Cultural safety in nursing education Aotearoa (NZ)

1993 ◽  
Vol 8 (3) ◽  
pp. 4-10 ◽  
Author(s):  
Irahapiti Ramsden
Keyword(s):  
Nursing Education ◽  
Cultural Safety

scholarly journals Where is Cultural Safety in Education?

2019 ◽  
Vol 10 (2) ◽  
Author(s):  
Mary Smith ◽  
Michelle Spadoni ◽  
Sandra Kioke
Keyword(s):  
Nursing Education ◽  
Nurse Practitioner ◽  
Life Experiences ◽  
Cultural Safety ◽  
Indigenous Methodology ◽  
Call To Action ◽  
Education Practice ◽  
Integral Process ◽  
Coming To Know ◽  
Research Endeavour

Three nurse researchers came together in 2015 to conduct a study focusing on Indigenous learning within a Nurse Practitioner program in Canada. This work unfolds here as a series. The first, brings to the fore the researchers’ relationship with the research answering the question “Who am I in relation to the Research?” This is followed by an account of the research, “A call to action: Faculty perspectives of cultural safety within a nurse practitioner curriculum.” Coming to know the researchers’ experiences within the context of nursing education, practice and their personal life experiences became a vital activity, one that would drive and instigate the overall research endeavour. Through this integral process the researchers functioned also as participants where analysis was both self-interpretative and hermeneutic. Preunderstandings molded through societal, cultural and historical forces interconnected with meanings of Indigenous methodology. Unearthing root assumptions through critical dialogues and stories was found to illuminate embedded world-views that challenged pervasive colonial perceptions critical to understanding the interwoven nature of cultural safety and reconciliation. This writing may be of high interest for researchers and educators wishing to create and sustain culturally safe spaces in practice and learning environments.

It Takes a Community to Raise a Nurse: Educating for Culturally Safe Practice with Aboriginal Peoples

2011 ◽  
Vol 8 (1) ◽  
Author(s):  
M. Star Mahara ◽  
Susan M Duncan ◽  
Nora Whyte ◽  
Joanne Brown
Keyword(s):  
Nursing Education ◽  
Baccalaureate Nursing ◽  
Nursing Program ◽  
Cultural Safety ◽  
Aboriginal Peoples ◽  
School Of Nursing ◽  
Canadian Association ◽  
Schools Of Nursing ◽  
Baccalaureate Nursing Program ◽  
Key Resources

Described, is a strategy session to identify how to integrate the Framework for Cultural Competence and Cultural Safety in Nursing Education (Aboriginal Nurses Association of Canada, Canadian Association of Schools of Nursing, Canadian Nurses Association) into a baccalaureate nursing program. Emphasis is placed on engaging a wider community building on faculty and institutional strengths and resources to gather a network of Elders, nurses, students, and faculty. Outlined, is the process to identify potential learning experiences, key resources for implementing the Framework, and developing an advocacy statement to influence School of Nursing (SON) and university level policy regarding commitment to the Framework, its values and principles. Written as a narrative, the information can be shared with other SONs as they move forward with their own work in cultural safety and Aboriginal nursing.

scholarly journals Getting to the Heart of Cultural Safety in Unama’ki: Considering Kesultulinej (love).

2020 ◽  
Vol 2 (1) ◽  
pp. 51-65
Author(s):  
De-Ann Sheppard
Keyword(s):  
Nursing Education ◽  
Nova Scotia ◽  
Teaching And Learning ◽  
Critical Reflection ◽  
Cultural Safety ◽  
Cape Breton ◽  
Canadian Association ◽  
Schools Of Nursing ◽  
Regulatory Bodies

Reflecting upon my early knowledge landscapes, situated within the unceded Mi’kmaq territory of Unama’ki (Cape Breton, Nova Scotia), living the Peace & Friendship Treaty and the teachings of Mi’kmaw Elders, I contemplate the essential relationship with land and language, specifically, Kesultulinej (love as action) and Etuaptmumk (two-eyed seeing) to Cultural Safety. I recognize my position, privilege, and responsibility in teaching and learning about the contextual meanings of Cultural Safety, situated in specific Indigenous terrains and in relation with the land, across time, and relationships. Critical reflection on my story and experiences challenge me to consider why and how Maori nursing theorizations of Cultural Safety have been indoctrinated into the language of national nursing education by the Canadian Association of Schools of Nursing (CASN), Canadian Nurses Association (CNA) and most provincial nursing regulatory bodies; this is increasingly relevant as nursing education is progressively shaped by neoliberal and Indigenizing agendas. As I contemplate wrapping Cultural Safety with Kesultulinej, I see the potential to decolonize nursing. Mi’kmaw teachings of Etuaptmumk and Kesultulinej call forth responsibilities to act, and in doing so move us into a space of potential to resist the colonizing forces within nursing. In this moment I realize the interconnected meaning of being amidst these relationships that matter to me as a person and as a nurse; relationships that are marked by love, care and compassion. 

