Presentation on theme: "A Conceptual Model that Promotes Recruitment and Retention of American Indians into Nursing Loretta Heuer, PhD, RN, FAAN, North Dakota State University."— Presentation transcript:
A Conceptual Model that Promotes Recruitment and Retention of American Indians into Nursing Loretta Heuer, PhD, RN, FAAN, North Dakota State University Lane Azure, PhD, Cankdeska Cikana Community College Mary M Wright, PhD, RN,CNE, North Dakota State University Melinda Anderson, DNP-C, RN, North Dakota State University
Literature Nursing pipeline Illustrates the need to have a plan and resources to meet the nursing workforce needs. Minority nurses ‘pipeline’ Closes health care disparities (Mcalister, Gold & Sullivan-Bentz, 2011).
North Dakota Nursing Statistics
Purpose To have academic and community partners identify themes with related strategies that would lead to the successful recruitment, education and employment of American Indian Nursing Students. A pipeline for American Indian Students.
Methodology Event Future of American Indian Nursing in North Dakota Conference Site Standing Rock Reservation – Prairie Nights Casino & Sitting Bull College Design A community based participatory action data collection methodology Sample Tribal elders, nursing faulty, nursing staff, nursing administrators, and directors
Sample (N=35) Education: Some college (n=1, 2.9%) Two year degree, LPN (n=1, 2.9%) Four year degree, 11% (N=4) Master’s degree (n = 19) or a doctorate (n = 8), 54% Employment: University 49% (n = 16) Four- (n = 5) or two-year (n = 5) universities/colleges (n = 10), 28% Income: $70,000 or above (n = 22, 63%) $55,001To $70,000 (n=4, 11%) $40,001 to $55,000 (n = 4, 11%) $25,001 to $40,000 (n = 2, 5.7%). Ethnicity: White 66% (n = 23) American Indian or Alaska Native population 29% (n = 10)
Nominal Group Technique Designed by Delbeq & Van de Ven In the early 1970’s Maximized group participation in making decisions and reaching consensus. Process A number of steps that can be adapted in small ways, while retaining the goal of the method. Three groups Group 1 – 13 Participants Group 2 – 10 Participants Group 3 – 12 Participants
Items Generated The steps included: Group 1 – 85 items generated During clarification step, some items combined Data reduction to 9 items Group 2 – 43 items generated During clarification step, some items combined Data reduction to 8 items Group 3 – 56 items generated During clarification step, some items combined Data reduction to 15 items
Group 1 Ranking Mentoring services107 Develop support systems in the institution105 A designated area in college /facility where students feel safe-home away from home93 In-house daycare for jobs/school92 Tribal support91 K-12 stem curriculum91 Nurse camps at grade schools at reservations run by nursing college students91 "NO EXCUSES" Orientation87 Employment for spouse86
Group 2 Ranking Peer to peer mentor support system78 Adequate orientation 3-6 months after graduation77 Development of Self-Confidence/Leadership programs for American Indians 77 Access to education resources to attend trainings 74 Cultural sensitivity for instructors (nursing)73 Increase visibility of American Indian nurses (e.g. Publicity(Recognition) for nurses who are role models. Show a variety of nurses who are role models to American Indians in primary and secondary schools). 67 Plan of action (global) with all invested parties (IHS, Tribal, Nation, Schools, etc.) 67 Heath career tracking in high school61
Group 3 Ranking Mentoring program85 Assess academic risk82 Need for American Indian nurses78 Multiple methods of teaching and learning in nursing74 Increase family support and involvement72 Develop a sense of belonging71 American Indian faculty70 Counseling life skills non academic student support services68 Academic support at the elementary and secondary level67 Strengthen relationships with other nursing students67 Develop onsite residential nursing programs64 Goal setting, time-line within the discipline59 Prescreen for barriers53 Change admission criteria53 Educational opportunities for K-1651
Themes Educational Preparation K-12 Non-Academic Supportive Programs Nursing Program Support Transitional Support for a Nursing Career Recruitment and Retention of American Indian Nurses within the Workforce Global Plan of Action
Educational Preparation K-12 Academic support at the elementary and secondary level K-12 STEM Curriculum Sciences, math, technology Cultural Knowledge and Application Clear need for American Indian nurses Educational opportunities from K-12 Nurse camps Grade School High School Tribal Support Mentoring & Experiential Opportunities Health care tracking in high school
Non-Academic Support Tribal Support Family Support Employment for spouse Increased family support and involvement Counselling of life skills Financial workshop Financial Support Daycare College
Nursing Program Support Preparing for Admission Prescreen barriers for enrollment into nursing school “No Excuses” Orientation Adapting Program Policy Admission criteria Designated space Home away from home A sense of belonging Centralized access for mentoring Support services Tutoring, advising, Assessment Assess for Academic Risk Early detection and intervention in students that need additional help.
Nursing Program Support Cultural Knowledge and Application Cultural sensitivity for nursing instructors Resources Access to educational resources for faculty Mentoring Program Peer-to-peer mentor support system Encourage students to seek mentor
Nursing Program Support Curricula Delivery Goal setting time-line within the discipline Giving student deadlines Cultural sensitivity nursing instruction Explore innovative approaches to curriculum delivery Develop circular teaching methods vs linear (Group 3, 12) Multiple Methods of teaching and learning Faculty Native faculty Increase number of diverse faculty Student Relationships Relationships with other nursing students
Transitional Support to Nursing Career Leadership Program Self-confidence/Leadership programs for American Indians Cultural Develop Onsite Residential Nursing Programs and foster integration of cultural aspects. Environment of care setting and patients Mentoring Program Support systems within the institution Adequate orientation 3-6 month after graduation
Recruitment and Retention of AI nurses within the Workforce Need for child care resource and referral related childcare Increase need for American Indian nurses Recognition for nurses who are role models for NA in the schools Opportunity to serve as role models Increase visibility of American Indian Nurses Media
Global Plan of Action Convene Community Stakeholders Involve invested stakeholders Potential Students Current Students Parents Elders Nurses Tribal Council Elementary and Secondary School Councilors Tribal Colleges Nursing Program Directors IHS representatives Legislators Foundation Representatives Disseminate the findings Presentations Publications
Elementary Secondary Post – Secondary Career/Vocation Pre- School, Kinder- garten Educational Preparation K-12 Non-Academic Support Nursing Program Support Transitional Support to Nursing Career Recruitment & Retention Results of Nominal Group Technique North Dakota American Indian Community & University Partnership American Indian CORE VALUES Transition Support Wisdom & Guidance of Elders Extended Family Spirituality Culture Language Friends Peers Tribal Community
Conclusions Nominal Group Technique Provided an opportunity to receive input from variety of constituents. Identified themes provide components for further exploration and work. Implemented some components. Nurse camp (Edventures in Health Careers) American Indian Nurses Visibility Recruitment and Retention Video American Indian Nursing Documentary Policy Paper Future Work Explore and validate the themes along with specific strategies that can be implemented and evaluated.
Questions? CONTACT INFORMATON Loretta Heuer, PhD, RN, FAAN Professor North Dakota State University Phone: Funded by The University Partnership Research Grant for Health Professional Opportunity Grant, # 90PH0019, Office of Planning, Research, and Evaluation, Administration for Children and Families. A special thank you to Mary Leff, MS, Evaluation/Research Coordinator and Juessica Grund, BS, Academic Grants Coordinator for their work in this project.