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Matagi CE, Worthington JK, Palakiko DM. Using Talanoa, a Pan Pacific Indigenous Approach, To Identify Solutions to Public Health Issues. Hawaii J Health Soc Welf 2023; 82:14-17. [PMID: 37901661 PMCID: PMC10612422] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Indexed: 10/31/2023]
Abstract
The COVID-19 pandemic was a public health emergency that required various public health policies and programs at the state and federal level to be established to protect the health and safety of the nation. These mainstream policies and programs proved to be inadequate in addressing the specific needs of Native Hawaiian and Pacific Islander (NHPI) communities as evidenced by the high case counts and low vaccination rates in these communities. In an effort to better understand and address the high case counts and low vaccination rates, a partnership was developed between the Hawai'i State Department of Health (HDOH), medical providers, and a network of NHPI-serving organizations. After the failure of Western approaches for data gathering, leaders of the partnership used an Indigenous qualitative interview method called Talanoa situated within a cultural safety framework to learn reasons for low vaccine uptake and identify NHPI-specific solutions. Findings suggest that the use of Talanoa and its ingrained cultural safety framework allowed us to gather richer data, identified solutions grounded in community, and assisted with building sustainable trusting partnerships.
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Affiliation(s)
- Chantelle E. Matagi
- Center for Pacific Islands Studies, University of Hawai‘i at Mānoa, Honolulu, HI (CEM)
| | - J. Ke‘alohilani Worthington
- Department of Native Hawaiian Health, John A. Burns School of Medicine, University of Hawai‘i at Mānoa, Honolulu, HI (JKW)
| | - Donna-Marie Palakiko
- Nancy Atmospera-Walch School of Nursing, University of Hawai‘i at Mānoa, Honolulu, HI (DP)
- Papa Ola Lōkahi, Honolulu, HI (DP)
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Mashford-Pringle A, Tan S, Stutz S, Tjong G. Designing accountability measures for health professionals: results from a community-based micro-credential: case study on Indigenous cultural safety. BMC Public Health 2023; 23:879. [PMID: 37173719 PMCID: PMC10176280 DOI: 10.1186/s12889-023-15721-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/03/2022] [Accepted: 04/20/2023] [Indexed: 05/15/2023] Open
Abstract
BACKGROUND There is a widespread commitment to implementing anti-Indigenous racism with health organizations in Canada by introducing cultural safety staff training. In partnership with a public health unit in Ontario, Canada, we developed an evaluation tool to assess the performance of staff who completed an online Indigenous cultural safety education course. AIMS To develop an accountability checklist that could be used for annual employee performance reviews to assess the use and level of knowledge received in professional cultural safety training. INTERVENTION We co-created a professional development accountability checklist. Five areas of interest were identified: terminology, knowledge, awareness, skills, and behaviours. The checklist comprises of 37 indicators linked to our community collaborators' intended goals as defined in our partnership agreement. OUTCOMES The Indigenous Cultural Safety Evaluation Checklist (ICSEC) was shared with public health managers to use during regularly scheduled staff performance evaluations. The public health managers provided feedback on the design, checklist items, and useability of the ICSEC. The pilot of the checklist is in the preliminary stage and data is unavailable about effectiveness. IMPLICATIONS Accountability tools are important to sustain the long-term effects of cultural safety education and prioritize the wellbeing of Indigenous communities. Our experience can provide guidance to health professionals in creating and measuring the efficacy of Indigenous cultural safety education to foster an anti-racist work culture as well as improved health outcomes among Indigenous communities.
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Affiliation(s)
- Angela Mashford-Pringle
- Waakebiness-Bryce Institute for Indigenous Health, University of Toronto, 155 College Street, Toronto, ON, M5T 3M7, Canada.
- Dalla Lana School of Public Health, University of Toronto, Toronto, Canada.
