A Conceptual Model that Promotes Recruitment and Retention of American Indians into Nursing Loretta Heuer, PhD, RN, FAAN, North Dakota State University Lane Azure, PhD, Cankdeska Cikana Community College Mary M Wright, PhD, RN,CNE, North Dakota State University Melinda Anderson, DNP-C, RN, North Dakota State University Literature • Nursing pipeline • Illustrates the need to have a plan and resources to meet the nursing workforce needs. • Minority nurses ‘pipeline’ • Closes health care disparities (Mcalister, Gold & Sullivan-Bentz, 2011). North Dakota Nursing Statistics Purpose • To have academic and community partners identify themes with related strategies that would lead to the successful recruitment, education and employment of American Indian Nursing Students. • A pipeline for American Indian Students. Methodology • Event • Future of American Indian Nursing in North Dakota Conference • Site • Standing Rock Reservation – Prairie Nights Casino & Sitting Bull College • Design • A community based participatory action data collection methodology • Sample • Tribal elders, nursing faulty, nursing staff, nursing administrators, and directors Sample (N=35) • • • • Education: • • • • Some college (n=1, 2.9%) Two year degree, LPN (n=1, 2.9%) Four year degree, 11% (N=4) Master’s degree (n = 19) or a doctorate (n = 8), 54% Employment: • • University 49% (n = 16) Four- (n = 5) or two-year (n = 5) universities/colleges (n = 10), 28% Income: • • • • $70,000 or above (n = 22, 63%) $55,001To $70,000 (n=4, 11%) $40,001 to $55,000 (n = 4, 11%) $25,001 to $40,000 (n = 2, 5.7%). Ethnicity: • • White 66% (n = 23) American Indian or Alaska Native population 29% (n = 10) Nominal Group Technique • • • Designed by Delbeq & Van de Ven • • In the early 1970’s Maximized group participation in making decisions and reaching consensus. Process • A number of steps that can be adapted in small ways, while retaining the goal of the method. Three groups • • • Group 1 – 13 Participants Group 2 – 10 Participants Group 3 – 12 Participants Items Generated • The steps included: • • • Group 1 – 85 items generated • • During clarification step, some items combined Data reduction to 9 items Group 2 – 43 items generated • • During clarification step, some items combined Data reduction to 8 items Group 3 – 56 items generated • • During clarification step, some items combined Data reduction to 15 items Group 1 Ranking • Mentoring services 107 • Develop support systems in the institution 105 • A designated area in college /facility where students feel safe-home away from home 93 • In-house daycare for jobs/school 92 • Tribal support 91 • K-12 stem curriculum 91 • Nurse camps at grade schools at reservations run by nursing college students 91 • "NO EXCUSES" Orientation 87 • Employment for spouse 86 Group 2 Ranking • Peer to peer mentor support system 78 • Adequate orientation 3-6 months after graduation 77 • Development of Self-Confidence/Leadership programs for American Indians • Access to education resources to attend trainings 74 • Cultural sensitivity for instructors (nursing) 73 • Increase visibility of American Indian nurses (e.g. Publicity(Recognition) for nurses who are role models . Show a variety of nurses who are role models to American Indians in primary and secondary schools). 67 • Plan of action (global) with all invested parties (IHS, Tribal, Nation, Schools, etc.) 67 • Heath career tracking in high school 61 77 Group 3 Ranking • Mentoring program 85 • Assess academic risk 82 • Need for American Indian nurses 78 • Multiple methods of teaching and learning in nursing 74 • Increase family support and involvement 72 • Develop a sense of belonging 71 • American Indian faculty 70 • Counseling life skills non academic student support services 68 • Academic support at the elementary and secondary level 67 • Strengthen relationships with other nursing students 67 • Develop onsite residential nursing programs 64 • Goal setting , time-line within the discipline 59 • Prescreen for barriers 53 • Change admission criteria 53 • Educational opportunities for K-16 51 Themes Educational Preparation K-12 Non-Academic Supportive Programs Nursing Program Support Transitional Support for a Nursing Career Recruitment and Retention of American Indian Nurses within