1.

Teaching Learning Resource: Learning Rubric I – Learning about Diversity

Not Yet (areas Culturally Safe Evidence Advanced
that need work) (how you have met the (areas that go beyond
competencies) basics)
Continue to Inclusivity Through Health
educate myself a) Identify, acknowledge and analyze one’s Promotion 1 with
about considered emotional response to the Caroline Brunt, she
Indigenous many histories and contemporary helped me gain a
people. environment of First Nations, Inuit and better knowledge of
Métis peoples and offer opinions their perspective.
respectfully. Learning about ways I
could provide support,
b) Acknowledge and analyze the limitations
respectfully, for
of one’s knowledge and perspectives, and
example listening to
incorporate new ways of seeing, valuing,
them and not making
and understanding the health and health
any assumptions
practices of First Nations, Inuit and Métis
based on stereotypical
peoples.
information.
c) Describe examples of ways to respectfully
engage with, and contribute to First
Nations, Inuit and Métis communities as a
prospective care provider.

d) Demonstrate authentic, supportive and

inclusive behavior in all exchanges with
First Nations, Inuit and Métis individuals,
health care workers, and communities.

1
Not Yet (areas Culturally Safe Evidence Advanced
that need work) (how you have met the (areas that go beyond
competencies) basics)
e) Additional entries (as needed)

Continuing to Post-colonial understanding During Health

learn about this a) Describe the connection between Promotion class, we
topic by going to historical and current government discussed social
a reliable practices towards First Nations, Inuit and determinants of health,
source on the Métis peoples. and we then branched
web, watching off on determinants of
b) Describe the resultant intergenerational
documentaries, health for indigenous
health outcomes, and determinants of
etc. people. We
health that impact First Nations, Inuit and
brainstormed and
Métis clients, families, and communities.
came up with how their
c) Outline the concept of inequity of access environment affects
to health care/health information for First their health, where
Nations, Inuit and Métis peoples and the they live, the
factors that contribute to it. resources that are not
provided, such as
d) Identify ways of readdressing inequity of clean water. Also
access to health care/health information employment, income,
with First Nations, Inuit and Métis clients, access to health
families, and communities. services because of
e) Articulate how the emotional, physical, how they are isolated
social and spiritual determinants of health from the rest of the
citizens.
and well-being for First Nations, Inuit and
Métis peoples impact their health.

2
Not Yet (areas Culturally Safe Evidence Advanced
that need work) (how you have met the (areas that go beyond
competencies) basics)
f) Additional entries (as needed)

Respect Through VIH class, I

a) Understand that unique histories, cultures, have learned a lot
languages, and social circumstances are about different tradition
manifested in the diversity of First healings. Such as
Nations, Inuit and Métis peoples. healing circles,
smudging, sweat
b) Understand that First Nations, Inuit and
lodges, and pot latch.
Métis peoples will not access a health
We were able to watch
care system when they do not feel safe
a documentary called
doing so and where encountering the
“Spirit Doctors”, it
health care system places them at risk for
helped elaborate on
cultural harm.
the given information
c) Identify key principles in developing by actually displaying
collaborative and ethical relationships. the different types of
healing.
d) Describe types of Aboriginal
healers/traditional medicine people and
health professionals working in local First
Nations, Inuit and/or Métis communities.

e) Demonstrate how to appropriately enquire

whether First Nations, Inuit or Métis
clients are taking traditional herbs or

3
Not Yet (areas Culturally Safe Evidence Advanced
that need work) (how you have met the (areas that go beyond
competencies) basics)
medicines to treat their ailment and how to
integrate that knowledge into their care.

f) Additional entries (as needed)

4
Not Yet (areas Culturally Safe Evidence Advanced
that need work) (how you have met the (areas that go beyond
competencies) basics)
I will regularly Indigenous Knowledge Through the LPN In Clinicals, I will be
update myself curriculum, I have more attentive about
a) Demonstrate ways to acknowledge and
about learned how to respect these actions and
value Indigenous knowledge with respect
Indigenous the Indigenous culture. prevent any inadequate
to the health and wellness of First
healing Variations in Health care in relation to
Nations, Inuit and Métis clients, families
practices. class have taught me stigmas. I will practice
and communities.
that nodding is a sign this through trauma
b) Recognize the diversity, as a care of understanding, informed practice and
provider, of Indigenous health knowledge shaking hands softly is to be compassionate,
and practices among First Nations, Inuit a sign of no threat, empathetic, caring, etc.
and/or Métis clients, families or listening skills trump
communities. communications skills,
and soft spoken words
c) Identify and describe the range of healing carry farther.
and wellness practices, traditional and
non-traditional, present in local First
Nations, Inuit and Métis communities.

d) Additional entries (as needed)

5
Not Yet (areas Culturally Safe Evidence Advanced
that need work) (how you have met the (areas that go beyond
competencies) basics)
Constantly work Communication I will establish a When taking care of
on my trusting and well indigenous people, I will
a) Identify the centrality of communication in
communication rounded relationship listen attentively, and
the provision of culturally safe care, and
skills with indigenous people be self-aware of their
engage in culturally safe communication
when they are under past trauma, which will
with First Nations, Inuit and Métis clients,
my care. I will be help with how I would
families and communities.
aware of trauma go about my care for
b) Demonstrate the ability to establish a informed practice to be them.
positive therapeutic relationship with First considerate about their
Nations, Inuit and Métis clients and their own trauma.
families, characterized by understanding,
trust, respect, honesty and empathy.

c) Identify specific populations that will likely

require the support of trained interpreters;
and demonstrate the ability to utilize these
services when providing care to
individuals, families and communities.

d) Additional entries (as needed)