Cultural proficiency starts here: Drawing on staff and student perceptions to Indigenise curricula

Abstract

Issue Addressed: This study reports outcomes from initial steps taken to promote cultural proficiency among our next generation, nonclinical health workforce, including addressing any tendencies towards stereotyping, biases and discrimination, when redeveloping and Indigenising curricula.Methods: This qualitative study involved purposive sampling of undergraduate students enrolled in a final-year health promotion unit (subject), as well as staff within the Faculty of Health. Thematic analysis was applied to two datasets: (i) outcomes from a staff survey examining insights and reactions to delivering Indigenous content (n = 16) and (ii) a collection of online student posts describing their observations and reflections during delivery of an Indigenous health module (n = 91).Results: Staff survey data highlighted the need for targeted professional development and support. Findings from student data emphasised the need to embed course content that has the capacity to (i) help students understand health within an equity, social justice and human rights context and (ii) encourage students to self-identify any conscious and unconscious biases that work against these principles in the workplace.Conclusions: This study demonstrates the usefulness of conducting a preliminary analysis prior to initiating changes to curriculum design and delivery. Strategies were identified to provide and implement renewed initiatives and directions for professional development for staff. Similarly, there was a clear need to effectively train students in cultural awareness, sensitivity and knowledges through specific and targeted resources and support throughout the span of the course.So What: Lack of knowledge and confidence among staff can negatively impact content and delivery, and ultimately, student learning outcomes. However, this was balanced by an appetite for collaboration and guidance. Findings contribute to current discourses exploring effective approaches to Indigenising discrete unit and coursewide curricula and provide a useful template for others seeking evidence-based approaches and ideas when aiming to improve cultural proficiency.

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“…A vital component of health promotion workforce development is the promotion of cultural proficiency. McIver et al 14 report outcomes from initial steps taken to promote cultural proficiency among non‐clinical students and address tendencies towards stereotyping, biases and discrimination, when redeveloping and Indigenising curricula. Strategies were identified to provide and implement renewed initiatives and directions for professional development for staff; and there was a clear need to effectively train students in cultural awareness, sensitivity and knowledges through specific and targeted resources and support throughout the span of the course.…”