Answering the call: A scoping review investigating Indigenization of Canadian nursing schools

• Main Author: Boisclair, Katrina
• Format: Text
• Language: unknown
• Published: Digital Commons @ TRU Library 2019
• Subjects: BScN; Indigenization; Canadian; Curricula; Education; Nursing; Canada; Hagen; Salas; Bearskin; First Nations; inuit; Metis
• Online Access: https://digitalcommons.library.tru.ca/urcproceedings/vol13/iss1/5; https://digitalcommons.library.tru.ca/cgi/viewcontent.cgi?article=1050&context=urcproceedings

Background: Within nursing curricula, there are rarely mandatory courses that address the unique health needs and history of the Indigenous population (CINA, 2012; Rozendo, Salas, & Cameron, 2017). Both Western and Indigenous knowledge are essential components of nursing practice, yet often only the former is present within nursing education (Bearskin et al., 2016; Pijl-Zieber & Hagen, 2011 & Zeran, 2016). The availability of Indigenous knowledge in nursing schools supports an environment of culturally safe care, influencing nursing students who learn and practice in traditional Indigenous lands (Rozendo et al., 2017 & CINA 2009). To examine further these claims, a scoping review was used to inquire about the breadth and depth of research within a Canadian context. The research question: what is the extent of research evidence informing how Indigenous knowledge in classroom or clinical settings impacts the learning of BScN students? This question was addressed through the objective: map out literature regarding Indigenous knowledge in nursing education to understand contextual factors involved with the integration of Indigenous knowledge in nursing. Methods: A scoping review as per Arksey and O’Malley (2005) was used to assess the level of integration and implications regarding the integration of an Indigenous knowledge-based course in BScN education within Canadian nursing schools. Articles were analyzed using the Aboriginal Nurses Association of Canada (ANAC)’s (2009) Cultural Competency and Cultural Safety for First Nations, Inuit and Metis Students framework 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, as well as 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.