Educating the educators: Implementing cultural safety in the nursing and midwifery curriculum

Best, Odette ORCID: https://orcid.org/0000-0002-2362-0101 and Cox, Leonie and Ward, Aletha ORCID: https://orcid.org/0000-0003-4549-0704 and Graham, Coralie ORCID: https://orcid.org/0000-0002-2437-1741 and Bayliss, Luke ORCID: https://orcid.org/0000-0001-6076-801X and Black, Barbara and Burton, Lucinda ORCID: https://orcid.org/0000-0001-6169-2379 and Carey, Melissa ORCID: https://orcid.org/0000-0002-2392-173X and Davis, Teresa and Derrington, Kate and Elliott, Jessie ORCID: https://orcid.org/0000-0002-1214-1594 and Jayasinghe, Thenuja and Luyke, Trish and Maher, Dianne and McGregor, Rowena ORCID: https://orcid.org/0000-0003-4379-0420 and Ng, Linda ORCID: https://orcid.org/0000-0002-6155-7625 and O'Malley, Lee and Roderick, Geraldine ORCID: https://orcid.org/0000-0002-4281-8930 and Sheridan, Georgina and Stanbury, Linda and Taylor, Melissa ORCID: https://orcid.org/0000-0002-2255-3859 and Terry, Victoria and Tulleners, Tracey ORCID: https://orcid.org/0000-0001-9622-9050 and Walker, Jan (2022) Educating the educators: Implementing cultural safety in the nursing and midwifery curriculum. Nurse Education Today, 117:105473. pp. 1-6. ISSN 0260-6917


Abstract

Background: 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. Objectives: 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. Methods: 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. Results: 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. Conclusion: 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.


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Item Type: Article (Commonwealth Reporting Category C)
Refereed: Yes
Item Status: Live Archive
Additional Information: Files associated with this item cannot be displayed due to copyright restrictions.
Faculty/School / Institute/Centre: Current - Faculty of Health, Engineering and Sciences - School of Nursing and Midwifery (1 Jan 2015 - )
Faculty/School / Institute/Centre: Current - Academic Division - Library
Date Deposited: 19 Jul 2022 05:50
Last Modified: 21 Nov 2022 23:51
Uncontrolled Keywords: Cultural safety; Intersectionality; Nurses and midwives; Mandated curriculum; Professional development; Privilege; Whiteness
Fields of Research (2020): 42 HEALTH SCIENCES > 4205 Nursing > 420599 Nursing not elsewhere classified
Socio-Economic Objectives (2020): 16 EDUCATION AND TRAINING > 1603 Teaching and curriculum > 160399 Teaching and curriculum not elsewhere classified
Identification Number or DOI: https://doi.org/10.1016/j.nedt.2022.105473
URI: http://eprints.usq.edu.au/id/eprint/49974

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