From the World to Western: A Community-Engaged Teaching Strategy to Enhance Students’ Learning of Cultural Issues Relevant to Healthcare
Abstract
:1. Introduction
1.1. Cultural Competency
1.2. Cultural Immersion
1.3. Research Context
2. Materials and Methods
2.1. Theoretical Framework: Transformative Learning Theory
2.2. Research Design
2.3. Sample and Recruitment
2.4. Data Collection
2.5. Data Analysis
2.6. Ethics and Consent
3. Results
3.1. The Experience
This experience has started to open my eyes and understanding of the different stories and journeys people have in seeking to live in Australia. I had not been aware of the difference in experience for coming in on many different visa types.(Juliet, social work student)
I love how this program was not rigid and not following a strict structure. This allowed [for conversations [to be] steered in any direction we deemed correct for each situation. This really helped us gain a more In-depth and multi-faceted experience.(Jessica, nursing student)
The exchange of cultural values and belief between clients and students were incredible. The experience of the clients and also the students in their initial settlement journey in Australia was also a key learning point, with both being able to draw inspiration from one another.(Parto, a facilitator)
3.2. Learning Experience
The students were briefed about the unique experience of the [host] family, where they came from in Afghanistan, their experience and treatment under the Taliban and also the Initial tests/challenges they had faced while in Australia.(Bahaa, a facilitator)
The challenges I am seeing [includes] accessing better health [and] accessing better services…for me, I see language [as] the major issue. Because if you can’t talk or you can’t get the message across to someone about your health, I don’t know how they can get the required help that they need easily. And if they have to be on a waitlist to see an interpreter, that is going to be a big issue and a big risk to their health as well.(Tolani, social work student)
The main cultural issues that I gleaned, was communication. [The family member] English was of good standard from my perspective and yet still felt confused and in the dark when it came to navigating resources that were created for people like [their family]…[The family member] often felt like [they were] given overcomplicated pathways and resources. [And] would try and communicate that but still felt misunderstood and unhappy with the results.(Jessica, nursing student).
[The] families were very much involved in curries and not eating meat on special days. There are lots of chilli and herbs in their curry and felt whether the students liked it or not. However, the [cultural immersion students] enjoyed their curries and very much learned about what to do in caring for them when they are sick or in hospital.(Canta, a facilitator).
3.3. Exploring Health and Wellbeing: The Lens of Host Family
[going to the temple every Friday… and celebrating special days at the temple [supports their health] and they defined health as “[eating] healthy Sri Lakan food, [using] a lot of fresh vegetables, regularly [buying] fresh food, use of fire [not] gas [cooker], use of clay pots for cooking and no car, walk[ing] or rid[ing] a bicycle.
Culture plays an important role in supporting the overall health, especially our mental health. It gives you a sense of direction on what is wrong and right in almost every part of your life.
3.4. Understanding the Nuances between Customs and Traditions
One of the host family states that: In Australia, we just put young children [on] our shoulders [but this] is something never do in the first three (3) months of their children’s lives.(Reported by Juliet, a social work student)
So, if I’m in a situation [providing care to persons from their culture] and I need to hold a baby, I just need to be aware of that [beliefs] -not putting the baby on the shoulders.(Juliet, social work student)
Learning about different cultures can help you provide better person-centred care to patients in the nursing field. I have learnt that Sri Lanka Tamil person may request a shaman (prophet) at the hospital. If this situation arises, I would not be surprised but will be more understanding.(Cheryl, a nursing student)
3.5. Support from Community Services
Group services…Children homework support group–learning for the whole family, yoga and health exercise like golf.(Canta, a facilitator)
3.6. Recommendation
It was not enough time for both students and families to engage and share their own culture as well as learn more about their culture.(Bahaa)
The day was short, and the family wished there was more time to talk and enjoy the company of the students.(Ezra)
When the time [came] to finish the session, there was a keen interest on both sides when they are going to meet again. That moment was incredible to say goodbye to each other.(Bahaa, a facilitator)
I would highly recommend that this program be introduced into Curriculum, especially for Nursing and Midwifery [program]. In just one day, I have learnt so much.(Cheryl, a nursing student)
I would suggest that this day be continued further, perhaps in a different setting…to gain even more insight [to the family] experience.(Irene, a social work student)
It was a great experience for me and the [families]. The [families] got the opportunity to share part of their culture, religious [beliefs] with students [who also] learn[ed] about their cultures. They appreciated the willingness and respect of the students.(Parto, a facilitator)
4. Discussion
4.1. Limitation of Study
4.2. Future Direction
5. Conclusions
Supplementary Materials
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Ogunsiji, O.; Ogbeide, A.E.; Mukuria, V.; Olugbemiro, F.; Workman, A.; Dune, T. From the World to Western: A Community-Engaged Teaching Strategy to Enhance Students’ Learning of Cultural Issues Relevant to Healthcare. Int. J. Environ. Res. Public Health 2022, 19, 5114. https://doi.org/10.3390/ijerph19095114
Ogunsiji O, Ogbeide AE, Mukuria V, Olugbemiro F, Workman A, Dune T. From the World to Western: A Community-Engaged Teaching Strategy to Enhance Students’ Learning of Cultural Issues Relevant to Healthcare. International Journal of Environmental Research and Public Health. 2022; 19(9):5114. https://doi.org/10.3390/ijerph19095114
Chicago/Turabian StyleOgunsiji, Olayide, Anita Eseosa Ogbeide, Valentine Mukuria, Florence Olugbemiro, Alex Workman, and Tinashe Dune. 2022. "From the World to Western: A Community-Engaged Teaching Strategy to Enhance Students’ Learning of Cultural Issues Relevant to Healthcare" International Journal of Environmental Research and Public Health 19, no. 9: 5114. https://doi.org/10.3390/ijerph19095114
APA StyleOgunsiji, O., Ogbeide, A. E., Mukuria, V., Olugbemiro, F., Workman, A., & Dune, T. (2022). From the World to Western: A Community-Engaged Teaching Strategy to Enhance Students’ Learning of Cultural Issues Relevant to Healthcare. International Journal of Environmental Research and Public Health, 19(9), 5114. https://doi.org/10.3390/ijerph19095114