Cambrian College is the largest college in northeastern Ontario, serving more than 6,000 full-time and part-time students from approximately 60 countries. We offer more than 100 programs that lead to degrees, post-graduate certificates, diplomas, advanced diplomas, certificates, and micro-credentials. 

The Cambrian College School of Nursing is in the city of Sudbury, Ontario. Cambrian offers two paths to nursing degrees:

Honours Bachelor of Science in Nursing, BScN

Cambrian’s immersive nursing degree program prepares you to be an innovative and compassionate professional who is a front-runner in addressing evolving health care needs. Cambrian’s high-tech nursing simulation lab equips you to excel in the rapidly changing, diverse, and complex health care environment. 

Cambrian’s Honours BScN includes a focus on diversity and inclusion to provide culturally sensitive care to Indigenous communities and special populations. 

In our Bachelor of Science in Nursing program, 12 courses embed Indigenous content in the curriculum. Students examine health promotion in the context of Indigenous culture, cross cultural concepts in health and disease, health literacy, principles of health promotion within multicultural populations and the various theories and models of relevance in culturally sensitive practice with an emphasis on Indigenous culture and history. 

Indigenous cultural training is also included in the paramedic, medical laboratory, medical radiation, MRI, and practical nursing programs.

More than 1,000 hours of clinical experience in long-term care, hospital, and community health care agencies provide ample opportunities to practice the knowledge and skills learned in class. Students work with physicians, dietitians, physiotherapists, and other allied health providers to become critical thinkers who understand the value of teamwork and collaboration. As a graduate with a BScN degree, students can apply to become a Registered Nurse and further their education by pursuing Master’s and Doctoral studies. 

Practical Nursing Ontario College Diploma

Cambrian’s RPN program provides a combination of hands-on training and a strong foundation in nursing theory. Cambrian’s program is approved by the College of Nurses of Ontario (cno.org). Graduates from this program are eligible to apply for registration as a Registered Practical Nurse in Ontario. Our program features smaller lab sizes and practical learning in Cambrian’s high-tech nursing labs.  

Indigenous cultural training is included in the curriculum for the RPN program.

The program also includes more than 700 clinical hours in diverse placements in the community. Upon graduation, graduates can apply to write the CNO registration exam and are eligible to apply to become a registered practical nurse in Ontario. Grads also have the option to bridge into Cambrian’s nursing degree program.

School of Nursing Commitment to Truth and Reconciliation

In our Bachelor of Science in Nursing program, 12 courses embed Indigenous content in the curriculum. Indigenous cultural training is also included in our practical nursing programs.

The principles of Cambrian’s Indigenous Education Protocol, signed in June of 2018, are also embedded within BScN program. The commitments of the Indigenous Education Protocol include:

• Focus on Indigenous education as a strategic priority and ensure Cambrian’s governance structure supports Indigenous education. 
• Integrate Indigenous education into academic programming. 
• Provide on-going education to faculty and staff on Indigenous culture, traditions and history. 
• Provide cultural, academic and counselling support for our Indigenous Learners. 
• Acknowledge the Truth and Reconciliation Commission of Canada: Calls to Action. 
• Use evidence-based research to identify and increase Indigenous student success. 
• Strengthen relationships and be accountable to Indigenous communities in support of Indigenous education.

Cambrian College

Cambrian’s Equity, Diversity and Inclusion (EDI) Commitment

Cambrian’s ratified Indigenous Education Protocol (listed above) also demonstrates Cambrian’s commitment to Equity, Diversity and Inclusion as it relates specifically to education for and about Canada’s Indigenous peoples – their culture, history, and values.

Cambrian’s Wabnode Centre for Indigenous Services

Cambrian’s Wabnode Centre for Indigenous Services provides culturally appropriate services, support, education, and activities year-round to Indigenous students and employees as well as the entire campus community. The webpage for Wabnode includes Cambrian’s Indigenous Education Protocol, plus a full section on Truth and Reconciliation, including the 14 Calls to Action adopted by Cambrian College plus Cambrian’s ongoing response to the Calls to Action, including Call to Action 24.

