Development of the Awareness of Cultural Safety Scale: A pilot study with midwifery and nursing academics

Milne, T.; Creedy, Debra; West, Roianne

doi:10.1016/j.nedt.2016.05.012

Cited by 19 publications

(9 citation statements)

References 16 publications

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“…The purposive sampling including academics from several University campuses, without management positions, is pertinent when considering the antecedents previously presented in the theoretical framework regarding the comparison with managers' perceptions (Cardoso et al, 2013;Stensaker et al, 2011), and potential geographic differences. A purposive, convenience research sample, as a complementary sequential stage of a measure validation, has been previously reported by Milne, Creedy, and West (2016) and Fernandez, Omar, and Husain (2013) with positive results, and even in the study of Carpio et al (1999) considering Chilean and Canadian samples.…”

Section: Participantsmentioning

confidence: 88%

Perceptions about accreditation and quality management in Higher Education. Development of a Spanish-language questionnaire with a sample of academics from a private university

Bravo

Stanciu

Nistor

et al. 2020

Cal Edu

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Las políticas de mejoramiento de la calidad ocupan un lugar central en la educación superior y representan requisitos importantes para las instituciones educativas en una economía globalizada, en tanto que la legitimidad de los procesos relacionados con la calidad se ve reforzada por la participación de la comunidad académica. En consecuencia, el propósito de este estudio es desarrollar y validar una escala en castellano destinada a evaluar las percepciones sobre el proceso de acreditación y la gestión de la calidad en las Instituciones de Educación Superior. En base a hallazgos anteriores, y utilizando un diseño transversal en un solo momento en el tiempo, se encuestaron 339 académicos en cuatro ciudades académicas importantes de Chile. Utilizando el modelado de ecuaciones estructurales, se encontraron dos soluciones con índices de ajuste adecuados: una solución de cuatro factores que incluye Relevancia institucional de la Acreditación, Objetividad de la evaluación de acreditación, Relevancia de la Unidad de Calidad Interna para la acreditación, Valor de la acreditación para el sistema educativo, como principales constructos, y una solución de seis factores, que incluyó dos constructos adicionales: el Valor de la gestión continua de la Calidad y el Valor de la participación de los Estudiantes.El cuestionario desarrollado en nuestra investigación, permite a las instituciones de educación superior evaluar y cuantificar objetivamente los beneficios de la gestión de la calidad y la acreditación. Sus resultados son particularmente pertinentes para países con el castellano como lengua oficial considerando la importancia de la internacionalización de la educación superior.

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Section: Participantsmentioning

confidence: 88%

Perceptions about accreditation and quality management in Higher Education. Development of a Spanish-language questionnaire with a sample of academics from a private university

Bravo

Stanciu

Nistor

et al. 2020

Cal Edu

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“…All de nitions (except the APHRA de nition) occur without being re exive to cultural diversity, power, and identity. The individual authors of organisational de nitions (Table 1) are unknown, in that they do not identify themselves or their cultures, and in doing so demonstrate 'redundant re exivity' (n=28; Table 1, Rows 4,5,6,7,8,10,11,12,13,15,16,17,18,19,20,22,24,25,27,28,32,34,35,36,37,38,40,and 42).…”

Section: Redundant Re Exivitymentioning

confidence: 99%

“…Almost half of the de nitions (n=20, Table1, Rows 4, 5, 6, 8, 9, 10,12, 13, 16, 18, 29, 31, 32, 33, 34, 35, 36, 37, 38, and 39) have unknown provenance. There are nine de nitions (Table1,Rows 21,22,24,25, 28,34,39,41,and 42…”

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confidence: 99%

Are cultural safety definitions culturally safe? A review of 42 cultural safety definitions in an Australian cultural concept soup

Lock

Williams

(Saltwater³

et al. 2021

Preprint

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Cultural safety is a keystone reform concept intended to improve First Nations Peoples’ health and wellbeing. Are definitions of cultural safety, in themselves, culturally safe? A purposive search of diverse sources in Australian identified 42 definitions of cultural safety. Structuration theory informed the analytical framework and was applied through an Indigenist methodology. Ten themes emerged from this analysis, indicating that cultural risk is embedded in cultural safety definitions that diminish (meddlesome modifications and discombobulating discourse), demean (developmentally dubious and validation vacillations), and disempower (professional prose, redundant reflexivity, and scholarly shenanigans) the cultural identity (problematic provenance and ostracised ontology) of First Nations Australians. We offer four guidelines for future definitional construction processes, and methodology and taxonomy for building consensus based of definitions of cultural safety. Using this approach could reduce cultural risk and contribute to improved workforce ability to respond to the cultural strengths of First Nations Australians.

