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This Participatory Action Research (PAR) project aimed to engage students from an accelerated ’fast track’ nursing program in a mentoring collaboration, using an interdisciplinary partnership intervention with a group of academics. Student participants represented the disciplines of nursing and paramedicine with a high proportion of culturally and linguistically diverse (CALD) students. Nine student mentors were recruited and paired with academics for a three-month ‘mentorship partnership’ intervention. Data from two pre-intervention workshops and a post-intervention workshop were coded in NVivo11 using thematic analysis. Drawing on social inclusion theory, a qualitative analysis explored an iteration of themes across each action cycle. Emergent themes were: 1) ‘building relationships for active engagement’, 2) ‘voicing cultural and social hierarchies’, and 3) ‘enacting collegiate community’. The study offers insights into issues for contemporary accelerated course delivery with a diverse student population and highlights future strategies to foster effective student engagement.

Item Type:	Refereed Article
Keywords:	nursing, student engagement, social inclusion, diversity
Research Division:	Education
Research Group:	Education Systems
Research Field:	Higher Education
Objective Division:	Expanding Knowledge
Objective Group:	Expanding Knowledge
Objective Field:	Expanding Knowledge in Education
UTAS Author:	Bramble, M (Dr Marguerite Bramble)
UTAS Author:	Maxwell, H (Dr Hazel Maxwell)
UTAS Author:	Einboden, R (Ms Rochelle Einboden)
UTAS Author:	Farrington, S (Ms Sally Farrington)
UTAS Author:	Say, R (Mr Richard Say)
UTAS Author:	Beh, CL (Dr Chin- Liang Beh)
UTAS Author:	Stankiewicz, G (Dr Grace Stankiewicz)
UTAS Author:	Marembo, E (Ms Esther Marembo)
UTAS Author:	Rickard, G (Professor Greg Rickard)
ID Code:	126399
Year Published:	2018
Deposited By:	Health Sciences
Deposited On:	2018-06-08
Last Modified:	2018-11-29
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