Best Odette, Cox Leonie, Ward Aletha, Graham Coralie, Bayliss Luke, Black Barbara, Burton Lucinda, Carey Melissa, Davis Teresa, Derrington Kate, Elliott Jessie, Jayasinghe Thenuja, Luyke Trish, Maher Dianne, McGregor Rowena, Ng Linda, O'Malley Lee, Roderick Geraldine, Sheridan Georgina, Stanbury Linda, Taylor Melissa, Terry Victoria, Tulleners Tracey, Walker Jan
School of Nursing and Midwifery, University of Southern Queensland, Australia.
School of Nursing and Midwifery, University of Southern Queensland, Australia.
Nurse Educ Today. 2022 Oct;117:105473. doi: 10.1016/j.nedt.2022.105473. Epub 2022 Jul 11.
The Australian Nursing and Midwifery Accreditation Council mandates the teaching of cultural safety in Bachelor of Nursing and Midwifery programs in Australia. However nursing and midwifery academics may lack the awareness and knowledge required to share and develop cultural safety practices with their students. Specific cultural safety professional development for academics may be needed.
This research explores how nursing and midwifery academics at an Australian university understand cultural safety and whether they are equipped to embed it in the curriculum. It also examines whether professional development workshops can support academics to prepare for cultural safety.
An intervention involving three cultural safety professional development workshops was offered to nursing academics at an Australian university. The authors used qualitative surveys to consider whether the workshops deepened participants' understanding of cultural safety and developed the self-reflection required to embed cultural safety in teaching.
The workshops contributed to participants' improved understandings of culture, colonisation, white privilege and the need for self-reflection, but not all participants developed a working knowledge of cultural safety practice.
Professional development workshops can assist nursing and midwifery academics to develop their knowledge of cultural safety, but detailed, contextual understanding is likely to need more than three sessions. Academics' motivations to include cultural safety in their teaching may be linked to their desire for patient-driven and equitable services and a desire to meet accreditation requirements.
澳大利亚护理与助产士认证委员会规定，澳大利亚护理与助产士学士学位课程必须教授文化安全内容。然而，护理与助产专业的学者可能缺乏与学生分享和发展文化安全实践所需的意识和知识。可能需要为学者提供特定的文化安全专业发展培训。
本研究探讨澳大利亚一所大学的护理与助产专业学者如何理解文化安全，以及他们是否有能力将其融入课程。研究还考察专业发展工作坊能否帮助学者为文化安全教学做好准备。
澳大利亚一所大学为护理专业学者提供了一项包含三次文化安全专业发展工作坊的干预措施。作者通过定性调查来考量这些工作坊是否加深了参与者对文化安全的理解，以及是否培养了将文化安全融入教学所需的自我反思能力。
这些工作坊有助于参与者更好地理解文化、殖民化、白人特权以及自我反思的必要性，但并非所有参与者都掌握了文化安全实践的实用知识。
专业发展工作坊可以帮助护理与助产专业的学者增进他们对文化安全的了解，但要获得详细的情境理解可能需要超过三次的培训。学者们将文化安全纳入教学的动机可能与他们对以患者为导向的公平服务的渴望以及满足认证要求的愿望有关。
