A Qualitative Interpretive Description of Registered Nurses’ Experiences with the Mandatory Indigenous Cultural Competency Education

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dc.contributor.advisorNowell, Lorelli
dc.contributor.authorMorrow, Tracy
dc.contributor.committeememberClancy, Tracey L
dc.contributor.committeememberFedoruk, Lisa Margaret
dc.contributor.committeememberScott, Michelle Elizabeth
dc.date.accessioned2023-11-02T16:23:19Z
dc.date.available2023-11-02T16:23:19Z
dc.date.issued2023-10-31
dc.description.abstractWhen the Truth and Reconciliation Commission of Canada (2015) released its final report outlining Calls to Action, healthcare authorities were required to provide nurses with cultural competency education. Nurses employed by Alberta Health Services are now required to complete eight Indigenous Awareness and Sensitivity online modules via the MyLearningLink™ portal within a set timeframe. The purpose of this Interpretive Description research study was to gain an understanding about Alberta Health Services registered nurses’ experiences when completing the modules, how they made meaning of completing the modules, and how they utilized the knowledge obtained from the modules in their nursing practice. Alberta Health Services registered nurses were voluntarily recruited to participate using convenience sampling. Individual, semi-structure interviews were conducted with eight registered nurses via Zoom® to gather data. All interview data were transcribed verbatim and analysed for themes. Three main themes were identified: experiences and perceptions of completing the modules, moving from mandatory to meaningful, and advancing knowledge into practice. Overall, participants felt cultural competency education was important, but the modules lacked opportunity to self-reflect, and participants wanted to engage in deeper learning opportunities.
dc.identifier.citationMorrow, T. (2023). A qualitative interpretive description of registered nurses’ experiences with the mandatory Indigenous cultural competency education (Master's thesis, University of Calgary, Calgary, Canada). Retrieved from https://prism.ucalgary.ca.
dc.identifier.urihttps://hdl.handle.net/1880/117516
dc.identifier.urihttps://doi.org/10.11575/PRISM/42359
dc.language.isoen
dc.publisher.facultyGraduate Studies
dc.publisher.institutionUniversity of Calgary
dc.rightsUniversity of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.
dc.subject.classificationNursing
dc.titleA Qualitative Interpretive Description of Registered Nurses’ Experiences with the Mandatory Indigenous Cultural Competency Education
dc.typemaster thesis
thesis.degree.disciplineNursing
thesis.degree.grantorUniversity of Calgary
thesis.degree.nameMaster of Nursing (MN)
ucalgary.thesis.accesssetbystudentI do not require a thesis withhold – my thesis will have open access and can be viewed and downloaded publicly as soon as possible.
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