Cultural desire need not improve with cultural knowledge: A cross-sectional study of student nurses

Isaacs, Anton Neville; Raymond, Anita; Jacob, Élisabeth; Jones, Janet; McGrail, Matthew Richard; Drysdale, Marlene Mary

doi:10.1016/j.nepr.2016.05.009

Cited by 18 publications

(27 citation statements)

References 34 publications

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“…The majority (n=19) originated in Australia, 21 - 39 with the remaining from the United States (n=11), 40 - 50 Canada (n=6), 51 - 56 and New Zealand (n=4) 57 - 60 . A large proportion of disciplines focused exclusively on students in nursing (n=11), 24 , 27 , 28 , 34 , 43 , 48 - 51 , 59 , 60 with others in medicine (n=6), 21 , 25 , 32 , 35 , 38 , 58 dentistry (n=2), 31 , 57 pharmacology (n=2), 45 , 46 psychology (n=2), 22 , 37 social work (n=2), 23 , 42 audiology (n=1), 52 midwifery (n=1), 39 and the majority of an interdisciplinary makeup (n=13) 26 , 29 , 30 , 33 , 36 , 40 , 41 , 44 , 47 , 53 , 54 - 56…”

Section: Resultsmentioning

confidence: 99%

“…Hunt and colleagues also found improved confidence, as well as decreased negative attitudes after completing a course unit of Australian Indigenous history, culture and health 27 . Issacs and colleagues’ nursing student survey responses suggested increased knowledge in Indigenous health, however, cultural desire, an intangible concept, was not accurately measured during the study 28 . Issacs and colleagues suggest a longitudinal study may better assess change in cultural desire over time.…”

Section: Resultsmentioning

confidence: 99%

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Health Sciences cultural safety education in Australia, Canada, New Zealand, and the United States: a literature review

et al. 2018

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Objectives To review the research literature on cultural safety education within post-secondary health science programs. Methods We conducted health and social science database searches from 1996-2016, using combined keywords: cultural competence or safety; teaching or curriculum; universities, polytechnics or professional programs; and Aboriginal or Indigenous. In dyads, authors selected, and reviewed studies independently followed by discussion and consensus to identify thematic linkages of major findings. Results A total of 1583 abstracts and 122 full-text articles were reviewed with 40 selected for final inclusion. Publications from Australia, Canada, New Zealand and the United States described curriculum development and delivery. A variety of evaluation approaches were used including anecdotal reports, focus groups, interviews, course evaluations, reflective journals, pre-post surveys, critical reflective papers, and exam questions. Duration and depth of curricular exposure ranged from one day to integration across a six-year program. Changes in student knowledge, attitude, self-confidence, and behaviour when working with Indigenous populations were reported. Cultural safety education and application to practice were shown to be linked to improved relationships, healthier outcomes, and increased number of Indigenous people entering health education programs and graduates interested in working in diverse communities. Conclusions This review provides a summary of multidisciplinary didactic and experiential instructional approaches to cultural safety education and the impact on students, educators and Indigenous people. Institutional support, strategic planning and cultural safety curriculum policy within post-secondary settings and community engagement are imperative for positive student experiences, advocacy, and actions toward health equity and improved health for Indigenous people and communities.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Health Sciences cultural safety education in Australia, Canada, New Zealand, and the United States: a literature review

et al. 2018

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“…Mills and Creedy noted however, that "research that measures learning in this space" is not widespread and much remains unknown about the emotional responses of both students and staff with uncomfortable content [13]. Furthermore, Isaacs and colleagues, who explored the concept of 'cultural desire' among nursing students upon completion of an Indigenous health unit, found no evidence of an increased desire to practise in a culturally competent manner; they noted that enhanced knowledge and skills "might all be in vain if there is no desire to be culturally competent" [26]. Thus, it cannot be assumed that simply exposing students to content during their training will translate into more empathetic professionals who deliver superior care.…”

