Contemporary Nurse最新文献

{"title":"Improving the health assistant in nursing employment model through entry to practice nursing student perceptions: a cross-sectional study","authors":"Zerina Lokmic-Tomkins, M. Khor, Kate A Mathews, Joanna Martin, Anthony McGillion","doi":"10.1080/10376178.2022.2049615","DOIUrl":"https://doi.org/10.1080/10376178.2022.2049615","url":null,"abstract":"Background: A model employing entry to practice nursing students as health assistants in nursing (HANs) was developed to support the nursing workforce. Objective: This research examines the perceived benefits of being employed as a HAN to graduate entry to practice nursing students. Design: Cross-sectional study Methods: A web-based 33-item questionnaire was open to entry to practice nursing students employed as a HAN. Categorical measures were summarised using descriptive statistics. Qualitative comments were analysed thematically. Results: Of the 39 enrolled participants, 38 (97.4%) completed the study. Fifteen students (39.5%) commenced a graduate year in 2019, 12 (31.6%) commenced a graduate year in 2020 and 11 (28.9%) will commence a graduate year in 2021. The participants viewed HAN employment as an opportunity to further develop as nurses and suggested that the HAN scope of practice expand to include their existing nursing scope of practice, thereby optimising their learning experience. Conclusion: The HAN model is viewed as a valuable model of employment by entry to practice nursing students; however, the HAN scope of practice is viewed as too limited and not conducive to self-development. This may impact on the retention of HAN employees as they transition to registered graduate nurse employment. Impact statement: Graduate entry to practice nursing students offer direction on how to improve the Health Assistants in Nursing employment model.","PeriodicalId":55633,"journal":{"name":"Contemporary Nurse","volume":"336 1","pages":"472 - 481"},"PeriodicalIF":1.6,"publicationDate":"2021-11-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85794828","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cultural safety for First Nations people in aged care.","authors":"Linda Michelle Deravin, Judith Anderson, Nicole Mahara","doi":"10.1080/10376178.2021.1962378","DOIUrl":"https://doi.org/10.1080/10376178.2021.1962378","url":null,"abstract":"Descriptor- note the term \"First Nations peoples\" is used here to be respectful and inclusive of all Indigenous Peoples whose countries and nations have been and still are impacted by colonisation.","PeriodicalId":55633,"journal":{"name":"Contemporary Nurse","volume":"57 5","pages":"308-311"},"PeriodicalIF":1.6,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/10376178.2021.1962378","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39259411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Truth before reconciliation, antiracism before cultural safety.","authors":"Leanne Poitras Kelly,&nbsp;Christina Chakanyuka","doi":"10.1080/10376178.2021.1991415","DOIUrl":"https://doi.org/10.1080/10376178.2021.1991415","url":null,"abstract":"<p><p>BackgroundCultural safety has been a constituent in nursing education for more than two decades. As evidence of racism and interpersonal violence in the health care system is mounting there is speculation on the meaning of cultural safety for nurses working in the field and with Indigenous peoples regarding the clarity of its intent. <b>Objectives:</b> Discussion Paper to revisit the foundation of Ramsden's work and articulate the rationale for specific antiracist language. <b>Conclusions:</b> Antiracist practice is a necessity for cultural safety to be successful. <b>Impact Statement:</b> Nurse educators must clarify the intention of cultural safety to explicitly include antiracist language, skills-based training, and pedagogy building on critical race theory.</p>","PeriodicalId":55633,"journal":{"name":"Contemporary Nurse","volume":"57 5","pages":"379-386"},"PeriodicalIF":1.6,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39521582","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Learnings from a mentoring project to support Aboriginal and Torres Strait Islander nurses and midwives to remain in the workforce.","authors":"Jessica Biles, Linda Deravin, Claire Ellen Seaman, Nathaniel Alexander, Angela Damm, Nikki Trudgett","doi":"10.1080/10376178.2021.1991412","DOIUrl":"10.1080/10376178.2021.1991412","url":null,"abstract":"<p><p><i>Background</i><b>:</b> This article provides the findings of a research project which explored the experiences of participants in a mentoring programme designed to support Aboriginal and Torres Strait Islander nurses and midwives in a rural health district.<i>Aims</i>: It seeks to understand how a mentoring programme achieved its aims and anticipated outcomes that would ultimately inform future Aboriginal and Torres Strait Islander workforce support programmes.