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Objective: Along with other Australian health professionals, occupational therapy students need to understand Aboriginal and Torres Strait Islander culture and health issues to develop their capacity to work effectively with this community and meet accreditation standards. The study aimed to explore the learning experiences of occupational therapy students during a module focused on Aboriginal and Torres Strait Islander peoples' health issues and approaches. Methods: A qualitative descriptive method was used. Individual interviews were audiotaped, transcribed and analysed thematically following the module. Participants were asked about their prior experience with Aboriginal and Torres Strait Islander peoples, feelings about undertaking the module, difficulties and highlights of the module, and how the module contributed to their learning. Results: In all, 18 students participated in interviews. Interview themes were (1) student context of learning about Aboriginal and Torres Strait Islander peoples' heath and culture, (2) experiencing the module with others and (3) student learning gains following the module. Conclusion: Students developed in their self-awareness and understanding of Aboriginal and Torres Strait Islander peoples' issues of relevance to occupational therapy. Further research is needed to evaluate educational activities with occupational therapy and other health professional students across Australia, and ongoing culturally responsiveness training for health professionals (post-registration). What is known about the topic? Health professional students need to develop their knowledge and skills in working with Aboriginal and Torres Strait Islander peoples to be culturally responsive and meet their health needs effectively. What does this paper add? This study is the first to describe the responses of occupational therapy students to a module on Aboriginal and Torres Strait Islander health and wellbeing. Students were challenged about any biases that could affect their capacity to be culturally responsive. What are the implications for practitioners? Both practitioners and students need to be culturally responsive to provide culturally safe services to Aboriginal and Torres Strait Islander peoples. [ABSTRACT FROM AUTHOR]

While the health of and healthcare use by migrants has received significant scholarly and policy attention in Australia, current debates highlight that a critical examination of the theoretical underpinnings of these inquiries and responses is needed. We conducted a systematic review and critical interpretive synthesis (CIS) to critically examine how the policy and scholarly literature conceptualises migrants' interactions with and experiences of the Australian health system. Guided by PRISMA, we searched for literature without imposing any limits. We also searched key State and Federal Government websites for relevant policy documents. Our initially broad inclusion criteria became refined as the CIS progressed. We prioritised the likely relevance and theoretical contribution of the papers to our inquiry over methodological quality. The CIS of 104 papers revealed that the Australian scholarly literature and policy documents consistently homogenise and reduce migrants according to an assumed, (1) cultural identity, (2) linguistic affiliation, and/or (3) broad geographic origin. Based on these three critiques and drawing on the theoretical literature, we propose a synthesising argument on how the Australian literature could better conceptualise migrants' experiences of the Australian health system. We contend that both research and policy should explicitly recognise and engage with the multifaceted and shifting ways that migrants define themselves, generally, and during their encounters with destination country health systems. Engagement with this notion is necessary for also understanding how aspects of migrants' identities are dynamically co-constructed during their interactions with the health system. These understandings have implications for improving the design and implementation of policies and programs directed at improving the responsiveness of Australia's health system to the needs and expectations of migrant communities specifically, and destination countries broadly. [ABSTRACT FROM AUTHOR]

This paper discusses an Aboriginal cultural mentoring project for non-Aboriginal teachers that positions Aboriginal people front and centre as cultural and educational experts. In so doing it sets out to contribute to work in Australia that challenges 'common' understandings about mentoring in educational contexts where the expert is usually a western-educated non-Aboriginal teacher. In this project, non-Aboriginal teachers are supported in implementing culturally responsive curriculum and pedagogies into their classroom through building relationships with Aboriginal mentors and students. Analysis of thirteen pre and post surveys, four mentee interviews and one mentee focus group, illuminated the emergence of collaborative cultural mentoring processes, where teachers developed trusting, reciprocal and respectful relationships with Aboriginal people. We argue that a systematic, well-supported Aboriginal cultural mentoring program can be used to create and convert new knowledge into practice, and that this can have a positive impact on teachers' understanding of teaching/learning processes thereby contributing to Aboriginal student engagement in their learning. [ABSTRACT FROM AUTHOR]

This paper reviews the research literature in Library and Information Sciences in Australia as well as related disciplines in Australia and internationally with the purpose of identifying leadership approaches best suited for developing and supporting culturally safe libraries in Australia. The paper identifies a lack of debate within Australian Library and Information Sciences in respect to cultural safety and leadership. It looks to research conducted into leadership approaches in related disciplines in Australia and internationally and explores several leadership approaches. It concludes that the intercultural leadership approach, an approach developed with Aboriginal Australians in the Northern Territory provides Australian library leaders with the most authoritative approach to leadership when embarking on developing culturally safe libraries. Implications for practice also suggest that increasing discussion and research into leadership approaches for Australian libraries is fundamental to growing the capacity of the Australian library sector to conceptualise and discuss leadership strategically and with purpose. [ABSTRACT FROM AUTHOR]

This paper presents a review of the literature informed by both grounded theory and phenomenology, which explores how culture is addressed in the family therapy field with particular emphasis on Australia. The primary aim of the study is to identify the issues and relevant publications that can inform and guide Australian family therapists in working with clients from culturally and linguistically diverse backgrounds. The secondary aim is to provide recommendations that may inform research directions and clinical practice. The results indicate that this challenge is not unique to Australia; indeed the issue is ubiquitous across the Western world. This paper attempts to provide an impetus for future dialogue and to precipitate discussion around the development of a culturally sensitive approach in the Australian family therapy field. [ABSTRACT FROM AUTHOR]

The issues and problems of mandatory vaccination policy and roll out in First Nations communities are unique and do not concern the safety and effectiveness of vaccines. These issues are also independent of more specific arguments of mandatory vaccination of healthcare workers as a condition of employment. As important as these issues are, they do not consider the complex politics of ongoing settler colonialism and First Nations community relations. In this paper, we also set aside the very real problems of disinformation, hesitancy, scientific and health illiteracy, and other concerns that drive vaccine hesitancy and refusal. These affect all communities, including First Nations communities. We, instead describe the dominant arguments in favour of mandatory vaccination and critique them in terms of the disputed legitimacy of Settler-Colonial decision-making as it impacts First Nations communities. We contend cultural responsiveness and safety—not state compulsion—must remain the first principles of any engagement—including vaccination—with First Nations Peoples, families, and communities. [ABSTRACT FROM AUTHOR]

