Centre for Research in Assessment and Digital Learning (CRADLE), Deakin University, Burwood, Australia.
Faculty of Health, School of Health and Social Development, Deakin University, Burwood, Australia.
Health Promot J Austr. 2022 Oct;33 Suppl 1(Suppl 1):67-75. doi: 10.1002/hpja.643. Epub 2022 Aug 7.
This study reports outcomes from initial steps taken to promote cultural proficiency among our next generation, nonclinical health workforce, including addressing any tendencies towards stereotyping, biases and discrimination, when redeveloping and Indigenising curricula.
This qualitative study involved purposive sampling of undergraduate students enrolled in a final-year health promotion unit (subject), as well as staff within the Faculty of Health. Thematic analysis was applied to two datasets: (i) outcomes from a staff survey examining insights and reactions to delivering Indigenous content (n = 16) and (ii) a collection of online student posts describing their observations and reflections during delivery of an Indigenous health module (n = 91).
Staff survey data highlighted the need for targeted professional development and support. Findings from student data emphasised the need to embed course content that has the capacity to (i) help students understand health within an equity, social justice and human rights context and (ii) encourage students to self-identify any conscious and unconscious biases that work against these principles in the workplace.
This study demonstrates the usefulness of conducting a preliminary analysis prior to initiating changes to curriculum design and delivery. Strategies were identified to provide and implement renewed initiatives and directions for professional development for staff. Similarly, there was a clear need to effectively train students in cultural awareness, sensitivity and knowledges through specific and targeted resources and support throughout the span of the course.
Lack of knowledge and confidence among staff can negatively impact content and delivery, and ultimately, student learning outcomes. However, this was balanced by an appetite for collaboration and guidance. Findings contribute to current discourses exploring effective approaches to Indigenising discrete unit and course-wide curricula and provide a useful template for others seeking evidence-based approaches and ideas when aiming to improve cultural proficiency.
本研究报告了在为下一代非临床卫生工作者培养文化能力方面所采取的初步措施的结果，包括在重新开发和本土化课程时，解决任何刻板印象、偏见和歧视的倾向。
这项定性研究涉及对参加健康促进单元（科目）最后一年的本科生以及健康学院内的工作人员进行有针对性的抽样。对两个数据集应用了主题分析：（i）对工作人员调查的结果进行分析，以了解他们在提供土著内容方面的见解和反应（n=16），以及（ii）收集学生在线发布的帖子，描述他们在提供土著健康模块期间的观察和思考（n=91）。
工作人员调查数据突出了需要有针对性的专业发展和支持。学生数据的结果强调需要嵌入课程内容，这些内容有能力（i）帮助学生在公平、社会正义和人权的背景下理解健康，以及（ii）鼓励学生自我识别在工作场所中对这些原则不利的任何有意识和无意识的偏见。
这项研究表明，在开始更改课程设计和交付之前，进行初步分析是有用的。已经确定了为工作人员提供和实施新的倡议和专业发展方向的策略。同样，显然需要通过具体和有针对性的资源和支持，在整个课程期间，有效地培训学生在文化意识、敏感性和知识方面的能力。
工作人员缺乏知识和信心会对内容和交付产生负面影响，并最终影响学生的学习成果。然而，这与合作和指导的愿望相平衡。研究结果有助于当前探讨有效方法的讨论，这些方法可用于本土化离散单元和课程范围的课程，并为其他寻求基于证据的方法和思路的人提供了一个有用的模板，以提高文化能力。
