scholarly journals Indigenous Methodology in Understanding Indigenous Nurse Graduate Transition to Practice

2017 ◽  
Vol 8 (4) ◽  
Author(s):  
Donna L. M. Kurtz ◽  
Star Mahara ◽  
Penny Cash ◽  
Jessie Nyberg ◽  
Estella Patrick Moller
Keyword(s):  
Health Care ◽  
Indigenous Health ◽  
Cultural Safety ◽  
Transition To Practice ◽  
Safety Education ◽  
Indigenous Methodology ◽  
Education Practice ◽  
New Graduates ◽  
New Graduate ◽  
Collective Commitment

Increasing Indigenous health care professional presence in health care aims to reduce health inequities of Indigenous Peoples in Canada. Nurses are the largest health professional group and nurse graduates the main source of recruitment. The quality of graduate transition to practice is evident in the literature; however, little is reported about Indigenous new graduates. We describe using Indigenous methodology and two-eyed seeing (Indigenous and Western perspectives) in exploring Indigenous transition experiences. Talking circles provided a safe environment for nurses, nurse educators and students, health managers, and policy makers to discuss Indigenous new graduate case scenarios. The methodology was critical in identifying challenges faced, recommendations for change, and a new collective commitment for cultural safety education, and ethical and respectful relationships within education, practice, and policy.

scholarly journals Illuminating Indigenous health care provider stories through forum theater

2021 ◽  
Vol 17 (1) ◽  
pp. 61-70
Author(s):  
Vanessa Van Bewer ◽  
Roberta L Woodgate ◽  
Donna Martin ◽  
Frank Deer
Keyword(s):  
Higher Education ◽  
Health Care ◽  
Health Care Professionals ◽  
Indigenous Health ◽  
Indigenous Education ◽  
Cultural Safety ◽  
Lateral Violence ◽  
Indigenous Students ◽  
Current Context ◽  
Physical Spaces

Learning about the historical and current context of Indigenous peoples’ lives and building campus communities that value cultural safety remains at the heart of the Canadian educational agenda and have been enacted as priorities in the Manitoba Collaborative Indigenous Education Blueprint. A participatory approach informed by forum theater and Indigenous sharing circles involving collaboration between Indigenous and non-Indigenous health care professionals ( n = 8) was employed to explore the above priorities. Through the workshop activities, vignettes were created and performed to an audience of students and educators ( n = 7). The findings emerging from the workshop illuminated that Indigenous people in nursing and higher education face challenges with negotiating their identity, lateral violence and struggle to find safe spaces and people due to tokenism and a paucity of physical spaces dedicated to Indigenous students. This study contributed to provoking a greater understanding of Indigenous experiences in higher education and advancing reconciliation.

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.

The Experiences of Internationally Qualified Registered Nurses Working in the Australian Healthcare System: An Integrative Literature Review

2017 ◽  
Vol 29 (3) ◽  
pp. 274-284 ◽  
Author(s):  
Ylona Chun Tie ◽  
Melanie Birks ◽  
Jane Mills
Keyword(s):  
Health Care ◽  
Registered Nurses ◽  
Healthcare System ◽  
Cultural Safety ◽  
Safety Education ◽  
Data Set ◽  
Culturally Congruent ◽  
Set Inclusion ◽  
Research Findings ◽  
Critical Appraisal Skills

Introduction: International nurses account for 20% of the Australian nurse workforce. This review aims to identify and appraise research findings on the experiences of internationally qualified registered nurses working in the Australian healthcare system. Methodology: The review was structured using Whittemore and Knafl modified framework for integrated reviews. A systematic database search was undertaken. Articles ( n = 48) were identified for appraisal based on set inclusion and exclusion criteria. Evaluation using the Critical Appraisal Skills Program tool resulted in ( n = 16) articles in the final data set. Results: Three broad themes were identified: (a) Transitioning—Need for appropriate, timely, and adequate supports to assist transition to practice; (b) Practicing within local contexts—How expectations were different to the reality of clinical practice; and (c) Experiencing prejudice—when racial prejudice occurred. Discussion: Appropriate programs including cultural-safety education can mitigate adverse workforce dynamics within culturally diverse health care teams to enable provision of culturally congruent health care.