People from refugee and asylum seeker backgrounds resettling in Australia often experience intersecting risks for poor mental and physical health. Physical activity can promote better health outcomes, however there are limited programs tailored for this population. Therefore, understanding how to support refugees and asylum seekers to engage in physical activity is crucial. This paper aims to describe how the experience-based co-design (EBCD) process was used to identify priorities for a new physical activity service for refugees and asylum seekers. Using an EBCD framework we conducted qualitative interviews and co-design workshops with service users (refugees and asylum seekers living in the community) and service providers at a community Centre in Sydney, Australia. Sixteen participants, including eight service users and eight service providers engaged in the EBCD process over 12-months. The interviews revealed common themes or 'touchpoints' including barriers and enablers to physical activity participation such as access, safety and competing stressors. Subsequent co-design focus groups resulted in the establishment of five fundamental priorities and actionable strategies; ensuring cultural and psychological safety, promoting accessibility, facilitating support to access basic needs, enhancing physical activity literacy and fostering social connection. Using EBCD methodology, this study used the insights and lived experiences of both service users and providers to co-design a physical activity service for refugees and asylum seekers which is safe, supportive, social and accessible. The results of the implementation and evaluation of the program are ongoing. [ABSTRACT FROM AUTHOR]

This study considers cultural adaptation through tourism, focusing on language-travelers: hybrid education-tourism consumers whose voices remain relatively silent in tourism studies. Qualitative, semi-structured interviews were undertaken with students, teachers, and managers in Australian English language schools to understand what language-travelers expect from their Australian experiences and the implications for language schools. The findings propose that sojourners' experiences are framed by pre-visit imaginaries of object authenticity, wherein the "object" is both Australian culture and the wider Anglophone "West." Such imaginaries are found to be validated by language schools, which face pressure to balance letting students glimpse the "backstage" and staging out-group imagined "authenticities," such as by hiring fun, approachable, and above all White teachers. We identify opportunities for language centers to understand their role within tourism as cultural mediators and suggest ways forward in promoting and inculcating critical intercultural competence among language-traveler sojourners. [ABSTRACT FROM AUTHOR]

Background: The impact of Australia's diverse population on the aged care sector has been acknowledged, with the Royal Commission into Aged Care Quality and Safety findings providing evidence of the importance of population diversity for consumer-directed and person-centred care. Similarly, the Aged Care Quality Standards and Aged Care Diversity Framework acknowledge the diversity of Australia's ageing population and potential implications for equitable access to care and the ensuing importance of culturally appropriate and culturally safe care. This paper reports on the development of informational web pages and utilisation findings for use by the aged care workforce supporting diverse populations. Methods: Content was created for the End of Life Directions for Aged Care website, based on rapid review findings relating to barriers and limitations for people accessing equitable care in the aged care and palliative care sectors. Results: Website pages containing embedded links to useful content and resources for health professionals and care workers who work with older diverse adults are shown to be well received among users. Conclusions: As Australia's future population will age with increasing diversity markers, with implications for aged care and palliative care service provision, workforce access to up-to-date, relevant and evidence-informed information on best practice non-clinical support for individuals from diverse backgrounds towards the end of life promotes a person-centred care approach. Access data shows that the website content is being utilised increasingly over time and suggests that it is filling a gap in comprehensive and accessible end of life resources that have been missing from the Australian aged care and palliative care workforce. Consumer-directed and person-centred care is crucial in appropriately servicing all older adults, given each older adult has a diverse background, which impacts their aged care experiences. This paper reports on the development of web pages designed to support the knowledge and information needs of the aged care workforce. There is a need for such resources within this sector to inform culturally appropriate and safe care. [ABSTRACT FROM AUTHOR]

The nursing/midwifery professions are facing a sea change with the inclusion of cultural safety in the Code of Conduct for Registered Nurses [Nursing and Midwifery Board of Australia. (2018a). Midwife standards of practice. Retrieved January 30, 2021, from ], the Code of Conduct for Midwives [Nursing and Midwifery Board of Australia. (2018b). Code of conduct for nurses. Retrieved January 30, 2021, from ], the Registered Nurse Accreditation Standards (Australian Nursing and Midwifery Accreditation Council. (2019). Registered Nurse Accreditation Standards. Retrieved from ), and the Midwife Accreditation Standards [Australian Nursing and Midwifery Accreditation Council. (2021). Midwife Accreditation Standards. Retrieved from ]. In this paper, we focus on the theme of enabling cultural safety seeking to overcome the barrier of confusion surrounding it. The inclusion of cultural safety in codes and accreditation standards highlights the pressing need for these professions to attain deep understanding of cultural safety so that clinicians and educators can confidently practice and teach in this area. This need is underscored by the context of heightened awareness, that developed amongst mainstream Australians with Black Lives Matter in 2020, of inequity including health inequity. Our concern as academics responsible for staff development, curriculum development and implementation in university Schools of Nursing/Midwifery is to enable and support the teaching and practice of cultural safety. Its focus on working in partnership, addressing power imbalances, racisms and related systems of discrimination constitutes it as a vastly different model to cultural other-awareness and notions of cultural competency which have held sway on matters of culture in health service provision up to now. Our approach was to undertake a reflection on our combined decades of studying, leadership, teaching, and practice of cultural safety, which consistently showed the confusion in Australia about the model overall and about the definition of culture underpinning it. This paper supports the profession by addressing the need to educate academics and clinicians on cultural safety itself and on the role of all nurses/midwives, Indigenous and non-Indigenous, in these endeavours. This paper encourages a coherent development and confident implementation of cultural safety curriculum and practice to meet current requirements. [ABSTRACT FROM AUTHOR]

Background: Nurses and midwives predominately work in western-centric health care settings, which may not align with Indigenous perspectives of health and wellbeing. Nurses and midwives will also view care through their own cultural lens. Culturally inappropriate health care can reduce access and engagement in services and contribute to reduced health outcomes for Indigenous peoples. Australian codes of conduct for nurses and midwives now advocate for care that is holistic, free of bias and racism, challenges beliefs based on assumption, and is culturally safe for Indigenous peoples. However, there are varying understandings of cultural care, what it looks like, and how to best achieve it. Aim: To highlight the importance of cultural safety in health care and discuss the integration into nursing and midwifery practice. Design: Discussion paper. Discussion: Cultural safety has emerged in Australia as the framework to improve the access and quality of health care for Indigenous people and to improve disparities in health care outcomes. However, the application of these principles for nurses and midwives has not been widely explored. Misconceptions around the concept remain despite the inclusion in national standards and practice frameworks. Conclusion: Evaluation and research that contributes to evidence-based knowledge specifically on the integration of cultural safety in nursing and midwifery practice is required. Impact Statement: This paper provides an overview of the importance of cultural safety in nursing and midwifery practice. Although cultural safety is now embedded in professional codes and standards, there is limited evidence of how this is translated to clinical care. Research and evaluation are needed to evaluate the application of cultural safety principles by nurses and midwives. [ABSTRACT FROM AUTHOR]

