Tag Archives: #Indigenouseducation

Mod 3, Post 4: Nursing Education responds to the truth & reconciliation report

This article was published in the International Journal of Nursing Education Scholarship and has some insights that are directly linked to our course material. It discusses the unique needs of Indigenous nursing students. It directly links themes from pedagogy and the work of the Truth and Reconciliation Commission to help identify the challenges and rewards of working with Indigenous nursing students to promote more Indigenous nurses into the profession. This is an excellent article that I used heavily in my paper.

The image above, I took from a CBC News report discussing the theme of my paper – to help heal the poor relationship between the health care system and Indigenous people, more Indigenous nurses and understanding of Indigenous health issues is required in health care.

Lane, A., & Petrovic, K. (2018). Educating aboriginal nursing students: Responding to the truth and reconciliation report. International Journal of Nursing Education Scholarship, (1) doi: http://dx.doi.org/10.1515/ijnes-2017-0064

photo credit: Sterritt, A. (2017, May 11). More Indigenous nurses needed to change health-care system, practitioners say. CBC News. https://www.cbc.ca/news/indigenous/strength-of-indigenous-nurses-highlighted-on-national-day-1.4110129

M3, Entry 2: Coordination Deal

Module 3: Decolonization and Indigenous Property Rights

Entry 2: Coordination Deal

These CBC and APTN news stories report on a historic moment when Cowessess First Nation became the first First Nation to take control over their child welfare system. This announcement reminds us that decolonization affects not only education, but other systems in our society.

This week’s readings about building collaborative relationships with Elders, communities, educators, and parents to design culturally responsive education systems highlighted the need for families to have control over child rearing (McGregor, 2012).

The steps taken today and in the future to ensure that children can be raised in their own communities also plays a role in building a strong, culturally responsive education system.

APTN News. (2021, July 6). Cowessess First Nation signs $39M deal to implement child welfare system. APTN National News. https://www.aptnnews.ca/national-news/cowessess-first-nation-signs-39m-deal-to-implement-child-welfare-system/

Bosivert, N. (2021, July 6). Trudeau signs agreement returning child welfare responsibilities to Cowessess First Nation. CBC News. https://www.cbc.ca/news/politics/pm-cowessess-child-welfare-1.6092236

McGregor, H. E. (2012). Curriculum change in Nunavut: Towards Inuit Qaujimajatuqangit. McGill Journal of Education, 47(3), 285-302.

M3P2: The Canadian Indigenous Nurses Association

In 1974, a number of nurses with Aboriginal ancestry joined together with others to form the Aboriginal Nurses Association in 1975, which then became the Canadian Indigenous Nurses Association.

As part of their mandate, the CINA helped inform the Federal/Territorial/Provincial Workforce committee on Health Workforce in their work with the Principle Nursing Advisors Taskforce in 2017 to develop a vision for the future of nursing in Canada that included Indigenous Health. In 2020, the report was published and included numerous strategies and recommendations for involving Indigenous people, Indigenous nurses and nursing schools to improve the health of Indigenous peoples in Canada.

Despite this work by and for nurses, the systems involved are slow to respond, and Indigenous people continue to have poor health outcomes, higher rates of suicide, higher rates of drug and alcohol use, and higher rates of incarceration than the Canadian average (Statistics Canada, 2021). These indicators also clearly indicate symptoms resulting from a legacy of trauma.

While many governmental organizations have commitments to Indigenous health, acknowledgement of Indigenous peoples and multiple task forces and working groups, there doesn’t seem to have been much progress made to improve Indigenous health and well-being.

The mandate of the CINA continues to work on this more specifically with nursing health professionals, as demonstrated by their key objectives. However, there is still much work to be done.

The Association’s key objectives were updated in 2010 to be more reflective of current changing health, social and political environment:

To work with communities, health professionals and government institutions on Indigenous Health Nursing issues and practices within the Canadian Health system that address particular interest and concern in Indigenous communities with a view to benefiting Indigenous peoples of Canada by improving their health and well-being, physically, mentally, socially and spiritually.
To engage and conduct research on Indigenous Health Nursing and access to health care as related to Indigenous Peoples.
To consult with government, non-profit and private organizations in developing programs for applied and scientific research designed to improve health and well-being in Indigenous Peoples.
To develop and encourage the teaching of courses in the educational system on Canadian Indigenous health, Indigenous knowledge, cultural safety in nursing and the health care system and/or other educational resources and supports.
To promote awareness in both Canadian and International Indigenous and non-Indigenous communities of the health needs of Canadian Indigenous people.
To facilitate and foster increase participation of Indigenous Peoples involvement in decision-making in the field of health care.
To strengthen partnerships and develop resources supporting the recruitment and retention of more people of Indigenous ancestry into nursing and other health sciences professions.
To disseminate such information to all levels of community.

