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Evaluation of strategies designed to enhance student engagement and success of indigenous midwifery students in an Away-From-Base Bachelor of Midwifery Program in Australia: A qualitative research study
Paula Schulz Carmel Lynne Dunne Denise Burdett-Jones Natalie Gamble Machellee Kosiak Joclyn Neal Gail Baker
Paula Schulz
Carmel Lynne Dunne
Denise Burdett-Jones
Natalie Gamble
Machellee Kosiak
Joclyn Neal
Gail Baker
Abstract
Background
A strategy to close the gap in relation to Indigenous health is the employment of more Indigenous health professionals. However, despite government reviews, research studies and educational initiatives, Indigenous students' retention and completion rates of tertiary education remains below those of non-Indigenous Australians.
Objective
To evaluate two enhancements to an Away-from-Base Bachelor of Midwifery program for Indigenous students, namely the appointment of an Indigenous Academic Liaison Midwife to provide academic and cultural support and an additional clinical placement in a high-volume tertiary hospital.
Method
In this qualitative study, 10 Indigenous students enrolled in the Away-from-Base Bachelor of Midwifery program participated in one of two focus groups. Focus group transcriptions were subjected to a manual thematic analysis, and key themes were identified and explored.
Findings
The role of the Indigenous Academic Liaison Midwife was highly valued as students had access to a resource who provided cultural and academic support, and who encouraged and advocated for them. Regular contact with the Indigenous Academic Liaison Midwife enabled students to stay connected with and focussed on their study. Students were overwhelmingly positive about the opportunity to undertake the additional clinical placement, as it exposed them to complex clinical cases they may not have seen in their home communities.
Conclusions
The introduction of an Indigenous Academic Liaison Midwife and an additional clinical placement in a high-volume tertiary hospital were perceived as valuable additions to the range of support mechanisms already in place for Indigenous Away-from-Base Bachelor of Midwifery students. These interventions have had a direct impact on retention, course progression and completion rates for Indigenous students. Students expressed enhanced clinical learning and knowledge retention as a result of the additional clinical placement, and the Indigenous Academic Liaison Midwife provided culturally sensitive support for students undertaking remote learning, and during on-campus intensive sessions.
Keywords
midwifery, indigenous students, Aboriginal, higher education, academic success, support, clinical education
Date
2018
Type
Journal article
Journal
Nurse Education Today
Book
Volume
63
Issue
Page Range
59-63
Article Number
ACU Department
School of Nursing, Midwifery and Paramedicine
Faculty of Health Sciences
Centre for Education and Innovation
Non-faculty
Faculty of Health Sciences
Centre for Education and Innovation
Non-faculty
Relation URI
Source URL
Event URL
Open Access Status
License
File Access
Controlled