Introduction: Although there is a large proportion of people from culturally and linguistically diverse backgrounds within Australia, their rate of access to disability services is disproportionately low. This review aims to understand the service needs of people from culturally and linguistically diverse backgrounds with disability to facilitate engagement in meaningful occupations. Methods: Arksey and O'Malley's scoping review framework was employed. Ten databases were searched for Australian studies. A deductive content analysis framework was applied in the synthesis. Results: Fourteen papers were included. Themes that emerged include language and cultural needs and considerations, which highlights the need for information sharing to take account of intergenerational, intercultural and sociolinguistic differences. It also identified the need for improved training and skills of existing interpreters. Culturally competent and responsive services was another theme identified, which emphasised the need to enhance the workforces' understanding of cultural practices. There is also a strong call for a more culturally diverse workforce to reduce the use of some interpreters and to build a more culturally competent workforce. The last theme was responsive service delivery, which requires the governance to support the development of a nurturing trusting therapeutic relationship. Conclusions: Service providers should be trained on the inequities and intersectionality of this population. Further research is required to explore current disability policy in Australia with an intersectionality lens to ensure recommendations can be made to address barriers and ensure this population receives services in a manner that enhances their ability to engage in occupations meaningfully. [ABSTRACT FROM AUTHOR]

Aims and objectives: This discursive paper provides a call to action from an international collective of Indigenous nurse academics from Australia, Canada, Aotearoa New Zealand and the USA, for nurses to be allies in supporting policies and resources necessary to equitably promote Indigenous health outcomes. Background: Indigenous Peoples with experiences of colonisation have poorer health compared to other groups, as health systems have failed to address their needs and preferences. Achieving health equity will require leadership from Indigenous nurses to develop and implement new systems of care delivery. However, little is known about how Indigenous nurses influence health systems as levers for change. Design: A Kaupapa Māori case study design. Methods: Using a Kaupapa Māori case study methodology, coupled with expert Indigenous nursing knowledge, we developed a consensus on key themes. Themes were derived from three questions posed across the four countries. Themes were collated to illustrate how Indigenous nurses have provided nursing leadership to redress colonial injustices, contribute to models of care and enhance the Indigenous workforce. Results: These case studies highlight Indigenous nurses provide strong leadership to influence outcomes for Indigenous Peoples. Five strategies were noted across the four countries: (1) Indigenous nationhood and reconciliation as levers for change, (2) Indigenous nursing leadership, (3) Indigenous workforce strategies, (4) Development of culturally safe practice and Indigenous models of care and (5) Indigenous nurse activism. Conclusions: In light of 2020 declared International Year of the Nurse and Midwife, we assert Indigenous nurses' work must be visible to support development of strategic approaches for improving health outcomes, including resources for workforce expansion and for implementing new care models. Relevance to clinical practice: Curating strategies to promote Indigenous nurse leaders around the world is essential for improving models of healthcare delivery and health outcomes for Indigenous Peoples. [ABSTRACT FROM AUTHOR]

The context of this paper is a strategy at a large Australian university that involves embedding a new graduate quality 'cultural competence' and lifting the profile of Aboriginal and Torres Strait Islander cultures, experiences and histories. It has been argued that the inclusion of Indigenous knowledges is essential for the decolonisation of our higher education institutions. Decolonisation involves removing the barriers that have silenced non-Western voices in our 'multi-cultural' higher education system and combatting the epistemic injustices of a system dominated by Western thought. In this paper, we suggest that our university's suite of graduate qualities can provide a locus for work at the cultural interface between Indigenous and non-Indigenous knowledges. While these qualities may be firmly embedded within Western ways of knowing, being and doing, they can nonetheless be used to interrogate and revisit Western disciplinary knowledge construction and pedagogy so as to help bring about institutional change. [ABSTRACT FROM AUTHOR]

This paper presents a systematic review that assessed the different types of mental health programs and interventions available for young people from Culturally and Linguistically Diverse (CALD) backgrounds in Australia, and identified core elements of practice for supporting the mental health of CALD youth, and key barriers that preclude CALD youth from engaging with mental health services. A total of 19 articles met inclusion criteria and a total of six distinct practices were identified: (1) personalization, identity and recognition of trauma; (2) creative expression; (3) cultural competence; (4) self-efficacy and empowerment; (5) social connections and relationships; and (6) information and content delivery. Key barriers related to engagement with CALD youth mental health programs included language and literacy barriers, stigma and shame, and service providers' limited cultural competency, and lack of diverse understandings of wellbeing. The findings from this review suggest several avenues for ensuring practice that effectively meets the unique mental health needs of CALD young people and reduces barriers to their access and engagement. [ABSTRACT FROM AUTHOR]

This review aims to identify healthcare providers' (HCPs) experiences with issues related to the quality use of medicines among culturally and linguistically diverse (CALD) patients, the underlying factors, and the enablers of and barriers to providing culturally safe care to promote quality use of medicines. The searched databases were Scopus, Web of Science, Academic search complete, CINHAL-Plus, Google Scholar and PubMed/Medline. The initial search returned 643 articles, of which 14 papers were included. HCPs reported that CALD patients were more likely to face challenges in accessing treatment and sufficient information about treatment. According to the theoretical domains framework, determinants such as social influences due to cultural and religious factors, lack of appropriate resources about health information and cultural needs, lack of physical and psychological capabilities such as lack of knowledge and skills, and lack of motivation could impede HCPs' abilities to provide culturally safe care. Future interventions should deploy multilevel interventions, such as education, training, and organisation structural reforms. [ABSTRACT FROM AUTHOR]

Responsible gambling codes of practice and guidelines exist in most regulated gambling environments around the world, however, the extent to which they acknowledge and engage with concepts of cultural and linguistic diversity is significantly lacking, and in many cases, completely absent. If ‘responsible gambling’ is defined as the provision of safe, socially responsible and supportive gambling environments where the potential for harm is minimised, then acknowledgement and engagement with cultural diversity is critical to ‘responsible gambling’ practice. This paper will relate to the Australian context and analyse the extent to which state and territory responsible gambling codes of practice and legislation engage with concepts of cultural diversity. Cultural competency frameworks and strategies have developed internationally in response to the research evidence suggesting the need for culturally responsive services and practices to improve outcomes for culturally diverse groups in society. Cultural competency frameworks suggest that in order for a ‘system’ to be culturally competent it begins at the systemic level, that is, recognising that culturally competent behaviour and practice needs to have policy objectives, procedural requirements, monitoring mechanisms and resource capacity to be achieved. This paper will present a framework for culturally competent responsible gambling practice in Australia that can be implemented at the systemic level. Without a culturally competent ‘system’ the ability of people from culturally diverse backgrounds to make informed choices with respect to their gambling and to minimise harm from gambling in culturally diverse communities is greatly reduced. [ABSTRACT FROM PUBLISHER]

