THE INTEGRATION OF CULTURAL SAFETY IN NURSING EDUCATION: AN INDIGENOUS INQUIRY OF NURSE EDUCATOR EXPERIENCES

Abstract

The objectives of this research were to (a) explore nursing educators' experiences of integrating cultural safety in nursing education, (b) describe the strategies that nurse educators use, and (c) identify the barriers and possible solutions to facilitate the integration of cultural safety into nursing education. Indigenous Research Methodology was used to gain insight into nurse educators' experiences of integrating cultural safety in nursing education. Conducted in Ontario with 15 participants from 11 of the 14 accredited SON across Ontario. Conversing and listening to personal stories was the primary knowledge-seeking method. A harmonized narrative and thematic approach were used to analyze the conversations and stories from nurse educators. The results demonstrated the current colonial structure of nursing education is incompatible with and a barrier to the integration of cultural safety. As a consequence, this study reveals more barriers than strategies for integration, which demonstrates the substantial need for leadership, resources, and institutional support to integrate cultural safety. Current approaches have amplified forms of structural violence experienced by Indigenous nurse educators. This form of violence has been labeled a sophisticated type of racism that manifests in ways such as tokenism and othering of Indigenous nurse educators. Information about barriers, challenges and successes experienced by study participants supports recommendations for the dismantling of colonial discourses that are pervasive in nursing education and a barrier to integration of cultural safety. This study of integrating cultural safety supported the problematic nature of decolonization and Indigenization approaches as solutions to ensure cultural safety. Micro-reconciliation was identified as a possible solution to promote successful integration of cultural safety in nursing education.