Mills, Kyly, Creedy, Debra K., Sunderland, Naomi, Allen, Jyai, Carter, Amanda, and Corporal, Stephen (2022) Evaluation of a First Peoples-led, emotion-based pedagogical intervention to promote cultural safety in undergraduate non-Indigenous health professional students. Nurse Education Today, 109. 105219.

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Abstract

Background: Undergraduate health students learn cultural safety in complex and emotional ways. Pedagogies that account for these complexities must be developed and evaluated.

Objectives: To evaluate a First Peoples-led emotion-based pedagogical intervention on non-Indigenous health professional students' development towards cultural safety.

Design: A pre-post mixed-methods intervention design.

Setting and participants: All undergraduate health students undertaking a semester-long First Peoples cultural safety course (n = 395) were invited to participate.

Methods: The intervention involved students' written reflections and comfort (1 = very uncomfortable to 5 = very comfortable) with workshop content, using a gawugaa-gii-mara (head, heart, hands) form. The educator analysed student responses collected on the form, to prompt discussion in a series of four workshops. Students also completed the online 20-item Student Emotional Learning in Cultural Safety Education Instrument (SELCSI) which has two scales, Witnessing and Comfort. gawugaa-gii-mara responses were thematically coded. Paired sample t-tests examined differences over time. Eta squared determined effect size.

Results: There were 102 matched pre-post-intervention surveys. Both SELCSI scales had excellent internal consistency (Witnessing α = 0.80, Comfort α = 0.92). A statistically significant difference was observed between students' mean scores on the Witnessing scale prior to the course (M = 47.10, SD = 6.51) compared to post-course (53.04, SD = 4.80), t(95) = 8.70, p < 0.001 (two-tailed) with a large effect size (d = 0.88). Most Comfort scale items increased but were not statistically significant. Data from the gawugaa-gii-mara intervention (n = 162 written responses) revealed students were challenged by self-reflexivity. There was a disconnect between what students had learnt (gawugaa), what they had felt (gii) and how this would be applied in professional practice (mara).

Conclusions: The First Peoples-led, emotions-based pedagogical intervention was brief, meaningful and effective. As students grappled with their emotional connection to self-reflexivity as well as their ability to translate new knowledge into culturally safe practice, these offer important avenues for future research.

Item ID:	81595
Item Type:	Article (Research - C1)
ISSN:	1532-2793
Keywords:	Pedagogy; Pre-post intervention; Cultural safety; Undergraduate non-indigenous students; Health professional; Emotion
Copyright Information:	© 2021 Published by Elsevier Ltd.
Date Deposited:	27 Mar 2024 01:39
FoR Codes:	45 INDIGENOUS STUDIES > 4502 Aboriginal and Torres Strait Islander education > 450212 Cultural responsiveness and working with Aboriginal and Torres Strait Islander communities education @ 50% 45 INDIGENOUS STUDIES > 4502 Aboriginal and Torres Strait Islander education > 450201 Aboriginal and Torres Strait Islander curriculum and pedagogy @ 50%
SEO Codes:	21 INDIGENOUS > 2102 Aboriginal and Torres Strait Islander education > 210299 Aboriginal and Torres Strait Islander education not elsewhere classified @ 60% 21 INDIGENOUS > 2103 Aboriginal and Torres Strait Islander health > 210399 Aboriginal and Torres Strait Islander health not elsewhere classified @ 40%
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