Presented By: Dr. Melinda Fowler Faculty Advisor
Aboriginal Students Health Sciences (ASHS) office
Family PhysicianDe dwa da dehs nye>s Aboriginal Health
Centre
Developed By: D. Soucy @ NAHO
Aboriginal Health Elective: Session 3
January 25, 2013Cultural Competency and Safety
Objectives1) Review the social & broader
determinants of health2) Define Cultural Safety (CS) & Cultural
Competency (CC)3) Disseminate why there is a need for
CS/CC4) Identify Culturally Unsafe vs. Safe
educational approaches5) Identify Learner & Educator
responsibilities within a CS environment
Social Determinants of Health
Genetic endowment Healthy child
development Gender Personal health
practices & coping skills
Access to health services
Culture
Education Income & social
status Social support
network Social environment Employment & working
conditions Physical environment
Broader Determinants of Health for Aboriginal
Peoples
Colonization Globalization Migration Cultural continuity Access Territory Poverty Self-determination
Woven together, these factors affect the quality of
life for First Nations, Inuit and Métis.
Background: Cultural Safety
Developed in the 1980s in New Zealand in response to the Maori people’s discontent with nursing care
Maori nursing students & Maori national organizations supported the theory of cultural safety
They uphold political ideas of self-determination & decolonization of Maori people & is based within a framework of dual cultures
Cultural Safety
CS refers to the patient/learner’s feelings in the health care/ learning encounter
CS is crucial to the establishment of trust between health care provider & patient OR the establishment of a productive teaching relationship between educator and learner
Cultural Competency
CC refers to the skills required by a provider/educator to ensure that the patient/learner feels safe
Is there a need for CS/CC?
Misunderstanding can exist between health professionals & their clients, which can impact the ability of health professionals to achieve the goal of optimizing the health for their clients (Dowling 2002).
Adopting a culturally safe approach to health care can benefit individuals, providers & health care systems.
Culturally unsafe educational
experiences occur because…
Values & ethics for FN/I/M maybe different than mainstream
Indigenous knowledge (IK) is not acknowledged, or is treated as inferior to western knowledge
Negative portrayal of FN/I/M peoples in curricula
Historical experience & effects of colonization on FN/I/M peoples is not acknowledged
Basic access (geographic, linguistic, cultural) barriers exist.
Culturally Safe Approaches
Cosmology
Acknowl-edgement
ProtectionOf IK
Quality of Life
Reciprocity
Intent
Respect
Integrity/Honesty
Language
IK =
Health
Western Forms Western Forms
of of
Health Health knowledgeknowledge
A A
CC/CS CC/CS
SpaceSpace
Culturally Safe Education
Learner responsibilities: Self evaluation Identify pre-existing attitudes Transform attitudes
Educator responsibilities: Dismantle barriers Honest curricula Recognition/respect of IK
Ensure a CS environment…
Learn about health & social challenges facing FN/I/M peoples & expect that these issues maybe of particular interest to Aboriginal students
Be aware of the determinants of health that may apply to FN/I/M peoples
Learn about the history of colonization and its impact on current health & social status of FN/I/M peoples
Be self aware
CS/CC Guidelines1. Create Aboriginal rooms: FN/I/M 2. Ceremony, Song & Prayer 3. Patients’ Sacred/Ceremonial Items 4. Information & Support 5. Family Support 6. Food, Toiletries & Constitutions7. Body parts/tissues/substances (removal,
retention or disposal of, including the placenta & genetic material)
8. Pending & Following Death
The following Guidelines are adapted from the Tikanga Best Practice Guidelines produced by the Waikato District Health
Board, New Zealand
Accessing Resources and Services for FN/I/M Clients
National organizations can provide direction to regional centres/organizations who deal with Aboriginal
healing and wellness (western and traditional)
NICCHRO National Indian and Inuit Community Health Representative Organizations A.N.A.C Aboriginal Nurses Association of Canada IPAC Indigenous Physicians Association of Canada *NWAC Native Women’s Association of Canada *AFN Assembly of First Nations *MNC Métis National Council *ITK Inuit Tapairit Kanatami *CAP Congress of Aboriginal Peoples NAFC National Association of Friendship Centres AHF Aboriginal Healing Foundation AHRNetS Aboriginal Health Research Network Secretariat IAPH Institute of Aboriginal Peoples Health NEAHR Network Environments for Aboriginal Health Research AWHHRG Aboriginal Women’s Health and Healing Research Group Pauktuutit Pauktuutit Inuit Women’s Association of Canada CAAN Canadian Aboriginal Aids Network AHWS Aboriginal Healing and Wellness Strategy NMHAC Native Mental Health Association of Canada
* The five federally recognized national Aboriginal organizations of Canada. Each has regional/territorial offices and health committee’s who can direct query’s regarding their specific populations.
Conclusion Be self aware Be respectful of IK Be willing to transform and adapt Be an active listener
Resource List http://www.naho.ca/english/pub_culturalComp.php
http://www.ipac-amic.org/publications.php
http://www.anac.on.ca/publications.html
http://www.niichro.com/
ASHS Contact Information
ASHS Student Space: HSC 2A1E Elders-in-Residence: 3 Aboriginal Mentorship Program: 3 Administrative Assistant: Valerie Pare
905.525.9140 ext: 23935 or [email protected]
ASHS Office: HSC 3H46B Danielle N. Soucy, Director & Program Coordinator: ext: 22824 or [email protected]
Dr. Melinda Fowler, Faculty Advisorext: 22824 or [email protected]
http://fhs.mcmaster.ca/ashs
Top Related