Browsing by Author "West R."
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Item A unified call to action from Australian nursing and midwifery leaders: ensuring that Black lives matter.(2020-08-21) Geia L.; Baird K.; Bail K.; Barclay L.; Bennett J.; Best O.; Birks M.; Blackley L.; Blackman R.; Bonner A.; Bryant Ao R.; Buzzacott C.; Campbell S.; Catling C.; Chamberlain C.; Cox L.; Cross W.; Cruickshank M.; Cummins A.; Dahlen H.; Daly J.; Darbyshire P.; Davidson P.; Denney-Wilson E.; De Souza R.; Doyle K.; Drummond A.; Duff J.; Duffield C.; Dunning T.; East L.; Elliott D.; Elmir R.; Fergie Oam D.; Ferguson C.; Fernandez R.; Flower Am D.; Foureur M.; Fowler C.; Fry M.; Gorman E.; Grant J.; Gray J.; Halcomb E.; Hart B.; Hartz D.; Hazelton M.; Heaton L.; Hickman L.; Homer Ao C.S.E.; Hungerford C.; Hutton A.; Jackson Ao D.; Johnson A.; Kelly M.A.; Kitson A.; Knight S.; Levett-Jones T.; Lindsay D.; Lovett R.; Luck L.; Molloy L.; Manias E.; Mannix J.; Marriott A.M.R.; Martin M.; Massey D.; McCloughen A.; McGough S.; McGrath L.; Mills J.; Mitchell B.G.; Mohamed J.; Montayre J.; Moroney T.; Moyle W.; Moxham L.; Northam Oam H.; Nowlan S.; O'Brien A.P.; Ogunsiji O.; Paterson C.; Pennington K.; Peters K.; Phillips J.; Power T.; Procter N.; Ramjan L.; Ramsay N.; Rasmussen B.; Rihari-Thomas J.; Rind B.; Robinson M.; Roche M.; Sainsbury K.; Salamonson Y.; Sherwood J.; Shields L.; Sim J.; Skinner I.; Smallwood G.; Smallwood R.; Stewart L.; Taylor S.; Usher Am K.; Virdun C.; Wannell J.; Ward R.; West C.; West R.; Wilkes L.; Williams R.; Wilson R.; Wynaden D.; Wynne R.Nurses and midwives of Australia now is the time for change! As powerfully placed, Indigenous and non-Indigenous nursing and midwifery professionals, together we can ensure an effective and robust Indigenous curriculum in our nursing and midwifery schools of education. Today, Australia finds itself in a shifting tide of social change, where the voices for better and safer health care ring out loud. Voices for justice, equity and equality reverberate across our cities, our streets, homes, and institutions of learning. It is a call for new songlines of reform. The need to embed meaningful Indigenous health curricula is stronger now than it ever was for Australian nursing and midwifery. It is essential that nursing and midwifery leadership continue to build an authentic collaborative environment for Indigenous curriculum development. Bipartisan alliance is imperative for all academic staff to be confident in their teaching and learning experiences with Indigenous health syllabus. This paper is a call out. Now is the time for Indigenous and non-Indigenous nurses and midwives to make a stand together, for justice and equity in our teaching, learning, and practice. Together we will dismantle systems, policy, and practices in health that oppress. The Black Lives Matter movement provides us with a 'now window' of accepted dialogue to build a better, culturally safe Australian nursing and midwifery workforce, ensuring that Black Lives Matter in all aspects of health care.Item Australian Aboriginal and Torres Strait Islander, New Zealand Maori and remote area mental health.West R.; Usher K.; Thompson G.; Spurgeon D.This chapter Is divided Into three sections. The first introduces you to the Aboriginal and Torres Strait Islander mental health issues and the second to Maori mental health concerns, while the last section provides the reader with insights from a remote care nurse who is working with remote clients In Australia. (PsycInfo Database Record (c) 2023 APA, all rights reserved)Item Experiences and outcomes of health professional students undertaking education on Indigenous health: a systematic integrative literature review.(2018-08-06) Mills K.; Creedy D.K.; West R.Objectives: To explore the experiences and outcomes of health professional students when undertaking education on Indigenous health. Design(s): An integrative systematic literature review. Data Sources: The search was undertaken from September 2017-November 2017. Six databases were searched: CINAHL, Scopus, Informit Health Collection, Informit Indigenous Collection, Proquest - Nursing and Allied Health Collection; and Proquest - Health and Medical Collection. Reference lists of all articles were scanned for further relevant articles. Review Methods: The search strategy was limited to English articles published in the previous decade. Articles were included if they focused on Indigenous health content provided to health professional university students, with a focus on Indigenous populations of Australia, New Zealand, Canada and the United States of America. The Preferred Reporting Items for Systematic Reviews and Meta-Analyses guided the review. Studies were evaluated for methodological rigour using the CASP rating checklist. Both qualitative and quantitative data were coded using thematic qualitative analysis methods and presented as a meta-aggregation. Result(s): Twelve articles were included. Synthesis found significant variability in the ways Indigenous health issues were taught and integrated into health programs, particularly with regards to quality, methodological rigour of evaluation, pedagogical approaches and student experiences. Four themes were developed to describe student experiences and learning outcomes. These included: increasing knowledge of Indigenous health; emotional responses to content and teaching processes; perceived value of Indigenous health education; and cultural competence and critical thinking. Conclusion(s): Methodologically sound longitudinal studies are required to test if early changes in student knowledge and attitudes may be sustained. How students' 'increase in knowledge' translates to cultural capability is unclear, and there is a need for validated tools to measure this construct. A more sophisticated critique of how students emotionally engage with Indigenous health content, including understanding the relationships between 'discomfort' and transformative experiences is required. Copyright © 2018