The British Columbia Centre for Disease Control’s main office is located on the unceded, ancestral, and occupied, traditional lands of the xʷməθkʷəy̓əm (Musqueam), Səl̓ílwətaʔ (Tsleil-Waututh), and Skwxwú7mesh (Squamish) Nations. We acknowledge the health inequities caused by current and historical colonization of this territory and we humbly work to listen and learn from the resilience and strength of Indigenous peoples.
The goal of this section is to support health care workers’ capacity to provide anti-racist, respectful, culturally-safe care during the COVID-19 pandemic. Achieving a culturally safe care outcome involves the health care worker being able to practice cultural humility and self-reflection and embrace continuous learning.
This type of practice is influenced by the values and culture of the health care environment. We acknowledge the strain the pandemic has placed on our health care setting, and believe an important step to culturally safe care is also a focus on fostering anti-racist, safe, healthy and resilient workplaces.
We encourage you to review the resources below to build your knowledge and skill for providing culturally safe care. This is not a comprehensive list, but rather, it showcases key content to support development of a strong foundation for your cultural competency journey. To stay committed to building anti-racist, culturally safe care education this content will be updated as needed.
Please contact us at: [email protected] if you have comments or recommendations for this site. PHSA defines culturally safe care as an outcome based on respectful engagement that recognizes and strives to address power imbalances inherent in the healthcare system.
It results in an environment free of racism and discrimination, where people feel safe. Indigenous cultural safety is the process of making spaces, services and organizations safer and more equitable for Indigenous people by considering current and historical colonial impact and seeking to eliminate structural racism and discrimination.
Understanding the ways in which social and cultural determinants of health and power and privilege impact the health of populations and individuals is essential to identifying risk of health inequity and informing strategies to foster culturally safe care.
Time commitment: About 45 minutes How can it be used: This module provides a general introduction to the importance of recognizing social determinants and culture in the design and implementation of contact tracing activities. This module aims to build awareness and enable the participant to apply learnings to real-world contexts through working examples from a variety of infectious diseases where contact tracing is a core public health intervention to mitigate transmission. This module is relevant for both novice and experienced contact tracers. To gain access to the module, you must subscribe to GOARN using PHAC as your institution.
What: San’yas Indigenous Cultural Safety Training Program, Provincial Health Services Authority
Time Commitment: The 8-week facilitated course consists of 5 modules and takes about 8 hours (depending on prior knowledge and learning style) to complete. How can it be used: This is a unique, online training program designed to increase knowledge, enhance self-awareness, and strengthen the skills of those who work both directly and indirectly with Indigenous people. The goal is to develop understanding and promote positive partnerships between service providers and Indigenous people. The program is based on the concept of cultural safety: an ongoing process of actively working to make services and systems safer and more equitable for Indigenous people. Topics covered include colonization in Canada; anti-Indigenous racism, stereotyping and discrimination; and social determinants of Indigenous peoples’ health. San’yas participants are guided by skilled facilitators to examine these issues in their own work or practice settings.
What: For the Next Seven Generations – for the Children, Island Health’s Cultural Safety Online Course
Time commitment: The course is a 3-4 hour, self-paced, non-facilitated course available on LearningHub, How can it be used: It is intended to improve health outcomes for present and future generations of Aboriginal peoples living on Vancouver Island. The module provides an opportunity for healthcare providers to strengthen their cultural awareness and to enhance their ability to establish culturally safe, respectful engagements and environments.
What: Introduction to Health Equity Online Course, National Collaborating Centre for Determinants of Health, NCCDH
Time commitment: The course consists of 5 modules and requires at least 2.5 hours. The option to access a PDF version for each module is available as an alternate learning version. How can it be used: The Introduction to Health Equity online course is a collaboration of the National Collaborating Centre for Determinants of Health (NCCDH) and Public Health Ontario (PHO). The objective of this course is to offer a free, self-directed, and introductory online course to help public health staff, managers, and leaders build the knowledge, skills, and competencies to support action on health equity.
