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Improving forensic mental health care to I ndigenous A ustralians: theorizing the intercultural space
Author(s) -
Durey A.,
Wynaden D.,
O'Kane M.
Publication year - 2014
Publication title -
journal of psychiatric and mental health nursing
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.69
H-Index - 63
eISSN - 1365-2850
pISSN - 1351-0126
DOI - 10.1111/jpm.12105
Subject(s) - indigenous , mental health , nexus (standard) , cultural safety , sociology , health care , context (archaeology) , privilege (computing) , nursing , medicine , public relations , political science , geography , psychiatry , ecology , archaeology , computer science , law , biology , embedded system
Accessible summary This paper uses the ‘intercultural space’ as an educational strategy to prepare nurses to work respectfully with Indigenous patients in a forensic mental health context; offers an educational approach that introduces nurses to Indigenous knowledge, beliefs and values, examines power relations in colonized countries between the dominant white cultural group and the Indigenous population and encourages nurses to critically reflect on their health care practice; and explores the intercultural space as a shared space between cultures fostering open and robust inquiry where neither culture dominates and new positions, representations and understandings can emerge.Abstract Given the disproportionately high number of I ndigenous people imprisoned in colonized countries, this paper responds to research from W estern A ustralia on the need to prepare forensic mental health nurses to deliver care to I ndigenous patients with mental health disorders. The paper highlights the nexus between theory, research and education that can inform the design and implementation of programmes to help nurses navigate the complex, layered and contested ‘intercultural space’ and deliver culturally safe care to I ndigenous patients. Nurses are encouraged to critically reflect on how beliefs and values underpinning their cultural positioning impact on health care to I ndigenous patients. The paper draws on intercultural theory to offer a pedagogical framework that acknowledges the negative impacts of colonization on I ndigenous health and well‐being, repositions and revalues I ndigenous cultures and knowledges and fosters open and robust inquiry. This approach is seen as a step towards working more effectively in the intercultural space where ultimately binary oppositions that privilege one culture over another and inhibit robust inquiry are avoided, paving the way for new, more inclusive positions, representations and understandings to emerge. While the intercultural space can be a place of struggle, tension and ambiguity, it also offers deep potential for change.