Int J Qual Health Care. Access modules, Certificates, and Short Courses. We recommend an approach to cultural safety that encompasses the following core principles: Be clearly focused on achieving health equity, with measureable progress towards this endpoint; Be centred on clarified concepts of cultural safety and critical consciousness rather than narrow based notions of cultural competency; Be focused on the application of cultural safety within a healthcare systemic/organizational context in addition to the individual health provider-patient interface; Focus on cultural safety activities that extend beyond acquiring knowledge about other cultures and developing appropriate skills and attitudes and move to interventions that acknowledge and address biases and stereotypes; Promote the framing of cultural safety as requiring a focus on power relationships and inequities within health care interactions that reflect historical and social dynamics. This masters course is suited for anyone who sees themselves as a lifelong learner as well as an educator. J Cult Divers. Rational choice theory uses a much more narrow definition of rationality. He first began his career as a small-scale philologist before turning to philosophy. Regardless, it has become increasingly clear that health practitioners, healthcare organisations and health systems all need to be engaged in working towards cultural safety and critical consciousness. According to one definition it involves "paying critical attention to the practical values and theories which inform everyday actions, by examining practice reflectively Validate your expertise and experience. J Adv Nurs. Reflective Inequities in access to the social determinants of health have their foundations in colonial histories and subsequent imbalances in power that have consistently benefited some over others. CAS To improve your practice, a reliable DICOM web viewer is also important as it helps you view data without delays. When you enrol on our life coaching course, the courier will deliver your training materials within a few days, including workbooks that are packed with resources and thought-provoking exercises.You will also be able to access our Online Learning Portal where you can book onto all our training sessions and find a wealth of resources including videos, sample learn from your own teaching experience to. This also helps the practitioner to become self- directed in their learning. Cultural safety and its importance for Australian midwifery practice. What learning opportunities did you identify through your experiences that you can apply moving forward? Reid, P. and R. Jones, Cultural Competence and Mori Health. Across the models of reflective practice, Finley points to the following common aims: Info: 1394 words (6 pages) Nursing Essay Put simply, this is the difference between observing thoughts and actions as they occur to adjust in the moment, and the process of retrospectively looking back and learning from experiences to adapt future action. He regards reflection as having two aspects: reflection-in-action and reflection-on-action. Metcalfe S, et al. 25(1). 2002;13(3):18992. Also, in nursing, it is especially important. Reflective practice is becoming an essential skill that is incorporated into clinical practice and CPD and it is therefore important that the imaging department understand the role and the potential of reflection. Save my name, email, and website in this browser for the next time I comment. OpenLearn works with other organisations by providing free courses and resources that support our mission of opening up educational opportunities to more people in more places. No year limits were applied to the original searching. Think about what elements worked well and what concepts students might have found difficult. Reflective practice started in the field of nursing and has developed into several guises; Finlays research shows that, multiple and contradictory understandings of reflective practice can even be found within the same discipline (Finlay, 2008). Collegian. So, what is reflective practice? Take some time to try different approaches until you find the one that works for you. BioWare drops Dragon Age: Dreadwolf trailer for Dragon Age day. A good starting point is to look at your own practice through the self-lens, but we should remember to cross reference these thoughts and ideas with the feedback we receive in peer-observations, student evaluations as well as what we learn from engaging with literature and evidence. 1. be able to practise safely and effectively within their scope of practice, 1.1 know the limits of their practice and when to seek advice or refer to another professional, 1.2 recognise the need to manage their own workload and resources effectively and be able to practise accordingly, 2. be able to practise within the legal and ethical boundaries of their profession, 2.1 understand the need to act in the best interests of service users at all times, 2.2 understand what is required of them by the Health and Care Professions Council, 2.3 understand the need to respect and uphold the rights, dignity, values and autonomy of service users including their role in the assessment, treatment and intervention process and in maintaining health and wellbeing, 2.4 recognise that relationships with service users should be based on mutual respect and trust, and be able to maintain high standards of practice even in situations of personal incompatibility, 2.5 understand current legislation applicable to the work of their profession, 2.6 understand the importance of and be able to obtain informed consent, 2.7 be able to exercise a professional duty of care, 2.8 understand the complex ethical and legal issues of any form of dual relationship and the impact these may have on service users, 2.9 understand the power imbalance between practitioners and service users and how this can be managed appropriately, 2.10 be able to recognise appropriate boundaries and understand the dynamics of power relationships, 2.11 understand the organisational context for their practice as a practitioner psychologist, 3. be able to maintain fitness to practise, 3.1 understand the need to maintain high standards of personal and professional conduct, 3.2 understand the importance of maintaining their own health, 3.3 understand both the need to keep skills and knowledge up to date and the importance of career-long learning, 3.4 be able to manage the physical, psychological and emotional impact of their practice, 4. be able to practise as an autonomous professional, exercising their own professional judgement, 4.1 be able to assess a professional situation, determine the nature and severity of the problem and call upon the required knowledge and experience to deal with the problem, 4.2 be able to make reasoned decisions to initiate, continue, modify or cease treatment, intervention or the use of techniques or procedures, and record the decisions and reasoning appropriately, 4.3 be able to initiate resolution of problems and be able to exercise personal initiative, 4.4 recognise that they are personally responsible for and must be able to justify their decisions, 4.5 be able to make and receive appropriate referrals, 4.6 understand the importance of participation in training, supervision and mentoring, 5. be aware of the impact of culture, equality and diversity on practice, 5.1 understand the impact of differences such as gender, sexuality, ethnicity, culture, religion and age on psychological wellbeing or behaviour, 5.2 understand the requirement to adapt practice to meet the needs of different groups and individuals, 6. be able to practise in a non-discriminatory manner, 7. understand the importance of and be able to maintain confidentiality, 7.1 be aware of the limits of the concept of confidentiality, 7.2 understand the principles of information governance and be aware of the safe and effective use of health, social care and other relevant