HSC230 Assessment 1: Cultural Safety Mind Map and Reflection

This assignment delves into the critical concept of cultural safety within healthcare, emphasizing the importance of self-reflection on personal values, beliefs, and behaviors. The student explores how these internal factors can influence clinical practice and the quality of patient care, recognizing that individual patients possess unique perspectives. The assignment requires the creation of a mind map to visually represent key values, beliefs, and observable behaviors. Furthermore, a written reflection is included, which analyzes how these attributes contribute to or detract from the ability to be a culturally safe practitioner in a multicultural healthcare environment. The reflection integrates peer-reviewed literature to support the analysis and demonstrates an understanding of cultural safety principles and their practical application in healthcare settings. The assignment highlights the necessity of recognizing potential biases and cultural differences to prevent discrimination and promote a more inclusive and effective approach to patient care.

Running head: CULTURAL SAFETY
CULTURAL SAFETY
Name of the student
Name of the university
Author’s name

2CULTURAL SAFETY
My persona
ursing ethics, 25(2), 253-263.
petency in health care for Indigenous peoples of Australia, New Zealand, Canada and the USA: a syste
elationships in enhancing patient safety. Nursing Standard, 31(49).
ic interpretive synthesis to create practice‐relevant guidance for person‐centred fundamental care del
scultural Nursing, 26(1), 9-15.
dard (2014+), 29(49), 50.
s in primary health care: an integrative review. Journal of clinical nursing, 25(9-10), 1193-1205.
community: a concept analysis. Health & social care in the community, 26(4), 590-603.
.
ultural safety education in Australia, Canada, New Zealand, and the United States: a literature review.
h the eyes of graduating students. Nurse education in practice, 17, 86-90.
utcomes and quality of care. Journal of Nursing Administration, 45(9), 435-442.
erature. Journal of Clinical Nursing, 24(19-20), 3006-3015.
ocational Rehabilitation Services for Indigenous Australians: A Brief Review of the Literature. The Austr
ndards. [online] Nursingmidwiferyboard.gov.au. Available at: https://www.nursingmidwiferyboard.gov.
d professional nursing values. Nursing ethics, 26(4), 1087-1100.
of Nursing: An Introduction, 337-350.
e nursing home. Journal of Psychosocial Nursing and Mental Health Services, 43(7), 38-45.
. Nursing ethics, 25(2), 253-263.
ompetency in health care for Indigenous peoples of Australia, New Zealand, Canada and the USA: a sy
nt relationships in enhancing patient safety. Nursing Standard, 31(49).
listic interpretive synthesis to create practice‐relevant guidance for person‐centred fundamental care
ranscultural Nursing, 26(1), 9-15.
andard (2014+), 29(49), 50.
ards in primary health care: an integrative review. Journal of clinical nursing, 25(9-10), 1193-1205.
he community: a concept analysis. Health & social care in the community, 26(4), 590-603.
dge.
s cultural safety education in Australia, Canada, New Zealand, and the United States: a literature revie
ough the eyes of graduating students. Nurse education in practice, 17, 86-90.
e outcomes and quality of care. Journal of Nursing Administration, 45(9), 435-442.
literature. Journal of Clinical Nursing, 24(19-20), 3006-3015.
e Vocational Rehabilitation Services for Indigenous Australians: A Brief Review of the Literature. The Au
standards. [online] Nursingmidwiferyboard.gov.au. Available at: https://www.nursingmidwiferyboard.g
and professional nursing values. Nursing ethics, 26(4), 1087-1100.
exts of Nursing: An Introduction, 337-350.
the nursing home. Journal of Psychosocial Nursing and Mental Health Services, 43(7), 38-45.
Behavior
Holistic treatment
Autonomy
Equality
Professional development
Integrity
Family centered care
Effective communication
Empathy
Non-judgmental acceptance

3CULTURAL SAFETY
Introduction
McLennan et al. (2016) highlighted that cultural safety is one of the
crucial factors in the clinical practice that facilitate safe and responsible
care. In this context, reflecting on the values and beliefs aid in understanding
the region that requires further development and may impact the cultural
safety of the patient can prevent cultural discrimination in the clinical setting
and facilitate professional practice (Kurtz et al., 2018). Hence, this paper will
provide a reflection on the values, beliefs, and behavior and their impact
on my culturally safe practice in the following paragraphs.
Discussion:
Beliefs:
In the clinical setting, the patients coming from different cultural
background tend to have distinct spiritual and cultural beliefs and hence,
they expect health professionals to maintain those beliefs (Usher et al.,
2017). In this case, the holistic treatment process incorporate religious
values of the patients to provide culturally safe care to the patients (Garneau
& Pepin, 2015). Incorporation of the cultural values is what restores the
physical and mental wellbeing (Conroy et al., 2018). This is the area where
my beliefs may impact the culturally safe practice and I require to focus on
this area in order to involve in culturally safe practice in the future.

