Cultural safety and cultural competence for healthcare providers

Key points about cultural safety and cultural competence

  • Cultural safety refers to the need for health professionals to consider their own cultural background and the impact of power, privilege and their personal biases on healthcare systems and organisations and the relationships within them.
  • Cultural competence requires an awareness of cultural diversity and the ability to function effectively and respectfully when working with and treating people of different cultural backgrounds. Cultural competence means a healthcare professional has the attitudes, skills and knowledge needed to achieve this.
  • Read about the differences between cultural safety and cultural competence.
peach unaunahi tile
Print this page

Cultural safety focuses on the patient. It provides space for patients to be involved in decision making about their own care and contribute to the achievement of positive health outcomes and experiences.

In October 2019, the Medical Council of New Zealand published a statement on cultural safety. The key points in the statement were as follows:

  1. Cultural safety focuses on the patient experience to define and improve the quality of care. It involves doctors reflecting on their own views and biases and how these could affect their decision making and health outcomes for the patient. 
  2. The Medical Council has previously defined cultural competence as “a doctor has the attitudes, skills and knowledge needed to function effectively and respectfully when working with and treating people of different cultural backgrounds”. While it is important, cultural competence is not enough to improve health outcomes, although it may contribute to delivering culturally safe care.
  3. Evidence shows that a competence-based approach alone will not deliver improvements in health equity. 
  4. Doctors inherently hold the power in the doctor-patient relationship and should consider how this affects both the way they engage with the patient and the way the patient receives their care. This is part of culturally safe practice.
  5. Cultural safety provides patients with the power to comment on practices, be involved in decision making about their own care, and contribute to the achievement of positive health outcomes and experiences. This engages patients and whānau in their health care.
  6. Developing cultural safety is expected to provide benefits for patients and communities across multiple cultural dimensions which may include Indigenous status, age or generation, gender, sexual orientation, socioeconomic status, ethnicity, religious or spiritual belief and disability1. In Aotearoa / New Zealand, cultural safety is of particular importance in the attainment of equitable health outcomes for Māori.

Statement on cultural safety Medical Council, NZ, 2019

While the Medical Council’s statement only refers to doctors, the statements apply equally to all healthcare staff. Working in health care in New Zealand means healthcare staff need to develop and provide culturally safe patient-centred care.

What cultural safety is not

Sometimes it is easier to say what cultural safety is not.

Not cultural safety Reasons
Treating everyone the same  People are never the same, even if they are all Māori, Samoan or English. Treating everyone the same makes health inequities worse, not better. 
A checklist  There is no list of things to do when you visit a Māori whānau. 
Learning about other cultures  This encourages assumptions, as the health coach is saying they can know about their own culture as well as other cultures. 
Coming from the same ethnic group  Just because the health coach is Māori and the person they are coaching is Māori is no guarantee that the health coach will give culturally safe care. 
Speaking the same first language  This is similar to the last one. The health coach and the person they are coaching might both be speaking English but that is no guarantee that the person will get culturally safe care. 
Using words that suggest the person is to blame, eg, non-adherent, non-compliant, at risk, target group, has low health literacy  Using these sorts of words means we have automatically blamed the person, rather than tried to understand all the reasons why the person is not taking their medicines, eg, money, side effects, other priorities. 

Why is cultural safety important?

​Because culture impacts on care, healthcare staff need to be aware of cultural diversity and learn to function effectively and respectfully when working with and treating people of different cultural backgrounds. This includes cultural dimensions such as age, gender, sexual orientation, religious or spiritual beliefs and a focus on improving health outcomes for Māori as tangata whenua.​

Cultural safety helps to address the inequities (lack of fairness) in the healthcare system. For example, there is a lot of information that shows Māori and Pasifika peoples have much worse health outcomes than other population groups, especially Pākehā.

Cultural competence is one way of addressing those inequities that are caused by:

  • the design of the health system
  • prejudice by healthcare providers and healthcare professionals, eg, beliefs that different groups are not as able, motivated or keen to be as healthy as other groups such as Pākehā
  • discrimination by healthcare providers and healthcare professionals, eg, actions such as not referring Māori people to rehabilitation programmes.

Dr Elana Curtis and colleagues from The University of Auckland have written an article about why cultural safety rather than cultural competency is required to achieve health equity. (external link)

All health professionals are expected to provide culturally competent care to people and their whānau or families, yet cultural competence is a complex idea to understand. Understanding of what it means has evolved over time.

Initially, cultural competence was presented as a checklist of what the health professional should do if they were working with a person from a different culture, eg, a Pakeha nurse working with a Māori person.

However, nowadays people understand that cultural competence is much more complex than a checklist.


Now cultural competence is recognised as being about the self-awareness, attitudes, skills and knowledge of the health professional. This requires the health professional noticing when they feel uncomfortable or uncertain in a situation and realising that means they need to understand what is inside them that is making them uncomfortable, rather than thinking the other person is the problem.

