progression and completion rates for Indigenous students. Students expressed enhanced clinical learning and knowledge retention as a result of the additional clinical placement, and the Indigenous Academic Liaison Midwife provided culturally sensitive support for students undertaking remote learning, and during on-campus intensive sessions.
缩小原住民健康差距的策略是雇佣更多的原住民健康专业人员。然而，尽管政府进行了审查、研究和教育举措，原住民学生在高等教育中的保留率和完成率仍低于非原住民澳大利亚人。
评估针对原住民学生的“基地外”护理学士课程的两项改进措施，即任命一名原住民学术联络助产士提供学术和文化支持，以及在一家大容量的三级医院增加一个临床实习机会。
在这项定性研究中，10 名参加“基地外”护理学士课程的原住民学生参加了两个焦点小组中的一个。对焦点小组的转录进行了手动主题分析，并确定和探讨了关键主题。
原住民学术联络助产士的角色受到高度重视，因为学生可以获得提供文化和学术支持的资源，并且该资源鼓励和支持他们。与原住民学术联络助产士的定期联系使学生能够保持联系并专注于学习。学生对有机会进行额外的临床实习持压倒性的积极态度，因为这使他们接触到他们在家乡社区可能看不到的复杂临床病例。
引入原住民学术联络助产士和在大容量三级医院增加一个临床实习机会被认为是对已经为“基地外”原住民护理学士学生提供的一系列支持机制的有价值的补充。这些干预措施直接影响了原住民学生的保留率、课程进展和完成率。学生们表示，由于额外的临床实习，他们的临床学习和知识保留得到了增强，而原住民学术联络助产士为远程学习和校内密集课程的学生提供了文化敏感的支持。
