The importance and promise of integrating Indigenous knowledges in nursing education

2020 ◽  
Vol 2 (1) ◽  
pp. 11-24
Author(s):  
Vanessa Van Bewer ◽  
Roberta L. Woodgate ◽  
Donna Martin ◽  
Frank Deer
Keyword(s):  
Nursing Education ◽  
Nursing Profession ◽  
Ethical Values ◽  
Education Programs ◽  
Indigenous Knowledges ◽  
Indigenous Learning ◽  
Schools Of Nursing ◽  
Indigenous Perspectives

This paper explores the relevance of Indigenous perspectives within the nursing profession, and the importance of weaving these perspectives into nursing education. We suggest that Indigenous perspectives can support nursing’s core ethical values of relationality and holism and may hold representational and transformational possibilities for students and educators alike. Guided by principles of Indigenous learning, we provide several exemplars from Canadian schools of nursing that have already begun the process of decolonizing their programs. We conclude by describing some of the challenges and considerations that may arise when Indigenous perspectives and approaches are considered for inclusion into nursing education programs.

Embodied Indigenous knowledges protecting and privileging Indigenous peoples' ways of knowing, being and doing in undergraduate nursing education

2020 ◽  
Vol 49 (2) ◽  
pp. 127-134
Author(s):  
Ali Drummond
Keyword(s):  
Nursing Education ◽  
Nursing Students ◽  
Indigenous Peoples ◽  
Teaching Practice ◽  
Ways Of Knowing ◽  
Indigenous Knowledges ◽  
Undergraduate Nursing ◽  
Health History ◽  
Indigenous Perspectives ◽  
Cultural Interface

AbstractIn the era of Indigenising the academy, health disciplines like nursing are required to teach Indigenous peoples' health, history and culture in their undergraduate programmes in order to meet national accreditation standards. This inclusion of Indigenous peoples' perspectives within nursing education towards registration thus qualifies respective Indigenous perspectives as legitimate parts of the Australian nursing profession's scope of practice, which may sound like a reason to celebrate. However, caution should be exercised. Indigenous and Western knowledge systems are incommensurable. The practice of defining Indigenous perspectives for placements within curricula could be likened to extractive colonialism. Thus, the commodifying of Indigenous perspectives in creating competitive education products is problematic. As a Meriam and Wuthathi man who grew up in the Zenadth Kes (Torres Straits) now living and working on Turrbul and Yuggera country, and as a nurse academic, being immersed in this space of contentions is my reality. In order to enhance the education preparation of nursing students I teach, while simultaneously protect my embodied Indigenous knowledges and the Indigenous perspectives included in the curricula I teach, I privilege Indigenous ways of knowing, being and doing in my teaching practice. This yarn is about my experience in this cultural interface.

International Postgraduate Nursing Education Exchanges: Impossible?

2012 ◽  
Vol 5 (1) ◽  
pp. 61-63
Author(s):  
Sarah Sheets Cook
Keyword(s):  
United States ◽  
European Union ◽  
Nursing Education ◽  
The United States ◽  
Scope Of Practice ◽  
The European Union ◽  
Education Programs ◽  
Consortium Member ◽  
Schools Of Nursing ◽  
Student Exchanges

The possibility of meaningful international educational exchanges for nurses in postgraduate/postbasic nursing education programs might seem far-fetched. Scope of practice, registration issues and standards, even organization of schools and universities would seem difficult issues to overcome. In 2010, a consortium of some seven schools of nursing in the United States, Ireland, Portugal, Norway, Slovenia, Denmark, and Malta opened a dialogue about curricular meeting points in postgraduate nursing education. The evolution of the European Union and the Bologna Accords (European Commission, 2008) have created an environment where a search for curricular meeting points is possible. One such meeting point involved student exchanges. This article will explore the experience of two consortium member schools in developing and operationalizing an exchange.

scholarly journals Beginnings of nursing education and nurses’ contribution to nursing professional development in Serbia

2014 ◽  
Vol 142 (9-10) ◽  
pp. 628-636 ◽  
Author(s):  
Zeljko Vlaisavljevic ◽  
Natasa Colovic ◽  
Mirjana Perisic
Keyword(s):  
Nursing Education ◽  
Nursing Profession ◽  
Red Cross ◽  
Male And Female ◽  
Gynecology And Obstetrics ◽  
Great Merit ◽  
Short Courses ◽  
Female Nurses ◽  
Nursing Professional ◽  
Annual Award

