Ensuring Indigenous cultural respect in Australian undergraduate nursing students

Power, Tamara; Virdun, Claudia; Gorman, Edward; Doab, Anna; Smith, Rachel; Phillips, Angela; Gray, Joanne

doi:10.1080/07294360.2018.1440537

Cited by 20 publications

(30 citation statements)

References 16 publications

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“…The diverse negative attitudes reported by students are typical of previous findings in the literature. Paternalistic attitudes described by students are prevalent (Hunt et al, 2015;Power et al, 2018), however, research suggests that education on First Peoples health may be a powerful intervention in decreasing students' initial negative attitudes (Pedersen and Barlow, 2008;Thackrah and Thompson, 2013;Hunt et al, 2015;Thackrah et al, 2015). The pervasive negative views about First Peoples described by students are concerning.…”

Section: Witnessingmentioning

confidence: 99%

The ‘Pedagogy of discomfort’: A qualitative exploration of non-indigenous student learning in a First Peoples health course

Mills

Creedy

2019

AJIE

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To improve healthcare practices and increase cultural safety when working with First Peoples, it is essential that students engage with challenging discourses that critically engage their social, political, personal, professional and historical positioning. Such engagement may provoke emotional responses in students. However, little is known about the nature of non-indigenous students’ emotional engagement when learning First Peoples health content that integrates cultural safety principles. The pedagogy of discomfort is a process of self-examination that requires students to critically engage their ideological assumptions and may be useful in examining the emotional dimension that occurs when learning this content. Eighty-two non-indigenous health students gave permission for their critical reflective essays, submitted as an assessment requirement of a First Peoples health course to be analysed. Elements of the pedagogy of discomfort informed the analytical and theoretical framework. The emotional engagement by students was captured in the following overarching themes: Acknowledging preconceived ideas; Uncomfortable emotions; Fragile identities; Spectating and Witnessing. Findings highlight how students' emotional engagement may contribute to changes in perspective and frames of reference, transpiring to a ‘call to action’ that challenges systems of differential privilege. While many students expressed discomfort when learning about key cultural safety concepts, the extent of transformative potential varied.

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Section: Witnessingmentioning

confidence: 99%

The ‘Pedagogy of discomfort’: A qualitative exploration of non-indigenous student learning in a First Peoples health course

Mills

Creedy

2019

AJIE

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“…Stemming from colonisation, racism, oppression, past government policies and social disadvantage, 4,5 inequity in healthcare for Aboriginal and Torres Strait Islander people living with diabetes is a social justice issue. The disproportionate rates of diabetes, diabetes risk factors, associated complications and inter‐generational impacts demonstrate ongoing inequity in health outcomes 6,7 …”

Section: Terminologymentioning

confidence: 99%

A mixed‐methods evaluation of an urban Aboriginal diabetes lifestyle program

Power

East²,

Gao

et al. 2021

Australian and New Zealand Journal of Public Health

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Objective: The objective of this study was to evaluate an Aboriginal‐led diabetes lifestyle program catering to urban Aboriginal people in an Aboriginal organisation. Methods: Mixed‐methods study that employed routinely collected physiological data and audio‐recorded focus group sessions. Physiological data were analysed using a multi‐level model to account for participant clustering. Qualitative data were subject to thematic analysis. Results: Participants were overwhelmingly positive about the program. They lost weight and improved their diastolic blood pressure and glycaemic control; however, it was the feelings of belonging and optimism about their ability to improve their health that they most valued. Qualitative analysis revealed three main themes. These were: ‘With the Mob’, ‘For the Mob’ and ‘Program Elements. The strengths of the program lay in its indigeneity, low‐cost and easy‐to‐prepare diet, and cultural and communication skills of the director. Conclusions: Recommendations for improvement included educating participants on the pathophysiology of diabetes, the refinement of online elements and the introduction of face‐to‐face group exercise. Implications for public health: Programs of this nature should be expanded and evaluated longitudinally with multiple cohorts.

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“…Like many colonised countries, Australia's health care system is plagued by systemic racism (Power et al, 2018). The inequitable treatment experienced by Indigenous Peoples in Australia is evident in: differential access to treatment and health services; disparities in screening rates, preventative treatments and rates of interventions; and, personal experiences of racism including being shamed and stereotyped (Dwyer et al, 2016;Power et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

“…Research has shown that it is beneficial for nursing students to explore their own values, beliefs, bias and attitudes and the social structures within which they function, to consider how these might impact on their ability to provide care for people from diverse cultures (Cox and Taua, 2016). It is therefore incumbent on academics to provide opportunities for students to engage in guided reflection through the provision of summative assessments (Lucas et al, 2017;Lucas et al, 2019;Power et al, 2018). This manuscript presents qualitative findings from the analysis of nursing students' reflective essays that were written iteratively across a three-week placement in urban Aboriginal organisations in an Australian capital city in the state of New South Wales (NSW).…”

Section: Introductionmentioning

confidence: 99%

‘With my heart and eyes open’: Nursing students′ reflections on placements in Australian, urban Aboriginal organisations

Power

Lucas

Hayes

et al. 2020

Nurse Education in Practice

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Research has demonstrated that students who have immersive experiences in Indigenous settings emerge with a greater understanding of their own values and attitudes and increased appreciation for Indigenous Peoples and culture. Up to 80% of Indigenous people in Australia live in urban settings, yet research on nursing students' placements in urban Indigenous organisations is scarce. This manuscript presents qualitative findings from the analysis of eight third year nursing student's reflective essays, written iteratively across a three-week placement in urban Aboriginal organisations. Reflective journaling was employed as a pedagogical method.All the students reported experiencing profound personal and professional growth. Thematic analysis resulted in three themes 'Working with experience and uncertainty', 'Developing acceptance and understanding' and Becoming allies and advocates'.From the findings, it is evident that despite the logistical issues of a small Indigenous population and a vast nursing cohort, it is important to ensure that all nursing students have opportunities to engage authentically with Indigenous people, in places and spaces of Indigenous authority, and opportunities to reflect on their learnings in the context of their previous understandings.

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Ensuring Indigenous cultural respect in Australian undergraduate nursing students

Cited by 20 publications

References 16 publications

The ‘Pedagogy of discomfort’: A qualitative exploration of non-indigenous student learning in a First Peoples health course

The ‘Pedagogy of discomfort’: A qualitative exploration of non-indigenous student learning in a First Peoples health course

A mixed‐methods evaluation of an urban Aboriginal diabetes lifestyle program

‘With my heart and eyes open’: Nursing students′ reflections on placements in Australian, urban Aboriginal organisations

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