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Connection with curriculum |
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This topic relates to the concept: cultural safety
Demonstrate cultural humility and explain behaviours and values required to engage in lifelong learning in Intensive Care Medicine; Analyse the limitations of one’s own perspectives and reflect upon the implications of one’s own worldview for delivering culturally safe Intensive Care Medicine to Aboriginal and Torres Strait Islander patients; Demonstrate internal strategies to examine and monitor personal responses to cultural and social differences.
Introduction
This topic discusses reflective practice.
Reflective practice grows your capacity to respond to challenges, make timely decisions, manage emotions, conduct productive relationships and cope with stress. It helps clarify approaches to working with diverse populations.
Reflection is looking back on an experience or a situation with the intention of drawing insight that may inform future practice in positive ways.
Critical reflection is an extension of simple self-reflection. Critical reflection is paying critical attention to the values, norms, and conventions that inform practice and action to engage in continuous learning.
To be a culturally safe health practitioner, you must be able to be critically reflective. Critical reflection requires you to understand your cultural self and how your cultural self is situated in the broader healthcare system, and how this may influence your practice.
A key outcome of cultural capability is being able to engage in self-reflexivity. Self-reflexivity is being critically reflective in the moment. It is having an ongoing conversation with one’s whole self about what one is experiencing as one is experiencing it.
To be self-reflexive is to engage in feeling and thought while being in the moment. It is an advanced form of self-knowledge. It is the ability to make the quality of our relationships better at the time of that encounter without waiting for our next interaction.
Consider in reflection
What assumptions have I made about those I am caring for, and have these assumptions impacted my approach to their care? Do I base any decisions on what a person is, instead of how they have told me things?
Reflect on how far these assumptions are based in perceptions about what the person is in a category scheme that you may hold consciously or unconsciously (protestant? Aboriginal? Murrinh Patha? old?), and how far are they based in details about them as an individual, which you have gleaned by an open conversation with them or with those close to them, from a place of curiosity? Consider the situation in ICU when we know little about them as an individual and still want to treat them fairly and with the possibility of an effective therapeutic relationship: what reflections might frame those aims?
Think about how you expect people to react around bad news, grief, or uncertainty, or when it is acceptable to feel anger, denial, bargaining, and what for you are appropriate expressions of those feelings. Consider how you feel and react to situations where others have expressed these in ways outside of your norms.
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Activities to facilitate learning |
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The following activities will enhance your learning on this topic.
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Explore |
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- Explore reflective practice (pages 207-209)
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Review |
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- Review the CICM video on talking and listening
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Additional recommended resources |
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Reflect on your learningSelect the image to answer the reflection question for this topic. |
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