The University of Prince Edward Island has a rich and vibrant history with roots in two founding institutions—Prince of Wales College and St. Dunstan’s University. The University honours this proud legacy through a growing reputation for academic excellence, research innovation, community engagement, and service on local, national, and international levels. Whatever your passion and whatever your goals, UPEI has what you need to carve your niche. Our programs offer personalized learning experiences, small class sizes, great access to professors and instructors, and career-focused outcomes.

Since 1992, the Faculty of Nursing at the University of Prince Edward Island has fostered an interactive academic environment that prepares nursing students to become critically reflective practitioners, advocates, educators, and professional leaders grounded in the principles of primary health care. Amazing experiences, caring and experienced faculty, modern laboratories and study areas—there are lots of reasons why students choose UPEI’s Faculty of Nursing. The UPEI Faculty of Nursing offers a Bachelor of Science in Nursing (BScN) as a standard four-year undergraduate program, and as a two-year accelerated program for students with a previous degree.

 Bachelor of Science in Nursing (BScN)

The curriculum of the Faculty of Nursing is based on the concepts and principles of Primary Health Care. Primary Health Care is defined by the World Health Organization (1978) as “essential health care made universally accessible to individuals and families in the community by means acceptable to them, through their full participation and at a cost that the community and country can afford. The purpose of the program is to prepare nurses to practice according to the concepts and principles of Primary Health Care.

In keeping with the basis of Primary Health Care, nurses collaborate with clients, other health care providers, and people from other sectors of society in promoting health. Nursing roles range from direct caregiver to formulator of healthy public policy and include advocate, leader, educator, researcher, and program developer.

Accelerated Bachelor of Science in Nursing

Prince Edward Island was the first province in Canada to adopt baccalaureate education as the exclusive entry to nursing practice. This decision placed us at the forefront in the initiative across Canada to locate nursing education at the university level.

Accelerated Bachelor of Science in Nursing Program 

Students are required to take the same courses and have the same number of clinical hours as students in the four-year BScN program.

Faculty of Nursing Commitment to Truth and Reconciliation

The UPEI Faculty of Nursing is committed to Truth and Reconciliation. Our current strategic plan (2024-2029) outlines the Faculty of Nursing’s commitment to Reconciliation and Decolonization and includes a statement of how our guiding principles align with the Seven Sacred Grandfather Teachings.  This work was completed by Dr. Christina Murray in consultation with Elders and indigenous leaders on Epekwitk.  

In addition to our strategic plan, we are engaging in a number of ways with the indigenous people of Epekwitk to support our ongoing commitment to Truth and Reconciliation.  

University of PEI

Inclusion, Equity, and Reconciliation

We are dedicated to making UPEI an open, accessible, and welcoming community, and to the fair treatment of all persons. We are committed to continually re-examining and growing our understanding of the role UPEI must play in promoting a better understanding of cultures and identities, and the needs of community members with disabilities in a manner that supports education and respectful relationships.

Faculty of Indigenous Knowledge, Education, Research and Applied Studies (IKERAS)

Upon recommendations from Native Council of PEI, the UPEI Faculty of Indigenous Knowledge, Education, Research and Applied Studies (IKERAS) was created in November 2021 as one of the first steps on the University’s journey of reconciliation and in response to the Truth and Reconciliation Commission of Canada’s Calls to Action. IKERAS brings Indigenous knowledge and ways of doing to the forefront of the University, positioning UPEI as the role model for all universities to achieve decolonization and benefit from Indigenous knowledge. 
In addition, the University introduced a mandatory course on Indigenous history, culture, and practices last year, which all UPEI students—who began their studies in Fall 2022 or later—must complete as a requirement to graduate. Plans are also underway to continue building the Indigenous Studies program, taking it from a minor to a major and potentially a degree.

The following mission statement brings Indigenous Knowledge and Ways of Doing to the forefront of the university and makes UPEI the role model for all universities to achieve decolonization and benefit from Indigenous knowledge. The creation of the Faculty is necessary so that the university can achieve compliance with Article 14 of the UN Declaration on the Rights of Indigenous Peoples. The design of this Faculty will ensure that the university meets the 2019 231 Calls to Justice and the 2015 Truth and Reconciliation Commission (TRC) 94 Calls to Action.  

Article 14 of the UN Declaration on the Rights of Indigenous Peoples states: 

1. Indigenous peoples have the right to establish and control their educational systems and institutions, providing education in their own languages, in a manner appropriate to their cultural methods of teaching and learning.

• Indigenous individuals, particularly children, have the right to all levels and forms of education of the State without discrimination. 

• States shall, in conjunction with Indigenous peoples, take effective measures, in order for Indigenous individuals, particularly children, including those living outside their communities, to have access, when possible, to an education in their own culture and provided in their own language.”

UPEI Strategic Plan (2028-2023

Reconciliation

UPEI is committed to advancing reconciliation through higher education. 

As a community, we have started a journey of growth to realize the role we must play in promoting an understanding of Indigenous history and culture, and supporting respectful relationships. UPEI recognizes that discussions in this era of truth and reconciliation will unveil difficult facts within our country’s history. However, in keeping with our institutional vision, we know that education is vital to understanding the history of colonialism and the forward- looking process of reconciliation. Working together, we must use knowledge as a catalyst for meaningful change in communities here in Prince Edward Island and around our world. 

Strategic Priorities

Education for a Connected World

1. Encourage and support innovation, creativity, and collaboration
   1. acknowledge Indigenous knowledge and ways of knowing and integrate these throughout the curriculum

Inclusive Campus Culture

• Emphasize exploration and awareness
  • promote a greater understanding of reconciliation, inclusion, equity, and social justice within our campus community 
  • better understand and implement calls to action of the Truth and Reconciliation Commission of Canada, including providing education, cultural awareness, and sensitivity training for members of the Board of Governors, faculty, staff, and students 

Scholarship, Research and Discovery

• Encourage the use and consideration of Indigenous ways of knowing to complement western forms of knowledge and scholarship within UPEI research and graduate programs 

Community Partnerships

• Identify resources and supports
  • in collaboration with the UPEI Indigenous Education Advisory Circle and the Mawi’omi Student Centre, engage in new and meaningful ways of indigenizing the UPEI campus, and partnering with Indigenous communities to enhance Indigenous student participation and achievement through partnerships, development of new recruitment strategies, and the creation of scholarships and supports for Indigenous students 

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

IKE 1040 – Indigenous Teachings of Turtle Island (started in May, 2024) 3 credits

This course is an introduction to the various Nations on Turtle Island. It will be a combination of classroom and culturally-based learning.  Anchored in L’nu (Mi’kmaq) knowledge, students will learn about ceremony, protocol, Elders and traditional teachers.  In turn, these will help foster a mental, physical, emotional and spiritual understanding of Indigenous worldviews and ways of knowing.  This course also introduces Canada’s history of genocide and cultural assimilation imposed upon Indigenous Peoples.  It will discuss why anyone living in Canada needs to know this history.

Course description: located here

Faculty of Nursing Commitment to Call to Action # 24: 4 out of 5 = 80% 

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. Not specifically identified.
4. Treaties and Aboriginal rights
Yes. See mandatory course description.
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 UPEI’s Faculty of Nursing Home Page and the UPEI Home Page 

The University of Prince Edward Island recognizes and acknowledges our location in the unceded, traditional territory of the Mi’kmaq People of PEI.

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 Prince Edward Island Faculty of Nursing reviewed and approved the document. Managing Editor: Douglas Sinclair: Publisher, Indigenous Watchdog Research Assistant:  Timothy Maton