<i>Design</i>: The research project used a hermeneutic phenomenological philosophical framework to conduct Aboriginal and Torres Strait Islander people's methods of yarning, which engaged in conversation around key topics with participants, followed by the research team's analysis of yarns.<i>Methods</i>: A qualitative study utilising purposive sampling to select participants. Participants were drawn from those who had undertaken the cultural mentoring programme and could have been either mentors or mentees. Interviews were conducted once the 12-month mentoring programme had ceased.<i>Results</i>: The five main themes that were drawn from the data were cultural safety, motivations, relationships, learning and support.<i>Conclusion</i>: Participant experiences indicate that mentoring can be an avenue for providing appropriate clinical and cultural support and a safe space for Aboriginal and Torres Strait Islander nurses and midwives. They also show that identified support roles and Aboriginal-led projects can have larger impacts; fostering organisational connections and broader feelings of cultural respect amongst Aboriginal and Torres Strait Islander staff beyond programme participation.</p>","PeriodicalId":55633,"journal":{"name":"Contemporary Nurse","volume":"57 5","pages":"327-337"},"PeriodicalIF":1.2,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39493203","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Measuring effectiveness of cultural safety education in First Peoples health in university and health service settings.","authors":"Roianne West,&nbsp;Jessica E Armao,&nbsp;Debra K Creedy,&nbsp;Vicki Saunders,&nbsp;Fiona Rowe Minnis","doi":"10.1080/10376178.2022.2025876","DOIUrl":"https://doi.org/10.1080/10376178.2022.2025876","url":null,"abstract":"<p><p><i>Background</i>: Cultural Safety is a mandatory training requirement for the 16 regulated health practitioners in Australia. Tools measuring outcomes need to be appropriate for different education and training contexts.<i>Aim</i>: To test refinements to the 25 item Cultural Capability Measurement Tool (CCMT).<i>Methods</i>: Framed by decolonising and relational ways of knowing, being, and doing in the tool development process. New items of the CCMT were generated through engagement with key knowledge holders. New items were piloted with expert reviewers and modified accordingly to produce a 41-item scale. Two online surveys conducted with 875 students and then 276 health professionals were collected for analysis. Exploratory factor analysis and a parallel analysis were conducted.<i>Results</i>: The newly named Ganngaleh nga Yagaleh (GY) tool contained 28 items loaded on 3 factors accounting for 47.95% of variance. Factor 1 (Commitment to Culturally Safe Practice; <i>α</i> = .89) comprised 12 items, Factor 2 (Understanding of History and Power; <i>α</i> = .86) contained 9 items, and Factor 3 (Attitudes, Values, and Beliefs; <i>α</i> = .52) contained 7. Total scale reliability was good (<i>α</i> = .87).<i>Impact statement and conclusion</i>: The GY Scale can be used in education and practice settings. Challenges remain about how educational providers and health services approach cultural safety as a life-long learning journey, and how education and clinical practice embed cultural safety standards. Future directions for use of the GY tool include expanding it for use in other contexts and more explicit separation of what is emerging as a separate scale the 'Keeping Culture Strong' scale which evaluates the unique learning experiences of First Peoples.</p>","PeriodicalId":55633,"journal":{"name":"Contemporary Nurse","volume":"57 5","pages":"356-369"},"PeriodicalIF":1.6,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39910548","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Fostering Cultural Safety in Nursing Education: Experiential Learning on an American Indian Reservation.","authors":"Julia A Mattingly","doi":"10.1080/10376178.2021.2013124","DOIUrl":"https://doi.org/10.1080/10376178.2021.2013124","url":null,"abstract":"<p><strong>Background: </strong>To improve health equity, especially for American Indian/Alaska Native peoples, cultural safety must be included in the nursing education curricula. Cultural safety requires self-reflection with an examination of one's own culture and an ongoing analysis of biases and power imbalances.</p><p><strong>Methods: </strong>Using a case study approach, a description and discussion of an ongoing Baccalaureate nursing clinical immersion experience on an American Indian Reservation is presented. With travel to the Pine Ridge Reservation, nursing students offer health promotion at community events and partner sites, with a focus on prevention of heart disease, diabetes, and unintentional injury. Transformative Learning Theory provides the foundation for the nursing clinical immersion experience at the Pine Ridge Reservation. Nursing students reflect throughout and after the Pine Ridge clinical experience via blogging.