scholarly journals New-graduate physiotherapists’ self-efficacy and preparedness for patient education practice: A mixed methods study

2020 ◽  
Vol 21 (3) ◽  
pp. 44-64
Author(s):  
Sarah Wilesmith ◽  
Andrew Lao ◽  
Roma Forbes
Keyword(s):  
Mixed Methods ◽  
Patient Education ◽  
Self Efficacy ◽  
Professional Training ◽  
Practical Experience ◽  
Structured Interviews ◽  
Education Practice ◽  
New Graduates ◽  
New Graduate ◽  
Perceived Preparedness

Introduction: Patient education is a fundamental component of effective physiotherapypractice. Current literature suggests that physiotherapists may not be adequately prepared for patient education practice; however, perception of graduate preparedness for professional practice has not been explored. This study aimed to investigate newgraduate physiotherapists’ self-efficacy for practising patient education and explore their perceived preparedness for transitioning into this professional role.Methods: This study utilised a sequential mixed-methods design. New-graduate physiotherapists completed the Patient Education Self Efficacy Scale at the conclusion of their pre-professional training (n = 149). Following entry to the workforce, a randomised sample of 15 of these individuals participated in semi-structured interviews exploring perceptions and experiences of practising patient education. Interview data were subject to framework analysis.Results: Highest scoring self-efficacy items were: understanding the role of patient education and questioning to seek the patient’s perceptions and concerns about their condition. The lowest scoring item was: recognising and effectively managing barriers to effective education. Five themes emerged: (1) patient education is a powerful tool, (2) individualised education is highly valued, (3) decreased confidence when facing complexity, (4) overcoming patient-related barriers is challenging and (5) practical experience is critical for skill development.Conclusion: New-graduate physiotherapists demonstrated high self-efficacy and perceived preparedness in most aspects of patient education. Interview findings corroborated survey results indicating that new graduates perceive difficulty in managing barriers to patient education and are challenged when facing complex situations. Direct experience was perceived as the most beneficial for enhancing self-efficacy and preparedness for patient education.

Culturally safe health care practice for Indigenous Peoples in Australia: A systematic meta-ethnographic review

2021 ◽  
pp. 135581962110418
Author(s):  
Stephanie De Zilva ◽  
Troy Walker ◽  
Claire Palermo ◽  
Julie Brimblecombe
Keyword(s):  
Health Care ◽  
Indigenous Peoples ◽  
Health Care Services ◽  
Torres Strait Islander ◽  
Indigenous Health ◽  
Cultural Knowledge ◽  
Cultural Safety ◽  
Care Practice ◽  
Health Care Practice ◽  
Torres Strait

Objectives Culturally safe health care services contribute to improved health outcomes for Aboriginal and Torres Strait Islander Peoples in Australia. Yet there has been no comprehensive systematic review of the literature on what constitutes culturally safe health care practice. This gap in knowledge contributes to ongoing challenges providing culturally safe health services and policy. This review explores culturally safe health care practice from the perspective of Indigenous Peoples as recipients of health care in Western high-income countries, with a specific focus on Australian Aboriginal and Torres Strait Islander Peoples. Methods A systematic meta-ethnographic review of peer-reviewed literature was undertaken across five databases: Ovid MEDLINE, Scopus, PsychINFO, CINAHL Plus and Informit. Eligible studies included Aboriginal and Torres Strait Islander Peoples receiving health care in Australia, had a focus on exploring health care experiences, and a qualitative component to study design. Two authors independently determined study eligibility (5554 articles screened). Study characteristics and results were extracted and quality appraisal was conducted. Data synthesis was conducted using meta-ethnography methodology, contextualised by health care setting. Results Thirty-four eligible studies were identified. Elements of culturally safe health care identified were inter-related and included personable two-way communication, a well-resourced Indigenous health workforce, trusting relationships and supportive health care systems that are responsive to Indigenous Peoples’ cultural knowledge, beliefs and values. Conclusions These elements can form the basis of interventions and strategies to promote culturally safe health care practice and systems in Australia. Future cultural safety interventions need to be rigorously evaluated to explore their impact on Indigenous Peoples’ satisfaction with health care and improvements in health care outcomes.

