Exploring Tertiary Health Science Student Willingness or Resistance to Cultural Competency and Safety Pedagogy.

Micheal, S; Ogbeide, AE; Arora, A; Alford, S; Firdaus, R; Lim, D; Dune, T

Exploring Tertiary Health Science Student Willingness or Resistance to Cultural Competency and Safety Pedagogy.

Micheal, S Ogbeide, AE Arora, A Alford, S Firdaus, R Lim, D Dune, T

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Publisher:: MDPI
Publication Type:: Journal Article
Citation:: Int J Environ Res Public Health, 2021, 18, (17), pp. 9184
Issue Date:: 2021-08-31

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Field	Value	Language
dc.contributor.author	Micheal, S
dc.contributor.author	Ogbeide, AE
dc.contributor.author	Arora, A
dc.contributor.author	Alford, S
dc.contributor.author	Firdaus, R
dc.contributor.author	Lim, D
dc.contributor.author	Dune, T
dc.date.accessioned	2023-10-25T23:36:05Z
dc.date.available	2021-08-28
dc.date.available	2023-10-25T23:36:05Z
dc.date.issued	2021-08-31
dc.identifier.citation	Int J Environ Res Public Health, 2021, 18, (17), pp. 9184
dc.identifier.issn	1661-7827
dc.identifier.issn	1660-4601
dc.identifier.uri	http://hdl.handle.net/10453/172854
dc.description.abstract	There is an increasing body of literature that considers the relevance and experiences of cultural competency and safety training in health professional students. However, less is written about Australian tertiary learners' experiences of engaging with cultural competency training. The aim of this study is to explore tertiary students' willingness or resistance to cultural competency and safety pedagogy. Qualitative student feedback to a teaching unit was collected and triangulated with data from focus groups with tutors. Results were thematically analyzed. Willingness and resistance to cultural competency and safety teaching emerged as two key themes. Willingness to engage with the unit was largely due to student interest in the content, teaching environment and relevance of cultural competency to students' future practice. Resistance was linked to the students feeling personally attacked, or culturally confronted, with tutors noting the topics around sexuality and white privilege being more resisted. Acknowledging reasons for student resistance and developing strategies to reduce resistance can facilitate more student engagement with cultural competency topics, ultimately leading to their future provision of culturally competent healthcare.
dc.format	Electronic
dc.language	eng
dc.publisher	MDPI
dc.relation.ispartof	Int J Environ Res Public Health
dc.relation.isbasedon	10.3390/ijerph18179184
dc.rights	info:eu-repo/semantics/openAccess
dc.subject.classification	Toxicology
dc.subject.mesh	Australia
dc.subject.mesh	Cultural Competency
dc.subject.mesh	Curriculum
dc.subject.mesh	Focus Groups
dc.subject.mesh	Humans
dc.subject.mesh	Students
dc.subject.mesh	Humans
dc.subject.mesh	Focus Groups
dc.subject.mesh	Curriculum
dc.subject.mesh	Students
dc.subject.mesh	Australia
dc.subject.mesh	Cultural Competency
dc.subject.mesh	Australia
dc.subject.mesh	Cultural Competency
dc.subject.mesh	Curriculum
dc.subject.mesh	Focus Groups
dc.subject.mesh	Humans
dc.subject.mesh	Students
dc.title	Exploring Tertiary Health Science Student Willingness or Resistance to Cultural Competency and Safety Pedagogy.
dc.type	Journal Article
utslib.citation.volume	18
utslib.location.activity	Switzerland
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/Faculty of Health
pubs.organisational-group	/University of Technology Sydney/Faculty of Health/IMPACCT
utslib.copyright.status	open_access	*
dc.date.updated	2023-10-25T23:36:03Z
pubs.issue	17
pubs.publication-status	Published online
pubs.volume	18
utslib.citation.issue	17

Abstract:

There is an increasing body of literature that considers the relevance and experiences of cultural competency and safety training in health professional students. However, less is written about Australian tertiary learners' experiences of engaging with cultural competency training. The aim of this study is to explore tertiary students' willingness or resistance to cultural competency and safety pedagogy. Qualitative student feedback to a teaching unit was collected and triangulated with data from focus groups with tutors. Results were thematically analyzed. Willingness and resistance to cultural competency and safety teaching emerged as two key themes. Willingness to engage with the unit was largely due to student interest in the content, teaching environment and relevance of cultural competency to students' future practice. Resistance was linked to the students feeling personally attacked, or culturally confronted, with tutors noting the topics around sexuality and white privilege being more resisted. Acknowledging reasons for student resistance and developing strategies to reduce resistance can facilitate more student engagement with cultural competency topics, ultimately leading to their future provision of culturally competent healthcare.

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http://hdl.handle.net/10453/172854