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Dr. Cody Bruce – a nursing associate professor at The University of North Texas Health Science Center at Fort Worth’s College of Nursing – attributes his roots in the Choctaw-Apache tribe of Ebarb, Louisiana, in shaping his path from clinical practice to academia. Bruce’s heritage has instilled in him a unique perspective, underscoring the significance of community, storytelling and resilience, which he now brings to his work in nursing education and research.

Growing up in a small, tightly-knit community, Bruce’s family passed down values and stories of his ancestors’ resilience and resourcefulness. His great-great-aunt Martha, a respected midwife and healer, personified these values. Though she was illiterate, Martha provided holistic care, using natural remedies from her environment and staying with families until they were fully healed. Bruce refers to her as “the Nightingale of her day,” acknowledging the profound impact her care left on their community.

This legacy of care influenced Bruce’s own journey into nursing. He began his career at LSU Medical Center in Shreveport, where he worked in psychiatric nursing, trauma and orthopedics. Despite a personal struggle with rheumatoid arthritis that eventually led him to pursue less physically demanding roles, Bruce’s commitment to nursing remained steadfast. His desire to teach, rooted in a family tradition of educators, led him to pursue a master’s in nursing education and later a doctorate focused on the retention of Native American nursing students.

Bridging cultural gaps in health care

Bruce’s research sheds light on the unique struggles Native American students face in nursing. Many Native American students must leave their support networks behind, often relocating to urban areas with limited resources. He noted that these students frequently feel isolated, especially when they are the only Native American in their cohort. Bruce found that factors like community support, culturally sensitive mentorship and a sense of belonging are essential for Native American students to thrive in nursing programs.

This research has spurred Bruce’s commitment to creating inclusive spaces for Native American students in nursing. At UNTHSC, he envisions developing pathways with Native communities in Texas and Oklahoma, helping aspiring students overcome hurdles and find mentorship among Native American nurses. He also strives to foster an environment where all students feel empowered to share their stories and perspectives, furthering cultural competency and inclusivity.

Teaching and mentorship: Integrating heritage into health care education

Bruce’s Choctaw-Apache heritage not only influences his research but also his approach to teaching.

“Listening to patients is fundamental to understanding their needs beyond the immediate symptoms,” Bruce said.

This lesson, a staple of nursing, resonates deeply with his community’s tradition of storytelling and respect for others’ perspectives. He often emphasizes this approach in his psychiatric mental health nursing courses, where he teaches students to consider the patient’s cultural background, family dynamics and life experiences.

Through case studies and simulations, Bruce encourages his students to explore cultural nuances in patient care. For instance, when discussing grief, he shares how his great-grandmother grieved the loss of two sons in World War II, drawing a connection between personal and cultural expressions of mourning. This teaching approach helps students recognize that effective care often requires understanding the patient’s cultural context.

Bruce also imparts the importance of gradual change when working with patients whose traditions may include habits less conducive to health, like the regular consumption of certain traditional foods high in fat. Instead of dismissing these traditions, he encourages students to find ways to honor the patient’s cultural practices while offering alternatives for healthier living.

Empowering Native American communities through forensic nursing

Bruce’s advocacy extends beyond the classroom through his work with Texas A&M University’s Health Resources and Services Administration, or HRSA, grant program to train forensic nurses in cultural competency, especially for the Indian Health Service. This initiative addresses the critical shortage of forensic nurses within Native American communities. Bruce helped develop a curriculum to better equip nurses in these regions with the knowledge to approach culturally-sensitive situations, like sexual assault cases, where family involvement and community considerations are essential.

This work aligns with his long-term goal to reduce the incidence of violence against Native American women, a tragically common issue in many communities.

“We need more forensic nurses who are Native American,” Bruce said, “who understand the customs and can engage with the victims in a way that respects their culture.”

Bruce’s curriculum integrates elements such as allowing family presence during examinations and respecting the decision-making role of elders.

At UNTHSC, the College of Nursing recently received a $1.5 million HRSA grant to address the shortage of trained Sexual Assault Nurse Examiners, or SANEs, in rural and medically underserved areas of North Texas. In collaboration with community partners, this program aims to increase the number of trained and certified SANEs in the region, including bilingual nurses, while expanding the number of available training sites. Drawing on his expertise in culturally sensitive forensic nursing, Bruce designed a curriculum for UNTHSC nursing students, enabling them to complete their SANE clinical hours as part of their course requirements. This program also aims to improve access to forensic nurse examinations and foster a supportive environment for SANE training, practice and retention.

Paving the way for future generations

As one of only 10 Native American nursing professors with a Ph.D., Bruce feels a profound responsibility to be visible and inspire future Native American nurses. He hopes to show Native American students that they, too, can achieve leadership roles in health care and academia. Sharing his personal journey helps his students envision a future where they can blend their heritage with professional success.

Beyond his professional accomplishments, Bruce is deeply connected to his Choctaw-Apache community. For him, Native American Heritage Month is a time to honor this legacy and the sacrifices his ancestors made. His tribe, which celebrates Thanksgiving and hosts a pow wow to honor veterans, reminds him of the importance of family, resilience and unity.

“It’s a time to come together and remember our shared history,” Bruce said.

A legacy of care and resilience

Bruce’s journey from a small community in Louisiana to a leadership role in academia exemplifies the enduring strength and adaptability of Native American heritage. At UNTHSC, his work stands as a testament to the value of cultural inclusivity in health care and education. Bruce’s story illustrates that through empathy, resilience and respect for one’s heritage, it is possible to create lasting, positive change in our communities and beyond.

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