TY  - JOUR
PY  - 2021//
TI  - Considering difference: clinician insights into providing equal and equitable burns care for Aboriginal and Torres Strait Islander children
JO  - Australian and New Zealand journal of public health
A1  - Fraser, Sarah
A1  - Grant, Julian
A1  - Mackean, Tamara
A1  - Hunter, Kate
A1  - Keeler, Ngara
A1  - Clapham, Kathleen
A1  - Edgar, Dale W.
A1  - Towers, Kurt
A1  - Teague, Warwick J.
A1  - Ivers, Rebecca
SP  - ePub
EP  - ePub
VL  - ePub
IS  - ePub
N2  - OBJECTIVE: To better understand issues driving quality in burn care related to equity of outcomes and equality of provision for Aboriginal and Torres Strait Islander children. <br><br>METHODS: Seventy-six interviews with team members who provide care for Aboriginal and Torres Strait Islander children in six paediatric burn units across five Australian jurisdictions were completed. Interface research methodology within a qualitative design guided data collection and analysis. <br><br>RESULTS: Three themes were identified: i) Burn team members who identify the requirement to meet the specific needs of Aboriginal and Torres Strait Islander children and deliver differential care; ii) Burn team members who believe in equal care, but deliver differential care based on the specific needs of Aboriginal and Torres Strait Islander children; and iii) Burn team members who see little need for provision of differential care for Aboriginal and Torres Strait Islander children and rather, value the provision of equal care for all. <br><br>CONCLUSION: Burn team members conflate equitable and equal care, which has implications for the delivery of care for Aboriginal and Torres Strait Islander children. Equitable care is needed to address disparities in post-burn outcomes, and this requires clinicians, healthcare services and relevant system structures to work coherently and intentionally to reflect these needs. Implications for public health: Changes in health policy, the embedding of Aboriginal and Torres Strait Islander liaison officers in burn care teams and systems that prioritise critical reflexive practice are fundamental to improving care.<p />  <p>Language: en</p>
LA  - en
SN  - 1326-0200
UR  - http://dx.doi.org/10.1111/1753-6405.13110
ID  - ref1
ER  -