The University of Calgary is ranked amongst the world’s top universities and we’ve done it by pushing our limits, challenging ourselves to do better, and seeking knowledge – wherever that journey takes us. We’re never afraid to question conventional wisdom, and we share what we find openly and eagerly. It’s an approach that’s led to exponential growth since we were founded in 1966.

At UCalgary Faculty of Nursing, we are leading innovation in nursing education and research to influence and change the future of nursing practice. Our Mission is to:

• lead the generation of research and scholarship to improve and innovate nursing education, health outcomes and systems transformation.
• Deliver resiliency-informed experiential programs that develop the future leaders and innovators of the discipline and nursing practice.
• Engage with local and global communities to develop sustainable relationships for mutual benefit and increased resiliency.

 Bachelor of Science in Nursing (BScN)

The Bachelor of Science in Nursing (BScN) replaces the existing Bachelor of Nursing (BN) program and provides program graduates with the background, competencies, and skills required to enter the nursing profession, as well provide students with a more integrated educational approach that supports the meaningful inclusion of developments in areas such as genomics, epi-genetics, and artificial intelligence and how these scientific advances influence nursing’s disciplinary perspectives and impact nursing practice. The first BScN program admission is for Fall 2024 (Year One admission).

Through a blend of rural and online learning “Residents of rural communities can earn a baccalaureate degree to become a registered nurse without leaving their home community”… currently available “in East-Central and Northeastern Alberta.

Indigenous Community Route (Siksika Pilot): Iiyikinaami (eye-yik-e-naw-me) Spirit Helper program in partnership with Old Sun Community College (also at surrounding areas). In March 2021, Old Sun Community College and UCalgary Nursing entered into a partnership for the implementation of the Indigenous Community Route, an agreement that’s in place through to 2026. 

School of Nursing Commitment to Truth and Reconciliation

Indigenous Initiatives

In December 2015, the Truth and Reconciliation Commission produced its final report into the history and legacy of Canada’s residential school system with 94 calls to action. Several of those calls to action focused on health with one specifically requesting that nursing schools in Canada require all students to take a course dealing with Aboriginal health issues. To that end, the Faculty of Nursing established an Indigenous initiatives portfolio in 2017 with the intent of integrating Indigenous history into the curriculum, ensuring faculty educators recognize the value of Aboriginal healing practices and understand Aboriginal rights and educating more Indigenous students.”

The article, “In the Spirit of Reconciliation” says that “the new BScN curriculum at the Faculty of Nursing is taking effect Fall 2024”. The education faculty’s course “The Four Elements: Bringing an Indigenous Framework into Nursing Education” is being incorporated into the nursing faculty’s new “teaching and learning micro-credential program PEP. The pilot was launched in March, 2024.

University of Calgary

Office of Indigenous Engagement

The Office of Indigenous Engagement and ii’ taa’poh’to’p guide UCalgary on its path of transformation, and communicate its commitment and responsibility for truth and reconciliation.

Indigenous Strategy

ii’ taa’poh’to’p – (a place to rejuvenate and re-energize during a journey) 

Together in a Good Way: A Journey of Transformation and Renewal 

The conceptual model articulates four key focus areas of the Indigenous Strategy, each of which is reflective of information gathered during the developmental process. These principle areas have been labelled “visionary circles,” and each will be actively engaged in a process of transformation and renewal as guided by the evolutionary aspects of the Strategy itself. Addressing issues, developing initiatives and monitoring actions in each of these areas is critical to the implementation of the Strategy. 

The four visionary circles are: 

Ways of Knowing: Teaching, Learning, and Research 

Ways of Doing: Policies, Procedures, and Practices 

Ways of Connecting: Relationships, Partnerships, Connections to Land, and Place 

Ways of Being: Campus Identity, Inclusivity, Leadership, and Engagement 

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 

NRSG 202 – Indigenous Health Studies

Enhance awareness of and relationship to Indigenous ways of knowing, being, doing, and connecting. Develop foundational knowledge on the ongoing impacts of colonial violence, structure, and systems that influence Indigenous peoples’ health in Canada.

Course description: see Course List

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

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
No. No explicit reference.
4. Treaties and Aboriginal rights
No. No explicit reference.
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:

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 the Faculty of Nursing Home Page and the University of Calgary Home Page

The University of Calgary, located in the heart of Southern Alberta, both acknowledges and pays tribute to the traditional territories of the peoples of Treaty 7, which include the Blackfoot Confederacy (comprised of the Siksika, the Piikani, and the Kainai First Nations), the Tsuut’ina First Nation, and the Stoney Nakoda (including Chiniki, Bearspaw, and Goodstoney First Nations). The City of Calgary is also home to the Métis Nation of Alberta (Districts 5 and 6).

The University of Calgary is situated on land Northwest of where the Bow River meets the Elbow River, a site traditionally known as Moh’kins’tsis to the Blackfoot, Wîchîspa to the Stoney Nakoda, and Guts’ists’i to the Tsuut’ina. On this land and in this place we strive to learn together, walk together, and grow together “in a good way.

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