The importance of nature and the environment in relation to human health is coalescing, as demonstrated by the increased research that attempts to measure nature connectedness and relatedness. These findings align with constructs of cultural connectedness that assess for land connectedness as part of Indigenous ways of knowing. From an Indigenous worldview, relationships with the environment are critical to wellbeing. The purpose of this comprehensive systematic scoping literature review was two-fold: (1) identify and summarize existing measures of land, nature, and/or environmental connectedness, relatedness, and attitudes and (2) evaluate the psychometric properties of these scales. In total, 1438 articles were retrieved from select databases including PubMed/MEDLINE, PsycINFO, CINAHL (EBSCO), and Academic Search Complete (EBSCO). The final searches and application of the inclusion/exclusion criteria resulted in 57 unique articles and 38 scales categorized as connectedness and relatedness scales (n = 9 scales), attitudinal and values-based scales (n = 16 scales), cultural and spiritually based scales (n = 9 scales), and paradigm-based scales (n = 4 scales) (articles could be placed in multiple categories). Psychometric properties and general outcomes associated with nature-related scales are reported, with implications for future education, research, practice, and policy.

Native Hawaiians (NH), like other Indigenous peoples, continue to experience the subversive impacts of colonization. The traumatic effects of colonization, especially the forced relocation from land that sustained their life and health, have led to complex, interconnected health disparities seen today. NHs have described a collective feeling of kaumaha (heavy, oppressive sadness) resulting from mass land dispossession, overthrow of the Hawaiian Kingdom, cultural loss, and early loss of loved ones. Although historical trauma is linked to high rates of substance misuse, depression, suicidality, and other mental health disparities in American Indian populations. However, the link between NH historical trauma and health disparities among NHs has been less explored. This qualitative study used Indigenous talk story interviews with 34 NH ʻōpio (youth) and ka lawelawe (service providers) to explore how NH ʻōpio understand and experience historical trauma. Eight themes and 35 sub-themes were identified covering individual, community, and systemic domains representing the first step in addressing NH historical trauma.

Native Hawaiian and Pacific Islander (NHPI) adults have historically been grouped with Asian adults in U.S. mortality surveillance. Starting in 2018, the 1997 race and ethnicity standards from the U.S. Office of Management and Budget were adopted by all states on death certificates, enabling national-level estimates of cardiovascular disease (CVD) mortality for NHPI adults independent of Asian adults. To describe CVD mortality among NHPI adults. Race-stratified age-standardized mortality rates (ASMRs) and rate ratios were calculated using final mortality data from the National Vital Statistics System for 2018 to 2022. Fifty states and the District of Columbia. Adults aged 35 years or older at the time of death. CVD deaths were identified from International Classification of Diseases, 10th Revision codes indicating CVD (I00 to I99) as the underlying cause of death. From 2018 to 2022, 10 870 CVD deaths (72.6% from heart disease; 19.0% from cerebrovascular disease) occurred among NHPI adults. The CVD ASMR for NHPI adults (369.6 deaths per 100 000 persons [95% CI, 362.4 to 376.7]) was 1.5 times higher than for Asian adults (243.9 deaths per 100 000 persons [CI, 242.6 to 245.2]). The CVD ASMR for NHPI adults was the third highest in the country, after Black adults (558.8 deaths per 100 000 persons [CI, 557.4 to 560.3]) and White adults (423.6 deaths per 100 000 persons [CI, 423.2 to 424.1]). Potential misclassification of underlying cause of death or race group. NHPI adults have a high rate of CVD mortality, which was previously masked by aggregation of the NHPI population with the Asian population. The results of this study support the need for continued disaggregation of the NHPI population in public health research and surveillance to identify opportunities for intervention. National Institute of General Medical Sciences, National Institutes of Health.

Faculty research agendas are informed by and intertwined with the evaluation process. One’s research agenda influences productivity, choice in methodology, and dissemination decisions. Indigenous researchers often undergo a dual evaluation process—one with their academic institution and another with their Indigenous communities. Indigenous researchers, situated in the liminal space between these two spheres, need control over the research process in order to conduct the type of research their communities desire, while meeting the standards of their institution. Using a series of talk stories with Indigenous faculty, this article explores how the tenure process often is a barrier to Indigenous research sovereignty. Indigenous faculty, in this study, articulated feeling lonely and, at times, ill-prepared due to a lack of mentors, prior traumatic academic experiences, and the weight of the many facets of a faculty position. They also noted a disconnect between their institutional processes and Indigenous methods and felt that administration needed to make changes, especially in terms of faculty evaluation through the tenure criteria. Improving the tenure process for Indigenous faculty could have rippling effects beyond individual faculty, expanding into Indigenous communities by providing space for Indigenous faculty to conduct important research that is relevant to their communities.

Indigenous governments are growing in size and strength. As a result, indigenous issues are becoming more frequently and prominently in the public administration landscape. Whether it is natural resource management, culturally appropriate foster home placements, or eradicating known drug trafficking routes that cross tribal jurisdictions, there are a multitude of ways that federal, state, and local public managers may encounter indigenous issues. Incorporating indigenous learning environments into public administration programs will not only serve to further the needs of indigenous students, but will also strengthen public administration programs as a whole. Our method for creating a learning environment that embraces indigenous students is to incorporate indigenous issues into the core curriculum, include indigenous ways of knowing into the program, provide for indigenous focused student assessment, and ensure cultural appropriateness. This four-pronged approach will ensure that an indigenous valued learning environment is part of any public administration program.