Aboriginal Recruitment and Retention in Nursing Education: A Review of the Literature

Abstract

Increasing diversity in the nursing workforce is a means to promote quality health care for multicultural populations. Though Aboriginal people comprise 4% of the Canadian population, Aboriginal nurses represent less than 1% of the nursing workforce. Despite isolated efforts in nursing education, Aboriginal students are neither recruited nor retained in nursing programs at a rate significant enough to close this gap. A literature review was conducted to identify the current state of knowledge on recruitment and retention of Aboriginal people in nursing education programs. Thirty six articles met inclusion criteria, and major themes were identified and organized according to characteristics of students and academic environments. Characteristics of academic environments were further segmented by secondary school, classroom, program, and university levels. With published literature in its infancy, we suggest an organizing strategy based on a decolonizing multiple intervention and evaluation approach, and commitment from Aboriginaluniversity partnerships, governments and the health professions.

Indigenous Methodology in Understanding Indigenous Nurse Graduate Transition to Practice

“…To overcome this, educational strategies should be developed in collaboration with Indigenous educators, knowledge keepers, Elders, providers, leaders, and community members to establish relevant decolonizing pedagogy and curriculum framework (Martin & Kipling, 2006;Pijl-Zieber & Hagen, 2011;Rowan et al, 2013;Smith, McAlister, Gold, & Sullivan-Bentz, 2011). Promoting the success of Indigenous nursing students and NGs requires attention to the complex interaction between many historical and contemporary vulnerabilities resulting from social, cultural, spiritual, and economic influences at several points along the healthcare career trajectory of Aboriginal students (McBride & Gregory, 2005).…”

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

“…In Canada, 2.9% of registered nurses (>7900 individuals) are Indigenous, and Saskatchewan has one of the highest provincial levels (6.1%) in the country (Exner-Pirot, 2014;Gregory & Barsky, 2007;Hoffart, Waddell, & Young, 2011). Despite these rates and the understanding that the availability of Indigenous RNs has been linked to improved health status of Indigenous individuals and communities, various issues still hinder the success of new Indigenous nursing graduates (Canadian Nurses Association & Aboriginal Nurses Association of Canada, 2014;Kulig et al, 2010;Smith, McAlister, Tedford Gold, & Sullivan-Bentz, 2011;Vukic et al, 2012). Racial challenges, strained interprofessional relationships, and lack of inclusivity in the workplace can affect the already stressful environment for a new nurse, thus influencing job satisfaction, retention, and the risk of nurse turnover (Carr, Palepu, Szalacha, Caswell, & Inui, 2007;Kulig et al, 2010;Vakic et al, 2012).…”

“…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).…”

Discerning Success of Indigenous Health Students in Community-based Programs

“…Other researchers recommended that relevant curricula is key to the retention of Indigenous students (Goold, 2006;Gregory et al, 2008;Hampton & Roy, 2002;Martin & Kipling, 2006;Pijl-Zieber & Hagen, 2011;Smith et al, 2011;Usher, Miller, Turale, & Goold, 2005;Wilson et al, 2011). Pijl-Zieber and Hagen (2011), for example, drew attention to current nursing education models that may be unsupportive of Indigenous students, and proposed other models that they believed would more likely position Indigenous students for success.…”

“…Despite ongoing efforts to make curricular changes, the literature continues to reflect high attrition rates among Indigenous healthcare students (Anonson et al, 2008;Goold, 2006;Gregory et al, 2008;Martin & Kipling, 2006;Pijl-Zieber & Hagen, 2011;Smith et al, 2011;Usher, Lindsay et al, 2005;Wilson et al, 2011). Accordingly, recommendations to implement strategies promoting the retention of Indigenous students also continue to emerge in the literature (Cameron, 2010;CASN, 2003;Council of Ministers of Education, Canada, 2010;Reardon, 2012;Smye et al, 2010;Villeneuve & MacDonald, 2006).…”