Section: Empathy and Relationship-buildingmentioning

confidence: 99%

Cultural respect in midwifery service provision for Aboriginal women: longitudinal follow-up reveals the enduring legacy of targeted program initiatives

Thackrah

Wood

Thompson

2020

Int J Equity Health

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Background Culturally competent maternity care provision to Aboriginal and Torres Strait Islander women was identified as a priority area by Australia’s National Maternity Services Plan in 2011. While midwifery programs responded by including core Indigenous content and community placements in curricula, little is known about whether knowledge learned, and insights gained in response to these initiatives have endured and been applied in clinical practice. This follow-up study explores the impact of a compulsory Indigenous unit and a remote clinical placement on two cohorts of non-Indigenous midwives who were participants in an earlier 2012–14 study. Methods Fourteen non-Indigenous participants who were either students or recent graduates in 2012–14 were located and re-interviewed in 2019–20. In-depth interviews based on a semi-structured interview guide were conducted by telephone or face-to face; recordings were transcribed and thematically analysed using standard qualitative procedures. Results Exposure to Indigenous content and settings during training had an enduring impact on participants’ midwifery practice; most felt better prepared to provide culturally safe care, build respectful relationships and advocate for improved services for Aboriginal women. Despite this positive legacy, they also expressed apprehension about causing offence and recognised their own knowledge deficits with regard to Aboriginal cultural practices. Organisational constraints, including restrictions on the number of family members accompanying a birthing mother were identified as barriers to optimal care; some positive organisational initiatives were also described. Conclusions This follow-up study provides encouraging evidence that well-designed and delivered Indigenous content and community placement opportunities in midwifery programs can have a lasting impact on service provision to Aboriginal women, contribute to a more informed, empathetic and culturally competent maternity workforce and help catalyse health service changes towards more culturally safe care.

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“…Most institutions or workplace settings have some form of cultural competency training, and the type of activities and assessments can vary widely (Crandall et al, 2003). For example, many medical or health degrees incorporate activities such as language training (Godkin et al, 2002), lectures, workshops and interactive sessions (Isaacs et al, 2016; Ranzijn et al, 2008), student clerkships (Godkin et al, 2002), immersion programmes (Crampton et al, 2003), month-long residency programmes for residents (Takayama et al, 2001) and cultural safety objective structured clinical examinations (Altshuler & Kachur, 2001). In other words, there are many ways to implement cultural safety training, irrespective of whether it is mandatory or non-mandatory.…”

Section: Discussionmentioning

confidence: 99%

Mandatory versus non-mandatory training in culturally safe practices for education staff at universities

Quonoey

Coombe

Willis

2022

AlterNative: An International Journal of Indigenous Peoples

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This study aimed to determine whether mandatory or non-mandatory cultural safety training would be more effective to address a lack of cultural safety for Indigenous students in tertiary education. Two electronic databases were systematically searched, and articles were included based on reference to mandatory or non-mandatory cultural safety training, and respective outcomes for Indigenous students. Findings were mixed, whereby studies with both mandatory and non-mandatory cultural safety training have proven successful, suggesting potential for a mixed-methods model to be effective. Effectiveness can also be dependent on the context of the study and its associated delivery methods. These findings suggest that how cultural safety training is implemented may be more influential than whether or not it is mandated. This is a potential research topic for future studies that look at cultural safety for Indigenous peoples.

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Cultural desire need not improve with cultural knowledge: A cross-sectional study of student nurses

Cited by 18 publications

References 34 publications

Health Sciences cultural safety education in Australia, Canada, New Zealand, and the United States: a literature review

Health Sciences cultural safety education in Australia, Canada, New Zealand, and the United States: a literature review

Cultural respect in midwifery service provision for Aboriginal women: longitudinal follow-up reveals the enduring legacy of targeted program initiatives

Mandatory versus non-mandatory training in culturally safe practices for education staff at universities

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