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CULTURAL SAFETY
ANNOTATED BIBLIOGRAPHY
Nyguen, H.T. (2008). Patient centered care. Aust Fam Physician, 37(12), 990-4.
The purpose of this article is to discuss the concepts of cultural safety and cultural competence. It describes cultural safety as the experience of the recipient in health care and cultural competence as the broader capacity of the health care system to change. The author illustrates the steps to cultural safety (cultural awareness, cultural competence, cultural safety), as well as providing Indigenous health related examples of cultural competence at different levels of the health care system. The article is useful for health practitioners as it provides a checklist for cultural competence, as well as a case study to evaluate how one’s prejudices, attitudes and biases impact their patient’s lives.
Watts, R.J., Cellular, N.G., O’Sullivan, A.L. (2008). Developing a blueprint for cultural competence education at Penn. J of Prof Nursing, 24(3), 136-42.
The purpose of this article is to present the strategic plan and outcomes of the curriculum efforts of faculty and administrators to develop a blueprint for cultural competence education at the University of Pennsylvania, School of Nursing. It describes the process of advancing curriculum transformation by explaining the eight action steps implemented to achieve the target goal being integration of cultural competence education throughout the curriculum.
Kennedy, H.P., Fisher, L., Fontaine, D., Martin-Holland, J. (2008). Evaluating diversity in nursing education. Journal of Transcultural Nursing, 19(4), 363-370.
This article presents the findings of a mixed method study used to assess how well a school of nursing with addressing it’s diversity through teaching. The study used a four step approach that included assessing diversity content, comparing the syllabi (course content) and student evaluations of the associated courses, and interviewing 2006 graduates and faculty responses to the findings from the first three steps. The findings are being used to guide Schools of Nursing development in training and forums for dialogue on integrating diversity into teaching and teacher-student interactions
Cavillo, E., Cark, L., Ballantyne, J.E., Pacquiao, D., Purnell, L.D., Villarruel, A.M. (2009). Cultural competency in baccalaureate nursing education. Journal of Transcultural Nursing, 20(2), 137-145.
This article presents the work done by the American Association of Colleges of Nursing (AACN) in developing cultural competencies for baccalaureate nursing education programs. The process of developing and implementing curricula for cultural competency is described followed by a discussion of the five competencies the AACN developed. The authors also discuss the characteristics of culturally competent baccalaureate nurses and how to evaluate nursing student’s cultural competence. Finally, the authors provide recommendations for implementation of the integrated curriculum of cultural competence developed by the AACN.
Downing, R., Kowal, E., Paradies, Y. (2011). Indigenous cultural training for health workers in Australia. International Journal for Quality in Health Care, 1-11.
This article is a review of studies that either included models that inform curriculum or evaluate cultural training programs in Australia. A conceptual schema was created to compare six theoretical models of indigenous cultural training including: cultural awareness, cultural competence, transcultural care, cultural safety, cultural security and cultural respect. Analysis showed that indigenous cultural training programs in Australia were commonly based on a cultural awareness model and were found to be ineffective. The authors conclude that cultural training based on a model of cultural safety as it would address the impact power relations have on relationships between health providers and patients.
Rigby, W., Duffy, E., Manners, J., Latham, H., et al. (2011). Closing the gap: cultural safety in indigenous health education, Contemporary Nurse, 37(1), 21-30.
The purpose of this qualitative exploratory study was to identify strategies that were useful in retaining students in the Bachelor of Health Science (Mental Health) program, identifying barriers to retention of students and to empower students to prepare themselves for university and to inform academics about fostering a culturally safe learning environment for students. The findings of this study are useful for addressing issues of culturally appropriate teaching, curriculum and cultural safety in educational programs. Findings included well documented barriers such as a lack of role models, limited family involvement or support, life stressors and geographical barriers among others; and highlighting the impact teaching staff has on students leaning, personal growth and group cohesion. The article also indicated the role the environment and administration play in ensuring a culturally safe environment.
Browne, A.J., Varcoe, C., Syme, V., Reimer-Kirkham, S., Lynam, M.J., Wong, S. (2009). Cultural safety and the challenges of translating critically oriented knowledge in practice. Nursing Philosophy, 10, 167-179
Smye, V., Rameka, M., Willis, E. (2006). Indigenous health care: advances in nursing practice. Contemporary Nurse, 22, 142-154Bourque Bearskin, L.R. (2011). A critical lens on culture in nursing practice. Nursing Ethics, 1-12
