K. Lechasseur, Sandrine Hegg, G. Mbemba, C. Caux, Caroline Maltais
Recommended Citation Lechasseur, Kathleen; Hegg, Sandrine Mme; Mbemba, Gisèle Irène Claudine; Caux, Chantal; and Maltais, Caroline (2023) "Educational strategies supporting the development of ethical competence among nursing students: an integrative review," Quality Advancement in Nursing Education Avancées en formation infirmière: Vol. 9: Iss. 1, Article 4. DOI: https://doi.org/10.17483/2368-6669.1347
凯瑟琳·莱查瑟;喂，桑德琳夫人;Mbemba, gis ir Claudine;Caux,尚塔尔;《卡洛琳》和马尔泰斯(2023年)“支持护理学生道德能力发展的教育策略:综合回顾”，《护理教育质量进步》，第9卷:第1期，第4条。DOI: https://doi.org/10.17483/2368 - 6669.1347
{"title":"Educational strategies supporting the development of ethical competence among nursing students: an integrative review","authors":"K. Lechasseur, Sandrine Hegg, G. Mbemba, C. Caux, Caroline Maltais","doi":"10.17483/2368-6669.1347","DOIUrl":"https://doi.org/10.17483/2368-6669.1347","url":null,"abstract":"Recommended Citation Lechasseur, Kathleen; Hegg, Sandrine Mme; Mbemba, Gisèle Irène Claudine; Caux, Chantal; and Maltais, Caroline (2023) \"Educational strategies supporting the development of ethical competence among nursing students: an integrative review,\" Quality Advancement in Nursing Education Avancées en formation infirmière: Vol. 9: Iss. 1, Article 4. DOI: https://doi.org/10.17483/2368-6669.1347","PeriodicalId":436071,"journal":{"name":"Quality Advancement in Nursing Education - Avancées en formation infirmière","volume":"67 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-02-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121491986","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Tamarah J Braithwaite, Leanne Poitras Kelly, C. Chakanyuka
It is critical that nurse education programs in Canada respond to the Truth and Reconciliation Commission’s call to develop a course about the documented impacts of Indigenous-specific racism on the health outcomes of Indigenous people. Initiatives such as San’yas Anti-racism Indigenous Cultural Safety Education, courses on trauma-informed care, and required Indigenous health and history classes in nursing programs are providing a solid beginning. However, the effectiveness of this education requires interrogation. The assumption that education results in changes in nursing practice behavior or uptake of critical knowledge may not be completely accurate in complex environments. To this end, this mixed methods study aimed to explore nursing student experience with incorporating decolonizing and antiracist knowledge into nursing practice with Indigenous patients/clients. Fourth-year baccalaureate program nursing students at a Canadian university who had completed a core course on the impacts of colonization and Indigenous-specific racism on Indigenous health in Canada were surveyed regarding their experience of applying this knowledge during their clinical rotations. Sixteen participants responded to an anonymous online survey consisting of three short-answer open-ended questions and six Likert-style questions about their experiences. The emergent narrative themes and Likert-scale data indicate that although the students valued the information provided in the class, they continued to experience some uncertainty when caring for Indigenous clients. Prominent areas of uncertainty included applying knowledge to practice, student confidence in disrupting racist treatment of Indigenous patients by their healthcare colleagues, and knowing how to approach sensitive client situations to avoid re-traumatization. This article discusses these student responses and implications for nursing education and future research.
