The Sustained, Positive Impact of a Native American Cultures and Health Course on Students’ Education and Practice-Related Choices

Roche, Victoria F.

doi:10.5688/ajpe789172

Cited by 7 publications

(5 citation statements)

References 13 publications

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“…However, students stated they wanted to have more teaching by an interaction with Native American people. Similarly, Roche and colleagues, 45 and Roche, 46 reported on courses for pharmacy students that combined intellectual learning and face-to-face interactions with Native American people. Personal reflection (journaling about their learning and experiences) was valuable for students and led them to find ways to continue interactions with the population after graduation (i.e.…”

Section: Resultsmentioning

confidence: 99%

“…The majority (n=19) originated in Australia, 21 - 39 with the remaining from the United States (n=11), 40 - 50 Canada (n=6), 51 - 56 and New Zealand (n=4) 57 - 60 . A large proportion of disciplines focused exclusively on students in nursing (n=11), 24 , 27 , 28 , 34 , 43 , 48 - 51 , 59 , 60 with others in medicine (n=6), 21 , 25 , 32 , 35 , 38 , 58 dentistry (n=2), 31 , 57 pharmacology (n=2), 45 , 46 psychology (n=2), 22 , 37 social work (n=2), 23 , 42 audiology (n=1), 52 midwifery (n=1), 39 and the majority of an interdisciplinary makeup (n=13) 26 , 29 , 30 , 33 , 36 , 40 , 41 , 44 , 47 , 53 , 54 - 56…”

Section: Resultsmentioning

confidence: 99%

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Health Sciences cultural safety education in Australia, Canada, New Zealand, and the United States: a literature review

et al. 2018

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Objectives To review the research literature on cultural safety education within post-secondary health science programs. Methods We conducted health and social science database searches from 1996-2016, using combined keywords: cultural competence or safety; teaching or curriculum; universities, polytechnics or professional programs; and Aboriginal or Indigenous. In dyads, authors selected, and reviewed studies independently followed by discussion and consensus to identify thematic linkages of major findings. Results A total of 1583 abstracts and 122 full-text articles were reviewed with 40 selected for final inclusion. Publications from Australia, Canada, New Zealand and the United States described curriculum development and delivery. A variety of evaluation approaches were used including anecdotal reports, focus groups, interviews, course evaluations, reflective journals, pre-post surveys, critical reflective papers, and exam questions. Duration and depth of curricular exposure ranged from one day to integration across a six-year program. Changes in student knowledge, attitude, self-confidence, and behaviour when working with Indigenous populations were reported. Cultural safety education and application to practice were shown to be linked to improved relationships, healthier outcomes, and increased number of Indigenous people entering health education programs and graduates interested in working in diverse communities. Conclusions This review provides a summary of multidisciplinary didactic and experiential instructional approaches to cultural safety education and the impact on students, educators and Indigenous people. Institutional support, strategic planning and cultural safety curriculum policy within post-secondary settings and community engagement are imperative for positive student experiences, advocacy, and actions toward health equity and improved health for Indigenous people and communities.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Health Sciences cultural safety education in Australia, Canada, New Zealand, and the United States: a literature review

et al. 2018

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“…The direct interaction with members of the community lowers the resistance towards learning about Indigenous health, knowledge, and cultural safety (Ranzijn, McConnochie, Day, Nolan, & Wharton, 2008). Furthermore, recent studies have shown that this interaction leads to an increased interest in continuing to engage with the Indigenous community via volunteering and employment (Roche, 2014;Roche, Jones, Hinman, & Seoldo, 2007).…”

Section: Discussionmentioning

confidence: 99%

Cultural Safety Training for Health Professionals Working with Indigenous Populations in Montreal, Québec

Yaphe

Richer²,

Martin

2019

IJIH

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Urban Indigenous populations face some of the most significant barriers to access to health services out of any population in Canada. The Indigenous community in Montreal developed a cultural safety training program to help decrease some of these barriers. An extensive review of published literature on cultural safety in health care was performed. A training program was developed to: describe the diversity of Indigenous populations in Montreal; explain historic and present-day determinants of health inequities in this population; develop competencies to respect clients’ diversity and promote cultural safety in care. A pre-test survey was circulated to participants to establish baseline knowledge and attitudes towards Indigenous populations. The program was divided into 3 half-day sessions. After each session, a satisfaction evaluation grid survey was circulated to participants. The Indigenous Cultural Safety Training Program was presented to a total of 45 nurses, social workers, and physicians with frequent interactions with the Indigenous community in Montréal. Having an Elder and community member present appeared to have been successful in increasing participants level of awareness of the importance of improving the quality of health care services provided. Challenges were identified regarding the transmission of the political aspect of the cultural safety concept, and the importance of decolonizing health care systems. Reflections on how to address these in the future will be discussed. Cultural safety training for health professionals is challenging, yet, a necessity to improve access to care and improve health outcomes in urban Indigenous populations.

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“…Reports of medical education efforts that have increased knowledge about the health professions among Native American students and that have increased health professionals' commitment to underserved populations suggest that physical proximity facilitates effective cultural learning to a greater degree than simply incorporating issues into a curriculum or learning from a distance (Austin et al 2019;Gallagher et al 2019). One immersive program where pharmacy students could live and work alongside IHS practitioners and Community Health Representatives showed a significant impact on the career choice for those students, increasing their likelihood of choosing a career that serves predominantly Native American communities (Roche, 2014). Across all measures, some respondents reported a lack of awareness about institutional resources and program-specific efforts regarding Native American communities.…”

Section: Insight From Respondent Comments Echoes Existing Reportsmentioning

confidence: 99%

Preparing genetic counselors to serve Native American communities

Freeman

Arbuckle

Petty

2021

Journal of Genetic Counseling

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As a medical specialty, genetic counseling (GC) espouses cultural sensitivity, a patientcentered approach, and an eye for the individual, familial, and community-wide implications of genetics and genomics in medicine. Within the past decades, the field of GC has recognized and attempted to address a need for the greater diversity of providers and practice settings that will help to address health inequities across underrepresented communities (Channaoui et al., 2020). Accreditation for GC training programs mandates equipping students with multicultural sensitivity and knowledge on health disparities. Currently however, there are limited published data about how GC programs are accomplishing these aims for Native American individuals and communities. Furthermore, there are limited published data on the unique needs and perspectives of Native Americans who may seek GC services. This disconnect may pose barriers for genetic counselors who aim to provide respectful and relevant care to Native American patients. Education of GC students is one important way to set the tone for a lifetime of practice and to inspire awareness and action toward alleviating disparities. Thus, we surveyed GC training programs in North America to investigate how they are working to (a) address disparities in Native American professional representation and student enrollment, (b) deliver culturally relevant curricula and clinical opportunities that serve the needs of Native Americans, and (c) positively engage Native American communities in North America. We found that reported recruitment efforts, curricula content, clinical opportunities, and community engagement efforts to address the needs of Native American are limited across GC training programs surveyed. By bringing awareness to current methods, success factors, and barriers in this space, we hope to open the door for meaningful partnerships between leaders of Native American communities and GC training programs in the pursuit of greater equity.

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The Sustained, Positive Impact of a Native American Cultures and Health Course on Students’ Education and Practice-Related Choices

Cited by 7 publications

References 13 publications

Health Sciences cultural safety education in Australia, Canada, New Zealand, and the United States: a literature review

Health Sciences cultural safety education in Australia, Canada, New Zealand, and the United States: a literature review

Cultural Safety Training for Health Professionals Working with Indigenous Populations in Montreal, Québec

Preparing genetic counselors to serve Native American communities

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