The “Strengthening Nursing Culture Project” – an exploratory evaluation study of nursing students’ placements within Aboriginal Medical Services

Abstract

Background: Cultural awareness and cultural competence have been the focus of the transcultural nursing literature that has explored the roles and responsibilities of nurses in their care of Aboriginal and Torres Strait Islander Peoples. Cultural immersion programs, upholding cultural safety and cultural humility, offer valuable guidance to the education of nursing students regarding Aboriginal and Torres Strait Islander health and cultures.

Objectives: This study seeks to explore nursing students’ experiences of a cultural immersion program within Aboriginal Medical Services (AMSs) in New South Wales, Australia.

Design: Eight nursing students participated in a mixed methods design exploratory study of their clinical placement within AMSs.

Methods: A survey gathered data regarding levels of preparation and confidence, learning barriers, placement stressors and personal reflections.

Findings: Nursing students reported positive and transformative experiences of intercultural learning.

Conclusions: Cultural immersion programs provide a valuable framework for the design and evaluation of clinical placement programs for nursing students within intercultural learning spaces.

Keywords:

• nursing students
• cultural competence
• cultural safety
• cultural immersion
• Aboriginal health
• Aboriginal Medical Services
• clinical placements

Acknowledgments

The authors acknowledge the AMS staff and their families and communities that gave time, resources, wisdom, support and care to the students. The Torres and Cape Hospital and Health Service, and the Torres Strait Islands are thanked fully for their support of our students.

Disclosure statement

No potential conflict of interest was reported by the authors.

Funding

The authors acknowledge the valuable research and scholarly contributions from Laura Twyman (Research Assistant), supported by a Research Project Grant, University of Notre Dame Australia 2013–2014. The authors acknowledge the financial support of CATSINaM, 2014.