原住民族健康與文化主權──長照2.0文化安全導師之能力養成

Health of Indigenous People and Cultural Sovereignty: Developing the Competence of Culture Safety Instructors Under the Long-Term Care 2.0 Program

臺灣為多元文化族群的國家，單就原住民族群就有16族，長期照顧之目的是期望能提供不同族群具有文化安全的照顧服務，當第一線人員滿足多元族群長者獨特性照顧需求的挑戰時，「文化安全導師」則負起原住民族文化轉譯者的角色，其角色功能與能力的養成是相當重要的，本文從文化能力與文化安全的理論進行論述，並且針對臺灣培育原住民族文化安全導師的遴選條件、課程內涵與服務實務進行現況評判，最後參考Dimitrov與Haque（2016）、Leininiger（1996）等人針對原住民族文化安全導師的能力及跨文化教學能力的觀點進行彙整，期望做為原住民族長照服務實務與政策之反思與參考。

Taiwan's various ethnic groups, including 16 indigenous groups, represent disparate distinct cultures and backgrounds. In long-term care, culturally safe services that reflect cultural expectations and practices must be provided to older-adult recipients of care. As frontline healthcare workers face practical challenges in providing these services appropriately, ''cultural safety instructors'' may be used to help facilitate indigenous cultural care. Therefore, it is vital to develop the role function and cultural competence of these instructors. In this article, related instructor qualifications, course contents, and expected results of an indigenous cultural safety instruction program are presented based on the theory of cultural competence and cultural safety. In addition, relevant perspectives on cultural safety instructors and their cross-cultural competence specific to indigenous peoples, including Dimitrov and Haque (2016) and Leininiger (1996), are integrated. It is hoped that this study promotes reflection and provides a reference on practice and policies related to long-term care for indigenous people.