The Study of Learning Process, Campus Adaptation and Culture Adjustment of College Nursing Aboriginal Students in Taiwan — Combine both Longitudinal and Cross-Sectional Methods

Chien-Ju Lan¹, Rou-Lan Liu², Li-Ming Hsu¹ 
(1. Center for General Education, Chang Gung University of Science and Technology, Taiwan 2. Department of Civic Education and Leadership, National Taiwan Normal University, Taiwan)

Abstract: The researchers recruit 10 aboriginal college students, majored in nursing, to explore their experiences regarding learning process, campus adaptation and culture adjustment in a school. Two of them contribute their experiences in a 5-year-sequence participation. In order to fulfill the aim of this research, participated in-depth interviews are adopted.
    The findings conclude that urban aboriginal students tend to have better academic performances than rural aboriginal students do. Teachers’ attitudes toward aboriginal students affect the students’ studies and adaptation to the school. The more social resources they have, such as family, peers and teachers’ support, the better they adapt to the school. Aboriginal students who have higher learning outcomes, also show better performance in self-concepts, interpersonal interaction, and self-identity. Financial concern would be the key influence when participants decided to pursue their further education or to start working after completing the five-year nursing program. Due to governmental advocacy, urban aboriginal students are encouraged to obtain native-language certificates.
    As a result of these findings, suggestions such as promoting awareness of cultural variety in campus, developing more valid financial aids and resource, and establishing an integrated academic supporting system are presented.

Key words: aboriginal students, learning process, school adaptation, cultural adjustment