What: Equipping for Equity Modules, Equip Health Care
Time commitment: The resource consists of 9 modules, and any of them can be accessed at any time. Each module is designed to take 10 to 30 minutes, with a focus on action-oriented strategies, tools and templates to help integrate health equity into practice. How can it be used: These online modules are presented by EQUIP Health Care — organizational-level intervention studies funded by the Canadian Institutes of Health Research (CIHR), designed to enhance the capacity of primary health care clinics and emergency departments to provide equity-oriented care, particularly for marginalized populations.
What: Indigenous Cultural Safety Learning Series, Provincial Health Services Authority (PHSA), PHSA Indigenous Health, Southwest Ontario Aboriginal Health Access Centre
Time commitment: Webinars are generally 90 minutes. How can it be used: This national webinar series from the Indigenous Cultural Safety (ICS) Learning Series covers issues related to Indigenous cultural safety and anti-racism in health and social services.
What: Cultural Safety & Health Webinars, First Nations Health Authority
Time commitment: Webinars are generally 60 minutes. How can it be used: These webinars were held to encourage participation, learning, self-reflection and positive change among B.C.’s health care professionals. The series supports the development of tools and skills for advancing cultural safety and humility and understanding and integrating this work into practice and interaction with First Nations clients.
What: Cultural Safety in the Face of a Pandemic: Historic and Contemporary Realities through a Trauma Informed Lens with Harley Eagle, UBC Learning Circle, Centre for Excellence in Indigenous Health
Time commitment: 90 minutes. How can it be used: In this time of crisis, now is the time to look to cultural safety processes in working with Indigenous people which can then inform how we can better equip medical professionals to cultivate a trauma-informed practice that better supports Indigenous people through medical crises in a culturally safe way. Harley supplies a connection to the colonial history and current realties that may be the root of triggering for Indigenous Peoples and communities.
What: BCCDC COVID-19 Language Guide, Provincial Health Services Authority
How can it be used: This guide aims to assist with COVID-19 messaging and content development by using positive, acknowledging, and inclusive, rather than (potentially) stigmatizing language that may provoke fear. Tables are found that offer words, terms or phrases to replace commonly or historically used language as well as the rationale for the suggestions. Key sections include Disease Basics and Racial, Ethnic & Cultural Identities; Pronouns and Gender Inclusive Language; and Health Harming Coping Strategies.
What: Social Determinants, Culture and Contact Tracing – The Quick Reference Guide (QRG), Australian National University, hosted by GOARN – only available in English
How can it be used: Located in the last chapter of the online module and attached here as a PDF, this QRG summarizes the key messages provided throughout the Social Determinants, Culture and Contact Tracing module. It lists the key factors to consider when developing approaches to contact tracing, provides examples (or the ‘what’) of each of the factors and describes how they may be addressed in order to design and implement effective and culturally safe contact tracing activities. It can be downloaded, printed, and kept for easy reference.
What: Let’s Talk Racism and Health Equity, National Collaborating Centre for Determinants of Health (NCCDH)
How can it be used: This document is designed to encourage public health to act on racism as a key structural determinant of health inequities. It is part of a collection of resources designed to promote discussion and understanding of how key concepts in health equity apply in public health practice.
What: Aboriginal Racism in Canada Fact Sheets, National Collaborating Centre for Aboriginal Health (NCCAH)
How can it be used: This series of fact sheets provides an overview of racism experienced by Indigenous peoples in Canada. The three documents focus on the historical context of racism towards Canada’s Indigenous peoples, strategies to combat racism and the effect racism has had on both individuals and communities.
What: Culturally Connected Website, Provincial Health Services Authority
How can it be used: Culturally Connected is an approach that brings together cultural humility and health literacy to help care providers and their clients develop a shared understanding of each other’s values, beliefs, needs, and priorities. The resource was developed in collaboration by the Health Literacy team of BC Children’s Hospital and the Population Health Promotion team of BC Women’s Hospital. It includes definitions, case studies, cultural humility & health literacy tools and resources helpful to care providers.