| | - Sharon Tan
- Waakebiness-Bryce Institute for Indigenous Health, University of Toronto, 155 College Street, Toronto, ON, M5T 3M7, Canada
- Dalla Lana School of Public Health, University of Toronto, Toronto, Canada
| | - Sterling Stutz
- Waakebiness-Bryce Institute for Indigenous Health, University of Toronto, 155 College Street, Toronto, ON, M5T 3M7, Canada
- Dalla Lana School of Public Health, University of Toronto, Toronto, Canada
| | - Gabriel Tjong
- Waakebiness-Bryce Institute for Indigenous Health, University of Toronto, 155 College Street, Toronto, ON, M5T 3M7, Canada
- Dalla Lana School of Public Health, University of Toronto, Toronto, Canada
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Biles J, Deravin L, McMillan Am F, Anderson J, Sara G, Biles B, Biles B. Aboriginal and Torres Strait Islander nurses and midwives culturally safe mentoring programmes in Australia: A scoping review. Contemp Nurse 2023:1-11. [PMID: 36734665 DOI: 10.1080/10376178.2023.2175700] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
Abstract
Objective/Aim: To examine the experiences of culturally safe mentoring programmes described by Aboriginal and Torres Strait Islander nurses and midwives in Australia.Design: A systematic scoping review.Data Sources: The following databases were accessed: CINAHL Plus with Full Text (EBSCO), EMCARE (Ovid), MEDLINE (Ovid), INFORMIT (Health Collection/Indigenous Collection) and SCOPUS. Support relating to key words and appropriate databases was provided by a university librarian.Review Methods: Search terms across databases were sourced from 1997-2021, identifying a total of 161 papers. Title/abstract searches were screened against the inclusion/exclusion criteria, resulting in 18 papers reaching full-text review. Of the 18 full-text papers reviewed, six were eligible for inclusion in the final review.Results/Findings: Culturally safe mentorship was a positive experience for Aboriginal and Torres Strait Islander nurses and midwives. Thematic discussion identified three key themes: Mentorship as a way forward, Culture in mentorship, and Cultural safety's role in mentorship.Discussion: Culturally safe mentoring has been a key recommendation in the nursing literature for over 20 years. There is limited knowledge on what constitutes an effective programme as mentoring programmes have not been empirically evaluated or reviewed.Conclusion: This review provides evidence that Cultural Safety and the exploration of culture impact culturally safe mentoring and can impact workforce cultural capability.Impact Statement: This review indicates that culturally safe mentoring has been a key recommendation in nursing literature for over 20 years. This review provides evidence that Cultural Safety and the exploration of culture impact culturally safe mentoring and can impact workforce cultural capability. However, there is limited knowledge of what constitutes an effective programme, as mentoring programmes have not been empirically evaluated or reviewed providing an opportunity for further research.Plain Language Summary: Little is known about Aboriginal and Torres Strait Islander nurses' and midwives' perspectives of culturally safe mentoring programmes in Australia. However, mentoring programme are seen as a key workforce retention strategy. This scoping review aims to explore and interpret Aboriginal and Torres Strait Islander nurses' and midwives' perspectives of culturally safe mentoring programmes in Australia. This review concludes that mentoring programmes require content in Cultural Safety and that programmes need to be empirically evaluated.
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Affiliation(s)
- Jessica Biles
- School of Nursing, Paramedicine and Healthcare Sciences, Charles Sturt University, Albury, Australia
| | - Linda Deravin
- School of Nursing, Paramedicine and Healthcare Sciences, Charles Sturt University, Albury, Australia
| | - Faye McMillan Am
- School of Public Health, University of Technology Sydney, Australia
| | - Judith Anderson
- School of Nursing, Paramedicine and Healthcare Sciences, Charles Sturt University, Albury, Australia
| | | | - Brett Biles
- Faculty of Medicine, University of New South Wales, Sydney, Australia
| | - Brett Biles
- Charles Sturt University, School of Nursing, Paramedicine and Healthcare Sciences, Albury, NSW Australia
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Phan VTD. Institutional racism: a discursive paper. Contemp Nurse 2022; 58:388-392. [PMID: 35719105 DOI: 10.1080/10376178.2022.2092521] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
Abstract
The purpose of this paper is to provide discourse regarding awareness of institutional racism, from a non-Indigenous, Australian nursing student's perspective. The discussion has a focus on the presence of institutional racism in the Australian healthcare system, its impact on the health of First Nation Peoples and a commitment to ensuring culturally safe practice. It will be argued that institutional racism is pervasive in healthcare as a consequence of three factors: exclusion of First Nations Peoples from governance roles, inherent racism impacting on socio-cultural treatment bias, and institutional racism influencing key relationships in healthcare delivery.
