Essential Elements for Advancing Cultural Humility through a Community-Based Physical Therapy Practicum in a Métis Community

Oosman, Sarah; Durocher, Liz; Roy, Thomas J; Nazarali, Jenna; Potter, Jadon; Schroeder, Linaya; Sehn, Megan; Stout, Kirsten; Abonyi, Sylvia

doi:10.3138/ptc.2017-94.e

Cited by 15 publications

(27 citation statements)

References 13 publications

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“…Similar to our nursing elective, Oosman and colleagues utilized reflective practice and required students ensure cultural immersions readiness. (Oosman et al, 2019). They too, support the importance of these elements in order to ensure cultural safety in these Indigenous communities, and suggest that this approach allow students to practice in reconciliation (Oosman, et al, 2019).…”

Section: Curriculum Growth and Community Partnershipsmentioning

confidence: 95%

“…(Oosman et al, 2019). They too, support the importance of these elements in order to ensure cultural safety in these Indigenous communities, and suggest that this approach allow students to practice in reconciliation (Oosman, et al, 2019).…”

Section: Curriculum Growth and Community Partnershipsmentioning

confidence: 95%

“…A study performed by Oosman et al (2019), revealed that community engagement and practicums that are based on strong community relationships contribute to the success of community-based learning experience for physical therapy (PT) students engaged in a Metis community. Similar to our nursing elective, Oosman and colleagues utilized reflective practice and required students ensure cultural immersions readiness.…”

Section: Curriculum Growth and Community Partnershipsmentioning

confidence: 99%

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Undergraduate Nursing Students' Experience of Northern Rural and Remote Indigenous Communities

Sc¹,

Breen²,

B.Sc.N.³

2022

DRHJ

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Undergraduate nursing programs are moving towards a service learning model in teaching nursing student cultural awareness. In this article, we discuss the nursing student experience in a university elective which immerses students in rural and remote Indigenous communities resulting in cultural consciousness. This service learning experience that students encountered promoted growth in nursing praxis, and fostered positive curriculum growth and community partnerships between the College and the Indigenous communities in which they visited. Students gained cultural consciousness and increased awareness, which is beneficial in their future nursing careers as they grow into better culturally competent care providers. Also discussed is the history and background of these Indigenous communities, The Truth and Reconciliation Commission (TRC) and the First Nations Principles of OCAP (ownership, control, access and possession). These topics are discussed in detail throughout the student experience as they respond to nurses’ professional standards, development of cultural competency and integrating calls to action in truth and reconciliation.

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Section: Curriculum Growth and Community Partnershipsmentioning

confidence: 95%

Section: Curriculum Growth and Community Partnershipsmentioning

confidence: 95%

Section: Curriculum Growth and Community Partnershipsmentioning

confidence: 99%

See 1 more Smart Citation

Undergraduate Nursing Students' Experience of Northern Rural and Remote Indigenous Communities

Sc¹,

Breen²,

B.Sc.N.³

2022

DRHJ

View full text Add to dashboard Cite

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“…is variation is also discussed in the literature which is informed by other health care professions regarding the selection of cultural competence and cultural humility frameworks, and instructional methods. [5][6][7][8][9][10][11]14,18 e authors propose that educators teach students about culture by incorporating the distinguishing features of both frameworks (Table 1).…”

Section: Shared Characteristicsmentioning

confidence: 99%

Cultural Competence and Cultural Humility: A Dialogue on Adopting a Multimodel Approach in Physical Therapist Education

Bangs

Hayward

Donlan

2022

JOPTE

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Background and Purpose. Integrating the concepts of cultural humility and cultural competence into physical therapy (PT) practice may reduce health care disparities and improve patient-centered care. Although several frameworks exist for teaching physical therapist students about cultural competence and cultural humility, discussion about which framework is comprehensive enough to capture the complexity of this topic is unresolved. The purpose of this position paper was to raise awareness in physical therapist and physical therapist assistant (PTA) education about existing frameworks of cultural competence and cultural humility and present a rationale for the inclusion of both in educational approaches. Position and Rationale. This article examines the concepts of cultural competence and cultural humility, explores the differences between these 2 concepts, and provides a rationale for integrating both theoretical constructs into PT and PTA education. Discussion and Conclusion. Cultural competence and cultural humility frameworks are evolving and so should faculty member approaches to teaching this content to PT students. Contemporary pedagogy requires a focused lens through which to prepare students for incorporating cultural awareness into clinical care to avoid potential cultural mismatches. Creating a new framework that synthesizes the principles of cultural competence and cultural humility may encourage more inclusivity. Cultural pedagogy has the potential to improve the patient experience and health outcomes by empowering students to provide care that is sensitive to important patient cultural differences.

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“…As Oosman and colleagues mention, racism and discrimi nation are attitudes that Indigenous people face when they access health care. 1 It is physiotherapists' responsibility to ensure that they demonstrate the competencies and values that the profession promotes by working to develop safe and trusting relationships with Indigenous clients.…”

Section: Relationshipsmentioning

confidence: 99%

Clinician’s Commentary on Oosman et al.

Gasparelli

2019

Physiotherapy Canada

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Cultural safety is a way of interacting with others that re quires physiotherapists to be thoughtful, responsive, and hum ble. It is the outcome of an interaction and can be measured only by the person receiving care. It is not something that health care providers can self-determine. Thus, it places a responsibility for constant self-reflection and ongoing learning in the hands of each individual physiotherapist. As a profession, it requires phy siotherapists to work together to foster this competency and demonstrate it through their actions. The way physiotherapists provide care is as valuable as the clinical skills they perform because if physiotherapists do not create a safe environment for their clients, they may not come back to see again.

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Essential Elements for Advancing Cultural Humility through a Community-Based Physical Therapy Practicum in a Métis Community

Cited by 15 publications

References 13 publications

Undergraduate Nursing Students' Experience of Northern Rural and Remote Indigenous Communities

Undergraduate Nursing Students' Experience of Northern Rural and Remote Indigenous Communities

Cultural Competence and Cultural Humility: A Dialogue on Adopting a Multimodel Approach in Physical Therapist Education

Clinician’s Commentary on Oosman et al.

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