Nutrition & dietetics : the journal of the Dietitians Association of Australia · 2025
Cultural immersion: Embedding Torres Strait Islander (Melanesian) history, culture, diet and health in dietetics curricula.
СтатьяПоддержка исследования: вне правительства СШАНазвание и аннотация: Перевод в очереди
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Porykali Bobby, Passi Genus, Rangan Anna, Allman-Farinelli Margaret, Chen Juliana, Egelton Lucy, Nicholson Margaret, Ireland Merryl, Vidor Jacquelin, Chan Jacqueline W S, Dickson Michelle, Davies Alyse
Аннотация
AIMS: To describe a Torres Strait (Melanesian) cultural immersion delivered to dietetics students at a large university in Australia and to understand whether cultural immersion supports the development of students' knowledge and skills in relation to specific Dietitians Australia performance criteria.
METHODS: The cultural immersion was co-designed, analysed, and reported through an iterative process with a Torres Strait immersion educator from the Eastern Islands, a First Nations researcher, and a dietetics academic. The cultural immersion included an opening ceremony, four station rotations of creation stories through weaving; food preparation; artefacts and cultural dance; and yarning about health, as well as a closing ceremony. A mixed methods approach was used. Data from pre- and post-surveys were analysed with Wilcoxon Signed Rank Test or paired t-test, and integrated with the thematic analysis of focus group interviews to provide context, depth and perspectives.
RESULTS: Forty-eight students completed pre- and post-surveys, and 25 participated in focus groups. Through working at the knowledge interface, students' general knowledge on Torres Strait Islander history, culture, diet and health increased (all p < 0.001). The cultural immersion supported the development of competence through reframing the narrative and experiential learning, impacted their journey as dietitians by promoting reflection, and increased their perceived confidence in working with Torres Strait Islander populations in a health setting.
CONCLUSIONS: This cultural immersion enriched dietetics students' understanding of Torres Strait Islander history, culture, diet, and health. Cultural immersion is one teaching method that can be used within an integrated suite of education strategies to support the development of Aboriginal and Torres Strait Islander health competencies.
METHODS: The cultural immersion was co-designed, analysed, and reported through an iterative process with a Torres Strait immersion educator from the Eastern Islands, a First Nations researcher, and a dietetics academic. The cultural immersion included an opening ceremony, four station rotations of creation stories through weaving; food preparation; artefacts and cultural dance; and yarning about health, as well as a closing ceremony. A mixed methods approach was used. Data from pre- and post-surveys were analysed with Wilcoxon Signed Rank Test or paired t-test, and integrated with the thematic analysis of focus group interviews to provide context, depth and perspectives.
RESULTS: Forty-eight students completed pre- and post-surveys, and 25 participated in focus groups. Through working at the knowledge interface, students' general knowledge on Torres Strait Islander history, culture, diet and health increased (all p < 0.001). The cultural immersion supported the development of competence through reframing the narrative and experiential learning, impacted their journey as dietitians by promoting reflection, and increased their perceived confidence in working with Torres Strait Islander populations in a health setting.
CONCLUSIONS: This cultural immersion enriched dietetics students' understanding of Torres Strait Islander history, culture, diet, and health. Cultural immersion is one teaching method that can be used within an integrated suite of education strategies to support the development of Aboriginal and Torres Strait Islander health competencies.