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Related Experiment Videos

Faculty experiences teaching Native Americans in a university setting.

S S Dickerson1, M A Neary

  • 1State University of New York at Buffalo, School of Nursing, USA.

Journal of Transcultural Nursing : Official Journal of the Transcultural Nursing Society
|September 7, 1999
PubMed
Summary

Nursing faculty faced challenges in creating culturally relevant programs for Native American students due to differing worldviews. Understanding these value conflicts is key to developing inclusive educational experiences.

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Area of Science:

  • Nursing Education
  • Cultural Competency in Healthcare

Background:

  • Native American Family Nurse Practitioner (FNP) programs aim to recruit and train healthcare providers.
  • Nursing faculty shared experiences regarding the establishment of these programs.

Purpose of the Study:

  • To explore the experiences of nursing faculty in initiating a Native American FNP Recruitment Program.
  • To identify cultural value conflicts impacting program development.

Main Methods:

  • Hermeneutical analysis of nursing faculty narratives.
  • Qualitative exploration of personal experiences.

Main Results:

  • Faculty's academic worldview, focused on professional standards, conflicted with Native American cultural perspectives.

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  • Traditional academic views hindered the creation of culturally tailored educational programs.
  • Value conflicts were identified as a significant barrier to culturally relevant program design.

    • Conclusions:

    • Recognizing and addressing value conflicts is essential for nursing faculty.
    • Dialogue is needed to create more culturally relevant learning experiences for Native American students.
    • Adapting educational approaches can improve the success of Native American FNP programs.