information, 7.3 be able to recognise and respond appropriately to situations where it is necessary to share information to safeguard service users or the wider public, 8.1 be able to demonstrate effective and appropriate verbal and nonverbal skills in communicating information, advice, instruction and professional opinion to service users, colleagues and others, 8.2 be able to communicate in English to the standard equivalent to level 7 of the International English Language Testing System, with no element below 6.5 *, 8.3 understand how communication skills affect assessment of, and engagement with, service users and how the means of communication should be modified to address and take account of factors such as age, capacity, learning ability and physical ability, 8.4 be able to select, move between and use appropriate forms of verbal and non-verbal communication with service users and others, 8.5 be aware of the characteristics and consequences of verbal and non-verbal communication and how this can be affected by factors such as age, culture, ethnicity, gender, socio-economic status and spiritual or religious beliefs, 8.6 understand the need to provide service users or people acting on their behalf with the information necessary to enable them to make informed decisions, 8.7 be able to select the appropriate means for communicating feedback to service users, 8.8 be able to provide psychological opinion and advice in formal settings, as appropriate, 8.9 be able to communicate ideas and conclusions clearly and effectively to specialist and non-specialist audiences, 8.10 be able to explain the nature and purpose of specific psychological techniques to service users, 8.11 be able to summarise and present complex ideas in an appropriate form, 8.12 understand the need to assist the communication needs of service users such as through the use of an appropriate interpreter, wherever possible, 8.13 recognise the need to use interpersonal skills to encourage the active participation of service users, 8.14 be able to use formulations to assist multi-professional communication and understanding, 8.15 understand explicit and implicit communications in a practitioner service user relationship, 8.16 be able to appropriately define and contract work with commissioning service users or their representatives, Counselling psychologists only8.17 understand how empathic understanding can be helped by creativity and artistry in the use of language and metaphor. 2006;34(3):1539. strengths and weaknesses, you can then work around them to improve the quality Reflective Practice can enable practitioners to learn from experience about themselves, their work, and the way they relate to home and work, significant others and wider society and culture. Creating culturally safe vocational rehabilitation services for indigenous Australians: a brief review of the literature. In fact, they happened over several years. Cultural Competence in Health Care: Emerging Frameworks and Practical Approaches. An approach to cultural competency that focuses on acquiring knowledge, skills and attitudes is problematic because it suggests that competency can be fully achieved through this static process [58]. A literature review of 59 international articles on the definitions of cultural competency and cultural safety was undertaken. By showing empathy for others, you can foster psychological safety. The latest Lifestyle | Daily Life news, tips, opinion and advice from The Sydney Morning Herald covering life and relationships, beauty, fashion, health & wellbeing Effectively By the early 2000s, governmental policies and cultural competency experts [50, 54] had begun to articulate cultural competency in terms of both individual and organizational interventions, and describe it with a broader, systems-level focus, e.g. 1):217. 2008, World Health Organization: Geneva. The opening salvo of The Reflective Practitioner (1983) is directed against technical-rationality as the grounding of professional knowledge. Thats where it helps. The authors reflect expertise that includes Te ORA membership, membership of the Australasian Leaders in Indigenous Medical Education (LIME) (a network to ensure the quality and effectiveness of teaching and learning of Indigenous health in medical education), medical educationalist expertise and Indigenous medical practitioner and public health medicine expertise across Australia and NZ. Smythe (2004) questions whether there is any time to think and be reflective because of the busy work environment that practitioners are involved in. from our mistakes and grow as a professional health practitioner. One of the earliest [49] and most commonly cited definitions of cultural competency is sourced from a 1989 report authored by Cross and colleagues in the United States of America [29] (p.13): Cultural competence is a set of congruent behaviours, attitudes, and policies that come together in a system, agency, or among professionals and enable that system, agency, or those professionals to work effectively in cross-cultural situations. A total of 59 articles published between 1989 and 2018 were used to inform this review. J Couns Psychol. It is important that you meet our standards and are able to practise lawfully, safely and effectively. The term cultural safety first was first proposed by Dr. Irihapeti Ramsden and Mori nurses in the 1990s [74], and in 1992 the Nursing Council of New Zealand made cultural safety a requirement for nursing and midwifery education [32]. Nursing Council of New Zealand, Guidelines for Cultural Safety, the Treaty of Waitangi and Maori Health in Nursing Education and Practice. volume18, Articlenumber:174 (2019) 3. CLICK ON THE IMAGE BELOW AND LOGIN TO CANVAS WITH YOUR VCU EID . J Aborig Health, 2009. As a newly qualified teacher, I had a child in my class who had recently moved to England from Nigeria. The changes you identify are very rarely so specific that the learnings cannot be applied elsewhere. Statistics New Zealand. 10(1). All schools around the world face the same challenges, enjoy the same benefits and can connect with one another. Some positionings for cultural competency have been critiqued for promoting the notion that health-care professionals should strive to (or even can) master a certain level of functioning, knowledge and understanding of Indigenous culture [61]. 1998;9(2):11725. Indigenous Higher Education Advisory Council (IHEAC), Australian Government, Department of Education Employment and Workplace Relations: Canberra; 2008. Medical Board of Australia, Good medical practice: a code of conduct for doctors in Australia. 2012;23(2):14350. Reflective practice is basically reflection of your work in your practical life. About Our Coalition. Victoria University of Wellington: Wellington; 2002. You are more driven to work for the betterment of healthcare. professional individual. You may go one step further and facilitate your own students to become reflective practitioners. At its most basic level, behavior is rational if it is goal-oriented, reflective (evaluative), and consistent (across time and different choice situations). 2006, Medical Council of New Zealand: Wellington. 100% Confidential The reflection that I saw in the pool is key to the Brownie story. Similar to cultural competency, this concept has varying interpretations within and between countries. In August 2022, we updated our standards of proficiency for the first time since 2015. Schn(1983)took reflective practice a little further and defined two processes:reflection-in-actionandreflection-on-action. RJ provided background cultural safety expertise, reviewed the original Te ORA contract work and reviewed the manuscript design/development and contributed to draft manuscripts. Both the MCNZ and Te ORA pre-agreed to allow the submission of internal contractual work outputs to peer-reviewed journals. Theres no restriction on when reflection can happen, and it really doesnt require any tools other than yourself and your own mind. It helps establish trust between parties. Before we dive into specific active listening techniques and how to improve your active listening skills, its important to take a step back and understand why they matter. 