Show simple item record

dc.contributor.authorMilne, T
dc.contributor.authorCreedy, DK
dc.contributor.authorWest, R
dc.date.accessioned2018-10-08T01:31:27Z
dc.date.available2018-10-08T01:31:27Z
dc.date.issued2016
dc.identifier.issn0260-6917
dc.identifier.doi10.1016/j.nedt.2015.10.008
dc.identifier.urihttp://hdl.handle.net/10072/101993
dc.description.abstractBackground: Despite numerous recommendations by governments, researchers, and education policymakers the recruitment, retention and success of undergraduate indigenous students in higher education is not commensurate of the wider student population. There is minimal evidence of valuing indigenous worldviews and perspectives in curricula, and effectiveness of educational strategies to strengthen indigenous student success rates in completing undergraduate studies. Objectives: To conduct an integrative systematic review of educational strategies to promote academic success and resilience in undergraduate indigenous students. Methods: Major databases of Scopus, ProQuest, Informit and Web of Science were searched. Inclusion criteria were peer reviewed research articles from scholarly journals that referenced indigenous, aboriginal, First Nation or Māori students in undergraduate programs in higher education. The search was limited to English language and studies conducted from 1995 to 2014. Results: The search yielded 156 research papers which reduced to 16 papers that met the inclusion criteria. The included papers were critiqued from a standpoint theory approach that reflects feminism, cultural respect, and humanism. Much of the literature describes issues, and provides qualitative analyses of experiences, but empirical evaluations of interventions are rare. Conclusions: There was a gap in current research evaluating strategies to improve indigenous student success and resilience. Key strategies for indigenous student success are multi-faceted, layered support, underpinned by the principles of respect, relationships, and responsibility. Implications for nursing and midwifery education, research and health care practice are outlined.
dc.description.peerreviewedYes
dc.languageEnglish
dc.language.isoeng
dc.publisherElsevier
dc.relation.ispartofpagefrom387
dc.relation.ispartofpageto394
dc.relation.ispartofjournalNurse Education Today
dc.relation.ispartofvolume36
dc.subject.fieldofresearchNursing
dc.subject.fieldofresearchMidwifery
dc.subject.fieldofresearchCurriculum and pedagogy
dc.subject.fieldofresearchOther education not elsewhere classified
dc.subject.fieldofresearchcode4205
dc.subject.fieldofresearchcode4204
dc.subject.fieldofresearchcode3901
dc.subject.fieldofresearchcode399999
dc.titleIntegrated systematic review on educational strategies that promote academic success and resilience in undergraduate indigenous students
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
dcterms.licensehttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.description.versionAccepted Manuscript (AM)
gro.facultyGriffith Health, School of Nursing and Midwifery
gro.rights.copyright© 2016 Elsevier. Licensed under the Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International Licence (http://creativecommons.org/licenses/by-nc-nd/4.0/) which permits unrestricted, non-commercial use, distribution and reproduction in any medium, providing that the work is properly cited.
gro.hasfulltextFull Text
gro.griffith.authorCreedy, Debra K.
gro.griffith.authorWest, Roianne F.
gro.griffith.authorFleming, Tania D.


Files in this item

This item appears in the following Collection(s)

  • Journal articles
    Contains articles published by Griffith authors in scholarly journals.

Show simple item record