Enhancing cultural safety among undergraduate nursing students through watching documentaries

Abstract

The purpose of the study was to develop an understanding of how nursing students gained perspective on nursing care of diverse populations through watching documentaries in a cultural diversity course. The basis of this paper is our analyses of students’ written responses and reactions to documentaries viewed in class. The guiding theoretical frameworks for the course content and the study included postcolonial feminism, Foucauldian thought, and cultural safety. Krathwohl's Taxonomy of the Affective Domain was used to identify themes and determine how undergraduate nursing students were progressing in achieving learning outcomes. Our findings suggest that while the use of documentaries serves as a tool for deepening students’ understanding of the realities of various populations, this activity, in the absence of critical reflection, may inadvertently promote stereotypes and further marginalize different people groups. Even though nursing students reflected on the importance of cultural safety in nursing, our findings indicate that their actions may not reflect this, especially since these students are in the early stages of the nursing program. Students need to be provided with a space where they can explore implicit biases evoked by exposure to new information about different people groups as a way of enhancing culturally safe care.

A Systematic Review of Global Health Assessment for Education in Healthcare Professions

“…Of these, 398 full texts from the original search and 147 full texts from the updated search (final total of 545) were reviewed for inclusion. A final set of 51 full-text articles in the primary search [ 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 ], as well as 28 full-text articles in the updated search [ 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 ] were selected for qual...…”

“…The studies include a broad array of literature with significant diversity ( Table 2 ). The majority of the included articles assessed nursing education (38; 48.1%) [ 21 25 26 28 29 33 35 37 39 42 44 47 51 52 53 54 57 58 63 66 68 69 70 71 72 73 75 77 80 81 82 83 84 85 86 87 91 98 ], followed by pharmacy (26; 32.9%) [ 20 21 22 23 24 25 26 27 28 31 36 38 42 43 51 59 60 61 62 ] and medicine (25; 31.6%) [ 25 26 30 32 34 40 41 42 46 48 49 50 55 56 65 67 76 77 78 79 88 ...…”

“…A total of 12 studies described assessment of more than one health profession [ 21 25 26 28 31 34 42 51 54 68 77 98 ]. Cultural competency (56; 70.9%) [ 21 22 23 24 25 28 30 32 34 36 37 38 39 42 43 44 45 46 47 50 51 52 54 55 56 57 58 61 62 65 66 68 71 72 73 75 77 78 79 80 81 82 83 84 85 87 88 89 90 91 93 94 95 96 97 98 ] was the most common aspect of global health subject area, and most studies reported data resulting from standard live didactic course structures (58; 73.4%) [ 20 22 23 24 25 26 28 29 30 31 32 …”

“…Several studies used qualitative methodologies to evaluate student learning, particularly focusing on attitudes, perceptions, and beliefs. Eleven studies used qualitative evaluations alone [ 43 45 48 53 54 56 58 70 80 82 84 ] while twelve studies used a combination of quantitative and qualitative methodologies to assess coursework [ 37 47 59 68 69 71 73 74 76 77 90 92 ].…”

“…• Mkanawire-Valhmu et al [84] (reaction papers, thematic analysis) • Walton [68] (reflective essay, thematic analysis) Validated:…”