What: Cultural Safety: Respect and Dignity in Relationships Video, Indigenous Health Cultural Safety Initiative, Northern Health Authority
How it can be used: This 5-minute animated video introduces cultural safety and related concepts in an easily understandable way. It invites health care providers to participate in making the health system more culturally safe for Indigenous people and families.
What: Aboriginal Cultural Safety Resources, Interior Health Authority
How can it be used: This website offers links to podcasts, webinars, a video series and a collaborative learning series on Indigenous cultural safety.
What: Provincial Language Services, Provincial Health Services Authority
How can it be used: The Provincial Language Service provides interpreting and translation services to B.C. health authorities and private physician offices. It helps organizations provide services to their linguistically and culturally diverse clients including immigrants, refugees, official minority language speakers and members of the deaf, deaf-blind and hard of hearing community through high-quality interpreting and translation. Services include:
Spoken language interpreting services Sign language interpreting services Translation services Services Francophones
What: Translated and downloadable material to help answer questions about COVID-19, Fraser Health Authority (FHA)
How it can be used: The Shareable resources section of the FHA website includes posters and images to share in a variety of languages to help teach clients and communities about the COVID-19 public health safety measures in place in B.C.
- 1 What is the definition of cultural safety in health?
- 2 What is the definition of cultural safety in nursing?
- 3 Why is culture important for safety?
- 4 What is the principle of cultural safety?
- 5 What is an example of cultural awareness?
- 6 How do you create cultural awareness in the workplace?
What is the definition of cultural safety in health?
Cultural safety is about creating an environment that is safe for Aboriginal and Torres Strait Islander people. This means there is no assault, challenge or denial of their identity and experience. Cultural safety is about:
Shared respect, shared meaning and shared knowledge The experience of learning together with dignity and truly listening Strategic and institutional reform to remove barriers to the optimal health, wellbeing and safety of Aboriginal people. This includes addressing unconscious bias, racism and discrimination, and supporting Aboriginal self-determination Individuals, organisations and systems ensuring their cultural values do not negatively impact on Aboriginal peoples, including addressing the potential for unconscious bias, racism and discrimination Individuals, organisations and systems ensuring self-determination for Aboriginal people. This includes sharing power (decision-making and governance) and resources with Aboriginal communities. It’s especially relevant for the design, delivery and evaluation of services for Aboriginal people.
What is an example of cultural safety?
What is Cultural Safety? – According to SafeWork NSW, a culturally safe workplace has a defined set of values and principles, and demonstrates behaviours, attitudes, policies, and structures that enable all employees to work effectively. In a culturally safe workplace, all workers, clients and visitors feel comfortable, supported and respected.
Respectful communication. Two-way dialogue. An environment that values all contributions. Recognition and avoidance of stereotypical barriers. Shared knowledge.
What is the definition of cultural safety in nursing?
Table 3 – Key Definitions and Concepts of Cultural Safety
|Cultural Safety||is an outcome of nursing and midwifery education that enables safe service to be defined by those that receive the service|
|a focus for the delivery of quality care through changes in thinking about power relationships and patients’ rights|
|The skill for nurses and midwives does not lie in knowing the customs of ethnospecific cultures. Rather, cultural safety places an obligation on the nurse or midwife to provide care within the framework of recognizing and respecting the difference of any individual. But it is not the nurse or midwife who determines the issue of safety. It is consumers or patients who decide whether they feel safe with the care that has been given|
|The focus of cultural safety teaching is to educate student nurses and student midwives: – to examine their own realities and the attitudes they bring to each new person they encounter in their practice; − to be open minded and flexible in their attitudes toward people who are different from themselves, to whom they offer or delivers – not to blame the victims of historical and social processes for their current plight; − to produce a workforce of well educated, self-aware registered nurses and midwives who are culturally safe to practice|
|where there is no inadvertent disempowering of the recipient, indeed where recipients are involved in the decision making and become part of a team effort to maximise the effectiveness of the care. The model pursues more effective practice through being aware of difference, decolonising, considering power relationships, implementing reflective practice, and by allowing the patient to determine what safety means.|
|a nurse who could objectively evaluate his or her own culture and be familiar about the theory of power structures, is also a culturally safe nurse in all contexts|