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Affiliation(s)
- Van Thanh Danh Phan
- Susan Wakil School of Nursing and Midwifery, Faculty of Health and Medicine, University of Sydney, Sydney, Australia
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Dickson T, Wilkinson T, Hegedus EJ, Gisselman AS. Transforming the Patient Experience: Moving Beyond Cultural Competence to Cultural Safety. Phys Ther 2022; 102:6556166. [PMID: 35358317 DOI: 10.1093/ptj/pzac034] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/12/2021] [Revised: 11/01/2021] [Accepted: 02/06/2022] [Indexed: 11/13/2022]
Affiliation(s)
- Tara Dickson
- Tufts DPT-Phoenix, Tufts University School of Medicine, Phoenix, Arizona, USA
| | - Tawna Wilkinson
- Tufts DPT-Phoenix, Tufts University School of Medicine, Phoenix, Arizona, USA
| | - Eric J Hegedus
- Tufts DPT-Phoenix, Tufts University School of Medicine, Phoenix, Arizona, USA
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Abstract
BACKGROUND : As a result of the intergenerational trauma impact and experience, Native Americans continue to exhibit trauma related issues such as high rates of substance use. After leaving high school, the pressures and stress of continuing an education, finding work/employment, and the responsibilities related to family and tribal community obligations result in the Native American young adult being more vulnerable to substance use. OBJECTIVE The purpose of this paper is to report findings of the Talking Circle intervention impact on the outcome variables of Native-Reliance, substance use, stress, and behavioral health, depression, and cumulative trauma. METHODS Native-Reliance was the theoretical underpinning for the study demonstrating culturally safe research. A pre-test/post-test one-group design was utilized to examine how the Talking Circle intervention influenced the outcome variables. 75 Native American participants, ages 18-24 participated in the Talking Circle intervention sessions. Baseline pre-intervention measures were completed and were repeated at 6-month post-intervention. RESULTS At 6-month post-intervention, Native-Reliance significantly revealed an increase of 40.55 (t = 22.13, p < .001), sources of stress (SS) revealed a significant decline of 3.68 (t= -18.39, p < .001), behavioral health issues (BH) showed a significant decline of 3.63 (t = -15.36, p < .001), substance related issues (SR) showed a significant decline of 3.57 (t = -15.24, p < .001), depression (PHQ-9) showed a significant decline of 4.85 (t = -17.02, p < .001), and cumulative trauma revealed a significant decline of 2.77 (t= -13.39, p < .001). CONCLUSIONS The use of a culturally safe Talking Circle intervention evidenced a research approach that resulted in the positive impact on reducing substance use and increasing the well-being of young Native American young adults. IMPACT STATEMENT Culturally safer intervention environments are conducive to results in outcomes that are positive and effective.
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Affiliation(s)
- John Lowe
- Cherokee/Creek/Lenape Tribal Affiliations in the USA, Professor and Joseph Blades Centennial Memorial Professorship, School of Nursing, The University of Texas at Austin, 1710 Red River Street, Austin, Texas, USA,
| | - Eugenia Millender
- Guna Tribal Affiliation in Panama, Associate Professor, College of Nursing, Florida State University, Tallahassee, Florida, USA
| | - Odette Best
- Gurreng Gurreng Tribal Nation Affiliation in Australia, Professor and Associate Head - Indigenous Research and Community Engagement, School of Nursing and Midwifery, University of Southern Queensland, Ipswich Campus, Queensland, Australia
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Joy-Correll K, Nevill E, Bird-Matheson H, McLennan H, Quinn A, Mayer Y, Jarus T. Barriers and facilitators for Indigenous students and staff in health and human services educational programs. Adv Health Sci Educ Theory Pract 2022; 27:501-520. [PMID: 35325338 DOI: 10.1007/s10459-022-10099-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/03/2020] [Accepted: 02/12/2022] [Indexed: 06/14/2023]
Abstract
Indigenous Peoples are underrepresented in many of the Health and Human Services Educational Programs (HHSEP, e.g.: Nursing, Social Work). As various studies have reported the benefits of diversifying HHSEP, the barriers and facilitators of increasing the number of Indigenous Peoples in these professions must be identified. The purpose of this exploratory study is to identify and understand the barriers and facilitators Indigenous Peoples face when entering, learning or working in HHSEP. A narrative approach was used in the facilitation of culturally safe sharing circles with Indigenous students and staff to collect perspectives based on their individual experiences in HHSEP. Inductive thematic analysis was used to identify emerging themes in participant experiences and the impact of those experiences on participation in learning and working at the university in these educational programs. Results from this exploratory study identified current academic structures and ideologies rooted in colonialism, that act as barriers for engagement and inclusion of Indigenous students, staff, and clinical and academic faculty. These findings shaped the main themes of this study including negotiation of identity in different spaces, negotiating colonial structures in HHSEP, and negotiating changes and transitions in HHSEP. We anticipate these preliminary results will act as a catalyst for uncovering further changes to be made regarding attitudes, procedures, and practices present in an academic environment that limit the inclusion of Indigenous Peoples in HHSEP.
