Breaking Barriers, Building Bridges: An Indigenized Nursing Admissions Process.
The representation of American Indian and Alaska Native (AIAN) nurses is critically low, with 1% of the registered nurse workforce identifying as AIAN. Systemic barriers, including inequities in K-12 education and culturally misaligned admissions criteria, hinder access to nursing education for AIAN...
| Publicado en: | International Journal for Human Caring Vol. 29; no. 4; pp. 221 - 227 |
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| Autores principales: | , , |
| Formato: | tables/charts Journal Article |
| Publicado: |
Springer Publishing Company, Inc.
2025
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=190608791&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 190608791 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10915710 GBD jtl: International Journal for Human Caring issn: 10915710 maglogo: N pubinfo: dt: 2025 vid: 29 iid: 4 pid: 8953 pub: Springer Publishing Company, Inc. place: New York, New York artinfo: ui: 190608791 190608791 190608791 10.20467/IJHC-2025-0040 190608791 ppf: 221 ppct: 6 formats: fmt: – @attributes: type: T – @attributes: type: P tig: atl: Breaking Barriers, Building Bridges: An Indigenized Nursing Admissions Process. aug: au: Llanque-White, Sarah M. Kahn-John, Michelle Matt, Aretha affil: College of Nursing, University of New Mexico, Albuquerque, NM, USA sug: subj: Indigenous Peoples Education, Nursing Colleges and Universities School Admissions Curriculum Development Schools, Nursing Holistic Care Cultural Safety Diversity, Equity, Inclusion Conceptual Framework Nursing Theory Philosophy ab: The representation of American Indian and Alaska Native (AIAN) nurses is critically low, with 1% of the registered nurse workforce identifying as AIAN. Systemic barriers, including inequities in K-12 education and culturally misaligned admissions criteria, hinder access to nursing education for AIAN students. This article presents an innovative effort at Navajo Technical University to Indigenize nursing admissions and curricula following the 2025 reopening of its Associate of Applied Science Registered Nurse Program. Rooted in the Diné (Navajo) Philosophy of Education and the Hózhó framework, the program adopted a holistic admission process that evaluates applicants based on caregiving experience, cultural knowledge, resilience, and community commitment, rather than just grades or test scores. This shift resulted in the successful admission of 10 Indigenous students, compared with none previously. By integrating Indigenous worldviews into admissions and curriculum design, this approach promotes inclusivity, validates Indigenous knowledge, and aims to enhance diversity in the nursing workforce while advancing health equity for Indigenous populations. pubtype: Academic Journal doctype: tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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