Cultural Competence & Cultural Safety in Health Program
The Cultural Competence and Cultural Safety in Health Services program is designed to provide training to health service professionals who work in Aboriginal settings and with First Nation, Inuit, and Métis peoples. By becoming familiar with these concepts, health professionals can add a cultural competence component to their foundations of skills. This course is also available in French; if you are interested in taking the course in French, please contact firstname.lastname@example.org.
Cost: $995/year for Canadian residents. $1,495/year for International Students
Length: 1 year (240 hours)
The Cultural Competence program has two compulsory components:
- Seven home study units
- Major paper or project
- Introduction to Cultural Competence and Cultural Safety
- Post-Colonial Understanding
- Indigenous Knowledge
- Mentoring and Supporting Students for Success (optional)
All program components are completed through the online learning system.
Students may apply online anytime during the year to begin the course. There are no pre-requisites for this course. Students will be asked to provide a copy of their current resume upon registering for the program.
|Screen Resolution||800×600 (minimum); 1024×768 (recommended)|
|Internet Browser||Firefox 4, Internet Explorer 9, Safari 5, Google Chome 11, Opera 9|
|Internet Connection||Broadband (cable or DSL) connection required|
|Software||Word processing software, Adobe Reader|
|Other||Access to a scanner|
Students must have basic computer knowledge and internet navigation skills in order to complete the course. Students should have access to a computer with Window 7 or higher in order to access the required program resources and to ensure optimal performance. Students choosing to use Mac or Linux operating system must have experience using alternate remote access software.
Please note that CHA Learning staff can only assist Windows operating system users and provide technical support in relation to our website, we do not provide technical support for internet and/or basic computer use.
|Application Process Requirements
CHA Learning only accepts online applications, this allows us to be efficient in how we respond to students. You will receive instructions to upload your application documents after you have paid tuition.File Types for Application Documents:Please ensure the filename for each application document includes the document name, your first initial and your last name (e.g. resume_asmith.doc). This way CHA Learning will be able to quickly identify your application documents. Upload your documents in the following formats:
Submitting your Application:
You must submit all of your application documents at the same time, failure to do so will indicate an incomplete application. Please note attachments cannot be modified once submitted.
English is the language of instruction for all CHA Learning courses. In order to be successful in the course work, English proficiency is required and it is essential that students be competent reading, writing and speaking English. It is therefore expected that all written assignments submitted as part of the course work show proficiency and clarity. Course work submitted that does not meet the level of proficiency and clarity required may be returned for revision, or may not meet the standards to achieve a passing grade.
CHA Learning’s standards for English proficiency are outlined below. You do not need to submit proof of having met the standards below, however CHA Learning courses are designed for those who meet these standards.
Completion of a minimum Canadian grade 12 English, or equivalent, as assessed by a formal education assessment (e.g. World Education Service). Applicants who do not have grade 12 English or higher should possess English proficiency, at or above the following standards:
- Canadian Academic English Language Assessment (CAEL) with a minimum 60 overall band
- Test of English as a Foreign Language (TOEFL) Internet Based Testing (IBT) with a minimum overall score of 80 (minimum score of 20 in each category)
- Canadian Language Benchmark Assessment (CLBA) with a score of 8 in all sections
- International English Language Testing System (IELTS) Band 6 or higher
All program materials available through the CHA Learning Gateway, the online learning system. There are no required textbooks for this program.
The Cultural Competence program consists of seven home study units.
Unit 1: Introduction to Cultural Competence and Cultural Safety—Objectives
- Differentiate between the concepts of cultural awareness, cultural sensitivity, cultural humility, cultural competence, and cultural safety
- Understand what is meant by a constructivist view of culture
- Recognize the core competencies in the provision of culturally safe learning and health care for First Nation, Inuit, and Métis clients
Unit 2: Post-Colonial Understanding—Objectives
- Identify how the impacts of colonialism influenced the physical, mental, emotional, and spiritual well-being of the First Nations, Inuit, and Métis people
- Describe how the reserve and residential school systems affected First Nation and Inuit families and communities
- Outline the role of the Indian Act and early treaties in controlling the expression of First Nations language, culture, and way of life
- Recognize why it is important for Canadian health care professionals to understand the colonial historical legacy that continues to impact Métis Aboriginal life, both in urban settings and traditional territories
- Identify supportive actions that health care professionals can apply to promote post-colonial understanding of First Nation, Inuit, and Métis clients
Unit 3: Communication—Objectives
- Recognize and understand the importance of culturally safe communication with First Nations, Inuit, and Métis people
- Recognize barriers that impact on therapeutic communication with First Nations, Inuit, and Métis people
- Identify the need for interpreter services within health care for First Nations, Inuit, and Métis people or from others of differing linguistic backgrounds
- Be aware of the ways to promote effective and culturally safe communications with Métis clients
- Distinguish ways of respectfully collecting cultural and personal information when working with First Nations, Inuit, and Métis people
Unit 4: Inclusivity—Objectives
- Recognize the importance of developing collaborative and inclusive relationships with First Nation, Inuit, and Métis clients
- Understand barriers to inclusivity for First Nation, Inuit, and Métis peoples within the Canadian health care system
- Identify features of effective inclusive health programs for First Nation, Inuit, and Métis populations
Unit 5: Respect—Objectives
- Recognize and understand the fundamental role of respect in promoting cultural safety and preventing cultural harm in health care within First Nation, Inuit, and Métis clients
- Identify principles of developing collaborative and ethical relationships with First Nation, Inuit, and Métis clients, their families, and community including traditional medicine people/healers
- Understand the principles of holistic Aboriginal research to enhance the health and well-being of First Nation, Inuit, and Métis peoples
Unit 6: Indigenous Knowledge—Objectives
- Have an appreciation for Indigenous knowledge with respect to the health and wellness of First Nation, Inuit and Métis clients, families, and communities
- Contrast First Nation, Inuit, and Métis explanatory models related to health and healing within Western models
- Identify the diverse range of healing and wellness practices, both indigenous and non-indigenous, present in local First Nation, Inuit, and Métis communities
Unit 7: Mentoring and Supporting for Success—Objectives
- Recognize the importance of creating teaching/learning environments where First Nation, Inuit, and Métis students, healthcare professionals and clients feel safe to freely express ideas, perspectives, and critical thoughts
- Outline national initiatives that exist to encourage culturally safe recruitment and retention of First Nations, Inuit, and Métis people into health care professions
- Compare traditional methods of oral transmission and guiding learners with contemporary mentoring models for First Nation, Inuit, and Métis students and new professionals
- Analyze how post-colonial understanding, communication, inclusivity, respect, and Indigenous knowledge can be incorporated to shape culturally safe health care related mentorships for First Nation, Inuit, and Métis peoples
Grading and Credits
The components of the Cultural Competence program include:
- Study units
- Major Paper
- Students must complete all components of the program
- Students must pass with 60% in order to complete the Cultural Competence program
Students receive a program certificate in Cultural Competence and Cultural Safety in Health Services issued by HealthCareCAN upon successful completion of the program.
Aboriginal Nurses Association of Canada
This program has been developed in partnership with the Aboriginal Nurses Association of Canada (A.N.A.C.). HealthCareCAN is pleased to be a member of A.N.A.C. See www.anac.on.ca for more information about A.N.A.C. and membership.