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On the other hand, Pickles, Lacey and King (2019), highlighted that
patients are expected to be part of their treatment which makes them feel
empowered, confident safe, and which support their cultural and spiritual
beliefs as these beliefs provide mental and emotional support to the patients
and facilitate the cultural identity of the patient (Boozaripour et al., 2018). In
this case, respecting the choice of the patients, involving them in the care
and obtaining the informed consent before providing care is part of the
nursing ethics (Henderson et al., 2018). This is the area that facilitates the
culturally safe practice and I would require to focus on this area.
I personally believe that all Australians have equal rights to access
health care services. Social determinants of health are what create
inequality between different cultural and racial backgrounds (Halcomb et al.,
2016). Clifford et al. (2015) highlighted that it is the responsibility of the
health professionals to provide equal care to each Australian irrespective of
gender, race, and ethnicity. In this case, being a health care professional, it
is my responsibility to advocate for equal access to each health professional.
I would require to gather the knowledge regarding the available services
which can provide culturally safe care to the patients.
Values:

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According to the Australian Nursing and Midwifery Board (NMBA)
(2016), Standard 3, in order to maintain the capability of the safe practice,
registered nurses are required to involve themselves in the professional
developments and gather the extensive knowledge of the evidence-based
practice (Nursingmidwiferyboard.gov.au, 2019). They are also responsible for
providing education to the patients and provide the opportunity to make
their decision based on education. As a health professional, I tend to involve
myself in professional development which further will help me facilitate my
future practice.
Lynehal and Levett-Jones (2016), an opinion that integrity of a health
professional is one of the crucial components which facilitate the adherence
to the morals and ethical principles and safeguard nurses from moral
distress. While nurses are aware of their professional boundaries, sometimes
they require to involve in the practice that is best for the patient but may
violate the integrity of the culturally safe care (Feo et al., 2017). In this, I
would require to focus and involve myself in the development process which
will facilitate my future practice.
As discussed by Feo et al. (2017)valuing patient’s relationship with
family members allow professionals to gain the understanding of the
additional need of the patients as a family provides support, comfort, and
safety to the physical and mental health of the patients. On the other
hand, collaboration and shared decision making between professionals and
family members by incorporating cultural values of the patient leads to the

6CULTURAL SAFETY
high quality culturally safe care as it provides safety and comfort to the
patient (Ma, Shang & Bott, 2015). Involvement of family members in the
treatment resolves the language barrier for the patients who are coming
from different cultural background. My professional values facilities the
culturally safe practice and I would require to focus on this region for
continuing the culturally safe practice.
Behavior:
In order to develop a therapeutic relationship, effective
communication is essential which provide the opportunity to listen to the
concerns of patients and collecting cues for the treatment (Gluyas, 2015).
However, due to differences in the culture, race, and ethnicity, sometimes
nurses experience difficulties regarding therapeutic relationship and
language (Williams, Ilten & Bower, 2016). In this case, I would require to
improve the communication process which provides patients the cultural
safety and facilitate clinical practice.
Reflecting empathy through behavior during providing safe and
responsive culturally safe practice is one of the crucial attributes of a
registered nurse (McCaffrey & McConnell, 2015). Empathy is an expression
towards experience or events faced by the individuals. In this case, the
culturally safe practice depends on the nurse’s ability to express empathy
and sensitivity towards patient conditions (Usher et al., 2016). While

7CULTURAL SAFETY
providing culturally safe care, I reflect empathy through my behavior
towards the patients who are seeking help, and provide comprehensive care
to them for better outcome.
Patients coming from different cultural background usually expect
nurses to accept them in an open mind. Non-judgmental acceptance of
patients provide comfort and safety and improve the quality of care (Usher
et al., 2016). While providing care, I usually have non-judgmental behavior to
empower them.
Conclusion:
In conclusion, it can be said that in order to provide culturally safe
care, it is crucial to recognize the differences between the values and beliefs
of patients and professionals. Hence, in this case, nurses are required to
involve themselves in the reflective practice for providing safe and
responsive culturally safe care to the patients. The nurses are required to
evaluate their values, behavior, and beliefs to safeguard the cultural safety
of the patients.

