Blackfullas in ivory towers: referenced reflections of a Bundjalung graduate nurse

Abstract

Background: Indigenous representation is essential to ensure the health workforce is culturally capable and safe for Indigenous patients. However, Indigenous Peoples remain underrepresented in tertiary education and the health workforce.

Aim: This aim of this paper is to offer an unmediated, Aboriginal nurses’ perspective, on the experience, barriers and challenges of undertaking a Bachelor of Nursing degree.

Design: Referenced reflection. Results: Education providers must be culturally capable themselves before teaching Indigenous content and facilitating sensitive classroom discussions. Financial, social and educational support is crucial to equip Indigenous students for tertiary study.

Conclusion: To retain Indigenous students and contribute to a culturally capable workforce, it is imperative to listen and respond to Indigenous Peoples voices to shape learning experiences and support.

Keywords:

• education
• nursing
• students
• Indigenous
• cultural competency

Acknowledgements

The author would like to thank Dr Tamara Power for encouraging me to write for publication and for her constructive feedback in the development of this paper. He further acknowledges the ‘Indigenous Academics of the Future’ programme instigated by Jumbunna at the University of Technology Sydney, which provided the opportunity for Tamara to mentor him.