Exploring the Role of Health Professional Students and Trainees as Members of the Health Workforce During Crises Proceedings of a Workshop (2022) / Chapter Skim
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5 Cultural Safety Considerations
5 Cultural Safety Considerations
Pages 33-40
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From page 33... ...
a This list is the rapporteurs' summary of points made by the individual speakers identified, and the statements have not been endorsed or verified by the National Academies of Sciences, Engineering, and Medicine. They are not intended to reflect a consensus among workshop participants.
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Patel said: I will say that learners gained -- and are [still] gaining -- valuable skills with online training and simulation, but it is not yet known how missing in-person experiences will affect learner skills and competencies or how it will affect learners' views of themselves during future crises and whether decisions made during this public health crisis will set a precedence for how health professional education will react to future crises, regardless of whether the crisis is another pandemic, a natural disaster, a power outage, or most likely a crisis we can't predict.
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FIGURE 5-1 Leading a framework for cultural safety and humility. SOURCE: VanHoose presentation, November 11, 2021.
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In this definition of cultural safety, VanHoose acknowledged three main aspects: (1) using a systematic approach that acknowledges the power differentials inherent in health care, (2)
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She asked them to share comments on cultural safety considerations. Tiffany Mathis, Morgan State University, master of social work student, responded first saying her group's discussion focused on dismantling the power structure, understanding the dynamics of power between faculty and learners, and considering how to develop a more systemic approach that includes the learner "early and often." Mathis noted how there is often an initial "stop the bleed" effort during a crisis, 1 See http://ecdip.org/culturalsafety (accessed July 6, 2022)
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From page 38... ...
Ocampo responded that she identifies as Norwegian-Filipina, and having an Asian background while living in New York City at the height of the pandemic was challenging because of the racialized aspects of the pandemic discriminating against Asian and Pacific Islander communities. As both a learner and a worker in the public health response during C OVID-19, she expressed her wish for better recognition of the nuances within the student body, noting that different learner communities will have different needs and resources.
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From page 39... ...
Students could even be involved in planning discussions that are held before a crisis happens, which would be a valuable learning opportunity. Ocampo said she would create cultural spaces where faculty and learners could discuss what it would take to have culturally safe and responsive spaces in education and practice.
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