Cultural safety in practice: An evaluation of an online learning module series in preparing physiotherapy students for practice

Abstract

Purpose

Physiotherapists play an important role in the provision of safe and effective healthcare for First Nations Australians; however, little is known about how entry-level physiotherapy students can be supported to learn about cultural safety prior to engaging with First Nations Australians in professional healthcare settings. This study aimed to evaluate the effect of an online learning module in developing entry-level physiotherapy students’ cultural capabilities and awareness of cultural safety in preparation for professional practice and delivery of physiotherapy care for First Nations Australians.

Methods

This mixed methods study was implemented in a population of undergraduate and masters entry-level physiotherapy students at The University of Queensland, Australia. Participants engaged with a series of online modules, underpinned by constructivist pedagogical principles, integrated as a core component of their curriculum studies. Participants completed the Cultural Capability Measurement Tool (CCMT) before and after the intervention, and their perspectives on learning experiences were subsequently explored through qualitative focus group interviews, which were transcribed and subjected to reflexive thematic analysis.

Main findings

Total CCMT scores were significantly higher following completion of the online module series (n = 52; P < .05) and statistically significant improvements were demonstrated across five individual items (items 5, 18, 19, 20 and 22). Three themes were generated from focus group data (n = 10): establishing a fundamental understanding of cultural safety in preparation for placement; online learning supports self-reflection; and seeking person-to-person reflection and experiences.

Principal conclusions

The results indicate that physiotherapy students’ cultural capabilities improved after completing the online learning module series. Participants highlighted that the module series developed their foundational knowledge of cultural safety and allowed them to engage in self-reflection prior to practical placement. Participants emphasised the desire to engage in person-to-person reflection following the self-paced online module series and expressed the need for additional opportunities to participate in immersive experiences with First Nations Australians to support their own cultural safety learning journey.