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For almost 75 years, McMaster’s Faculty of Health Sciences School of Nursing, located in Hamilton, Ontario has delivered nursing education programs that have produced generations of professional nurses who are critical thinkers and contribute to nursing practice, research, education, policy, and administration. Our School is ranked in the top 2 nursing schools in Canada and the top 20 nursing schools in the world by QS World University Rankings.
It is expected that key elements of the SoN process will be consistent with the overall strategic work underway within the Faculty of Health Sciences. Community collaboration will be an important element of this work and more information regarding our community partners will be available on this site as the work unfolds.”
Our strategic plan takes McMaster’s School of Nursing forward in a complex health care landscape during an unprecedented time. As we work to meet the challenges of teaching and conducting research in a rapidly changing environment, this plan will provide a course of action to deliver visionary, inclusive education and high-impact research in a culture of optimism and respect.
The undergraduate school has three BScN streams.
McMaster’s Basic (A) Stream program is unique in that it emphasizes person-centered learning within a problem-based approach, uses tutorial classes, and facilitates self-directed learning. The curriculum is designed so that the study of nursing; the humanities; and the physiological, psychological and social sciences are interrelated and threaded throughout the program.
BScN Accelerated Stream (20 months)
The Accelerated (F) Stream is designed for students who have already completed at least 2 years or 54 units of university study. This is primarily in a science program.
BScN Post RPN Stream (3 years):
The Post-Diploma RPN to BScN (E) Stream is designed for college-trained Registered Practical Nurses (RPNs) who wish to obtain their baccalaureate nursing degree (Bachelor of Science in Nursing, or BScN). The (E) Stream builds on the knowledge and skills acquired in the practical nurse diploma program. The curriculum is planned for three academic years of full-time study at Mohawk College.
And, it offers a Certificate of Professional Learning in Continence Care/ Nursing Concepts in Continence Care:
School of Nursing Commitment to Truth and Reconciliation
School of Nursing Strategic Plan 2020-2025
Strategic Driver One: Visionary, Inclusive Education
Strategic Theme 3: Curricular Response to the Calls to Action for Schools of Nursing from the Truth and Reconciliation Commission of Canada (TRC)
Faculty of Health Sciences Indigenous Health Integration Strategy
February 2020 Interim Report
In its 2012 Interim Report, the Truth and Reconciliation Commission of Canada (TRC) recommended that the federal, provincial, and territorial governments, and all parties to the Settlement Agreement, undertake to meet and explore the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP), as a framework for reconciliation in Canada.
A reconciliation framework is one in which Canada’s political and legal systems, educational and religious institutions, the corporate sector and civil society, all function in ways that are consistent with the principles outlined in the United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP). Canada endorsed and formally committed to adhering to the UNDRIP in 2017. The work of translating the UNDRIP document and self-determining goals into a framework requires the alignment with local Indigenous relational frameworks. For example, these relational frameworks are articulated and expressed by the Haudenosaunee People in the ‘Dish with One Spoon Wampum Agreement’ and ‘Between the Lakes Treaty’ agreements governing sustainable interactions on the territory. For Anishinaabe people, the ‘Medicine Wheel’ acknowledges all races as equal and having their own gifts and teachings. Responding to Indigenous community health entails aligning their diverse cultural values and sustainable relationships with reconciliation efforts.
Vision Statement
The Faculty of Health Sciences at McMaster University strives to respond to the significant health disparities that exist between Indigenous peoples and non-Indigenous Canadians. The Faculty is committed to the development and implementation of a comprehensive, ‘whole-of-Faculty’ Indigenous health initiative that reflects the principles and values of a reconciliation based approach as documented by the Truth and Reconciliation Commission of Canada.
Mission Statement
The Faculty of Health Sciences as a whole will work towards creating a culturally safe and humble environment to enable sustainable systems change to advance the work and concepts of truth, reconciliation and anti-colonization with all aspects of Indigenous health and well-being.