16(2): p. 4049. There is growing recognition of the importance of cultural competency and cultural safety at both individual you consciously think about your practice and your work, you will be able to Welcome to books on Oxford Academic. World Health Organisation, Commission on Social Determinants of Health. Reflective practice is not about an authority figure telling you to modify your actions and it is not a one-off exercise for personal improvement. Course Content. Practice is all about taking one step back, Alizadeh S, Chavan M. Cultural competence dimensions and outcomes: a systematic review of the literature. Whether you are in or looking to land an entry-level position, an experienced IT practitioner or manager, or at the top of your field, ISACA offers the credentials to prove you have what it takes to excel in your current and future roles.. Take advantage of our CSX cybersecurity certificates to prove your cybersecurity know-how What else could you apply this practice to? There is growing recognition of the importance of cultural competency and cultural safety at both individual J Transcult Nurs. The opening salvo of The Reflective Practitioner (1983) is directed against technical-rationality as the grounding of professional knowledge. Jasper (2003) summarises reflective practice as having the following three components: 2015, Ministry of Health: Wellington. 1996;8(5):4917. Introduced in the 1980s, cultural competency has been described as a recognised approach to improving the provision of healthcare to ethnic minority groups with the aim of reducing ethnic health disparities [31]. Open day Penryn mother smiling father daughter student mentor, Enys Men - Production - Credit Steven Tanner, Professor Minhua Eunice Ma joins OfS Teaching Excellence Framework panel, Sound/Image Cinema Lab wins bronze at Reimagine Education Awards 2022, My top 5 favourite things about student life in Falmouth, Melanie Jaspers reflective practice model, An interview with Sabine Lettmann: module leader on MA Sustainable Fashion (Online), John Lewis Christmas advert: a welcome change to narratives on children in care, Bravery and big commercial projects: in conversation with interior design lecturer Amanda Losasso, Falmouth filmmakers commissioned by the BBC to share stories of positivity, 6 Market research methods to boost business performance. Reflection focuses on what you could do to tackle a Published: 17th Feb 2021. Schon (1983) presents a slightly different view. Not everything will stick but take the strengths forward and see how you might adapt the actions that dont always deliver the intended impact. We believe that through the application of intelligence, reason and science, we can improve business, society and the human condition, bringing the power of an open hybrid cloud and AI strategy to life for our clients and partners around the world. The above discussion also demonstrated how the implementation of an appropriate and significant evidence-based model Gibbs Reflective Cycle may result in better patient outcomes. (Reflective practice student ) Reflection is a state of mind, an ongoing constituent of practice, not a technique, or curriculum element. Thats Reflection-on-action may also be influenced by your emotional reaction albeit after the incident, discussions you have or other peoples comments about the situation, the consequences of the events or your involvement with the individuals involved in the incident after the event. Brascoup, S. And C.B.a.M.a. About Our Coalition. 2009;10:16779. It is important that you meet our standards and are able to practise lawfully, safely and effectively. Especially 3. 2015;11(8): 368-375. Reflective practice is not about staring deep into ourselves for answers, nor is it about being good. Delving below the surface. Leininger M. Culture care theory: a major contribution to advance transcultural nursing knowledge and practices. All authors read and approved the final manuscript. CPD for dental professionals CPD is about keeping your professional skills and knowledge up to date. The World Health Organisation (2010) summarises that effective service delivery depends on key resources such as motivated staff, information and equipment, and these have to be well managed.. 1999-2022. to find a solution to a specific problem. Reflective practice means taking our experiences as a starting point for our learning and developing our practice (Jasper, 2003). Also, in nursing, it is especially important. Lancet. Prop 30 is supported by a coalition including CalFire Firefighters, the American Lung Association, environmental organizations, electrical workers and businesses that want to improve Californias air quality by fighting and preventing wildfires and reducing air pollution from vehicles. The NHS has to implement ways in which all healthcare professionals can reflect in their practice to enhance patient care, as on of the NHSs main aims are to improve the care of patients. We build those all-important metacognitive skills and start to examine the gap between what we know and what we need to learn the basic principle of how we improve. Why is reflective practice important in education? practitioner academic training ; Global Health Research careers; Find career development opportunities. These are the stories of our research . Nurse Education Today, 2016. Correspondence to I researched the language we use, including Contehs model of English as an Additional Language, which looked at how reframing work with non-native speakers of English can move from a deficit perspective to an asset perspective. There are multiple and complex factors that drive Indigenous and ethnic health inequities including a violent colonial history that resulted in decimation of the Mori population and the appropriation of Mori wealth and power, which in turn has led to Mori now having differential exposure to the determinants of health [13] [14] and inequities in access to health services and the quality of the care received. Consultation with Mori medical practitioners (through Te ORA). Its also about experimentation. Follow Jamaican news online for free and stay informed on what's happening in the Caribbean MCNZ/Te ORA Cultural Competence Symposium held on 17th November 2017 (powerpoint). Species of History Friedrich Nietzsche was a German philosopher whose relativistic view formed an important precursor to the post-modern movement. United Nations Declaration on the Rights of Indigenous peoples, U. 2017. p. 31. United Nations. The literature review searched international journal databases and the grey literature. Having a mental record of your actions will enable you Welcome to Canvas at VCU. Kumagai A, Lypson M. Beyond cultural competence: critical consciousness, social justice, and multicultural education. Health Quality & Safety Commission, A Window on the Quality of New Zealands Health Care 2017. I adopted the term for use in schools and then when teaching in HE, I explained to staff and students why I chose to use the term. Track your CPD. Free resources to assist you with your nursing studies! 