CBPR research partnerships are enhanced by NPs that are members of the community. CBPR partnerships present opportunities for NPs and university faculty to work on relevant community problems together.
The purpose of this quantitative descriptive pre- and post-survey study was to analyze four years of data documenting differences in pre- and post-test responses by American Indian/Alaska Native high school students attending a weeklong residency program. The program was designed to provide information and role models to motivate students to go to college and pursue a career in nursing. The survey measured student perceptions of college and nursing. In addition, the analysis included comparisons of responses between students who lived on reservations and those who did not. Results demonstrated that students changed their views of nursing as a profession, how they would be perceived by their tribe, and the financial security they could gain. Students living on their reservations were concerned that college might be too far from home. Recommendations include the need to provide indigenous students with role models and accurate information as well as mentors to support them.
This participatory study used PhotoVoice and qualitative description to (a) mentor baccalaureate nursing and college students in workforce diversity research; (b) explore barriers and facilitators encountered by rural American Indian, Hispanic, and other high school students when attending college and pursuing careers in nursing or the health sciences; and (c) model a process of social action to help existing and future students. Baccalaureate nursing and graduate students participated in all stages of research, including dissemination. Five themes emerged from analysis of PhotoVoice data: (a) being afraid; (b) believing; (c) taking small steps; (d) facing fears; and (e) using support systems. Findings underscore the importance of helping students participate in efforts to increase work-force diversity through research. Increasing nursing and health sciences workforce diversity may require strategies developed within and tailored to specific cultures and communities.
Cultural variations influence health care needs of individuals in various cultural groups. Oral tradition, dreams, and spirituality are important in the lives of many Native Americans. There are few Native American nurses, so health care is often provided to members of this group by nurses who have different cultural backgrounds and who may not understand pertinent history and cultural practices. This article describes the planning for and teaching of a class for undergraduate and graduate health care students to increase understanding of the unique health care needs of Native Americans.
The structure of the class included both classroom and clinical hours. Essential components involved study and analysis of the historical events, cultural issues, and current health care needs and services of Native Americans. Approaches that can be applied to plan courses to explore health care needs of various cultures are presented.
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