在加拿大药房计划中设计一门关于土著健康的强制性课程
Madison Runa1, Brina Kim1, Jessie Li1
1Faculty of Pharmaceutical Sciences, University of British Columbia, 2405 Wesbrook Mall, Vancouver, BC V6T1Z3, Canada.
Currents in pharmacy teaching & learning
|October 11, 2025
概括
药学学生对强制性土著文化安全课程做出了积极反应,表现出更多的知识和愿望. 持续受益需要同时进行大学和实践改革,以支持学习融合.
科学领域:
- 药房 教育 教育 药房 教育
- 土著健康土著健康
- 文化安全文化安全
背景情况:
- 医疗保健计划正在制定文化安全护理的课程,以回应真相与和解委员会.
- 关于提供文化安全护理内容的文献有限,特别是在药房教育中.
- 本文通过详细介绍为药学学生提供强制性土著文化安全课程的开发和评估来解决这一差距.
研究的目的:
- 为药学学生开发和评估关于土著健康和文化安全的强制性课程.
- 评估学生对文化安全护理的看法和学习成果.
- 确定在实践中应用学习的文化安全原则所必需的因素.
主要方法:
- 一个强制性的1学分课程,PHRM 261:土著健康和文化安全,是在进入实践的PharmD计划中实施的.
- 该课程围绕五个支柱构建:殖民主义,权力和特权,文化安全和谦卑,健康和治愈,以及道德参与.
- 通过课后调查 (n=204) 和大学课程评估 (n=228) 在两个队列中评估学生的感知.
主要成果:
- 定性主题分析显示,学生对土著声音和自我指导学习的热情参与.
- 学生报告说,他们的知识增加了,他们渴望应用文化安全的护理实践.
- 参与者赞赏所创建的安全/勇敢的空间,并表达了对更深入学习的渴望.
结论:
- 强制性土著健康和文化安全课程获得了积极的学生反,并表明了进一步学习的愿望.
- 持续的好处需要同时改革大学政策和药房实践,以促进这些知识的应用.
- 为学生创造应用文化安全护理原则的机会,对于长期影响至关重要.
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