Fostering Healthy Work Environments: Diversity and Health Equity Competencies for Managers

2.50
Hdl Handle:
http://hdl.handle.net/10755/335242
Category:
Full-text
Type:
Presentation
Title:
Fostering Healthy Work Environments: Diversity and Health Equity Competencies for Managers
Other Titles:
Nursing Workforce Collaboration
Author(s):
Srivastava, Rani Hajela; Cleverley, Kristin; Mawhinney, Janet
Lead Author STTI Affiliation:
Lambda Pi-at-Large
Author Details:
Rani Hajela Srivastava, RN, MScN, PhD, rani_srivastava@camh.net; Kristin Cleverley, RN, MSc, PhD, CPMHN; Janet Mawhinney, MA
Abstract:
Session presented on Friday, July 25, 2014: Although it is well recognized that 21st century health system transformation requires a foundation of equity and cultural competence, this goal continues to be challenging and elusive. Healthcare providers and organizations need to navigate complex, intersectional layers of diversity and social determinants in order to develop effective strategies to achieve equity and quality care for all. The purpose of this interactive presentation is to describe an innovative approach to equity education being used to guide the development of individual and organizational capacity for cultural competence and equity. The initiative was undertaken as part of the Best Practice Spotlight Organization initiative to foster a healthy work environment. The initiative consisted of a one day interactive workshop which was evaluated through a pre and post -test design. The pre/post survey is a self administered tool that focuses on application of awareness and knowledge on diversity and equity issues. The tool is based on existing literature and was developed for this initiative to specifically focus on the best practice guideline recommendations. Pedagogy is the art and science of how something is taught and how students learn it. Our innovative approach to equity pedagogy is based on a broad understanding of diverse identities and marginalized communities and reflects an understanding of culture as patterns and culture as power. Our model combines three key paradigms: 1) a human rights foundation and analysis of privilege, power and marginalization; 2) an anchoring to professional practice expectations and quality care; and 3) an integration of adult education principles and a developmental approach to the acquisition of knowledge and skills on issues of power and inequality. It recognizes that individuals always bring a range of knowledge, life experience and skill on diversity issues and it engaging multiple levels of learners to disrupt prejudice and bias, while maintaining a positive learning edge for all is both challenging and necessary. Our approach is grounded in evidence of health disparities and concepts of privilege and marginalization. It invites students /health care providers to explore strategies for navigating the layers and intersections of both privilege and marginalization at the same time, while avoiding the too frequent pitfalls of diversity education which can (inadvertently) reinforce simplistic identity silos, hierarchies of oppression or a guilt response - none of which are useful for health practitioners or service organizations. We have found that this approach resonates with health professionals and provides a clear bottom line of equity practice expectations while equipping staff to recognize the complexities of the application of principles into practice. The deeper level understanding and ability to apply in practice is fundamental to health system transformation. Our model and approach has been developed over several years of diversity education in a large urban hospital as well as academic settings. Our context is one of the most diverse cities in the world that is home to the largest Aboriginal and LGBT populations in Canada; where almost 50% of the city residents are racialized people and immigrants who speak over 160 languages. In this context diversity must be understood as a complex multiplicity of identities and effectively educating staff (and students) in a framework on diversity and health equity is requisite to ensuring quality care. In a health care context managers have a dual responsibility for cultural competence in clinical care to achieve health equity while effectively addressing issues of workforce diversity. This can be particularly challenging in a unionized environment where fairness is often translated into 'treating everyone the same'. The core objectives for the workshop included: understanding the impact of health inequities on diverse and marginalized groups; identifying the impact of power dynamics and diversity in managing teams and fostering a healthy workplace; and developing strategies and approaches to addressing diversity and health equity in leadership. Strategies were grouped under three key domains: self awareness, cross cultural communication and translating awareness of health equity into actions to promote inclusivity. Results indicate that the approach is effective in increasing awareness, knowledge, as well as the ability to apply it to practice, Diversity & Health Equity Tool illustrated increased knowledge, skills, and competencies of managers and the gains were maintained over time.
Keywords:
equity pedagogy; diversity training; cultural competence
Repository Posting Date:
17-Nov-2014
Date of Publication:
17-Nov-2014 ; 17-Nov-2014
Other Identifiers:
INRC14B14
Conference Date:
2014
Conference Name:
25th International Nursing Research Congress
Conference Host:
Sigma Theta Tau International, the Honor Society of Nursing
Conference Location:
Hong Kong
Description:
International Nursing Research Congress, 2014 Theme: Engaging Colleagues: Improving Global Health Outcomes. Held at the Hong Kong Convention and Exhibition Centre, Wanchai, Hong Kong