|places an emphasis on the health worker understanding their own culture and identity, and how this manifests in their practice. Thus, cultural safety is concerned with both systemic and individual change with the aim of examining processes of identity formation and enhancing health workers’ awareness of their own identity and its impact on the care they provide to people from indigenous cultural groups.|
|aims to directly address the effects of colonialism within the dominant health system by focusing on the level of cultural safety felt by an individual seeking health care. The responsibility to recognize and protect a person’s cultural identity (and hence maintain their cultural safety) lies with the health service. Emphasis is placed on assisting the health worker to understand processes of identity and culture, and how power imbalances or relationships can be culturally unsafe (and thus, detrimental to a person’s health and wellbeing)|
|a strategic and intensely practical plan to change the way healthcare is delivered to Aboriginal people. In particular, the concept is used to express an approach to healthcare that recognizes the contemporary conditions of Aboriginal people which result from their post-contact history.|
|the movement from cultural competence to cultural safety is not merely another step on a linear continuum, but rather a more dramatic change of approach. This conceptualization of cultural safety represents a more radical, politicized understanding of cultural consideration, effectively rejecting the more limited culturally competent approach for one based not on knowledge but rather on power.|
|best nurtured in conjunction with other embedded philosophies such as decolonization, symbolic interactionism, understanding social interaction in context, and the social justice imperative to avoid further harm from domination and oppression||(|
|a constant self-evaluation by a provider to ensure they’re focusing on the individual and are not being influenced by assumptions about that individual’s cultural background or social or economic statusalso helps alter the colonial relationship and makes safe space for Indigenous peoples within the system and thereby allowing them to help reshape the system itself|
|provides for the formal recognition of power relations within health care (and in particular nursing) interactions. By adopting cultural safety it becomes not only possible but inevitable that an exploration of the assumptions underlying practice, brought by both individuals and the profession will occur. This reflective model is effective on the individual, institutional and professional levels, and encourages identification of the assumptions and preconceptions that structure practice|
|a powerful means of conveying the idea that cultural factors critically influence the relationship between carer and patient. Cultural safety focuses on the potential differences between health providers and patients that have an impact on care and aims to minimize any assault on the patient’s cultural identity. Specifically, the objectives of cultural safety in nursing and midwifery training are to educate students to examine their own realities and attitudes they bring to clinical care, to educate them to be open-minded towards people who are different from themselves, to educate them not to blame the victims of historical and social processes for their current plight, and to produce a workforce of well-educated and self-aware health professionals who are culturally safe to practice as defined by the people they serve.|
|does not emphasize developing “competence” through knowledge about the cultures with which professionals are working. Instead, cultural safety emphasizes recognizing the social, historical, political and economic circumstances that create power differences and inequalities in health and the clinical encounter|
|is underpinned by a social justice framework and requires individuals to undertake a process of personal reflection. Cultural safety is therefore a holistic and shared approach, where all individuals feel safe, can undertake learning together with dignity, and demonstrate deep listening|
|is grounded in critical theoretical perspectives and draws attention to critically oriented knowledge, such as racialization, culturalism, institutional racism and discrimination, and health and health care inequities|
|extends beyond cultural awareness, sensitivity, and skills-based competencies and is predicated on understanding the power differentials inherent in health care service delivery to redress these inequities through educational processes, focusing on reflexive thinking|
|is informed philosophically by “emancipatory or neocolonisation theoretical perspectives” and by an emphasis on social justice. Grounded in critical theory, cultural safety invites the nurse|
|goes beyond describing the practices of other ethnic groups, because such a strategy can lead to a checklist mentality that essentialises group members. Furthermore, a nurse having knowledge of a client’s culture could be disempowering for a client who is disenfranchised from their own culture, and could be seen as the continuation of a colonising process that is both demeaning and disempowering or appropriating. Culturally safe nurses focus on self-understanding and the emphasis is on what attitudes and values nurses bring to their practice. A key tenet is that ‘a nurse or midwife who can understand his or her own culture and the theory of power relations can be culturally safe in any context’|
