Details on reflection
Details on reflection
3 years ago 15
FINAL-INDS2000-GroupReflectionAssignmentDetailsandRubriccopy.pdf
FINAL-INDS2000-GroupReflectionAssignmentDetailsandRubriccopy.pdf
GROUP-REFLECTION
© Conestoga Page 1 of 9
INDS 2000 Indigenous Ways of Knowing
Group Reflection Assignment
Purpose of Assignment:
According to the College of Nurses of Ontario (2022, 2021, 2019, 2002) Registered Practical Nurses are expected to demonstrate critical self-reflection, ongoing professional development, and a commitment to lifelong learning to promote safe, competent, and quality client care.
Entry to practice competencies for Registered Practice Nurses include but are not limited to: the ability to provide safe, ethical, client-centered care; demonstrate effective communication, collaboration, effective problem solving skills and priority setting; conflict resolution skills; client advocacy; evidence informed practice; and to demonstrate behaviours and attitudes that are in accordance with the CNO’s Code of Conduct and Practice Standards (CNO, 2021, 2019, 2002).
This group-reflection exercise will provide students an opportunity to discuss how the values of others on health care teams may impact therapeutic nurse-client relationships, the care of clients, and the health outcomes of clients.
This group reflection exercise will involve students actively communicating, collaborating and problem solving with their assigned group members to critically examine an Indigenous client’s experience within a healthcare environment. Students are challenged to consider ways to prevent poor health outcomes in their future practice environments by reflecting on ways to improve practice environments, address system wide challenges, advocate for policy changes, challenge the status quo, report unsafe practice, and promote culturally safe care of Indigenous clients within practice environments.
Assignment & Course Learning Outcomes:
• CLO 1: Appreciate a strengths-based, person-centered, and culturally safe approach to the nursing process when working with Indigenous Peoples
• CLO 2: Engage in critical self-reflection of own attitudes and beliefs related to Indigenous Peoples and Indigenous health and healing
• CLO 3: Examine the practical nurse's role in promoting a culturally safe environment and providing culturally safe care
• CLO 4: Transform the nurse-client relationship in the process of reconciliation by demonstrating inclusivity through the commitment to engaging in dialogue and
GROUP-REFLECTION
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relationship building with First Nations, Inuit, and Métis Peoples, their culture, and health practices
• CLO 5: Apply knowledge of the determinants of health of First Nations, Inuit, and Métis Peoples, families, and communities to demonstrate strategies to promote health equity
• CO 7: Identify key components of the Truth and Reconciliation Commission, the United Nations Declaration on the Rights of Indigenous Peoples, Treaties, legal agreements on Indigenous Rights, and Human Rights within Canada
• CLO 8: Demonstrate an understanding of Indigenous health and healing practices by applying Indigenous Ways of Knowing across healthcare environments
• CLO 10: Explore advocacy strategies for the provision of culturally safe care with Indigenous Peoples across healthcare environments
Assignment Instructions:
• Each student will read the news article ‘The horrific treatment of Joyce Echaquan shows Canada’s systemic racism – again’ (Cardinal, 2020).
• Students are to create one group reflection word document. o Students are to review the assignment rubric to ensure they include discussion
of all outlined grading criteria. § It is suggested that if students are dividing up the reflection questions,
that groups also ensure they divide up the rubric criteria to ensure all criteria is covered.
o Each Student will work in their assigned group to answer ALL of the questions below and prepare one group reflection.
o The group reflection is a maximum of 4 pages, double spaced. § Please do not include the questions within the reflection due to the
limited page count of this assignment. The title page and reference page do not count as part of the four-page reflection
o The groups reflect will be submitted to the appropriate assignment drop box, by the assignment deadline.
o Students are expected to abide by academic integrity policies as outlined in the student handbook. All work submitted must be the groups own original work.
• All students are to attend class to complete in-class group activities/tasks, as class time is provided to groups prior to the assignment deadline to work on the group reflection assignment and provide students an opportunity to demonstrate professionalism and collaboration within the class-room.
o Mandatory in-class tasks occur in the weeks prior to the deadline of the assignment. Students are to demonstrate Professionalism and Collaboration, which is weighted 10 points out of 100 possible points for this assignment (see rubric criteria #9).