</p><p><strong>Results: </strong>Cultural safety themes identified in nursing student reflections include critical consciousness; providing a safe place; seeking to understand historical trauma; and acknowledging power imbalances. Satisfaction surveys are completed by Lakota screening participants, and results provide further evidence of emerging cultural safety.</p><p><strong>Impact statement: </strong>A clinical immersion experience at an American Indian Reservation can foster cultural safety while also encouraging transformative learning.</p><p><strong>Conclusions: </strong>Nursing educators should consider clinical experiences focused on American Indian/Alaska populations. With a service component, the clinical immersion at the Pine Ridge Reservation requires that participants reflect on their experiences. A transformative change in perspective, required for cultural safety, is often the end result for nursing student participants.</p>","PeriodicalId":55633,"journal":{"name":"Contemporary Nurse","volume":"57 5","pages":"370-378"},"PeriodicalIF":1.6,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39681074","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Treading carefully on sovereign ground: reflections of a settler teaching an Indigenous health and wellbeing subject in Australia.","authors":"Carolyn Hayes","doi":"10.1080/10376178.2022.2027255","DOIUrl":"10.1080/10376178.2022.2027255","url":null,"abstract":"","PeriodicalId":55633,"journal":{"name":"Contemporary Nurse","volume":"57 5","pages":"312-316"},"PeriodicalIF":1.2,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39660411","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Aboriginal and Torres Strait Islander Subjects in a Graduate Diploma of Midwifery: A pilot study.","authors":"Jessica Biles, Brett Biles, Roainne West, Vicki Saunders, Jessica Armaou","doi":"10.1080/10376178.2021.1990095","DOIUrl":"10.1080/10376178.2021.1990095","url":null,"abstract":"<p><p><i>Background</i>: Australian Nursing and Midwifery Accreditation Council prescribes midwifery accreditation standards that support students' development in Aboriginal and Torres Strait Islander Health and cultural safety to be deemed practice ready. However, the impact of training programmes are not widely explored.<i>Aim</i>: This study aimed to assess the impact of a mandatory 8-week online subject focussed on the development of culturally safe practices among midwifery students.<i>Methods</i>: The <b>Ganngaleh nga Yagaleh</b> cultural safety assessment tool was used to collect online quantitative data from post graduate midwifery students at the commencement and completion of an online subject.<i>Results</i>: Through a purposive sample (<i>n</i> = 10) participant perceptions of culturally safe practices remained relatively unchanged, except for three items of the Ganngaleh nga Yagaleh cultural safety assessment tool.<i>Discussion</i>: Findings demonstrate that when post graduate midwifery students are exposed to Aboriginal and Torres Strait Islander perspectives of Australia's colonial history it impacts their sense of optimism, personal values and beliefs about the healthcare they will provide to Aboriginal and Torres Strait Islander peoples. However, midwifery students who self-identified as Aboriginal and/or Torres Strait Islander people, reported a decline in optimism when imagining a healthcare system free of racism.<i>Conclusion</i>: The subject did not impact on cultural safety scores. This may be due to prior learning of student midwives. Educators should consider building on prior knowledge in post graduate midwifery to ensure the content is contextualised to midwifery.</p>","PeriodicalId":55633,"journal":{"name":"Contemporary Nurse","volume":"57 5","pages":"317-326"},"PeriodicalIF":1.2,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39491580","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"A critique of measures of emotion and empathy in First Peoples' cultural safety in nursing education: A systematic literature review.","authors":"Kyly Mills, D K Creedy, N Sunderland, J Allen, S Corporal","doi":"10.1080/10376178.2021.1991413","DOIUrl":"10.1080/10376178.2021.1991413","url":null,"abstract":"<p><strong>Background: </strong>In Australia, undertaking cultural safety education often evokes strong emotional responses by health students. Despite the potential for emotion to drive transformative learning in this space, measures of emotion are uncommon.</p><p><strong>Aim: </strong>To review existing tools that intend to measure emotional components of learning in relation to cultural safety education.