Creating bold spaces for transformational undergraduate nursing education
Ms. Jilian Irwin, BScN, RN, firstname.lastname@example.org; Ms. Nicole Masson, BScN, RN, email@example.com (Secretary); Dr. Colleen Maykut, DNP, RN, FCAN, firstname.lastname@example.org (Board director; past President)
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- MacEwan University, Edmonton, Alberta, Canada
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Quality education correlates with improved socioeconomic status (United Nations, 2015). Pedagogies must prepare nursing graduates to recognize, disrupt, and address health inequities as global citizens and competent clinicians (Blaschke & Hase, 2016; Maykut et al., 2019). Learning experiences should focus on the acquisition of higher-order thinking skills such as moral aptitude, political acumen, cultural safety and humility, and systems thinking to navigate and mitigate systemic barriers which hinder social justice for health (Kinsella, 2012; Maykut, 2020, 2018; Maykut et al., 2019).
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Undergraduate Nursing Education;
Higher Order Thinking
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