Article Title

Indigenous Methodology in Understanding Indigenous Nurse Graduate Transition to Practice

Abstract

Increasing Indigenous health care professional presence in health care aims to reduce health inequities of Indigenous Peoples in Canada. Nurses are the largest health professional group and nurse graduates the main source of recruitment. The quality of graduate transition to practice is evident in the literature; however, little is reported about Indigenous new graduates. We describe using Indigenous methodology and two-eyed seeing (Indigenous and Western perspectives) in exploring Indigenous transition experiences. Talking circles provided a safe environment for nurses, nurse educators and students, health managers, and policy makers to discuss Indigenous new graduate case scenarios. The methodology was critical in identifying challenges faced, recommendations for change, and a new collective commitment for cultural safety education, and ethical and respectful relationships within education, practice, and policy.

Acknowledgments

The research team thanks Secwepemc and Okanagan Elders who ensured protection of Indigenous knowledge and traditions associated with the peoples upon whose ancestral lands the study was conducted. We acknowledge Dr. Susan Duncan for her contributions to the conceptualization of the study and funding proposal, and Amber Froste, Pamela Jules, Kalea Nokelby, Jennifer McDougall, and Gina Poschenrieder, new graduates, for their contributions to the one day forum and data analysis. This research study was funded by Thompson Rivers University and Interior Health and in-kind support from University of British Columbia.

Creative Commons License

Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

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