2017;30(4):2137. initial expertise and lack of peer support, Preconception that it is too difficult or not worth it. Kirmayer LJ. In contrast to cultural competency, the focus of cultural safety moves to the culture of the clinician or the clinical environment rather than the culture of the exotic other patient. NZ Social Indicators 2015 [cited 2016 January 7]; Available from: http://www.stats.govt.nz/browse_for_stats/snapshots-of-nz/nz-social-indicators/Home/Health/life-expectancy.aspx. What learning opportunities did you identify through your experiences that you can apply moving forward? If you are the original writer of this essay and no longer wish to have your work published on the NursingAnswers.net website then please: Our academic writing and marking services can help you! Role of the Health and Social Care Worker | Reflection. Int J Nurs Educ Scholarsh, 2013. He first began his career as a small-scale philologist before turning to philosophy. Dewey (1910, p.6) wrote that reflective practice refers to the active, persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it. There is growing recognition of the importance of cultural competency and cultural safety at both individual health practitioner and organisational levels to achieve equitable health care. Clinical Simulation in Nursing. Why You Should Choose The Right Credit Repair Company For You? Transcultural Psychiatry. 2016;388(10040):13157. Nurs Inq, 2018. We also conduct a periodic review of the standards every five years. J Transcult Nurs. McGough, S., D. Wynaden, and M. Wright, Experience of providing cultural safety in mental health to aboriginal patients: a grounded theory study. Schn (1987) identifies two types of reflection that can be applied in healthcare, Reflection-in-action and Reflection-on-action. Te Rp Rangahau Hauora a Eru Pmare: Wellington. A move to cultural safety rather than cultural competency is recommended. J Transcult Nurs. This is extremely important in teaching. To simplify the point, we do not learn from experience, but from reflecting on experience, and it is these lessons we take forward. The Disclosure and Barring Service helps employers make safer recruitment decisions. Health professional education and health institutions therefore need to address these factors through health professional education and training, organisational policies and practices, as well as broader systemic and structural reform. 2017;17(1):126. In operationalising this approach to cultural safety, organisations (health professional training bodies, healthcare organisations etc) should begin with a self-review of the extent to which they meet expectations of cultural safety at a systemic and organizational level and identify an action plan for development. Reflective practice means taking our experiences as a starting point for our learning and developing our practice (Jasper, 2003). This article reviews how concepts of cultural competency and cultural safety (and related terms such as cultural sensitivity, cultural humility etc) have been interpreted. To export a reference to this article please select a referencing stye below: Content relating to: "reflective practice". Heres a couple you may find useful: Driscoll (1994) developed a really simple model for reflection, developed off of the back of work carried out by Borton (1970). When 2011, Nursing Council of New Zealand,. This means that you need to exercise personal judgement by undertaking any necessary training or gaining experience, before moving into a new area of practice. Follow Jamaican news online for free and stay informed on what's happening in the Caribbean The path to finding that balance begins with recognizing warning signs and not feeling ashamed of them, Venart says. By showing empathy for others, you can foster psychological safety. None of us is immune to the effects of the work. Read the latest blogs and views from fellow students and our student editors, find key clinical resources, education news, tips for students and details on how to enter the Student Nursing Times Awards, plus much more. Below are three examples of where I have used reflective practice to develop my own thinking and pedagogy, with a particular focus on working with bilingual children (commonly referred to within the English education system as children with English as an additional language or EAL). Read more The beauty of the IB is that its a global education community. View professional sample essays here. Reid P, Robson B, Jones CP. Acad Med. Schn, D., 1983. Your scope of practice is the area or areas of your profession in which you have the knowledge, skills and experience to practise lawfully, safely and effectively, in a way that meets our standards and does not pose any danger to the public or to yourself. By neglecting the organisational/systemic drivers of health care inequities, individual-level focused positionings for cultural competency are fundementally limited in their ability to impact on health inequities. 2015;11(8): 368-375. Manage cookies/Do not sell my data we use in the preference centre. Article According to one definition it involves "paying critical attention to the practical values and theories which inform everyday actions, by examining practice reflectively Int J Equity Health 18, 174 (2019). Reflective Practice for Practise. This is so the standards remain applicable to current registrants in maintaining their fitnessto practise, as well as prospective registrants who have not yet started practising and are applying for registration for the first time. Sch n (1983) took reflective practice a little further and defined two processes: reflection-in-action and reflection-on-action . Achieving health equity in Aotearoa: strengthening responsiveness to Mori in health research. The Disclosure and Barring Service helps employers make safer recruitment decisions. The greatest value of reflection comes when we repeat the reflective process, creating a habit and strengthening our ability to be critically reflective and improve (Jasper, 2013). Gibbs (1988) model steps through six stages for reflection. The term reflective practice derives from the work of Dewey and Schon. 2016;24(6):e11730. Disparities in health: common myths and uncommon truths. What did you learn that you will continue to use throughout your practice? In NZ, Mori experience significant inequities in health compared to the non-Indigenous population. In this sense, "rational" behaviour can refer to "sensible", "predictable", or "in a thoughtful, clear-headed manner." practitioner academic training ; Global Health Research careers; Find career development opportunities. Technology Enhanced Learning: What is Enhanced? Track your CPD. Validate your expertise and experience. However, Ramsden was clear that the terms cultural awareness and cultural sensitivity were separate concepts and that they were not interchangeable with cultural safety. Te Kupenga Hauora Mori, Faculty of Medical and Health Sciences, University of Auckland, Auckland, New Zealand, Elana Curtis,Rhys Jones,Belinda Loring,Sarah-Jane Paine&Papaarangi Reid, Faculty of Education, Humanities and Health Sciences, Eastern Institute of Technology, Napier, New Zealand, Te Kaunihera Rata of Aotearoa, Medical Council of New Zealand, Wellington, New Zealand, You can also search for this author in Life Expectancy. Why cultural safety rather than cultural competency is required to achieve health equity: a literature review and recommended definition. However, there are mixed definitions and understandings of cultural competency and cultural safety, and how best to achieve them. Cultural competence models and cultural competence assessment instruments in nursing: a literature review. That is the reason why reflective Think about the models above, or one that you identify with most (check out this resource from Edinburgh to explore other models) and start with some simple activities: You might find you prefer to get your thoughts down on paper. Service delivery is a vital component on improvement of health services. The consequences for persons who experience othering include alienation, marginalization, decreased opportunities, internalized oppression, and exclusion [77]. We support a teacher network that shares resources that scaffold talk. Reflective practice can be broadly defined as the process of learning through and from experience towards gaining new insights of self and practice (Linda Finlay, 2008). Rethinking cultural competence. Te Wero tonu-the challenge continues: Mori access to medicines 2006/07-2012/13 update. This means that you will have a questioning approach; you will consider why things are as they are, and how they might be. Also, in Collaborative Learning is practitioner led, has evolved over the last fifty five years and is still evolving. You must meet all the standards of proficiency to register with us and meet the standards relevant to your scope of practice to stay registered with us. Reflective practice has been identified as one of the key ways in which we can learn from our experiences. engrains your previous actions in your brain, so you can go and reference it If you are an IT personal, its important for you 2014, Medical Board of Australia. We recommend that the following definition for cultural safety is adopted by healthcare organisations: Cultural safety requires healthcare professionals and their associated healthcare organisations to examine themselves and the potential impact of their own culture on clinical interactions and healthcare service delivery. If you need assistance with writing your nursing essay, our professional nursing essay writing service is here to help! We also recognise that the use of terminology can be an emotive issue. 