This paper examines the relationship between the breadth and depth of cultural exposure (CE), intercultural sensitivity and intercultural competence to draw implications that can improve recruitment and staff development practices in organizations with a culturally diverse workforce. Findings from a survey (N = 214) in Australia support the notion that intercultural competence is a broader concept that requires a deep exposure to other cultures as compared to intercultural sensitivity. The findings suggest that breadth of CE has limited potential whereas depth of CE is more beneficial in improving an individual's intercultural abilities. Implications are drawn based on the findings of the study such that organizations are able to recruit and develop employees who are truly interculturally inclined and can effectively navigate the challenges of working in today's multicultural organizations. [ABSTRACT FROM AUTHOR]

In Australia, early childhood education is framed by federal and state policies which advocate cultural, racial and social differences through different approaches to pedagogy. Cultural competencies of early childhood teachers, their critical dispositions, and understanding of policies and practices in partnership with parents indicate multiple barriers. This paper uses a multiple case study: first to understand how twelve teachers across six kindergartens in Melbourne understand and implement in particular cultural policies and secondly how they work in partnership with Indian parents to engage young children. Findings show a disparity in cultural understanding amongst teachers in ways they engage and collaborate with culturally and linguistically diverse Indian parents. Teachers often face communication problems that affect collaboration in creating more inclusive learning communities with Indian immigrant parents and their children. Similarly, parents expressed difficulties and anxiety in approaching teachers in regards to the transition and integration of their children into the kindergarten community. The discussion highlights a lack of communication and a greater need for an understanding of cultural policies and partnerships at the practice level. The paper calls for more flexibility in identifying strategies for better engagement of Indian immigrant children and their parents within early childhood settings. [ABSTRACT FROM AUTHOR]

Objective: This review aimed to better understand barriers to and facilitators of the professional integration of internationally qualified nurses (IQNs) in Australia. Background: Nursing shortages are a critical global issue, including developed countries such as Australia, where about 20% of the nursing workforce has been trained overseas. IQNs face many challenges associated with the migration process itself; and their professional integration is crucial in retaining them in the workforce and in maintaining the quality of nursing care in Australia. Study design and methods: This review followed the JBI methodology for mixed methods systematic review. Web of Sciences, Scopus, Informit, ProQuest, Ovid, and Cinahl databases were searched from inception. Qualitative, quantitative, and mixed methods original studies, published in English, were considered. Screening, data extraction and quality assessment were conducted independently by two reviewers. The assessment of methodological quality used the JBI Qualitative Checklist and Checklist for Analytical Cross-Sectional studies, and the data were extracted using the JBI data extraction tool. Disagreements were resolved by a third researcher and the synthesis used a convergent integrated approach. Results: From an initial 110 studies, eight studies were included. Individual and social factors emerged as the main themes. The first theme was analysed in terms of two sub-themes: psychological adaptation plus communication and language. Social factors were analysed in terms of three sub-themes: a) cultural differences in the nursing role; b) support, mentoring and appreciation and c) discrimination and racism. Discussion: psychological adaptation and language proficiency are linked to personal factors. Cultural differences in the nursing role should be addressed with strong support and mentoring programs. Recognition of previous experience and appreciation of pre-existing skills are important facilitators. Discriminatory and racist behaviours continue in the work setting, yet are rarely reported. Conclusion: Discrimination and racism from colleagues, co-workers, and patients should be addressed with a more direct approach than is currently in place. Training of locally and internationally qualified nurses in intraprofessional cultural competence may improve interaction and communication, reduce racism and discriminatory practices, and increase quality of care. Implications for research, policy, and practice: This research may be of interest to policy makers, healthcare educators, healthcare workforce planners and healthcare institutions. This study contributes to our understanding of the phenomena of nurse migration, retention, and professional integration, especially in high income countries. It is also a call to address the persistence of discriminatory and racist practices in the Australian context, as well as the education in intraprofessional cultural competence of some local nurses who work with IQNs. What is already known about the topic? • High-income countries like Australia rely on the attraction and retention of IQNs to meet their health outcomes. • Personal characteristics, language proficiency, support and mentoring programs are strong facilitators for IQNs' professional integration. • The persistence of discriminatory and racist practices are barriers to integration of IQNs in Australia. What this paper adds: • In Australia discrimination and racism continue to be dominant barriers to IQNs' professional integration. • It is crucial to improve the reporting of situations involving discrimination and racism and discuss further consequences for patients, visitors, and co-workers. • It is essential to promote training programs in intraprofessional cultural competence, and to focus on working with IQNs, as well as caring for patients from culturally and linguistically diverse (CALD) backgrounds. [ABSTRACT FROM AUTHOR]

A clear understanding of the nature and extent of suicidal behaviour and other mental health issues in Aboriginal and Torres Strait Islander populations has been limited by the national failure to develop clinically and culturally valid assessments and to ensure the cultural competence of practitioners. The default position for Australian mental health researchers is to continue to adapt existing mainstream assessments. The problem with this approach is it doesn't enable researchers to determine culture-specific symptoms or phenomena that are critical to establishing true cultural validity. The mental health field needs culturally co-designed psychometric tools to capture culture-specific expression and manifestation of symptoms, and to capture culture-specific symptoms. Two such tools exist: the WASC-Y and WASC-A. However, there are few data on their psychometric properties beyond the initial developmental research reported in the test manuals. This needs to be a focus for future research. What is already known about this topic: Aboriginal and Torres Strait Islander people in Australia have suicide rates that are at least twice that of non-Indigenous Australians. Research into Aboriginal and Torres Strait Islander people's mental health is limited by the continued failure to use culturally valid, psychometrically sound, and clinically valid screening tools. For decades researchers have been drawing attention to the need for screening tools and other psychological assessments to be specifically validated for use with Aboriginal and Torres Strait Islander people. What this paper adds: Some attempts have been made to develop culturally valid tools or to validate mainstream instruments for use with Aboriginal and Torres Strait Islander people, but these tools are significantly limited. Attempting to validate mainstream instruments with Aboriginal and Torres Strait Islander people fails to determine unique aetiologies and explain the over-representation of Indigenous people in suicide deaths. The Westerman Aboriginal Symptom Checklists are culturally and clinically valid screening tools that warrant further exploration of their value in addressing the unacceptable gaps in understanding the nature and extent of mental health problems and suicidal behaviour among Aboriginal people. [ABSTRACT FROM AUTHOR]

Living in the transformative age is one of disruption, change, and infinite opportunity. However, living in a cloud-based world with self-driving cars, advanced robotics, artificial intelligence, e-health, 3-D printing, and COVID-19 can also be somewhat daunting, challenging, and even confronting. As speech-language pathologists, researchers, educators, and advocates, we need to be agile, more creative and connected to data, experiences, and people. Now more than ever, these connections will enable transformation and ensure the future of our profession. speech-language pathologists are now practising on a global scale, in multiple languages and unique contexts, and the education of our future workforce is critical. Over the past 10 years, there has been rapid growth in the number of speech-language pathology training programs delivered by universities in Australia, as well as a significant shift in the demand for services and changing employment opportunities. In Australia, the profession has been planning for the future; Making Futures Happen, Building a Future workforce, and re-developing our Professional Standards. But, are we really cognisant of the global challenges and opportunities for our profession? Do we really value global connectivity? In this discussion paper, authentic examples and plausible scenarios are being used to explore the global transformation of the speech-language pathology profession. Each will highlight some of the political, economic, societal, cultural, and technological influences on speech-language pathology research, teaching, and practices that are driving development, change, and innovation. Readers will be challenged to consider how thinking globally, with a focus on context, translation, and connection will enable them to rise to the challenges we face today and forge new paths for the future. [ABSTRACT FROM AUTHOR]

