Excellence in teaching, innovative research and an inclusive community at Vancouver Island University prepare students for success in every aspect of life. In 1969, we became Malaspina College. April 2008 saw the transition to Vancouver Island University. Today we are a full university with robust academic offerings, and, true to our roots, we continue to offer trades and vocational training. Located in Nanaimo, Cowichan and tiwšɛmawtxʷ (Powell River).

Health Sciences

Choose from a wide range of programs in the health professions, and join a learning community where your goals and aspirations will have the full support of dedicated, talented and inspiring faculty. Prepare for diverse careers in health care in classes focused on experiential, hands-on learning. You’ll find a sense of belonging, a collaborative and supportive learning environment, and instructors who are known for their passion, real-world experience and commitment. 

Bachelor of Science in Nursing

The BSN program is a full-time 4-year program offered through the Nanaimo campus of Vancouver Island University.  The curriculum fosters critically reflective, independent, and motivated learners and practitioners with an inquiry approach to lifelong learning in their practice.  The curriculum centers on nursing for individuals, families, communities, and society and promotes critical thinking in students to then identify patterns in nursing care and is based on the concepts of caring and health promotion.  Core concepts such as leadership, advocacy, political action, nursing knowledge development and nursing scholarship are explored throughout the program. There is a strong emphasis on student-faculty interaction and practice experience, as well as the need for thoughtful, reflective action as defined by the concept of praxis. Our Nursing Lab/Learning Centre has 3 simulation suites with high-fidelity mannequins.  In 2018 we moved into our new state-of-the-art Health & Sciences Building.

VIU offers a full-time BSN (4 years) and a full time (3 years) PN to BSN Bridge-in Program. The program is offered at VIU or in partnership with North Island College (NIC) in Comox BC. Their curriculum is described by the website as follows:

The concept-based curriculum is based on the concepts of caring and health promotion and includes core concepts such as leadership, advocacy, political action, nursing knowledge development, and nursing scholarship.  Practice experience is emphasized, as well as the need for thoughtful, reflective action as defined by the concept of praxis. Settings include classroom, lab/simulation lab, practice (hospital and community settings) which offer diverse contexts to ensure students develop professional nursing skills to provide direct care and leadership as part of a team in urban, rural, and global settings.

Practical Nursing

The Practical Nurse (PN) program provides you with the theory and skills required to practice safe, competent and ethical nursing care that contributes to the comfort and well-being of others. Becoming an LPN is a great way to start your nursing career in a short amount of time, providing you with a stable future with great earning potential as the demand for health care professionals continues to grow in Canada.

School of Nursing Commitment to Truth and Reconciliation

Integration of cultural competence/safety occurs throughout all courses across 4 years of the BSN curriculum as articulated in “Cultural Competence and Cultural Safety in First Nations, Inuit and Métis Nursing Education”, published by Aboriginal Nurses Association of Canada, Canadian Association of Schools of Nursing, & Canadian Nurses’ Association (2009) and in “Aboriginal Content in Nursing Curriculum Across BC – ARNBC Position Statement”; published by Association of Registered Nurses of BC (2013). Elders are often integrated into the classroom setting (as guest speakers/presenters). Additionally, VIU’s Health Sciences and Human Services faculty has an Elder-in-Residence attached to the faculty. C’tasi:a, Geraldine Manson, joins classes at the request of the instructor depending on the content being discussed (see link above to see when our Elder would typically support students’ classroom learnings). 

They also make the following statement in their description of the Bachelor of Science in Nursing program: “Students also learn about diversity, including an understanding of Indigenous health perspectives based on the recommendations of the Truth & Reconciliation Report from the Commission of Canada (2015).” 

Vancouver Island University

VIU 2021-2026 Strategic Plan: People Place Potential– Mukw’lhwet q’ushin’tul tu shniis ttha tat-ulut mustimuxw 

We remain committed to serving Indigenous Peoples, taking our part in upholding the BC Declaration on the Rights of Indigenous Peoples Act that enshrines the United Nations Declaration of the Rights of Indigenous Peoples. (Message from the Board Chair and President)

People

This commitment to people is why we work to improve inclusion, diversity and equity; this same commitment is evident in our work to implement the Calls to Action of the Truth and Reconciliation Commission and the United Nations Declaration on the Rights of Indigenous Peoples. 

