Tuesday, November 4, 2008

Week 11 - Issues with flexible learning - Cultural diversity

  1. Listen to the recorded Elluminate presentation by Kate Timms from Otago Polytechnic's Educational Development Center - cultural diversity in educational institutions. Learn about the Polytechnic's policy for cultural inclusion and discuss thoughts and ideas on how to be more culturally sensitive in our work designing for flexible learning practices.
  2. Write to your blog the following:
  • any observations you have made of systemic cultural insensitivity in an educational organisation or institution and ideas on how you as an individual might address those problems through the development of flexible learning.
  • You may wish to include some ideas for inclusiveness and cultural diversity in your flexible learning plan.
Kates korero was awesome..It was great to hear her wider brief of identifying the cultural diversity context of teaching and learning and i think that many educators here at OP could benefit from hearing this session as a way of expanding their understanding on how cultural perspectives impact on an individuals learning experience.

Exploring the sociological context of 'culture' and the New Zealand Nursing Councils Competency Cultural Safety is part of Bachelor of Nursing curricula so this aspect of our DFLP course and the relevance to my core teaching topics is highly relevant. NZNC definition of culture safety is: " The effective nursing practice of a person or family from another culture,and is determined by that person or family. Culture includes, but is not restricted to, age or generation; gender; sexual orientation; occupation and socioeconomic status; ethnic origin or migrant experience; religious or spiritual belief; and disability. (2005, pg 6)

The nurse delivering the nursing service will have undertaken a process of reflection on his or her own cultural identity and will recognise the impact that his or her personal culture has on his or her professional practice. Unsafe cultural practice comprises any action which
diminishes, demeans or disempowers the cultural identity and wellbeing of an individual.
Cultural Safety Education

The purpose of cultural safety in nursing education extends beyond the description of practices, beliefs and values of ethnic groups. Confining learning to rituals, customs and practices of a group assumes that by learning about one aspect gives insight into the complexity of human behaviours and social realities. This assumption that cultures aresimplistic in nature can lead to a checklist approach by service providers,which negates diversity and individual consideration. Cultural safety education is focused on the knowledge and understanding of the individual nurse, rather than on attempts to learn accessible aspects of different groups. A nurse who can understandhis or her own culture and the theory of power relations can be culturally safe in any context.

My musings on how we can improve our practice in teaching is explored by Linda Jeffs in her article "Teaching in a culturally safe way" (Nursing Praxis in New ZealandVol. 17 No.3 - November 2001) this identifies key strategies by which educators can role model culturally safe frameworks to learners.

1 comment:

Toots said...

Kia Ora Mereana
Great to see you exploring these important issues. You might be interested in a piece I wrote for the Journal of Research in Nursing"
Wellness for all: the possibilities of cultural safety and cultural competence in New Zealand. Journal of Research in Nursing, 13(2), 125-135

Responses to cultural diversity in nursing need to consider the theory and practice developments of the profession, whilst also responding to broader social and historical process that prevent marginalised groups from utilising universal health services. A combination of approaches is suggested in this paper to meet these two imperatives. Cultural safety is one indigenous New Zealand nursing approach derived in response to inequalities for Maori, whereas cultural competence is an imported paradigm derived from a multicultural context. Furthermore, research and dialogue are required to examine points of complementarity and tension. This paper offers a beginning for this process.

Happy to send you the paper if you don't have it.
Best regards, Ruth