Wepa Dianne
Eastern Institute of Technology, New Zealand.
J Transcult Nurs. 2003 Oct;14(4):339-48. doi: 10.1177/1043659603257341.
This research is a study of the experiences of four cultural safety educators in nursing education in Aotearoa, New Zealand. Action research methods assisted the participants to implement change in their practice and gain positive personal involvement in the study. Reflective diaries provided the major tool in this process as participants were able to achieve at least one action research cycle by identifying issues, planning action, observing the action, and reflecting. The findings of the research revealed that the participants not only coped with everyday stressors of teaching but were also required to formulate knowledge for cultural safety. For the Maori participants, their stress was confounded with recruiting and retaining Maori students and macro issues such as commitment to their iwi (tribe). Lack of support to teach cultural safety was identified to be a key theme for all participants. An analysis of this theme revealed that many issues were organizational in nature and out of their control. Action research provided a change strategy for participants to have a sense of control of issues within their practice. Recommendations include the following: support for cultural safety educators to have a dialogue on a regular basis, the introduction of nurse educator programmes, paid leave provisions for educators to conduct and publish research so that a body of knowledge can be developed, and that Maori cultural safety educators be recognised for their professional and cultural strengths so that they do not fall victim to burnout.
本研究旨在探讨新西兰奥特亚罗瓦地区四位护理教育领域文化安全教育工作者的经历。行动研究方法帮助参与者在实践中实施变革，并积极投身于研究。反思日记是这一过程中的主要工具，参与者能够通过识别问题、规划行动、观察行动和反思，至少完成一个行动研究循环。研究结果表明，参与者不仅要应对日常教学压力，还需要构建文化安全方面的知识。对于毛利族参与者来说，他们的压力还包括招收和留住毛利族学生以及诸如对其部落的承诺等宏观问题。所有参与者都认为缺乏文化安全教育的支持是一个关键问题。对这一问题的分析表明，许多问题本质上是组织性的，超出了他们的控制范围。行动研究为参与者提供了一种变革策略，使他们能够在实践中对问题有一定的掌控感。建议如下：支持文化安全教育工作者定期开展对话；引入护士教育者项目；为教育工作者提供带薪休假以开展和发表研究，从而形成知识体系；认可毛利族文化安全教育工作者的专业和文化优势，使其不致因倦怠而受挫。
