Located in the beautiful Fraser Valley just east of Vancouver, British Columbia, Canada, the University of the Fraser Valley (UFV) is a fully accredited, public university that enrolls approximately 15,000 students per year. UFV has campuses and locations in Abbotsford, Chilliwack, Mission, and Hope, and a growing presence in Chandigarh, India.

UFV’s Faculty of Health Sciences plays a key role in educating the next generation of health care personnel at a time when there is great demand and health service delivery models are shifting towards a model of care involving integrated health care team, self-management, and home support. With this shift, it is essential to focus on illness prevention and management through programs that promote health education and disease prevention.”

Three nursing tracks: a Bachelor of Science in Nursing (BSN), a diploma in Practical Nursing to prepare students to work as a licensed practical nurse (LPN), and the LPN Access to BSN. The LPN Access BSN program serves as a bridge for students who are licensed practical nurses and are ready to enter directly into the second year of the Bachelor of Science in Nursing program.”

Bachelor of Science in Nursing

The Bachelor of Science in Nursing (BSN) program offers instruction in nursing, health sciences, social sciences, and research; and an opportunity for advanced focus in a variety of areas. UFV provides course delivery options that are flexible wherever possible and include independent study, lectures, seminars, multimedia approaches, and simulation in labs and tutorials. Clinical experiences occur in hospitals and community agencies with supervised practica, preceptorships, and observational experiences.

UFV’s Bachelor of Science in Nursing program has implemented a concept-based curriculum aimed to create a learning environment with improved student engagement and increased critical thinking through student-centered activities and strategies. The basic premise of a concept-based curriculum is that the concepts most commonly applied in nursing practice provide the foundation for the program. Therefore, you learn the concepts in depth through exemplars and are able to translate that knowledge into a variety of practice contexts and situations.

Practical Nursing

UFV’s 19-month Practical Nursing program prepares you to work as a LPN in a variety of health care settings within hospitals, residential care facilities, and the community. The program is comprised of four semesters followed by a preceptorship experience. Program courses are delivered in a variety of formats such as group work, multi-media approaches, lecture, lab simulation, and skill mastery.

UFV also offers a LPN to BSN bridging program that allows LPNs to receive credit on route to upgrading their qualifications as Registered Nurses (RN) through an accredited Bachelor of Science in Nursing program.

School of Nursing Commitment to Truth and Reconciliation

Indigenization

UFV’s School of Health Studies’ Indigenization Committee will enable faculty, students, and staff in the Faculty of Health Sciences to engage in decolonization and indigenization.

We acknowledge with gratitude and respect that we work, learn, and teach on the ancestral and traditional land of the Stó:lō People.

What our committee is doing:

• We have finalized the Response to In Plain Sight and are compiling an action plan
• We have written to relevant Members of Parliament demanding action. Read letter.

What can we all do?

• Faculty can contribute to the action plan in Response to the In Plain Sight report. Instructions and links have been provided via email; please reach out to the committee if you would like additional information.
• If you haven’t already, take the Educator’s Journey Towards Reconciliation, and Weaving Knowledge Systems through UFV Teaching & Learning as offered by Lorna Andrews.
• If you haven’t already, take San’yas Indigenous Cultural Safety Training. Click here to register. 
• Sign up for the University of Alberta’s Massive Open Online Course: Indigenous Canada 
• Sign up for the University of British Columbia’s Massive Open Online Course: Reconciliation Through Indigenous Education
• Write to your MP (Click here to find your MP) with a request for action.
• Read the Calls to Action in its entirety and think of ways to action the spirit of these Calls in ways that are personally meaningful.
• Click here to read other practical ideas that Non-Indigenous people can do.
• Support Tḱemlúps te Secwepemc

Other: 

1. Curriculum Review: Revitalization Working group recommending that the 5 R’s that were created from the 4 R’s “First Nations and Higher Education: The Four R’s – Respect, Relevance, Reciprocity, and Responsibility”. (Kirkness, 1990) to be used as the Guiding Principles. 

Kirkness, V. (1990). First Nations House of Learning, 1990-91 Calendar. Vancouver, B.C.: University of British Columbia.

• Traditional medicines – some herbs discussed in the BSN pharmacology course. The Indigenous Garden is available for classes to gather and learn about the native plants to the Stó:lō people. 

