We invite you to discover St. Clair College. As a student you will have access to tutoring, career advice counsellors as well as health services.  At St. Clair College, many of our faculty are experienced industry professionals, while students learn in our state-of-the-art learning environment. Regardless of which campus you choose to pursue your post-secondary education journey at, you can be confident that your stay here will be pleasant and secure. With three unique campuses to choose from, there are a number of opportunities to explore new things, meet new friends and participate in events. 

St. Clair College’s School of Health Sciences is one of the largest healthcare education facilities in the province. Supported by state-of-the-art equipment at both Windsor and Chatham campuses, the programs in the School of Health Sciences deliver the skills and knowledge required to train and prepare students to be at the front line for our community. All programs have extensive placements and professors with many years of practical/clinical experience. Our work placement opportunities provide a direct connection to employers in the field.

The Centre for Applied Health Sciences, located at our main campus, is a 100,000 sq. ft. facility that boasts the latest in cutting-edge technology, including a cardiovascular clinic with stress testing, patient care suites, full respiratory lab, dedicated paramedic lab, and a full 25-chair operatory dental clinic. In addition to the Centre for Applied Health Sciences, our Veterinary Technician program is operated out of a separate building with a fully dedicated veterinary clinic.

St. Clair offers the following nursing degrees at the Anthony P. Toldo Centre for Applied Health Science through its Windsor Campus: Nursing BScN, Personal Support Worker, Practical Nursing, Pre-Health Sciences Pathway to Advanced Diplomas and Degrees, Registered Practical Nurse Pathway to BScN

The Nursing BScN program:

The Nursing degree program is designed to prepare students to provide nursing care in a variety of settings. Graduates will work within the scope of nursing practice and in accordance with the regulations of the College of Nurses of Ontario. Nursing students will be able to care for individual clients or groups, including family members and significant others. Students will make clinical decisions and exercise judgement in giving care to clients. 

Practical Nursing

The curriculum is comprised of theoretical and clinical experiences utilizing the College of Nurses of Ontario (CNO) conceptual framework and nursing process. This strong foundation prepares students to practice safely, competently and ethically in situations of health and illness with individuals, families, groups and communities across the lifespan. 

School of Health Sciences Commitment to Truth and Reconciliation

The School of Health Sciences makes no explicit commitment to Truth and Reconciliation.

St. Clair College

St. Clair College males no explicit commitment to Truth and Reconciliation

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

BScN Prehealth

PDH 60 Professional Development in Healthcare

Discuss cultural competence, cultural awareness and cultural intelligence. Discuss the cultural competence continuum. Show videos related to unconscious bias and systemic racism related to BIPOC population.

BScN 1st yr theory 

NURS 1110 Professional Nurse I

• Identify and describe sub-concepts of cultural care (cultural awareness, cultural sensitivity, cultural competence and cultural safety).
• Describes the impact of culture, caring, compassion, and ethics on the therapeutic nurse client relationship, nursing practice, and in promoting health of the well adult.
• Use these concepts to speak about Indigenous assimilation, colonialism and intergenerational trauma impacts on the health of the Indigenous population.
• Assigned a case study for marks involving an Indigenous patient to address the fundamental elements of patient/client safety and the factors that contribute to a safe culture for patients/clients and nurses.

BScN

NURS 1900 Writing for Prof. Nurse 

We discuss the social determinants of health and include the Indigenous population in discussion. Some students do their paper topic on the Indigenous population and how the Social Determinants of health can be impactful in relation to health.

NURS 2532 2nd year simulation

Maternity simulation created with Noelle as an Indigenous patient. During the simulation have students recall the content taught in NURS 1110 regarding the intergenerational trauma experienced and how this could impact Noelle in her current vulnerable health situation. This pertains to the Truth and Reconciliation Calls to Action item #65 point iii “Building student capacity for intercultural understanding, empathy, and mutual respect”

NURS2930 Mental Health Nursing

• Identify the differences between ethical responsibilities, legal obligations and cultural beliefs within the practice of psychiatric mental health nursing.
• Discuss the development of cultural safety and competence of psychiatric mental health nursing.  
• Explain the nurse’s role, and barriers and facilitators in assessing and working with patients of different cultural backgrounds, including Indigenous, immigrant, and refugee peoples in Canada. 