scholarly journals Building Indigenous health workforce capacity and capability through leadership – the Miwatj health leadership model

2021 ◽  
Vol 22 ◽  
Author(s):  
Stephen Harfield ◽  
Carol Davy ◽  
Anna Dawson ◽  
Eddie Mulholland ◽  
Annette Braunack-Mayer ◽  
...  
Keyword(s):  
Health Care ◽  
Health Care Services ◽  
Indigenous Health ◽  
Cultural Safety ◽  
Structured Interviews ◽  
Indigenous Leadership ◽  
Health Care Organisation ◽  
Leadership Model ◽  
Care Services ◽  
Formal Leadership

Abstract Aim: In the crowded field of leadership research, Indigenous leadership remains under-researched. This article explores the Leadership Model of an Aboriginal Community Controlled Primary Health Care Organisation providing services to the Yolngu people of remote northern Australia: the Miwatj Health Aboriginal Corporation (Miwatj). Background: The limited research which does exist on Indigenous leadership points to unique challenges for Indigenous leaders. These challenges relate to fostering self-determination in their communities, managing significant community expectations, and navigating a path between culturally divergent approaches to management and leadership. Methods: Guided by Indigenous methodology and using a mixed methods approach, semi-structured interviews, self-reported health service data, organisational and publicly available documents, and literature were analysed using a framework method of thematic analysis to identify key themes of the Miwatj Leadership Model. Findings: The Miwatj Leadership Model is underpinned by three distinctive elements: it offers Yolngu people employment opportunities; it supports staff who want to move into leadership positions and provides capacity building through certificates and diplomas; and it provides for the physical, emotional, and cultural wellbeing of all Yolngu staff. Furthermore, the model respects traditional Yolngu forms of authority and empowers the community to develop, manage and sustain their own health. The Miwatj Leadership Model has been successful in providing formal pathways to support Indigenous staff to take on leadership roles, and has improved the accessibility and acceptability of health care services as a result of Yolngu employment and improved cultural safety. Conclusions: Translating the Miwatj Leadership Model into other health services will require considerable thought and commitment. The Miwatj Leadership Model can be adapted to meet the needs of other health care services in consideration of the unique context within which they operate. This study has demonstrated the importance of having a formal leadership model that promotes recruitment, retention, and career progression for Indigenous staff.

New graduate transition to practice: how can the literature inform support strategies?

2017 ◽  
Vol 41 (3) ◽  
pp. 308 ◽  
Author(s):  
Alis Moores ◽  
Cate Fitzgerald
Keyword(s):  
Literature Review ◽  
Occupational Therapists ◽  
Transition To Practice ◽  
Approach To Learning ◽  
New Graduates ◽  
Active Approach ◽  
Support Strategies ◽  
New Graduate ◽  
Narrative Literature ◽  
Narrative Literature Review