Click to access Four-Rs-2nd-Ed.pdf

• Discussion that existing stand-alone Indigenous History courses be pre-requisites for program admission. 

University of The Fraser Valley

Lálém ye mestíyexw: Re-envisioning a structure for Indigenization at UFV

UFV strives to accept its roles and responsibilities in Indigenizing Our Academy through the work that was initiated in 2005. Since then we have launched a Bachelor of Arts Major and Minor in Indigenous Studies and witnessed the Aboriginal Access Services and their Aboriginal Resource Centre transition to the Indigenous Student Centre. In 2015 the Truth and Reconciliation Commission of Canada released its Final Report with 94 Calls to Action, many of them directly linked to education, compelling UFV to accept a responsibility for Education for Reconciliation.

As the university accepts its multiple responsibilities and continues to lead the way in our community and among post-secondary institutes in Canada, it is critical that we look at addressing gaps, recognize new areas, and optimize our ability to be responsive at this intersection. A draft proposal for Lálém ye mestíyexw (“House of the Peoples”) was developed, the result of meetings by a working group (Shirley Hardman, Eric Davis, Peter Geller, Adrienne Chan, Ken Brealey, Sue Brigden, Tracy Ryder-Glass, Jacqueline Nolte and Sylvie Murray ). Lálém ye mestíyexw restructures and most notably moves away from a hierarchical/traditional organizational structure to adopt instead an Indigenous organizing structure at UFV. As described in ‌‌Re-envisioning a structure for Indigenization, the Lálém ye mestíyexw provides a home for Indigenization in which people come together to strengthen their presence and relationships.

Read Re-envisioning a Structure for Indigenization‌.

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. Multiple courses

Bachelor of Science of Nursing [BSN], Licensed Practical Nurse [LPN] bridging to BSN, and Practical Nursing [PN] Diploma) are integrating course material regarding the commitment to Truth and Reconciliation Call to Action #24. Content is threaded throughout the programs. 

