Bendigo Kangan Institute
| Task No. | 2 | Task Title | Cultural Safety in the Workplace | Due Date |
| Unit / Module details | ||||
| Qualification/Course | Code | HLT54115 | ||
| Title | Diploma of Nursing | |||
| Unit/Module | Code | CHCDIV002 | ||
| Title | Promote Aboriginal and/or Torres Strait Islander Cultural Safety | |||
| Assessment details | ||||
| Assessor | Assessor’s name | Assessor’s phone | ||
| Assessor’s email | ||||
| Elements / Learning outcomes | Identify cultural safety issues in the workplace Model cultural safety in own work Develop strategies for improved cultural safety Evaluate cultural safety strategies | |||
| Task overview (see below for specific instructions and criteria) | This task requires you to complete the following stages: PART A – Responding to racism with colleagues to promote cultural safety PART B – Working with clients and families to promote cultural safety | |||
| Assessment conditions | This task is required to be completed in a simulated workplace The due date of this assessment is listed at the top of this page You are required to work with your supervisor (trainer) within the simulated workplace You must complete all parts of this assessment correctly and completely. If you do not, then you will be given feedback by the assessor and will need to redo that part of the assessment at a time to be advised by the assessor. | |||
| Resources | You are required to have access the following resources: Access to a simulated workplace Supervisor (trainer) Microsoft word or another word processing program A computer or laptop The internet Access to the learning resources in MyLearning | |||
| How to submit | You are required to submit: PART A – Responding to racism with colleagues to promote cultural safety PART B – Working with clients and families to promote cultural safety You are required to submit this evidence by uploading all required documentation into the file upload section in MyLearning, ‘Assessment task 2 – Promoting ATSI cultural safety in the workplace’ by the due date listed above. |
| Assessment instructions and criteria | |||
| With competency based assessment all assessment requirements for each assessment task must be assessed as satisfactory (S) for a competent (CA) result to be recorded. If an assessment result for any task is assessed as not satisfactory (NS) a resubmission will be required for the outstanding (NS) assessment task. | |||
| Instruction/Task | Criteria that you will be assessed on | S | NS |
| This task requires you to complete the following stages: PART A – Responding to racism with colleagues to promote cultural safety PART B – Working with clients and families to promote cultural safety Instructions on Part A and Part B are listed below. | Promoting Aboriginal and/or Torres Strait Islander cultural safety in a simulated workplace Evaluating ways to improve communication with Aboriginal and/or Torres Strait Islander clients and people Identify the potential impact of cultural factors on service delivery to Aboriginal and/or Torres Strait Islander clients Identify critical issues that influence relationships and communication with Aboriginal and/or Torres Strait Islander people Establish key aspects of cultural safety in consultation with Aboriginal and/or Torres Strait Islander people Evaluate the extent to which cultural safety is integrated in own work and workplace | ☐ | ☐ |
PART A – Responding to racism with colleagues to promote cultural safety
The new Code of Conduct for Nurses came into operation in March 2018. Click on this link to access the Code of Conduct for nurses. http://www.nursingmidwiferyboard.gov.au/Codes-Guidelines-Statements/Professional-standards.aspx
Read Luke Pearson’s article, “The truth behind the nursing code of conduct lie” by clicking on this link.
Read Janine Mohamed’s article, “Cultural safety matters – the conversation we need to keep having” by clicking on this link.
Working in small groups (as per the trainers’ instructions) in a simulated work environment, role play the following scenario:
A nurse appears to be only informed by the inaccurate media story that “According to how the code is written, the white nurse should come in and say, ‘before I deal with you, I have to acknowledge to you that I have certain privileges that you don’t have.”
As a group, discuss and demonstrate how you can respond to this scenario, as a colleague in the workplace, using the Oz Principle.
- Write your analysis of the situation and how you responded as if you are writing a report for your workplace supervisor on events that occurred in the workplace and for which you must provide recommendations. Follow the outline below.
- Briefly describe the situation and event.