the Workforce Global Plan of Action Educational Preparation K-12 • Academic support at the elementary and secondary level • • K-12 STEM Curriculum • Sciences, math, technology Cultural Knowledge and Application • Clear need for American Indian nurses Educational opportunities from K-12 • Nurse camps • Grade School • High School • • Tribal Support Mentoring & Experiential Opportunities • Health care tracking in high school Non-Academic Support • • Tribal Support Family Support • • • Increased family support and involvement Counselling of life skills • • • Employment for spouse Financial workshop Financial Support Daycare • College Nursing Program Support • • • • • Preparing for Admission • • Prescreen barriers for enrollment into nursing school “No Excuses” Orientation Adapting Program Policy • Admission criteria Designated space • • • Home away from home A sense of belonging Centralized access for mentoring Support services • Tutoring, advising, Assessment • Assess for Academic Risk • Early detection and intervention in students that need additional help. Nursing Program Support • Cultural Knowledge and Application • Cultural sensitivity for nursing instructors • • Resources Access to educational resources for faculty Mentoring Program • Peer-to-peer mentor support system • Encourage students to seek mentor Nursing Program Support • Curricula Delivery • • • • • Goal setting time-line within the discipline • Giving student deadlines Cultural sensitivity nursing instruction Explore innovative approaches to curriculum delivery • Develop circular teaching methods vs linear (Group 3 , 12) • Multiple Methods of teaching and learning Faculty • Native faculty • Increase number of diverse faculty Student Relationships • Relationships with other nursing students Transitional Support to Nursing Career • Leadership Program • • Self-confidence/Leadership programs for American Indians Cultural • Develop Onsite Residential Nursing Programs and foster integration of cultural aspects. • • Environment of care setting and patients Mentoring Program • • Support systems within the institution Adequate orientation 3-6 month after graduation Recruitment and Retention of AI nurses within the Workforce • • Need for child care resource and referral related childcare Increase need for American Indian nurses • • • Recognition for nurses who are role models for NA in the schools Opportunity to serve as role models Increase visibility of American Indian Nurses • Media Global Plan of Action • Convene Community Stakeholders • Involve invested stakeholders • • • • • • • • • • • • • Potential Students Current Students Parents Elders Nurses Tribal Council Elementary and Secondary School Councilors Tribal Colleges Nursing Program Directors IHS representatives Legislators Foundation Representatives Disseminate the findings • • Presentations Publications Results of Nominal Group Technique North Dakota American Indian Community & University Partnership Recruitment & Retention Elementary Secondary Educational Preparation K-12 Wisdom & Guidance of Elders PreSchool, Kindergarten Transition Support Friends Peers Tribal Community American Indian CORE VALUES Spirituality Culture Language Career/Vocation Nursing Program Support Extended Family Post – Secondary Non-Academic Support Conclusions • Nominal Group Technique • • • Provided an opportunity to receive input from variety of constituents. Identified themes provide components for further exploration and work. Implemented some components. • • Nurse camp (Edventures in Health Careers) American Indian Nurses Visibility • • • Recruitment and Retention Video American Indian Nursing Documentary Policy Paper • Future Work • Explore and validate the themes along with specific strategies that can be implemented and evaluated. Questions? CONTACT INFORMATON Loretta Heuer, PhD, RN, FAAN Professor North Dakota State University Phone: 701-231-8205 E-mail: Loretta.heuer@ndsu.edu A special thank you to Mary Leff, MS, Evaluation/Research Coordinator and Juessica Grund, BS, Academic Grants Coordinator for their work in this project. Funded by The University Partnership Research Grant for Health Professional Opportunity Grant, # 90PH0019, Office of Planning, Research, and Evaluation, Administration for Children and Families.