Every September, Cambrian hosts special events and activities to promote greater awareness, understanding and support of Truth and Reconciliation among students and employees. This year’s events included:

• Participation in the Greater Sudbury Police Service Truth and Reconciliation, a month-long wellness and fitness initiative to support Truth and Reconciliation. With a team of 145 members, Cambrian won the award for the largest team. As part of the relay, a temporary Trail of Truth and Reconciliation was set up on campus, with signs listing each of the 14 Calls to Action adopted by Cambrian and the college’s response so far. This trail wove through our main campus, including Student Residence. The keynote address at the relay’s closing ceremony was provided by one of our elders.
• Truth and Reconciliation Education Day in the Student Life Centre. Cambrian Student Council transformed the SLC into a living classroom themed around Truth and Reconciliation. There were information booths, smudging, crafts and cedar tea, as well as teachings from Cambrian’s Indigenous elders.
• Truth and Reconciliation Walk of Reflection. This event featured a two-hour walk around campus, with seven stops along the way, each featuring a keynote speaker who shared an aspect of Indigenous history, culture, and values, including a discussion about the lingering effects of the residential school system on Indigenous people today, particularly the younger generation. 

Call to Action # 24

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.

Mandatory Course: Yes. Integrated in multiple courses

In our Bachelor of Science in Nursing program, 12 courses embed Indigenous content in course curriculum. Students examine health promotion in the context of Indigenous culture, cross cultural concepts in health and disease, health literacy, principles of health promotion within multicultural populations and the various theories and models of relevance in culturally sensitive practice with an emphasis on Indigenous culture and history. 

Indigenous cultural training is also included in the paramedic, medical laboratory, medical radiation, MRI, and practical nursing programs.

Examples of our commitment to Call to Action 24, as reflected in the curriculum for BScN:

Semester 2: 

Relational Practice (NUR 1201): in this course, students will develop the knowledge, attitude, and skill required for communicating respectful, compassionate, and culturally sensitive nursing care in the context of the Canadian culture and in communicating with special populations (such as older adults, clients with crisis, etc.). Emphasis is placed on locating the unique contribution of nursing in enhancing client-centered care. Through the process of critical self-reflection, students will explore how personal beliefs, values, experiences, and perceptions influence their interpersonal communication skills. 

Health Assessment Lab (NUR 1202): in this course, students will apply health assessment skills in a simulated practice setting with the emphasis on adult and geriatric populations. Through the laboratory experience, students will explore the relevance of an individual’s life experiences, and his/her stage of growth and development across the lifespan.

Health Assessment Clinical (NUR 1206): in this course, students will explore the clinical application of holistic health assessment with consideration of physical, psychosocial, cultural, and spiritual dimensions to well-being. 

Semester 4

Acute Illness (NUR 2400): in this course, students will utilize the nursing process as the organizing framework for critical thinking, knowledge development, and the care and management of hospitalized adults. Students will reflect on the lived experience of clients and families coping with acute illness, as well as cultural and ethical concerns and their implications for nursing practice. 

Semester 5

Family-Centred Care (NUR 3505): students will explore an array of evidence-informed concepts, theories, and interventions related to family nursing. Students will integrate ethically competent and culturally safe theoretical care through various nursing roles including counselling, advocating, teaching, leading, and supporting. Students will also be introduced to basic concepts relevant to the promotion and understanding of the family, family assessment/interventions, and client and family-centred care.

Semester 6

Public Health and Community (NUR 3604): students will focus attention on the care of diverse populations within Canada such as the precariously housed, rural dwellers, and Indigenous Peoples as they develop a critical understanding of the complex contexts that members of different social groups negotiate access to health. Students will explore a variety of key concepts including principles of primary health care, trauma-informed care, social determinants of health, cultural safety, harm reduction, population health, health promotion, social marginalization, disease prevention, and community capacity building.

Mental Health Concepts II (NUR 3608): in this course, students will utilize critical thinking in relation to social, ethical, legal, professional, and cultural aspects of psychiatric-mental health care. Through learning about mental health nursing core principles, students will enhance their therapeutic relational-communication skills, assess and plan care for common mental health challenges and increase their awareness of mental health nursing competencies and standards of care within inter-professional and inter-sectoral psychiatric-mental health practice.