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Affiliation(s)
- Kristen Joy-Correll
- The occupational Sciences and Occupational Therapy Department, Faculty of Medicine, University of British Columbia, Vancouver, Canada
| | - Emilie Nevill
- The occupational Sciences and Occupational Therapy Department, Faculty of Medicine, University of British Columbia, Vancouver, Canada
| | - Hailey Bird-Matheson
- The School of Social Work, The University of British Columbia, Vancouver, Canada
| | - Hali McLennan
- The School of Social Work, The University of British Columbia, Vancouver, Canada
| | - Ashley Quinn
- The School of Social Work, The University of British Columbia, Vancouver, Canada
| | - Yael Mayer
- The occupational Sciences and Occupational Therapy Department, Faculty of Medicine, University of British Columbia, Vancouver, Canada.
- The Counseling and Human Development Department, Faculty of Education, University of Haifa, Haifa, Israel.
| | - Tal Jarus
- The occupational Sciences and Occupational Therapy Department, Faculty of Medicine, University of British Columbia, Vancouver, Canada
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Abstract
The nursing/midwifery professions are facing a sea change with the inclusion of cultural safety in the Code of Conduct for Registered Nurses (NMBA 2018a), the Code of Conduct for Midwives (NMBA 2018b), the Registered Nurse Accreditation Standards (Australian Nursing and Midwifery Accreditation Council [ANMAC] 2019) and the Midwife Accreditation Standards (ANMAC 2021). In this paper we focus on the theme of enabling cultural safety seeking to overcome the barrier of confusion surrounding it. The inclusion of cultural safety in codes and accreditation standards, highlights the pressing need for these professions to attain deep understanding of cultural safety so that clinicians and educators can confidently practice and teach in this area. This need is underscored by the context of heightened awareness, that developed amongst mainstream Australians with Black Lives Matter in 2020, of inequity including health inequity.Our concern as academics responsible for staff development, curriculum development and implementation in university Schools of Nursing/Midwifery is to enable and support the teaching and practice of cultural safety. Its focus on working in partnership, addressing power imbalances, racisms, and related systems of discrimination constitutes it as a vastly different model to cultural other-awareness and notions of cultural competency which have held sway on matters of culture in health service provision up to now. Our approach was to undertake a reflection on our combined decades of studying, leadership, teaching and practice of cultural safety, which consistently showed the confusion in Australia about the model overall and about the definition of culture underpinning it. This paper supports the profession by addressing the need to educate academics and clinicians on cultural safety itself and on the role of all nurses/midwives, Indigenous and non-Indigenous, in these endeavours. This paper encourages a coherent development and confident implementation of cultural safety curriculum and practice to meet current requirements.
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Affiliation(s)
- Leonie Cox
- Adjunct Associate Professor, School of Nursing, Queensland University of Technology, Faculty of Health,
| | - Odette Best
- Professor, School of Nursing and Midwifery CF FACN FAAN, Faculty of Health, Engineering and Sciences, Associate Head Indigenous Research and Community Engagement, University of Southern Queensland, Ipswich, Queensland, 4305, Australia
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West R, Saunders V, West L, Blackman R, Del Fabbro L, Neville G, Minniss FR, Armao J, van de Mortel T, Kain VJ, Corones-Watkins K, Elder E, Wardrop R, Mansah M, Hilton C, Penny J, Hall K, Sheehy K, Rogers GD. Indigenous-led First Peoples Health Interprofessional and Simulation-Based Learning Innovations: mixed methods study of nursing academics' experience of working in partnership. Contemp Nurse 2022; 58:43-57. [PMID: 35029132 DOI: 10.1080/10376178.2022.2029518] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
Abstract