Researchers have described cultural competence as meaning the health professional and health coach have to understand:

  • what assumptions they are making about the situation they are in and the person they are working with
  • their own beliefs and biases that are making them feel so uncomfortable
  • what is really going on for the person they are working with.

 

Definitions of cultural competence

Mauri Ora defines cultural competence in the following way:

"Individual values, beliefs and behaviours about health and wellbeing are shaped by various factors such as race, ethnicity, nationality, language, gender, socioeconomic status, physical and mental ability, sexual orientation and occupation. Cultural competence in healthcare is broadly defined as the ability of health practitioners to understand and integrate these factors into the delivery of healthcare practice."

Another definition that attempts to capture this more contemporary complex understanding of cultural competence comes from the Medical Council of New Zealand:

“Cultural competence requires an awareness of cultural diversity and the ability to function effectively, and respectfully, when working with and treating people of different cultural backgrounds. Cultural competence means a doctor has the attitudes, skills and knowledge needed to achieve this. A culturally competent doctor will acknowledge:

  • that New Zealand has a culturally diverse population
  • that a doctor’s culture and belief systems influence his or her interactions with patients and accepts this may impact on the doctor-patient relationship.
  • that a positive patient outcome is achieved when a doctor and patient have mutual respect and understanding.”

What cultural competence isn’t

Sometimes it is easier to say what cultural competence is not.

Not cultural competence

Reasons

Treating everyone the same

People are never the same, even if they are all Māori, Samoan or Pakeha. In fact, treating everyone the same can make health problems worse, not better.

A checklist

There is no list of things to do when you visit a Māori whānau.

Learning about other cultures

 

This encourages assumptions, as health professionals say they can know about their own culture as well as other cultures.

Coming from the same ethnic group

Just because the health professional and the person they are dealing with are both Māori is no guarantee that the health professional will give culturally competent care.

Speaking the same first language

The health professional and the person they are working with might both be speaking English but that is no guarantee that the person will get culturally competent care.

Using words that suggest the person is to blame eg, non-adherent, non-compliance, at risk

Using these sorts of words means we have automatically blamed the person rather than tried to understand all the reasons the person is not taking their medicines eg, money, side effects.

Why is cultural competence important?

Because culture impacts on care, health professionals need to be aware of cultural diversity and learn to function effectively and respectfully when working with and treating people of different cultural backgrounds. 

Cultural competence helps to address the inequities (lack of fairness) in the healthcare system. For example, there is a lot of information that Māori and Pasifika peoples have much worse health outcomes than other population groups, especially Pakeha. So cultural competence is one way of addressing those inequities (unfairness) that are caused by:

  • the design of the health system
  • prejudice by healthcare providers and healthcare professionals, eg, beliefs that different groups are not as able, motivated or keen to be as healthy as other groups, such as Pākehā
  • discrimination by healthcare providers and healthcare professionals, eg, actions such as not referring Māori people to rehabilitation programmes.

Video: Cultural safety vs. cultural competence

This video from the Royal New Zealand College of General Practitioners (RNZCGP) explains cultural safety and how it differs from cultural competence.



Video: Building a culturally safe practice for GPs

This video, also from the RNZCGP, explains how GPs (and others) can learn to practise in a culturally safe way generally, not just with Māori patients, and how cultural safety differs from cultural competence.

In a recent journal article, Elana Curtis and colleagues compared the definitions of cultural competency and cultural safety used internationally. They concluded that cultural safety was the preferred term and approach, as it acknowledges the notion of ‘power’ and requires the healthcare provider to consider the interpersonal power differences between themselves and their patients. The transfer of power can enable appropriate care for Māori, as tangata whenua, and indeed for all people.  In the article(external link) they provide a definition appropriate for achieving health equity and make recommendations for how to apply it within healthcare organisations and when engaging in workforce development:  

“Cultural safety requires healthcare professionals and their associated healthcare organisations to examine themselves and the potential impact of their own culture on clinical interactions and healthcare service delivery. This requires individual healthcare professionals and healthcare organisations to acknowledge and address their own biases, attitudes, assumptions, stereotypes, prejudices, structures and characteristics that may affect the quality of care provided. In doing so, cultural safety encompasses a critical consciousness where healthcare professionals and healthcare organisations engage in ongoing self-reflection and self-awareness and hold themselves accountable for providing culturally safe care, as defined by the patient and their communities, and as measured through progress towards achieving health equity. Cultural safety requires healthcare professionals and their associated healthcare organisations to influence healthcare to reduce bias and achieve equity within the workforce and working environment”.

A bias is when you are prejudiced against a person or group in a way that is unfair. You may not even be aware that you have a bias.

From the time we are born, we learn and take on beliefs and values about the world. We get most of our beliefs and values from our family, friends and the media. Even well-meaning people who don’t think of themselves as being biased have biases as part of their upbringing.

