PRINCIPLE
Culturally safe
Services need to be delivered in a way that is respectful of, and responsive to, the cultural beliefs, practices and needs of diverse populations, particularly recognising the significance of Māori as the indigenous people of Aotearoa New Zealand.
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Professionals need to engage in reflective practice, acknowledging their own cultural backgrounds and biases, and to actively listen to and learn from the experiences and perspectives of whānau. The goal is to ensure that whānau feel safe, valued and understood within the healthcare environment, enabling them to actively participate in managing their health. Cultural safety is about more than avoiding discrimination, it’s about creating a positive healthcare experience that acknowledges and respects the cultural identity and rights of every person.
REFLECTIVE QUESTIONS
How have we ensured culturally safe content and resources for whānau and community?
How are we ensuring we show respect for cultural practices (eg, tikanga and kawa) during our programme/initiative?
How are we supporting our facilitators to engage in reflective practices, particularly in relation to bias?
How are we supporting a diverse and inclusive workforce?
How have we ensured culturally safe content and resources for whānau and community?
How are we ensuring we show respect for cultural practices (eg, tikanga and kawa) during our programme/initiative?
How are we supporting our facilitators to engage in reflective practices, particularly in relation to bias?
How are we supporting a diverse and inclusive workforce?
Provider Self-Assessment
| ESSENTIAL | LEADERSHIP |
|---|---|
| Understand how and why cultural safety is used to mitigate impact of unconscious and conscious bias. | Can guide self-reflection and open dialogue to help individuals become more aware of their biases and develop strategies to mitigate their impact on cultural safety. |
| Understand and show respect for the cultural values, practices and needs of whānau (participants), such as tikanga and kawa as identified in co-design processes and how these improve facilitation and outcomes. | Identify opportunities to respond and incorporate cultural values, knowledge and practices in ways that are appropriate and enhance whānau (participant) outcomes. |
| Recognise and can describe the significance of Māori as the indigenous peoples of Aotearoa New Zealand. | Understand the historical injustices in Aotearoa New Zealand that have impacted on Māori health and wellbeing and uphold the mana of Māori as indigenous peoples of Aotearoa New Zealand. |
| Create a culturally safe environment, learning from the experiences of whānau (participants), making them feel safe and valued. | Able to facilitate discussions between whānau (participants) that respect and reflect multiple cultural values, beliefs, knowledge and practices. |
| Identify our own cultural biases and manage these. | Respectfully challenge cultural biases and able to provide alternatives for change. |
| Identify where content/processes may not be culturally safe. | Consistently challenge approaches that are not culturally safe and able to provide alternatives. |
| Incorporate culturally appropriate models, eg, Te Whare Tapa Whā, Fonofale. | Demonstrate knowledge of a number of culturally appropriate models, and role model behaviour consistent with the approach. |
| Understand the difference between cultural safety and cultural competence. | Explain the difference between cultural safety and cultural competence, where relevant, to support appropriate decision making. |
Diabetes NZ Culturally safe example in practice
