부산대학교 도서관

This article aims to interpret and theorise non-Indigenous health students' emotional learning experiences within a cultural safety course from an Australian First Peoples' perspective. All undergraduate health students enrolled in a First Peoples' health and cultural safety course were invited to complete a post-course online survey. The survey included quantitative items along with six free-text responses about students' emotional learning experiences. The free-text comments provided by 72 health students are the focus of this article. Drawing upon Kamilaroi Country and the metaphor of the river in drought, flood and when waters become clear, this research provides a synthesis of non-Indigenous health students' emotions in the cultural safety classroom. Students acknowledged the powerful impact of work undertaken by First Peoples educators in sharing their narratives, creating safe spaces and bearing witness to students' emotions. The analysis informs an understanding of student learning and recommendations for teaching practice. [ABSTRACT FROM AUTHOR]