Review of Aboriginal and Torres Strait Islander content within a Bachelor of Nursing

Peta Anne Zimmerman, Topaz Stringfellow, Dale Rowland, Vernon Armstrong, Roianne West

Research output: Contribution to journalArticlepeer-review

Abstract

Background: There have been significant improvements in the past decade in the health of Aboriginal and Torres Strait Islander peoples however, the target to close the gap in life expectancy by 2031 is not on track to be met. The Aboriginal and Torres Strait Islander Health Curriculum Framework (The Framework) provides a guide for developing health professional's cultural capabilities to enhance the service delivery to Aboriginal and Torres Strait Islander peoples (Australian Government, 2016). 

Aim: The purpose of this study is to review Aboriginal and Torres Strait Islander content included in the Bachelor of Nursing Program at an Australian university, assessing alignment with The Framework. 

Methods: This research utilises mixed methods to confirm the presence of Aboriginal and Torres Strait Islander curriculum in the Bachelor of Nursing program and to further explain these findings. Findings: This study provides evidence that the Bachelor of Nursing program meets the Australian Nursing and Midwifery Council accreditation requirements, yet Aboriginal and Torres Strait Islander health content within the program is fragmented and inconsistent. 

Discussion: Enablers with the potential to align tertiary undergraduate Nursing programs with The Framework have been identified to facilitate embedding of appropriate content. 

Conclusion: The outcome of this study is a clear picture and the true nature of the content related to Aboriginal and Torres Strait Islander health within the Bachelor of Nursing curriculum and alignment with the expectations of The Framework, with a process that can be applied elsewhere.

Original languageEnglish
Pages (from-to)441-447
Number of pages7
JournalCollegian
Volume26
Issue number4
DOIs
Publication statusPublished - Aug 2019
Externally publishedYes

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