Reflective Account of Cultural Safety in Healthcare

This essay is a reflective account of cultural safety from the perspective of a healthcare professional. It discusses incidents where cultural safety of patients was threatened and how the author intends to offer care services that are free from all kinds of discrimination and racism.

Running head: REFLECTION
Professional aspect of Nursing
Name of the Student
Name of the University
Author Note

1REFLECTION
Introduction- A commonly used term is cultural safety that is defined as an
environment that is socially, emotionally, physically, and spiritually safe for all people
(Rowan et al., 2013). Thus, a culturally safe environment is one where there is no denial,
challenge, or assault of the identity of the person, and of the demands and preferences
(Funston, 2013). This essay will be a reflective account of cultural safety from the
perspective of a healthcare professional.
Reflection- In New Zealand, cultural competency refers to the operative nursing
practice of an individual or clan from a different culture that is determined by that being or
family (Giles, Hognestad & Brooks, 2015). I began working in the healthcare domain as a
registered nurse, with a keen interest in cultural safety. According to Pauly, McCall, Browne,
Parker and Mollison (2015) one important role of all healthcare professionals is to display an
ability to demonstrate cultural competence towards all service users, regardless of their
beliefs, values, feelings, and opinions. During my placement, I encountered an incident where
I had to assist a senior in caring for a patient who belonged to the indigenous population.
However, my senior held some stereotypic views for the indigenous people and considered it
a waste of time to treat them. This stereotype is commonly faced by them and often fosters
prejudice, thus acting as a barrier in the implementation of a culturally safe environment
(Kirmayer, 2013).
I became aware of how narratives related to past colonisation lead to these
stereotypes, followed by subsequent discrimination and prejudice. I tried to implement it in
my future practice, with the aim of respecting, recognising and nurturing the exclusive
cultural identity of my patients. Another incident related to cultural safety occurred the next
year while working with patients who belonged to the Maori community, and were drug
addicts. Castro, Van Regenmortel, Vanhaecht, Sermeus and Van Hecke (2016) opined that
patient empowerment refers to the way by which healthcare professionals assist patients to

2REFLECTION
gain control over their lives, thereby enhancing their capability to act on different issues. A
certain degree of cultural fluency is expected from the healthcare workforce, while treating
the Maori population (Betancourt, Corbett & Bondaryk, 2014). They are expected to manifest
essential skills, attitudes, and knowledge that would create a shared understanding as
fragment of professional supervision (Garneau & Pepin, 2015).
I empowered the patients by providing them with the much needed support, for
becoming equivalent partners in care. I demonstrated a sound understanding of their values,
beliefs and culture and also worked towards increasing their self-awareness, coping skills,
and health literacy. In the words of Ruth Grant Kalischuk (2014) cultural safety also
comprises of cultural humility that is a lifelong journey of learning and self-reflection. I
gradually realised its importance while working with multidisciplinary team members and
patients belonging to different ethnicities and race. Future practice would involve listening to
others without decree and being open to knowledge from others.
One noteworthy incident occurred few months back when I realised the influence of
my own culture on the perception I held about a patient suffering from a mental illness, thus
acknowledging my bias. With cultural awareness and compassion comes an accountability to
act deferentially (Montenery, Jones, Perry, Ross & Zoucha, 2013). This in turn reinforced the
idea of working respectfully and effectively with diverse people, with the aim of increasing
cultural safety, and developing the necessary skills, attitudes, and knowledge. Culturally safe
healthcare facilities should be free of prejudice and discrimination. Persons are reinforced to
draw powers from their individuality, philosophy and society.
Conclusion- To conclude, it can be stated that the primary goal of cultural safety is to
make all people feel safe and respected, while interacting with the healthcare professionals.
Although I have had encountered several instances where the cultural safety of patients were

3REFLECTION
on the verge of being threatened, I intend to offer care services that are free from all kinds of
discrimination and racism.
References
Betancourt, J. R., Corbett, J., & Bondaryk, M. R. (2014). Addressing disparities and
achieving equity: cultural competence, ethics, and health-care
transformation. Chest, 145(1), 143-148. https://doi.org/10.1378/chest.13-0634
Castro, E. M., Van Regenmortel, T., Vanhaecht, K., Sermeus, W., & Van Hecke, A. (2016).
Patient empowerment, patient participation and patient-centeredness in hospital care:
a concept analysis based on a literature review. Patient education and
counseling, 99(12), 1923-1939. https://doi.org/10.1016/j.pec.2016.07.026
Funston, L. (2013). Aboriginal and Torres Strait Islander worldviews and cultural safety
transforming sexual assault service provision for children and young
people. International journal of environmental research and public health, 10(9),
3818-3833. https://doi.org/10.1111/phn.12210
Garneau, A. B., & Pepin, J. (2015). Cultural competence: A constructivist definition. Journal
of Transcultural Nursing, 26(1), 9-15. https://doi.org/10.1177%2F1043659614541294
Giles, A. R., Hognestad, S., & Brooks, L. A. (2015). The need for cultural safety in injury
prevention. Public health nursing, 32(5), 543-549. doi:10.3390/ijerph10093818
Kirmayer, L. J. (2013). Embracing uncertainty as a path to competence: Cultural safety,
empathy, and alterity in clinical training. Culture, Medicine, and Psychiatry, 37(2),
365-372. https://doi.org/10.1007/s11013-013-9314-2

4REFLECTION
Montenery, S. M., Jones, A. D., Perry, N., Ross, D., & Zoucha, R. (2013). Cultural
competence in nursing faculty: A journey, not a destination. Journal of Professional
Nursing, 29(6), e51-e57. https://doi.org/10.1016/j.profnurs.2013.09.003
Pauly, B. B., McCall, J., Browne, A. J., Parker, J., & Mollison, A. (2015). Toward cultural
safety. Advances in Nursing Science, 38(2), 121-135.
https://doi.org/10.1097/ANS.0000000000000070
Rowan, M. S., Rukholm, E., Bourque-Bearskin, L., Baker, C., Voyageur, E., & Robitaille, A.
(2013). Cultural competence and cultural safety in Canadian schools of nursing: A
mixed methods study. International journal of nursing education scholarship, 10(1),
1-10. https://doi.org/10.1515/ijnes-2012-0043
Ruth Grant Kalischuk RN, P. H. D. (2014). Conceptualizations of culture and cultural care
among undergraduate nursing students: An exploration and critique of cultural
education. Journal of cultural diversity, 21(3), 99. Retrieved from
https://search.proquest.com/openview/241d34ca93cba9467cafaa537fc57d9f/1?pq-
origsite=gscholar&cbl=34124