School of Medicine, Western Sydney University, Campbelltown Campus, Locked Bag 1797, Penrith, NSW 2751, Australia.
School of Health Sciences, Western Sydney University, Campbelltown Campus, Locked Bag 1797, Penrith, NSW 2751, Australia.
Int J Environ Res Public Health. 2021 Aug 31;18(17):9184. doi: 10.3390/ijerph18179184.
There is an increasing body of literature that considers the relevance and experiences of cultural competency and safety training in health professional students. However, less is written about Australian tertiary learners' experiences of engaging with cultural competency training. The aim of this study is to explore tertiary students' willingness or resistance to cultural competency and safety pedagogy. Qualitative student feedback to a teaching unit was collected and triangulated with data from focus groups with tutors. Results were thematically analyzed. Willingness and resistance to cultural competency and safety teaching emerged as two key themes. Willingness to engage with the unit was largely due to student interest in the content, teaching environment and relevance of cultural competency to students' future practice. Resistance was linked to the students feeling personally attacked, or culturally confronted, with tutors noting the topics around sexuality and white privilege being more resisted. Acknowledging reasons for student resistance and developing strategies to reduce resistance can facilitate more student engagement with cultural competency topics, ultimately leading to their future provision of culturally competent healthcare.
越来越多的文献认为，在医疗卫生专业学生中，文化能力和安全培训具有相关性和重要性。然而，有关澳大利亚高等教育学习者参与文化能力培训的经验却鲜少被提及。本研究旨在探讨高等教育学生对文化能力和安全教学的接受程度或抵触情绪。我们收集了学生对教学单元的定性反馈，并与辅导教师焦点小组的数据进行了三角分析。结果进行了主题分析。对文化能力和安全教学的接受程度或抵触情绪主要体现为两个关键主题。学生之所以愿意参与单元学习，主要是因为他们对教学内容、教学环境以及文化能力对学生未来实践的相关性感兴趣。抵触情绪则与学生感到受到人身攻击或文化冲击有关，辅导教师指出，涉及性行为和白人特权的话题更具抵触性。承认学生抵触的原因并制定减少抵触的策略，可以促进学生更多地参与文化能力相关主题的学习，最终使他们能够提供更具文化能力的医疗服务。
