目的:描述澳大利亚一所大型大学向营养学学生提供的土著文化沉浸感,并评估其作为教授土著历史的方法的有效性,文化,饮食,和营养学中的健康。
方法:采用基于强度的方法,原住民的学习过程享有特权,文化沉浸与沉浸式教育者共同设计,第一民族研究员,和营养学学术。文化沉浸包括开幕式和四个站台,编织,布什·塔克,和人工制品/药物。采用了混合方法,通过对调查前和调查后的数据进行三角剖分,车站测绘,和焦点小组访谈。同时分析了参与的第一年营养和饮食学硕士学生的定量和定性数据,然后将其汇总在一起,以综合了解文化沉浸对学生学习的影响。
结果:53名学生完成了前后调查,36名学生参加了焦点小组。通过分享生活经验,通过文化学习,并保持会议的实际和土著领导,每个文化沉浸站都利用土著学习过程,有意义地让学生参与土著教育内容,欣赏整体健康,增加他们对土著历史的一般知识,文化,饮食,和健康(所有p<0.001)。
结论:文化沉浸是一种提高学生知识的教学方法,可以成为将原住民内容嵌入整个课程的计划和综合方法的一部分。机构必须认识到文化沉浸对学生学习的价值,并致力于提供持续的支持。
OBJECTIVE: To describe an Aboriginal cultural immersion delivered to
dietetics students at a large university in Australia and assess its effectiveness as a method to teach Aboriginal history, culture, diet, and health in
dietetics.
METHODS: Taking a strength-based approach, Aboriginal processes of learning were privileged, with the cultural immersion being co-designed with immersion educators, a First Nations researcher, and
dietetics academic. The cultural immersion consisted of an opening ceremony and four stations of yarning, weaving, bush tucker, and artefacts/medicines. A mixed-methods approach was used, with triangulation of data from pre- and postsurveys, station mapping, and focus group interviews. Quantitative and qualitative data were simultaneously analysed from participating first-year Master of Nutrition and
Dietetics students and then drawn together for an integrated understanding of the impact of the cultural immersion on student learnings.
RESULTS: Fifty-three students completed pre- and postsurveys and 36 participated in focus groups. Through sharing lived experiences, learning through culture, and keeping sessions practical and Aboriginal leadership, each cultural immersion station utilised Aboriginal processes of learning that meaningfully engaged students with Aboriginal education content, appreciate holistic health and increased their general knowledge on Aboriginal history, culture, diet, and health (all p < 0.001).
CONCLUSIONS: Cultural immersion is one teaching method to enhance student knowledges and can be a part of a programmatic and integrated approach that embeds Aboriginal content throughout the whole curriculum. It is necessary that institutions recognise the value of cultural immersions to student learnings and commit to providing ongoing support.