NURS4990 Global Health

• Recognize that Indigenous Peoples have a holistic relationship to the land that is critically important to primary and secondary prevention strategies related to planetary health  
• Demonstrate an awareness of the inequities and the impact of historical factors and colonization on health indicators and health status among Indigenous peoples in a global context    
• Understand and analyze how the SDGs and identified targets to meet SDGs relate to good governance and human rights   
• Analyze the broad concept of human rights and the impact of human rights legislation and policies that promote good governance.
• Identify Indigenous Elders and Leaders/Knowledge Keepers who are advocating for better governance practices and use of resources in the global context   
• Understand the essentials of good governance and the relationship between good governance and human rights and opportunities for nursing to advocate to promote health at the policy level  
• Truth and Reconciliation Commission (TRC) of Canada. (2015). Honouring the Truth, Reconciling for the Future: Summary of the Final Report of the Truth and Reconciliation Commission of Canada pp. 158-171 only 

First Nations Health Authority [FNHA]. (n.d.). #itstartswithme

NURS2130 Professional Nursing 111

• Identify the differences between your own worldviews and Indigenous worldviews.
• Determine the advantages of working with Indigenous community members. 

Arnold & Boggs Chapter 8 

Engaging with Humility: Authentic Interpersonal Communication in Partnership with Indigenous Peoples 

Leadership and Influencing Change in Nursing  

Chapter 3: Working with Indigenous Leadership and Indigenous Environments

Article 

Why cultural safety rather than cultural competency is required to achieve health equity: A literature review and recommended definition 

Practical Nursing

27539 PNR 315 Community Health

Obtain knowledge of and respond to the Calls of Action of the Truth and Reconciliation Commission of Canada (CLO #6)

EKS:

• Describe the historical consequences of European colonization on Indigenous peoples in Canada
• Describe and differentiate between the various types of Indigenous peoples and status designations in Canada
• Describe the role of the federal government in health care delivery to Indigenous peoples in Canada
• Examine Indigenous perspectives of health and well-being and identify current health challenges faced by Indigenous populations

29107 PNR 413 Mental Health Nursing

Apply the College of Nurses Standards of Practice into the nursing care of Indigenous clients, recognizing the Calls to Action and Reconciliation Commission of Canada. (CLO #8)

EKS:

• Discuss the effects of colonialism, assimilation and historical intergenerational trauma of the Indigenous population.
• Discuss the history and negative effects of the residential school system on the mental health of survivors and their families.
• Discuss the importance of education for Indigenous clients, families and community members to increase the knowledge and understanding of substance use and abuse.
• Analyze Statistics Canada’s reports regarding Indigenous suicide rates.

24144 PNR 411 NURSING CLINICAL IV

Simulation Scenario – Sabrina Keller is an indigenous 60-year-old female patient admitted to the medical unit with breast cancer, metastases to bone and possibly the brain. During the simulation, students relate PNR 413 theory to nursing care of indigenous clients.

Apply all components of the communication process in the exchange of information through speech, non-verbal, writing and or behaviour in the designated clinical placement/lab experience. 

(CLO #2) EKS: 

Select communication techniques that are appropriate for the client’s circumstances, culture and needs. Integrate nursing process theory to physical, psychological, social and environmental data in the management of client and their family with mental health issues and acute medical problems across the life span in the clinical and simulated setting. 

(CLO #5) EKS: 

Devise a plan of care that is sensitive to diverse identities, values and beliefs.

Course description: BScN courses –  courses; Practical Nursing courses: courses

School of Nursing Commitment to Call to Action # 24: 3 out of 5 = 60%

1. Aboriginal health issues
Yes. See mandatory course descriptions.
2. The history and legacy of residential schools
Yes. See mandatory course descriptions.
3. The United Nations Declaration on the Rights of Indigenous Peoples
No. No explicit reference.
4. Treaties and Aboriginal rights
No. No explicit reference.
5. Indigenous teachings and practice
Yes. See mandatory course descriptions.

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:

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: 

Located on St. Clair College Home page (Floating banner)

The goal of this Land Acknowledgement is to acknowledge the First Peoples on whose traditional lands we work and live since time immemorial. 

In an effort to respect and recognize the First Peoples of the lands upon which we sit, Traditional land acknowledgments often take place at the beginning of social gatherings, conferences or meetings, or at the commencement of assemblies and presentations. At St. Clair College, we acknowledge that respect and recognition are essential elements to establishing and maintaining respectful relationships. These relationships are key toward reconciliation, a process to which St. Clair College is committed. For further understanding, we have prepared this guide to foster reciprocal relations and to ease our affiliates of any uncertainty when presenting this Land Acknowledgement…

St. Clair College would like to recognize and acknowledge that it sits on the three fires confederacy’s traditional territory of the Ojibwe (Oh- jib-way), Odawa (Oh-dah-wah), and Potawatomi (Paw- taw-watt-oh-me) nations. We would also like to acknowledge the many other tribes and indigenous nations that call this beautiful land home. We give thanks to the land and surrounding Water for sustaining us.

MORE INFO

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

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