Culturally safe dementia care: Building nursing capacity to care for First Nation Elders with memory loss.

Background: Nursing staff require culturally relevant and dementia-specific education to care for the increasing number of First Nation Elders experiencing memory loss. The culturally safe dementia care (CSDC) research team, composed of researchers, decision makers and Secwepemc Elders, was formed to address this.

Objectives: To increase the capacity of nurses to care for First Nations Elders with memory loss in a culturally safe way.

Mission possible: twenty-five years of university and college collaboration in baccalaureate nursing education.

In Canada, nurse educators from five postsecondary institutions in the province of British Columbia established a collaborative nursing education initiative in 1989, with a vision to transform RN college diploma programs to baccalaureate degree programs. The principles, processes, and structures that served to develop and sustain this nursing education initiative are briefly reviewed. Curriculum, scholarship, and education legislation serve as platforms to critically explore a 25-year history (1989-2014) of successes, challenges, and transitions within this unique nursing education collaboration.

Sharing with the land of the dancing lights.

In this article, the authors discuss some of their experiences with an innovative project that involved a group of faculty engaged in a collegial model of mentorship through the use of distance technology. In 2001, Aurora College in Yellowknife, Northwest Territories, entered into contract with the Collaborative Nursing Program (CNP) in British Columbia to develop a four-year BSN program. The contract included a curriculum development and faculty mentoring package for each year of the new program.

Participatory inquiry with a colleague: an innovative faculty development process.

Clinical evaluation is central to the aims of nursing education; however, little has been written about the actual evaluative practices of nurse educators and the sources of influence on those practices. In this article, we describe our experience as co-investigators into the evaluation practices of one of us (J.A.

A perspective on clinical evaluation in nursing education.

Clinical evaluation in nursing education is an important activity with potentially serious implications for students, teachers, and the recipients of nursing care. The evaluation of student learning in the clinical area has been the focus of much effort and energy as educators struggle with issues arising from the subjective nature of clinical evaluation and the role of clinical instructors as both teachers and evaluators. In this paper, the objectivity-subjectivity debate is reviewed and the limits of evaluation practices based solely in positivism are discussed.