Course description: NURS

School of Nursing Commitment to Call to Action # 24: 5 out of 5 = 100%

1. Aboriginal health issues
Yes. Indigenous health issues are discussed and presented throughout classes in the Bachelor of BSN and the LPN to BSN bridging program. In year one of the program students engage in case studies exploring how to partner with Indigenous people groups wholistically with emphasis on spirituality and culture. Health Canada resources specific to the First Nations, Inuit and Metis people are used as well as First Nations Health Authority (FNHA) resources, for example Overview of Colonialism. The emphasis for these classes includes healthy Indigenous families. Student also explore Indigenous elders’ health and wellness.  In year three of the BSN the population of focus is childbearing families and pediatrics. There is a health policy class objective and content that focus on the access to health services for Indigenous people. The family case scenario explores the prenatal and perinatal period of a childbearing Indigenous family using midwifery and doula practices. FNHA resources are utilized using the following link:https://www.fnha.ca/what-we-do/maternal-child-and-family-health/maternal-and-child-health In year four of the BSN the emphasis lies in Community Health and Wellness. Students participate in two classes: The History of Indigenous Peoples of Canada and Working with Indigenous Communities in the role of the community health nurse. In year four students are working in community group and learn to start their health education presentations with a territorial acknowledgement. A community assessment tool is used to prepare the students to work in communities recognizing the history, structure and cultural components to support their community partnership.  A variety of learning objectives are in the Practical Nursing Diploma programs in the following courses PNUR152, PNUR 153, PNUR 253, and PNUR 243. PN students explore communication approaches that are compassionate, culturally competent, and based on relationship-centred care for all cultures with consideration for First Nation, Inuit, and Métis clients, their families or communities. With these learnings students are required to self-reflect and write to integrate with their overall learning as they develop their nursing practice. In their second year of the PN, students write an article to promote ongoing self-assessment and reflection to strengthen Indigenous learning and culturally safe nursing practice.
2. The history and legacy of residential schools
Yes. The Kairos Blanket Exercise: Used throughout all nursing programs. The Kairos Blanket Exercise (Storytelling activity for the History of the Indigenous people of Turtle Island (Canada). This activity is done with Elders present, Knowledge keepers and includes a circle discussion after the activity where students can reflect on the history of colonization and the resilience of the Indigenous people of Canada. Students are encouraged to reflect on their own journey of decolonization and reconciliation.  The Timeline padlet activity – the history of the residential schools is discussed, and students reflect on where their own ancestors were living in the different historic periods on the timelines. This activity allows students to understand the history of the Indigenous people of Canada but to also look at their own settler positionality to support their journey with decolonization and reconciliation.  Orange Shirt Day – This is a story about an Indigenous girl that resides in one of the BC First Nations communities. The story is read and discussions about the residential school history are facilitated. Jordan’s Principle – Story discussed – Discussion on how important the role of the nurse is to provide advocacy and leadership when providing culturally safe and client-centered care. The BCCNM Indigenous cultural safety, cultural humility, and anti-racism standard of practice is discussed and students identify examples of where and how they are meeting this standard in their practice. Link: https://www.bccnm.ca/RN/PracticeStandards/Pages/CulturalSafetyHumility.aspx Working with Indigenous communities in the role of a Community Health Nurse – This is a class in the BSN and LPN to BSN programs and presents Indigenous ways of knowing and Indigenous social determinants of health. The students work with the FNHA wellness tools to support the partnership with community members. (Wellness Daily Organizer, Roadmap to wellness, First Nations Wellness Wheel). Faculty presents the structure of health related to the Indigenous people of Canada looking at each province.
3. The United Nations Declaration on the Rights of Indigenous Peoples
Yes. In BC Health Care we are specifically looking at responding to the In Plain Site Report: Addressing Indigenous-specific Racism and Discrimination in B.C. Health Care Recommendation #6: That the parties to the bilateral and tripartite First Nations health plans and agreements work in co-operation with BC First Nations to establish expectations for addressing commitments in those agreements through renewed structures and agreements that are consistent with the implementation of DRIPA” Intention:  More specifically to UFV nursing programs, we will enhance the depth of our lessons about the history of the bilateral and tripartite First Nations health plans and agreements. We will devote adequate time and care to ensure our students better understand the importance of these agreements.We will educate our students on the resources available for Indigenous people of BC related to health and wellness.We will promote Indigenous clinical and experiential learning opportunities in our programs. Action of nursing faculty: Review the In Plan Site template that was created looking at where Indigenous content lies within the programs. Faculty review routinely at annualize and prioritize professional development times. Integrate current events and potential health/mental health they may have on Indigenous patients/clients.Explore the option of clinical experiences in Indigenous settings/reservations/community clinics, etc.Have preceptor students at Stó:lō health services. Outcome:  Padlet is shared and an evolving information/knowledge sharing for faculty with ongoing updates.Partnership with the Fraser Health Authority and Indigenous Community mental health and wellness programs. Student experiences occur within these settings. Students are completing clinical practicums within First Nations Community Health Centres. Health Fair: Partnering with our Indigenous Student Centre to reach out to community partners to participate in our UFV Health and Wellness fairs for 2024-2025.
4. Treaties and Aboriginal rights
Yes. Treaties are discussed in the History of the Indigenous people of Canada class as well as the Working in Indigenous communities as a community health nurse, as noted under item 1. The role of the governance of the First Nations communities with treaties and how community members would access services is discussed.
5. Indigenous teachings and practice
Yes. The Indigenous Ways of Knowing are taught throughout the curriculum and active learning activities are used to support the contextual application. The Indigenous Social Determinants of Health and how nurses can support individuals to work towards their health and wellness goals using a cultural lens of two-eyed seeing and trauma informed care is taught in year 4 of the BSN stream and year 2 in the LPN to BSN stream.  In year 4 (BSN) and year 2 (LPN to BSN) students complete the Brief Action Planning course to learn skills to apply client centered, respectful care when working to support individual self-managed wellness plans. The First Nations Health Authority Roadmap to Wellness tool and the BC First Nations Wellness wheel is used to apply these skills when working with the Indigenous clients.

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 Faculty of Health Sciences Home Page and University of Fraser Valley Home Page 

The University of the Fraser Valley is situated in the traditional territory of the Stó:lō peoples. The Stó:lō have an intrinsic relationship with what they refer to as S’olh Temexw (Our Sacred Land); therefore, we express our gratitude and respect for the honour of living and working in this territory.

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 the Fraser Valley Faculty of Health Sciences reviewed and approved the document. Managing Editor: Douglas Sinclair: Publisher, Indigenous Watchdog Research Assistant:  Timothy Maton