Canadian Indigenous Nurses Association. (n.d.). Canadian Indigenous Nurses Association (C.I.N.A). Https://Indigenousnurses.Ca. https://indigenousnurses.ca/about

Statistics Canada. (2021, June 28). Indigenous peoples. Https://Www.Statcan.Gc.ca/Eng/. https://www.statcan.gc.ca/eng/subjects-start/indigenous_peoples

M2 P5: BC Pre-health program for Indigenous student success

A large part of the reason for my research question is not only that more competent health professionals are required who understand Indigenous culture and how this contributes to well being in Indigenous communities, but also that there is a shortage of skilled health professionals on reserves and remote or rural Indigenous communities.
I’ve been involved in pre-health programs at BCIT – the polytechnic institute partnered with Burnaby School Board to provide a specialized program for grade 12 students interested in health sciences careers to attend a year long course at BCIT to not only gain exposure to education in their career interests, but also to ease the transition from high school into a professional program at the college level. A program like this, geared specifically for Indigenous students, would help remove barriers for Indigenous students and promote success. This article discusses just such a program as a partnership between the Secwepemc Cultural and Education Society, the Shuswap Nation Tribal Council and the University College of the Cariboo, who developed an Aboriginal pre-health program.

This article is from 2001, so part of my research for the final project will be to discover whether this program is still running and any other details I can find on it.

Holmes, V. (2001). Southcentral British Columbia Secwepemc cultural education society aboriginal pre-health education program. The Aboriginal Nurse, 16(1), 22. Retrieved from https://www.proquest.com/trade-journals/southcentral-birtish-columbia-secwepemc-cultural/docview/234988180/se-2?accountid=14656

M2 P4: BCIT’s Indigenous Vision

This framework is the basis for the Indigenization of the nursing program at BCIT. It is broad and ambitious, but serves as a guiding framework for the work being done by faculty to ensure Indigenous student success in the programs. It is openly available to the public on the BCIT website. This vision prioritizes three actions around inclusion, accountability and collaborative relationships. The faculty working within this framework works closely with Indigenous educators and leaders from BCIT Indigenous services.

https://www.bcit.ca/indigenous-vision/

“Truth is the foundation. Indigenization is the action. Reconciliation is the goal”.

British Columbia Institute of Technology. (n.d.-a). BCIT’s Indigenous vision. BCIT.Ca. Retrieved February 21, 2021, from https://www.bcit.ca/indigenous-vision/

M2 P3: The Language of Wellness

I share this link to several hour long webinars from the First Nations Health Authority (FNHA) on the expression of language as a vehicle towards not only cultural preservation, but to wellness and healing as well. These were forwarded to me through one of my colleagues at work, and it really goes along with my topic of Indigenous nursing students and the relationship between the current health care system and Indigenous peoples. The length of the videos can be a little daunting, as some are over 1 hour in length, but they clearly demonstrate the need to preserve culture, language and Indigenous ways of knowing as a path to wellness, using modern technology to disseminate the teaching to as broad an audience as possible. This was shared in the context of health care, but can apply to many different areas of interest.

https://youtube.com/playlist?list=PLDKOxTJMuk__vbbZpJtvQnSiHobUQxCLR

First Peoples’ Cultural Council [fnhealthcouncil]. (2021, June 9). The language of wellness [Video]. YouTube. https://youtu.be/69w9f3aqzU8

Zimmerman, L. J., Zimmerman, K. P., & Bruguier, L. R. (2000). Cyberspace smoke signals: New technologies and Native American ethnicity. In C. Smith & G. K. Ward (Eds.), Indigenous cultures in an interconnected world (pp. 69–86). Amsterdam University Press. https://ebookcentral.proquest.com

M1 P5: First Nations University

I found this website while looking for admissions requirements for nursing programs. This is a University in Saskatchewan offering Undergraduate and Graduate programs specifically for Indigenous peoples. It is also unique in the fact that both campuses (Regina and Saskatoon) are on reserves.

While they don’t have a specific nursing program, they do have an undergraduate degree program in Indigenous Health. I wasn’t able to view the specific admission requirements for the program without actually applying, but there does seem to be supports in place to help students apply and succeed to this University program. They also offer some graduate level programs, such as Master of Indigenous Education.

https://www.fnuniv.ca/