Translating Cultural Safety to the UK

Lokugamage, Amali; Rix, Elizabeth F; Fleming, Tania; Khetan, Tanvi; Meredith, Alice; Hastie, Carolyn R

doi:10.1136/medethics-2020-107017

Cited by 21 publications

(14 citation statements)

References 44 publications

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“…Recently in the UK it has become a key concept to advance anti-oppression and anti-racist practices in healthcare 2 and it has been operationalised and widely applied in equality, diversity and inclusion (EDI) policies through training and healthcare guidelines in the UK, Europe and North America.…”

mentioning

confidence: 99%

Safe enough? Rethinking the concept of cultural safety in healthcare and training

2022

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confidence: 99%

Safe enough? Rethinking the concept of cultural safety in healthcare and training

2022

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“…A Cultural Safety model of care adapted to a UK healthcare system has been put forward as a way of reducing unconscious bias and racism in maternity care Lokugamage and Meredith 2020 ; Lokugamage et al 2021b ). The specifics of which are laid out in the Cultural Safety tree infographic (Image 1 ) within the paper ‘Translating Cultural Safety to the UK’ which may be useful for organisations beyond maternity care to utilise.…”

Section: Resultsmentioning

confidence: 99%

Respectful maternity care in the UK using a decolonial lens

Lokugamage

Robinson

Pathberiya³

et al. 2022

SN Soc Sci

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Respectful maternity care (RMC) is part of a global movement addressing the previous absence of human rights in global safe maternal care guidance. RMC is grounded in kindness, compassion, dignity and respectful working conditions. The decolonisation movement in healthcare seeks to dismantle structural biases set up from a historically white, male, heteronormative Eurocentric medical system. This article applies a decolonising lens to the RMC agenda and examines barriers to its implementation in UK healthcare systems. Searches of peer-reviewed journals about decolonising maternity care in the UK revealed little. Drawing from wider information bases, we examine power imbalances constructed throughout a history of various colonial biases yet lingering in maternity care. The overarching findings of our analysis revealed 3 areas of focus: professional structures and institutional biases; power imbalances between types of staff and stakeholders of care; and person-centred care through a decolonial lens. To uproot inequity and create fairer and more respectful maternity care for women, birthing people and staff, it is vital that contemporary maternity institutions understand the decolonial perspective. This novel enquiry offers a scaffolding to undertake this process. Due to significant differences in colonial history between Western colonising powers, it is important to decolonise with respect to these different territories, histories and challenges.

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“…From a learning and teaching perspective, current nursing education programmes rarely deliver a holistic and inclusive curriculum that enables nurses to learn about the value of diversity and what it means for healthcare delivery (Lokugamage, 2021). Omissions of an inclusive curriculum are complicit in perpetuating racial inequality and disparities in academic achievement and this promotes discriminatory cultures of exclusion (Alexander and Arday, 2015andrews 2016, Arday, 2019.…”

Section: Discussionmentioning

confidence: 99%

The lived experiences of racial bias for Black, Asian, and Minority Ethnic students in practice: A hermeneutic phenomenological study

Pryce-Miller¹,

Bliss²,

Airey³

et al. 2022

Preprint

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Aim: This study explored the lived experiences of racial bias for Black, Asian and Minority Ethnic students undertaking an undergraduate or post-graduate degree in nursing, midwifery, and allied health courses in the United Kingdom. Background: Previous research indicates that students from Black, Asian and Minority Ethnic groups have fewer opportunities to succeed at university and this has brought about a race awarding gap in their degree attainment. The reasons for this awarding gap are complex and multi-factorial, and it is crucial that the lived experiences of racial bias are explored from the student perspective. Design: A hermeneutic phenomenological approach was adopted to elicit individual and collective experiences in the practice environment, a mandatory component of the student’s degree. Methods: A focus group and individual semi-structured interviews were conducted to collect data from sixteen participants and analysed using thematic analysis. Results: Three encompassing themes were identified which included: a sense of not belonging, trauma impacting mental health, and understanding covert and overt racism. Participants reported incidences of racism and appeared to be traumatised by their experiences within practice and the university. They also reported poor mental health and well-being as shared experiences, and a lack of confidence in the university and practice to mitigate racial issues. Conclusions: Meaningful action must be taken by universities and practice partners to advance racial inequality initiatives by having robust anti-racism action plans and processes. These should be co-created with students and staff to reduce the race awarding gap.

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Translating Cultural Safety to the UK

Cited by 21 publications

References 44 publications

Safe enough? Rethinking the concept of cultural safety in healthcare and training

Safe enough? Rethinking the concept of cultural safety in healthcare and training

Respectful maternity care in the UK using a decolonial lens

The lived experiences of racial bias for Black, Asian, and Minority Ethnic students in practice: A hermeneutic phenomenological study

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