GROUP-REFLECTION
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o Faculty will take attendance on days where time is provided to work on the group reflection.
o Faculty will observe completion of in-class group tasks. o Groups are responsible for informing the instructor of any concerns or
challenges within the group during this in-class time. § Concerns must be brought to the attention in a timely manner to support
prompt follow up, support and direction to the group. o The Professionalism and Collaboration criteria will be graded both individually
and as group. All group members are responsible for actively participating in solving conflict and concerns within the group.
Assignment Questions:
• Reflect on and answer ALL of the following questions: 1. Why do nurses need to critically reflect of on their own attitudes and beliefs, and be
aware of the possible impact of others’ attitudes and beliefs may have on their own practice?
2. After reviewing the article, do you and your group members feel the primary nurse effectively establish, maintained a therapeutic nurse-client relationship and demonstrated appropriate use of power with Joyce? Why, or why not?
3. What is the practical nurse's role in providing culturally safe care and supporting Indigenous health and healing practices within all healthcare environments?
4. How can a strengths-based, client-centered care approach benefit Indigenous clients?
5. Why is it important for nurses to have knowledge about the Truth and Reconciliation Commission, the United Nations Declaration on the Rights of Indigenous Peoples, Treaties, legal agreements on Indigenous Rights, and Human Rights within Canada?
6. What is one strategy nurses can utilize to apply knowledge of the determinants of health of First Nations, Inuit, and Métis Peoples, families, and communities to demonstrate to promote health equity?
7. Imagine you and your group members are working on the unit that day where Joyce was admitted. While Joyce is not your patient, you witness the primary nurse mocking the client and making derogatory comments, and not intervening when the client is calling for help. What is your role and responsibilities in this situation?
GROUP-REFLECTION
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Group Reflection Rubric Criteria Proficient
8-10 Capable 6-7
Developing 4-5
Needs Improvement 1-3
Not Demonstrated or Incomplete 0
1. The student demonstrates an understanding of the importance of how to promote client safety and positive health outcomes and delivery of unbiased, culturally safe, client-centered care, which includes critical self-reflection to identify personal bias or differences in values/beliefs. The student demonstrates an understanding of ways to improve client safety, by providing safe, quality, ethical, dignified, and competent client- centered care. Formulates clinical decisions consistent with client needs and priorities.
Demonstrates a comprehensive understanding.
Demonstrates an adequate understanding.
Demonstrates a minimal understanding.
Demonstrates an inadequate understanding.
Criteria not demonstrated, or assignment not submitted.
2. The student demonstrates an understanding of the required skills used to establish and maintain
Demonstrates a comprehensive understanding.
Demonstrates an adequate understanding.
Demonstrates a minimal understanding.
Demonstrates an inadequate understanding.
Criteria not demonstrated, or assignment not submitted.
GROUP-REFLECTION
© Conestoga Page 5 of 9
the ‘Therapeutic Nurse-Client Relationship’ (Trust, Respect, Appropriate use of Power, Effective Communication, Sharing Information, Obtaining Informed Consent, Supporting the clients’ Autonomy and Self- Determination, Displaying Empathy, etc.)
3. Able to demonstrate an understanding of when to respond to internal/external factors that may impact the clients’ health and safety. Able to identify and apply principles of client safety, such as system wide or unit wide issues (i.e., racism, negative stereotypes, personal bias, etc., that may jeopardize client safety). Able to recognize and effectively respond to high-risk practices that could jeopardize client safety.
Demonstrates a comprehensive understanding.
Demonstrates an adequate understanding.
Demonstrates a minimal understanding.
Demonstrates an inadequate understanding.
Criteria not demonstrated, or assignment not submitted.
GROUP-REFLECTION
© Conestoga Page 6 of 9
4. The student demonstrates an understanding expected professional behaviours and attitudes such as honesty, integrity, and respect of all clients from all backgrounds.
Demonstrates a comprehensive understanding.
Demonstrates an adequate understanding.
Demonstrates a minimal understanding.
Demonstrates an inadequate understanding.
Criteria not demonstrated, or assignment not submitted.
5. The student demonstrates an understanding of the need for nurses to respond to the Calls to Action of the Truth and Reconciliation Commission of Canada.
Demonstrates a comprehensive understanding.
Demonstrates an adequate understanding.
Demonstrates a minimal understanding.
Demonstrates an inadequate understanding.
Criteria not demonstrated, or assignment not submitted.
