Department of Nursing, Max Stern Yezreel Valley College, Emek Yezreel, Israel.
Int Nurs Rev. 2012 Jun;59(2):187-93. doi: 10.1111/j.1466-7657.2012.00982.x. Epub 2012 Mar 28.
The purpose of this study is to identify central challenges to be addressed in cultural safety education.
In recent years, the idea of cultural safety has received increased attention as a way of dealing with diversity in the nursing profession, especially in divided societies. The idea of cultural safety goes beyond recognizing and appreciating difference, to an attempt to grappling with deeper issues like inequality, conflict and histories of oppression.
The paper is based on formative evaluation, using action research, of an academic nursing programme in Israel, involving Jewish and Arab students. Part of this research dealt with the integration of cultural safety education into the curriculum.
The study revealed four challenges in cultural safety education: making it safe for minorities to present their culture to the majority group ('the ambassador's dilemma'), dealing with tendency of groups to deny the existence of conflict ('the one big happy family fantasy'), making dynamics of oppression discussable ('the oppressed and the oppressor') and creating conditions in which people can freely choose their individual and group identities ('the threat of identity').
Cultural safety education may be experienced as unsafe for many participants. Better understanding of the challenges of cultural safety education is necessary for making it more effective.
本研究旨在确定文化安全教育中需要解决的核心挑战。
近年来，文化安全的理念作为应对护理专业多样性的一种方式，尤其是在分裂社会中，受到了越来越多的关注。文化安全的理念不仅仅是认识和欣赏差异，而是试图解决更深层次的问题，如不平等、冲突和压迫历史。
本文基于对以色列一个犹太人和阿拉伯人学生参与的护理学术项目的形成性评价，使用行动研究，其中部分研究涉及将文化安全教育纳入课程。
研究揭示了文化安全教育中的四项挑战：让少数群体安全地向多数群体展示他们的文化（“大使的困境”）、处理群体否认冲突存在的倾向（“一个大家庭的幻想”）、使压迫的动力具有可讨论性（“压迫者和被压迫者”）以及创造条件，使人们能够自由选择个人和群体身份（“身份的威胁”）。
文化安全教育可能对许多参与者来说是不安全的。更好地理解文化安全教育的挑战对于提高其效果是必要的。
