2024 marks our 50^th Anniversary as an independent university (although our roots as Regina College date back more than a century!). Today’s U of R, along with our federated colleges – Campion College, Luther College, and First Nations University of Canada – offers world-class, post-secondary education to more than 16,700 students and, with more than 90,000 alumni, our graduates are making a positive difference in Saskatchewan and around the world.

Nursing at the University of Regina is built upon a culture of care, fairness, and inclusion. Whether you are entering directly from high school, are returning for a second degree, come to us to specialize and advance your nursing practice, or are beginning the research-intensive journey toward a PhD you will find an academic program with the flexibility to meet your educational goals. Our curriculum and teaching practices merge scientific, theoretical and traditional knowledge side-by-side with applied practice. Nursing experts, at the University of Regina, have been advancing and delivering solutions to unsolvable challenges, shaping policy and practice, improving quality of care delivery, and engaging communities to promote health and well-being since our inception in 2010.

Saskatchewan Collaborative Bachelor of Science in Nursing (SCBScN)

The University of Regina and Saskatchewan Polytechnic jointly offer two collaborative programs: the Saskatchewan Collaborative Bachelor of Science in Nursing (SCBScN) and the After Degree Nursing program (ADNP). The SCBScN program is leading edge in its approach to nursing education. It is practice-focused and student-centered. As a Student in the SCBScN program you will begin your nursing education in Year 1 with opportunities to work directly with patients and clients.

The curriculum, your professors, state of the art labs, and clinical experiences will provide you with the knowledge, skills, and experiences necessary to practice as a registered nurse in the 21st Century.  You will learn about human anatomy and physiology, Aboriginal health, pharmacology, informatics and more. The program will enable you to support and advocate for people to achieve and maintain health through holistic nursing care.  

Faculty of Nursing Commitment to Truth and Reconciliation

2024-2034 School of Nursing Strategic Plan

Although Indigenous sovereignty has not been consistently recognized, and it is not possible to remedy all of what we now consider as past wrongs, it is essential that we do not create new grievances or continue to perpetuate the colonial practices of post-secondary institutions, education, and nursing. Considering the academy’s deeply colonial history, the Faculty of Nursing is an important site of resurgence. We recognize the central place the academy occupies in the enlightenment tradition. We also believe that building relations, participating in ceremonies, and participating in on-the-land learning opportunities are robust sites of transformative intellectual and moral development. 

The Faculty of Nursing is committed to improving nursing education and practices through the recognition that First Nation, Métis, and Inuit peoples are social and political entities. As our understandings grow related to Indigenous inclusion, reconciliation, and decolonization, we are committed to bring together many minds, unique in perspective but united in purpose. We will join together to network and learn as we continue to improve and move forward, building relations as treaty people with responsibilities to one another. 

Four Primary Intentions

Engage in and Develop Reciprocal Relations

Reciprocal and respectful relations are foundational to entrench the values and principles of equity, diversity, and inclusion, and to act upon our treaty responsibilities. This Intention draws us together as administrators, faculty, staff, students, alumni, and as the Faculty of Nursing 

Generate Curiosity to Investigate Influential Questions 

By design, all students’ educational journeys will be enriched by multiple forms and sources of knowledge, a diversity of viewpoints, and by knowing that their differences are respected and valued. 

Value the Connectedness between the Environment, the Person, Health, and Nursing 

Within the traditional metaparadigm of nursing, there is a connection between the environment, the person, health, and nursing. The environment represents both internal and external factors. 

Within our Faculty of Nursing we recognize sacred connections with land, nature, and the environment as sources of strength, health, and well-being. Recognizing that sustainability will gain increasing importance with-in society, as a Faculty we seek every possible opportunity to integrate sustainable educational practices 

Dismantle Oppression, Racism, and Hate 

Racism, discrimination, and the resultant harms can be eliminated by acknowledging our complicity, by understanding root causes, and by holding ourselves accountable. Discrimination is not only limited to race or ethnicity. All forms of discrimination violate the dignity of people. 

Only through unwavering commitment and deliberate action will we create a community where all truly belong and feel welcome. 

University of Regina

2020-2025 Strategic Plan: All Our Relations. kahkiyaw kiwâhkômâkaninawak 

Truth and Reconciliation (one of 5 Focus areas)

Strengthen connections with our past, present, and future.

We are committed to reconciliation through teaching, research, learning, and service efforts across our campuses, and throughout the province. We aspire to walk together in a good way and strengthen our relationships which are based on mutual respect and accountability. This commitment will enhance learning and strengthen relationships by honouring the past, present, and future to create a new shared vision for the next generations.

GOAL: Take significant action on the Truth and Reconciliation Commission’s (TRC) Calls to Action relevant to post-secondary education.

 14 Calls to Action were identified by the U of R Reconciliation Action Committee in their Truth and Reconciliation Commission Working Group Guide:  #14, 16, 24, 43, 44, 57, 62, 63, 65, 66, 67, 70, 86, 87

Objectives:

• Improve supports for Indigenous students, faculty, and staff.
• Provide educational opportunities and experiences across Saskatchewan. 
• Incorporate Indigenous ways of knowing into teaching and research.

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.

INHS 100 – Introduction to Indigenous Health Studies 1 (3 cr)
Introduction to health science emphasizing Indigenous perspectives. Topics: history of health and health care, theories of health, personal health, consumerism, interpreting health information and statistics, health careers.

INDG 100 – Introduction to Indigenous Studies (3 cr) Bilingual nursing students only – French
This course introduces the subject of Indigenous studies with a survey of Indigenous peoples in Canada from their origins, through European influence, and to the present.   

Course description: Nursing 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: 

The Faculty of Nursing does not have a Land Acknowledgement.

The following is located on the University of Regina Home Page under Indigenous Engagement

This Land Acknowledgment is part of an ongoing conversation as we work toward reconciliation.

The University of Regina and its federated colleges are on Treaty 4 and Treaty 6 — the territories of the nêhiyawak, Anihšināpēk, Dakota, Lakota, and Nakoda peoples, and the homeland of the Michif/Métis nation.

We recognize that, as an institution founded by settlers, we benefit from being on this land. We are grateful for the privilege to learn, teach, and work here. We demonstrate our commitment to reconciliation by incorporating Indigenous knowledge and world views in our research, teaching, and studies to ensure that there are increased economic, social, and creative opportunities for current and future generations. It is our responsibility to strengthen relationships with Indigenous communities and build a more inclusive future.

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