NUR1 421 Lecture Notes - Lecture 9: Tim Hortons, Lifelong Learning, Scrubs (Tv Series)
11 Jun 2018
School
Department
Course
Professor
NUR1 421 – RESOURCES: SPECIAL POPULATIONS
Lesson 13 ~ April 13, 2018
ANNOUNCEMENTS
- BScNs:
o Scrubs Hand Me Down Project
o Giving away McGill scrubs to incoming first year students
o Drop off Location: 18th floor Debbie’s office
o Time: from June 7th to June 27th – office hours
- NUR1 431 Evaluations
o Drop off final evaluation signed by yourself and preceptor
o Office 1926; Access only from 8am-6pm
- Send completed course evaluations to [email protected]
o Could win 1 of 7, $20 Tim Hortons gift cards
FINAL REVIEW
- Special Populations
o Image of tight rope
§ Symbolizes how discussions about special relations can create a risky situation
§ Risk of creating and further perpetuating biases and stigmas that trying to counteract
through the discussion
§ As healthcare workers, need to understand the risks that a population faces but also
appreciate the complexity and uniqueness of a client/family/population
§ Need to look at upstream changes and creating supportive environments
- Cultural Humility
o Def: Lifelong process of self-reflection and self-critique whereby the individual not only learns
about another’s culture, but one start with an examination of her-his own beliefs and cultural
identifies (Tervalon & Murray-Garcia, 1998)
§ Start by knowing yourself and your own biases and stereotypes
o Can be broken down into three main components
§ Self-reflection and lifelong learning
§ Acknowledging and challenging power imbalances
§ Focus on partnerships
o Main theme throughout all the classes this semester
o Example: Glenda Sandy (Indigenous health guest speaker)
§ When asked by the class what we as nurses can do to help Indigenous people, she
answered to know yourself and self-reflect on your location and position in this world
(cultural humility definition)
- 1) Lifelong learning and self-reflection
o The art of always learning
o Learning always is pivotal for survival, safety, and enjoyment of your career
o If we think that today is the end of our learning, going to become dangerous practitioners
o As nurses we need to stay constantly up-to-date, as dealing with complex issues of life, death,
birth, transition, violence, etc.
o Important to have insight into what you do and do not know
o Have an understanding of the strategies, resources, and people needed to gain that knowledge
o Example: Reading
§ Libraries are available within most hospitals
§ Read evidence-based research online
o Important to find people who can become role-models
o Example: Older nurses have a wealth of experience and knowledge, use it!
- Thoughts in practice
o Our assumptions sometimes (often) fail us
o Often, we make decisions that are based on:
§ Falsely selecting information that we choose to value
§ Incorrect interpretations of information
§ False assumptions
§ All this leads to faulty conclusions
o This is especially true in cross-cultural communications
o Example: For the Indigenous Population, institutions have been historically extremely harmful
towards their community
§ Creates baggage and negativities
§ Assumptions made often go up the ladder of inference
- Ladder of inference
o Often we jump to conclusions that may not be based in reality
o Video: TED-Ed ~ Rethinking thinking – Trevor Maber
o Pretend there is a ladder that is within our subconscious
o Idea first proposed by Harvard professor Chris Argyris
o When interact with a person, experience enters the ladder and unconsciously quickly goes up to
the top
o Rung #1: Raw data and observations
§ Can visualize as someone recording a video of our experience
§ Example: Person who is cut off in the parking lot right as they are about to park
o Rung #2: Filter and select
§ Allow in specific details from experience based on personal preferences, tendencies, etc.
§ Pay attention to hands tightening on steering wheel, blood pressure rising, face of the
other driver. Do not notice that the sun is shining, the birds are chirping, etc.
o Rung #3: Assign Meaning
§ Interpret what filtered information is telling us
§ Parents taught you how important it is to wait in line and take your turn. How dare this
driver break the rule by stealing your spot?
o Rung #4: Develop Assumptions
§ Based on meaning created
§ Blurs the line between what is fiction and reality
§ Start to assume the driver had parents who did not teach him manners, that he does not
pay attention, that he thinks he is more important than everyone else.
o Rung #5: Conclusions
§ Developed based on assumptions
§ Create emotional reactions
§ Conclude that driver is heartless and inconsiderate, needs to be taught manners. Start to
feel angry and vindictive.
o Rung #6: Adjust Beliefs
§ Including about person/people who was/were involved in the original interaction
§ Decide that you will never be cut off again, that next time you will take revenge against
anyone who tries to steal your spot.
o Rung #7: Take Action
§ Based on adjusted beliefs
§ Honk the horn, roll down the window, scream at the other driver.
o Example continued
§ The other driver walks over and apologizes
§ Explains that his wife is in labour at the hospital and he needs to get there as fast as
possible
§ You are at first shocked, then apologize and wish him luck
