Aboriginal and Torres Strait Islander Subjects in a Graduate Diploma of Midwifery: A pilot study

Biles, Jessica; Biles, Brett; West, Roianne; Saunders, Vicki; Armaou, Jessica

doi:10.1080/10376178.2021.1990095

Cited by 5 publications

(6 citation statements)

References 12 publications

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Section: Resultsmentioning

confidence: 99%

“…Proactivity was identified in six audit tools 8 13 14 16 19 21–25. Two audit tools reflected the importance of healthcare professionals/students having the responsibility to challenge practices, and recognise and address personal biases, to provide culturally safe care 16 22–25. The other five audit tools highlighted the need for new and existing staff to undertake regular training, professional development and/or mentoring in cultural responsiveness and community engagement 8 13 14 19 21…”

Section: Resultsmentioning

confidence: 99%

“…These five tools highlighted the importance of recognising and understanding one’s own cultural background, values and biases. The CICRT tool identified in Bennett and Morse 21 and the GY tool in West et al 22 23 and Biles et al 24 also reflected the self-awareness capability through use of reflective practice on an individual level (eg, reflecting on how self-identity and biases impact relationships with Aboriginal and Torres Strait Islander people).…”

Section: Resultsmentioning

confidence: 99%

“…Advocating for change in the workplace and undertaking regular training and professional development in cultural responsiveness and community engagement is particularly important for audit tool inclusion, as this approach fosters key qualities needed for healthcare workers in Australia to ensure cultural safety and responsiveness, eliminating a one-size-fits-all approach to practice. In delivering culturally safe approaches, sustained responsibility and accountability to Aboriginal and Torres Strait Islander people and communities by ensuring opportunity for service delivery input and feedback is required 6 24. Despite this, audit tools focused on all six capabilities, to our knowledge, remain undeveloped.…”

Section: Discussionmentioning

confidence: 99%

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Audit tools for culturally safe and responsive healthcare practices with Aboriginal and Torres Strait Islander people: a scoping review

Muller,

Devine,

Geia

et al. 2024

BMJ Glob Health

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Aboriginal and Torres Strait Islander people in Australia face disparities in accessing culturally safe and appropriate health services. While current cultural safety and responsiveness frameworks set standards for improving healthcare practices, ensuring accountability and sustainability of changes, necessitates robust mechanisms for auditing and monitoring progress. This study examined existing cultural safety audit tools, and facilitators and barriers to implementation, in the context of providing culturally safe and responsive healthcare services with Aboriginal and Torres Strait Islander people. This will assist organisations, interested in developing tools, to assess culturally responsive practice. A scoping review was undertaken using Medline, Scopus, CINAHL, Informit and PsychInfo databases. Articles were included if they described an audit tool used for healthcare practices with Aboriginal and Torres Strait Islander people. Selected tools were evaluated based on alignment with the six capabilities of the Indigenous Allied Health Australia (IAHA) Cultural Responsiveness in Action Framework. Implementation barriers and facilitators were identified. 15 papers were included. Audit tools varied in length, terminology, domains assessed and whether they had been validated or evaluated. Seven papers reported strong reliability and validity of the tools, and one reported tool evaluation. Implementation facilitators included: tool comprehensiveness and structure; effective communication; clear organisational responsibility for implementation; commitment to prioritising cultural competence; and established accountability mechanisms. Barriers included: the tool being time-consuming and inflexible; responsibility for implementation falling on a small team or single staff member; deprioritising tool use; and lack of accountability for implementation. Two of the six IAHA capabilities (respect for the centrality of cultures and inclusive engagement) were strongly reflected in the tools. The limited tool evaluation highlights the need for further research to determine implementation effectiveness and sustainability. Action-oriented tools, which comprehensively reflect all cultural responsiveness capabilities, are lacking and further research is needed to progress meaningful change within the healthcare system.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Audit tools for culturally safe and responsive healthcare practices with Aboriginal and Torres Strait Islander people: a scoping review

Muller,

Devine,

Geia

et al. 2024

BMJ Glob Health

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“…17 18 Cultural competence among non-Aboriginal clinicians is also fundamental. 19 However, these aspects focus on experiences within health services and systems, rather than understanding how connection with culture, alongside practice and maintenance of culture, can serve as protective factors for Aboriginal health and well-being.…”

Section: Open Accessmentioning

confidence: 99%

Gaawaadhi Gadudha: understanding how cultural camps impact health, well-being and resilience among Aboriginal adults in New South Wales, Australia—a collaborative study protocol