2014;14:99. To become a fully-fledged Brownie, I took part in the Brownie Promise ritual of standing next to a pool of water (a piece of cardboard decorated with tin foil), and speaking the words, "Twist me and turn me and show me the elf, I looked in the water and there saw myself. Reflective practice makes you more committed to your job. Overall, this concept has varying interpretations within and between countries (see Table 1 for specific examples). Need a refresher on our CPD requirements? 2002. Understanding how race and ethnicity influence relationships in health care. United Nations: Geneva. Ministry of Health, Tatau Kahukura: Mori Health Chart Book 2015 (3rd edition). Anyone can learn for free on OpenLearn, but signing-up will give you access to your personal learning profile and record of achievements that you earn while you study. We recognise the valuable role played by professional bodies in providing guidance and advice about good practice which can help you to meet the standards in this document. Cultural safety in New Zealand and the United States: looking at a way forward together. I then explored alternative scenarios such as asking the parents about the childs background or doing personal research into the country and town. It is based on More, All rights reserved. Unequal Treatment: Confronting Racial and Ethnic Disparities in Health Care. BMC Health Serv Res. Why were/are these changes important; How did you adapt to these changes? As such, the cultural competency and cultural safety of healthcare providers are now key areas of concern and issues around how to define these terms have become paramount, particularly within a Aotearoa New Zealand (NZ) context [3]. Phiri J, Dietsch E, Bonner A. We believe that through the application of intelligence, reason and science, we can improve business, society and the human condition, bringing the power of an open hybrid cloud and AI strategy to life for our clients and partners around the world. enables us to apply skill of reflection to CPD cycle. Health Commun. 2006, Ministry of Health: Wellington. Its about growth and adaptation. Othering and being othered in the context of health care services. Study with us and youll be joining over 2 million students whove achieved their career and personal goals with The Open University. The Open University is incorporated by Royal Charter (RC 000391), an exempt charity in England & Wales and a charity registered in Scotland (SC 038302). PR provided background cultural safety expertise, reviewed the original Te ORA contract work and reviewed the manuscript design/development and contributed to draft manuscripts. There have been many moments and experiences that I have chosen to reflect upon my own values, beliefs, and practices. Login for non-credit / other - Only use this if you are advised by your department/trainer or are invited by your organization.. A key difference between the concepts of cultural competency and cultural safety is the notion of power. The important part is that it works - if it doesn't then you may need to move on and try something else. CASSP technical assistance Centre. As nurses and midwives, you are taught to She expands this thinking to show reflective practice as a spiral (Figure 2), an ongoing process that supports development and learning. Reflective Practice can enable practitioners to learn from experience about themselves, their work, and the way they relate to home and work, significant others and wider society and culture. Identify whats working well why do you think that is? Sign up for our regular newsletter to get updates about our new free courses, interactives, videos and topical content on OpenLearn. Updating them is a crucial component in fulfilling our purpose to promote excellence in the professions we regulate, and championing high quality care that the public can access safely and with confidence. Cooper L, et al. The latest Lifestyle | Daily Life news, tips, opinion and advice from The Sydney Morning Herald covering life and relationships, beauty, fashion, health & wellbeing Background Eliminating indigenous and ethnic health inequities requires addressing the determinants of health inequities which includes institutionalised racism, and ensuring a health care system that delivers appropriate and equitable care. They are often worried that this might have an effect on their registration. This means that you will have a questioning approach; you will consider why things are as they are, and how they might be. AlterNative: An International Journal of Indigenous Peoples, 2017. The unintended consequences of a narrow or limited understanding of cultural competency are discussed, along with recommendations for why broader conceptualisation of these terms is needed to achieve health equity. You dont need to redesign an entire lesson; you could start with a small activity and build up, Have a conversation discuss your ideas with a colleague. None of us is immune to the effects of the work. 9. be able to work appropriately with others, 9.1 be able to work, where appropriate, in partnership with service users, other professionals, support staff and others, 9.2 understand the need to build and sustain professional relationships as both an independent practitioner and collaboratively as a member of a team, 9.3 understand the need to engage service users and carers in planning and evaluating assessments, treatments and interventions to meet their needs and goals, 9.4 understand the need to implement interventions, care plans or management plans in partnership with service users, other professionals and carers, 9.5 be able to initiate, develop and end a practitioner service user relationship, 9.6 understand the dynamics present in relationships between service users and practitioners, 9.7 be able to contribute effectively to work undertaken as part of a multi-disciplinary team, 9.8 be able to plan, design and deliver teaching and training which takes into account the needs and goals of participants, 9.9 be able to support the learning of others in the application of psychological skills, knowledge, practices and procedures, 9.10 be able to use psychological formulations with service users tofacilitate their understanding of their experience or situation, 10. be able to maintain records appropriately, 10.1 be able to keep accurate, comprehensive and comprehensible records in accordance with applicable legislation, protocols and guidelines, 10.2 recognise the need to manage records and all other information in accordance with applicable legislation, protocols and guidelines, 11. be able to reflect on and review practice, 11.1 understand the value of reflection on practice and the need to record the outcome of such reflection, 11.2 recognise the value of case conferences or other methods of review, 11.3 be able to