"这是关于权利":布尼亚项目的澳大利亚土著人对医疗保健课程和实践的声音
Danielle Manton1, Megan Williams2, Andrew Hayen3
1Candidate and senior lecturer in Indigenous teaching and learning at the University of Technology Sydney, Australia.
Health and human rights
|June 27, 2024
概括
土著健康课程应整合土著社区控制的卫生组织的专业知识. 这种伙伴关系对于培养文化安全从业人员和推进土著健康权利至关重要.
科学领域:
- 土著健康土著健康
- 健康 专业教育 卫生专业教育
- 公共卫生政策 公共卫生政策
背景情况:
- 原住民社区控制的卫生组织提供了重要的专业知识,而这些专业知识往往被排除在卫生专业教育之外.
- 这种排除妨碍了将土著知识和协议纳入未来的医疗保健实践.
- 澳大利亚现有的卫生专业培训局限于土著工作人员和与土著专家的接触,尽管政府承诺.
研究的目的:
- 确定将土著社区控制的健康专业知识纳入卫生专业课程的建议.
- 探索加强文化安全和解决土著健康中的健康不平等问题的策略.
- 通过非土著大学和土著组织之间的合作伙伴关系,为课程开发提供信息.
主要方法:
- 通过"土著领导的布尼亚项目"进行参与行动研究.
- 与土著个体进行了24次半结构面试.
- 对面试数据进行主题分析,以确定关键建议.
主要成果:
- 出现了三个核心主题:土著控制的卫生组织的角色建模和领导,卫生专业人员的具体学习,以及在实践中实现人权.
- 强调卫生专业人员需要超越临床护理范围.
- 强调发展知识,技能和有关客户自决和文化安全的批判性自我反思的行动的重要性.
结论:
- 将土著社区控制的健康专业知识纳入课程,对于文化安全实践至关重要.
- 卫生专业教育必须培养自决权和人权原则.
- 批判性自我反思是实现医疗保健文化安全的基本技能.
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