Transforming Maternity Care Collaborative, SONM, Griffith University, Gold Coast, Australia.
Menzies Health Institute Queensland, Griffith Health, Gold Coast, Australia.
Women Birth. 2020 Mar;33(2):175-185. doi: 10.1016/j.wombi.2019.03.016. Epub 2019 Apr 30.
A university educated, First Peoples health workforce is paramount to improving health outcomes for Australia's First Peoples. However, a significant gap exists between the academic success of First Peoples and non-Indigenous students. The facilitation of culturally safe learning and teaching environments by academics is essential to closing this gap. There is little research on midwifery academics' understanding of Cultural Safety and the translation of this understanding in learning and teaching.
To explore the influence of yarning circles within a professional development program to enhance midwifery academics' awareness of Cultural Safety.
A six-month staff development program which consisted of two workshops and a series of yarning circles was offered to all midwifery academics. Eight participants agreed to be interviewed after completion of the program. Interviews were transcribed verbatim, read and re-read, and analysed using a six staged thematic analysis process.
Six key themes centred on participants' Sense of Belonging, Sense of Safety, Sense Knowing, Sense of Support, Sense of Difference, and Sense of Challenge were identified. These concepts were supportive of participants' developing awareness of Cultural Safety.
Yarning circles can encourage midwifery academics' awareness of Cultural Safety. Awareness is the first step towards becoming culturally safe. Yarning provided a safe and supportive space for challenging discussions and reflective learning about racism, white privilege, and difference. Midwifery academics described steps they could take to promote Cultural Safety in the classroom.
拥有大学学历的第一民族卫生工作者对于改善澳大利亚原住民的健康结果至关重要。然而，原住民学生和非原住民学生的学业成绩之间存在显著差距。学术人员促进文化安全的学习和教学环境对于缩小这一差距至关重要。关于助产士学者对文化安全的理解以及将这种理解转化为学习和教学的研究甚少。
探讨在专业发展计划中进行“围坐恳谈”对增强助产士学者文化安全意识的影响。
为所有助产士学者提供了为期六个月的员工发展计划，其中包括两个研讨会和一系列“围坐恳谈”。计划结束后，有 8 名参与者同意接受采访。采访内容逐字逐句地转录、阅读和重读，并使用六阶段主题分析过程进行分析。
确定了六个核心主题，分别是参与者的归属感、安全感、了解感、支持感、差异感和挑战感。这些概念支持参与者发展文化安全意识。
“围坐恳谈”可以促进助产士学者对文化安全的认识。意识是实现文化安全的第一步。“围坐恳谈”为关于种族主义、白人特权和差异的挑战性讨论和反思性学习提供了一个安全和支持性的空间。助产士学者描述了他们可以在课堂上采取的促进文化安全的步骤。