6. The student demonstrates an understanding of their professional obligation and need to report situations within the practice environment that are potentially unsafe or professional misconduct of their peers.
Demonstrates a comprehensive understanding.
Demonstrates an adequate understanding.
Demonstrates a minimal understanding.
Demonstrates an inadequate understanding.
Criteria not demonstrated, or assignment not submitted.
7. The student demonstrates an understanding of the need to recognize and seek immediate assistance and/or help others in a rapidly changing client
Demonstrates a comprehensive understanding.
Demonstrates an adequate understanding.
Demonstrates a minimal understanding.
Demonstrates an inadequate understanding.
Criteria not demonstrated, or assignment not submitted.
GROUP-REFLECTION
© Conestoga Page 7 of 9
condition affecting health or patient safety.
8. The student demonstrates an understanding of the need to effectively communicate with clients, family, and the healthcare team. Effective communication includes demonstrating active listening, asking open-ended questioning, displaying effective interpersonal/relational skills, interviewing skills to creating a safe caring environment. The student is aware of barriers to effective communication (i.e., negative stereotypes).
Demonstrates a comprehensive understanding.
Demonstrates an adequate understanding.
Demonstrates a minimal understanding.
Demonstrates an inadequate understanding.
Criteria not demonstrated, or assignment not submitted.
9. The student demonstrates an understanding of the need to use conflict management and resolution strategies to promote healthy relationships and promote positive client outcomes. Students work effectively within
Demonstrates a comprehensive understanding.
Demonstrates an adequate understanding.
Demonstrates a minimal understanding.
Demonstrates an inadequate understanding.
Criteria not demonstrated, or assignment not submitted.
GROUP-REFLECTION
© Conestoga Page 8 of 9
their groups to resolve conflict, and ensure individual and group tasks and assignment is completed on time. Professional collaboration was demonstrated consistently individually, and as a group.
10. The student demonstrates proper use of Conestoga APA for in-text citations, referencing, formatting and demonstrates academic integrity. As well as demonstrates effective use of grammar, spelling, and sentence structure.
Demonstrates a comprehensive understanding.
Demonstrates an adequate understanding.
Demonstrates a minimal understanding.
Demonstrates an inadequate understanding.
Criteria not demonstrated, or assignment not submitted.
Total Proficient 80-100
Capable 51-79
Developing 31-50
Needs Improvement 1-30
Criteria not adequately met, or assignment incomplete 0-29
GROUP-REFLECTION
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Academic Integrity:
Refer to the Academic Integrity Policies outlined in the School of Health and Life Sciences and Community Services Practical Nursing Program Standards and Procedures Handbook.
Ethical guidelines must be adhered to. Plagiarism is considered unethical behaviour and will be handled following the guidelines in the Conestoga College Student Procedures Guide and the School of Health Sciences Student Handbook.
Submitting a portion or all of another student’s work will result in a 0 grade.
Unless an extension has been granted in advance it will be considered late. “Late assignments will be accepted but there will be a 10% penalty for each day the assignment is late up to three days. Assignments that are more than three days late will receive a grade of zero” as per the Practical Nursing School of Health Sciences Student Handbook.
References
Cardinal, J. (2020). The horrific treatment of Joyce Echaquan shows Canada’s systemic racism – again. StAlbertToday. https://www.stalberttoday.ca/beyond-local/the-horrific- treatment-of-joyce-echaquan-shows-canadas-systemic-racism-again-2794483
College of Nurses of Ontario. (2022). QA program. https://www.cno.org/en/myqa/ College of Nurses of Ontario. (2021). Practice standard: Code of conduct.
https://www.cno.org/globalassets/docs/prac/49040_code-of-conduct.pdf College of Nurses of Ontario. (2019). Entry to practice competencies for Registered Practice
Nurses. https://www.cno.org/globalassets/docs/reg/41042_entrypracrpn-2020.pdf College of Nurses of Ontario. (2002). Practice standard: Professional standards, revised 2002.
https://www.cno.org/globalassets/docs/prac/41006_profstds.pdf Truth and Reconciliation Commission of Canada. (2015). Truth and Reconciliation Commission
of Canada: Calls to action. https://www2.gov.bc.ca/assets/gov/british-columbians-our- governments/indigenous-people/aboriginal-peoples- documents/calls_to_action_english2.pdf
Prepared By: Ashley Watcheston RN, MN School: School of Health and Life Sciences Date: 2023-08-24
FINAL-INDS2000-GroupReflectionAssignmentDetailsandRubriccopy.pdf
GROUP-REFLECTION
© Conestoga Page 1 of 9
INDS 2000 Indigenous Ways of Knowing
Group Reflection Assignment
Purpose of Assignment:
According to the College of Nurses of Ontario (2022, 2021, 2019, 2002) Registered Practical Nurses are expected to demonstrate critical self-reflection, ongoing professional development, and a commitment to lifelong learning to promote safe, competent, and quality client care.
