Table 2 Descriptive studies
Author (Year) Location (University) | Methods | Study Population | Focus | Relevant Findings | Quality (JBI T&O) |
|---|---|---|---|---|---|
Best et al. (2014) [34] Queensland (University of Southern Queensland) | Qualitative Descriptive | None | Nursing Describes the Indigenous nursing support model: Helping hands. | The model is designed to individually mentor and support Indigenous nursing students. It consists of five steps: recruitment, orientation, retention, graduation and a supporting resource kit. Since implementing the model 80 Indigenous nurses and midwives have graduated from the program. | High |
Fowler et al. (2018) [55] Western Australia (Edith Cowan University) | Qualitative Descriptive | None | Nursing Describes a conceptual framework and the action taken to support the recruitment, retention and academic success of Indigenous nursing students. | The Aboriginal and Torres Strait Islander Inclusivity Working Group (ATSIIWG) conceptual model consists of five elements: culturally responsive curriculum, cultural events, staff education, student involvement and community involvement. | High |
Harris et al. (2012) [56] New South Wales (Charles Sturt University) | Qualitative Descriptive | Unspecified | Psychology Describes a model designed to address barriers for Indigenous psychology students. | Key elements of the model are: a whole-of-institution approach, embedding Indigenous content into the curriculum, partnership with the local area health service, mentoring and involvement of local elders and communities. | High |
Hinton et al. (2010) [57] Northern Territory (Batchelor Institute of Indigenous Tertiary Education) | Qualitative Descriptive | Unspecified | Nursing Describes strategies implemented to improve Indigenous nursing students’ preparedness for entering the workforce. | Key strategies implemented were: holistic financial support (including accommodation, meals and free travel), a course timetable focused on reducing impact to family commitments while maximising clinical placement and nursing lab time, and a hospital-based mentoring program to support students while on clinical placement. | Low |
Holliday et al. (2015) [58] New South Wales (University of Newcastle, University of New England) | Qualitative Descriptive | 18 Indigenous pre-medical students. | Medicine Describes and evaluates the Miroma Bunbilla pre-entry to medicine program for Indigenous medical students. | The program is designed to strengthen the selection process for Indigenous medical students, ensure students have the required skills and improve retention. The program consists of a five day pre-entry intensive course. Students who completed the program in its first year had a 100% retention rate in their first year of study and gave positive feedback about the program. | High |
Lawson et al. (2007) [59] Australia (University of Newcastle, University of Western Australia, James Cook University) | Qualitative Descriptive | Key representatives from three universities. | Medicine Describes the efforts of three medical schools to train and graduate Indigenous medical students. | Key strategies included: school-determined quotas for Indigenous students, alternative entry schemes, pre-medical preparation programs, flexible pathways into medicine and academic, social and personal support during the course. A rigorous selection process that assesses motivation, support structures and ability to balance study with other commitments helps to improve retention rates by selecting students who are more likely to successfully complete the course. | High |
Meiklejohn et al. (2003) [60] Queensland (Queensland University of Technology) | Qualitative Descriptive | Unspecified | Nursing Describes strategies to increase the recruitment, retention and graduation of Indigenous nursing students. | Key strategies included: a streamlined and culturally-safe selection and admission process, a flexible study program including offering ‘leave of absence’ when required, a close relationship between the school and the Indigenous Student Support Centre, tutoring, personal contact with students, promoting peer networks and addressing racism. | Medium |
Paul (2013) [61] Western Australia (University of Western Australia) | Qualitative Descriptive | None | Health Sciences Describes strategies to increase the recruitment and retention of Indigenous students studying medicine, dentistry and health sciences. | Key strategies included: alternative entry pathways for Indigenous students, individually tailored educational pathways (including a 1 year orientation course and a 5 week pre-medicine/pre-dentistry program), comprehensive and ongoing support for students throughout their degree (including access to resources, tutoring, assistance with applying for financial support and personal support), and integration of Indigenous content throughout curriculum. | High |
Usher et al. (2005) [62] Queensland (James Cook University) | Qualitative Descriptive | None | Nursing Describes a Bachelor of Nursing course being delivered in the Torres Strait, incorporating specific strategies to improve recruitment and retention. | A satellite campus was established in a remote location with the aim of increasing recruitment of local Indigenous students and providing a more supportive environment that would lead to improved student retention. Key strategies included: employing local people, establishing a community consultative committee, a structured timetable with additional contact time to provide extra support, access to study resources, tutoring and establishing a mentoring program. | High |