Mobilizing Decolonized Nursing Education at Aurora College: Historical and Current Considerations
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
Nursing education at Aurora College in the Northwest Territories, Canada has evolved from its beginnings as a diploma nursing program to today’s undergraduate degree program. The purpose of this report is to share the evolution of the program and the movement towards decolonized pedagogy and epistemology throughout its development. Since 51% of the territory’s population is Indigenous and the other 49% is diverse, traditional knowledge and different ways of knowing, along with cultural safety and competency, are important concepts for northern nursing. The concept-based curriculum lends itself to teaching and learning from a critical post-colonial perspective where students learn to critique and question colonial practices and dominant discourse. Focusing inquiry into colonial pedagogy of this nature will provide new insights and considerations of power and power relations within education. This report contributes to the topic of decolonizing nursing education at a time when there is little substantive effort in this direction. This report is part of a special collection from members of the University of the Arctic Thematic Network on Northern Nursing Education. The collection explores models of decentralized and distributed university-level nursing education across the Circumpolar North.
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.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.001 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 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 it