Introduction: Healthcare organisations serve clients from diverse Indigenous and other ethnic and racial groups on a daily basis, and require appropriate client-centred systems and services for provision of optimal healthcare. Despite advocacy for systems-level approaches to cultural competence, the primary focus in the literature remains on competency strategies aimed at health promotion initiatives, workforce development and student education. This paper aims to bridge the gap in available evidence about systems approaches to cultural competence by systematically mapping key concepts, types of evidence, and gaps in research. Methods: A literature search was completed as part of a larger systematic search of evaluations and measures of cultural competence interventions in health care in Canada, the United States, Australia and New Zealand. Seventeen peer-reviewed databases, 13 websites and clearinghouses, and 11 literature reviews were searched from 2002 to 2015. Overall, 109 studies were found, with 15 evaluating systems-level interventions or describing measurements. Thematic analysis was used to identify key implementation principles, intervention strategies and outcomes reported. Results: Twelve intervention and three measurement studies met our inclusion criteria. Key principles for implementing systems approaches were: user engagement, organisational readiness, and delivery across multiple sites. Two key types of intervention strategies to embed cultural competence within health systems were: audit and quality improvement approaches and service-level policies or strategies. Outcomes were found for organisational systems, the client/practitioner encounter, health, and at national policy level. Discussion and implications: We could not determine the overall effectiveness of systems-level interventions to reform health systems because interventions were context-specific, there were too few comparative studies and studies did not use the same outcome measures. However, examined together, the intervention and measurement principles, strategies and outcomes provide a preliminary framework for implementation and evaluation of systems-level interventions to improve cultural competence. Identified gaps in the literature included a need for cost and effectiveness studies of systems approaches and explication of the effects of cultural competence on client experience. Further research is needed to explore the extent to which cultural competence improves health outcomes and reduces ethnic and racially-based healthcare disparities. [ABSTRACT FROM AUTHOR]

Aim: The aim of this paper is to describe the implementation and evaluation of the Growing Strong Brains® (GSB) toolkit in a remote Aboriginal community in Western Australia (WA) over a 2-year period, 2018–2019. Background: Ngala, a community service organisation in WA, developed the GSB toolkit in 2014, a culturally appropriate and interactive resource to build knowledge of early childhood development within Aboriginal communities. This was in response to evidence that a higher percentage of children in Aboriginal communities were developmentally vulnerable compared to the rest of the population. The GSB toolkit promotes awareness and understanding of early brain development pre-birth and in the early years of a child's life. Methods: The project was underpinned by participatory action research (PAR). Reflective PAR review cycles (n = 5) monitored local community engagement, navigated challenges and utilised community strengths. Fifty-nine local service providers attended a 2-day formal training. Data were collected by using various methods throughout the project, including feedback following training, focus groups, surveys, one-on-one interviews using yarning techniques and reflective feedback from the Project Lead. Findings: Establishing local Aboriginal project staff was pivotal to the success of the project. When delivering services for and with Aboriginal people, it is essential that cultural competence, safety and decision-making is carried through from planning to implementation and evaluation, and involves genuine, respectful and authentic relationships. Sufficient time allocation directed towards building relationships with other service providers and local community members needs to be considered and built into future projects. The Growing Strong Brains® project is embedded within the local community, and anticipated implementation outcomes were achieved. The support of the local people and service providers was beyond expectation, enabling the building of local capacity, and the development of a common understanding of the key messages from the GSB toolkit to allow integration throughout all levels of the community. This project has been important to build on the strategies necessary to introduce, implement and evaluate the GSB toolkit in other remote Aboriginal communities. [ABSTRACT FROM AUTHOR]

In this paper, we use Critical Reflective Practice to give voice to the experience of a Kenyan teacher who travelled to Australia to undertake advanced coursework in leadership and inclusive education studies. It also reflects upon an Australian academic as she tries to be more culturally responsive in her andragogy when teaching, supervising and mentoring postgraduate international students. We use reflective practices over an extended period to lessen the power imbalance between them as academic supervisor and postgraduate student. This eventually allowed for the student to teach and the academic to learn; and together we here shed light on what it is like to study and teach within an Australian university that annually enrols 6000 students from more than 100 countries around the globe. [ABSTRACT FROM AUTHOR]

Objective: The need for more Remote Area Nurses in the Northern Territory is clear. This paper investigates the perspectives of Remote Area Nurse workforce issues among multiple stakeholders. The aim is to identify how Remote Area Nurse staffing issues are perceived by clinic managers, Remote Area Nurses themselves, Aboriginal colleagues and community members in seven remote communities in the Northern Territory. Design: This is a qualitative study that uses interviews and focus groups to identify key messages of local stakeholders about Remote Area Nurse workforce issues. A content analysis was used for data analysis. Setting: Seven diverse remote Aboriginal communities in the Northern Territory with government‐run health clinics were visited. Participants: Non‐random sampling techniques were used to target staff at the clinics at the time of field work. Staff and community members, who agreed to participate, were interviewed either individually or in groups. Interviews were conducted with 5 Managers, 29 Remote Area Nurses, 12 Aboriginal staff (some clinics did not have Aboriginal staff) and 56 community residents. Twelve focus groups were conducted with community members. Results: Content analysis revealed that participants thought having the "right" nurse was more important than having more nurses. Participants highlighted the need for Remote Area Nurses to have advanced clinical and cultural skills. While managers and, to a lesser extent, Remote Area Nurses prioritised clinical skills, Aboriginal staff and community residents prioritised cultural skills. Conclusions: Participants identified the importance of clinical and cultural skills and reiterated that getting the "right" Remote Area Nurse was more important than simply recruiting more nurses. Thus, retention strategies need to be more targeted and cultural skills prioritised in recruitment. [ABSTRACT FROM AUTHOR]

