Cultural safety and First Nations health content within tertiary education for undergraduate health‐care students: A scoping review
Notice bibliographique
Résumé
INTRODUCTION: Many health professional university programs have integrated content on First Nations health into their curricula in response to the serious health inequities between First Nations and non-First Nations peoples. METHODS: A scoping review was conducted, aiming to provide a deeper understanding of the various ways that tertiary education institutions are incorporating content on First Nations health and cultural safety into health professional education curricula, and how learning outcomes related to cultural capability are assessed. Online databases were used to identify papers published globally between 1995 and 2021, from which 28 were selected. CONSUMER AND COMMUNITY INVOLVEMENT: First Nations co-authors, working alongside occupational therapy academics, have ensured that the meaning and context of the relevant studies have been thoroughly understood and that appropriate terminology has been used throughout the review. FINDINGS: There is considerable variability in the way that content on First Nations health is delivered and assessed within the tertiary sector for health-care students, internationally. There are limited assessment tools that provide a comprehensive understanding of the ability to work in a culturally safe manner with First Nations peoples. CONCLUSION: The importance of having an understanding of First Nations peoples and health is recognised, with many institutions now, including this information into the university curricula as one method to positively impact the health outcomes of First Nations peoples, as well as in response to health professional accreditation and registration requirements. There remains variability with regard to how this content is delivered and assessed. Despite encouraging data on learning outcomes, it remains unclear whether this intervention has an impact on the health-care practices of graduates once they enter the workforce. Further research into the impact of this strategy is warranted in order to determine its effectiveness. PLAIN LANGUAGE SUMMARY: Many university programs for health professionals are recognising the importance of, including information about First Nations people in their courses, in an attempt to improve understanding and delivery of services to this population and address health inequities. This scoping review investigated how universities teach health-care students about First Nations health and cultural safety. It also explored how students' knowledge in this area was assessed. A total of 28 papers were selected and analysed within this review. The review found that there is great of variation in how universities teach and evaluate knowledge of this subject area. Some use a mix of online and face-to-face classes; it may be taught as a one off class or integrated throughout the entire curriculum. Activities like cultural immersion are also used. While many studies showed that students' knowledge and attitudes improved after learning about First Nations health, it is unclear if this education affects how the students practice as health-care professionals once they graduate, and if this has any impact on the health care and outcomes for First Nations people. Further research in this area is needed, focussing on how various teaching methods affect student learning, and how to accurately measure cultural safety. It should also consider the impact of culturally safe care on First Nations people's health and wellbeing. This review has some limitations. It only reviewed studies published in English and did not fully explore Indigenous teaching methods, nor did it consider the impact this innovation has on future practice as a health-care professional.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,002 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,000 |
| Bibliométrie | 0,000 | 0,001 |
| Études des sciences et des technologies | 0,017 | 0,000 |
| Communication savante | 0,000 | 0,000 |
| Science ouverte | 0,000 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».