Formation of Future Nurses Coming From Minorities and Marginalized Communities. Proximity to Communities to Understand

2.50
Hdl Handle:
http://hdl.handle.net/10755/162136
Category:
Abstract
Type:
Presentation
Title:
Formation of Future Nurses Coming From Minorities and Marginalized Communities. Proximity to Communities to Understand
Author(s):
Laperriere, Helene
Author Details:
Helene Laperriere, RN, PhD in Public Health, Professor, University of Ottawa, Ottawa, Ontario, Canada, email: hlaperri@uottawa.ca
Abstract:
CASN Nursing Academic Leadership Conference: The "internal colonization" acknowledges that a nation's unity takes often support from implantation of teaching program that encourages a practices homogenization, even in presence of cultural characteristics with ethnic, economic and sociopolitical diversity. Living situations as a clinical teacher in a francophone program of community health nursing are systematized by identifying contributions of popular education within the relationship between professor/future nurses coming from minorities. The experiential learning represents a perspective in teaching with francophone students that include an auto-analyze of social factors that reinforce the internal colonization. Popular education in professional practices encourages autonomy, creativity and conviviality to avoid what Illich called a supra-programmation. Thinking exclusively in terms of program limits creativity. To walk in districts where minorities are living becomes rich opportunities to better understand their conditions and ways of living together, those that share some of the future nurses that we teach in our academic space. The ties of solidarity and sharing as well as consciousness development of our collective history, that of the professor and the one of students, in mutual help actions, turn out to be interesting paths for research and community action.
Repository Posting Date:
27-Oct-2011
Date of Publication:
27-Oct-2011
Conference Date:
2008
Conference Name:
CASN Nursing Academic Leadership Conference
Conference Host:
Canadian Association of Schools of Nursing
Conference Location:
Toronto, Ontario, Canada
Description:
Conference theme: Nursing Academic Leadership in Action; Strategies for Success, 8 - 11 May, 2008. Held at the Hilton Downtown, Toronto.
Note:
This is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription. Contact your library for assistance in obtaining the as-published article.

Full metadata record

DC FieldValue Language
dc.type.categoryAbstracten_US
dc.typePresentationen_GB
dc.titleFormation of Future Nurses Coming From Minorities and Marginalized Communities. Proximity to Communities to Understanden_GB
dc.contributor.authorLaperriere, Heleneen_US
dc.author.detailsHelene Laperriere, RN, PhD in Public Health, Professor, University of Ottawa, Ottawa, Ontario, Canada, email: hlaperri@uottawa.caen_US
dc.identifier.urihttp://hdl.handle.net/10755/162136-
dc.description.abstractCASN Nursing Academic Leadership Conference: The "internal colonization" acknowledges that a nation's unity takes often support from implantation of teaching program that encourages a practices homogenization, even in presence of cultural characteristics with ethnic, economic and sociopolitical diversity. Living situations as a clinical teacher in a francophone program of community health nursing are systematized by identifying contributions of popular education within the relationship between professor/future nurses coming from minorities. The experiential learning represents a perspective in teaching with francophone students that include an auto-analyze of social factors that reinforce the internal colonization. Popular education in professional practices encourages autonomy, creativity and conviviality to avoid what Illich called a supra-programmation. Thinking exclusively in terms of program limits creativity. To walk in districts where minorities are living becomes rich opportunities to better understand their conditions and ways of living together, those that share some of the future nurses that we teach in our academic space. The ties of solidarity and sharing as well as consciousness development of our collective history, that of the professor and the one of students, in mutual help actions, turn out to be interesting paths for research and community action.en_GB
dc.date.available2011-10-27T09:57:31Z-
dc.date.issued2011-10-27en_GB
dc.date.accessioned2011-10-27T09:57:31Z-
dc.conference.date2008-
dc.conference.nameCASN Nursing Academic Leadership Conferenceen_US
dc.conference.hostCanadian Association of Schools of Nursingen_US
dc.conference.locationToronto, Ontario, Canadaen_US
dc.descriptionConference theme: Nursing Academic Leadership in Action; Strategies for Success, 8 - 11 May, 2008. Held at the Hilton Downtown, Toronto.en_US
dc.description.noteThis is an abstract-only submission. If the author has submitted a full-text item based on this abstract, you may find it by browsing the Virginia Henderson Global Nursing e-Repository by author. If author contact information is available in this abstract, please feel free to contact him or her with your queries regarding this submission. Alternatively, please contact the conference host, journal, or publisher (according to the circumstance) for further details regarding this item. If a citation is listed in this record, the item has been published and is available via open-access avenues or a journal/database subscription. Contact your library for assistance in obtaining the as-published article.-
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