| Summary: | Background: Within nursing curricula, there are rarely mandatory courses that address the unique health needs and history of the Indigenous population (Rozendo, Salas, & Cameron, 2017). The availability of Indigenous knowledge in nursing schools supports environments of culturally safe care, influencing nursing students who learn and practice in traditional Indigenous lands (Rozendo et al., 2017, CINA 2009). To further examine these claims, a scoping review was used to inquire about the breadth and depth of research within a Canadian context. The research question: How does Indigenous knowledge impact the learning of BScN students?This question was addressed through the objective: To explore literature regarding Indigenous knowledge in nursing education to understand the integration of Indigenous knowledge in nursing. Methods: A scoping review as per Arksey and O’Malley (2005) assessed the level of integration and implications regarding the integration of Indigenous knowledge within the education of Canadian BScN students. ANAC’s (2009) Cultural Competency and Cultural Safety for First Nations, Inuit and Metis Students framework was used to address the extent that research articles have addressed incorporating Indigenization. Conclusions: This scoping review helps to inform the Indigenization agenda in nursing stemming from the TRC’s (2012) Call to Action. Four common themes were found, including: the importance of Indigenous voices, Indigenous and Western intersectionality, the lived experience of Indigeneity, and barriers to Indigenizing nursing education. Currently a dearth of evidence exists on Indigenization within Canadian nursing curricula and more research needs to be directed to understanding how nursing students engage with Indigenous knowledge.
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