BACKGROUND Collaborative, Indigenous-led pedagogical and research approaches in nursing education are fundamental to ensuring culturally safe curriculum innovations that address institutional racism. These approaches privilege, or make central, Indigenous worldviews in the ways healthcare practices are valued and assessed. With the aim of informing excellence in cultural safety teaching and learning, and research approaches, this study draws on the experiences and key learnings of non-Indigenous nursing academics in the collaborative implementation of First Peoples Health interprofessional and simulation-based learning (IPSBL) innovations in an Australian Bachelor of Nursing (BN) program. METHODS An Indigenous-led sequential mixed method design was used to investigate non-Indigenous nursing academics' experiences in the design, development and delivery of two IPSBL innovations. A validated survey (Milne, Creedy & West, 2016) was administered to nursing academics before and after the innovations were delivered. Phenomenological interviews were also conducted following implementation of the innovations. RESULTS Of the 27 staff involved in delivery of the innovations, six nursing academics completed both pre-and post-surveys (22%). Nine (33%) participated in phenomenological interviews. There was a non-significant trend towards improved scores on the awareness of cultural safety scale (ACSS) following the delivery of the innovations. Nursing academics' perceptions of the innovations' relevance to their practice were enhanced. An increased awareness of culturally safe academic practices was reported among those actively involved in innovations. IMPACT STATEMENT Indigenous-led approaches in teaching and research promote excellence within mandatory cultural safety education for nurses and midwives. CONCLUSIONS This study confirms the importance of educating the educators about cultural safety in teaching and learning, and research approaches. It also provides important insights into how non-Indigenous nursing academics can work within Indigenous-led pedagogical and research approaches to design culturally safe curriculum innovations.
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Affiliation(s)
- Roianne West
- School of Nursing Midwifery and First Peoples Health Unit, Griffith University, Level 1, 15 Lancaster Place, Majura Park, ACT, 2609
| | - Vicki Saunders
- PhD Senior Research Fellow, CATSINAM and First Peoples Health Unit, Griffith University, Level 1, 15 Lancaster Place, Majura Park, ACT, 2609
| | - Leeona West
- Senior Project Manager, CATSINAM and School of Nursing and Midwifery, Griffith University, Level 1, 15 Lancaster Place, Majura Park, ACT, 2609
| | - Renee Blackman
- CEO Gidgee Healing Aboriginal Medical Service, School of Nursing and Midwifery, Griffith University, 121 Marian Street, Mt Isa, QLD, 4825
| | - Letitia Del Fabbro
- Lecturer, School of Nursing and Midwifery and Griffith University, Nursing and Midwifery Education and Research Unit, Gold Coast Hospital and Health Service, 1 Parklands Drive, Southport, QLD 4215, Australia
| | - Georgina Neville
- School of Nursing and Midwifery, Griffith University, 68 University Drive, Meadowbrook, QLD 4111
| | - Fiona Rowe Minniss
- Senior Project Manager, CATSINAM and First Peoples Health Unit, Griffith University, Level 1, 15 Lancaster Place, Majura Park, ACT, 2609
| | - Jessica Armao
- Senior Research Assistant, CATSINAM and First Peoples Health Unit, Griffith University, Level 1, 15 Lancaster Place, Majura Park, ACT, 2609
| | - Thea van de Mortel
- Deputy Head of School (Learning & Teaching), School of Nursing and Midwifery, Griffith University, 1 Parklands Drive, Southport, QLD 4215, Australia
| | - Victoria J Kain
- Director, Undergraduate Nursing Programs, School of Nursing and Midwifery, Griffith University, 1 Parklands Drive, Southport, QLD 4215, Australia
| | - Katina Corones-Watkins
- Lecturer, School of Nursing and Midwifery, Griffith University, 1 Parklands Drive, Southport, QLD 4215, Australia
| | - Elizabeth Elder
- Lecturer, School of Nursing and Midwifery, Griffith University, 1 Parklands Drive, Southport, QLD 4215, Australia
| | - Rachael Wardrop
- Lecturer, School of Nursing and Midwifery, Griffith University, 1 Parklands Drive, Southport, QLD 4215, Australia
| | - Martha Mansah
- Lecturer, School of Nursing and Midwifery, Griffith University, Building N48 Nathan Campus, 170 Kessels Rd, Nathan QLD. 4111, Australia
| | - Cieon Hilton
- Research Assistant, First Peoples Health Unit, Griffith University, 1 Parklands Drive, Southport, QLD 4215, Australia
| | - Jamie Penny
- Research Assistant, First Peoples Health Unit, Griffith University, 1 Parklands Drive, Southport, QLD 4215, Australia
| | - Kerry Hall
- Lecturer, First Peoples Health Unit, Griffith University, 1 Parklands Drive, Southport, QLD 4215, Australia
| | - Kylee Sheehy
- Lecturer, First Peoples Health Unit, Griffith University, 1 Parklands Drive, Southport, QLD 4215, Australia
| | - Gary D Rogers
- Dean of the School of Medicine, Deakin University, 75 Pigdons Rd, Waurn Ponds, VIC 3216, Australia
