Crafting Culturally Safe Learning Spaces: A Story of Collaboration Between an Educational Institution and Two First Nation Communities

2017 ◽  
Vol 2 (1) ◽  
pp. 157-166
Author(s):  
Joanna Fraser ◽  
Evelyn Voyageur
Keyword(s):  
Nursing Students ◽  
Transformative Learning ◽  
First Nations ◽  
Learning Experience ◽  
Educational Institution ◽  
Ways Of Knowing ◽  
Cultural Safety ◽  
Learning Space ◽  
Bachelor Of Science ◽  
Relational Accountability

This is a story of crafting a culturally safe learning space in the context of First Nations communities. It is told by two nurse educators working together, one who is Indigenous and one who is not. The word “crafting” is used to describe the collaborative and aesthetic process of co-constructing learning with students, community members and the environment. The relationship between the educational institution and the First Nations communities was guided by the concept of cultural safety. Cultural safety politicizes the notion of culture and disrupts the power imbalance between nurses and the people they work with. A process of collaborative conscientization was used to decolonize our institution and ourselves. This led to new possibilities of crafting an ethical learning space where Eurocentric ideologies could be dislodged from the center in order for Indigenous ways of knowing and learning to emerge. Students experienced a form of relational accountability for their learning through participation in community ceremonies and protocols. What resulted was a unique and transformative learning experience for fourth year Bachelor of Science in Nursing students offered in collaboration between an educational institution and two remote First Nations communities.

A Transformative Learning Experience for Senior Nursing Students

2021 ◽  
Vol Publish Ahead of Print ◽  
Author(s):  
Susan M. Hunter Revell ◽  
Kristen A. Sethares ◽  
Elizabeth Danells Chin ◽  
Marni B. Kellogg ◽  
Deborah Armstrong ◽  
...  
Keyword(s):  
Nursing Students ◽  
Transformative Learning ◽  
Learning Experience

In Real Time: Exploring Nursing Students’ Learning during an International Experience

2013 ◽  
Vol 10 (1) ◽  
pp. 227-236 ◽  
Author(s):  
Barbara Afriyie Asenso ◽  
Sheryl Reimer-Kirkham ◽  
Barbara Astle
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Transformative Learning ◽  
Real Time ◽  
Learning Experience ◽  
Learning Experiences ◽  
International Experience ◽  
Media Representations ◽  
Educational Strategies ◽  
International Learning

AbstractNursing education has increasingly turned to international learning experiences to educate students who are globally minded and aware of social injustices in local and global communities. To date, research with international learning experiences has focused on the benefits for the students participating, after they have completed the international experience. The purpose of this qualitative study was to explore how nursing students learn during the international experience. The sample consisted of eight nursing students who enrolled in an international learning experience, and data were collected in “real time” in Zambia. The students were observed during learning activities and were interviewed three times. Three major themes emerged from the thematic analysis: expectations shaped students’ learning, engagement facilitated learning, and critical reflection enhanced learning. Implications are discussed, related to disrupting media representations of Africa that shape students’ expectations, and educational strategies for transformative learning and global citizenship.

scholarly journals Exploring the Intersection Between Academic and Professional Practice During the COVID-19 Pandemic: Undergraduate and Graduate Nursing Students’ Experiences

2021 ◽  
pp. 084456212110371
Author(s):  
Sherry Espin ◽  
Karen LeGrow ◽  
Sue Bookey-Bassett ◽  
Donald Rose ◽  
Elaine Santa Mina ◽  
...  
Keyword(s):  
Nursing Students ◽  
Ways Of Knowing ◽  
Work Experiences ◽  
Educational Strategies ◽  
Dissemination Strategy ◽  
Bachelor Of Science ◽  
Nursing Graduate ◽  
Qualitative Descriptive ◽  
Development Approach ◽  
Graduate Nursing

Background The coronavirus disease-2019 (COVID-19) pandemic has implications for students who are also nurses. Purpose and Methods This qualitative descriptive study used a practice development approach to explore the intersection between academic and professional work experiences for undergraduate Post-Diploma Registered Practical Nurses bridging to Registered Nurse Bachelor of Science in Nursing students and Master of Nursing graduate nursing students during the first wave of the COVID-19 pandemic. The study incorporated critical aesthetic reflections that focused on the personal and aesthetic ways of knowing, as a data collection approach and knowledge dissemination strategy. Results Analysis of the narrative component of participants’ reflections revealed the following themes: sensing a “call to duty,” experiencing a myriad of emotions, shifting societal and individual perceptions of nursing, and learning in an uncertain environment. Conclusions The results of the study can inform educational strategies and academic policies to support this unique nursing population, who are frontline practitioners as well as student learners.

scholarly journals Release of the National Scheme’s Aboriginal and Torres Strait Islander Health and Cultural Safety Strategy 2020-2025; the impacts for podiatry in Australia: a commentary

2021 ◽  
Vol 14 (1) ◽  
Author(s):  
James M. Gerrard ◽  
Shirley Godwin ◽  
Vivienne Chuter ◽  
Shannon E. Munteanu ◽  
Matthew West ◽  
...  
Keyword(s):  
Health Outcomes ◽  
First Nations ◽  
Torres Strait Islander ◽  
Collective Responsibility ◽  
Cultural Safety ◽  
Main Body ◽  
Torres Strait ◽  
The Impact ◽  
Torres Strait Islander Health ◽  
Safety Strategy

