"How can communicative and creative technologies be used to stimulate meaningful engagement with ecological, sustainability, environmental and quality of life dialogue and praxis in nursing and society at large?" (The Driving Question that motivates this Website).
Eco-Activism and Co-Creation in Education Focus
EcoNurse: Using ICTs to weave ecological activism into the tapestry of nursing curriculum
by © 2008 ~ June Kaminski, MSN PhD(c).
Presented at WRCASN Conference, Victoria, British Columbia on Feb. 23, 2008
Background to Project: Many ecological issues have demanded attention in the media spotlight in recent years: global warming; species extinction; quality of air and drinking water; urban sustainability, stress, and congestion; various pollutants; genetically modified foods; toxins and dangerous waste in the health care industry; exposure to various contaminants; and so on. All of these issues and more must become the focus of nurses around the globe, since nurses are in a prime position to influence both the public and the policy and decision makers.
Activism in Education Focus
Using communicative and creative technologies to weave social justice and change theory into the tapestry of nursing curriculum
by © 2007 ~ June Kaminski, MSN PhD(c).
Presented at Ethel Johns Research Day, Xi Eta Chapter, Sigma Theta Tau International, Vancouver, BC on February 2, 2008.
This session presented an analysis of the application of communicative and creative technologies in planning and teaching social justice and activist initiatives in nursing curriculum. The Canadian Nurses Association identified social justice as a priority for nursing practice and education, with a focus on the foundational values of cultural respect, collaboration, equity and capacity building at jurisdictional, national, and international levels (Canadian Nurses Association, 2003). As well, the Code of Ethics that informs nursing in Canada includes a provision related to social justice. “Nurses uphold principles of equity and fairness to assist persons in receiving a share of health services and resources proportionate to their needs and in promoting social justice.” (CNA, 2002, p. 8). Furthermore, Canadian nurses are expected to “be aware of broader health concerns such as environmental pollution, violation of human rights, world hunger, homelessness, violence, etc. and are encouraged to the extent possible in their personal circumstances to work individually as citizens or collectively for policies and procedures to bring about social change, keeping in mind the needs of future generations” (p.15).