Cultural safety nursing education in Canada: a comprehensive literature review
Bibliographic record
Abstract
This comprehensive literature review provides a current review of the ways cultural safety is being drawn on in nursing education in Canada. Beginning with a grounding in the conceptualization of culture and its relation to health, this review then explores the history of cultural safety education in New Zealand drawing to light their experiences with implementing a cultural safety framework into their nursing curricula. Theoretical and educational approaches that address power relations, promote social justice, and are congruent with cultural safety will be discussed to establish a link to what has been and is being considered in nursing education to address health inequities and difficult issues such as racism. This paper provides a summary of current literature about educating nurses to provide culturally safe care. The writer reveals what progress has been made but also discusses the implications of the cultural safety framework for educating Aboriginal nursing students, for rural nurses, for the care of First Nations People, and for nursing care in today‟s Canadian multicultural context. Questions for further inquiry and research are also identified.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.005 | 0.011 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.002 | 0.001 |
| Bibliometrics | 0.023 | 0.043 |
| Science and technology studies | 0.004 | 0.001 |
| Scholarly communication | 0.005 | 0.002 |
| Open science | 0.002 | 0.001 |
| Research integrity | 0.002 | 0.001 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".