Entry to practice competencies for Registered Practice Nurses include but are not limited to: the ability to provide safe, ethical, client-centered care; demonstrate effective communication, collaboration, effective problem solving skills and priority setting; conflict resolution skills; client advocacy; evidence informed practice; and to demonstrate behaviours and attitudes that are in accordance with the CNO’s Code of Conduct and Practice Standards (CNO, 2021, 2019, 2002).
This group-reflection exercise will provide students an opportunity to discuss how the values of others on health care teams may impact therapeutic nurse-client relationships, the care of clients, and the health outcomes of clients.
This group reflection exercise will involve students actively communicating, collaborating and problem solving with their assigned group members to critically examine an Indigenous client’s experience within a healthcare environment. Students are challenged to consider ways to prevent poor health outcomes in their future practice environments by reflecting on ways to improve practice environments, address system wide challenges, advocate for policy changes, challenge the status quo, report unsafe practice, and promote culturally safe care of Indigenous clients within practice environments.
Assignment & Course Learning Outcomes:
• CLO 1: Appreciate a strengths-based, person-centered, and culturally safe approach to the nursing process when working with Indigenous Peoples
• CLO 2: Engage in critical self-reflection of own attitudes and beliefs related to Indigenous Peoples and Indigenous health and healing
• CLO 3: Examine the practical nurse's role in promoting a culturally safe environment and providing culturally safe care
• CLO 4: Transform the nurse-client relationship in the process of reconciliation by demonstrating inclusivity through the commitment to engaging in dialogue and
GROUP-REFLECTION
© Conestoga Page 2 of 9
relationship building with First Nations, Inuit, and Métis Peoples, their culture, and health practices
• CLO 5: Apply knowledge of the determinants of health of First Nations, Inuit, and Métis Peoples, families, and communities to demonstrate strategies to promote health equity
• CO 7: Identify key components of the Truth and Reconciliation Commission, the United Nations Declaration on the Rights of Indigenous Peoples, Treaties, legal agreements on Indigenous Rights, and Human Rights within Canada
• CLO 8: Demonstrate an understanding of Indigenous health and healing practices by applying Indigenous Ways of Knowing across healthcare environments
• CLO 10: Explore advocacy strategies for the provision of culturally safe care with Indigenous Peoples across healthcare environments
Assignment Instructions:
• Each student will read the news article ‘The horrific treatment of Joyce Echaquan shows Canada’s systemic racism – again’ (Cardinal, 2020).
• Students are to create one group reflection word document. o Students are to review the assignment rubric to ensure they include discussion
of all outlined grading criteria. § It is suggested that if students are dividing up the reflection questions,
that groups also ensure they divide up the rubric criteria to ensure all criteria is covered.
o Each Student will work in their assigned group to answer ALL of the questions below and prepare one group reflection.
o The group reflection is a maximum of 4 pages, double spaced. § Please do not include the questions within the reflection due to the
limited page count of this assignment. The title page and reference page do not count as part of the four-page reflection
o The groups reflect will be submitted to the appropriate assignment drop box, by the assignment deadline.
o Students are expected to abide by academic integrity policies as outlined in the student handbook. All work submitted must be the groups own original work.
• All students are to attend class to complete in-class group activities/tasks, as class time is provided to groups prior to the assignment deadline to work on the group reflection assignment and provide students an opportunity to demonstrate professionalism and collaboration within the class-room.
o Mandatory in-class tasks occur in the weeks prior to the deadline of the assignment. Students are to demonstrate Professionalism and Collaboration, which is weighted 10 points out of 100 possible points for this assignment (see rubric criteria #9).