Yashadhana,

Zwi,

Brady

et al. 2023

BMJ Open

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IntroductionThe health and well-being of Aboriginal Australians is inextricably linked to culture and Country. Our study challenges deficit approaches to health inequities by seeking to examine how cultural connection, practice and resilience among Aboriginal peoples through participation in ‘cultural camps’ held on sites of cultural significance promotes health and well-being.Methods and analysisThe study will be undertaken in close collaboration and under the governance of traditional cultural knowledge holders from Yuwaalaraay, Gamilaraay and Yuin nation groups in New South Wales, Australia. Three cultural camps will be facilitated, where participants (n=105) will engage in activities that foster a connection to culture and cultural landscapes. A survey assessing connection to culture, access to cultural resources, resilience, self-rated health and quality of life will be administered to participants pre-camp and post-camp participation, and to a comparative group of Aboriginal adults who do not attend the camp (n=105). Twenty participants at each camp (n=60) will be invited to participate in a yarning circle to explore cultural health, well-being and resilience. Quantitative analysis will use independent samples’ t-tests or χ2analyses to compare camp and non-camp groups, and linear regression models to determine the impact of camp attendance. Qualitative analysis will apply inductive coding to data, which will be used to identify connections between coded concepts across the whole data set, and explore phenomenological aspects. Results will be used to collaboratively develop a ‘Model of Cultural Health’ that will be refined through a Delphi process with experts, stakeholders and policymakers.Ethics and disseminationThe study has ethics approval from the Aboriginal Health and Medical Research Council (#1851/21). Findings will be disseminated through a combination of peer-reviewed articles, media communication, policy briefs, presentations and summary documents to stakeholders.

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The Bunya Project: Protocol for a Mixed-Methods Approach to Developing a Culturally Informed Curriculum

Manton¹,

Williams²,

Hayen³

2023

JMIR Res Protoc

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Background Indigenous peoples live across all continents, representing approximately 90 nations and cultures and 476 million people. There have long been clear statements about the rights of Indigenous peoples to self-determine services, policies, and resource allocations that affect our lives, particularly via the United Nations Declaration on the Rights of Indigenous Peoples. An area for urgent improvement is curricula that train the predominantly non-Indigenous health workforce about their responsibilities and that offer practical strategies to use when engaging with Indigenous peoples and issues. Objective The Bunya Project is designed to advance Indigenous community-led teaching and evaluation of the embeddedness of strategies to achieve an Indigenous Graduate Attribute in Australia. The project centers the relationships with Aboriginal community services to lead education design relating to Indigenous peoples. The project aims to articulate community recommendations for university education in allied health in the usable format of digital stories to create culturally informed andragogy, curriculum, and assessment measures for use in teaching. It also aims to understand the impact of this work on student attitudes and knowledge about Indigenous peoples’ allied health needs. Methods Multilayered project governance was established, along with a 2-stage process using mixed methods participatory action research and critical reflection, using the reflective cycle by Gibbs. The first stage, preparing the soil, used community engagement, drew on lived experience, encouraged critical self-reflection, embodied reciprocity, and demanded working collectively. The second stage, planting the seed, requires more critical self-reflection, the development of community data through interviews and focus group discussions, the development of resources with an academic working group and community participants, the implementation of those resources with student feedback, the analysis of the feedback from students and community members, and reflection. Results The protocol for the first stage, preparing the soil, is complete. The results of the first stage are the relationships built and the trust earned and gained, and it has resulted in the development of the planting the seed protocol. As of February 2023, we have recruited 24 participants. We will analyze data shortly and expect to publish the results in 2024. Conclusions The readiness of non-Indigenous staff to engage with Indigenous communities has not been ascertained by Universities Australia, nor can it be assured. Staff preparation and skills to support the curriculum, create a safe learning environment, and develop teaching and learning strategies to guide academics to recognize that how students learn is as important as the content students learn. This learning has broad implications and benefits for staff and students within their professional practice and for lifelong learning. International Registered Report Identifier (IRRID) DERR1-10.2196/39864

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Aboriginal and Torres Strait Islander Subjects in a Graduate Diploma of Midwifery: A pilot study

Cited by 5 publications

References 12 publications

Audit tools for culturally safe and responsive healthcare practices with Aboriginal and Torres Strait Islander people: a scoping review

Audit tools for culturally safe and responsive healthcare practices with Aboriginal and Torres Strait Islander people: a scoping review

Gaawaadhi Gadudha: understanding how cultural camps impact health, well-being and resilience among Aboriginal adults in New South Wales, Australia—a collaborative study protocol

The Bunya Project: Protocol for a Mixed-Methods Approach to Developing a Culturally Informed Curriculum

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