The Role of Cultural Humility in Intercultural Representations Dr. Florriann Fehr Michelle Funk Enacted in Relational Practice In the Profession of Nursing • Background • Fundamental Underpinnings – Informing Practice • Approaches and Outcomes • Next Steps • References Background: Course • Relational Practice is learning about “relating” to self and others in the profession of nursing – a great deal of time is spent on cultural engagement, sensitivity, and respectful approach to those accessing health care • Group presentations by nursing students in a relational practice course, exploring the practice of integrating cultural sensitivity and bridging care • Group Assignment: Predetermined groups allocated a country to explore health care findings and nurse responsibilities and another group to be ‘judges’ Background: Literature Examples Approaches and Outcomes : Relational Practice in Nursing “Context in Practice” Presenters: Examine beliefs about other cultures through nursing lens Share healthcare system perspectives from another country Use Cultural Sensitivity, Humility and Critique Source Evidence Judges: Peers evaluate for professional lens, bias, and stigmatization “Did the presenters consider the voice of the other?” Presenter Discussion Points 1) Epidemiological background on the country (what a nurse needs to know). 2) Insight regarding religious or spiritual beliefs related to healthcare practices. 3) What is the healthcare system like in the country and roles of nurse (is there a nurse association?) 4) How might a person from the country perceive a Canadian hospital? 5) Identify potential barriers in care, related to cultural beliefs and practices, which might be experienced in a Canadian health care system? 6) As a Canadian nurse, how could you bridge care with a patient from the country/culture you have been assigned? Judge “Campus Idol” Points Cultural humility and sensitivity is found to influence cultural competence in nursing Next Steps • • Anecdotal feedback and advice from students – “I found I had to keep checking my biases when I came across information that was different than I expected” – “I found it was easier to keep my labeling of different cultures in check, if I imagined someone from the culture we had explored was in the room; this way I could keep asking myself, would they be offended by what I said? How could I do this with integrity?” – “I reflected on did I advocate for their needs correctly? And I need to do this for real” – “As a judge, I was surprised by how much empathy and carefulness my peers shared when talking about other cultures; we were all so respectful and trying so hard to be culturally sensitive and found out so much about our own assumptions” – “I found my biases were challenged when looking into the literature and viewing the different websites from the other country’s nursing associations” – “I became to realize how quickly I was wrong about another country, one I have never travelled in, but was influenced by media and my parents; I realized how much I don’t know about others and how much I assume about what people’s needs might be. I need to ask questions to individuals as individuals and also realize my biases and put them away” – “This assignment made us work hard as a group, feel very pressured to not be stereotypical (which was good) and was a great way to travel ‘virtually’, a first step to really think about how we have to respect other ways of being and still be professional with our nursing practice. Our biases have to be left at home, or we are unsafe and do not hear our patients” Next Steps: Continue providing an environment that is supportive and nurturing, moving toward practicing new skills beyond the classroom and explore impact of diverse patient experiences in the future. References Aghababaei, N. (2014). Attitudes towards euthanasia in Iran: The role of altruism. Journal of Medical Ethics, 40, 173-176. doi:10.1136/medethics-2012-101004 Alsharif, N. Z. (2012). Cultural humility and interprofessional education and practice: A winning combination. 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