Reflexive Practice as an Approach to Improve Healthcare Delivery for Indigenous Peoples: A Systematic Critical Synthesis and Exploration of the Cultural Safety Education Literature

Jessica Dawson, Keera Laccos-Barrett, Courtney Hammond and Alice Rumbold
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Jessica Dawson: School of Psychology, University of Adelaide, Adelaide, SA 5000, Australia
Keera Laccos-Barrett: College of Nursing & Health Sciences, Flinders University, Bedford Park, SA 5042, Australia
Courtney Hammond: School of Public Health, University of Adelaide, Adelaide, SA 5000, Australia
Alice Rumbold: Women and Kids Theme, SAHMRI, Adelaide, SA 5000, Australia

IJERPH, 2022, vol. 19, issue 11, 1-22

Abstract: Cultural safety is increasingly being taught in tertiary programmes of study for health professionals. Reflexivity is a key skill required to engage in culturally safe practice, however, there is currently limited literature examining how reflexivity is taught or assessed within cultural safety curricula. A systematic review of the literature up until November 2021 was conducted, examining educational interventions which aimed to produce culturally safe learners. Studies were limited to those with a focus on Indigenous health and delivered in Australia, Aotearoa New Zealand, Canada, and the United States. A total of 46 documents describing 43 different educational interventions were identified. We found that definitions and conceptualisations of reflexivity varied considerably, resulting in a lack of conceptual clarity. Reflexive catalysts were the primary pedagogical approaches used, where objects, people, or Indigenous pedagogies provided a counterpoint to learners’ knowledges and experiences. Information regarding assessment methods was limited but indicates that the focus of existing programmes has been on changes in learner knowledge and attitudes rather than the ability to engage in reflexivity. The results demonstrate a need for greater conceptual clarity regarding reflexivity as it relates to cultural safety, and to develop methods of assessment that focus on process rather than outcomes.

Keywords: Indigenous; education; cultural safety; reflexivity; curriculum; pedagogy; assessment (search for similar items in EconPapers)
JEL-codes: I I1 I3 Q Q5 (search for similar items in EconPapers)
Date: 2022
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

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