改变叙述:通过学术整体支持来解决美国印第安人/阿拉斯加原住民的心理健康需求
Misty L Wilkie1, Lisa Martin1, Barbara L Peterson1
1School of Nursing, University of Minnesota -Twin Cities, United States.
美国印第安人/阿拉斯加原住民 (AIAN) 的大学生面临着严重的心理健康差异. 原住民教师和文化知情的支持可以减少障碍,并改善AIAN学生的健康.
科学领域:
- 公共卫生 公共卫生
- 心理健康差异的差异
- 土著健康土著健康
背景情况:
- 美国印第安人/阿拉斯加原住民 (AIAN) 经历了不成比例的高自杀率和心理健康挑战.
- AIAN的本科生和研究生在获得心理健康服务时遇到文化和机构障碍.
- 现有的支持系统往往无法满足AIAN学生的独特需求,导致未经治疗的心理健康状况.
研究的目的:
- 探索土著教师和文化支持如何可以减轻AIAN学生的心理健康服务障碍.
- 倡导学术机构向整体的,基于实力的方法进行范式转变.
- 检查课程本土化在促进AIAN学生的心理健康和学术成功中的作用.
主要方法:
- 对AIAN学生使用心理健康服务的障碍和促进者的定性分析.
- 审查有关土著教学和文化响应性护理在高等教育现有文学.
- 为整体的,基于力量的支持系统开发概念框架.
主要成果:
- 原住民教师和工作人员可以通过了解AIAN的历史,文化和传统健康观点来显著减少障碍.
- 一个以力量为基础的叙事,结合社会支持和文化自豪感,增强AIAN学生的心理健康和成功.
- 本土化博士护理课程可以赋予教师权力去殖民内容和教学,培养一个更有支持的环境.
结论:
- 以文化为基础的支持和基于实力的方法对于改善AIAN学生心理健康结果至关重要.
- 学术机构必须采用整体策略来支持AIAN和其他代表性不足的学生.
- 通过改善支持,增加高级实践注册护士,教师和学者的多样性有利于土著社区.
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