Background: Cultural competency is often promoted as a strategy to address health inequities; however, there is little evidence linking cultural competency with improved patient outcomes. This article describes the characteristics of recent educational interventions designed to improve cultural competency in healthcare workers for First Nations peoples of Australia, New Zealand, Canada and the USA. Methods: In total, 13 electronic databases and 14 websites for the period from January 2015 to May 2021 were searched. Information on the characteristics and methodological quality of included studies was extracted using standardised assessment tools. Results: Thirteen published evaluations were identified; 10 for Australian Aboriginal and Torres Strait Islander peoples. The main positive outcomes reported were improvements in health professionals' attitudes and knowledge, and improved confidence in working with First Nations patients. The methodological quality of evaluations and the reporting of methodological criteria were moderate. Conclusions: Cultural competency education programs can improve knowledge, attitudes and confidence of healthcare workers to improve the health of First Nations peoples. Providing culturally safe health care should be routine practice, particularly in places where there are concentrations of First Nations peoples, yet there is relatively little research in this area. There remains limited evidence of the effectiveness of cultural education programs alone on community or patient outcomes. Cultural competency is often promoted as a strategy to address health inequities, although evidence linking cultural competency to patient outcomes is scarce. We conducted a narrative review of the recent literature on cultural education programs and found 13 published evaluations, mainly reporting improvements in health professionals' attitudes and knowledge, and improved confidence in working with First Nations patients. Although cultural education has a positive short-term impact, none of the studies included measured improved patient health outcomes. [ABSTRACT FROM AUTHOR]

Delivering effective healthcare requires healthcare professionals to reflect on their own cultural background and their patient's cultural needs. Culture is a determinant of health and if not considered, negative health outcomes can result. This is of particular importance when working with Aboriginal communities and caring for Aboriginal people whose views have been excluded from healthcare models, funding, and policy. Non-indigenous healthcare professionals, such as pharmacy students, benefit from understanding Aboriginal peoples' healthcare needs and models of holistic healthcare, as well as reflecting on their own cultures, assumptions, and experiences on placement. This article explores students' views to inform the development of a Toolkit to support students' learning prior to engaging in placements in Aboriginal communities. The study involved collaboration with students, Aboriginal community members, educators experienced in Indigenous health and allied health education. This paper is within a series exploring the development and evaluation of the 'Working Respectfully with Aboriginal People (WRAP): Student Toolkit'. [ABSTRACT FROM AUTHOR]

Health and social service agencies need to be responsive to the healthcare requirements of culturally and linguistically diverse (CALD) groups in the community. This is a challenging proposition, particularly due to shifting demographics in developed Western countries such as Australia. Organisations that strive for cultural competence can potentially reduce the barriers associated with inequitable access to services by CALD groups. Community health services play a vital role in the provision of culturally competent health services to people from CALD groups. Additional research related to cultural competence in the community health context is needed. Thus, the aim of this paper is to explore the positioning of cultural competence within community health from multiple perspectives using a qualitative case study of a community health service located in Victoria, Australia. The findings suggest that if the essential needs of clients are met, regardless of cultural background (e.g. able to communicate with staff, trust and a respectful and caring environment), then issues related to cultural background may be of less significance for some clients. [ABSTRACT FROM AUTHOR]

While increasing attention has been paid to the experiences of Indigenous sistergirls over the past decade there still remains a dearth of empirical research on the experiences of this diverse population of Indigenous people. This paper seeks to add to the small body of existing literature by reporting on a thematic analysis of existing media in which 18 sistergirls shared their experiences of family and community. The thematic analysis identified two themes within each of these topics. Specifically, when talking about family, both familial acceptance and rejection were salient themes. When talking about community, both the traditional role of sistergirls in their communities and negative responses from communities were salient themes. The paper concludes by suggesting that increased knowledge about the lives of sistergirls may assist social workers in supporting sistergirls both in their own outreach endeavours, and in providing more culturally competent services. [ABSTRACT FROM PUBLISHER]

What prevents Indigenous young people from seeking professional help for emotional and/or psychological problems, and how can counselling support services, such as Australia's youth counselling service, Kids Helpline, assist in overcoming these barriers? To explore these questions this paper draws on qualitative feedback from group discussions with 60 Indigenous young people (aged 10-24 years) living in rural, regional and metropolitan Australia. Findings reveal many barriers, including shame, fear, intergenerational stigma and limited awareness. The paper suggests that addressing cultural competency in services, hosting school-based education sessions and embracing offline and online contact points are helpful steps youth services can take to encourage formal help-seeking among Indigenous young people. [ABSTRACT FROM AUTHOR]

The notion of global citizenship appears to be a commonly featured element in graduate attributes outcomes at Australian universities. Global citizens are expected to be able to successfully function in diverse environments within multi-cultural teams, and thus make a positive contribution to the communities in which they work and serve. Intercultural competency is, therefore, an essential element of being a global citizen and an issue of relevance in a modern society with globalised economies and increasing labour mobility opportunities. This paper argues that intercultural competency is best acquired 'in the field', that is, through first hand experience gained by being on location in a foreign land. Whilst student exchange programs provide this opportunity, this is not possible for every individual, due to personal matters, work commitments and financial issues. An alternative approach is offered through an international study tour that provides students with a short term cultural immersion experience. This paper reports on the results of such an experience that was shared within both business and social contexts, for a small cohort of business studies students enrolled at an Australian university. These students participated in a two week international study tour to Malaysia during the later part of 2010. Based on data from voluntary surveys, the paper concludes that that the study tour experience improved aspects of the students' intercultural competency, such as dissimilarity openness, self-monitoring and intercultural communication. [ABSTRACT FROM AUTHOR]

Access to culturally safe health services is a basic human right, however through the lasting effects of colonisation, oppression, and systemic racism, the individual and community health of Indigenous peoples in Australia and Aotearoa New Zealand have been severely impacted. The Aboriginal and Torres Strait Islander Health and Cultural Safety Strategy of the Australian Health Practitioners Regulation Agency, and the Standards of Cultural Competence and Cultural Safety of the Optometrists and Dispensing Opticians Board of New Zealand, recognise the importance of access to safe health care for Aboriginal, Torres Strait Islander and Māori patients, which encompasses both clinical competency and cultural safety. Universities have an ongoing responsibility to ensure their learning and teaching activities result in graduates being able to provide culturally safe practice. This article highlights the emergence of culturally safe practices in the Australian and Aotearoa New Zealand optometry curricula over the last five years incorporating Indigenous ways of knowing, being and doing into the curricula, understanding the local Indigenous histories and contexts, the adoption of online cultural education modules, and clinical placement partnerships with local Indigenous communities. Whilst there is still much work to do to achieve the goal of graduating culturally safe optometrists, this paper focuses on features that enable or impede progress in the development of culturally safe practices within the optometry programmes to improve eye health equity for Indigenous recognise the diversity of Indigenous cultures across Australia and NZ. [ABSTRACT FROM AUTHOR]