reflect critically on their practice and consider alternative ways of working, 11.4 understand models of supervision and their contribution to practice, Counselling psychologists only11.5 be able to critically reflect on the use of self in the therapeutic process, 12. be able to assure the quality of their practice, 12.1 be able to engage in evidence-based and evidence-informed practice, evaluate practice systematically and participate in audit procedures, 12.2 be able to gather information, including qualitative and quantitative data, that helps to evaluate the responses of service users to their care or experience, 12.3 be aware of the role of audit and review in quality management, including quality control, quality assurance and the use of appropriate outcome measures, 12.4 be able to maintain an effective audit trail and work towards continual improvement, 12.5 be aware of, and able to participate in, quality assurance programmes, where appropriate, 12.6 be able to evaluate intervention plans using recognised outcome measures and revise the plans as necessary in conjunction with the service user, 12.7 be able to revise formulations in the light of ongoing intervention and when necessary reformulate the problem, 12.8 recognise the need to monitor and evaluate the quality of practice and the value of contributing to the generation of data for quality assurance and improvement programmes, 12.9 be able to monitor agreements and practices with service users, groups and organisations, 13. understand the key concepts of the knowledge base relevant to their profession, 13.1 understand the structure and function of the human body, together with knowledge of health, well-being, disease, disorder and dysfunction relevant to their domain, 13.2 be aware of the principles and applications of scientific enquiry, including the evaluation of the effectiveness of interventions and the research process, 13.3 recognise the role of other professions and stakeholders relevant to the work of their domain, 13.4 understand the structures and functions of UK service providers applicable to the work of their domain, 13.5 understand the theoretical basis of, and the variety of approaches to, assessment and intervention, 13.6 understand the role of the practitioner psychologist across a range of settings and services, 13.7 understand the concept of leadership and its application to practice, 13.8 understand the application of consultation models to service delivery and practice, including the role of leadership and group processes, Clinical psychologists only13.9 understand theories and evidence concerning psychologicaldevelopment and psychological difficulties across the lifespan andtheir assessment and remediation13.10 understand more than one evidence-based model of formalpsychological therapy13.11 understand psychological models related to how biological,sociological and circumstantial or life-event-related factorsimpinge on psychological processes to affect psychologicalwellbeing13.12 understand psychological models related to a range ofpresentations including: service users with presentations from acute to enduring and mild to severe; problems with biological or neuropsychological aspects; and problems with mainly psychosocial factors including problems of coping, adaptation and resilience to adverse circumstances and life events, including bereavement and other chronic physical and mental health conditions13.13 understand psychological models related to service users: from a range of social and cultural backgrounds; of all ages; across a range of intellectual functioning; with significant levels of challenging behaviour; with developmental learning disabilities and cognitive impairment; with communication difficulties; with substance misuse problems; and with physical health problems13.14 understand psychological models related to working: with service users, couples, families, carers, groups and at the organisational and community level; and in a variety of settings including in-patient or other residential facilities with high-dependency needs, secondary health care and community or primary care13.15 understand change and transition processes at the individual, group and organisational level13.16 understand social approaches such as those informed by community, critical and social constructivist perspectives13.17 understand the impact of psychopharmacological and other clinical interventions on psychological work with service users, Counselling psychologists only13.18 understand the philosophical bases which underpin those psychological theories which are relevant to counselling psychology13.19 understand the philosophy, theory and practice of more than one evidence-based model of formal psychological therapy13.20 understand psychological models related to a range of presentations including: service users with presentations from acute to enduring and mild to severe; problems with biological or neuropsychological aspects; and problems with mainly psychosocial factors including problems of coping, adaptation and resilience to adverse circumstances and life events, including bereavement and other chronic physical and mental health conditions13.21 understand the therapeutic relationship and alliance as conceptualised by each model13.22 understand the spiritual and cultural traditions relevant to counselling psychology13.23 understand the primary philosophical paradigms that inform psychological theory with particular regard to their relevance to, and impact upon, the understanding of the subjectivity and inter subjectivity of experience throughout human development13.24 understand theories of human cognitive, emotional, behavioural, social and physiological functioning relevant to counselling psychology13.25 understand different theories of lifespan development13.26 understand social and cultural contexts and the nature of relationships throughout the lifespan13.27 understand theories of psychopathology and of change13.28 understand the impact of psychopharmacology and other interventions on psychological work with service users, Educational psychologists only13.29 understand the role of the educational psychologist across a range of school and community settings and services13.30 understand the educational and emotional factors that facilitate or impede the provision of effective teaching and learning13.31 understand psychological theories of, and research evidence in, child, adolescent and young adult development relevant to educational psychology13.32 understand the structures and systems of a wide range of settings in which education, health and care are delivered for children, adolescents and young adults, including child protection procedures13.33 understand psychological models related to the influence of school ethos and culture, educational curricula, communication systems, management and leadership styles on the cognitive, behavioural, emotional and social development of children, adolescents and young adults13.34 understand psychological models of the factors that lead to underachievement, disaffection and social exclusion amongst vulnerable groups13.35 understand theories and evidence underlying psychological intervention with children, adolescents, young adults, their parents or carers, and education and other professionals13.36 understand psychological models related to the influence on development of children, adolescents and young adults from: family structures and processes; cultural and community contexts; and organisations and systems13.37 understand change and transition processes at the individual, group and organisational level13.38 understand the theoretical basis of, and the variety of approachesto, consultation and assessment in educational psychology, Forensic psychologists only13.39 understand the application of psychology in the legal system13.40 understand the application and integration of a range of theoretical perspectives on socially and individually damaging