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Nurses are instructed to among other things,
to uphold the pursuit of truth and reconciliation, and to value the knowledge of first nations in their practice.
To respect the principles of social justice and consider the social determinants of health to influence the health and well being of people.
Advocate for the rights of all people to be free from oppression, exclusion, racism and discrimination
Advocate for the stewardship of natural resources and the environment as key determinant of health
Woke nonsense is going to destroy a medical system already on it's knees. We already see immigrants and minorities given preferential treatment in emergency lines, what happens when stuff like this becomes enshrined in law. What happens when your access and quality of health care is determined by identity politics ?
We already have a staffing crisis, stuff like this is only going to make that worse and who in their right mind would want to work in that environment ?
EDIT: since many of you seem to be too lazy to actually fucking read allow me to copy and paste
Here I have highlighted particular tenets I have issue with, I challenge everyone who thinks I am over reacting to explain why each and all of these are good, or relevant to medical practice and will not have a negative impact.
Then tell me exactly how my description is inaccurate.
1.3.6 respecting the decisions of all people, including choice of lifestyle or treatment that may not be perceived as conducive to health or well-being while continuing to provide care in a non-judgmental manner
4.1.1 developing awareness of the Calls to Action contained in the Truth and Reconciliation Commission of Canada report to address racism and health inequity;
4.1.2 understanding the history of and the ongoing impacts of colonial policies and nursing practices on First Nations, Inuit and Métis Peoples’ health and well-being;
4.1.3 acknowledging the power imbalances that exist due to historical contexts leading to the mistrust of colonial systems such as the health-care system, recognizing that culturally safe care can only be defined by the client;
4.2.3 developing cultural competence through engaging in education and professional development activities created, led and delivered by First Nations, Inuit and Métis Peoples that is related to the Indigenous world views and ways of knowing, and the social determinants of Indigenous health in Canada.
4.2.4 university and college curriculums that enhance knowledge and respect for Indigenous world views and diverse cultural practices and enact the Truth and Reconciliation Commission of Canada’s Calls to Action related to health;
4.2.5 systemic changes to health institutions on the importance of integrating Indigenous knowledge into clinical practice;
4.2.7 research into nursing practices from an Indigenous perspective with Indigenous researchers
4.2.9 systemic change to nursing policies and practices to better engage with First Nations, Inuit and Métis Peoples and to mitigate the impacts of intergenerational trauma and colonial practices that still exist today in health-care systems.
5.1.2 recognizing that equity-deserving groups and communities in society are systemically disadvantaged, which may lead to diminished health and well-being and working with them to explore the range of health-care choices available to improve their quality of life;
5.1.3 advocating for more comprehensive and equitable mental health and addiction services and supports across age groups, equity-deserving groups, socio-cultural backgrounds, and geographic regions;
5.1.4 providing education and working with all people to have meaningful participation in decision-making, while considering their varying abilities/disabilities and their racial, ethnic, linguistic, spiritual and cultural needs;
5.1.8 allocating resources under their control based on the needs of clients and advocating for fair treatment and fair distribution of resources; and
5.1.9 advocating for and implementing strategies that achieve diverse, equitable and inclusive (DEI) workplaces.
5.2.1 reflecting on and acknowledging their personal and professional power and privilege;
5.2.2 demonstrating cultural humility and allyship through ongoing reflection of their own values, assumptions, biases and beliefs while learning from and honouring the values, assumptions, and beliefs of others as well as expertise that people have about their own culture;
5.2.3 developing their knowledge of racism (including anti-Black, anti-Indigenous and anti-Asian racism, antisemitism, Islamophobia, xenophobia, linguistic racism, etc.,), systemic racism, conscious/unconscious biases, gender-based biases, biases against 2SLGBTQIA+ individuals and communities, and discrimination and the resulting impacts on the health and well-being of people, including those with intersecting identities;
5.2.4 developing their knowledge of trauma and resilience and using trauma-informed approaches and authentic allyship practices when working with diverse clients;
5.3.1 recognizing the rights of nature and the planet and safeguarding the environment for the good of and survival of nature and human beings;
5.3.2 becoming informed about the disproportionate impact that climate change and other environmental changes (e.g., pollution, biodiversity loss, ecosystem disruptions) have on distinct populations (e.g., children, older adults, women, Indigenous communities, racialized and other equity-deserving populations, and on people with varying abilities/disabilities);
5.3.4 learning about Indigenous governance, knowledge, practices and ways of knowing in the protection of the land, air, water and ice, plants and animals; and
5.3.5 adopting a planetary health lens (informed by Indigenous knowledge of the interconnectedness of people with the natural world) into practice.
5.4.2 becoming informed about the health inequities and disproportionate impact that disasters and public health emergencies have on vulnerable populations (e.g., children, older adults, women, Indigenous communities, Black, racialized and other equity-deserving populations) and on people with varying abilities/disabilities;
Here you can read the directives yourself
to uphold the pursuit of truth and reconciliation, and to value the knowledge of first nations in their practice.
