UniSA Clinical and Health Sciences, University of South Australia, Adelaide, SA 5000, Australia.
College of Nursing and Health Sciences, Flinders University, Adelaide, SA 5042, Australia.
Int J Environ Res Public Health. 2022 Jun 23;19(13):7703. doi: 10.3390/ijerph19137703.
Systemic racism has a profound negative impact on the health outcomes of Australia's First Nations peoples, hereafter referred to as Aboriginal and Torres Strait Islander peoples, where racism and white privilege have largely become normalised and socially facilitated. A national framework is being mobilised within the tertiary-level nursing curriculum to equip future health professionals with cultural capabilities to ensure culturally safe, equitable health care for Aboriginal and Torres Strait Islander peoples. In 2019, nurses comprised more than half of all registered health professionals in Australia, and current national standards for nursing state that Australian universities should be graduating registered nurses capable of delivering care that is received as culturally safe. It is therefore critical to evaluate where learning objectives within nursing curricula may lead to the reinforcement and teaching of racist ideologies to nursing students. This protocol outlines a framework and methodology that will inform a critical race document analysis to evaluate how learning objectives assert the social construction of "race" as a tool of oppressive segregation. The document analysis will include each discrete Aboriginal and Torres Strait Islander health course within all undergraduate nursing programs at Australian universities. The approach outlined within this protocol is developed according to an Indigenous research paradigm and Colonial Critical Race Theory as both the framework and methodology. The purpose of the framework is a means for improving health professional curriculum by reducing racism as highlighted in nation-wide strategies for curriculum reform.
系统性种族主义对澳大利亚原住民（以下简称原住民和托雷斯海峡岛民）的健康结果产生了深远的负面影响，在澳大利亚，种族主义和白人特权在很大程度上已经变得正常化和社会助长。一个国家框架正在三级护理课程中动员起来，以使未来的卫生专业人员具备文化能力，以确保对原住民和托雷斯海峡岛民进行文化安全、公平的医疗保健。2019 年，护士在澳大利亚所有注册卫生专业人员中占比超过一半，目前的国家护理标准规定，澳大利亚大学应培养能够提供被认为是文化安全的护理的注册护士。因此，评估护理课程中的学习目标如何可能导致向护理学生强化和教授种族主义意识形态至关重要。本方案概述了一个框架和方法，该框架和方法将为批判性种族文件分析提供信息，以评估学习目标如何断言“种族”的社会构建是压迫性隔离的工具。文件分析将包括澳大利亚所有大学本科护理课程中每个单独的原住民和托雷斯海峡岛民健康课程。本方案中概述的方法是根据土著研究范式和殖民批判种族理论制定的，既是框架又是方法。该框架的目的是通过减少全国课程改革战略中强调的种族主义来改善卫生专业人员课程。
