A Journey Towards Cultural Competence and Cultural Safety in Nursing Education Langara College BSN Program Presented by Michelle Su (Métis) RN, MSN March 1, 2010
Jan 11, 2016
A Journey Towards Cultural Competence and Cultural
Safety in Nursing Education
Langara College BSN ProgramPresented by Michelle Su (Métis) RN,
MSN March 1, 2010
Goals for Today's Presentation
• Langara College BSN Program
oA bit about us oOur Starting Point
• Current Work and Ongoing EndeavorsoCulturally Safe Decision Making
Framework for Nursing PracticeoNew Curriculum ThemeoBuilding Connections
Langara College 100, West 49th ave.
Vancouver BC Add picture of college. I have one....that would be cool to add if you have one :)
Demographics and our Nursing Program's Starting Point
• Langara Nursing Department Demographics
• Situated on and also near Traditional Musqueam, Squamish, and Burrard Territories
• Lack of Aboriginal health and Cultural Safety Content in the Curriculum
Strengths that Support Change
• Supportive Nursing Administration team• In process of Curriculum Revision • Large Nursing Faculty• Increasing level of awareness among faculty
of issues• Student population eager to learn about
Aboriginal health and cultural safety
Challenges and Solutions • Takes time for Faculty to recognize significance
and importance of cultural safety and Aboriginal health. o Continue to identify importance by way of meetings,
emails, presentations. o Provide for learning opportunities by way of guest
speakers • Faculty resources on E Repository not being utilized
o Increase awareness and makes resources more accessible.
o Create learning activities with resources that can be used
for each term.
Our Current Work and Ongoing Endeavors CURRICULUM
• The Marriage of our Nursing Decision Making Framework with the Cultural Competence Cultural Safety Framework
• Cultural Safety/Aboriginal Health thread throughout the curriculum
• Post Colonialism as a theory that informs our nursing philosophies
FACULTY: • Faculty workshop• Ongoing educational sessions. • Faculty resources
STUDENTS: • Recruitment(SFU Aboriginal pre health program)• Retainment
(Original) COMING TO KNOW THE CLIENT
The nurse comes to know the client by learning of the client’s lived experience of health and healing
through in depth caring interactions.
Questions the student will ask:
• What is the client’s story? • What is the client telling me? • What do I know? • How do I know it? • How will I learn more? • What are my resources?
STUDENT The student will:
• Respect the client’s culture, age, and beliefs
• Recognize that he or she brings his or her own culture and attitudes to the relationship
• Communicate competently with the client in that person’s social, political, linguistic, economic, and spiritual real
• Pay close attention to and not negatively judge verbal and non-verbal information that clients provide
• Be aware of the needs the client may have and the issues he or she may face
Questions the student will ask:
• What is happening in your life?• What is the most important thing
right now? • What are the client behaviors that
can add to my assessment? • Besides my client, what are my
resources?
FACULTY The Educator will:
• role model culturally safe practice for the student, to the patient
• support the student to come to know the client through respecting both the client and the student's culture and attitudes brought into the helping relationship.
• support the student to identify the client's unique health needs.
• must have awareness of the issues themselves and then can provide the student with knowledge pertaining to the core competencies
Educator questions: Questioned the student about: - reviewing what is the client's story. - identifying the plan of care? - identifying student learning needs? -reviewing resources identified by the client and student.
CURRICULUM The curriculum: Will include concepts and content related to:
• cultural safety• a critical understanding of culture• post colonial understanding -
respecting culture• Communication - relational and
caring practice• Respect - relational and caring
practice• Inclusivity - developing trusting
relationship• Indigenous knowledge• Mentoring and supporting
students for success
(Revised) Coming to Know the Client
The student with Faculty support within a culturally safe curriculum comes to know the client by learning of the client’s lived experience of health and
healing through in-depth, culturally safe, caring interactions.
Cultural Safety and Aboriginal Health Curriculum Theme
Aboriginal Health and Cultural Safety as a Thread
Year Learning Outcomes
Concepts/ Content
Resources Assignments
Year 1
Term 1 (Wellness)
Examine the process of cultural safety. Explain how cultural safety can be achieved. Describe how this process relates to a population’s health
Differentiate between the concepts of: race, ethnicity and culture.Begin to understand: cultural awareness, cultural sensitivity, cultural competence, cultural safety
Browne, A. J., & Varcoe, C.
(2006). Critical cultural
perspectives and health care
involving Aboriginal peoples.
Contemporary Nurse, 22(2),
155-167.(more but did
not fit on slide)
Case story approach, reading circle approach
The Importance of Building Connections
• Aboriginal Advisory Committee• Aboriginal Student Services • Aboriginal nursing students/past students • Simon Fraser University Aboriginal Pre-
health Health program • Vancouver Coastal Health Aboriginal Patient
Navigator Program
Faculty Development for Cultural Safety and Aboriginal
Health • Spring Faculty workshop presentation - Colleen
Varcoe• Interactive workshop on dealing with racism • Faculty development committee - Elder from
Residential school survivor society. • Aboriginal Patient Navigator Vancouver Coastal
Health Speaker
References
• Aboriginal Nurses Association of Canada (2009). Cultural Competence and Cultural Safety in Nursing Education, A framework for First Nations, Inuit and Metis Nursing.
• Decision Making for Nursing practice. Collaborative Curriculum Guide (May 2004 Revised) Collaborative Nursing Program in BC: Summary of the Collaborative Nursing Program in BC.
• The Indigenous Physicians Association of Canada and the Royal College of Physicians and Surgeons of Canada ( 2009). Cultural Safety in Practice; A Curriculum for Family Medicine Residents and Physicians, Winnipeg & Ottawa, IPAC-RCPSC Family Medicine Curriculum Development Working Group