Reconcili-Action Begins With Education: Graduate Nursing Students’ Perspectives of an Experiential Exercise About the History of Indigenous Peoples in Canada
Notice bibliographique
Résumé
Background: In 2015, the Truth and Reconciliation Commission of Canada called for nursing schools to require all students to complete a course about the history and legacy of the residential school systems and the ongoing impacts of colonialism on survivors and their families. To address this call, we reviewed the graduate nursing curriculum at a Western Canadian university and noted the need to facilitate graduate nursing students’ understanding of the history of Indigenous Peoples in Canada. As future advanced practice nurses, graduate nursing students play a pivotal role in reconciliation and improving the health of Indigenous Peoples by working collaboratively with patients, students, colleagues, leaders, and policymakers. Methods: Two 3-hour Turtle Island Project experiential exercises were offered to all graduate nursing students at a Western Canadian university to raise awareness and increase the understanding of the historical context shaping the relationship between Indigenous Peoples and non-Indigenous people. Immediately following the exercise, an anonymous paper-based survey was conducted to evaluate the experiential exercise and invited participants to reflect on strategies to engage in reconciliation as future advanced practice nurses. Data was collected from 21 participants and analyzed using quantitative measures for closed questions and thematic analysis for narrative responses to open-ended questions. Results: The findings support experiential and intergenerational learning and sharing circles as a guiding framework to implement Indigenous content in graduate nursing curricula. All participants strongly endorsed that the experiential exercise was useful, and 90% of participants highly rated its impact on their future practice. The overarching theme of the thematic analysis, “heart and mind,” exemplified the participants’ shared experiences. Participants gained a deeper cognitive and emotional understanding through role-playing and reflection in a sharing circle. Conclusion: Survey results provided evidence for educators, administrators, and institutions to partner with Indigenous communities, Elders, and Knowledge Keepers to implement Indigenous experiential exercises and sharing circles in all nursing programs. The experiential exercise, intergenerational learning, and the sharing circle as a learning approach may ensure that the Truth and Reconciliation Call to Action #24 is honoured. Current and future health care professionals must fully understand the impact of colonial history and their role in sustaining whiteness. In addition, they must understand and respect Indigenous worldviews, ways of knowing, knowledge, and practices about health to promote culturally safe nursing practice in partnership with Indigenous Peoples worldwide.
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Comment cette classification a été obtenuedéplier
Prédiction machine sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Le volet Gemma est une étiquette directe du modèle pour chaque travail de la base, lue sur la notice réduite au titre. Le volet Codex est un classifieur appris des 10 348 étiquettes directes de Codex et calibré sur les taux pondérés de l'échantillon; les champs sans appui suffisant ne portent aucun appel Codex. Le mode candidate est l'union des deux volets; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont pas des étiquettes humaines.
Scores du classifieur distillé par catégorie (deux têtes)
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,011 | 0,013 |
| Méta-épidémiologie (sens strict) | 0,001 | 0,001 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,001 | 0,002 |
| Études des sciences et des technologies | 0,045 | 0,028 |
| Communication savante | 0,011 | 0,003 |
| Science ouverte | 0,004 | 0,013 |
| Intégrité de la recherche | 0,004 | 0,012 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule source (Gemma direct ou Codex distillé), pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».