Promoting Indigenous nursing student success in post-secondary education: A phenomenological study

Abstract

Background and aim: Indigenous students have a lower rate of post-secondary completion than non-Indigenous students. This is due to a variety of intrinsic and extrinsic factors. Current literature revealed a variety of concerns that were naturally divided under the themes of academic preparedness, cultural safety, intrinsic student factors, and student supports. This study examined the completion rates of Indigenous students within a nursing program, student associated success strategies, and predominant personal barriers to success. Using focus groups and interviews, the researchers examined the lived experiences Indigenous students at Saskatchewan Polytechnic in Western Canada.

Methods: A qualitative design using a phenomenological approach was utilized to gather data. Focus groups and interviews with Indigenous students were conducted to gather personal perspectives and experiences. This data was then coded and themed.

Results: The results of this study identified various strategies and supports that advanced and promoted Indigenous student success along with numerous barriers that Indigenous students felt impeded their success within the nursing program at Saskatchewan Polytechnic. The themes in this study included academic preparedness, cultural safety, resolve/resilience, confidence, social expectations, and financial support.

Conclusions: There is a need to expand and develop support systems that enable Indigenous students to improve academic completion rates. Building confidence and a sense of belonging are important factors in improving student success from post-secondary programs.