Cultural considerations in interprofessional education and practice

Abstract

Promoting cultural competency in health care was examined from the Canadian perspective, and explored practice environments and educational programs for future health professionals that foster cultural awareness and support culturally sensitive care. Many of the issues raised are generic and likely to occur whenever patients' health practices and beliefs differ from conventional Western care. The main theme that emerged with respect to the practice environment was the use of a participatory action approach to foster collaboration with patients, traditional healers and the community. Successful collaboration is likely to result in a blend of ideas and perspectives from traditional health practices and conventional Western health care. With respect to education, programs need to focus on providing opportunities both in the classroom and in the clinical arena for students to work in interprofessional teams. These teams should not only comprise partners from medicine, nursing, physical therapy and other health professions but also include aboriginal paraprofessionals. Pedagogical initiatives also need to incorporate case-based formats and interactive sessions with patients and families. The principles underlying this approach: openness, mutual respect, inclusiveness, responsiveness and understanding one's roles should be fundamental to the delivery of culturally competent health care to all ethnic communities.

Education as a Heart Failure Intervention: What ProvidersTaught Patients in One Hospital Setting

“…Cultural considerations such as openness, mutual respect, inclusiveness, responsiveness, and understanding one's role were found to be important fundamentals in the delivery of culturally competent healthcare (Purden, 2005).In one study, race concordance between provider and patient or a perceived patient and provider similarity showed high ratings of trust, intentions to follow treatment plans, and overall patient satisfaction (Street et al, 2008).…”

Shifting the academic lens: Development of an interdisciplinary Indigenous health nursing course

“…[9] Further, when nursing students do not receive support to enact Intercollaborative practice (i.e., mix of para, health, social, non-professionals) when governed by administrators in Aboriginal health care organizations off reserve or on reserve, their scope of nursing practice becomes constrained within the health care setting and may lead to dissatisfaction and ultimately nurses leaving Aboriginal nursing practice areas where it is needed most. There is a gap in engaging with Indigenous communities to inform nursing curriculum to enact a decolonizing framework where nursing epistemology and ontology is informed by a two-eyed seeing and Intercollaborative practice approach.…”

Participatory Action Research with a Group of Urban First Nations Grandmothers: Decreasing Inequities through Health Promotion

“…PAR is an effective method of research that engages communities in research and knowledge development. Due to its inherent principles of cultural sensitivity, inclusion, community decision-making, empowerment, respect, and emancipation, PAR is particularly fitting for research with Aboriginal people (Cochran et al, 2008;Maar et al, 2011;Purden, 2005).…”