Impact of a continuing professional development intervention on midwifery academics’ awareness of cultural safety

Fleming, Tania; Creedy, Debra; West, Roianne

doi:10.1016/j.wombi.2017.02.004

Cited by 19 publications

(54 citation statements)

References 9 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The nurses in our study showed a significant increase in ICC knowledge scores from pre to post. These results are consistent with several studies on the effectiveness of cultural safety and competency educational programmes for healthcare workers (Browne et al, 2015;Fleming et al, 2017;Jamieson et al, 2017;Kerrigan et al, 2020;Masinde, 2017;Rand et al, 2019;Xiao et al, 2020). The lack of a significant increase between the pre-and post-ICC selfassessment scores in our research is similar to Fleming et al's (2017) findings for Australian midwifery faculty.…”

Section: Discussionsupporting

confidence: 93%

“…These results are consistent with several studies on the effectiveness of cultural safety and competency educational programmes for healthcare workers (Browne et al, 2015; Fleming et al, 2017; Jamieson et al, 2017; Kerrigan et al, 2020; Masinde, 2017; Rand et al, 2019; Xiao et al, 2020). The lack of a significant increase between the pre‐ and post‐ICC self‐assessment scores in our research is similar to Fleming et al’s (2017) findings for Australian midwifery faculty. As in Fleming et al, the lack of significant change may be a reflection of participants overestimating their cultural safety knowledge at the outset and coming to a more realistic self‐rating as a result of the ICC training and storytelling sessions.…”

Section: Discussionsupporting

confidence: 89%

“…Evaluation of the effectiveness of cultural safety and competency training programmes have been criticised for a lack of methodological rigour (Churchill et al, 2017; Mendel, 2019), including a tendency to measure effectiveness based on self‐assessment data which are subject to bias (Clifford et al, 2015; Fleming et al, 2017; Truong et al, 2014). The use of three sets of objective measures to evaluate the effectiveness of the CSDC education programme on the nurses’ knowledge, skills and attitudes strengthens our study.…”

Section: Discussionmentioning

confidence: 99%

“…While culturally safe care is a well‐established approach for working with Indigenous people, the evidence base is still limited. There have been numerous studies on the effectiveness of cultural safety and competency educational programmes for nurses and other healthcare workers (Browne et al, 2015; Fleming et al, 2017; Jamieson et al, 2017; Kerrigan et al, 2020; Masinde, 2017; Rand et al, 2019; Xiao et al, 2020). None of these studies focussed on dementia care, however.…”

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Culturally safe dementia care: Building nursing capacity to care for First Nation Elders with memory loss

Hulko

Mahara

Wilson³

et al. 2021

Int J Older People Nursing

View full text Add to dashboard Cite

Background Nursing staff require culturally relevant and dementia‐specific education to care for the increasing number of First Nation Elders experiencing memory loss. The culturally safe dementia care (CSDC) research team, composed of researchers, decision makers and Secwepemc Elders, was formed to address this. Objectives To increase the capacity of nurses to care for First Nations Elders with memory loss in a culturally safe way. Methods Our community‐based research used purposive sampling and mixed methods to create, implement and evaluate an education programme for nurses. Thirty‐four Elders from six Secwepemc communities participated in roundtables to share views and stories of dementia and nursing care. These data were used to create four teaching stories for the storytelling sessions and talking circles with Elders which, together with the Indigenous Cultural Competency (ICC) training, comprised the CSDC education programme. Thirty‐eight nurses (healthcare aides, licensed practical nurses and registered nurses) working in Central British Columbia began the CSDC study and 15 nurses took part in the education programme, evaluated the storytelling session and completed the three pre‐ and post‐measures (Approaches to Dementia Questionnaire (ADQ), ICC knowledge quiz and self‐assessment, and Care Plans). The pre‐ and post‐tests were scored, and the data were analysed statistically. The data from the roundtables and talking circles were analysed thematically through a collaborative process. Results The scores for the ADQ Hope sub‐scale, the ICC knowledge quiz and the Care Plans increased from pre‐ to post‐test. All nurse participants judged the storytelling session to be effective and their learning outcomes reflected culturally safe dementia care. Conclusions This programme can improve the knowledge, skills and values of nurses to provide culturally safe dementia care.

show abstract

Section: Discussionsupporting

confidence: 93%

Section: Discussionsupporting

confidence: 89%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Culturally safe dementia care: Building nursing capacity to care for First Nation Elders with memory loss

Hulko

Mahara

Wilson³

et al. 2021

Int J Older People Nursing

View full text Add to dashboard Cite

show abstract

“…Finally, conversations about the complex uncomfortable emotions that students may experience when learning First Peoples health content, need to consider associated emotions that academics may experience when teaching this content (Fleming et al, 2017;Wolfe et al, 2018). There is also the risk that academics may 'over-assume' the emotional response of students at the cultural interface, inherently affecting pedagogical processes (Thorpe and Burgess, 2016).…”

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

View full text Add to dashboard Cite

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.

show abstract

“Bridging two worlds?”: Towards cultural safety within Schools of Nursing in Australian Universities

Petric

Hart

Mohamed

2022

Nurse Education Today

View full text Add to dashboard Cite

Impact of a continuing professional development intervention on midwifery academics’ awareness of cultural safety

Cited by 19 publications

References 9 publications

Culturally safe dementia care: Building nursing capacity to care for First Nation Elders with memory loss

Culturally safe dementia care: Building nursing capacity to care for First Nation Elders with memory loss

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

“Bridging two worlds?”: Towards cultural safety within Schools of Nursing in Australian Universities

Contact Info

Product

Resources

About