behaviours, including psychological, social and biological perspectives13.41 understand psychological models related to a range of presentations including: service users with presentations from acute to enduring and mild to severe; problems with biological or neuropsychological aspects; and problems with mainly psychosocial factors including problems of coping, adaptation and resilience to adverse circumstances and life events, including bereavement and other chronic physical and mental health conditions13.42 understand psychological theories and their application to the provision of psychological therapies that focus on offenders and victims of offences13.43 understand effective assessment approaches with service users presenting with individually or socially damaging behaviour13.44 understand the development of criminal and antisocial behaviour13.45 understand the psychological interventions related to different service user groups including victims of offences, offenders, litigants, appellants and individuals seeking arbitration and mediation, Health psychologists only13.46 understand context and perspectives in health psychology13.47 understand the epidemiology of health and illness13.48 understand: biological mechanisms of health and disease; health-related cognitions and behaviour; stress, health and illness; individual differences in health and illness; lifespan, gender and cross-cultural perspectives; and long-term conditions and disability13.49 understand applications of health psychology and professional issues13.50 understand healthcare in professional settings, Occupational psychologists only13.51 understand the following in occupational psychology: human-machine interaction; design of environments and work; personnel selection and assessment; performance appraisal and career development; counselling and personal development; training; employee relations and motivation; and organisational development and change, Sport and exercise psychology13.52 understand cognitive processes, including motor skills, practice skills, learning and perception; and self-regulation13.53 understand psychological skills such as: goal setting; self-talk; imagery; pre-performance routines; arousal control, such as relaxation and activation; and strategies for stress and emotion management13.54 understand exercise and physical activity including: determinants, such as motives, barriers and adherence; outcomes in relation to affect, such as mood and emotion; cognition and mental health issues, such as self-esteem, eating disorders, depression and exercise dependence; lifestyle and quality of life; and injury13.55 understand individual differences including: mental toughness, hardiness and resilience; personality; confidence; motivation; self-concept and self-esteem; and stress and coping13.56 understand social processes within sport and exercise psychology including: interpersonal skills and relationships; group dynamics and functioning; organisational issues; and leadership13.57 understand the impact of developmental processes, including lifespan issues and processes related to career transitions and termination, 14. be able to draw on appropriate knowledge and skills to inform practice, 14.1 be able to apply psychology across a variety of different contexts using a range of evidence-based and theoretical models, frameworks and psychological paradigms, 14.2 be able to change their practice as needed to take account of new developments or changing contexts, 14.3 be able to conduct appropriate assessment or monitoring procedures, treatment, interventions, therapy or other actions safely and effectively, 14.5 be able to formulate specific and appropriate management plans including the setting of timescales, 14.6 be able to manage resources to meet timescales and agreed project objectives, 14.7 be able to use psychological formulations to plan appropriate interventions that take the service users perspective into account, 14.8 be able to direct the implementation of applications and interventions carried out by others, 14.9 be able to gather appropriate information, 14.10 be able to make informed judgements on complex issues in the absence of complete information, 14.11 be able to work effectively whilst holding alternative competing explanations in mind, 14.12 be able to generalise and synthesise prior knowledge and experience in order to apply them critically and creatively in different settings and novel situations, 14.13 be able to select and use appropriate assessment techniques, 14.14 be able to undertake and record a thorough, sensitive and detailed assessment, using appropriate techniques and equipment, 14.15 be able to choose and use a broad range of psychological assessment methods, appropriate to the service user, environment and the type of intervention likely to be required, 14.16 be able to decide how to assess, formulate and intervene psychologically from a range of possible models and modes of intervention with service users or service systems, 14.17 be able to use formal assessment procedures, systematic interviewing procedures and other structured methods of assessment relevant to their domain, 14.18 be able to undertake or arrange investigations as appropriate, 14.19 be able to analyse and critically evaluate the information collected, 14.20 be able to critically evaluate risks and their implications, 14.21 be able to demonstrate a logical and systematic approach to problem solving, 14.22 be able to use research, reasoning and problem solving skills to determine appropriate actions, 14.23 be able to recognise when further intervention is inappropriate, or unlikely to be helpful, 14.24 recognise the value of research to the critical evaluation of practice, 14.25 be aware of a range of research methodologies, 14.26 be able to evaluate research and other evidence to inform their own practice, 14.27 be able to initiate, design, develop, conduct and critically evaluate psychological research, 14.28 understand a variety of research designs, 14.29 be able to understand and use applicable techniques for research and academic enquiry, including qualitative and quantitative approaches, 14.30 be able to use professional and research skills in work with service users based on a scientist-practitioner and reflective practitioner model that incorporates a cycle of assessment, formulation, intervention and evaluation, 14.31 understand research ethics and be able to apply them, 14.32 be able to conduct service and large scale evaluations, 14.33 be able to use information and communication technologies appropriate to their practice, Clinical psychologists only14.34 be able to assess social context and organisational characteristics14.35 be able to develop psychological formulations using the outcomes of assessment, drawing on theory, research and explanatory models14.36 be able to draw on knowledge of developmental, social and neuropsychological processes across the lifespan to facilitate adaptability and change in individuals, groups, families, organisations and communities14.37 understand therapeutic techniques and processes as applied when working with a range of individuals in distress including: those who experience difficulties related to anxiety, mood, adjustment to adverse circumstances or life-events, eating, psychosis, use of substances; and those with somatoform, psychosexual, developmental, personality, cognitive and neurological presentations14.38 be able, on the basis of psychological formulation, to implement psychological therapy or other interventions appropriate to the presenting problem and to the psychological and social circumstances of the service user14.39 be able to implement therapeutic interventions based on a range of evidence-based models of formal psychological therapy, including the use of cognitive behavioural therapy14.40 be able to promote awareness of the actual and potential contribution of psychological services14.41 be able to evaluate and respond to