Objective The transition to practice for new graduate health professionals has been identified as challenging, with health services typically adopting a range of support and management strategies to assist safe professional practice. Queensland’s state-wide Occupational Therapy Clinical Education Program supporting new graduates within public sector health facilities conducted a narrative literature review to identify evidence-based recommended actions that would assist new graduate occupational therapists’ to transition from student to practitioner. Method Searches of Medline, CINAHL and PubMed databases were used to locate articles describing or evaluating occupational therapy new graduate support actions. Results The themes of supervision, support and education emerged from the literature. Additionally, four interactions were identified as factors potentially influencing and being influenced by the processes and outcomes of supervision, support and education actions. The interactions identified were professional reasoning, professional identity, an active approach to learning and reflective practice. Conclusions The interactions emerging from the literature will serve to inform the delivery and focus of supervision, support and education for new graduate occupational therapists as they transition to practice. The results may have application for other health professions. What is known about the topic? The transition to practice for new graduate occupational therapists has been reported as challenging with health services implementing various actions to support and assist this transition. A previous literature review of recommended support strategies could not be found providing an impetus for this enquiry. What does this paper add? This narrative literature review identified three themes of actions supporting the transition of new graduates from student to practitioner. In addition to these themes of supervision, support and education, also emerging from the literature were factors identified as important to facilitating the transition of new graduates to the workplace. These factors, or interactions, are identified in this paper as professional reasoning, professional identity, an active approach to learning, and reflective practice. It is proposed that these interactions have an effect on and can be effected by supervision, support and education actions. The articulation between the interactions and the themes was a notable outcome emerging from this literature review. What are the implications for practitioners? This literature review will assist those planning actions to guide new graduates’ transition into practice. It is proposed that the methods of implementing supervision, support and education actions are optimised by the identified interactions.

scholarly journals Beyond 2020: addressing racism through transformative indigenous health and cultural safety education

2020 ◽  
Author(s):  
Tamara Power ◽  
Lynore Geia ◽  
Karen Adams ◽  
Ali Drummond ◽  
Vicki Saunders ◽  
...  
Keyword(s):  
Indigenous Health ◽  
Cultural Safety ◽  
Safety Education

Empowering Nurses: Communicating Potential Medication Misuse

2021 ◽  
pp. 107839032110286
Author(s):  
Kelly A. Carlson ◽  
Corey E. Potter
Keyword(s):  
Health Care ◽  
Nursing Education ◽  
Interdisciplinary Communication ◽  
Health Care Team ◽  
Nursing Leadership ◽  
Care Team ◽  
Survey Study ◽  
Prescription Medications ◽  
Medication Misuse ◽  
Education Practice

BACKGROUND In nursing education and practice, we prepare nurses on topics such as patient care, pathophysiology, pharmacology, nursing leadership, and nursing competencies. Unfortunately, we may be missing the mark when it comes to integrating these topics and applying them to situations that arise in health care such as medication misuse. Nurses work intimately with patients and can recognize potential medication misuse by reviewing medication regimens and assessing necessity of PRN patient requests. In cases where nurses suspect misuse, they may or may not feel comfortable addressing these concerns with other members of the health care team. AIMS Study aims were to assess the baseline of whether nurses are comfortable with their level of skill to recognize potential patient medication misuse and to assess nurses’ comfortability with communicating these concerns with other nurses, providers, and patients. METHODS This survey study was designed to obtain practical information about nurses understanding of misused and diverted prescription medications and level of comfort with expressing concerns about the use of central nervous system depressants to inform education, practice, and research. Three-hundred and fifty nurses at one hospital were invited to participate in an anonymous REDCap survey. RESULTS Thirty-five percent of the surveyed nurses returned the survey. Responding nurses were more comfortable sharing their own knowledge and the need for more education on the topic than they were discussing interdisciplinary communication. CONCLUSIONS Empowering nurses to communicate this knowledge with others on the health care team has major public health implications to reduce the negative outcomes of misused medications.

Linking Indigenous health care with school education

2009 ◽  
Vol 190 (10) ◽  
pp. 565-566
Author(s):  
Geoffrey M Forbes ◽  
Stephen J Davis ◽  
Martin D Robson ◽  
Anthony F Connell ◽  
Peter C Richmond
Keyword(s):  
Health Care ◽  
Indigenous Health ◽  
School Education
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