{"title":"File of Uncertainties: Exploring student experience of applying decolonizing knowledge in practice","authors":"Tamarah J Braithwaite, Leanne Poitras Kelly, C. Chakanyuka","doi":"10.17483/2368-6669.1351","DOIUrl":"https://doi.org/10.17483/2368-6669.1351","url":null,"abstract":"It is critical that nurse education programs in Canada respond to the Truth and Reconciliation Commission’s call to develop a course about the documented impacts of Indigenous-specific racism on the health outcomes of Indigenous people. Initiatives such as San’yas Anti-racism Indigenous Cultural Safety Education, courses on trauma-informed care, and required Indigenous health and history classes in nursing programs are providing a solid beginning. However, the effectiveness of this education requires interrogation. The assumption that education results in changes in nursing practice behavior or uptake of critical knowledge may not be completely accurate in complex environments. To this end, this mixed methods study aimed to explore nursing student experience with incorporating decolonizing and antiracist knowledge into nursing practice with Indigenous patients/clients. Fourth-year baccalaureate program nursing students at a Canadian university who had completed a core course on the impacts of colonization and Indigenous-specific racism on Indigenous health in Canada were surveyed regarding their experience of applying this knowledge during their clinical rotations. Sixteen participants responded to an anonymous online survey consisting of three short-answer open-ended questions and six Likert-style questions about their experiences. The emergent narrative themes and Likert-scale data indicate that although the students valued the information provided in the class, they continued to experience some uncertainty when caring for Indigenous clients. Prominent areas of uncertainty included applying knowledge to practice, student confidence in disrupting racist treatment of Indigenous patients by their healthcare colleagues, and knowing how to approach sensitive client situations to avoid re-traumatization. This article discusses these student responses and implications for nursing education and future research.","PeriodicalId":436071,"journal":{"name":"Quality Advancement in Nursing Education - Avancées en formation infirmière","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122420781","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Lisa Bourque Bearskin, W. Phillips-Beck, A. Kennedy, J. Pepin, F. Myrick, Jessica Pearce Lamothe, Sabiha Khazal
{"title":"Calling Nurses to Move Forward Together in Truth and Love","authors":"Lisa Bourque Bearskin, W. Phillips-Beck, A. Kennedy, J. Pepin, F. Myrick, Jessica Pearce Lamothe, Sabiha Khazal","doi":"10.17483/2368-6669.1388","DOIUrl":"https://doi.org/10.17483/2368-6669.1388","url":null,"abstract":"","PeriodicalId":436071,"journal":{"name":"Quality Advancement in Nursing Education - Avancées en formation infirmière","volume":"42 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131910075","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Caroline Foster-Boucher, J. Nelson, Sydney Bremner, Colleen Maykut
{"title":"The Importance of Being Uncomfortable and Unfinished","authors":"Caroline Foster-Boucher, J. Nelson, Sydney Bremner, Colleen Maykut","doi":"10.17483/2368-6669.1358","DOIUrl":"https://doi.org/10.17483/2368-6669.1358","url":null,"abstract":"","PeriodicalId":436071,"journal":{"name":"Quality Advancement in Nursing Education - Avancées en formation infirmière","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114782129","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Andrea Kennedy, L. Headley, E. G. Van Den Kerkhof, Giuliana Harvey, Asfa Riyaz, Roisin Dillon, Grandmother Doreen Spence, Elder Roy Bear Chief
Recommended Citation Kennedy, Andrea; Headley, Lynn; Van Den Kerkhof, Elizabeth; Harvey, Giuliana; Riyaz, Asfa; Dillon, Roisin; Spence, Grandmother Doreen; and Bear Chief, Elder Roy (2022) ""All My Relations": Elders’ Teachings Grounding a Decolonial Bachelor of Nursing Program Philosophy," Quality Advancement in Nursing Education Avancées en formation infirmière: Vol. 8: Iss. 3, Article 7. DOI: https://doi.org/10.17483/2368-6669.1359
Kennedy, Andrea;赫德利,林恩;Elizabeth Van Den Kerkhof;哈维,古丽亚娜;Riyaz Asfa;狄龙,罗伊;斯宾塞，多琳奶奶;和熊的首领，老罗伊(2022)“我所有的关系”:长者的教导基础护理计划哲学的非殖民化学士学位，“护理教育的质量进步，先进的医疗保健，第8卷:Iss. 3，第7条。”DOI: https://doi.org/10.17483/2368 - 6669.1359
{"title":"\"All My Relations\": Elders’ Teachings Grounding a Decolonial Bachelor of Nursing Program Philosophy","authors":"Andrea Kennedy, L. Headley, E. G. Van Den Kerkhof, Giuliana Harvey, Asfa Riyaz, Roisin Dillon, Grandmother Doreen Spence, Elder Roy Bear Chief","doi":"10.17483/2368-6669.1359","DOIUrl":"https://doi.org/10.17483/2368-6669.1359","url":null,"abstract":"Recommended Citation Kennedy, Andrea; Headley, Lynn; Van Den Kerkhof, Elizabeth; Harvey, Giuliana; Riyaz, Asfa; Dillon, Roisin; Spence, Grandmother Doreen; and Bear Chief, Elder Roy (2022) \"\"All My Relations\": Elders’ Teachings Grounding a Decolonial Bachelor of Nursing Program Philosophy,\" Quality Advancement in Nursing Education Avancées en formation infirmière: Vol. 8: Iss. 3, Article 7. DOI: https://doi.org/10.17483/2368-6669.1359","PeriodicalId":436071,"journal":{"name":"Quality Advancement in Nursing Education - Avancées en formation infirmière","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134259636","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Joséanne Desrosiers, Jodi Tuck, Mikonis Awashish, Francis Verreault-Paul, Victoria Lecourt, M. Rochette, Kévin Vezeau-Beaulieu, Nancy Vaillancourt, M. Lavoie