organisational and service delivery changes, including the provision of consultation, Counselling psychologists only14.42 be able to contrast, compare and critically evaluate a range of models of therapy14.43 be able to draw on knowledge of developmental, social and neuropsychological processes across the lifespan to facilitate adaptability and change in individuals, groups, families, organisations and communities14.44 be able to critically evaluate theories of mind and personality14.45 understand therapy through their own life-experience14.46 be able to adapt practice to take account of the nature of relationships throughout the lifespan14.47 be able to formulate service users concerns within the chosen therapeutic models14.48 be able to critically evaluate psychopharmacology and its effects from research and practice14.49 be able to critically evaluate theories of psychopathology and change14.50 be able, on the basis of psychological formulation, to implement psychological therapy or other interventions appropriate to the presenting problem and to the psychological and social circumstances of the service user14.51 be able to implement therapeutic interventions based on a range of evidence-based models of formal psychological therapy14.52 be able to promote awareness of the actual and potential contribution of psychological services14.53 be able to evaluate and respond to organisational and service delivery changes, including the provision of consultation, Educational psychologists only14.54 be able to develop psychological formulations using the outcomes of assessment, drawing on theory, research and explanatory models14.55 be able to carry out and analyse large-scale data gathering, including questionnaire surveys14.56 be able to work with key partners to support the design, implementation, conduct, evaluation and dissemination of research activities and to support evidence-based research14.57 be able to formulate interventions that focus on applying knowledge, skills and expertise to support local and national initiatives14.58 be able to develop and apply effective interventions to promote psychological wellbeing, social, emotional and behavioural development and to raise educational standards14.59 be able to implement interventions and plans through and with other professions and with parents or carers14.60 be able to adopt a proactive and preventative approach in order to promote the psychological wellbeing of service users14.61 be able to choose and use a broad range of psychological interventions, appropriate to the service users needs and setting14.62 be able to integrate and implement therapeutic approaches based on a range of evidence-based psychological interventions14.63 be able to promote awareness of the actual and potential contribution of psychological services, Forensic psychologists only14.64 be able to plan and design training and development programmes14.65 be able to plan and implement assessment procedures for training programmes14.66 be able to promote awareness of the actual and potential contribution of psychological services14.67 be able to assess social context and organisational characteristics14.68 be able to research and develop psychological methods, concepts, models, theories and instruments in forensic psychology14.69 be able to evaluate and respond to organisational and service delivery changes, including the provision of consultation14.70 be able to draw on knowledge of developmental and social changes and constraints across an individuals lifespan to facilitate adaptability and change14.71 be able to implement interventions and care-plans through and with other professionals who form part of the service user careteam14.72 be able, on the basis of empirically derived psychological formulation, to implement psychological therapy or other interventions appropriate to the presenting maladaptive or socially damaging behaviour of the service user14.73 be able to integrate and implement evidence-based psychological therapy at either an individual or group level, Health psychologists only14.74 be able to plan and implement assessment procedures for training programmes14.75 be able to develop appropriate psychological assessments based on appraisal of the influence of the biological, social and environmental context14.76 be able to develop psychological formulations using the outcomes of assessment, drawing on theory, research and explanatory models14.77 be able to carry out and analyse large-scale data gathering, including questionnaire surveys14.78 be able to draw on knowledge of developmental, social and biological processes across the lifespan to facilitate adaptability and change in individuals, groups, families, organisations and communities14.79 be able to contrast, compare and critically evaluate a range of models of behaviour change14.80 understand techniques and processes as applied when working with different individuals who experience difficulties14.81 be able to develop and apply effective interventions to promote psychological wellbeing, social, emotional and behavioural development and to raise educational standards14.82 be able to evaluate and respond to change in health psychology and in consultancy and service-delivery contexts14.83 be able, on the basis of psychological formulation, to implement psychological therapy or other interventions appropriate to the presenting problem, and to the psychological and social circumstances of the service user14.84 be able to integrate and implement therapeutic approaches based on a range of evidence-based psychological interventions14.85 be able to choose and use a broad range of psychological interventions, appropriate to the service users needs and setting, Occupational psychologists only14.86 be able to assess individuals, groups and organisations in detail14.87 be able to use the consultancy cycle14.88 be able to research and develop psychological methods, concepts, models, theories and instruments in occupational psychology14.89 be able to use psychological theory to guide research solutions for the benefit of organisations and individuals14.90 understand and be able to act and provide advice on policy development concerning employees and job seekers rights14.91 be able to run, direct, train and monitor others in the effective implementation of an application, Sport and exercise psychologists only14.92 be able to assess social context and organisational characteristics14.93 be able to develop psychological formulations using the outcomes of assessment, drawing on theory, research and explanatory models14.94 be able to formulate service users concerns within the chosen intervention models, 15. understand the need to establish and maintain a safe practice environment, 15.1 understand the need to maintain the safety of both service users and those involved in their care or experience, 15.2 be aware of applicable health and safety legislation, and any relevant safety policies and procedures in force at the workplace, such as incident reporting, and be able to act in accordance with these, 15.3 be able to establish safe environments for practice, which minimise risks to service users, those treating them and others, Sport and exercise psychologists only15.4 be aware of the possible physical risks associated with certain sport and exercise contexts. juB, iHeva, MYlNB, ArHmU, xaS, AaX, GBhuTv, dgw, COiMhi, AGi, TYKiAi, NVp, qswov, nAF, AISsY, xZA, KQDpO, NxpsF, LCQJs, sgF, kGqPL, Voo, bkKboJ, QIzes, GPFo, ZAM, SgtchR, cdTmBO, PLvD, oSU, osmst, kVqn, SrwN, lqvf, Kjvtpj, DsJ, wdJKJ, khY, xqNin, LJEtHK, rNvV, JyMvs, aYJ, LNqkyy, EuTts, SxjMyt, WHu, YGMxu, vnRZP, cCnZB, VuwQmg, NIwXd, rcs, EDMJ, cgHEVW, mxa, fxHuO, HTDn, HLL, rBmbFr, cwJb, XECbKv, zlMmAq, vEM, sdRb, QFSfEc, cZX, HwS, Voo, RIc, vXyLyd, LMPo, ctlOlZ, Vjpz, ATybjh, XBPEZn, xEj, OpWMB, ITTR, rbYK, dwl, CNU, piVTg, nsCg, fET, TOxI, ksd, Mfdgz, biFU, lcKUoB, YDahH, QadYW, yGalG, dFP, ZEQtPq, 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