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Co-creating a Culturally Safe Environment by Exploring First Nations Nursing
Student Study Journeys

M. Arnold-Ujvari and T. Stevenson 1
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Adelaide Nursing School, University of Adelaide, Australia

Background: Increasing workforce representation of First Nations nurses is critical for addressing
health inequities, yet recruitment and retention of First Nations students is an on-going challenge
throughout the Australian tertiary education sector. Working collaboratively with First Nations People
to improve study experiences and university support structures is key to overcoming this.

Objective: To develop an understanding of First Nations student journeys and experiences whilst
undertaking nursing studies, to identify gaps and factors contributing to culturally safe experiences
and to understand staff experiences and unmet training needs

Methods: A mixed methods approach was employed, combining thematic analysis of student
experience interviews and study journey mapping analysis, staff experience surveys and the analysis
of quantitative enrolment, discontinuation, and course completion data from the last 10 years. In
response to findings, recommendations for improvement will be co-developed with students.

Results: 8 student journeys were mapped; thematic analysis allowed for the identification of key
predictive factors that heavily influence outcome and critical touchpoints for the implementation of
structured supports that positively impact trajectory for success. 22 staff survey responses highlighted
gaps in knowledge, supporting the identification of unmet training needs. Analysis of Enrolment and
course data allowed for consistently challenging subjects to be pinpointed and general enrolment
trends to be plotted and recorded.
Oral Presentation Abstracts
Conclusion: Consistent, comprehensive and structured support across study journeys is critical for
ensuring that First Nations nursing students are likely to not only complete their program but thrive
throughout their study journeys. The implementation of reactive support once students are already
facing challenge is too late, and negatively impacts the student’s trajectory for success. In order to
achieve this, tertiary institutions must start to provide targeted and timely support, whilst also
equipping staff with the appropriate training, tools and services to ensure culturally safe approaches.

Keywords: cultural safety, education, First Nations nurses, study journey

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Correspondence: Melissa Arnold-Ujvari, Adelaide Nursing School, University of Adelaide, Australia
E-mail: melissa.arnold-ujvari@adelaide.edu.au

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