ORCID Profile
0000-0001-7899-9270
Current Organisation
Auckland University of Technology
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Publisher: Elsevier BV
Date: 08-2019
DOI: 10.1016/J.WOMBI.2018.10.001
Abstract: Awareness of cultural safety by midwifery academics is integral to the provision of a safe learning and teaching environments, use of effective pedagogies, and academic success of Indigenous midwifery students. However, little is known about the scope and efficacy of continuing professional development activities that aim to develop awareness of cultural safety by midwifery academics. To conduct an integrative review of the literature with respect to the scope and efficacy of professional development interventions that aim to increase awareness of cultural safety by midwifery academics. An integrative review of peer-reviewed literature from 2005 -2017 was undertaken. Documents were assessed using the Critical Appraisals Skills Program (CASP) guidelines. Concepts were mapped thematically. Results are reported and discussed using key themes identified in the analysis. Five broad themes emerged from the analysis of studies. The themes were named: Cultural Terms, Knowledge of Culture, Cultural Education, Cultural Aspirations and Culture in Curricula. Midwifery academics requireprofessional development to raise their awareness of cultural safety in order to adopt effective learning and teaching practices. There is currently no agreed best practice framework to support awareness of cultural safety for midwifery academics. The philosophy of midwifery practice has many synergies with the principles of cultural safety. Cultural safety needs to be embedded into professional development plans for midwifery academics.
Publisher: Elsevier BV
Date: 2015
DOI: 10.1016/J.NEDT.2015.10.008
Abstract: Despite numerous recommendations by governments, researchers, and education policymakers the recruitment, retention and success of undergraduate indigenous students in higher education is not commensurate of the wider student population. There is minimal evidence of valuing indigenous worldviews and perspectives in curricula, and effectiveness of educational strategies to strengthen indigenous student success rates in completing undergraduate studies. To conduct an integrative systematic review of educational strategies to promote academic success and resilience in undergraduate indigenous students. Major databases of Scopus, ProQuest, Informit and Web of Science were searched. Inclusion criteria were peer reviewed research articles from scholarly journals that referenced indigenous, aboriginal, First Nation or Māori students in undergraduate programs in higher education. The search was limited to English language and studies conducted from 1995 to 2014. The search yielded 156 research papers which reduced to 16 papers that met the inclusion criteria. The included papers were critiqued from a standpoint theory approach that reflects feminism, cultural respect, and humanism. Much of the literature describes issues, and provides qualitative analyses of experiences, but empirical evaluations of interventions are rare. There was a gap in current research evaluating strategies to improve indigenous student success and resilience. Key strategies for indigenous student success are multi-faceted, layered support, underpinned by the principles of respect, relationships, and responsibility. Implications for nursing and midwifery education, research and health care practice are outlined.
Publisher: Elsevier BV
Date: 05-2023
Publisher: SAGE Publications
Date: 10-11-2013
DOI: 10.1177/20597991221148401
Abstract: There is growing use of communication technology in Aotearoa New Zealand. How it is used between midwives and pregnant people is unknown. Surveys are ideal for gathering information when there is little known of a phenomenon. Aligning questions to a midwifery informed framework provides an innovate approach to explore this issue. To assess reliability and validity of questions for two online surveys using a tool created for an expert advisory group of midwives with experience in survey design and midwifery practice. An innovative approach is taken to validate questions for two online surveys using an expert advisory group of seven midwifery academic researchers with experience in both quantitative and qualitative research designs, and midwifery practice. The group were asked to rate items using a 4-point rating scale ranging from strongly agree to strongly disagree. Analysis of the scoring was undertaken using Content Validity Index, Cronbach’s alpha coefficient and review of comments by the group. Quantitative scoring of both survey instruments were valid and reliable. The overall Content Validity Index score was 0.92 (midwives) and 0.93 (pregnant people). The overall Cronbach’s alpha coefficient score was .78 (midwives) and .83 (pregnant people). Qualitative comments reinforced the validity and reliability of survey questions. An innovative approach was taken in assessing the reliability and validity of two online surveys using a midwifery expert advisory group and a midwifery framework to situate the surveys within a midwifery body of expertise and knowledge. The comments made by midwifery experts provided an extra layer in the validation of survey instruments using Content Validity Index and Cronbach’s alpha coefficient scoring. Creating a tool for validating questions developed by midwives for an expert group of midwives recognises the potential patriarchal roots of knowledge production and dissemination and enables marginalised voices to be heard.