GROUP-REFLECTION
© Conestoga Page 3 of 9
o Faculty will take attendance on days where time is provided to work on the group reflection.
o Faculty will observe completion of in-class group tasks. o Groups are responsible for informing the instructor of any concerns or
challenges within the group during this in-class time. § Concerns must be brought to the attention in a timely manner to support
prompt follow up, support and direction to the group. o The Professionalism and Collaboration criteria will be graded both individually
and as group. All group members are responsible for actively participating in solving conflict and concerns within the group.
Assignment Questions:
• Reflect on and answer ALL of the following questions: 1. Why do nurses need to critically reflect of on their own attitudes and beliefs, and be
aware of the possible impact of others’ attitudes and beliefs may have on their own practice?
2. After reviewing the article, do you and your group members feel the primary nurse effectively establish, maintained a therapeutic nurse-client relationship and demonstrated appropriate use of power with Joyce? Why, or why not?
3. What is the practical nurse's role in providing culturally safe care and supporting Indigenous health and healing practices within all healthcare environments?
4. How can a strengths-based, client-centered care approach benefit Indigenous clients?
5. Why is it important for nurses to have knowledge about the Truth and Reconciliation Commission, the United Nations Declaration on the Rights of Indigenous Peoples, Treaties, legal agreements on Indigenous Rights, and Human Rights within Canada?
6. What is one strategy nurses can utilize to apply knowledge of the determinants of health of First Nations, Inuit, and Métis Peoples, families, and communities to demonstrate to promote health equity?
7. Imagine you and your group members are working on the unit that day where Joyce was admitted. While Joyce is not your patient, you witness the primary nurse mocking the client and making derogatory comments, and not intervening when the client is calling for help. What is your role and responsibilities in this situation?
GROUP-REFLECTION
© Conestoga Page 4 of 9
Group Reflection Rubric Criteria Proficient
8-10 Capable 6-7
Developing 4-5
Needs Improvement 1-3
Not Demonstrated or Incomplete 0
1. The student demonstrates an understanding of the importance of how to promote client safety and positive health outcomes and delivery of unbiased, culturally safe, client-centered care, which includes critical self-reflection to identify personal bias or differences in values/beliefs. The student demonstrates an understanding of ways to improve client safety, by providing safe, quality, ethical, dignified, and competent client- centered care. Formulates clinical decisions consistent with client needs and priorities.
Demonstrates a comprehensive understanding.
Demonstrates an adequate understanding.
Demonstrates a minimal understanding.
Demonstrates an inadequate understanding.
Criteria not demonstrated, or assignment not submitted.
2. The student demonstrates an understanding of the required skills used to establish and maintain
Demonstrates a comprehensive understanding.
Demonstrates an adequate understanding.
Demonstrates a minimal understanding.
Demonstrates an inadequate understanding.
Criteria not demonstrated, or assignment not submitted.
GROUP-REFLECTION
© Conestoga Page 5 of 9
the ‘Therapeutic Nurse-Client Relationship’ (Trust, Respect, Appropriate use of Power, Effective Communication, Sharing Information, Obtaining Informed Consent, Supporting the clients’ Autonomy and Self- Determination, Displaying Empathy, etc.)
3. Able to demonstrate an understanding of when to respond to internal/external factors that may impact the clients’ health and safety. Able to identify and apply principles of client safety, such as system wide or unit wide issues (i.e., racism, negative stereotypes, personal bias, etc., that may jeopardize client safety). Able to recognize and effectively respond to high-risk practices that could jeopardize client safety.
Demonstrates a comprehensive understanding.
Demonstrates an adequate understanding.
Demonstrates a minimal understanding.
Demonstrates an inadequate understanding.
Criteria not demonstrated, or assignment not submitted.
GROUP-REFLECTION
© Conestoga Page 6 of 9
4. The student demonstrates an understanding expected professional behaviours and attitudes such as honesty, integrity, and respect of all clients from all backgrounds.
Demonstrates a comprehensive understanding.
Demonstrates an adequate understanding.
Demonstrates a minimal understanding.
Demonstrates an inadequate understanding.
Criteria not demonstrated, or assignment not submitted.
5. The student demonstrates an understanding of the need for nurses to respond to the Calls to Action of the Truth and Reconciliation Commission of Canada.
Demonstrates a comprehensive understanding.
Demonstrates an adequate understanding.
Demonstrates a minimal understanding.
Demonstrates an inadequate understanding.
Criteria not demonstrated, or assignment not submitted.
6. The student demonstrates an understanding of their professional obligation and need to report situations within the practice environment that are potentially unsafe or professional misconduct of their peers.
