The unexpected intersection of personal and professional identities: Reflections from cultural safety teaching for LGBTAQI+ health

Abstract Background Developing since colonisation, Australia’s healthcare system has dismissed an ongoing and successful First Nations health paradigm in place for 60,000 years. From Captain James Cook documenting ‘very old’ First Nations Peoples being ‘far more happier than we Europeans’ and Governor Arthur Phillip naming Manly in admiration of the physical health of Gadigal men of the Eora Nation, to anthropologist Daisy Bates’ observation of First Nations Peoples living ‘into their eighties’ and having a higher life expectancy than Europeans; our healthcare system’s shameful cultural safety deficit has allowed for an Aboriginal and Torres Strait Islander child born in Australia today to expect to live 9 years less than a non-Indigenous child. Disproportionately negative healthcare outcomes including early onset diabetes-related foot disease and high rates of lower limb amputation in Aboriginal and Torres Strait Islander Peoples contribute to this gross inequity. Main body In 2020, the Australian Health Practitioner Regulation Authority released the National Scheme’s Aboriginal and Torres Strait Islander Health and Cultural Safety Strategy 2020–2025 - empowering all registered health practitioners within Australia to provide health care to Aboriginal and Torres Strait Islander Peoples that is inclusive, respectful and safe, as judged by the recipient of care. This recently released strategy is critically important to the podiatry profession in Australia. As clinicians, researchers and educators we have a collective responsibility to engage with this strategy of cultural safety. This commentary defines cultural safety for podiatry and outlines the components of the strategy in the context of our profession. Discussion considers the impact of the strategy on podiatry. It identifies mechanisms for podiatrists in all settings to facilitate safer practice, thereby advancing healthcare to produce more equitable outcomes. Conclusion Aboriginal and Torres Strait Islander Peoples access health services more frequently and have better health outcomes where provision of care is culturally safe. By engaging with the National Scheme’s Aboriginal and Torres Strait Islander Health and Cultural Safety Strategy, all registered podiatrists in Australia can contribute to achieving equity in health outcomes for Aboriginal and Torres Strait Islander Peoples.

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Illuminating Indigenous health care provider stories through forum theater

AlterNative An International Journal of Indigenous Peoples ◽

10.1177/1177180121995801 ◽

2021 ◽

Vol 17 (1) ◽

pp. 61-70

Author(s):

Vanessa Van Bewer ◽

Roberta L Woodgate ◽

Donna Martin ◽

Frank Deer

Keyword(s):

Higher Education ◽

Health Care ◽

Health Care Professionals ◽

Indigenous Health ◽

Indigenous Education ◽

Cultural Safety ◽

Lateral Violence ◽

Indigenous Students ◽

Current Context ◽

Physical Spaces

Learning about the historical and current context of Indigenous peoples’ lives and building campus communities that value cultural safety remains at the heart of the Canadian educational agenda and have been enacted as priorities in the Manitoba Collaborative Indigenous Education Blueprint. A participatory approach informed by forum theater and Indigenous sharing circles involving collaboration between Indigenous and non-Indigenous health care professionals ( n = 8) was employed to explore the above priorities. Through the workshop activities, vignettes were created and performed to an audience of students and educators ( n = 7). The findings emerging from the workshop illuminated that Indigenous people in nursing and higher education face challenges with negotiating their identity, lateral violence and struggle to find safe spaces and people due to tokenism and a paucity of physical spaces dedicated to Indigenous students. This study contributed to provoking a greater understanding of Indigenous experiences in higher education and advancing reconciliation.

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An Environmental Scan of Indigenous Cultural Safety in Canadian Baccalaureate Nursing and Midwifery Programs

Canadian Journal of Nursing Research ◽

10.1177/08445621211016143 ◽

2021 ◽

pp. 084456212110161

Author(s):

Nicholas Metheny ◽

Claire Dion Fletcher

Keyword(s):

Baccalaureate Nursing ◽

Ways Of Knowing ◽

Truth And Reconciliation Commission ◽

Cultural Safety ◽

Indigenous Students ◽

Safe Spaces ◽

Environmental Scan ◽

Truth And Reconciliation ◽

Substantial Progress ◽

Cultural Competency Education

Background The Truth and Reconciliation Commission (TRC) TRC has called to increase the number of Indigenous practitioners and include cultural competency education in their curricula. However, it remains unknown how nursing and midwifery programs are progressing towards these goals. Purpose To examine the extent to which baccalaureate nursing and midwifery programs are creating culturally safe spaces for Indigenous students, responding to TRC-recommended curricular changes, and including Indigenous content. Methods A digital environmental scan of accredited baccalaureate nursing and midwifery programs in Canada was conducted. Analysis was conducted using descriptive statistics. Results Of the 107 programs, less than one-fifth (n = 19, 17.8%) met all three cultural safety criteria. More than half (n = 59, 55.1%) included culturally safe spaces for Indigenous students, 20 (18.7%) satisfied TRC call #24 to require Indigenous-relevant coursework, and one-third (n = 36, 33.6%) were seen as infusing their curricula with Indigenous-related content. Conclusions This represents the first attempt to systematically catalog nursing and midwifery programs’ response to the TRC Calls to Action. Most schools have not made substantial progress towards cultural safety. Nursing and midwifery programs should commit to expanding their cultural safety programming to incorporate multiple ways of knowing and being in their curricula.