|advocates that both professionals and institutions work to establish a safe place for patients, which is sensitive and responsive to their social, political, linguistic, economic and spiritual concerns. Cultural safety is more than an understanding of a patient’s ethnic background as it requires the ‘health professional to reflect on their own cultural identity and on their relative power as a health provider’|
|The curriculum staircase or poutama assumes that students begin their cultural safety education at the bottom of the staircase where they bring with them their personal experiences, knowledge, and biases. Over the next 3 years of their training, the students are assessed on their ability to move to each step. This training focuses on racism awareness, the Treaty of Waitangi, ngā mea Māori (concepts important to Māori), and strategies for institutional change. Hence, the educational process involves movement from awareness to sensitivity, and ultimately to safety.|
|we envisioned that cultural safety might assist nurses to examine how popularized notions of culture and cultural differences are taken up; to develop greater awareness of how individual and societal assumptions and stereotypes operate in practice; and to better recognize how organizational and structural inequities and wider social discourses – within health care and in our society – inevitably influence nurses’ interpretive perspectives and practices.|
|Critical Consciousness||If we try to move beyond cultural competency and instead focus on the development of this critical consciousness, what is its object of knowledge? In other words, “What stuff should we learn?” The object of knowledge is not just a series of lists of cultural attributes (which can quickly degrade into dehumanizing stereotypes), nor is it a skill set of questions and demeanours we should assume when encountering a patient who is not like us. We propose that the object of knowledge of these educational efforts is the development of critical consciousness itself, that is, the knowledge and awareness to carry out the social roles and responsibilities of a physician. This way of knowing is a different type of knowledge than that required when studying the biomedical sciences— complementary, but different all the same.|
|Cultural competency is not an abdominal exam. It is not a static requirement to be checked off some list but is something beyond the somewhat rigid categories of knowledge, skills, and attitudes: the continuous critical refinement and fostering of a type of thinking and knowing—a critical consciousness— of self, others, and the world.|
The term cultural safety first was first proposed by Dr. Irihapeti Ramsden and Māori nurses in the 1990s, and in 1992 the Nursing Council of New Zealand made cultural safety a requirement for nursing and midwifery education, Cultural safety was described as providing: a focus for the delivery of quality care through changes in thinking about power relationships and patients’ rights,
(p.493). Cultural safety is about acknowledging the barriers to clinical effectiveness arising from the inherent power imbalance between provider and patient, This concept rejects the notion that health providers should focus on learning cultural customs of different ethnic groups. Instead, cultural safety seeks to achieve better care through being aware of difference, decolonising, considering power relationships, implementing reflective practice, and by allowing the patient to determine whether a clinical encounter is safe,
Cultural safety requires health practitioners to examine themselves and the potential impact of their own culture on clinical interactions. This requires health providers to question their own biases, attitudes, assumptions, stereotypes and prejudices that may be contributing to a lower quality of healthcare for some patients.
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. There is debate over whether cultural safety reflects an end point along a continuum of cultural competency development, or, whether cultural safety requires a paradigm shift associated with a transformational jump in cultural awareness.
Dr. Irihapeti Ramsden originally described the process towards achieving cultural safety in nursing and midwifery practice as a step-wise progression from cultural awareness through to cultural sensitivity and on to cultural safety. However, Ramsden was clear that the terms cultural awareness and cultural sensitivity were separate concepts and that they were not interchangeable with cultural safety.
Despite some authors interpreting Ramsden’s original description of cultural safety as involving three steps along a continuum other authors view a move to cultural safety as more of a ‘paradigm shift’ : where the movement from cultural competence to cultural safety is not merely another step on a linear continuum, but rather a more dramatic change of approach.
This conceptualization of cultural safety represents a more radical, politicized understanding of cultural consideration, effectively rejecting the more limited culturally competent approach for one based not on knowledge but rather on power, (p.10).
Regardless of whether cultural safety represents movement along a continuum or a paradigm shift, commentators are clear that the concept of cultural safety aligns with critical theory, where health providers are invited to “examine sources of repression, social domination, and structural variables such as class and power” (p.144) and “social justice, equity and respect” (p.1).