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References:
Boozaripour, M., Abbaszadeh, A., Shahriari, M., & Borhani, F. (2018). Ethical
values in nurse education perceived by students and
educators. Nursing ethics, 25(2), 253-263.
Clifford, A., McCalman, J., Bainbridge, R., & Tsey, K. (2015). Interventions to
improve cultural competency in health care for Indigenous peoples of
Australia, New Zealand, Canada and the USA: a systematic
review. International Journal for Quality in Health Care, 27(2), 89-98.
Conroy, T., Feo, R., Boucaut, R., Alderman, J., & Kitson, A. (2017). Role of
effective nurse-patient relationships in enhancing patient
safety. Nursing Standard, 31(49).
Feo, R., Conroy, T., Marshall, R. J., Rasmussen, P., Wiechula, R., & Kitson, A.
L. (2017). Using holistic interpretive synthesis to create practice‐
relevant guidance for person‐centred fundamental care delivered by
nurses. Nursing inquiry, 24(2), e12152.
Garneau, A. B., & Pepin, J. (2015). Cultural competence: A constructivist
definition. Journal of Transcultural Nursing, 26(1), 9-15.
Gluyas, H. (2015). Effective communication and teamwork promotes patient
safety. Nursing Standard (2014+), 29(49), 50.

9CULTURAL SAFETY
Halcomb, E., Stephens, M., Bryce, J., Foley, E., & Ashley, C. (2016). Nursing
competency standards in primary health care: an integrative
review. Journal of clinical nursing, 25(9-10), 1193-1205.
Henderson, S., Horne, M., Hills, R., & Kendall, E. (2018). Cultural competence
in healthcare in the community: a concept analysis. Health & social
care in the community, 26(4), 590-603.
Holland, K. (2017). Cultural awareness in nursing and health care: an
introductory text. Routledge.
Kurtz, D. L. M., Janke, R., Vinek, J., Wells, T., Hutchinson, P., & Froste, A.
(2018). Health Sciences cultural safety education in Australia, Canada,
New Zealand, and the United States: a literature review. International
journal of medical education, 9, 271.
Lyneham, J., & Levett-Jones, T. (2016). Insights into Registered Nurses'
professional values through the eyes of graduating students. Nurse
education in practice, 17, 86-90.
Ma, C., Shang, J., & Bott, M. J. (2015). Linking unit collaboration and nursing
leadership to nurse outcomes and quality of care. Journal of Nursing
Administration, 45(9), 435-442.
McCaffrey, G., & McConnell, S. (2015). Compassion: a critical review of peer‐
reviewed nursing literature. Journal of Clinical Nursing, 24(19-20),
3006-3015.

10CULTURAL SAFETY
McLennan, V., Taylor, N., Rachow, A., South, G., & Chapman, K. (2016).
Creating Culturally Safe Vocational Rehabilitation Services for
Indigenous Australians: A Brief Review of the Literature. The Australian
Journal of Rehabilitation Counselling, 22(2), 93-103.
Nursingmidwiferyboard.gov.au (2019). Nursing and Midwifery Board of
Australia - Professional standards. [online]
Nursingmidwiferyboard.gov.au. Available at:
https://www.nursingmidwiferyboard.gov.au/Codes-Guidelines-
Statements/Professional-standards.aspx [Accessed 6 Aug. 2019].
Pickles, D., Lacey, S. D., & King, L. (2019). Conflict between nursing student’s
personal beliefs and professional nursing values. Nursing ethics, 26(4),
1087-1100.
Usher, K., Mills, J., West, R., & Power, T. (2017). Cultural safety in nursing and
midwifery. Contexts of Nursing: An Introduction, 337-350.
Williams, K. N., Ilten, T. B., & Bower, H. (2016). Meeting communication
needs: topics of talk in the nursing home. Journal of Psychosocial
Nursing and Mental Health Services, 43(7), 38-45.