Translations for Our Nations: Addressing the Indigenous Language Gap in COVID-19 Health Communication

Purpose: The availability of culturally safe and plain-language resources is necessary to reduce the spread of COVID-19 for Indigenous communities around the world. Translations For Our Nations is an initiative addressing these resource gaps, making available COVID-19 health resources in Indigenous languages on the web. The project began in April 2020 as a result of the Indigenous COVID-19 Health Partnership launched by Victor A. Lopez-Carmen, a Dakota and Yaqui medical student, Harvard Medical School) and co-founded by Sterling Stutz and Thilaxcy Yohathasan, (MPH-Indigenous Health at the University of Toronto), and Sukhmeet Singh Sachal (medical student, University of British Columbia). Methods: Translators from Indigenous communities around the world signed up to participate in the project via a GoogleForm in April 2020. Over 100 Indigenous translators and community members in regions (South America, Asia, Africa, Europe, North America, and the Pacific) were provided the 5 English language source materials reviewed by physicians and Indigenous youth leaders. Translators submitted their translated documents via email and on September 1, 2020 the website Translations4OurNations.org was launched where the translated documents can be accessed and downloaded with more translations accepted on a rolling basis. Results: Translations for our Nations has published COVID-19 health resources in 40+ Indigenous languages from around the world. The website also includes photos and text submissions from community members speaking to the importance of culturally-specific COVID-19 health information disseminated directly to communities in local languages and dialects. Implications:  Indigenous Nations have the right to access vital health information in their mother tongue. This project is led by and designed for Indigenous youth and Indigenous community members to empower individuals and communities to make informed choices regarding their health and exposure risks, and decrease the risk of COVID-19 transmission in Indigenous communities around the world

Developing an Indigenous cultural safety micro-credential: initial findings from a training designed for public health professionals in southern Ontario

Cultural safety training is a resource that healthcare institutions and staff can rely on to end anti-Indigenous racism in their organisations and to shift service providers’ attitudes, beliefs, and knowledge of Indigenous people. The aim of this study was to understand the initial knowledge and interest about Indigenous Peoples that a southern Ontario public health unit’s (PHU) staff hold. A cultural safety micro-credential project was developed in consultation with the PHU. An online survey was administered from January to March 2021 to those who were starting the micro-credential during this timeframe (n = 31). Thirty-one staff responded. A majority of the participants indicated that they had some knowledge of Indigenous Peoples and that this knowledge was relevant to their work. The number of interactions with Indigenous Peoples varied by role. Common themes for the open-ended responses included culture, relationships, and supports/services. Many of the open-ended responses highlighted feelings of not knowing enough and wanting to learn more about Indigenous Peoples. These results indicate a shift in attitudes, behaviours, and knowledge of Indigenous Peoples among the PHU staff. Cultural safety training can serve to address knowledge gaps and contribute to creating the systemic change needed to end anti-Indigenous racism in healthcare institutions

Frameworks, guidelines, and tools to develop a learning health system for Indigenous health: An environmental scan for Canada

Abstract Introduction First Nations, Inuit, and Métis (FNIM) peoples experience systemic health disparities within Ontario's healthcare system. Learning health systems (LHS) is a rapidly growing interdisciplinary area with the potential to address these inequitable health outcomes through a comprehensive health system that draws on science, informatics, incentives, and culture for ongoing innovation and improvement. However, global literature is in its infancy with grounding theories and principles still emerging. In addition, there is inadequate information on LHS within Ontario's health care context. Methods We conducted an environmental scan between January and April 2021 and again in June 2022 to identify existing frameworks, guidelines, and tools for designing, developing, implementing, and evaluating an LHS. Results We found 37 relevant sources. This paper maps the literature and identifies gaps in knowledge based on five key pillars: (a) data and evidence‐driven, (b) patient‐centeredness, (c) system‐supported, (d) cultural competencies enabled, and (e) the learning health system. Conclusion We provide recommendations for implementation accordingly. The literature on LHS provides a starting point to address the health disparities of FNIM peoples within the healthcare system but Indigenous community partnerships in LHS development and operation will be key to success