This requires a movement to critical consciousness, involving critical self-reflection: ” a stepping back to understand one’s own assumptions, biases, and values, and a shifting of one’s gaze from self to others and conditions of injustice in the world.” (p.783).
What is the difference between cultural awareness and cultural safety?
Cultural awareness, defined as understanding that differences exist. cultural sensitivity, defined as accepting the legitimacy of difference and reflecting on the impact of the service provider’s life experience and positioning on others. cultural safety, as defined by recipients of care or services.
Why is culture important for safety?
Importance Of Safety Culture – Safety culture will have a very noticeable effect on how your health and safety strategy is received and executed. A culture that is open to health and safety policy accepts risk and is encouraged to take steps to avoid it.
How do nurses provide culturally safe care?
Culturally safe and respectful practice is not a new concept. Nurses and midwives are expected to engage with all people as individuals in a culturally safe and respectful way, foster open, honest and compassionate professional relationships, and adhere to their obligations about privacy and confidentiality.
What is the characteristic of cultural safety?
What a culturally safe workplace looks like Cultural safety demands actions that recognise, respect and nurture the unique cultural identity of a person and safely meets their needs, expectations and rights. It means working from the cultural perspective of the other person, not from your own perspective. Characteristics that indicate a culturally safe workplace include:
clear, value-free, open and respectful communicationtrust between workers with all contributions valuedstereotypical barriers recognised and avoidedeveryone is engaged in a two-way dialogue where knowledge is shared.
A culturally safe business for Aboriginal people will be able to state:
our organisation is culturally safe for workers and communitywe are well connected to our local Aboriginal communitywe respond to the identified needs of Aboriginal peoplewe are accessible to Aboriginal people and communitieswe work in a culturally safe and appropriate manner.
: What a culturally safe workplace looks like
What is the principle of cultural safety?
CULTURAL SAFETY IS ABOUT COMMUNITY AND INDIVIDUAL EMPOWERMENT TO MANAGE ONE’S OWN HEALTH AND WELLBEING AND SOCIAL ISSUES. IN PRACTICE, CULTURAL SAFETY REQUIRES HEALTH SYSTEMS TO EXAMINE THEIR OWN PRACTICES IN ORDER TO BREAK DOWN THE BARRIERS TO ACHIEVING CULTURAL UNDERSTANDING AND RESPONSIVENESS.
How can I improve my cultural awareness?
Five Ways to be More Culturally Aware By Mental Health First Aid USA on July 22, 2019 Think about your typical day. What do you see around you? Most likely, you will see people of all ages, ethnicities and cultures. People speaking different languages, dressing in different kinds of clothing, eating different kinds of food.
According to the U.S. Census Bureau, our population is becoming more diverse every day. The population of all race and ethnic groups, except for the non-Hispanic white alone group, grew exponentially between 2016-2017. And, the Hispanic population consists of about 59 million people, the African American population about 47 million, the Asian population about 22 million, the American Indian or Alaska Native population about 7 million and the Native Hawaiian or other Pacific Islander population about 2 million.
That’s more than 90 million people around us who have unique experiences and perspectives. As these numbers keep growing, it’s important that we not only understand cultural differences, but embrace them. Use these from the American Psychological Association to be more culturally aware:
Think beyond race and ethnicity. A person’s culture is shaped by more than the color of their skin or the way that they dress. It’s shaped by the person’s life experiences and traditions, which may be seen or unseen to the naked eye. Learn by asking. Don’t be afraid to ask questions. People feel respected and appreciated when others take a genuine interest in who they are, so ask open-ended questions about their culture to learn more. Make local connections. Find local organizations or venues that work with a cultural group you’re interested in and stop by. Organizations like advocacy groups, religious institutions, colleges and social clubs are a great place to learn more and make connections. Pay attention to non-verbal behaviors. Meaning behind body language can sometimes differ based on cultural norms. Pay attention to how your body language is being perceived by those around you. Exchange stories. Storytelling is a great way to share experiences that go beyond culture. Initiate an open conversation by sharing a personal story or experience.
