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Indigenous Resources: Competency Checklist: Working with Aboriginal Peoples

Checklist

The Michener student develops competence in Aboriginal health and culture demonstrating the knowledge, attitudes and skills required. For successful attainment of these competencies, the majority of these learning activities should be completed by the end of their program.

There are five competencies to be achieved; four minimum competencies for all learners and one advanced competency for learners in organizations with mandates for servicing Aboriginal peoples such as Aboriginal Health Access Centres.

Minimum Competencies (Cultural awareness and knowledge)

1. Identify and describe the health status of Aboriginal peoples (First Nations and Métis) in Ontario and Canada, including the historical and current government practices that influence health status. This may include colonization, residential schools, treaties and land claims.

2. Identify and describe the socio-demographic profile of Aboriginal peoples in Ontario and Canada, including the heterogeneity of this population.

3. Identify and describe a range of traditional and non-traditional healing and wellness practices and sources of expertise including elders and healers.

4. Be familiar with the issues and strategies related to improving access to culturally appropriate health services for Aboriginal peoples in Ontario and Canada.

Advanced Competency (Cultural skills and encounters)

5. Demonstrate appropriate approaches and strategies to reach Aboriginal peoples at an individual and/or population level. These may include knowledge of the local, provincial and national networks, groups and organizations serving Aboriginal peoples, as well as community development, ownership, reciprocity and respect in relation to health care delivery.

Notes:

  1. This checklist is used to assist the learner and clinical teacher/preceptor to plan the placement activities and schedule.
  2. It is the responsibility of the learner to complete the checklist and submit it to the Program Manager/Coordinator.
  3. The Program Manager/Coordinator will review checklist.
  4. Some activities will not be applicable or available. Discussion, role-play, case study, and assignments can serve as an alternative to actual hands-on completion of the learning activities listed below.

 

 

 

Completed

1. Identify and describe the health status of Aboriginal peoples (First Nations and Métis) in Ontario and Canada, including the historical and current government practices that influence health status. This may include colonization, residential schools, treaties and land claims.

 

1.1 Gains knowledge of the history of Aboriginal peoples in Ontario and Canada.

 

Learning Activities 

 

Completes required readings from Aboriginal Affairs and Northern Development Canada:

 

Identifies and lists two treaties that took place in/near placement community/organization using the following Aboriginal Affairs and Northern Development Canada reference, Historic Treaties and Treaty First Nations in Canada Infographic at: http://www.aadnc-aandc.gc.ca/eng/1100100028574/1100100028578.

Treaties:

  1. _____________________________________
  2.  _____________________________________

 

 

Optional activities:

 

1.2 Gains knowledge of the health status of Aboriginal peoples in Ontario and Canada.

 

Learning Activities 

 

Completes required Statistics Canada and other key reading:

 

Optional readings include:

 

1.3 Applies knowledge of the health status of Aboriginal peoples in Ontario.

 

Learning Activities 

 

Identifies three key factors that have influenced this health status.

1._______________________________________

2._______________________________________

3._______________________________________

 

 

Discusses with preceptor the impact of health status on health service delivery with an Aboriginal patient/client (e.g. literacy issues in written and oral communication, appropriate screening).

 

2. Identify and describe the socio-demographic profile of Aboriginal peoples in Ontario and Canada, including the heterogeneity of this population.

 

2.1 Gains knowledge of the profile of Aboriginal peoples.

 

Learning Activities

 

Views Government of Canada web sites and other key links:

 

2.2 Applies knowledge of Aboriginal profile in Ontario and Canada.

 

Learning Activities 

 

Identifies and lists the Aboriginal communities and First Nation profiles served by the placement organization and/or main health care service e.g. community hospital. Use the interactive map on the Aboriginal Affairs and Northern Development Canada site for at least one community:

1. _______________________________________

2. _______________________________________

 

 

Discusses with preceptor the impact of the Aboriginal profile(s) on health service delivery.

 

3. Identify and describe a range of traditional and non-traditional healing and wellness practices and sources of expertise including elders and healers.

 

3.1 Gains knowledge of traditional and non-traditional healing and wellness practices.

 

Learning Activities 

 

Arranges with preceptor/Program Manager to meet a traditional healer and discuss/observe one or more ceremonies/traditional healing practices (e.g. uses of tobacco, smudging, sweat lodge, etc.).

List of ceremonies/practices:

1. _______________________________________________

2. _______________________________________________

 

 

Optional activity and reading:

  • Arranges with preceptor/Program Manager one or more opportunities to attend a traditional event such as a pow-wow, cultural feast, etc.

List of attended events:

  1. ________________________________

2. _________________________________

  • Manitowabi, D., and Shawande, M. (2012). The meaning of Anishinabe Healing and Wellbeing on Manitoulin Island. Pimatisiwin: A Journal of Aboriginal and Indigenous Community Health, 9(2), 441-458.

 

3.2 Gains knowledge of roles and responsibilities of elders and healers.

 

Learning Activity 

 

Arrange with preceptor/Program Manager an opportunity to meet/observe an Elder and discuss/learn about their role(s) within the family, community, placement organization, etc.

 

3.3 Applies knowledge of Aboriginal healing and wellness practices.

 

Learning Activities 

 

Discusses with preceptor the integration and impact of traditional practices on health service delivery in Northern Ontario such as Aboriginal Health Access Centres, Aboriginal liaisons and advisory boards, etc.

 

4. Be familiar with the issues and strategies related to improving access to culturally appropriate health services for Aboriginal peoples in Ontario and Canada.

 

4.1 Gains knowledge of the context of health service delivery for Aboriginal peoples.

 

Learning Activities 

 

Completes recommended reading from the provincial government:

 

ADVANCED COMPETENCY

 

5. Demonstrate appropriate approaches and strategies to reach Aboriginal peoples at an individual and/or population level. These may include knowledge of the local, provincial and national networks, groups and organizations serving Aboriginal peoples, as well as community development, ownership, reciprocity and respect in relation to health care delivery.

 

5.1 Demonstrate an awareness of the various community health and social service programs serving Aboriginal peoples.

 

Learning Activities 

 

Tours the agency/organization and become familiar with resources available for area residents.

 

Researches programs/services available in community/region/district.

 

Reviews descriptions of community programs.

 

5.2 Be familiar with the roles and responsibilities of your discipline and other key team members within the organization.

 

Learning Activities 

 

Reviews job description(s) and understand the role(s).

 

Discusses organizational chart.

 

Reviews goals/objectives of service/department/organization.

 

Discusses how service/department is integrated into strategic direction and activities of the organization.

 

5.3 Applies knowledge and discipline-specific expertise.

 

Learning Activities 

 

Demonstrates knowledge of key discipline-specific resources and references and how to communicate such knowledge to your client(s).

 

Plans and organizes discipline-specific service(s).

 

Implements and documents discipline-specific service(s).

 

Assesses and evaluates effectiveness and makes recommendations.

 

 

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Michener Institute of Education at UHN, 2018.