A “two-eyed seeing” approach to Indigenizing nursing curricula

Abstract

Educational institutions, including schools of nursing, find themselves in significant times, as they work to Indigenize programs, and strive to repair and heal relationships with Indigenous peoples as recommended in the Truth and Reconciliation Commission of Canada (2015). Educators question where to begin the process, how such Indigenization should occur, and what the curricular end result should look like. In response, the authors considered many aspects from the literature, specific to nursing programs. The following themes were explored: partnering with community, cultural relevance, and faculty development. Through the utilization of a “two-eyed seeing” approach, institutional administrators need to partner with Indigenous Elders and community members to facilitate relationships required to provide the knowledge necessary to bring about change within educational programs. It is through such an approach that nursing curricula can be designed to be culturally safe and relevant for both Indigenous and non-Indigenous learners, and faculty can be supported in their growth and development in Indigenous knowledge. The authors propose that through “two-eyed seeing” and the integration of the Aboriginal Nurses Association of Canada (2009) core competencies, Indigenization of nursing curricula may ultimately move forward in a culturally reciprocal and respectful way.

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