You can also take a Mental Health First Aid course. Mental Health First Aid offers tailored courses to meet the needs of specific populations and can help you better understand your community and peers. and #BeTheDifference for those around you. : Five Ways to be More Culturally Aware
What is an example of cultural awareness?
Communicate Clearly and Avoid Misunderstandings – Many conflicts at work arise as a result of miscommunication and misunderstanding. People from different cultural backgrounds often have different styles of verbal and physical communication. For example, in some cultures, greetings are shown with a bow instead of a handshake.
- In other cultures, direct eye contact is deemed impolite, whereas in some places it’s a sign of honesty and trust.
- Verbal communication styles also differ from culture to culture.
- In some parts of the world, saying something in a direct manner to a superior comes off as rude or disrespectful.
- However, in other places it’s a sign of expedience and efficiency, regardless of the seniority of the person you’re speaking to.
When working with colleagues, partners and clients from other parts of the world, spend some time researching the communication norms of their cultures. This way, you’ll have more context in understanding the physical and verbal communication cues that differ from your own.
How do you create cultural awareness in the workplace?
Want to learn how learning enables organisational culture and performance? – Developing cultural literacy and awareness among employees will naturally have a positive impact on communication, productivity, and unity in the workplace. Culturally competent employees can work effectively with foreign customers and colleagues, resulting in fewer misunderstandings and mistakes, and ultimately better work outcomes.
To promote cultural literacy and awareness, it’s important to provide learning opportunities that build an employee’s capability to navigate cultural differences in the workplace. This can include education on cultural norms, customs, and etiquette, as well as language training and cross-cultural communication skills.
By investing in Global Citizenship professional learning, you are actively fostering a culture of inclusivity, respect, and understanding in your workplace, which can lift your employee’s cultural awareness capability in the workplace. Find out more about obtaining Global Citizenship training today,
What is a culturally safe and culturally competent workplace?
Culturally safe workplaces Cultural awareness and safety programs are often believed to only benefit people from Aboriginal and/or non-Anglo, non-English speaking heritage in the workplace. But, a well-developed and engaged cultural safety program will also create a general openness, increase workplace respect, and assist in mentally healthy work practices for all workers.
- It makes good business sense to commit to workplace cultural safety.
- We no longer need to argue a case for productive diversity.
- We are living it.
- Community Relations Commission for a multicultural NSW The Economic advantages of Cultural Diversity in Australia A culturally safe workplace has a defined set of values and principles, and demonstrates behaviours, attitudes, policies, and structures that enable all workers to work effectively cross-culturally.
In a culturally safe workplace all workers feel comfortable, supported and respected. Workers will feel they can contribute to all appropriate discussions, they will work safer and be more productive. In the diverse environments in which we all live and work, the importance of being culturally safe at work cannot be underestimated.
What are the element of culture basic 5?
Back to: Social Studies Primary 2 CULTURE: ELEMENT OF CULTURE Back to: SOCIAL STUDIES PRIMARY 2 Welcome to class! In today’s class, we will be talking about farm structures and buildings. Enjoy the class! CULTURE: ELEMENT OF CULTURE Culture is the total way of life of a group of people. Igbo men Hausa women Hausa men A Fulani man An Edo Woman An Igbo woman A Yoruba man Nigerians also eat all kinds of food made from different plants. Most Nigeria foods are made from yam, cassava, rice and beans. Nigerians eat a lot of soups made with different types of leaves and vegetables. Most Nigerians use palm oil to cook. Pounded Yam Tuwo Shikafa Rice Plantain Eba Amala Yam Igbo : Akpu and Onubu ( pounded cassava and bitterlaf soup) Yoruba: Iyan and Efo ririo, Amala, Ikokore. Hausa: Tuwo Shinkafa (ground rice) and miyan kubewa (okra soup) EVALUATION
Mention two different of food you normally eat at home—————– ————————— Mention any 3 elements of culture ——————, ———————, ———————– Which of these ethnic groups do you come from? ———
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