Place

The partnerships between VIU and Indigenous communities that support learners, co-create innovative programming, and deepen mutual understanding are core to our identity. Indeed, we see ourselves as a university built by and for our community. 

Potential:

We were the first university in BC to offer tuition waivers to learners transitioning from foster care; we are partnering with Indigenous communities and the Mastercard Foundation to pilot the innovative EleV Learning Partnership for Indigenous Youth 

The plan establishes six high-level commitments for VIU for the next five years. Woven throughout are four key considerations:

• Advance VIU’s Indigenous commitments;
• Deepen equity, diversity, and inclusion;
• Broaden cultural competencies in a global world; and
• Support the United Nations Sustainable Development Goals

Six Commitments

1. Welcome a larger and more diverse population of learners 
2. Become a more inclusive and healthier place for work and study. 
3. Grow to be the region’s hub for research and expertise. 
4. Build stronger partnerships with Indigenous communities.
   1. VIU is committed to building on its partnerships with the Indigenous communities of this region. We will do more to honour Indigenous students, employees, and communities; deepen our understanding of Indigenous knowledges; and work with Indigenous Peoples to co-create programming that better serves the priorities of their communities. 
5. Become a leader in learning for new generations.
   1. VIU has built recognized expertise in supporting the potential of learners who face myriad obstacles to education. We will therefore become a leader in Canada in the research, development, and sharing of pedagogies for success. Building on that expertise, we will continue to adapt our learning methods – delivery formats, course design, academic support and more – so that all VIU students benefit. 
6. Expand life-enriching and career-building experiences. 

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  

The BSN program is an integrated program where concepts and knowledge, including Indigenous knowledge, ways of being and history, are woven throughout the four years of the program.

Year 1

• NURS 100: Health & Healing 1: Living Health
• NURS 102: Relational Practice: Self and Others
• NURS 110: Health and Healing II: Health Indicators
• NURS 111: Learning Centre II
• NURS 113: Professional Practice II: Introduction to the Discipline of Nursing
• NURS 114: Nursing Practice II: Coming to Know the Client

Year 2

• NURS 200 Health & Healing III: Health Challenges/Health Initiatives
• NURS 202: Relational Practice II: Creating Health-promoting Relationships
• NURS 210: Health & Healing IV: Health challenges/Healing Initiatives
• NURS 214: Nursing Practice IV: Promoting Health & Healing

Year 3

• NURS 301: Learning Centre V
• NURS 302: Relational Practice III: Connecting Across Difference
• NURS 310: Health & Healing VII: Promoting Community and Societal Health
• NURS 318: Health and Healing VI: Global health Issues
• NURS 314: Nursing Practice VI: Promoting Health of Communities and Society

Year 4

• NURS 403: Professional Practice VI: Nursing Research
• NURS 404: Nursing Practice VII: Engaging in Leadership

Course Descriptions: Courses are found here. Also: HHS Indigenization of the Curriculum

Practical Nursing

PRNUU 104, 114, 204, 214 are mandatory communication classes that all Practical Nurses complete. The content includes the history and legacy of residential schools, the United Nations Declaration on the Rights of Indigenous People, and Aboriginal rights and Indigenous teachings and practices. The content is introduced in PRN 104, and spiraled to greater depth as the four semesters unfold.

PRN 105, 115, 205, 215 address intercultural competencies, conflict resolution, human rights and anti-racism. The content is introduced within the first semester, then spiraled to greater depth as the students move into their first practicums. The intent is that the information is internalized and the students present a compassionate understanding in their actual nursing practice.

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

1. Aboriginal health issues
Yes. See mandatory course descriptions and HHS Indigenization of the Curriculum
2. The history and legacy of residential schools
Yes. See mandatory course descriptions and HHS Indigenization of the Curriculum
3. The United Nations Declaration on the Rights of Indigenous Peoples
Yes. See mandatory course descriptions and HHS Indigenization of the Curriculum
4. Treaties and Aboriginal rights
Yes. See mandatory course descriptions and HHS Indigenization of the Curriculum
5. Indigenous teachings and practice
Yes. See mandatory course descriptions and HHS Indigenization of the Curriculum

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 Nursing Home Page and the Vancouver Island University Home Page

The Vancouver Island University community acknowledge and thanks the Snuneymuxw, Quw’utsun’, Tla’amin, Snaw-naw-as and Xwkwa’luxwum First Nations on whose traditional lands we teach, learn, research, live and share knowledge.

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