多样性和发展土著康复专业学生身份的发展
Cara L Brown1, Debra Beach Ducharme2, Kimberly Hart2
1Department of Occupational Therapy, College of Rehabilitation Sciences, Rady Faculty of Health Sciences, University of Manitoba, R106 - 771 McDermot Avenue, Winnipeg, Manitoba, R3E 0T6, Canada. Cara.brown@umanitoba.ca.
BMC medical education
|May 30, 2024
概括
在加拿大的康复计划中,土著学生面临着平衡他们土著身份与专业发展的挑战. 大学必须创造包容性环境,以支持他们的学术成功和文化福祉.
科学领域:
- 土著健康土著健康
- 康复科学 康复科学 康复科学
- 高等教育 高等教育
背景情况:
- 由于种族主义和殖民化的历史和持续影响,加拿大土著和非土著人民之间的健康和教育差距仍然存在.
- 文化安全和相关的护理对于缩小健康差距至关重要,需要更多的土著卫生服务提供者.
- 支持土著学生在中学后的学术成功需要解决发展和维护土著身份的挑战.
研究的目的:
- 探讨土著康复学生如何体验和渴望支持他们的土著身份和学术成功.
- 了解大学康复计划中发展专业和土著身份之间的相互作用.
主要方法:
- 使用了叙事调查方法,涉及采访七名在职业,身体和呼吸治疗计划中的土著学生.
- 学生们分享了他们进入该计划的经历,以及他们在该计划中的旅程,专注于他们土著身份的影响.
- 数据分析涉及土著和非土著团队检查参与者与自我,他人,时间和地点的互动.
主要成果:
- 七个小故事说明了发展土著和专业身份的各种经验.
- 虽然通过土著人民类别的项目录取提供了身份肯定,但它也导致了许多学生的耻辱.
- 追求健康专业身份加剧了在殖民大学环境中保持土著身份的复杂性.
结论:
- 发展康复专业身份是土著学生的一个复杂的过程.
- 大学需要培养环境,充分拥抱和肯定土著学生的身份和固有价值.
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