</p><p><strong>Methods: </strong>Articles published in English from January 2005 to January 2020; reported studies from Australia, New Zealand, Canada and United States of America; and measured an emotional construct/s after an education intervention offered to university students enrolled in a health programme were included. Studies were assessed for quality according to the Critical Appraisals Skills Programme criteria.</p><p><strong>Results: </strong>Eight articles were reviewed; five conducted in the United States of America, and three in Australia. Intervention type, measures, methodological rigour and outcomes varied. Studies predominately measured empathy, guilt and/or fear.</p><p><strong>Conclusions: </strong>Although students' emotional responses were measured, processes for students to reflect upon these reactions were not incorporated in the classroom. The review has implications for future research and curricula through developments in measuring and acting upon emotion in cultural safety education for nursing students in Australia.</p>","PeriodicalId":55633,"journal":{"name":"Contemporary Nurse","volume":"57 5","pages":"338-355"},"PeriodicalIF":1.2,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39554850","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Cultural Safety and Indigenous authority in nursing and midwifery education and practice.","authors":"Tamara Power Wiradjuri,&nbsp;Denise Wilson,&nbsp;Lynore Geia,&nbsp;Roianne West,&nbsp;Teresa Brockie,&nbsp;Terryann C Clark,&nbsp;Lisa Bourque Bearskin,&nbsp;John Lowe,&nbsp;Eugenia Millender,&nbsp;Reakeeta Smallwood,&nbsp;Odette Best","doi":"10.1080/10376178.2022.2039076","DOIUrl":"https://doi.org/10.1080/10376178.2022.2039076","url":null,"abstract":"We begin by acknowledging the sovereignty of Indigenous Peoples across the Earth as the traditional custodians of Country, and their timeless and embodied relationships with cultures, communities, lands, waters, and sky. We honour children born and yet to be. We pay our respects to Elders, past and present, particularly those who led the way, allowing us to realise our own calling to be healers. We the guest editorial team, are an international collaboration of Indigenous nurse scholars from Australia, Aotearoa (New Zealand), Canada, the United States of America, and Central America. Although we come from different countries, we share observations and experiences of disadvantage in the social and cultural determinants of health faced by our communities, clans, and Nations. Likewise, we share observations and experiences of transformations and overcoming disadvantage through the application of our Indigenous knowledges, skills, strengths, and resilience. These transformations fuel our resolve and commitment to continue the work of dismantling oppressive practices in the nursing profession. Never has the ongoing impact of neo-colonialism been more apparent than in the higher rates of mortality and morbidity for Indigenous Peoples than during this global pandemic (Power, Wilson, et al., 2020). Zoonotic diseases such as COVID-19 (Austin, 2021), recent loss of biodiversity and wildfires stem from the capitalist-driven destruction of the natural world introduced by ‘imperial and colonial structures’ (Lambert & Mark-Shadbolt, 2021, p. 368; Long et al., 2021). Change is occurring as a result. There is growing recognition by governments and the general public that Indigenous knowledges, and ways of being and doing, such as cultural burning practices by First Nation Australians and Native American Tribes to manage environments, provide ‘solutions to prevent or mitigate future disasters’ (Lambert & Mark-Shadbolt, 2021, p. 368; Long et al., 2021). Likewise, Indigenous authorities guiding the development of Cultural Safety in curricula and healthcare is necessary to end societal, institutional, and interpersonal racism in health systems; improve Indigenous Peoples access to culturally safe healthcare; and, achieve equitable outcomes for education, health, and wellbeing (Best, 2021; Geia et al., 2020; Power, Geia, et al., 2020; Sherwood et al., 2021). Dr Irihapeti Ramsden (2002, p. 1), the architect of Cultural Safety, maintained that understanding ‘historical, social, educational, physical, emotional and political influences’ are critical to developing and embedding Cultural Safety constructs into nursing and midwifery. ‘Cultural Safety originated from the Māori response to difficulties experienced in interaction with the western based nursing service’ (Ramsden, 2002, p. 110). Our collaboration builds on Ramsdens’ work and like Ramsden, we aim to address the deep inequities and difficulties in western-based nursing and midwifery services and workforce in our ","PeriodicalId":55633,"journal":{"name":"Contemporary Nurse","volume":"57 5","pages":"303-307"},"PeriodicalIF":1.6,"publicationDate":"2021-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"39888575","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}