The oldest records of developmental beginnings of patients? healthcare relate to the first hospital founded by St. Sava at the monastery Studenica in 1199. The profile of the Kosovian girl became the hallmark of nursing profession in Serbia. The first school for midwives was founded in 1899 at the Department of Gynecology and Obstetrics of the General State Hospital in Belgrade. However, there were no other schools for nurses in Serbia until the foundation of the School for Midwives of the Red Cross Society in 1021. Until then the healthcare of patients and the injured was carried out by self-taught volunteer nurses with completed short courses of patients? healthcare. The first course for male and female nurses was organized by the Serbian Red Cross at the beginning of the First Serbian-Turkish War in 1876. During wars with Serbian participation in 19th and 20th centuries with Serbian participation, nurses gave a remarkable contribution being exposed to extreme efforts and often sacrificing their own lives. In war times great merit belongs to the members of the humanitarian society the Circle of Serbian Sisters founded in Belgrade in 1903, which was the resource of a great number of nurses who became the pride of nursing profession. Generations of nurses were educated on their example. In 2004 the annual award ?Dusica Spasic? was established which is awarded to the best medical nurse in Serbia. Dusica Spasic was a medical nurse that died at her workplace, when aged 23 years, nursing the sick from variola.

scholarly journals Contemporary public image of the nursing profession in Saudi Arabia

2020 ◽  
Author(s):  
Hala Elmorshedy ◽  
Abrar AlAmrani ◽  
Mona Hassan Ahmed Hassan ◽  
Amel Ahmed Fayed ◽  
Susan Ann Albrecht
Keyword(s):  
Saudi Arabia ◽  
Nursing Education ◽  
Nursing Care ◽  
Knowledge Score ◽  
Working Environment ◽  
Nursing Profession ◽  
Cultural Barriers ◽  
Public Image ◽  
Community Awareness ◽  
Nursing Career

Abstract Background: In the Kingdom of Saudi Arabia, the nursing profession faces significant challenges including failure to recruit high school students into nursing education; poor nursing identity, and lack of awareness about the nursing profession. The level of community awareness and public image of the nursing profession are critical to recruit and retain students into nursing education, and to improve nurses' sense of identity. Aim: to explore the level of community awareness and public image of the nursing profession in Saudi Arabia Methods: We conducted a cross-sectional study with a convenient sample of 502 adults including 106 males and 396 females, their mean age was 22.93 ± 6.76 years. Data collected included; socio-cultural data, gender preference in getting nursing care, awareness, and perceived socio-cultural barriers to pursue a nursing career. Data were analyzed using SPSS version 21.0. Results: Only 32.5 % preferred to get nursing care by Saudis. The nursing profession was not viewed as a respected job as 71.5% of participants would be ashamed of having a nurse in their families. The study revealed a low median knowledge score (50.0, IQR: 50.0-66.7)). The study highlighted a number of socio-cultural barriers to pursue a nursing career including; the gender-mixed working environment (35.9%), delayed marriage of female nurses (20.3%), and the negative effect of nursing profession on social life (64.5%). Conclusions : Half of the sample had a knowledge score below 50.0 out of 100. This level of Poor awareness, in addition to socio-cultural perceived barriers are the main factors contributing to the negative public image of the nursing profession in Saudi Arabia. Understanding these factors could contribute to implementing focused intervention to improve the negative stereotype of the nursing profession among Saudis.

State of Research on Simulation in Nursing Education Programs

2017 ◽  
Vol 33 (6) ◽  
pp. 397-398 ◽  
Author(s):  
Mary K. Fey ◽  
Suzan "Susie" Kardong-Edgren
Keyword(s):  
Nursing Education ◽  
Education Programs ◽  
State Of Research

Ethics in Nursing Education Programs Questionnaire

2007 ◽  
Author(s):  
Refia Selma Görgülü ◽  
Leyla Dinç
Keyword(s):  
Nursing Education ◽  
Education Programs

The Nurse Educator's Role in Designing Instruction and Instructional Strategies for Academic and Clinical Settings

2017 ◽  
pp. 133-149
Author(s):  
Patricia J. Slagter van Tryon
Keyword(s):  
Instructional Design ◽  
Nursing Education ◽  
Learning Environment ◽  
Instructional Strategies ◽  
Nurse Educators ◽  
Nurse Educator ◽  
Clinical Settings ◽  
Education Programs ◽  
Medical Expertise ◽  
Problem Solve

Nursing education programs seeking to equip graduates with needed tools to integrate medical expertise with experience in the systematic design of instruction have the opportunity to better ensure positive learning outcomes in varied settings as graduates take on their new roles as nurse educators. The learning environment of the nurse educator is complex yet with skill in the reasoned approach to the design of instruction can progress into more knowable contexts for which to problem solve. Nurse educators possessing interdisciplinary skills in their field facilitated by expertise in instructional design will enhance their practice by developing and delivering precision instruction.

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