Semester 7

Acute Illness Clinical III (NUR 4706): in this course, students will transfer knowledge of evidence-based practice and clinical reasoning and judgment to provide collaborative care to adult patients experiencing acute, rapidly changing, life-threatening alterations in health status. Students will examine and reflect on caring for individuals and their families experiencing complex health challenges using an inter-professional and culturally safe approach. Students will pivot in their prioritization of nursing actions for individuals facing a variety of complex and critical health challenges, as necessary.

Health Policy Global Health (NUR 4709): in this course, students will expand their understanding of domestic and international health care issues through the lens of health policy and global health nursing. Students explore the influencing role of nurses as leaders and change agents in shaping the current and future landscape of health care and health equity. Students will examine the key issues of social justice and human rights and other key determinants that influence the health care of citizens, domestically and globally.

School of Nursing Commitment to Call to Action 24: 5 out of 5 = 100%

1. Aboriginal health issues
Yes. See mandatory course descriptions.
2. The history and legacy of residential schools
Yes. See mandatory course descriptions. i.e. NUR 1202, Nurse 2400, NUR 3604, NUR 4709
3. The United Nations Declaration on the Rights of Indigenous Peoples
Yes. Included within NUR 4709 as per School of Nursing
4. Treaties and Aboriginal rights
Yes. Included within NUR 4709 as per School of Nursing
5. Indigenous teachings and practice
Yes. See mandatory course descriptions. Implied in the phrases “culturally relevant”, “culturally sensitive”, “culturally safe”, “lived experiences” Embedded in NUR 1201, NUR 1202, NUR 1206, NUR 2400, NUR 3505, NUR 3604, NUR 3608, NUR 4706.

Canadian Association of Schools of Nursing’s “Statement” of apology for colonial harms resulting from nursing education

The Canadian Association of Schools of Nursing (CASN) is the national voice for nursing education, research, and scholarship and represents baccalaureate and graduate nursing programs across Canada. CASN’s mission is to lead nursing education and nursing scholarship in the interest of healthier Canadians.

Dec.11, 2023: We, the Canadian Association of Schools of Nursing (CASN), wish to express our deepest regret, apologizing to the First Nations, Inuit, and Métis peoples of Canada for harms, historical or contemporary, related to nursing education…Furthermore, we acknowledge that many graduates of Canadian schools of nursing provide care to Indigenous patients that is racist and culturally unsafe…We recognize that these harms have been perpetuated through systemic racism and a failure to incorporate Indigenous perspectives or the impacts of colonialism into nursing curricula. We understand as well, the importance of nursing education in shaping the future of health care, and we deeply regret any instance where CASN’s actions contributed to disparities or reinforced colonial structures.

CASN is committed to a process of self-reflection, learning, and transformation. We will take the following steps to address the harms:

1. Anti-Racism, Cultural Safety, and Humility: Promote education, resources, and practices that address anti-Indigenous racism, supporting decolonization, cultural humility, and cultural safety for nursing faculty, staff, and students. Promote institutional policies and processes that address systemic racism to foster an inclusive and equitable learning environment.
2. Curriculum Revision: Promote a review of nursing education curricula to ensure a strengths-based focus and trauma-informed approach, the inclusion of content on the continued impact of colonialism and racism on Indigenous health, as well as Indigenous perspectives on health and well-being.
3. Community Engagement: Establish meaningful partnerships with Indigenous organizations and communities to ensure their voices are heard in shaping nursing education policies and practices.
4. Recruitment and Retention: Promote strategies that create culturally safe and supportive learning environments including pre-admission supports, in-program supports, and services that are developed in partnership with Indigenous communities.
5. Ongoing Accountability: In collaboration with Indigenous partners, establish mechanisms to monitor progress and address concerns raised by partners, Indigenous nursing students, and faculty.

Land Acknowledgement: 

Cambrian’s land acknowledgement is found on every landing page within Cambrian College’s website, including the School of Nursing  home page. 

We acknowledge and respect that we are gathered on the traditional lands of the Anishnaabe People of Turtle Island and proudly recognize our local host Atikameksheng Anishnawbek. We also recognize the contributions of Wahnapitae First Nation and the Metis Nation of Ontario.

NOTE: All content has been submitted to the respective faculty for validation to ensure accuracy and currency as of the time of posting. The Cambrian College School of Nursing reviewed and approved the document. Managing Editor: Douglas Sinclair: Publisher, Indigenous Watchdog Research Assistant:  Timothy Maton