Indigenous students' experiences of being taught indigenous health.

Power, T; Catling, C; Rossiter, C; Manton, D

Indigenous students' experiences of being taught indigenous health.

Power, T Catling, C

Rossiter, C

Manton, D

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Publisher:: Elsevier
Publication Type:: Journal Article
Citation:: Nurse Educ Today, 2024, 143, pp. 106364
Issue Date:: 2024-08-20

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Field	Value	Language
dc.contributor.author	Power, T
dc.contributor.author	Catling, C https://orcid.org/0000-0001-7352-2879
dc.contributor.author	Rossiter, C https://orcid.org/0000-0002-3833-3076
dc.contributor.author	Manton, D https://orcid.org/0000-0003-1911-860X
dc.date.accessioned	2024-09-30T01:37:41Z
dc.date.available	2024-08-16
dc.date.available	2024-09-30T01:37:41Z
dc.date.issued	2024-08-20
dc.identifier.citation	Nurse Educ Today, 2024, 143, pp. 106364
dc.identifier.issn	0260-6917
dc.identifier.issn	1532-2793
dc.identifier.uri	http://hdl.handle.net/10453/181073
dc.description.abstract	BACKGROUND: Increasing the numbers of Indigenous health professionals is an international priority to enhance health outcomes for Indigenous communities. It is also incumbent on academics to ensure all graduates are culturally safe to work with Indigenous Peoples, and that accredited health degrees contain appropriate Indigenous content, improving the cultural competence of the registered health workforce. However, little current research investigates Indigenous tertiary students' experiences of learning about Indigenous health. AIM: To explore Indigenous students' experiences of being taught Indigenous health. DESIGN: This study employed an online survey (16 % response rate) developed to evaluate student's beliefs, attitudes and learning experiences following operationalisation of a university Indigenous Graduate Attribute. An Aboriginal researcher also conducted Yarning Circles with Indigenous students as a culturally appropriate means to deepen insight into their experiences of studying Indigenous health topics alongside non-Indigenous peers. SETTING: A large urban Australian university. PARTICIPANTS: Twelve Indigenous students from four health disciplines completed the anonymous survey. Five Indigenous midwifery students participated in a Yarning Circle. METHODS: Survey data were analysed descriptively using SPSS version 27. Qualitative data from Yarning Circle transcripts were analysed thematically from an inductive Indigenous standpoint. RESULTS: Results from the survey demonstrated unanimous agreement that all health students should learn about Indigenous Peoples' health and cultures. However, most participants agreed that there needed to be more content on Indigenous knowledges, derived from Indigenous authors, researchers, and community presenters. The Yarning Circle yielded rich discussion of students' experiences, explored across three key themes and associated sub-themes. Themes were: When your culture is content; Being an Indigenous student; and Sources of strength and support as Indigenous students. CONCLUSIONS: Findings indicate the importance of framing Indigenous content, incorporating Indigenous knowledge into curricula, ensuring Cultural Safety in classrooms with both Indigenous and non-Indigenous students, and supporting Indigenous students to excel.
dc.format	Print-Electronic
dc.language	eng
dc.publisher	Elsevier
dc.relation.ispartof	Nurse Educ Today
dc.relation.isbasedon	10.1016/j.nedt.2024.106364
dc.rights	info:eu-repo/semantics/restrictedAccess
dc.subject	1110 Nursing, 1302 Curriculum and Pedagogy
dc.subject.classification	Nursing
dc.subject.classification	3901 Curriculum and pedagogy
dc.subject.classification	4204 Midwifery
dc.subject.classification	4205 Nursing
dc.title	Indigenous students' experiences of being taught indigenous health.
dc.type	Journal Article
utslib.citation.volume	143
utslib.location.activity	Scotland
utslib.for	1110 Nursing
utslib.for	1302 Curriculum and Pedagogy
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Faculty of Health
pubs.organisational-group	University of Technology Sydney/Strength - CHSP - Health Services and Practice
pubs.organisational-group	University of Technology Sydney/Faculty of Health/School of Nursing and Midwifery/WHO Collaborating Centre
pubs.organisational-group	University of Technology Sydney/Faculty of Health/School of Nursing and Midwifery
pubs.organisational-group	University of Technology Sydney/Faculty of Health/School of Public Health
utslib.copyright.status	recently_added	*
dc.rights.license	This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0). To view a copy of this license, visit https://creativecommons.org/licenses/by/4.0/
dc.date.updated	2024-09-30T01:37:39Z
pubs.publication-status	Published online
pubs.volume	143

Abstract:

BACKGROUND: Increasing the numbers of Indigenous health professionals is an international priority to enhance health outcomes for Indigenous communities. It is also incumbent on academics to ensure all graduates are culturally safe to work with Indigenous Peoples, and that accredited health degrees contain appropriate Indigenous content, improving the cultural competence of the registered health workforce. However, little current research investigates Indigenous tertiary students' experiences of learning about Indigenous health. AIM: To explore Indigenous students' experiences of being taught Indigenous health. DESIGN: This study employed an online survey (16 % response rate) developed to evaluate student's beliefs, attitudes and learning experiences following operationalisation of a university Indigenous Graduate Attribute. An Aboriginal researcher also conducted Yarning Circles with Indigenous students as a culturally appropriate means to deepen insight into their experiences of studying Indigenous health topics alongside non-Indigenous peers. SETTING: A large urban Australian university. PARTICIPANTS: Twelve Indigenous students from four health disciplines completed the anonymous survey. Five Indigenous midwifery students participated in a Yarning Circle. METHODS: Survey data were analysed descriptively using SPSS version 27. Qualitative data from Yarning Circle transcripts were analysed thematically from an inductive Indigenous standpoint. RESULTS: Results from the survey demonstrated unanimous agreement that all health students should learn about Indigenous Peoples' health and cultures. However, most participants agreed that there needed to be more content on Indigenous knowledges, derived from Indigenous authors, researchers, and community presenters. The Yarning Circle yielded rich discussion of students' experiences, explored across three key themes and associated sub-themes. Themes were: When your culture is content; Being an Indigenous student; and Sources of strength and support as Indigenous students. CONCLUSIONS: Findings indicate the importance of framing Indigenous content, incorporating Indigenous knowledge into curricula, ensuring Cultural Safety in classrooms with both Indigenous and non-Indigenous students, and supporting Indigenous students to excel.

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http://hdl.handle.net/10453/181073