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“…For instance, it has been shown that subtle racism in health care could cause people of colour to delay seeking treatment (Hall and Fields, 2013), while nurses’ conscious or unconscious heterosexism and homophobia could impair LGBTQ patients’ overall health and well-being, quality of care and access to health care (Connolly and Lynch, 2016; Fish, 2016; Kellett and Fitton, 2017). Several other patient groups are subject to prejudice, discrimination and exclusion based on their group identity, including indigenous peoples (Hunt et al , 2015; Milne et al , 2016; van Herk et al , 2011), children and the elderly because of their age (Collier and Foster, 2014; Sarabia-Cobo and Castanedo Pfeiffer, 2015), people with disabilities (Smeltzer et al , 2015; While and Clark, 2010), and people labelled “underclass” (Tang et al , 2015).…”

Section: Introductionmentioning

confidence: 99%

“…Scientifically developed scales that touched upon norm-critical topics focus were found, but none of them comprehensively measured the general principles of norm criticism. These principles include potential negative attitudes towards and stereotypes of disabled persons (Ten Klooster et al , 2009), older people (Sarabia-Cobo and Castanedo Pfeiffer, 2015; Soderhamn et al , 2000), lesbians and gay men (Rondahl et al , 2004) and cultures (Marzilli, 2016; Milne et al , 2016; Rew et al , 2003). Other scales have been developed to assess more general phenomena such as discrimination towards racial minority groups and women (Paradies et al , 2013; Ponterotto et al , 2002), implicit biases (Greenwald et al , 1998) and awareness of healthcare inequities (Holmstrom et al , 2017).…”

Section: Introductionmentioning

confidence: 99%

Constructing the Norm-critical awareness scale

Tengelin

Cliffordson

Dahlborg

et al. 2019

EDI

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PurposeHealthcare professionals’ conscious or unconscious norms, values and attitudes have been identified as partial explanations of healthcare inequity. Norm criticism is an approach that questions what is generally accepted as “normal” in society, and it enables professionals to identify norms that might cause prejudice, discrimination and marginalisation. In order to assess norm-critical awareness, a measurement scale is needed. The purpose of this paper is to develop a scale for measuring norm-critical awareness.Design/methodology/approachThe scale-development process comprised a qualitative item-generating phase and a statistical reduction phase. The item pool was generated from key literature on norm criticism and was revised according to an expert panel, pilot studies and one “think aloud” session. To investigate the dimensionality and to reduce the number of items of the scale, confirmatory factor analysis was performed.FindingsThe item-generation phase resulted in a 46-item scale comprising five theoretically derived dimensions revolving around function, consequences, identity, resistance and learning related to norms. The item-reduction phase resulted in an instrument consisting of five dimensions and 20 items. The analyses indicated that a summary score on the scale could be used to reflect the broad dimension of norm-critical awareness.Originality/valueThe Norm-critical awareness scale comprises five theoretically derived dimensions and can be used as a summary score to indicate the level of norm-critical awareness in educational contexts. This knowledge is valuable for identifying areas in greater need of attention.

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Development of the Awareness of Cultural Safety Scale: A pilot study with midwifery and nursing academics

Cited by 19 publications

References 16 publications

Perceptions about accreditation and quality management in Higher Education. Development of a Spanish-language questionnaire with a sample of academics from a private university

Perceptions about accreditation and quality management in Higher Education. Development of a Spanish-language questionnaire with a sample of academics from a private university

Are cultural safety definitions culturally safe? A review of 42 cultural safety definitions in an Australian cultural concept soup

Constructing the Norm-critical awareness scale

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