English is not the first language for many Indigenous peoples, including Aboriginal Australians, and other minority groups. In Australia and many countries globally, health services are primarily delivered in English. Equity in health care can only be achieved if individuals are proficient in a language that they can understand. Interpreting services improves patient outcomes for minority language speakers. A comprehensive thematic analysis was used to identify key themes. When interpreter services were provided, patient care was improved for minority populations. The use of interpreters by Aboriginal Australians and the Aboriginal 'voice' in health care were missing. Language barriers are a major problem for minority language speakers in accessing health care, and inequitable treatment based on cultural, racial or ethnicity is common. In Australia, interpreter services for Aboriginal Australians in health care are under-utilised, and in many circumstances are unavailable. There is a severe lack of qualified interpreters globally in health care, particularly Aboriginal language interpreters, and there is a need for cultural competency training and cultural resources in health care settings. More Aboriginal interpreters are needed to provide a cultural lens and 'two-way interpreting' for Aboriginal Australians. [ABSTRACT FROM AUTHOR]

Although unevenly distributed, many Australian classrooms are increasingly diverse and include young people from a wide variety of cultural and linguistic backgrounds, young people who speak many different languages and dialects of English. These diverse classrooms offer rich and exciting teaching and learning opportunities and require innovative pedagogies that bolster the abilities of educators to draw upon young peoples' transcultural and translingual competencies. This paper details curricula and pedagogies employed in a classroom with six- to eight-year old children newly arrived in Australia. In this classroom, children were positioned as ethnographers of their own language practices; language repertoires were recognized, validated and treated as resources for learning. Analysis centres on the relevant connections made between academic content, children's experiences and the promotion of children's identities as bilingual meaning-makers. [ABSTRACT FROM AUTHOR]

Background: Increasing diversity in Australia requires healthcare practitioners to consider the cultural, linguistic, religious, sexual and racial/ethnic characteristics of service users as integral components of healthcare delivery. This highlights the need for culturally appropriate communication and care. Indeed the Australian Government in various policies mandates culturally responsive communication. Therefore this paper aims to provide a brief overview of Australian healthcare literature exploring the components; prevalence and effects of this style of communication in healthcare.Methods: A rapid review was conducted using the knowledge to action evidence summary approach. Articles included in the review were those reporting on the components, prevalence and outcomes of culturally responsive communication in Australian healthcare, published in English between 2008 and 2018. Articles were reviewed using reliable critical appraisal procedures.Results: Twenty- six articles were included in the final review (23 qualitative studies; 2 systematic reviews; 1 mixed methods study). The literature indicates knowledge of the positive effects of culturally responsive communication in healthcare. It also highlights the disparity between the perceptions of healthcare practitioners and services users over the existence and components of culturally responsive communication in healthcare. The review identified a limited use of this style of communication, but rather a focus on barriers to culturally appropriate care, lacking an awareness of the importance of culturally responsive communication in this care.Conclusion: While literature suggests the importance and positive effects of culturally responsive communication, evidence suggests inconsistent implementation of this style of communication within Australian healthcare settings. This has implications for the outcomes of healthcare for the diverse population in Australia. [ABSTRACT FROM AUTHOR]

Providing culturally competent treatment and care for Aboriginal people with renal failure requiring haemodialysis within mainstream renal services remains complex, challenging and poorly informed. This paper reports recommendations for improving cultural competence within renal units which emerged from a renal nurses’ doctoral study conducted in rural NSW. This research project aimed to inform service improvement for Aboriginal renal patients. Provision of the knowledge, skills and cultural understanding to enable renal staff to deliver treatment and care that are acceptable to and appropriate for Aboriginal patients is discussed. Employment of Aboriginal health workers within renal units as patient advocates and to provide a cultural bridge between Aboriginal patients and their families and renal clinicians is promoted. Aboriginal patients, family members and Elders delivering on-site cultural education to the staff within renal units is recommended, with the goal of increasing two-way understanding and building strong and positive relationships. Alternative models of culturally competent care from remote northern Australia and a New Zealand model for culturally safe care of Maori people within renal units are also discussed. [ABSTRACT FROM AUTHOR]

Aim: Competency‐based Education (CBE) has underpinned the education of dietitians in Australia since the first Competency Standards (CS) were published; however, little is known about how CBE has influenced dietetic practice. The aim of this paper is to explore how a CBE framework and the CS have influenced dietetic practice in Australia since 1990. Methods: A qualitative investigation explored concepts of dietetic practice. Data analysed were original interviews previously undertaken with recent graduate dietitians during 1991 (n = 26), 1998 (n = 23) and 2007 (n = 19) and seven guided discussions with dietitians and employers (n = 28) conducted in 2014 to identify themes. The DAA Competency Standards and Accreditation Manuals/Standards since 1990 were also analysed to triangulate the interview data and to investigate how the CS were interpreted. Results and Conclusions: Themes identified from interviews included: (i) communicating for better care, (ii) scientific enquiry for effective practice, (iii) critical thinking and evidence‐based practice and (iv) professionalism, which remained core to dietetic practice over time, but leadership, advocacy, business management and entrepreneurial skills have emerged more strongly as the scope of practice has diversified. The landscape in which dietitians' practice showed increasing complexity and clear boundaries separating professional roles were disappearing. The 2015 CS and the 2017 Accreditation Standards highlighted that competency remains a shifting construct and that professional behaviours change depending on economic and political reasons in the play of power. Accreditation policy and current standards have successfully maintained a standard of dietetic practice across a diverse country but have the potential to constrain innovation. [ABSTRACT FROM AUTHOR]

Teaching Aboriginal content in social work education presents risks of retraumatisation for students. There are international calls for a trauma-informed teaching model that creates cultural safety in the classroom. This study aimed to develop a trauma-informed model for social work education by reviewing the literature on cultural safety for Aboriginal peoples. This model incorporates key aspects of ensuring Aboriginal cultural safety: de-colonise social work education; collaborative partnerships; build relationships; critical reflection; develop cultural courage; and yarning and story-telling. It provides a valuable framework for creating a more equitable teaching and learning environment that also ensures the essential academic content is covered. IMPLICATIONS Trauma underlies the historical, contemporary and cultural narratives of Aboriginal peoples. Students engaging in Aboriginal content that is traumatic can mean connecting with trauma that has occurred in their own lives. Trauma-informed teaching and learning will ensure that educators create culturally safe spaces that enable students to engage well with content. The adoption of the framework proposed in this paper may lead to the creation of a culturally safe space for teaching and learning in social work education. [ABSTRACT FROM AUTHOR]

Inclusive education remains a challenge for Australian tertiary education, particularly specialized pedagogical approaches like work-integrated learning (WIL) and service learning. Critiques of mainstream pedagogical approaches raise questions about the predominant models of educating students (Butin, 2010; Howard, 1998). There is a definitive need to recognize the diversity of the student population within course structures, rather than integrating diverse student needs into a static curriculum (Harrison & Ip, 2013) Wise practice takes WIL objectives - professional skills development and professional experience - and positions inclusion and transformation at the center of the learning experience. This paper explores inclusive education in WIL and service learning and examines how a wise practice approach can help all students equally benefit from the transformative potential of service learning. [ABSTRACT FROM AUTHOR]