Full metadata record

DC FieldValue Language
dc.language.isoen_USen_GB
dc.language.isoenen
dc.type.categoryFull-texten
dc.typePresentationen
dc.titleFostering Healthy Work Environments: Diversity and Health Equity Competencies for Managersen
dc.title.alternativeNursing Workforce Collaborationen
dc.contributor.authorSrivastava, Rani Hajelaen
dc.contributor.authorCleverley, Kristinen
dc.contributor.authorMawhinney, Janeten
dc.contributor.departmentLambda Pi-at-Largeen
dc.author.detailsRani Hajela Srivastava, RN, MScN, PhD, rani_srivastava@camh.net; Kristin Cleverley, RN, MSc, PhD, CPMHN; Janet Mawhinney, MAen
dc.identifier.urihttp://hdl.handle.net/10755/335242-
dc.description.abstractSession presented on Friday, July 25, 2014: Although it is well recognized that 21st century health system transformation requires a foundation of equity and cultural competence, this goal continues to be challenging and elusive. Healthcare providers and organizations need to navigate complex, intersectional layers of diversity and social determinants in order to develop effective strategies to achieve equity and quality care for all. The purpose of this interactive presentation is to describe an innovative approach to equity education being used to guide the development of individual and organizational capacity for cultural competence and equity. The initiative was undertaken as part of the Best Practice Spotlight Organization initiative to foster a healthy work environment. The initiative consisted of a one day interactive workshop which was evaluated through a pre and post -test design. The pre/post survey is a self administered tool that focuses on application of awareness and knowledge on diversity and equity issues. The tool is based on existing literature and was developed for this initiative to specifically focus on the best practice guideline recommendations. Pedagogy is the art and science of how something is taught and how students learn it. Our innovative approach to equity pedagogy is based on a broad understanding of diverse identities and marginalized communities and reflects an understanding of culture as patterns and culture as power. Our model combines three key paradigms: 1) a human rights foundation and analysis of privilege, power and marginalization; 2) an anchoring to professional practice expectations and quality care; and 3) an integration of adult education principles and a developmental approach to the acquisition of knowledge and skills on issues of power and inequality. It recognizes that individuals always bring a range of knowledge, life experience and skill on diversity issues and it engaging multiple levels of learners to disrupt prejudice and bias, while maintaining a positive learning edge for all is both challenging and necessary. Our approach is grounded in evidence of health disparities and concepts of privilege and marginalization. It invites students /health care providers to explore strategies for navigating the layers and intersections of both privilege and marginalization at the same time, while avoiding the too frequent pitfalls of diversity education which can (inadvertently) reinforce simplistic identity silos, hierarchies of oppression or a guilt response - none of which are useful for health practitioners or service organizations. We have found that this approach resonates with health professionals and provides a clear bottom line of equity practice expectations while equipping staff to recognize the complexities of the application of principles into practice. The deeper level understanding and ability to apply in practice is fundamental to health system transformation. Our model and approach has been developed over several years of diversity education in a large urban hospital as well as academic settings. Our context is one of the most diverse cities in the world that is home to the largest Aboriginal and LGBT populations in Canada; where almost 50% of the city residents are racialized people and immigrants who speak over 160 languages. In this context diversity must be understood as a complex multiplicity of identities and effectively educating staff (and students) in a framework on diversity and health equity is requisite to ensuring quality care. In a health care context managers have a dual responsibility for cultural competence in clinical care to achieve health equity while effectively addressing issues of workforce diversity. This can be particularly challenging in a unionized environment where fairness is often translated into 'treating everyone the same'. The core objectives for the workshop included: understanding the impact of health inequities on diverse and marginalized groups; identifying the impact of power dynamics and diversity in managing teams and fostering a healthy workplace; and developing strategies and approaches to addressing diversity and health equity in leadership. Strategies were grouped under three key domains: self awareness, cross cultural communication and translating awareness of health equity into actions to promote inclusivity. Results indicate that the approach is effective in increasing awareness, knowledge, as well as the ability to apply it to practice, Diversity & Health Equity Tool illustrated increased knowledge, skills, and competencies of managers and the gains were maintained over time.en
dc.subjectequity pedagogyen
dc.subjectdiversity trainingen
dc.subjectcultural competenceen
dc.date.available2014-11-17T13:47:44Z-
dc.date.issued2014-11-17-
dc.date.issued2014-11-17en
dc.date.accessioned2014-11-17T13:47:44Z-
dc.conference.date2014en
dc.conference.name25th International Nursing Research Congressen
dc.conference.hostSigma Theta Tau International, the Honor Society of Nursingen
dc.conference.locationHong Kongen
dc.descriptionInternational Nursing Research Congress, 2014 Theme: Engaging Colleagues: Improving Global Health Outcomes. Held at the Hong Kong Convention and Exhibition Centre, Wanchai, Hong Kongen
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