Abstract Background Developing since colonisation, Australia’s healthcare system has dismissed an ongoing and successful First Nations health paradigm in place for 60,000 years. From Captain James Cook documenting ‘very old’ First Nations Peoples being ‘far more happier than we Europeans’ and Governor Arthur Phillip naming Manly in admiration of the physical health of Gadigal men of the Eora Nation, to anthropologist Daisy Bates’ observation of First Nations Peoples living ‘into their eighties’ and having a higher life expectancy than Europeans; our healthcare system’s shameful cultural safety deficit has allowed for an Aboriginal and Torres Strait Islander child born in Australia today to expect to live 9 years less than a non-Indigenous child. Disproportionately negative healthcare outcomes including early onset diabetes-related foot disease and high rates of lower limb amputation in Aboriginal and Torres Strait Islander Peoples contribute to this gross inequity. Main body In 2020, the Australian Health Practitioner Regulation Authority released the National Scheme’s Aboriginal and Torres Strait Islander Health and Cultural Safety Strategy 2020–2025 - empowering all registered health practitioners within Australia to provide health care to Aboriginal and Torres Strait Islander Peoples that is inclusive, respectful and safe, as judged by the recipient of care. This recently released strategy is critically important to the podiatry profession in Australia. As clinicians, researchers and educators we have a collective responsibility to engage with this strategy of cultural safety. This commentary defines cultural safety for podiatry and outlines the components of the strategy in the context of our profession. Discussion considers the impact of the strategy on podiatry. It identifies mechanisms for podiatrists in all settings to facilitate safer practice, thereby advancing healthcare to produce more equitable outcomes. Conclusion Aboriginal and Torres Strait Islander Peoples access health services more frequently and have better health outcomes where provision of care is culturally safe. By engaging with the National Scheme’s Aboriginal and Torres Strait Islander Health and Cultural Safety Strategy, all registered podiatrists in Australia can contribute to achieving equity in health outcomes for Aboriginal and Torres Strait Islander Peoples.

An Environmental Scan of Indigenous Cultural Safety in Canadian Baccalaureate Nursing and Midwifery Programs

2021 ◽  
pp. 084456212110161
Author(s):  
Nicholas Metheny ◽  
Claire Dion Fletcher
Keyword(s):  
Baccalaureate Nursing ◽  
Ways Of Knowing ◽  
Truth And Reconciliation Commission ◽  
Cultural Safety ◽  
Indigenous Students ◽  
Safe Spaces ◽  
Environmental Scan ◽  
Truth And Reconciliation ◽  
Substantial Progress ◽  
Cultural Competency Education

Background The Truth and Reconciliation Commission (TRC) TRC has called to increase the number of Indigenous practitioners and include cultural competency education in their curricula. However, it remains unknown how nursing and midwifery programs are progressing towards these goals. Purpose To examine the extent to which baccalaureate nursing and midwifery programs are creating culturally safe spaces for Indigenous students, responding to TRC-recommended curricular changes, and including Indigenous content. Methods A digital environmental scan of accredited baccalaureate nursing and midwifery programs in Canada was conducted. Analysis was conducted using descriptive statistics. Results Of the 107 programs, less than one-fifth (n = 19, 17.8%) met all three cultural safety criteria. More than half (n = 59, 55.1%) included culturally safe spaces for Indigenous students, 20 (18.7%) satisfied TRC call #24 to require Indigenous-relevant coursework, and one-third (n = 36, 33.6%) were seen as infusing their curricula with Indigenous-related content. Conclusions This represents the first attempt to systematically catalog nursing and midwifery programs’ response to the TRC Calls to Action. Most schools have not made substantial progress towards cultural safety. Nursing and midwifery programs should commit to expanding their cultural safety programming to incorporate multiple ways of knowing and being in their curricula.

scholarly journals Cultural safety for First Nations people in aged care

2021 ◽  
pp. 1-7
Author(s):  
Linda Michelle Deravin ◽  
Judith Anderson ◽  
Nicole Mahara
Keyword(s):  
First Nations ◽  
Aged Care ◽  
Cultural Safety ◽  
Nations People ◽  
First Nations People

scholarly journals Patient/Consumer Codesign and Coproduction of Medical Curricula: A Possible Path Toward Improved Cultural Competence and Reduced Health Disparity

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110168
Author(s):  
Warren Kealy-Bateman ◽  
Georgina M. Gorman ◽  
Adam P. Carroll
Keyword(s):  
Cultural Competence ◽  
First Nations ◽  
Minority Groups ◽  
Traditional Approach ◽  
Learning Experience ◽  
Transgender People ◽  
Medical Practitioners ◽  
Education Professionals ◽  
First Nations People ◽  
Diverse Groups

There is often a sociocultural distance between medical practitioners and patients. We bridge that gap in the therapeutic alliance via improved cultural competence and an understanding of the person in their context. The traditional approach in medical education has been of learning via expert-designed curricula, which may tend to mirror the knowledge and needs of the experts. This places individuals at risk who come from culturally and linguistically diverse groups (CALD) with known health disparities: minority groups (e.g., African American); First Nations’ people; immigrants and refugees; people who speak nondominant languages; and lesbian, gay, bisexual, transgender people. The authors briefly review the complex area of cultural competency and teaching delivery. The authors survey the Australian population to provide a tangible example of complex cultural diversity amid curriculum challenges. An evidence-based approach that recognizes specific health inequity; the inclusion of CALD stakeholders, students, care professionals, and education professionals; and codesign and coproduction of curriculum components is recommended. This method of people’s own stories and collaboration may be applied in any international context, correctly calibrating the learning experience. The aim is for medical students to improve their knowledge of self, others, others within groups, and recognition of unconscious biases to achieve better health outcomes within their specific communities.

Sign in / Sign up

Export Citation Format

Share Document