Appendix C: Aboriginal Competency Checklist

Working with Aboriginal Peoples: Health Sciences CC Implementation Toolkit, 2014

Appendix C: Aboriginal Competency Checklist

Working with Aboriginal Peoples:

NOSM Health Sciences Competency Checklist

The NOSM Health Sciences learner 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 shouldbe completed at least by the end of the NOSM placement and/or NOSM-related program (e.g. NODIP, PA).

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)

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.
Identify and describe the socio-demographic profile of Aboriginal peoples in Ontario and Canada, including the heterogeneity of this population.
Identify and describe a range of traditional and non-traditional healing and wellness practices and sources of expertise including elders and healers.
Be familiar with the issues and strategies related to improving accessto culturally appropriate health services for Aboriginal peoples in Ontario and Canada.

Advanced Competency (Cultural skills and encounters)

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:

This checklist is used to assist the learner and clinical teacher/preceptor to plan the placement activities and schedule.
It is the responsibility of the learner to complete the checklist and submit to the NOSM-related Program Manager/Coordinator.
The Program Manager/Coordinator will review checklist and collate for Health Sciences accreditation purposes.
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

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:
History: Aboriginal Peoples, Aboriginal Affairs and Northern Development Canada and the Treaty Relationship

National Aboriginal History Month (main page only)

CBC news (on residential schools) at:

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:

Treaties:
1. ______
2. ______

Views key videos from CBC 8th fire and archives at:

(The 60s scoop, 12 minutes)
(2.5 minutes)
(7.5 minutes)
(2.5 minutes audio only)

Optional activities:
Arranges with preceptor an opportunity to meet/attend a story telling/presentation by a residential school survivor
National Aboriginal History Month (view web links of interest)
Views aptn Civilized to Death-Part 1 (13 minutes) at:
Views aptn Civilized to Death-Part 2 (10 minutes) at:
Views Shielded Minds video (33 minutes) at:
Views select Ide No More movement sites and videos at:

(7 minutes)
(9 minutes)
(15.5 minutes)
(15.5 minutes)
1.2 Gains knowledge of the health status of Aboriginal peoples in Ontario and Canada.
Learning Activities:

Identify and review a minimum of two publications that are relevant to discipline or practice setting from Statistics Canada, Aboriginal People, Health and wellbeing, Publications at:

Reviewed publications:

______
______

Completes required Statistics Canada and other key readings:
Aboriginal Peoples Survey, 2006: An overview of the health of the Métis population

The Daily—Study: Select health indicators of First Nations people living off reserve, Métis and Inuit,2007to2010

RHS Phase 2 (2008/10) National Report on the Adult, Youth and Children Living in First Nations Communities, Selected Results at:

Optional readings and viewings include:
Select factsheets from 2006 Profile of Aboriginal Children, Youth and Adults (
Aboriginal Children’s Survey, 2006: First Nations Children Living Off Reserve at:
Aboriginal Children’s Survey, 2006: Métis Children at:
Reading, J. (2009). The crisis of chronic disease among Aboriginal Peoples: A challenge for public health, population health and social policy.Centre for Aboriginal Health Research. Victoria, British Columbia, Canada.
Loppie Reading and Wien. (2009). Health inequalities and social determinants of Aboriginal peoples’ health.
RHS Phase 2 (2008/10) National Report on the Adult, Youth and Children Living in First Nations Communities full report at:
Aptn Northern Health-Part 1 (12 minutes) and Part 2 (9.5 minutes) at: and
Social determinants of health (Pikangikum First Nation, Northwestern Ontario, 10.5 minutes) at:
Postl, B., Cook, C. & Moffatt, M. (2010). Aboriginal Child Health and the Social Determinants: Why Are These Children So Disadvantaged? Healthcare Quarterly, 14, Special Issue, 42-51.(PubMed)

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).

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:
Aboriginal Affairs and Northern Development Canada. (2010). First Nation and Inuit Community Well-Being: Describing Historical Trends (1981-2006).

Statistics Canada. 2007. Ontario (Code35) (table). Aboriginal Population Profile. 2006Census. Statistics Canada Catalogueno.92-594-XWE. Ottawa. ReleasedJanuary15,2008 at:

Select the most applicable Health Region(s) of Northern Ontario for current placement location.

CBC News, A snapshot of Canada's booming aboriginal population, 2011 at:
2006 Aboriginal Population Profiles for select Northern Ontario communities available at Statistics Canada, Aboriginal People, Health and wellbeing, Publications (page 2) (review relevant placement community if available)
Identify and list other relevant population reports/publications for placement community/mandate (e.g. LHIN reports, health unit reports such as: Demographic Profile, Aboriginal Population, Sudbury & District Health Unit (2008) at:

List of relevant reports and links:

______
______

Optional videos on heterogeneity:

(Mixed blood, Wasauksing First Nation, Parry Sound,7:16 minutes)
(Lighting the 8th fire, Peterborough, 6 minutes)
through the generations, Metis, Manitoba, 7 minutes)
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 (

______
______

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

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:

Completes recommended readings from the National Aboriginal Health Organization (NAHO) and other key links:
Chronic disease and traditional approaches, NAHO, 2011

Traditional Diets and Health, NAHO, 2011
Aboriginal Women and Traditional Healing, An Issue Paper, Native Women’s Association of Canada, June 2007

Differences between traditional aboriginal cultures and mainstream Western culture, Aboriginal Human Resource Council, 2011

Traditional Aboriginal Medicine, University of Ottawa, Aboriginal Health Theme (NOTE: links to additional readings and reports and content on other pages within this site contain dated statistics and reports)

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:

______
______

Optional activities, videos and readings:
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:

______
______

Video viewing: CBC Doc Zone 8th Fire Dispatches, Sacraments and the smudge (7.5 minutes)

Southwest LHIN: Cross Cultural Reference for Health Care Providers, 2010
Manitowabi, D., and Shawande, M. (2011). The Meaning of Anishinabe Healing and Wellbeing on Manitoulin Island. Pimatisiwin: A Journal of Aboriginal and Indigenous Community Health, 9 (2), 441-458.(NODIP Portal, Resource Centre, Aboriginal Resources folder)

3.2 Gains knowledge of roles and responsibilities of elders and healers.
Learning Activities:

Completes recommended reading from NAHO and other key links:
NAHO interviewing elders guidelines, 2005

NOSM Elders Handbook, 2011

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.

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 readings from National Collaborating Centre for Aboriginal Health and other key provincial links:
The Aboriginal Health Legislation and Policy Framework in Canada, 2011.

The Aboriginal Healing and Wellness Strategy, Ontario.

Optional reading:
Health Professionals Working With First Nations, Inuit, and Métis Consensus Guideline - SOGC Clinical Practice Guidelines, 2013

4.2 Gains knowledge of Aboriginal Affairs of NOSM.
Learning Activities:

Is familiar with NOSM Aboriginal Affairs and its mandate, key activities and reports.

ADVANCED COMPETENCY

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.