Guiding Principles
- Reconciliation based: aligned with the United Nations Declaration on the Rights of Indigenous People (UNDRIP) and the Truth and Reconciliation Commission of Canada’s reconciliation principles and relational aspirations;
- Truth based: committed to a change process that is inclusive of decolonizing strategies towards influencing change in the
areas of policy, education, and clinical practise - Self-determination focused – ‘by and with’ Indigenous People: aligned with McMaster’s broader Indigenous led systemic reform objectives and local Indigenous community aspirations with respect to health careers and education at McMaster for Indigenous students;
- Interdisciplinary approach: guide all FHS programs, policies and strategies with respect to Indigenous health science education and training;
- Facilitates equity in education: that aims to close the gaps in health for Indigenous populations; acknowledges and commits to addressing racism at all levels within the Faculty;
- Promotes and supports administrative and faculty leadership: that is in keeping with the notion of ‘authentic Indigenous partnership’
- Upholds and facilitates awareness, respect and inclusion of Indigenous knowledge systems: within the curriculum, research and health service delivery.
- Fosters relationality and reciprocity: among the various community organizations, Haudenosaunee and Anishnaabe community members, and University stakeholders; and
- Fosters decolonial Indigenization: counter colonization in our actions and move towards greater “Indigenisation” of our Faculty
Focus Areas
- Administration
- Education and Curriculum
- Research
- Faculty Leadership and Support
- Student Support and Services
- Indigenous Ways of Knowing
Mino Bimaadiziwin Mishkiki Aapjishnik Gamik — Tsi nón:we ayakonniyóhake táhnon aonsayakota’karitehake – Indigenous Healing Lodge
The Indigenous Health Learning Lodge (IHLL) works alongside the Faculty of Health Sciences towards creating a learning environment that is culturally safe – to work with humility to enable sustainable systems change and to advance the work around concepts of truth, reconciliation and anti-colonization with all aspects of Indigenous health and well-being.
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 (Basic)
NURSING 3IH3 – Introduction to Indigenous Health Policy and Practice 3 unit(s)
This course is designed to provide an introduction to a number of Indigenous health policy and practice topics. This course introduces the factors and context, both historical and current that determine the health of Indigenous populations in Ontario, Canada, and beyond. The role of the nurse, particularly in providing care for Indigenous Peoples will be integrated. The major components of the course include:
- overview of Indigenous health policy and practice situations and matters;
- analysis of the structure and organization of the health care system and the distal determinants of health for Indigenous Peoples (such as colonialism, racism, self-determination, political will and the Indian Act); and finally
- consideration of interventions, strategies and approaches that impact the health outcomes of Indigenous Peoples from a distal determinants of health perspectives.
Mandatory course descriptions: are here.
School of Nursing Commitment to Call to Action # 24: 5 out of 5 = 100%
| 1. Aboriginal Health issues |
| Yes. See mandatory course description |
| 2. The history and legacy of residential schools |
| Yes. See mandatory course description |
| 3. The United Nations Declaration on the Rights of Indigenous Peoples |
| Yes. Included in mandatory course as per Faculty through readings and discussion |
| 4. Treaties and Aboriginal rights |
| Yes. Included in mandatory course as per Faculty through readings and discussion |
| 5. Indigenous teachings and Practice |
| Yes. See mandatory course description |
Canadian Association of Schools of Nursing’s “Statement” of apology for colonial harms resulting from nursing education
Dec.11, 2023: CASN apologizes to Indigenous Peoples of Canada for Colonial harms resulting from nursing education…CASN is committed to a process of self-reflection, learning, and transformation. We will take the following steps to address the harms:
- 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.
- 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.
- Community Engagement: Establish meaningful partnerships with Indigenous organizations and communities to ensure their voices are heard in shaping nursing education policies and practices.
- 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.
- 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:
Located on the Faculty of Health Sciences Home Page:
McMaster University recognizes and acknowledges that it is located on the traditional territories of the Mississauga and Haudenosaunee nations, and within the lands protected by the “Dish with One Spoon” wampum agreement.
The Indigenous Health Learning Lodge has their Land Acknowledgement here.
Land Acknowledgements – a Guide: PDF
| NOTE: All content has been submitted to the respective Faculty for validation to ensure accuracy and currency as of the time of posting. The McMaster University School of Nursing reviewed and approved the document. Managing Editor: Douglas Sinclair: Publisher, Indigenous Watchdog Research Assistant: Timothy Maton |