Fostering Cultural Safety in Nursing Education: Experiential Learning on an American Indian Reservation

2021 ◽  
pp. 1-17
Author(s):  
Julia A. Mattingly
Keyword(s):  
Nursing Education ◽  
Experiential Learning ◽  
American Indian ◽  
Cultural Safety ◽  
Indian Reservation

Online Critical Thinking in Problem-Solving Groups

2011 ◽  
pp. 1348-1356
Author(s):  
Deana L. Molinari ◽  
Alice E. Dupler
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Critical Thinking ◽  
Nursing Education ◽  
Problem Solving ◽  
Experiential Learning ◽  
Group Decision Making ◽  
Collaborative Problem Solving ◽  
Collaborative Problem ◽  
Social Negotiations

There are many different definitions of critical thinking (CT). Some type of the concept is taught in all higher education disciplines. Academia teaches teamwork and critical thinking (Cathcart & Samovar, 1992) because the professional world requires small-group decision making (Jonassen & Kwon, 2001). Critical thinking is taught by precept and practice (Facione, 1995; Wilkinson, 2001; Winningham, 2000). Constructivists recommend dialogue because meaningful discussion enhances experiential learning through social negotiations and reflection (Vrasidas & McIsaac, 1999). Collaborative problem solving is often utilized in nursing education to increase critical thinking (Collis, Andernach, & Van Diepen, 1997; Cragg, 1991; Crooks, Klein, Savenye, & Leader, 1998; Krothe, Pappas, & Adair, 1996).

Feasibility of text messaging to promote child health in a rural community on an American Indian reservation

2019 ◽  
Vol 78 (5) ◽  
pp. 557-569 ◽  
Author(s):  
Blakely Brown ◽  
Kari Harris ◽  
Laura Dybdal ◽  
Julia Malich ◽  
Brenda Bodnar ◽  
...  
Keyword(s):  
Childhood Obesity ◽  
Child Health ◽  
American Indian ◽  
Text Messaging ◽  
Statistical Significance ◽  
Health Behaviours ◽  
Text Messages ◽  
Retention Rates ◽  
Indian Reservation ◽  
Parent Knowledge

Objective:This study investigated the feasibility of delivering health-related short text messages to parents with the goal of reducing obesity risk among their children aged 3–5 years.Design:Quasi-experimental design involving one experimental group of 17 parents.Setting:Rural American Indian reservation.Methods:During the 5-week intervention period, parents received 3 topic-related text messages each week for a total of 15 messages. The topics focused on included nutrition, physical activity (PA), sleep, consumption of sugary beverages, TV viewing and screen time. Outcomes included assessments of feasibility including retention rates; delivery, receipt and response to text messages; and programme satisfaction. Pre- to posttest changes in parent knowledge of health behaviours associated with childhood obesity and parent report of these health behaviours in their child were also assessed.Results:A total of 100% (17/17) of the participants completed the study and final assessments. All texts ( n = 289) sent to participants were successfully delivered. Of the 85 texts that requested a response, parents responded to 91% (78/85) by answering the question. All participants reported they found the texts easy to understand. A total of 94% (16/17) of participants reported enjoying the frequency with which they received messages. At the end of the study, parents reported improved overall child health behaviours that approached statistical significance ( p = .051) and parents reported significantly improved behaviours related to PA and sleep ( p = .046). No significant differences were found for changes in parent knowledge.Conclusion:Findings suggest it is feasible to deliver a text messaging-based childhood obesity prevention intervention to parents of young children living on a rural American Indian reservation. Text messages were appreciated by parents and may influence child health behaviours associated with childhood obesity.

scholarly journals Where is Cultural Safety in Education?

2019 ◽  
Vol 10 (2) ◽  
Author(s):  
Mary Smith ◽  
Michelle Spadoni ◽  
Sandra Kioke
Keyword(s):  
Nursing Education ◽  
Nurse Practitioner ◽  
Life Experiences ◽  
Cultural Safety ◽  
Indigenous Methodology ◽  
Call To Action ◽  
Education Practice ◽  
Integral Process ◽  
Coming To Know ◽  
Research Endeavour

Three nurse researchers came together in 2015 to conduct a study focusing on Indigenous learning within a Nurse Practitioner program in Canada. This work unfolds here as a series. The first, brings to the fore the researchers’ relationship with the research answering the question “Who am I in relation to the Research?” This is followed by an account of the research, “A call to action: Faculty perspectives of cultural safety within a nurse practitioner curriculum.” Coming to know the researchers’ experiences within the context of nursing education, practice and their personal life experiences became a vital activity, one that would drive and instigate the overall research endeavour. Through this integral process the researchers functioned also as participants where analysis was both self-interpretative and hermeneutic. Preunderstandings molded through societal, cultural and historical forces interconnected with meanings of Indigenous methodology. Unearthing root assumptions through critical dialogues and stories was found to illuminate embedded world-views that challenged pervasive colonial perceptions critical to understanding the interwoven nature of cultural safety and reconciliation. This writing may be of high interest for researchers and educators wishing to create and sustain culturally safe spaces in practice and learning environments.

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