Applying a Midwifery Lens to Indigenous Health Care Delivery: The Contribution of Campus Learning and Rural Placements to Effecting Systemic Change

2018 ◽  
Vol 50 (4) ◽  
pp. 179-188 ◽  
Author(s):  
Rosalie D. Thackrah ◽  
Sandra C. Thompson

Study background Increasing cultural safety in health settings is essential to address stark health disparities between Indigenous and non-Indigenous Australians. Respect for cultural knowledge, better communication, and recognition of racism as a determinant of health are required for improved service delivery. How this knowledge is acquired in health professional training and translated to clinical settings is poorly understood. Purpose Impacts of an innovative Indigenous health unit and remote clinical placements on knowledge acquisition and attitude change were explored among midwifery students to inform cultural competency initiatives in health professional training. Methods A multiphased, mixed methods research design used surveys, observations, and interviews. Qualitative analysis was strengthened through triangulation with quantitative data. Results A unit conceived with substantial Indigenous Australian input and which privileged these voices enhanced knowledge and shifted attitudes in a positive direction; however, immediate gains diminished over time. Remote placements had a profound effect on student learning. Exposure to Indigenous Australians in classrooms and communities, and the self-reflection generated, helped dispel stereotypes and challenge assumptions based on limited cultural knowledge and contact. Conclusion Optimization of receptivity to Indigenous Australian content and opportunities for remote placements contributed to students’ developing cultural capabilities with implications for all health professional training. Whether this heightened awareness is enough to address institutional racism identified in health service delivery remains unanswered. The focus must include those established health practitioners and administrators who influence organizational culture if real systemic change is to occur. Given appropriate on-going support, graduates can play a vital role in expediting this process.

2020 ◽  
Vol 32 (4) ◽  
pp. 362-370
Author(s):  
Mark Stoutenberg ◽  
Byron J. Powell ◽  
Paolo J. Busignani ◽  
Allison H. Bowersock ◽  
Rachele Pojednic

2017 ◽  
Vol 35 (4) ◽  
pp. 473-484
Author(s):  
Juan Carlos Arango-Lasprilla ◽  
Laiene Olabarrieta-Landa ◽  
Melissa M. Ertl ◽  
Lillian Flores Stevens ◽  
Alejandra Morlett-Paredes ◽  
...  

2020 ◽  
Vol 30 (2) ◽  
pp. 879-883
Author(s):  
Andrea Roberts ◽  
Nancy R. Angoff ◽  
David Brissette ◽  
David Dupee ◽  
Deborah Fahs ◽  
...  

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