Understanding your biases is a really important part of cultural safety. It’s your biases that make you feel uncomfortable in new or unfamiliar situations. If you understand your biases, you will be able to feel uncomfortable and not react badly.

Your biases act like ‘shortcuts’ and affect your thinking and actions, especially in situations where you are under pressure or in a new or complex situation. Health coaches are likely to be in all those situations.

Video: Prof. David Tipene Leach on: Understanding Unconscious Bias

​Professor David Tipene-Leach gave a presentation at Hutt Valley District Health Board on ‘Why understanding implicit bias contributes to anti-racism and promotes equity’. The presentation was sponsored by Choosing Wisely and Eastern Institute of Technology Te Whare Takiura o Kahungunu, Hawke’s Bay. Watch the video below.

(OTNZ-WNA, 2019)

Video: Optimising long-term condition management for Pacific People

In the video below, Debbie describes some of the findings described in this report.

(Healthify He Puna Waiora, 2020)

 

The learning and education videos below were developed for Wiki Haumaru Tūroro – Patient Safety Week 2019 by Health Quality & Safety Commission, NZ.

Module one: Understanding and addressing implicit bias

(HQSC, NZ, 2019)

Module two: Te Tiriti o Waitangi, colonisation and racism

(HQSC, NZ, 2019)

Module three: Experiences of bias 

(HQSC, NZ, 2019)

Trailer: Who me – biased? He ngākau haukume tōku?

(HQSC, NZ, 2019)

Pusi Urale’s story (Tongan subtitles)

(HQSC, NZ, 2019)

Guidance

Te whānau Māori me o mahi – guidance on Māori cultural competencies for providers(external link) ACC, NZ. 2022

Training modules

Part A – facilitator guide modules 1 and 2 Training module or facilitator guide developed by Healthify He Puna Wiaora and Health Literacy NZ.Training plan(external link)
Part B – handout modules 1 and 2 Training handout developed by Healthify He Puna Waiora and Health Literacy NZ. Handout(external link)

Goodfellow Cultural Competence MOPS 3-pack
Goodfellow Unit 

Cultural competence for health professionals(external link) eCALD

These courses provide top tips for the provision of culturally competent and linguistically appropriate care for culturally and linguistically diverse (CALD) groups from Asian & Middle Eastern, Latin American and African backgrounds.

  • With growing ethnic diversity in New Zealand, clinicians are increasingly more likely to care for clients with language, experiences, beliefs and cultures different from their own.
  • Culturally competent care is central to the provision of quality, equitable and responsive services.
  • Health practitioners and interpreters should be familiar with how to interact in virtual health consultations, especially with the need for stricter social distancing.

View courses for working with CALD patients(external link)
View guidelines and courses for health practitioners working with interpreters(external link)
View guidelines and courses for interpreters in the healthcare setting(external link)
View calendar of available remote F2F courses(external link) 

You will need to register for an account or login to your existing eCALD account to access these courses.

Foundations in cultural competency(external link) LearnOnline
Understanding bias in health care(external link) LearnOnline
Foundation course in Māori cultural competency(external link) Mauri Ora

Test yourself

Quiz: Understanding bias in health care 
Quiz: Understanding bias in health care answers 
Harvard Implicit Association Test(external link)

Brochures

General resources

Health equity assessment tool (HEAT)(external link) Ministry of Health, NZ
Te pae mahutonga(external link) Ministry of Health, NZ
Te whare tapa whā(external link) Ministry of Health, NZ
Te wheke(external link) Ministry of Health, NZ
Improving Māori health through clinical assessment: waikare o te waka o meihana(external link) New Zealand Medical Journal
The hui process: a framework to enhance the doctor–patient relationship with Māori(external link) New Zealand Medical Journal
Public lecture on meihana method for better understanding Māori patients' health needs(external link) University of Otago, NZ
Tikanga: best practice for primary and community healthcare in the rohe of Ngati Whātua(external link) Te Kahu Pōkere & Ngāti Whātua, NZ
Te aka Māori dictionary(external link)
Whakahuatanga o te reo Māori (Māori language pronunciation)(external link) University of Otago Higher Education Development Centre, NZ
Tikanga best practice policy(external link) Waitematā and Auckland DHBs, NZ

  1. Hauora Māori (Māori health) competency(external link) Auckland Regional Health Pathways, NZ

Brochures

statement on cultural safety

Statement on cultural safety

Medical Council of New Zealand, 2019

cultural competence partnership and health equity symposium

Cultural competence partnership and health equity symposium

Medical Council of New Zealand and Te Ohu Rata o Aotearoa (Te ORA), 2019

cultural competence rnzcgp

Cultural competence

RNZCGP, NZ, 2007

Credits: Healthify editorial team. Healthify is brought to you by Health Navigator Charitable Trust. Content from SMS Toolkit used with permission (June 2022).

Reviewed by: Pat Flanagan, self-management consultant

Page last updated: