220 likes | 340 Views
Collaborating for Success – A Partnership for the Success of Aboriginal Students in Health Programs at Thompson Rivers University. Susan Duncan, Star Mahara, Joanne Brown, & David Lindley. Funded by: Aboriginal Health Human Resources Initiative (AHHRI).
E N D
Collaborating for Success – A Partnership for the Success of Aboriginal Students in Health Programs at Thompson Rivers University Susan Duncan, Star Mahara, Joanne Brown, & David Lindley Funded by: Aboriginal Health Human Resources Initiative (AHHRI) FNHC/AHHRI BC Post Secondary Institution Gathering 2009
The campuses of Thompson Rivers University are located on the traditional and unceded lands of the Secwepemc people
AHHRI Collaboration • Thompson Rivers University • School of Nursing • Aboriginal Education Centre • School of Social Work • Secwepemc Cultural Education Society • Simon Fraser University and Kamloops Indian Band • Interior Health
Aboriginal Nursing Project • Funding Sources • Nursing Directorate • Ministry of Advanced Education Innovation Grant • Aboriginal Health Human Resources Initiative
Aboriginal Nursing Project • Recruitment • Practical Supports • Faculty Development
Four Stages of the Continuum of Health-Care Education and Practice(McBride and Gregory, 2005) • Upstream • Transitions • Access and Admission to education and practice • Future practice – mentoring, culturally appropriate workplace, career development
Central Questions • What characteristics of nurses and other health professionals are needed by Aboriginal communities now and in the future? • What opportunities exist for Aboriginal nursing students to practice and learn in your community or organization? What supports would you need for this to happen? • For non- Aboriginal students ...?
AHHRI Objectives • Relationship building with Aboriginal communities and groups • Bridging program development / Summer Institute • Curriculum development: Practice Education in Aboriginal Contexts • Career and Leadership Development
Goals of Community Gathering • Share Perspectives on Health Education Programs • Strengthen Partnerships • Community Survey and Demographic Analysis • Identify Opportunities for Nursing Students to Learn in Aboriginal Communities and Organizations • Identify and Communicate Next Steps
Summary of Key Findings • Factors contributing to success in post-secondary programs: child and family support, financial support, affordable housing, flexibility for family and community responsibilities • Distance learning requires support and personal interaction • A large percentage of the population require preparatory programs • Programs should be culturally inclusive
Health Education Programs in Post-Secondary Institutions • Health Education Programs as Pathways for Development and Career Mobility • Health Education Programs for the Development of Accessible Relevant Health Services Provision in all Communities and Organizations • Health Education Programs for Community Health Promotion
Looking to the Future • Partnerships • Curriculum development • Placement opportunities • Preparatory programs • Evaluation and research • Recruitment materials • Practical Supports • Faculty Development
Cultural Safety Modules A collaborative effort of University of Victoria and TRU nursing faculty, and Aboriginal persons from Vancouver island and the BC Interior Three modules: for on-line or face-to-face learning situations
Cultural Safety TRU/IHA • Faculty development work is a process- not one-off thing • Need commitment of institution, practice agencies, and the School of Nursing • Positives • CRNBC Competencies Required of New Graduates – requires cultural safety • New Health Assessment Text: Browne, A.J., & Varcoe, C. (2009). Cultural and social considerations in health assessment. In C. Jarvis, A.J. Browne, J. MacDonald-Jenkins, & M. Luctkar-Flude, (Eds.). Physical examination & health assessment (1st Canadian ed.) (pp. 35-50). Toronto, ON: Elsevier. Utilizes a critical cultural (cultural safety) perspective
Aboriginal Health Class for Year One Nursing Students Canadian history: Colonization The residential school experience The First Peoples of this territory Health promotion: Working together with Aboriginal people
Designing Classes for Students • Work with Aboriginal community members • In this case – classes were designed in collaboration with an Elder • DVD – “The Fallen Feather” • Elder helped students understand more about his worldview. Help students deal with their emotions to the reality of Canada's colonial history and the Residential Schools; encourage students as “future healers” • Course evaluation – new information to many students; want to know more; want increased opportunities to work with Aboriginal people • Better understanding of current issues e.g., importance of traditional lands –”Health and Land – Go Hand in Hand” • Increased respect for strength of Aboriginal peoples
Nursing Practice Opportunities • Students work with Aboriginal communities on projects: involving families at the daycare; increasing flu immunization; lack of transportation on KIB reserve • Project with Simpcw youth group – view of health, views of education; encourage to consider health careers – field trip to TRU and nursing learning centre – Aunties and uncles as chaperones; Aboriginal student role models helping out; students welcomed by Elder and FNSA president; students wanting to learn about how their bodies functioned; also very dextrous handling equipment
Youth and Nursing Students at Chu Chua BP Practice and Collages of Health Simpcw Youth at TRU Nursing Learning Centre
Mentoring and Leadership Development • Students encouraged to present at conferences • Senior students role model and mentor first year students • Involve students in Aboriginal health organizations: (FN Nurses Practice Group; NINA – AGM and Visioning meeting; membership in NINA and ANAC – students meet other role models/mentors • We have helped several students obtain substantial scholarships and bursaries – especially ones related to leadership
Students Help With Recruitment in Aboriginal Communities • Important role models for youth • Gain experience teaching community members about health; about nursing as a career • Especially powerful when students travel to their own community
AHHRI Phase 3 • Career and Leadership Development. Assist Aboriginal nurses to access graduate education. • Need to work with education institutes, graduates, and workplace representatives to understand transition issues and support needs • Two of our recent graduates have begun Masters degree studies • How do we replace these valued health professionals when they are back in school for further education?
Challenges • Cultural safety cannot be reduced to a checklist – it is relational and thus on-going – it happens with every encounter between faculty-student or health professional and client; requires commitment to study the self. • How to work with IHA and Aboriginal communities to increase opportunities for students to work with Aboriginal people? • Aboriginal graduates with advanced education – valuable in the workplace, and as teachers of new health professionals – can we create joint appointments that allow practice and education to benefit?