Demonstrates a comprehensive understanding.
Demonstrates an adequate understanding.
Demonstrates a minimal understanding.
Demonstrates an inadequate understanding.
Criteria not demonstrated, or assignment not submitted.
7. The student demonstrates an understanding of the need to recognize and seek immediate assistance and/or help others in a rapidly changing client
Demonstrates a comprehensive understanding.
Demonstrates an adequate understanding.
Demonstrates a minimal understanding.
Demonstrates an inadequate understanding.
Criteria not demonstrated, or assignment not submitted.
GROUP-REFLECTION
© Conestoga Page 7 of 9
condition affecting health or patient safety.
8. The student demonstrates an understanding of the need to effectively communicate with clients, family, and the healthcare team. Effective communication includes demonstrating active listening, asking open-ended questioning, displaying effective interpersonal/relational skills, interviewing skills to creating a safe caring environment. The student is aware of barriers to effective communication (i.e., negative stereotypes).
Demonstrates a comprehensive understanding.
Demonstrates an adequate understanding.
Demonstrates a minimal understanding.
Demonstrates an inadequate understanding.
Criteria not demonstrated, or assignment not submitted.
9. The student demonstrates an understanding of the need to use conflict management and resolution strategies to promote healthy relationships and promote positive client outcomes. Students work effectively within
Demonstrates a comprehensive understanding.
Demonstrates an adequate understanding.
Demonstrates a minimal understanding.
Demonstrates an inadequate understanding.
Criteria not demonstrated, or assignment not submitted.
GROUP-REFLECTION
© Conestoga Page 8 of 9
their groups to resolve conflict, and ensure individual and group tasks and assignment is completed on time. Professional collaboration was demonstrated consistently individually, and as a group.
10. The student demonstrates proper use of Conestoga APA for in-text citations, referencing, formatting and demonstrates academic integrity. As well as demonstrates effective use of grammar, spelling, and sentence structure.
Demonstrates a comprehensive understanding.
Demonstrates an adequate understanding.
Demonstrates a minimal understanding.
Demonstrates an inadequate understanding.
Criteria not demonstrated, or assignment not submitted.
Total Proficient 80-100
Capable 51-79
Developing 31-50
Needs Improvement 1-30
Criteria not adequately met, or assignment incomplete 0-29
GROUP-REFLECTION
© Conestoga Page 9 of 9
Academic Integrity:
Refer to the Academic Integrity Policies outlined in the School of Health and Life Sciences and Community Services Practical Nursing Program Standards and Procedures Handbook.
Ethical guidelines must be adhered to. Plagiarism is considered unethical behaviour and will be handled following the guidelines in the Conestoga College Student Procedures Guide and the School of Health Sciences Student Handbook.
Submitting a portion or all of another student’s work will result in a 0 grade.
Unless an extension has been granted in advance it will be considered late. “Late assignments will be accepted but there will be a 10% penalty for each day the assignment is late up to three days. Assignments that are more than three days late will receive a grade of zero” as per the Practical Nursing School of Health Sciences Student Handbook.
References
Cardinal, J. (2020). The horrific treatment of Joyce Echaquan shows Canada’s systemic racism – again. StAlbertToday. https://www.stalberttoday.ca/beyond-local/the-horrific- treatment-of-joyce-echaquan-shows-canadas-systemic-racism-again-2794483
College of Nurses of Ontario. (2022). QA program. https://www.cno.org/en/myqa/ College of Nurses of Ontario. (2021). Practice standard: Code of conduct.
https://www.cno.org/globalassets/docs/prac/49040_code-of-conduct.pdf College of Nurses of Ontario. (2019). Entry to practice competencies for Registered Practice
Nurses. https://www.cno.org/globalassets/docs/reg/41042_entrypracrpn-2020.pdf College of Nurses of Ontario. (2002). Practice standard: Professional standards, revised 2002.
https://www.cno.org/globalassets/docs/prac/41006_profstds.pdf Truth and Reconciliation Commission of Canada. (2015). Truth and Reconciliation Commission
of Canada: Calls to action. https://www2.gov.bc.ca/assets/gov/british-columbians-our- governments/indigenous-people/aboriginal-peoples- documents/calls_to_action_english2.pdf
Prepared By: Ashley Watcheston RN, MN School: School of Health and Life Sciences Date: 2023-08-24