Recommended Citation Desrosiers, Joséanne; Tuck, Jodi; Awashish, Mikonis; Verreault-Paul, Francis; Lecourt, Victoria; Rochette, Marc; Vezeau-Beaulieu, Kévin; Vaillancourt, Nancy; and Lavoie, Mélissa (2022) "Processus collaboratif menant à un portrait de la formation infirmière initiale au Québec et perspectives de développement au regard de la sécurisation culturelle auprès des Premières Nations et des Inuit," Quality Advancement in Nursing Education Avancées en formation infirmière: Vol. 8: Iss. 3, Article 10. DOI: https://doi.org/10.17483/2368-6669.1362
{"title":"Processus collaboratif menant à un portrait de la formation infirmière initiale au Québec et perspectives de développement au regard de la sécurisation culturelle auprès des Premières Nations et des Inuit","authors":"Joséanne Desrosiers, Jodi Tuck, Mikonis Awashish, Francis Verreault-Paul, Victoria Lecourt, M. Rochette, Kévin Vezeau-Beaulieu, Nancy Vaillancourt, M. Lavoie","doi":"10.17483/2368-6669.1362","DOIUrl":"https://doi.org/10.17483/2368-6669.1362","url":null,"abstract":"Recommended Citation Desrosiers, Joséanne; Tuck, Jodi; Awashish, Mikonis; Verreault-Paul, Francis; Lecourt, Victoria; Rochette, Marc; Vezeau-Beaulieu, Kévin; Vaillancourt, Nancy; and Lavoie, Mélissa (2022) \"Processus collaboratif menant à un portrait de la formation infirmière initiale au Québec et perspectives de développement au regard de la sécurisation culturelle auprès des Premières Nations et des Inuit,\" Quality Advancement in Nursing Education Avancées en formation infirmière: Vol. 8: Iss. 3, Article 10. DOI: https://doi.org/10.17483/2368-6669.1362","PeriodicalId":436071,"journal":{"name":"Quality Advancement in Nursing Education - Avancées en formation infirmière","volume":"48 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115014846","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Evelyn Voyageur, Grandmother Doreen Spence, Mabel Horton, Lisa Bourque Bearskin, A. Kennedy, W. Phillips-Beck, Jessica Pearce Lamothe, Sabiha Khazal
{"title":"A Conversation between Elders and Knowledge Keepers on Nursing Education and Research","authors":"Evelyn Voyageur, Grandmother Doreen Spence, Mabel Horton, Lisa Bourque Bearskin, A. Kennedy, W. Phillips-Beck, Jessica Pearce Lamothe, Sabiha Khazal","doi":"10.17483/2368-6669.1387","DOIUrl":"https://doi.org/10.17483/2368-6669.1387","url":null,"abstract":"","PeriodicalId":436071,"journal":{"name":"Quality Advancement in Nursing Education - Avancées en formation infirmière","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133166807","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
vulnerability and examine our own racial identity and positionality in co-learning relationships with Indigenous communities and students
在与土著社区和学生的共同学习关系中，审视我们自己的种族身份和地位
{"title":"Relational Accountability: A Path Towards Transformative Reconciliation in Nursing Education","authors":"Joanna E Fraser","doi":"10.17483/2368-6669.1360","DOIUrl":"https://doi.org/10.17483/2368-6669.1360","url":null,"abstract":"vulnerability and examine our own racial identity and positionality in co-learning relationships with Indigenous communities and students","PeriodicalId":436071,"journal":{"name":"Quality Advancement in Nursing Education - Avancées en formation infirmière","volume":"480 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115877138","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"A Nurse's Journey with Cultural Humility: Acknowledging Personal and Professional Unintentional Indigenous-specific Racism","authors":"Deanne Schmalz, Holly Graham, A. Kent-Wilkinson","doi":"10.17483/2368-6669.1334","DOIUrl":"https://doi.org/10.17483/2368-6669.1334","url":null,"abstract":"","PeriodicalId":436071,"journal":{"name":"Quality Advancement in Nursing Education - Avancées en formation infirmière","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128546997","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
{"title":"Academic Allyship in Nursing: Deconstructing a successful community-academic collaboration","authors":"Jason E. Hickey, M. Crawford, Patsy McKinney","doi":"10.17483/2368-6669.1361","DOIUrl":"https://doi.org/10.17483/2368-6669.1361","url":null,"abstract":"","PeriodicalId":436071,"journal":{"name":"Quality Advancement in Nursing Education - Avancées en formation infirmière","volume":"211 6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-11-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115584370","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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