Aboriginal Assessment – Cultural Competency – Learning about Diversity

a)    Identify, acknowledge and analyze one’s considered emotional response to the many histories and contemporary environment of First Nations, Inuit and Métis peoples and offer opinions respectfully.

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b)   Acknowledge and analyze the limitations of one’s knowledge and perspectives, and incorporate new ways of seeing, valuing, and understanding the health and health practices of First Nations, Inuit and Métis peoples.

c)    Describe examples of ways to respectfully engage with, and contribute to First Nations, Inuit and Métis communities as a prospective care provider.

d)   Demonstrate authentic, supportive and inclusive behavior in all exchanges with First Nations, Inuit and Métis individuals, health care workers, and communities.

e)    Additional entries (as needed)

a)    Describe the connection between historical and current government practices towards First Nations, Inuit and Métis peoples.

b)   Describe the resultant intergenerational health outcomes, and determinants of health that impact First Nations, Inuit and Métis clients, families, and communities.

c)    Outline the concept of inequity of access to health care/health information for First Nations, Inuit and Métis peoples and the factors that contribute to it.

d)   Identify ways of readdressing inequity of access to health care/health information with First Nations, Inuit and Métis clients, families, and communities.

e)    Articulate how the emotional, physical, social and spiritual determinants of health and well being for First Nations, Inuit and Métis peoples impact their health.

f)     Additional entries (as needed)

a)    Understand that unique histories, cultures, languages, and social circumstances are manifested in the diversity of First Nations, Inuit and Métis peoples.

b)   Understand that First Nations, Inuit and Métis peoples will not access a health care system when they do not feel safe doing so and where encountering the health care system places them at risk for cultural harm.

c)    Identify key principles in developing collaborative and ethical relationships.

d)   Describe types of Aboriginal healers/traditional medicine people and health professionals working in local First Nations, Inuit and/or Métis communities.

e)    Demonstrate how to appropriately enquire whether First Nations, Inuit or Métis clients are taking traditional herbs or medicines to treat their ailment and how to integrate that knowledge into their care.

f)     Additional entries (as needed)

a)    Demonstrate ways to acknowledge and value Indigenous knowledge with respect to the health and wellness of First Nations, Inuit and Métis clients, families and communities.

b)   Recognize the diversity, as a care provider, of Indigenous health knowledge and practices among First Nations, Inuit and/or Métis clients, families or communities.

c)    Identify and describe the range of healing and wellness practices, traditional and non-traditional, present in local First Nations, Inuit and Métis communities.

d)   Additional entries (as needed)

a)    Identify the centrality of communication in the provision of culturally safe care, and engage in culturally safe communication with First Nations, Inuit and Métis clients, families and communities.

b)   Demonstrate the ability to establish a positive therapeutic relationship with First Nations, Inuit and Métis clients and their families, characterized by understanding, trust, respect, honesty and empathy.

c)    Identify specific populations that will likely require the support of trained interpreters; and demonstrate the ability to utilize these services when providing care to individuals, families and communities.

d)   Additional entries (as needed)