Exploring cultural safety with Nurse Academics. Research findings suggest time to “step up”

Doran, Frances; Wrigley, Beth; Lewis, Sian

doi:10.1080/10376178.2019.1640619

Cited by 27 publications

(29 citation statements)

References 33 publications

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“…Simultaneously, tutors may support the superficial performance of being 'good citizens' towards Indigenous peoples. Doran et al (2019) identified that the prior knowledge and experience of academics determined their self-efficacy and belief of best approach for teaching Indigenous health. Many of the participants of their study were not familiar or confident with critical approaches to teaching Indigenous health, like cultural safety (Doran et al, 2019).…”

Section: Yarningmentioning

confidence: 99%

“…Doran et al (2019) identified that the prior knowledge and experience of academics determined their self-efficacy and belief of best approach for teaching Indigenous health. Many of the participants of their study were not familiar or confident with critical approaches to teaching Indigenous health, like cultural safety (Doran et al, 2019). The embedding of Indigenous health within undergraduate nursing curricula is a recent phenomenon, which means that nurse academics who were trained before the 1990s or who graduated before the year 2000 are less likely to have been taught about Indigenous health from a critical nursing perspective, thus feel less confident in the teaching of Indigenous health (Turale and Miller, 2006).…”

Section: Yarningmentioning

confidence: 99%

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Embodied Indigenous knowledges protecting and privileging Indigenous peoples' ways of knowing, being and doing in undergraduate nursing education

Drummond

2020

AJIE

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In the era of Indigenising the academy, health disciplines like nursing are required to teach Indigenous peoples' health, history and culture in their undergraduate programmes in order to meet national accreditation standards. This inclusion of Indigenous peoples' perspectives within nursing education towards registration thus qualifies respective Indigenous perspectives as legitimate parts of the Australian nursing profession's scope of practice, which may sound like a reason to celebrate. However, caution should be exercised. Indigenous and Western knowledge systems are incommensurable. The practice of defining Indigenous perspectives for placements within curricula could be likened to extractive colonialism. Thus, the commodifying of Indigenous perspectives in creating competitive education products is problematic. As a Meriam and Wuthathi man who grew up in the Zenadth Kes (Torres Straits) now living and working on Turrbul and Yuggera country, and as a nurse academic, being immersed in this space of contentions is my reality. In order to enhance the education preparation of nursing students I teach, while simultaneously protect my embodied Indigenous knowledges and the Indigenous perspectives included in the curricula I teach, I privilege Indigenous ways of knowing, being and doing in my teaching practice. This yarn is about my experience in this cultural interface.

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Section: Yarningmentioning

confidence: 99%

Section: Yarningmentioning

confidence: 99%

Embodied Indigenous knowledges protecting and privileging Indigenous peoples' ways of knowing, being and doing in undergraduate nursing education

Drummond

2020

AJIE

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“…What mechanisms are needed to influence change when the need is identified? It requires requisite actions by culturally competent practitioners to "step up" (Doran et al 2019) and organizations they work within to implement cultural engagement strategies (NSW Ministry of Health 2020) in a broader system that embeds cultural respect through cultural safety (AHMAC 2016).…”

Section: Cultural Safety To Reorient Power Imbalancesmentioning

confidence: 99%

The Power of Authenticity and Cultural Safety at the Intersection of Healthcare and Child Protection

Lonne

Flemington

Lock³

et al. 2020

Int. Journal on Child Malt.

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We consider here the potentialities of drawing on the cultural strengths and resilience of Australian's First Nations families for their engagement with child protection (CP) and healthcare services. We disentangle the underlying historical and systemic failures driving the crisis of Australia's First Nations children coming into CP in disproportionate numbers. This is a difficult, complex, and evolving area of reform with scant empirical evidence-questions abound more than solutions. Our core message is this: a public health approach to CP requires better logical frameworks informed by more research and evaluation, driven by the cultural strengths of First Nations Australians. We outline key reforms through an intersectional approach between the healthcare and CP systems, and between cultural competence and cultural safety, using an interprofessional communication tool. We argue that deficit thinking toward First Nations peoples is embedded within culturally dangerous dominant discourses. Contemporary reforms have failed to redress this. Monocultural institutions including healthcare and CP services must address racism-"cultural safety" needs to underpin policy and practice. Crucially, we assert that power rests in the hands of First Nations peoples to determine if the care provided to their communities is culturally safe. Governance, policy, and practice must authentically embrace culturally safe practices, confronting deeply held social norms, biases, and assumptions. Organizational processes, culture, and relationships are core components in culturally safe environments and we outline a number of research and workforce development strategies. Fundamental are strengthbased approaches to empower First Nations people's self-determination, control, and collaboration in systemic changes.

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“…As regulated health professionals, nurses have professional obligations to act ethically, that is, to do no harm, and to uphold relevant legislation (Nursing Council New Zealand, 2011). In addition, cultural safety is a core competency to achieve registration in Aotearoa and Australia that aims to address the issue of racism in health care (Doran et al, 2019; Nursing Council of New Zealand, 2007). However, numerous studies highlight patients’ (Harris et al, 2018, 2019; Paine et al, 2018) and health practitioners’ experiences of racism (Huria et al, 2014).…”

Section: Introductionmentioning

confidence: 99%

Māori and Tauiwi nurses’ perspectives of anti-racism praxis: findings from a qualitative pilot study

Kidd

Came

Herbert

et al. 2020

AlterNative: An International Journal of Indigenous Peoples

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This pilot study explored Māori (Indigenous peoples of Aotearoa (New Zealand)) and Tauiwi (non-Māori) nurses’ perspectives of anti-racism. A critical qualitative design was utilised, informed by kaupapa Māori (Māori philosophical approaches). Senior nurses with more than 7 years experience were recruited for focus groups. Two focus groups, one Māori ( n = 5) and one Tauiwi ( n = 4), were conducted September 2019 in Auckland. Data were analysed using the framework of a continuum of praxis which included themes of (a) problematic or racist, (b) variable and (c) proactive or anti-racism. Problematic praxis included examples of racism and White fragility. Variable praxis included Māori language and commitment to professional development. Proactive praxis included Māori workforce and reflexivity. These overarching themes illustrate a broad spectrum of anti-racism praxis within nursing. This continuum illustrated with examples is a potentially useful tool to assess and build proactive anti-racism praxis in nursing.

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Exploring cultural safety with Nurse Academics. Research findings suggest time to “step up”

Cited by 27 publications

References 33 publications

Embodied Indigenous knowledges protecting and privileging Indigenous peoples' ways of knowing, being and doing in undergraduate nursing education

Embodied Indigenous knowledges protecting and privileging Indigenous peoples' ways of knowing, being and doing in undergraduate nursing education

The Power of Authenticity and Cultural Safety at the Intersection of Healthcare and Child Protection

Māori and Tauiwi nurses’ perspectives of anti-racism praxis: findings from a qualitative pilot study

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