Indigenous Strengths-Based Approaches to Healthcare and Health Professions Education -- Recognising the Value of Elders' Teachings

Autor/inn/en	Kennedy, Andrea; Sehgal, Anika; Szabo, Joanna; McGowan, Katharine; Lindstrom, Gabrielle; Roach, Pamela; Crowshoe, Lynden; Barnabe, Cheryl
Titel	Indigenous Strengths-Based Approaches to Healthcare and Health Professions Education -- Recognising the Value of Elders' Teachings
Quelle	In: Health Education Journal, 81 (2022) 4, S.423-438 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sehgal, Anika)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0017-8969
DOI	10.1177/00178969221088921
Schlagwörter	Indigenous Populations; Indigenous Knowledge; Foreign Countries; Older Adults; Allied Health Occupations Education; Medical Education; Justice; Civil Rights; Cultural Maintenance; Resilience (Psychology); Identification; Power Structure; Self Determination; Literature Reviews; Well Being; Relationship; Ethics; Ability; Change Strategies; Cultural Context; Culturally Relevant Education; Community Health Services; Health Personnel; Canada + Suchen Sie Ihr Suchwort? Sinti und Roma; Ausland; Älterer Erwachsener; Medizinische Ausbildung; Gerechtigkeit; Bürgerrechte; Grundrechte; Zivilrecht; Identifikation; Identifizierung; Selbstbestimmung; Well-being; Wellness; Wohlbefinden; Wechselbeziehung; Ethik; Fähigkeit; Fertigkeit; Lösungsstrategie; Medizinisches Personal; Kanada
Abstract	Background: A strengths-based lens is essential for the pursuit of health equity among Indigenous populations. However, health professionals are often taught and supported in practice via deficit-based approaches that perpetuate inequity for Indigenous peoples. Deficit narratives in healthcare and health education are reproduced through practices and policies that ignore Indigenous strengths, disregard human rights, and reproduce structural inequalities. When strengths are recognised it is possible to build capacities and address challenges, while not losing sight of the structural factors impacting Indigenous peoples' health. Objective: In this paper, we examine Indigenous strengths-based approaches to policy and practice in healthcare and health professions education when delivered alongside teachings shared by Elders from the Cree, Blackfoot and Métis Nations of Alberta, Canada. Method: Literature and Elders' teachings were used to shift strengths-based approaches from Western descriptions of what might be done, to concrete actions aligned with Indigenous ways. Results: Four pointers for future action adopting a strengths-based approach are identified--enacting gifts: focusing on positive attributes; upholding relationality: centring good relationships; honouring legacy: restoring self-determination; and reconciling truth: attending to structural determinants of health. Conclusion: Identified directions and actionable strategies offer a promising means to advance Indigenous health equity through strengths-based actions that change existing narratives and advance health equity. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01