Australia's research and knowledge base on cultural competency has been slow to develop. To help address this gap, the New South Wales (NSW) Department of Family and Community Services (FaCS) funded a large scale study in this area, which included a detailed literature review. The paper reports on key findings from that review including that collectivist values are at odds with 'child-centred' philosophies of child protection; there is an inherent tension between the right to equal protection from harm and the right for respect in cultural differences in parenting and family functioning ('cultural absolutism' versus 'cultural relativism'); there are factors that uniquely characterise 'the migrant context' (especially lack of awareness of child protection laws and systems, economic disadvantage, and fear of authority); and that cultural competency is separable from cultural awareness and cultural sensitivity, and also different from addressing language barriers. However, in reviewing the literature it became apparent that the specific roles and responsibilities of workers, agencies, and systems were not clearly delineated. Thus this paper also aimed to address this unmet need. Identifying their unique roles and responsibilities can help ensure that the delivery of child protection services are efficiently and effectively mobilised from both the 'top' and 'bottom' to benefit all ethnic minority families. Moreover, any implementation of cultural competency needs to move beyond the emphasis on culture and acknowledge the dimensions of inferiority and oppression to truly promote value for diversity and protect ethnic minority children from the dangers of systematic disadvantage that institutional racism represents. [ABSTRACT FROM AUTHOR]

Evidence-based interventions are an essential part of delivering contemporary mental health services. Many such interventions, however, are developed with and for mainstream population groups. Practitioners and researchers alike will often adapt tools, practices, processes or programmes to meet the needs of culturally diverse populations groups, but wonder if and how such adaptations will affect outcomes. This paper considers the processes by which evidence-based interventions can be adapted by health professionals in any context; and includes an example of a successful cultural adaptation to an evidence-based intervention. The successful implementation of the Aboriginal Mental Health First Aid programme in Australia illustrates the potential for adapted interventions to support improvements in the health outcomes of people from culturally diverse backgrounds. The paper concludes by outlining the steps mental health professionals can take when adapting evidence-based interventions for use in their own workplace settings. [ABSTRACT FROM AUTHOR]

Recent management practices seek to standardize and routinize practice through formulaic assessment processes and casework to ensure risk minimization and cost effectiveness. Such pressures have become entrenched in social work practice in Australia and other economically developed societies. Under such regimes cultural competence is rendered as expert knowledge about the other to be acquired and applied in ways to ensure maximum efficiency. But working effectively across racial and cultural differences demands critical reflection on one's own position and the complex interactions between different aspects of identity. While some versions of cultural competence incorporate the need to examine our own values and behaviours, the paper argues that rather than focusing on knowledge of differences, social workers should concentrate on critically listening to our clients' autobiographies to reveal over time what aspects of their social and cultural lives matter to them. The paper reviews findings from teaching Australian social work undergraduate and graduate students engaging with these challenges with particular reference to working effectively with Indigenous people. [ABSTRACT FROM PUBLISHER]

In school education, one of the few visible responses to increasing globalisation of educational practice has been the implementation of short-term experiential overseas student learning programmes. This paper analyses the results of a comparative research project on three Australian schools that offer such learning experiences. It argues that teachers who possess or who are capable of developing a transcultural - as opposed to an intercultural - capacity are more likely to be effective educators on these special programmes, as well as being more receptive to the personal and professional development that derives from participation in them. [ABSTRACT FROM AUTHOR]

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The consistent failure of initiatives aimed at addressing discrepancies between Australia's Aboriginal and non Aboriginal citizens point to a need to address responses to Aboriginal people by mainstream service providers. This practice paper draws on the experience of Aboriginal and non Aboriginal practitioners in the trauma field to consider the limitations and potential of “cultural competence” as a construct for working with Aboriginal and Torres Strait Islander peoples. Key limitations are the lack of accounting for the trauma and ongoing racism experienced by Aboriginal people, which result in isolation of communities, protection of abusers, and under-use of mainstream services by Aboriginal people. When trauma and racism are addressed, successful and respectful engagement with Aboriginal individuals and communities becomes possible and the potential of cultural competency initiatives can be realised. A three-step process for achieving this at the personal, practice, and agency levels, which has been developed in a collaboration by Aboriginal and non Aboriginal practitioners, is outlined. [ABSTRACT FROM PUBLISHER]

Most health care organisations aspire to develop a culturally competent workforce. Australian nurses are bound by professional standards to achieving this goal and there is a clear commitment by lead organisations to deliver nursing care that is mindful about respecting cultural diversity (ANMC, 2005). The development of a nursing workforce that is equipped with knowledge and an embedded attitude of cultural sensitivity and safety is a nursing workforce that will bring about positive change and improved consumer experiences (Chenoweth, Jeon, Goff, & Burke, 2006). This paper will reflect on current discussion about cultural competence from the perspective of an Indigenous nurse, and present a personal learning pathway toward a goal of cultural competence. [ABSTRACT FROM AUTHOR]

The call to internationalise the curriculum has become firmly ensconced in Australian educational discourse and university mission statements. Yet, scholars in this area agree that there are few concrete examples of how educators actually set about internationalising the curriculum in a tangible and easily replicable way. This paper adopts a definition of internationalisation of the curriculum which takes into account the experiential aspects of the process of becoming an intercultural communicator. The goal of internationalising the curriculum responds to the recognition that students need to develop a degree of intercultural competence in order to function efficiently in an increasingly globalised environment. Both international and local students need to be partners in this process, and the cultural diversity of contemporary universities in the west is an ideal setting to foster the ability to mediate across cultures. In this paper, we explore some practical ways in which key issues in intercultural communication can be implemented into university curricula through programmes that promote interaction across groups. La llamada a internacionalizar el currículo se encuentra firmemente afianzada en el discurso académico y en las declaraciones de las universidades australianas. Sin embargo, estudios en esta área convienen que hay pocos ejemplos concretos que indiquen cómo los educadores pueden internacionalizar el currículo de una manera tangible y fácilmente replicable. Este artículo adopta una definición de la internacionalización del currículo que considera los aspectos experienciales en el desarrollo del proceso de comunicación intercultural. La meta de internacionalizar el currículo responde al reconocimiento de que los estudiantes necesitan desarrollar un grado de capacidad intercultural para desempeñarse eficientemente en un ambiente cada vez más global. Tanto los estudiantes internacionales como los locales necesitan colaborar en este proceso. La diversidad cultural que caracteriza a las universidades contemporáneas en occidente hace de éstas un ámbito ideal para fomentar la capacidad de mediar entre culturas. En este artículo exploramos algunos programas prácticos que pueden ser implementados en currículos universitarios para promover la interacción entre grupos. [ABSTRACT FROM AUTHOR]