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Browne J, Gilmore M, Lock M, Backholer K. First Nations Peoples' Participation in the Development of Population-Wide Food and Nutrition Policy in Australia: A Political Economy and Cultural Safety Analysis. Int J Health Policy Manag 2021; 10:871-885. [PMID: 33008258 PMCID: PMC9309971 DOI: 10.34172/ijhpm.2020.175] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/20/2020] [Accepted: 09/08/2020] [Indexed: 11/09/2022] Open
Abstract
BACKGROUND Healthy and sustainable food systems underpin the well-being of Indigenous peoples. Increasingly governments are taking action to improve diets via population-wide policies. The United Nations Declaration on the Rights of Indigenous People states that Indigenous peoples have the right to participate in all decisions that affect them. We analysed Australian national food and nutrition policy processes to determine: (i) the participation of Aboriginal organisations, (ii) the issues raised in Aboriginal organisations' policy submissions, and (iii) the extent to which Aboriginal organisations' recommendations were addressed in final policy documents. METHODS Political economy and cultural safety lenses informed the study design. We analysed publicly-available documents for Australian population-wide food and nutrition policy consultations occurring 2008-2018. Data sources were policy documents, committee reports, terms of reference and consultation submissions. The submissions made by Aboriginal organisations were thematically analysed and key policy recommendations extracted. We examined the extent to which key recommendations made by Aboriginal organisations were included in the subsequent policy documents. RESULTS Five food and nutrition policy processes received submissions from Aboriginal organisations. Key themes centred on self-determination, culturally-appropriate approaches to health, and the need to address food insecurity and social determinants of health. These messages were underrepresented in final policy documents, and Aboriginal people were not included in any committees overseeing policy development processes. CONCLUSION This analysis suggests that very few Aboriginal organisations have participated in Australian population-wide food and nutrition policy processes and that these policy development processes are culturally unsafe. In order to operationalise First Nations peoples' right to self-determination, alternative mechanisms are required to redress the power imbalances preventing the full participation of Aboriginal and Torres Strait Islander peoples in population-wide food and nutrition policy decisions. This means reflecting on deeply embedded institutional structures and the normative assumptions upon which they rest.
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Affiliation(s)
- Jennifer Browne
- Global Obesity Centre, Institute for Health Transformation, Deakin University, Geelong, VIC, Australia
| | - Michelle Gilmore
- School of Health and Social Development, Deakin University, Geelong, VIC, Australia
| | - Mark Lock
- Global Obesity Centre, Institute for Health Transformation, Deakin University, Geelong, VIC, Australia
- Committix Pty Ltd., Newcastle, NSW, Australia
| | - Kathryn Backholer
- Global Obesity Centre, Institute for Health Transformation, Deakin University, Geelong, VIC, Australia
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Moffitt P, Durnford KL. Undergraduate nursing students' perceptions about creating culturally safe classrooms: Living the epistemology, ontology and pedagogy. Nurse Educ Today 2021; 105:105029. [PMID: 34218070 DOI: 10.1016/j.nedt.2021.105029] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/18/2019] [Revised: 05/18/2021] [Accepted: 06/15/2021] [Indexed: 06/13/2023]
Abstract
Cultural Safety is a means of empowerment through antiracist actions, decolonising praxis, an understanding of the effects of a colonial history, and reconciliation to an equitable and inclusive place. The purpose of this paper is to share the perceptions of undergraduate students in northern Canada about the creation of culturally safe classrooms. A secondary analysis was conducted on archived data from undergraduate nursing student-led research. The findings illuminated four themes: sharing with genuineness, disrupting dissonance, addressing history and transforming through relationality. The themes inform a model that offers a beginning understanding of how culturally safe classrooms transpired in the Canadian north to enable students to become inclusive, relational, critical, and informed.
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Affiliation(s)
- Pertice Moffitt
- School of Health and Human Services, Aurora College, Yellowknife, NT, Canada.
| | - Kerry Lynn Durnford
- School of Health and Human Services, Aurora College, Yellowknife, NT, Canada.
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