Mentorship, Readiness to Practice &
Network Evaluation Research
This page shares key publications from our research team, led by Dr. Adam Murry, examining how “readiness to practice” can be defined and applied across health and Indigenous health contexts.
Together, these studies map competencies for Indigenous health research, review factors that shape clinician readiness to work with Indigenous populations, and document mentorship practices that build Indigenous capacity in the health sciences.
We invite you to explore the resources below to learn more about our evolving work!
Publications:
📌 Le Huray, L., et al. (2023). Readiness to Practice in Health Care: An Empirical Definition Based on a Content Analysis of the Literature.
Journal of Continuing Education in Nursing, 54(7), 302–312. https://doi.org/10.3928/00220124-20230620-03
Despite its widespread use, readiness to practice has lacked a clear, shared definition across health professions. This article addresses that gap through a content analysis of 108 empirical studies, mapping out the core components of R2P as they appear in the literature.
The research team identify seven domains—including clinical and social experiences, personal attributes, and onboarding—that shape whether health professionals are perceived as ready for practice. Rooted in real-world consequences, including patient harm, the study brings much-needed clarity to how we define, measure, and support the transition from education to practice.
📌 Murry A et al. (2025). Ready to Practice Indigenous Health Research? An Integrative Framework of Indigenous Health Research Competencies for NEIHR Network Evaluation, Training, and Selection.
International Journal of Indigenous Health, 20(1), 10. https://doi.org/10.32799/ijih.v20i1.42213
This study used competency modelling with Alberta NEIHR members to identify the knowledge, skills, abilities, and attributes needed for Indigenous health research. From 151 statements, the team derived 42 non-redundant competencies, including Indigenous methodologies, relational practice, humility, and openness to learning. The framework shows how individual researcher capacity underpins broader evaluation, training, and selection goals, linking readiness to practice with Indigenous research priorities.
📌 Marchand, T., et al. (2025). Reimagining Indigenous Healthcare Through a Readiness to Practice Lens: A Quantitative Content Analysis of the Empirical Literature.
Canadian Journal of Public Health. Advance online publication. https://doi.org/10.17269/s41997-024-00989-0
A systematic review of literature from Canada, the United States, New Zealand, and Australia examined what enables clinicians to be ready to practice with Indigenous populations. Quantitative coding and factor analysis revealed four core elements: relational disposition, decolonized practice, cultural immersion, and Indigenous professional support. The field is still new, with few studies naming explicit competencies, and the authors recommend greater involvement of Indigenous stakeholders and targeted education programs.
📌 Murry, A. et al. (2021). Indigenous Mentorship in the Health Sciences: Actions and Approaches of Mentors.
Teaching and Learning in Medicine, 34(3), 266–276. https://doi.org/10.1080/10401334.2021.1912610
Using critical incidents and focus groups with Indigenous faculty, this study identified behaviours that define Indigenous mentorship in the health sciences. In addition to academic, professional, and psychosocial support, mentors taught relationalism, followed cultural protocols, fostered Indigenous identity, and advocated on behalf of mentees. These behaviours distinguish Indigenous mentorship from mainstream models and show why tailored programs are needed to support Indigenous students.