Evaluation of a first peoples-led, emotion-based pedagogical intervention to promote cultural safety in undergraduate non-Indigenous health professional students.
| dc.contributor.author | Mills K. | |
| dc.contributor.author | Creedy D.K. | |
| dc.contributor.author | Sunderland N. | |
| dc.contributor.author | Allen J. | |
| dc.contributor.author | Carter A. | |
| dc.contributor.author | Corporal S. | |
| dc.date.accessioned | 2024-11-19T05:29:59Z | |
| dc.date.available | 2024-11-19T05:29:59Z | |
| dc.date.copyright | 2021 | |
| dc.date.issued | 2021-11-20 | en |
| dc.description.abstract | Background: Undergraduate health students learn cultural safety in complex and emotional ways. Pedagogies that account for these complexities must be developed and evaluated. Objective(s): To evaluate a First Peoples-led emotion-based pedagogical intervention on non-Indigenous health professional students' development towards cultural safety. Design(s): A pre-post mixed-methods intervention design. Setting and participants: All undergraduate health students undertaking a semester-long First Peoples cultural safety course (n = 395) were invited to participate. Method(s): The intervention involved students' written reflections and comfort (1 = very uncomfortable to 5 = very comfortable) with workshop content, using a gawugaa-gii-mara (head, heart, hands) form. The educator analysed student responses collected on the form, to prompt discussion in a series of four workshops. Students also completed the online 20-item Student Emotional Learning in Cultural Safety Education Instrument (SELCSI) which has two scales, Witnessing and Comfort. gawugaa-gii-mara responses were thematically coded. Paired sample t-tests examined differences over time. Eta squared determined effect size. Result(s): There were 102 matched pre-post-intervention surveys. Both SELCSI scales had excellent internal consistency (Witnessing alpha = 0.80, Comfort alpha = 0.92). A statistically significant difference was observed between students' mean scores on the Witnessing scale prior to the course (M = 47.10, SD = 6.51) compared to post-course (53.04, SD = 4.80), t(95) = 8.70, p < 0.001 (two-tailed) with a large effect size (d = 0.88). Most Comfort scale items increased but were not statistically significant. Data from the gawugaa-gii-mara intervention (n = 162 written responses) revealed students were challenged by self-reflexivity. There was a disconnect between what students had learnt (gawugaa), what they had felt (gii) and how this would be applied in professional practice (mara). Conclusion(s): The First Peoples-led, emotions-based pedagogical intervention was brief, meaningful and effective. As students grappled with their emotional connection to self-reflexivity as well as their ability to translate new knowledge into culturally safe practice, these offer important avenues for future research. Copyright © 2021 | |
| dc.description.grant | Organisation: Griffith University Organisation No: 501100001791 Country: Australia | |
| dc.description.grant | Organisation: Lowitja Institute Organisation No: 501100004148 Country: Australia | |
| dc.description.grant | Kyly Mills is supported by The Lowitja Institute and Griffith University under the Griffith University Lowitja PhD Scholarship. | |
| dc.identifier.citation | Nurse Education Today. 2021. | |
| dc.identifier.doi | https://dx.doi.org/10.1016/j.nedt.2021.105219 | |
| dc.identifier.institution | (Mills, Sunderland, Corporal) School of Human Services & Social Work, Griffith University, Australia | |
| dc.identifier.institution | (Creedy, Carter) School of Nursing & Midwifery, Griffith University, Australia | |
| dc.identifier.institution | (Creedy, Allen) Transforming Maternity Care Collaborative, Griffith University, Australia | |
| dc.identifier.uri | https://lowitja.intersearch.com.au/handle/1/589 | |
| dc.relation.ispartof | Nurse Education Today | |
| dc.subject.keywords | Cultural safety | |
| dc.subject.keywords | Healthcare workforce | |
| dc.title | Evaluation of a first peoples-led, emotion-based pedagogical intervention to promote cultural safety in undergraduate non-Indigenous health professional students. | |
| dc.type | Article |