Abstract:
This study aimed to explore how privileging mātauranga Māori and strengthening cultural identity in a wānanga undergraduate nursing programme contributes to the educational outcomes of Māori students. The research objective of the study was to generate insight into factors that support Māori student engagement, retention and success in nursing education.
Kaupapa Māori research methodology was used to guide this qualitative study that explored the experiences, perceptions and insights of Māori nursing students enrolled in Te Ōhanga Mataora: Bachelor of Health Sciences Māori Nursing at Te Whare Wānanga O Awanuiārangi. Semi-structured face-to-face interviews were conducted and a thematic analysis process was used to identify the facilitators and barriers that influenced Māori student engagement.
A total of 12 full-time Māori undergraduate nursing students were interviewed. Five themes were generated from the data that influenced Māori student engagement: succeeding for whānau, privileging mātauranga Māori in the learning space, dual competence supporting ethnic concordance, whanaungatanga, and threats to success. Students reported factors that positively enhanced their educational experiences as: the culturally responsive environment that affirms cultural identity, the advantages of the geographical location, the provision of high-quality academic and pastoral support, and the adaptive teaching and learning approaches that enhanced learner success. Factors that challenged success included academic preparation for bachelor-level study; the recruitment of Māori nursing academics; exposure to negative attitudes, racism and stigma associated with being in a Māori nursing programme; whānau commitments; and financial hardship.
Given the significant workforce shortage of Māori Nurses, these findings provide useful insights for the engagement and retention of Māori nursing students. Tertiary education providers of undergraduate nursing programmes must take action that provides equitable and culturally thriving educational environments to recruit and retain Māori students. This requires prioritisation of institutional change and commitment that is inclusive of indigenous epistemologies. Implications of these findings provide a theoretical basis for system change based on exploring success that is encapsulated through the “voice” of indigenous nursing students.