Publisher: Elsevier BV
Date: 12-2019
DOI: 10.1016/J.WOMBI.2018.11.001
Abstract: There are no validated tools to measure midwives' awareness of Cultural Safety. Cultural Safety is an important component of midwifery practice. Measurement can inform practice and evaluate professional development strategies. To adapt and evaluate the Awareness of Cultural Safety Scale with the midwifery workforce. An online survey was distributed to members of Australian College of Midwives and Congress of Aboriginal and Torres Strait Islander Nurses and Midwives. Measures included the Awareness of Cultural Safety Scale - Revised, Self-assessment of Cultural Knowledge and Perceptions of Racism scales. The revised Awareness scale had a Cronbach's alpha of 0.87. Principal Component Analysis with varimax rotation produced a three-factor structure accounting for 67% of variance. Awareness scores correlated with Self-assessment of Cultural Knowledge (r=0.22 p<0.03) and Perceptions of Racism (r=0.62 p<0.001) scales. Educators scored significantly higher on awareness compared to clinicians (t (1,80)=-3.09, p=0.003). Perceptions of Racism predicted Awareness of Cultural Safety scores (F (2,87) 29.25, adjusted r square=0.39 p<0.001 95% Confidence Interval=1.09, 1.93). The revised scale was a reliable and valid measure of Cultural Safety across a erse s le of midwives. Midwives working in education settings have a higher awareness of Cultural Safety than clinical peers. The Awareness of Cultural Safety Scale can be used with midwives across practice settings. Professional organisations and education providers need to promote the professional responsibilities of midwives towards Cultural Safety in clinical practice and education.
Publisher: BMJ
Date: 19-07-2021
DOI: 10.1136/MEDETHICS-2020-107017
Abstract: Disproportional morbidity and mortality experienced by ethnic minorities in the UK have been highlighted by the COVID-19 pandemic. The ‘Black Lives Matter’ movement has exposed structural racism’s contribution to these health inequities. ‘Cultural Safety’, an antiracist, decolonising and educational innovation originating in New Zealand, has been adopted in Australia. Cultural Safety aims to dismantle barriers faced by colonised Indigenous peoples in mainstream healthcare by addressing systemic racism. This paper explores what it means to be ‘culturally safe’. The ways in which New Zealand and Australia are incorporating Cultural Safety into educating healthcare professionals and in day-to-day practice in medicine are highlighted. We consider the ‘nuts and bolts’ of translating Cultural Safety into the UK to reduce racism within healthcare. Listening to the voices of black, Asian and minority ethnic National Health Service (NHS) consumers, education in reflexivity, both personal and organisational within the NHS are key. By listening to Indigenous colonised peoples, the ex-Empire may find solutions to health inequity. A decolonising feedback loop is required however, we should take care not to culturally appropriate this valuable reverse innovation.
Publisher: Elsevier BV
Date: 06-2017
DOI: 10.1016/J.WOMBI.2017.02.004
Abstract: Cultural safety in higher education learning and teaching environments is paramount to positive educational outcomes for Aboriginal and/or Torres Strait Islander (hereafter called First Peoples) students. There is a lack of research evaluating the impact of continuing professional development on midwifery academics' awareness of cultural safety. To implement and evaluate a continuing professional development intervention to improve midwifery academics' awareness of cultural safety in supporting First Peoples midwifery students success. A pre-post intervention mixed methods design was used. Academics (n=13) teaching into a Bachelor of Midwifery program agreed to participate. The intervention consisted of two workshops and five yarning circles across a semester. Data included the Awareness of Cultural Safety Scale, self-assessment on cultural safety and perceptions of racism, evaluation of the intervention, participants' journal entries, and researcher's reflections. Responses on the Awareness of Cultural Safety Scale revealed significant improvement in participants' awareness of cultural safety. There was an upward trend in self-assessment ratings. Participants reported high levels of satisfaction with the intervention or workshops and yarning circles. Participants' journal entries revealed themes willingness to participate and learn, confidence as well as anger and distress. Increased awareness of cultural safety can be transformative for midwifery academics. Workshops and yarning circles can support academics in moving beyond a 'sense of paralysis' and engage in challenging conversations to transform their learning and teaching and in turn foster a culturally safe learning and teaching environment for First Peoples midwifery students towards success.
Publisher: Elsevier BV
Date: 03-2020
DOI: 10.1016/J.WOMBI.2019.03.016
Abstract: A university educated, First Peoples health workforce is paramount to improving health outcomes for Australia's First Peoples. However, a significant gap exists between the academic success of First Peoples and non-Indigenous students. The facilitation of culturally safe learning and teaching environments by academics is essential to closing this gap. There is little research on midwifery academics' understanding of Cultural Safety and the translation of this understanding in learning and teaching. To explore the influence of yarning circles within a professional development program to enhance midwifery academics' awareness of Cultural Safety. A six-month staff development program which consisted of two workshops and a series of yarning circles was offered to all midwifery academics. Eight participants agreed to be interviewed after completion of the program. Interviews were transcribed verbatim, read and re-read, and analysed using a six staged thematic analysis process. Six key themes centred on participants' Sense of Belonging, Sense of Safety, Sense Knowing, Sense of Support, Sense of Difference, and Sense of Challenge were identified. These concepts were supportive of participants' developing awareness of Cultural Safety. Yarning circles can encourage midwifery academics' awareness of Cultural Safety. Awareness is the first step towards becoming culturally safe. Yarning provided a safe and supportive space for challenging discussions and reflective learning about racism, white privilege, and difference. Midwifery academics described steps they could take to promote Cultural Safety in the classroom.
No related grants have been discovered for Tania Fleming.