- Identify:
- the possible cultural factors that may impact on service delivery to Aboriginal and/or Torres Strait Islander clients.
- the critical issues that influence relationships, communication and key aspects of cultural safety for Aboriginal and/or Torres Strait Islander clients.
- Evaluate the extent to which the cultural safety can be integrated, or better integrated, in your own work and that of health service organisations. Recommend changes for your work and health service organisations drawing on the Oz Principle.
NOTE: You may discuss your response as a group but your analysis must be written in your own words – the same written response cannot be used by each member of the group.
PART B – Working with clients and families to promote cultural safety
Working in small groups (as per the trainer’s instructions) in a simulated work environment, role play how you can respond to the situation in one of the scenarios (next page) using the Oz Principle – what you would do to promote the cultural safety of the Aboriginal and/or Torres Strait Islander clients and/or family members?
- Write your response of the situation as if you are writing a report for your workplace supervisor on events that occurred in the workplace in the scenario and for which you must provide recommendations. Follow the outline below.
- Provide the scenario number and name
- Aspects that you must consider:
- Identifying cultural safety issues in the workplace
- Modelling cultural safety in your own work
- Developing strategies for improving cultural safety
- Evaluating cultural safety strategies
NOTE: You may discuss your response as a group but your analysis must be written in your own words – the same written response cannot be used by each member of the group.
The Oz Principle – An Overview
Introduction:
The Oz Principle is a book by Roger Conners, Tom Smith, and Craig Hickman that casts The Wizard of Oz as a parable for personal and professional accountability. The book suggests that the main characters of The Wizard of Oz spend their journey focused on the things they believe they can’t control, waiting for an all-powerful wizard to save them, when instead, what they find at the end is that they had the power themselves all along. The Oz Principle presents the concept of Above the Line/Below the Line thinking about accountability and identifies four Steps to Accountability that individuals and organizations can embrace.
Description:
It is easy to fall prey to victimhood, and there is a thin line that separates those who are accountable for their own actions, behaviours and feelings, and those that tend to blame others. People and organizations that hold themselves accountable operate above this line, while others who avoid accountability operate below this line. Those that operate above the line are more likely to have control over their own circumstances and futures, while those that operate below the line are likely to stay in the same place, or even decline.
The Oz Principle defines accountability as “a personal choice to rise above one’s circumstances and demonstrate the ownership necessary for achieving the desired results—to See It, Own It, Solve It, and Do It.”
Signs that you are above the line:
- You invite honest feedback from others.
- You never want anyone to hide the truth from you.
- You acknowledge reality.
- You focus on things you can control and influence, rather than those you can’t.
- You commit yourself fully to all that you do.
- You own your own circumstances and outcomes.
- You recognize when you are falling below the line and work to reverse it.
- You seek out daily opportunities to act above the line.
- You continually ask, “What else can I do to rise above my circumstances and get the results I want?”
Signs that you are below the line:
- You ignore or deny situations, pretending not to know there is a problem or acting as if it doesn’t affect you.
- You rely on the adage that it is not your job.
- You indulge in finger-pointing, laying the blame on others.
- You blame confusion, and want others to tell you what to do.
- You spend time thinking of why you are not to blame, to cover your tail.
- You rely on a “wait and see” attitude, hoping things will improve on their own.
See It, Own It, Solve It, Do It.
The Oz Principle identifies four steps to increasing accountability and staying above the line.
See It. Learning to acknowledge reality and see things as they are can be very challenging, emotionally painful, and embarrassing. It often requires you to seek feedback and input from others, and accept responsibility for addressing the problems and challenges you face. It is the first step toward making yourself accountable for your circumstances.
Own It. To own a situation, you need to look at it from all sides, reviewing the ways in which it makes you feel like the victim, and the ways in which you might be responsible. The Oz Principle suggests an Own It Self-Assessment, in which you first tell the story from the victim point of view, and then try and tell it from a more objective, responsible point of view using five questions.
- What is most compelling about the non-victim version of the story?