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Business managers in children’s playground : Exploring a problematic (or not!) identity construction of early childhood teachers in New Zealand

Contemporary Issues in Early Childhood ◽

10.1177/1463949121989362 ◽

2021 ◽

pp. 146394912198936

Author(s):

Olivera Kamenarac

Keyword(s):

Early Childhood ◽

New Zealand ◽

Early Childhood Education ◽

Business Managers ◽

Professional Identities ◽

Education Policies ◽

Childhood Education ◽

Teacher Professional ◽

Early Childhood Education Policies ◽

Policies And Practices

The impacts of neo-liberal education reforms on the early childhood education sector have been a focal point of scholarly critiques in New Zealand. Interestingly, only a few studies have addressed how teacher professional identities and professionalism have changed in response to the neo-liberal context of New Zealand early childhood education. It has been, however, recognised that understanding the complexity of teacher professional identities within the rapidly transforming landscape of early childhood education is a key consideration in implementing and sustaining a change agenda in education policies and practices. In this article, the author draws on data from her research study about how teachers’ professional identities have been reconstructed in response to the shifting discourses in New Zealand early childhood education policies and practices. Specifically, the author explores the construction of teachers as business managers, which has emerged through an interplay of discourses of marketisation and privatisation driving some of the country’s early childhood education policies and practices. It is argued that the construction of teachers as business managers has altered core professional ethical values underpinning the teaching profession, professionalism and the purpose of early childhood education in New Zealand, which were traditionally embedded in discourses of collective democracy, equity and social justice.

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Cultural safety for First Nations people in aged care

Contemporary Nurse ◽

10.1080/10376178.2021.1962378 ◽

2021 ◽

pp. 1-7

Author(s):

Linda Michelle Deravin ◽

Judith Anderson ◽

Nicole Mahara

Keyword(s):

First Nations ◽

Aged Care ◽

Cultural Safety ◽

Nations People ◽

First Nations People

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‘We need to put what we do in my dad’s language, in pounds, shillings and pence’: Commercialisation and the reshaping of public-sector planning in England

Urban Studies ◽

10.1177/0042098021989953 ◽

2021 ◽

pp. 004209802198995

Author(s):

Jason Slade ◽

Malcolm Tait ◽

Andy Inch

Keyword(s):

Public Sector ◽

Built Environment ◽

Ethnographic Study ◽

Professional Identities ◽

Local Planning ◽

Planning Practice ◽

Neoliberal Governance ◽

Original Contribution ◽

Disciplinary Matrix ◽

Planning Authority

This article furthers understanding of how commercial imperatives are reshaping dominant conceptions of planning practice in England, and by extension the production of the built environment more widely. We make an original contribution by tracing the emergence of the logic of commercialisation in England, demonstrating how the impacts of austerity and ‘market-led viability planning’ have entrenched the ‘delivery state’, a powerful disciplinary matrix representing late-neoliberal governance. Through in-depth, ethnographic study of a local planning authority, we argue that commercialisation within the delivery state creates a distinct ‘economy of attention’, reshaping planners’ agency and professional identities, and the substance and scope of their work. The conclusion draws out wider implications of commercialisation for planning in and beyond the delivery state.

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Preserving professional identities, behaviors, and values in digital professionalism using social networking sites; a systematic review

BMC Medical Education ◽

10.1186/s12909-021-02802-9 ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Shaista Salman Guraya ◽

Salman Yousuf Guraya ◽

Muhamad Saiful Bahri Yusoff

Keyword(s):

Systematic Review ◽

Social Media ◽

Social Networking ◽

Health Professionals ◽

Social Networking Sites ◽

Healthcare Professionals ◽

Professional Identities ◽

Professional Behaviors ◽

Digital Era ◽

Use Of Social Media

Abstract Background Despite a rapid rise of use of social media in medical disciplines, uncertainty prevails among healthcare professionals for providing medical content on social media. There are also growing concerns about unprofessional behaviors and blurring of professional identities that are undermining digital professionalism. This review tapped the literature to determine the impact of social media on medical professionalism and how can professional identities and values be maintained in digital era. Methods We searched the databases of PubMed, ProQuest, ScienceDirect, Web of Science, and EBSCO host using (professionalism AND (professionalism OR (professional identity) OR (professional behaviors) OR (professional values) OR (professional ethics))) AND ((social media) AND ((social media) OR (social networking sites) OR Twitter OR Facebook)) AND (health professionals). The research questions were based on sample (health professionals), phenomenon of interest (digital professionalism), design, evaluation and research type. We screened initial yield of titles using pre-determined inclusion and exclusion criteria and selected a group of articles for qualitative analysis. We used the Biblioshiny® software package for the generation of popular concepts as clustered keywords. Results Our search yielded 44 articles with four leading themes; marked rise in the use of social media by healthcare professionals and students, negative impact of social media on digital professionalism, blurring of medical professional values, behaviors, and identity in the digital era, and limited evidence for teaching and assessing digital professionalism. A high occurrence of violation of patient privacy, professional integrity and cyberbullying were identified. Our search revealed a paucity of existing guidelines and policies for digital professionalism that can safeguard healthcare professionals, students and patients. Conclusions Our systematic review reports a significant rise of unprofessional behaviors in social media among healthcare professionals. We could not identify the desired professional behaviors and values essential for digital identity formation. The boundaries between personal and professional practices are mystified in digital professionalism. These findings call for potential educational ramifications to resurrect professional virtues, behaviors and identities of healthcare professionals and students.

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