Psychiatric/Mental Health Nursing Careers for Aboriginal Peoples

Transcription

1 Psychiatric/Mental Health Nursing Careers for Aboriginal Peoples Silvia Wilson, RN, BSN, MSN, Ed Doc (c) Anna Helewka, RPN, RN, BSN, MSN Douglas College Faculty of Health Sciences Department of Psychiatric Nursing BSPN and Diploma Programs March 2009 AHHRI Gathering 1

2 Introduction Description of participatory action research project proposed by Douglas College Psychiatric Nursing Department Project is a response to the Aboriginal Health Human Resources Initiative call for proposals aimed at increasing the numbers of certified First Nations health care professionals. March 2009 AHHRI Gathering 2

3 Purpose of Project Increase the numbers of Aboriginal individuals in the psychiatric nursing profession Restructure curricula to be culturally sensitive and respectful Support the development of cultural competencies so that all graduates can practice in culturally appropriate ways Respond to the unique mental health needs of First Nations groups advancing a health care system that is responsive to Aboriginal needs March 2009 AHHRI Gathering 3

4 Process Evaluate existing curricular structures/processes as to how they may impede student success Environmental scan to identify gaps in meeting the needs of aboriginal students Literature Review to develop an understanding of first nations paradigms of learning Restructure curricula incorporating these paradigms into psychiatric nursing curricula. March 2009 AHHRI Gathering 4

5 Phase I of Project Literature review (aboriginal paradigms and pedagogy), environmental scan Developing community partnerships Set up advisory committee (elders, aboriginal nurses, consumers) Review and redesign curricula Faculty professional development Funded (Dec 2007 to March 2010) March 2009 AHHRI Gathering 5

6 Phase II of Project Recruit cohort of interested individuals through hands on/interactive institutes providing information about psychiatric nursing as a career Set up support/scaffolding systems Aboriginal Practitioner (RPN) in residence Aboriginal students will be key informants to the project and to the curriculum revision process March 2009 AHHRI Gathering 6

7 Assumptions Nursing education programs must be responsive to needs of individuals, communities and populations Nurses in all contexts of practice must be able to provide culturally sensitive and competent care Nursing education programs are committed to providing quality education to students from diverse backgrounds. March 2009 AHHRI Gathering 7

8 Literature Review Aboriginal/first nations peoples: face many mental health issues continue to encounter barriers to success in post secondary programs in spite of institutional support programs are not well represented in the health care professions March 2009 AHHRI Gathering 8

9 Environmental Scan Psychiatric Nursing programs at DC not attracting or retaining Aboriginal/First Nation individuals Institutional support systems in place (Aboriginal Student Services, Counseling, Financial Assistance etc) No aboriginal representation in faculty March 2009 AHHRI Gathering 9

10 What are we doing wrong? Preliminary ideas from the literature review and environmental scan: retention strategies need reviewing but this often only a band-aid solution more comprehensive approach would be to conduct a critical examination of program pedagogical and curricular structures March 2009 AHHRI Gathering 10

11 Western Educational Perspectives Evidence based practice Knowledge/theory Time orientation to learning Holistic Professionalism Safety to practice Communication models Evaluation processes Critical thinking Competencies Individual focus March 2009 AHHRI Gathering 11

12 Aboriginal Pedagogy Affective/spiritual components key to learning Learning environment and harmony among all elements in one s life is critical to learning Learning is transformative and begins with the heart which dictates what is done with knowledge Heart is seen as the basis of life processes (including cognitive processes) and gives energy Learning is shared, social and lifelong March 2009 AHHRI Gathering 12

13 Aboriginal Pedagogy Thinking and feeling is connected Emotions play major role in the function of memory/mind Learners feelings and emotions are integral to knowledge acquisition Underlying premise to story telling method of learning March 2009 AHHRI Gathering 13

14 Psychiatric Nursing Education Traditional western educational paradigms are discordant with aboriginal pedagogy Emotions and feelings are not rational Emotional aspect less important than cognitive aspects of learning and therefore often ignored in curricula Reason is often independent of emotion March 2009 AHHRI Gathering 14

15 Educational Transitions Transformative Questions: Could it be that how one feels is more important than what one knows? Can nurse educators accept that the spiritual/affective domains are more important than the cognitive/pyschomotor domains? March 2009 AHHRI Gathering 15

16 Holistic Learning Paradigms? Literature tell us that: affective component controls behaviour and what one knows is used in behaviour and the way knowledge is used depends upon positive or negative feelings experienced during learning NEED Holistic Learning Perspectives (aboriginal perspective) March 2009 AHHRI Gathering 16

17 Application to Psychiatric Nursing Education Educating the mind without the heart does NOT guarantee ethical caring professional Examples: Examples of ethical and professional issues between nurses and clients When an A student goes on killing spree (mind taught well but not the heart) March 2009 AHHRI Gathering 17

18 Psychiatric Nursing Education Aboriginal learning paradigms have potential to transform psychiatric nursing education Teach/learning strategies based in the affective component rather than the knowledge/skill dimension Education of heart (spiritual affective component) first then the brain will result in a kind, caring, useful individuals March 2009 AHHRI Gathering 18

19 Psychiatric Nursing Education Aboriginal learning paradigms fit well with psychiatric nursing practice (considering that we deal with the affective, emotional and mental well being of individuals) Aboriginal paradigms are rooted in holistic perspectives Emotional competency of learners will ensure that knowledge is used with care and compassion March 2009 AHHRI Gathering 19

20 Psychiatric Nursing Education Traditional western perspectives result in students learning to play the game and suppress own core values and well being True for many students from diverse backgrounds but somehow they learn to play the game better than many aboriginal individuals March 2009 AHHRI Gathering 20

21 Psychiatric Nursing Education Incorporating aboriginal learning paradigms into psychiatric nursing education will: benefit aboriginal/first nation individuals by decreasing barriers to success BUT also will serve to enrich the learning experience of all students and Will create practitioners that are culturally and emotionally competent. March 2009 AHHRI Gathering 21

22 Beginning Strategies As educators we are responsible and accountable for the outcomes of our teaching Need to examine curriculum structures and processes Professional development of faculty NOT a Letting go but rather an enhancement of paradigms March 2009 AHHRI Gathering 22

23 Conclusion Success of the project: Increased number of aboriginal individuals choosing psychiatric nursing as a career Aboriginal communities will benefit by receiving culturally appropriate and respectful care All students will benefit by being educated within a holistic circle of learning March 2009 AHHRI Gathering 23

24 Thank you Silvia Wilson, Associate Dean, Faculty of Health Sciences, Douglas College Anna Helewka, Project Lead and Curriculum Coordinator, Faculty of Health Sciences, Department of Psychiatric Nursing March 2009 AHHRI Gathering 24