- What mistakes would you warn others to avoid?
- What facts have you chosen to ignore?
- What facts have you left out?
- What would you do differently next time?
These questions help to focus attention on the ways in which you are accountable so you can own the issue and set about solving it.
Solve It. The key element of solving a problem is constantly asking, “What else can I do?” There are six skills for solving an issue.
- Stay engaged in the problem-solving process.
- Persist and always try to find new solutions.
- Think differently and strive to find perspectives different than your own.
- Create new linkages between approaches and forge new relationships to improve your situation.
- Take the initiative and understand that other people might not be as interested or invested in solving the problem as you are.
- Stay conscious of potential solutions, and challenge assumptions and beliefs as needed.
Do It. Although the first three steps are critical, unless you actually do something to address your circumstances you are likely to fall back below the line. This requires diligence and perseverance. It requires you to accept responsibility for solving a problem, even if you are not responsible for its existence. It also entails an element of risk, but avoiding risk can also lead you away from accountability.
Applicability:
It is very easy in today’s fast, changing world to fall into the cycle of victimhood. The Oz Principle offers a way of thinking that switches the onus of responsibility for solving or addressing an issue back to you. So, even if there are things beyond your control (like budget cuts, new regulations, or changing leadership) you can act on the things within your control to improve your situation. As an individual, you can apply the Oz Principle to both your personal and professional life, and as a leader you can use it to promote greater accountability within your organization.
Resources:
Article called Getting Results Through Individual and Organizational Accountability (More information can be found at https://www.montclair.edu/media/montclairedu/humanresources/aboutus/organizationaldevelopmentandlearning/The-Oz-Principle-Executive-Book-Summary[1].pdf)
Scenarios: Part B – Working with clients and families to promote cultural safety
Scenario 1 – GP Clinic
An Indigenous grandmother is brought into the GP clinic by her granddaughter after the grandmother started having stomach pain whilst gardening with her granddaughter. The granddaughter has dirt on her face and hands and her shirt is grubby. She is very anxious and worried about her grandmother and asks questions about every intervention that is done including vital signs, oxygen therapy, ECG etc.
She is very concerned about her grandmother’s pain and asks for pain medication. She asks questions like: “Can’t you do something for her pain?”, “Why are you taking blood from her?”, “When will the blood test be back?”, “What are you looking for on this machine?”, “Why is she sweating so much?”, “Is she bad?”. When you give her Grandmother Nitroglycerin, she asks; “What are you putting under her tongue?” and “What does it do?”.
How will you ensure a culturally safe environment in this situation?
Scenario 2 – Aged Care
A young Indigenous man in a wheelchair has been cared for by his extended family in his remote community (he has a diagnosis of pre-Huntington’s chorea) but now he needs 24 hour care. The family live in the same city but not close to the residential aged care facility and his admission is as a last resort.
You have been assigned as his nurse and have just explained the visiting arrangements. You notice that his sister becomes visibly distressed.
How will you continue the conversation with the family?
What is your evaluation of what is needed to provide a culturally safe service for the young man and his family?
| Student details | ||||
| Student’s name | Student’s ID | |||
| Unit/Module details | ||||
| Unit/Module | Code | CHCDIV002 | ||
| Title | Promote Aboriginal and/or Torres Strait Islander cultural safety | |||
| Task title | Task 2: Cultural Safety in the Workplace | |||
| Assessment feedback / comments | ||||
| Re-submission (where applicable) | ||||
| Unsatisfactory tasks are to be re-submitted according to the details below. Type NA if not applicable. | ||||
| Task (or component of task) to be re-submitted | Additional evidence required | Re-Submission date | S | NS |
| ☐ | ☐ | |||
| ☐ | ☐ | |||
| ☐ | ☐ | |||
| Result for this assessment task | ||||
| Your final result for this unit will be provided on the Unit Result Record at completion of all assessment tasks | ||||
| Result | Choose an item. | |||
| Assessor’s signature | Date |
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