Nurses Learning Our Way, From the Land, With the People
A Collaborative Experience
The story of land-based immersion learning for nursing students in remote First Nations communities is told through the stories of ten authors. We represent a collaboration between First Nations Knowledge Keepers, nursing students, and nursing faculty. Our inquiry draws on Indigenous knowledge paradigms and research methodologies. Currently in the preliminary stages of gathering our findings, we are learning how transformation happens through culturally safe relationships and ethical learning spaces. We are learning that inquiry requires commitment, authenticity, and a respect for differences. Most importantly, we are learning that nurses need to uncover ingrained and colonized assumptions in order to imagine new possibilities for learning and inquiring with Indigenous people and communities.
Assembly of First Nations. (2007). The First Nations principles of OCAP™: Ownership control, access and possession. First Nations Information Governance Centre. https://www.afn.ca/uploads/files/nihbforum/info_and_privacy_dococap.pdf
Archibald, J. (2008). Indigenous story work: Educating the heart, mind, body, and spirit. UBC Press.
Atleo, R.E. (2004). Tsawalk: A Nuu-chahnulth worldview. UBC Press.
Battiste, M. (2013). Decolonizing education: Nourishing the learning spirit. Purich Publishing.
Baumgartner, L. M. (2001). An update on transformational learning. NewDirections for Adult & Continuing Education, (89), 15-24. DOI: https://doi.org/10.1002/ace.4
Bearskin, R. L. B., Cameron, B. L., King, M., & Pillwax, C. W. (2016). Mâmawoh Kamâtowin, “Coming together to help each other in wellness”: Honoring Indigenous Nursing Knowledge. International Journal of Indigenous Health, 11(1), 18. DOI: https://doi.org/10.18357/ijih111201615024
Bevis, E. & Watson, J. (1989). Toward a caring curriculum: A new pedagogy for nursing. National League for Nursing.
Blackstock, S. (2018). Otsin: Sharing the spirit—Development of an Indigenous rural nursing practice course. Journal of Nursing Education and Practice, 8(12), 29. DOI: https://doi.org/10.5430/jnep.v8n12p29
Cajete, G. (2015). Indigenous community: Rekindling the teachings of the seventh fire (First ed.). Living Justice Press.
Donald, D. (2012). Indigenous Métissage: A decolonizing research sensibility. International Journal of Qualitative Studies in Education, 25(5), 533-555. DOI: https://doi.org/10.1080/09518398.2011.554449
Dunlop, R. (1999). Beyond dualism: Toward a dialogic negotiation of difference. Canadian Journal of Education, 24(1), 57-69. DOI: https://doi.org/10.2307/1585771
Ermine, W., Sinclair, R., & Jeffery, B. (2004). The ethics of research involving Indigenous peoples. Indigenous Peoples' Health Research Centre.
Fraser, J. & Voyageur, E. (2017). Crafting culturally safe learning spaces: A story of collaboration between an educational institution and two First Nation communities. Engaged Scholar Journal, 3(343), 157-166.
Freire, P. (2000). Pedagogy of the oppressed (M. Bergman Ramos, Trans.) (30th anniversary ed.). Continuum International.
Kovach, M. (2009). Indigenous methodologies: Characteristics, conversations and contexts. University of Toronto Press.
Mesirow, J. (1997). Transformative learning: Theory to practice. New Directions for Adult and Continuing Education, 74, 5-12. DOI: https://doi.org/10.1002/ace.7401
Papps, E., & Ramsden, I. (1996). Cultural safety in nursing: The New Zealand experience. International Journal for Quality in Health Care, 8(5), 491-497. DOI: https://doi.org/10.1093/intqhc/8.5.491
Rasmussen, D. & Akulukjuk, T. (2009). My father was told to talk to the environment first before anything else. In M. McKenzie, P. Hart, H. Bai, & B. Jickling (Eds.), Fields of green: Restoring culture, environment and education (pp. 285-298). Hampton Press.
Smith, L. T. (2012). Decolonizing methodologies: Research and Indigenous Peoples (2nd ed.) Zed Books.
Truth and Reconciliation Commission of Canada: Calls to Action. (2015). Honoring the truth, reconciling for the future: Summary of the final report of the truth and reconciliation commission of Canada. McGill-Queen’s University Press: http://nctr.ca/assets/reports/Final%20Reports/Executive_Summary_English_Web.pdf
United Nations. (2008). United Nations declaration on the rights of Indigenous Peoples. Retrieved from http://www.un.org/esa/socdev/unpfii/documents/DRIPS_en.pdf
Voyageur, E. & Fraser, J. (2020). The community is our classroom: A story of nurses living and learning with First Nations. In T. L. Ormiston J. Green & K. Aguirre (Eds.), S’TENISTOLW: Moving Indigenous education forward. pp.130-141 J. Charlton Publishing.
Weir, A. (2013). Identities and freedom: Feminist theory between power and connection. Oxford University Press. DOI: https://doi.org/10.1093/acprof:oso/9780199936861.001.0001
Wepa, D. (2005). Cultural safety in Aotearoa New Zealand. Pearson Education New Zealand.
Wilson, S. (2008). Research is ceremony: Indigenous research methods. Fernwood.
Copyright (c) 2020 Joanna Fraser, Evelyn Voyageur, Paul Willie, Patricia R. Woods, Victoria Dick, Kate Moynihan, Jennifer Spurr, Heather McAnsh, Cara Tilston, Heidi Deagle
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Witness publishes under a Creative Commons Attribution-NonCommercial 4.0 International license (CC BY-NC 4.0). Read the license terms at https://creativecommons.org/licenses/by-nc/4.0/. The author(s) retain copyright to their works.