Undergraduate nursing and Indigenous Australian cultural competence: The lived experience of students

Research output: ThesisDoctoral Thesis

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Cultural competency training is increasingly being embraced within undergraduate nursing education. This research aims to create meaning from students’ lived experiences and journey towards cultural competence across a three year Bachelor of Nursing degree. The participants in this study were undergraduate students who enrolled in an Indigenous Australian cultural competency subject within the Bachelor of Nursing course in 2012 and the subsequent journey of students in this cohort through their second and third years of university. Qualitative research, specifically hermeneutic phenomenology, was used to explore students’ experiences, perceptions, and learning about cultural competency to address the following research questions:

• What are the lived experiences and perceptions of student nurses studying a subject designed to address Indigenous Australian cultural competence?
• What are the lived experiences of the journey of Indigenous Australian cultural competence for nursing students across the duration of their course?
• What influences the lived experiences of Indigenous Australian cultural competence for nursing students?

This research has highlighted the essence of the students’ journey in Indigenous Australian cultural competence education and influences in students’ learning and development of Indigenous Australian cultural competence, providing a model of student learning in this important area. It is anticipated a better understanding of the lived experience will assist nursing academic staff to tailor and improve Indigenous Australian cultural competency within undergraduate nurse education. This may increase the ability of nurses to work in more culturally sensitive ways and therefore work towards improving the health of Australian Aboriginal and Torres Strait Islander peoples.

Original languageEnglish
Awarding Institution
  • Charles Sturt University
  • Coyle, Julia, Principal Supervisor
  • Bernoth, Maree, Principal Supervisor
  • Hill, Barbara, Principal Supervisor
Award date14 Sep 2017
Publication statusPublished - 14 Sep 2017


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