Lane Annette, Petrovic Kristin
Faculty of Health Disciplines, Athabasca University, Athabasca T9S 3A3, Canada.
Int J Nurs Educ Scholarsh. 2018 Jan 6;15(1):/j/ijnes.2018.15.issue-1/ijnes-2017-0064/ijnes-2017-0064.xml. doi: 10.1515/ijnes-2017-0064.
A 2015 Canadian report from the Truth and Reconciliation Commission issued two calls for action that specifically challenge nursing education programs: a call to incorporate indigenous knowledge and learning, and a call to reduce health disparities between aboriginals and non-aboriginals. These calls to action raise questions for nurse educators regarding how best to recruit, retain, and educate aboriginal nursing students. A literature review was conducted to examine issues faced by aboriginal students in nursing programs, as well as cultural competence with nurse educators working with aboriginal students. While there is some literature that addresses the need for aboriginal students to successfully complete nursing programs and thus be able to provide effective health care to aboriginal people, the emphasis is largely upon strategies. Although there are some exceptions, these have largely been ineffective. We argue the need to think about thinking in order to improve the effectiveness of these strategies within Canadian programs, as well as nursing programs abroad.
2015年加拿大真相与和解委员会发布的一份报告提出了两项具体挑战护理教育项目的行动呼吁：一项呼吁是纳入本土知识和学习内容，另一项呼吁是缩小原住民与非原住民之间的健康差距。这些行动呼吁给护理教育工作者提出了问题，即如何以最佳方式招募、留住和教育原住民护理专业学生。开展了一项文献综述，以研究原住民护理专业学生在护理项目中面临的问题，以及与原住民学生合作的护理教育工作者的文化能力。虽然有一些文献论述了原住民学生成功完成护理项目从而能够为原住民提供有效医疗保健的必要性，但重点主要放在策略上。尽管有一些例外情况，但这些大多没有效果。我们认为有必要进行反思，以提高这些策略在加拿大项目以及国外护理项目中的有效性。
