Empowering First Nations nurses through culturally-connected learning: a pilot study

Empowering First Nations nurses through culturally-connected learning: a pilot study

Aim/Objective: This pilot study evaluates the impact of a dedicated First Nations-only online cohort in the Bachelor of Nursing (BN) program at a regional Australian university. The research explores whether a culturally safe, cohort-based model improves progression, retention, and student experience among First Nations nursing students studying together online.

Methods: Guided by an Indigenist research paradigm, the study employs yarning as a culturally appropriate qualitative method through both individual and group interviews with cohort participants. Quantitative data on student progression and attrition will be compared across First Nations and non-First Nations cohorts. This mixed-methods approach aims to capture both measurable outcomes and rich, contextualised student narratives.

Results: Preliminary findings suggest that students in the First Nations-only cohort experience enhanced peer connection, cultural safety, and academic confidence. These factors appear to positively influence engagement, satisfaction, and retention. Quantitative analysis is ongoing.

Conclusion: Cohort-based, culturally responsive models of online nursing education play a vital role in improving educational outcomes for First Nations students. By embedding cultural safety, peer support, and Indigenous pedagogies, initiatives described in this study can enhance academic success and support professional identity and confidence. The pilot findings have significant implications for addressing the underrepresentation of First Nations people in the health workforce—particularly in rural and regional Australia where health inequities are most pronounced.

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