Fostering Cultural Safety in Nursing Education: Experiential Learning on an American Indian Reservation

Mattingly, Julia A

doi:10.1080/10376178.2021.2013124

Cited by 4 publications

(3 citation statements)

References 11 publications

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“…Another limitation may include bias in our conclusions. As we attempted to categorize 70 studies into three underlying themes, our conclusions may have been broad [36,43,[48][49][50][52][53][54]59,61,69,82].…”

Section: Limitationsmentioning

confidence: 99%

Team- and Problem-Based Learning in Health Services: A Systematic Literature Review of Recent Initiatives in the United States

Alexander,

White,

Varol

et al. 2024

Education Sciences

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The COVID-19 pandemic caused a sudden shift to virtual platforms. Physical distance and limited experience with both synchronous and asynchronous teamwork at work and school hampered problem-solving and the development of critical thinking skills. Under these circumstances, the implementation of team-based and problem-based learning (TBL, PBL, respectively) required a reevaluation of how teams collaborate and engage in problem-solving remotely. The research team conducted a systematic review to identify health services studies, themes, and attributes of learning initiatives associated with the success of TBL and PBL conducted during the COVID-19 pandemic. This systematic review was conducted using the preferred reporting items for systematic reviews and meta-analysis (PRISMA) guidelines. The review results identified three themes associated with TBL and PBL learning initiatives in health services: (1) TBL and PBL have transformed health services education with modified TBL (mTBL) and modified PBL (mPBL) as the new norms; (2) the amplification of age-appropriate principles for professional motivation in healthcare; and (3) active learning impacts practical abilities for professional success and future leadership roles. The pandemic underscored the importance of flexibility, resilience, and innovation in TBL and PBL approaches in health services education. Despite the superiority of mPBL and mTBL, the barriers to implementation and student acceptance of active learning include inadequate resource and space allocation, and student preferences for passive, traditional lecture. Further, online learning required increased facilitator training, administration time, and time to provide feedback.

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Section: Limitationsmentioning

confidence: 99%

Team- and Problem-Based Learning in Health Services: A Systematic Literature Review of Recent Initiatives in the United States

Alexander,

White,

Varol

et al. 2024

Education Sciences

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show abstract

“…Culturally safe learning environments include organizational attributes such as cultural diversity among faculty, students and staff, supportive administrative leadership, and culturally informed faculty and staff (Arnold et al, 2008; Bourque Bearskin, 2011; Mattingly, 2021; Rowan et al, 2013). Essential faculty attributes include compassion, caring, and cultural insight, as well as the time and capacity to deliver authentic, meaningful, culturally aligned, relational, reciprocal, and relevant presence, teaching, and mentoring (Condon, 1996; Evans, 2004, 2008; Struthers & Littlejohn, 1999).…”

Section: Culturally Safe Learning Environmentsmentioning

confidence: 99%

Culturally Safe Mentoring for American Indian Nursing Students

Kahn-John,

Eddie,

Slaven

2023

Creative Nursing

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Being the least-represented ethnic/racial group in college settings, American Indian students may experience loneliness and self-doubt related to the challenges of adapting to an environment that embodies values, norms, and culture so different from those represented in their traditional culture. Ongoing health disparities and psychosocial inequities, and persisting impacts of historical colonization, have led to additional hardships for these students that further complicate their academic experiences. Fostering culturally safe learning environments where compassionate and caring faculty provide culturally aligned teaching is important in addressing these complex disparities. Derived from American Indian values and teachings, we present a culturally safe intergenerational mentoring approach that emphasizes the nursing mentors’ responsibility to support the growth and success of American Indian nursing students. This approach, drawn from the wisdom of American Indian teachings, focuses on students’ strengths and culturally based protective factors. Culturally informed faculty who are aware of the historical impacts of colonization and who have adequate mentoring capacity (time, interest, and commitment) contribute to safe and effective learning environments. Culturally safe mentoring is one approach to promoting American Indian students’ potential for academic and professional success.

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“…This collaboration ensured that the information provided represented the realities of the lived https://doi.org/10.14574/ojrnhc.v23i2.744 experience of indigenous persons living in a rural environment. Partnering and learning from professionals and people who live and work in rural, underserved, culturally diverse areas were critical to the fidelity and success of the immersion plan (Mattingly, 2021).…”

Section: Immersion Planmentioning

confidence: 99%

Nursing Engagement with a Distant, Rural, Underserved Community

Solari-Twadell,

Deichstetter,

Delaney

et al. 2023

OJRNHC

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Urban nursing schools sometimes have difficulty providing their students with rural, culturally diverse nursing experiences that include caring for underserved populations. Moreover, establishing and maintaining ongoing relationships between urban and rural nursing schools and between urban schools of nursing and rural clinical agencies present additional obstacles for provision of rural, culturally diverse experiences with the underserved. Short-term immersion programs are an alternative to addressing these issues. This article describes the use of faculty and student immersions to sustain long-distance, culturally diverse experiences with underserved people through collaborative relationships.Findings include the importance of personal relationship development based on respect and the integration of consistent personnel; the employment of cultural humility; ongoing reflective learning; and the development of a strong succession plan.Conclusions include the recommendations that future clinical immersion experiences be inter-professional through inviting medical and social work students to participate from both the urban and rural locations. Additionally, given that telehealth is important to maintaining contact with patients in both urban and rural challenging environments, developing different distance telehealth simulations for student engagement in the rural area is essential for nursing curriculums.Long term educational opportunities can be negotiated through the development of a contract with clinical agencies in rural underserved areas.

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Fostering Cultural Safety in Nursing Education: Experiential Learning on an American Indian Reservation

Cited by 4 publications

References 11 publications

Team- and Problem-Based Learning in Health Services: A Systematic Literature Review of Recent Initiatives in the United States

Team- and Problem-Based Learning in Health Services: A Systematic Literature Review of Recent Initiatives in the United States

Culturally Safe Mentoring for American Indian Nursing Students

Nursing Engagement with a Distant, Rural, Underserved Community

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