To respect the principles of social justice and consider the social determinants of health to influence the health and well being of people.
Advocate for the rights of all people to be free from oppression, exclusion, racism and discrimination
Advocate for the stewardship of natural resources and the environment as key determinant of health
Woke nonsense is going to destroy a medical system already on it's knees. We already see immigrants and minorities given preferential treatment in emergency lines, what happens when stuff like this becomes enshrined in law. What happens when your access and quality of health care is determined by identity politics ?
We already have a staffing crisis, stuff like this is only going to make that worse and who in their right mind would want to work in that environment ?
EDIT: since many of you seem to be too lazy to actually fucking read allow me to copy and paste
Here I have highlighted particular tenets I have issue with, I challenge everyone who thinks I am over reacting to explain why each and all of these are good, or relevant to medical practice and will not have a negative impact.
Then tell me exactly how my description is inaccurate.
1.3.6 respecting the decisions of all people, including choice of lifestyle or treatment that may not be perceived as conducive to health or well-being while continuing to provide care in a non-judgmental manner
4.1.1 developing awareness of the Calls to Action contained in the Truth and Reconciliation Commission of Canada report to address racism and health inequity;
4.1.2 understanding the history of and the ongoing impacts of colonial policies and nursing practices on First Nations, Inuit and Métis Peoples’ health and well-being;
4.1.3 acknowledging the power imbalances that exist due to historical contexts leading to the mistrust of colonial systems such as the health-care system, recognizing that culturally safe care can only be defined by the client;
4.2.3 developing cultural competence through engaging in education and professional development activities created, led and delivered by First Nations, Inuit and Métis Peoples that is related to the Indigenous world views and ways of knowing, and the social determinants of Indigenous health in Canada.
4.2.4 university and college curriculums that enhance knowledge and respect for Indigenous world views and diverse cultural practices and enact the Truth and Reconciliation Commission of Canada’s Calls to Action related to health;
4.2.5 systemic changes to health institutions on the importance of integrating Indigenous knowledge into clinical practice;
4.2.7 research into nursing practices from an Indigenous perspective with Indigenous researchers
4.2.9 systemic change to nursing policies and practices to better engage with First Nations, Inuit and Métis Peoples and to mitigate the impacts of intergenerational trauma and colonial practices that still exist today in health-care systems.
5.1.2 recognizing that equity-deserving groups and communities in society are systemically disadvantaged, which may lead to diminished health and well-being and working with them to explore the range of health-care choices available to improve their quality of life;
5.1.3 advocating for more comprehensive and equitable mental health and addiction services and supports across age groups, equity-deserving groups, socio-cultural backgrounds, and geographic regions;
5.1.4 providing education and working with all people to have meaningful participation in decision-making, while considering their varying abilities/disabilities and their racial, ethnic, linguistic, spiritual and cultural needs;
5.1.8 allocating resources under their control based on the needs of clients and advocating for fair treatment and fair distribution of resources; and
5.1.9 advocating for and implementing strategies that achieve diverse, equitable and inclusive (DEI) workplaces.
5.2.1 reflecting on and acknowledging their personal and professional power and privilege;
5.2.2 demonstrating cultural humility and allyship through ongoing reflection of their own values, assumptions, biases and beliefs while learning from and honouring the values, assumptions, and beliefs of others as well as expertise that people have about their own culture;
5.2.3 developing their knowledge of racism (including anti-Black, anti-Indigenous and anti-Asian racism, antisemitism, Islamophobia, xenophobia, linguistic racism, etc.,), systemic racism, conscious/unconscious biases, gender-based biases, biases against 2SLGBTQIA+ individuals and communities, and discrimination and the resulting impacts on the health and well-being of people, including those with intersecting identities;
5.2.4 developing their knowledge of trauma and resilience and using trauma-informed approaches and authentic allyship practices when working with diverse clients;
5.3.1 recognizing the rights of nature and the planet and safeguarding the environment for the good of and survival of nature and human beings;
5.3.2 becoming informed about the disproportionate impact that climate change and other environmental changes (e.g., pollution, biodiversity loss, ecosystem disruptions) have on distinct populations (e.g., children, older adults, women, Indigenous communities, racialized and other equity-deserving populations, and on people with varying abilities/disabilities);
5.3.4 learning about Indigenous governance, knowledge, practices and ways of knowing in the protection of the land, air, water and ice, plants and animals; and
5.3.5 adopting a planetary health lens (informed by Indigenous knowledge of the interconnectedness of people with the natural world) into practice.
5.4.2 becoming informed about the health inequities and disproportionate impact that disasters and public health emergencies have on vulnerable populations (e.g., children, older adults, women, Indigenous communities, Black, racialized and other equity-deserving populations) and on people with varying abilities/disabilities;
Here you can read the directives yourself
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