Teaching Cultural Safety in a New Zealand Nursing Education Program

2005 ◽  
Vol 44 (5) ◽  
pp. 201-208 ◽  
Author(s):  
Fran Richardson ◽  
Jenny Carryer
Keyword(s):  
Nursing Education ◽  
New Zealand ◽  
Education Program ◽  
Cultural Safety

Study Abroad as a Tool for Promoting Cultural Safety in Nursing Education

2012 ◽  
Vol 23 (1) ◽  
pp. 82-89 ◽  
Author(s):  
Lucy Mkandawire-Valhmu ◽  
Jennifer Doering
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Study Abroad ◽  
Cultural Safety ◽  
Western Society ◽  
Health Study ◽  
Western World ◽  
Study Abroad Programs ◽  
Diverse World ◽  
Postcolonial Feminist

Nurse educators are calling for the transformation of nursing education toward curricula that promote clinical reasoning through reflective practice and understanding of patient experiences in an effort to motivate students to become change agents. Study abroad programs can play an important role in this transformation through educating nurses in the delivery of culturally safe health care in a diverse world. Exposing nursing students to study abroad experiences that are guided by critical approaches such as a postcolonial feminist framework provides nursing students with opportunities to be immersed in the life and culture of people who have a completely different positioning and location while reflecting on the “us” versus “them” phenomenon that is pervasive in modern Western society and generates negative cultural comparisons. Attention to the design and implementation of such programs is important if nursing schools in the Western world are to uphold ethical standards, promote equality in relationships with host communities and avoid inadvertent exploitation and marginalization of vulnerable peoples. We present the development and implementation of a community health study abroad program for American nursing students in Malawi, Africa using a postcolonial feminist framework.

scholarly journals Relating Almutairi’s critical cultural competence model for healthcare providers transitioning to Qatar

2018 ◽  
Vol 8 (9) ◽  
pp. 12
Author(s):  
Cathy D. MacDonald ◽  
Jessie M. Johnson ◽  
Rianne Carragher ◽  
Marti Harder ◽  
Linda Oliver
Keyword(s):  
Professional Development ◽  
Nursing Education ◽  
Middle East ◽  
Cultural Competence ◽  
Health Care Providers ◽  
Personal Narratives ◽  
Healthcare Providers ◽  
Cultural Safety ◽  
Competence Model ◽  
Care Providers

Healthcare providers can be enticed to work in the Middle East due to fascinations with the culture, wealth, and opportunities for personal and professional development. Working in multicultural healthcare environments requires addressing complexities with cultural hierarchies, religion, class systems, and gender. It also requires understanding of the region’s history, as well as knowledge about cultural and social norms. The authors use qualitative accounts, from lived experiences to illuminate their transition to work in Qatar. Upon reflection of their experiences, the authors recommend using a Critical Cultural Competence model as a guide for healthcare providers undergoing transition and longer-term adaptation for promoting cultural safety for healthcare providers and their patients. Some authors of this article have previously published “Recommendations for healthcare providers preparing to work in the Middle East: A Campinha-Bacote cultural competence model approach” (Journal of Nursing Education and Practice, 2017). However, after reflecting upon their experiences as nurse educators living in the Middle East, the authors concluded that Almutairi, Dahinten, and Rodney’s (2015) Critical Cultural Competence Model is more suitable for health care providers transitioning to Qatar. This model addresses necessary elements needed to transition to a new culture, but also includes personal narratives and experiences, which maybe helpful to transitioning to work in another culture. Almutairi et al.’s model (2015) reconceptualises and enriches the concept of transitioning to Middle Eastern multicultural contexts. The aim of this paper is to provide recommendations using Almutairi et al.’s Cultural Competence Model to assist healthcare providers in transitioning to work in Qatar. Another aim is to provide guidance for healthcare professional development in multicultural contexts. Discussion as to how the model may foster a more relevant approach will ensue. Experiential knowledge and narratives are threaded throughout the paper to provide a lived account of the use of this Critical Cultural Competence model by healthcare workers, who have transitioned to the Middle East.

scholarly journals The Cultural Safety Debate in Nursing Education in Aotearoa

1993 ◽  
Author(s):  
Irihapeti Ramsden ◽  
Paul Spoonley
Keyword(s):  
Nursing Education ◽  
Health Professionals ◽  
Cultural Safety ◽  
Post Colonial ◽  
Health Delivery ◽  
Delivery Services ◽  
Recent Debate ◽  
Critical Understanding ◽  
Ethnic Sensitivity

The recent debate about cultural safety highlights the distance between those who seek to retain the practices and values of a colonial past, and those who want to proceed to a post-colonial future. In the present case, the latter group have attempted to alter the education of some health professionals, nurses, by offering a critical understanding of colonial structures and their effects, and by providing an alternative that centres on ethnic sensitivity. In most respects, it has been a modest innovation in nursing education in terms of meeting the goal of tino rangatiratanga in health delivery services for iwi. But the opposition that began in 1992 in Metro Magazine and which reached something of a crescendo from mid-1993 illustrates the reluctance of important sectors of the community to even consider such modest changes an improvement. Indeed, the reverse is the case. Cultural safety has become defined as a politically inspired campaign of subversion which represents the agenda of extremism....

Challenges on the path to cultural safety in nursing education

2012 ◽  
Vol 59 (2) ◽  
pp. 187-193 ◽  
Author(s):  
D. Arieli ◽  
V.J. Friedman ◽  
M.J. Hirschfeld
Keyword(s):  
Nursing Education ◽  
Cultural Safety

Cultural safety, biculturalism and nursing education in Aotearoa/New Zealand

2007 ◽  
Vol 4 (6) ◽  
pp. 371-380 ◽  
Author(s):  
Kate Robinson ◽  
Robin Kearns ◽  
Isabel Dyck
Keyword(s):  
Nursing Education ◽  
New Zealand ◽  
Cultural Safety ◽  
Aotearoa New Zealand
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