Shifting the academic lens: Development of an interdisciplinary Indigenous health nursing course

Blackstock, Sheila

doi:10.5430/jnep.v7n1p11

Cited by 8 publications

(6 citation statements)

References 9 publications

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“…(Participant Interview, April 18, 2019) Many schools have expanded these courses to include conversations around Reconciliation, health care for refugees, and other matters of citizenship, border imperialism, and racialization relegated to the seemingly indefinite category of "diversity." In the interviews and literature, "diversity courses" are becoming increasingly mandatory for all students in Canadian NursMed Education, compared to previous years where they were nonexistent or offered as electives (Blackstock, 2017). In the observations, we witnessed the adaptations Canadian NursMed Education has made in the last several years to attend calls for EDI.…”

Section: Equity Diversity Inclusion and Anti-racism Shape Teachers' E...mentioning

confidence: 99%

Decolonial, intersectional pedagogies in Canadian Nursing and Medical Education

Bhandal,

Browne,

Ahenakew

et al. 2023

Nursing Inquiry

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Our intention is to contribute to the development of Canadian Nursing and Medical Education (NursMed) and efforts to redress deepening, intersecting health and social inequities. This paper addresses the following two research questions: (1) What are the ways in which Decolonial, Intersectional Pedagogies can inform Canadian NursMed Education with a focus on critically examining settler‐colonialism, health equity, and social justice? (2) What are the potential struggles and adaptations required to integrate Decolonial, Intersectional Pedagogies within Canadian NursMed Education in service of redressing intersecting health and social inequities? Briefly, Decolonial, Intersectional Pedagogies are philosophies of learning that encourage teachers and students to reflect on health through the lenses of settler‐colonialism, health equity, and social justice. Drawing on critical ethnographic research methods, we conducted in‐depth interviews with 25 faculty members and engaged in participant observation of classrooms in university‐based Canadian NursMed Education. The research findings are organized into three major themes, beginning with common institutional features influencing pedagogical approaches. The next set of findings addresses the complex strategies participants apply to integrate Decolonial, Intersectional Pedagogies. Lastly, the findings illustrate the emotional and spiritual toll some faculty members face when attempting to deliver Decolonial, Intersectional Pedagogies. We conclude that through the application of Decolonial, Intersectional Pedagogies teachers and students can support movements towards health equity, social justice, and unlearning/undoing settler‐colonialism. This study contributes new knowledge to stimulate dialog and action regarding the role of health professions education, specifically Nursing and Medicine as an upstream determinant of health in settler‐colonial nations such as Canada, United States, Australia, and New Zealand.

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Section: Equity Diversity Inclusion and Anti-racism Shape Teachers' E...mentioning

confidence: 99%

Decolonial, intersectional pedagogies in Canadian Nursing and Medical Education

Bhandal,

Browne,

Ahenakew

et al. 2023

Nursing Inquiry

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“…[15] These findings highlight the importance of training nurses to provide appropriate, cultural care and developing locally appropriate and relevant health services/programs to be responsive to the community. [20][21][22]27] There is a scarcity of Indigenous rural nursing practice courses in British Columbia, thus there are minimal resources and publications to guide the reflective process. [23] The author based their journal reflections on Indigenous ways of knowing and being informed by relational practice.…”

Section: Ingenuity and Innovation In Rural Nursing Practicementioning

confidence: 99%

Adaawk: Thinking and being in our hearts--Sharing the reflections of Otsin, Gitxsan rural indigenous nursing practice

Blackstock

2019

JNEP

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Adaawk is oral history shared through the reflections of the first offering of a Gitxsan rural nursing practice course in follow up to the publication Otsin: Sharing the spirit of an indigenous nursing practice course development. In the spirit of adaawk, the Gitxsan’s reflections of the Gitxsan nursing practice course are themed using the metaphor of a totem pole. Each concept, and partnerships are integral to the development of a totem that reflects the adaawk. The purpose of this article is to demonstrate how the co-creation of relational concepts with the community strengthens preceptor, student and community partnerships for improved preceptor support and student learning outcomes. The author’s reflections demonstrate how the rural Gitxsan nursing practice experience informs the co-creation of cultural safety knowledge. Further, the experience provides a safe forum for students to practice cultural safety and relational practice. It allows students to co-create innovative patient outcomes within rural and community nursing practice context reflecting a two-eyed seeing approach. Students give back to communities through facilitated student placements in leadership/community health nursing for a fourth year nursing practice project with Gitxsan and rural communities in follow up to their third year practice. Authentic community partnerships and co-creation are foundational to enacting relational practice to nursing practice course development, consultation, and cultural safety practice. Learning outcomes of the course are revised to strengthen the parts of the totem and ultimately the essence of adaawk.

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“…Inclusion of place offers promise to naturally embed decolonizing process and inherently ensure the honoring of protocols if academics shift their academic lens-insuring protocols and community engagement are honored. [4] Place is not merely a subset of the social determinant of health, rather it is geographical material and ecological entity; earth, water, land [13] and situates ceremony, and traditions. Place extends to oral history and the creation of new historical, political influences that impact health and health outcomes.…”

Section: Place: Rural and Indigenous Nursing Practicementioning

confidence: 99%

“…Honoring protocols, engagement of Indigenous Peoples through lessons learnt in northern, rural roots, partnerships and embracing a student-centered teaching pedagogy prompts a shift in the academic lens. [4] Indigenous community members were consulted to clarify protocols and plan community cultural experiences. Honoring protocols and engagement means taking time, building partnerships in defining Indigenous health to shape nursing education.…”

Section: Introduction: Otsin Interweavingmentioning

confidence: 99%

Otsin: Sharing the spirit--Development of an indigenous rural nursing practice course

Blackstock

2018

JNEP

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Otsin is the spirt of Gitxsan Peoples and is reflected by the Gitxsan author sharing the journey in the development of a unique third year undergraduate nursing practice course. The nursing practice course immerses students in a combined rural and an interdisciplinary indigenous nursing practice. The practice course is based on a student centered, context-based teaching pedagogy using a two-eyed seeing approach. The theoretical tenet of place is reconceptualized to reflect Indigenous communities and rural nursing practice. The metaphor of weaving together cedar strips is used to reflect a journey that takes students through the experiences of living and practicing in a rural northern community while embracing on the land experiences, cultural practices, traditions, language and ceremonies. The traditional academy curricula are challenged to broaden the lens beyond the classroom theatre walls to rural, indigenous nursing practice experiences. The weaving of the cedar strips together and allows students to construct their understanding of the impacts of colonization on Indigenous Peoples and an opportunity to be guided by the community to practice cultural safety.

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Shifting the academic lens: Development of an interdisciplinary Indigenous health nursing course

Cited by 8 publications

References 9 publications

Decolonial, intersectional pedagogies in Canadian Nursing and Medical Education

Decolonial, intersectional pedagogies in Canadian Nursing and Medical Education

Adaawk: Thinking and being in our hearts--Sharing the reflections of Otsin, Gitxsan rural indigenous nursing practice

Otsin: Sharing the spirit--Development of an indigenous rural nursing practice course

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