Reconciling Taking the "Indian" out of the Nurse

Kennedy, Andrea; Bourque, Danielle; Bourque, Domonique E; Cardinal, Samantha; Bearskin, R. Lisa Bourque

doi:10.17483/2368-6669.1276

Cited by 3 publications

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“…Strengths-based approaches are present in some frameworks for Indigenous health professions education, especially in nursing and medicine (see Table 2). Healthcare and health professions education informed by such frameworks aim for health equity through the use of Indigenous perspectives on well-being, human dignity, capacity building, agency and resilience (Crowshoe et al, 2019;Jones et al, 2019;Kennedy et al, 2021a;Lindstrom, 2018). In 2009, frameworks with core competencies were developed by the Aboriginal Nurses Association of Canada (ANAC) (now the Canadian Indigenous Nurses Association, CINA) and the Indigenous Physicians Association of Canada (IPAC), drawing attention to the importance of cultural safety, relational ethics and respectful engagement with Indigenous knowledges and communities.…”

Section: Strengths-based Approaches For Health Professions Educationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Indigenous strengths-based approaches to healthcare and health professions education – Recognising the value of Elders’ teachings

Kennedy

Sehgal

Szabo

et al. 2022

Health Education Journal

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Background A strengths-based lens is essential for the pursuit of health equity among Indigenous populations. However, health professionals are often taught and supported in practice via deficit-based approaches that perpetuate inequity for Indigenous peoples. Deficit narratives in healthcare and health education are reproduced through practices and policies that ignore Indigenous strengths, disregard human rights, and reproduce structural inequalities. When strengths are recognised it is possible to build capacities and address challenges, while not losing sight of the structural factors impacting Indigenous peoples’ health. Objective In this paper, we examine Indigenous strengths-based approaches to policy and practice in healthcare and health professions education when delivered alongside teachings shared by Elders from the Cree, Blackfoot and Métis Nations of Alberta, Canada. Method Literature and Elders’ teaching were used to shift strengths-based approaches from Western descriptions of what might be done, to concrete actions aligned with Indigenous ways. Results Four pointers for future action adopting a strengths-based approach are identified: enacting gifts – focusing on positive attributes; upholding relationality – centring good relationships; honouring legacy – restoring self-determination; and reconciling truth – attending to structural determinants of health. Conclusion Identified directions and actionable strategies offer a promising means to advance Indigenous health equity through strengths-based actions that change existing narratives and advance health equity.

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Section: Strengths-based Approaches For Health Professions Educationmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Indigenous strengths-based approaches to healthcare and health professions education – Recognising the value of Elders’ teachings

Kennedy

Sehgal

Szabo

et al. 2022

Health Education Journal

Self Cite

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show abstract

“…A good example, the Indian Act continues to represent the most difficult legislation to recognize or counter, particularly because it is perpetuated by institutions and lower levels of governments that do not understand that this policy, as the oldest, sexist, and most racist regulations existing in Canada today, was used to 'kill the Indian in the Child' (Milloy, 1999). https://www.thecanadianencyclopedia.ca/ en/article/indian-act#:%7E:text=The%20Indian%20Act%20is%20the, obligations%20to%20First%20Nations%20peoples Still, many nursing students, including my own children, are left questioning their own understanding and wondering, in anguish, about how they were to reconcile 'taking the 'Indian' out of the Nurse' (Kennedy et al, 2021;p 2).…”

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confidence: 99%

Decolonization the what, why and how: A treaties on Indigenous nursing knowledge

Bearskin

2023

Nursing Philosophy

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First, I acknowledge all of the Indigenous Peoples known as the original descendants, traditional right holders, and custodians, as well as their historical relations, to the lands upon which we live and benefit, still to this day. Specifically, I want to offer my respect and honor our kihtêhayak-the Old Ones, Knowledge Holders, Elders, and the children of the past, the present, and the future, for they hold the memories and the traditions and the hopes of all Indigenous Peoples across Turtle Island. I pay special tribute to my own ancestral beginnings, the traditional unceded and occupied territories of Beaver Lake Cree Nation and my grandmother, Marianne Bearskin, and her children, my mother Elma Bourque Bearskin who gave me life and shaped how I live in the world today, and in the everydayness of my nursing work, and my children who have helped me to journey through a life of caring, healing, and love. My family comes from the lands known

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Acknowledging Indigenous-specific racism within Canadian Nursing: An Integrative Review

Walizada

Graham

Padua

2022

Preprint

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Background Historically, nurses and the nursing discipline have participated in perpetuating colonial harms and assimilative policies towards the Indigenous peoples of Canada. Thus, the nursing profession has been complacent and at times complicit in their actions that have resulted in Indigenous-specific racism. The purpose of the paper is to highlight how Canadian nursing practice is contributing to ongoing colonial policies and how this perpetuates the current Indigenous health disparities, and to offer suggestions to be integrated into nursing practice. Method Whittemore and Knafl's integrative review methodology was used for this review. Sixteen sources fitting predetermined criteria found on the databases CINAHL, Medline, ProQuest Nursing & Allied Health Premium, Google Scholar, and Google were assessed and analyzed. Results There are multiple ways nursing is currently involved in colonial harms and contributing to Indigenous-specific racism in healthcare. The suggested interventions to address these harms are identified and grouped into themes. They are Indigenous-specific racism in nursing academia, Indigenous-specific racism in nursing practice, and organizational and systemic recommendations. Conclusion Despite progress and efforts made by nursing, the current health care system continues to reflect the legacy of colonialism for Indigenous peoples. Therefore, the nursing discipline needs to re-examine current nursing practice and begin a systemic approach to dismantle Indigenous-specific racism.

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Reconciling Taking the "Indian" out of the Nurse

Cited by 3 publications

References 0 publications

Indigenous strengths-based approaches to healthcare and health professions education – Recognising the value of Elders’ teachings

Indigenous strengths-based approaches to healthcare and health professions education – Recognising the value of Elders’ teachings

Decolonization the what, why and how: A treaties on Indigenous nursing knowledge

Acknowledging Indigenous-specific racism within Canadian Nursing: An Integrative Review

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