This guide was created by the Faculty of Nursing in part as a response to the TRC Final Report and Calls to Action, specifically Call to Action #24, which speaks directly to nursing schools, along with Calls to Action #22 and #23, with actions for health-care professionals and health systems.
The knowledge bundles within this guide link to resources relating to Indigenous knowledges, colonial legacy and health system inequities, nursing knowledge, and curriculum development.
Resources included here do not replace seeking out traditional and spiritual learning or building relationships with Indigenous partners, communities, and knowledge keepers.
Welcome to the ᒪᐢᑲᐧ ᐃᔨᓂᐦᑫᐧᐤ ᐊᐧᐤᑲᒥᐠ Bear Healing Lodge resource guide.
Name & Purpose
The governance circle was established to guide the Faculty of Nursing in meaningful responses to the TRC, such as the creation of this resource guide. The governance circle was given the name ᒪᐢᑲᐧ ᐃᔨᓂᐦᑫᐧᐤ ᐊᐧᐤᑲᒥᐠ, maskwa iyinikwew wâwkamik (mas-kwa ee-yee-neek-wew wow-ka-mak) / bear healing lodge at a sweatlodge ceremony. Knowledge Keeper Roxanne Tootoosis shared the meaning behind the name: The bear symbolizes our natural laws of: 1) honesty, 2) sharing, 3) kindness/love, 4) strength/determination. A manner which we are always reminded to conduct ourselves for the goodness of all people and Creation which then brings healing.
The knowledge bundles within this guide provide links to resources related to Indigenous value systems, world views, and spirituality, colonial history and legacy, health system inequalities and determinants of health, nursing knowledge, theories and approaches, and curriculum development. The intentional organization of this guide calls attention to the interconnectedness of all of these aspects. As you unpack these knowledge bundles we hope you find resources to support your teaching and learning, and carry your personal learning forward in a positive way.
We call upon medical and nursing schools in Canada to require all students to take a course dealing with Aboriginal health issues, including the history and legacy of residential schools, the United Nations Declaration on the Rights of Indigenous Peoples, Treaties and Aboriginal rights, and Indigenous teachings and practices. This will require skills-based training in intercultural competency, conflict resolution, human rights, and anti-racism.
We call upon those who can effect change within the Canadian health-care system to recognize the value of Aboriginal healing practices and use them in the treatment of Aboriginal patients in collaboration with Aboriginal healers and Elders where requested by Aboriginal patients.
We call upon all levels of government to:
i. Increase the number of Aboriginal professionals working in the health-care field.
ii. Ensure the retention of Aboriginal health-care providers in Aboriginal communities.
iii. Provide cultural competency training for all healthcare professionals.