Pedagogical frameworks grounded in social justice, such as decolonizing and anti-racist educational practices, are essential in nursing programs. While scholars have begun to examine nurse educators' conceptualizations of social justice, there remains a lack of knowledge about student perspectives regarding nurse educators' approaches to incorporating social justice in education. To understand nursing students' perceptions about educational strategies that develop critical awareness and engagement with social justice and positively influence professional practice. A qualitative study informed by Critical Feminist Pedagogy and guided by Interpretive Description methodology. A school of nursing in Western Canada. Ten undergraduate and graduate nursing students recruited through convenience sampling. Students participated in one-on-one semi-structured interviews. A set of questions developed to facilitate data analysis allowed the deconstruction of the data to identify broad-based inductive categories. Contrast and comparison methods were also used. Members of the research team provided analytic insights into the categories, and subsequently, all members discussed the findings and developed the interpretive frame. Student participants reported that educational strategies promoting awareness and engagement with social justice need to go beyond superficial engagement and awareness of social justice. Researchers' analysis suggests that cohesiveness between awareness and action in social justice is urgently needed within academia to adopt a decolonizing and anti-racist pedagogy in nursing and better prepare students for professional practice. From the data analysis, teaching strategies that enhance cohesiveness include: embracing personal development, creating community spaces and disrupting knowledge and curriculum hierarchies. Understanding students' perceptions and incorporating their suggestions is critical to integrating socially just teaching practices that embrace a learner-centred pedagogy. Our findings offer suggestions for teaching strategies that foster critical awareness and engagement with social justice. Combined, these contribute to our understanding of signature pedagogies in nursing with the intention of increasing the adoption of anti-racist and decolonizing approaches.

Black nurses are at the margins of the annals of history and there is a dearth of historical accounts of their work. Drawing on our historical research about Black nurses in British Columbia (Canada) between 1845 and 1910, we point to the complexity of Black women's lives and argue that Black nurses disrupted the conceptualization of Blackness and Black womanhood of the time. We demonstrate the vital contributions of Black nurses to the health of communities and add to existing scholarship that redefines the nursing narrative: one in which white nurses are not the start and end point of history.

Background: The career development of nursing preceptors is key to improving the quality of clinical education. However, there is a lack of sufficient and specific information about the career development of nursing preceptors in Iran. Objectives: This study aimed to investigate the nursing preceptors’ career development status. Methods: A descriptive cross-sectional study was carried out with the participation of 92 nursing preceptors. Participants were selected by census sampling method from 5 hospitals in Tabriz, Iran. Demographic and 6-dimension career development questionnaires were used to collect data. The collected data were analyzed using SPSS version 22, and the significance level for all statistical tests was determined to be less than 0.05. Results: Participants received the highest career development on ethical, cultural, and individual dimensions with mean scores of 3.55 ± 0.471, 3.41 ± 0.525, and 3.38 ± 0.540, respectively. However, they obtained the lowest career development on the organizational, research, and educational dimensions with mean scores of 2.68 ± 0.580, 2.28 ± 0.672, and 2.20 ± 0.690, respectively. Moreover, a comparison of career development based on demographic information showed that female preceptors, preceptors with more than 20 years of work experience, preceptors with master’s degrees, and contract employees had the highest mean scores for career development. Conclusions: Given the preceptors’ cooperation with nursing faculty as clinical nursing educators and their role in nursing education, officials of nursing faculties should develop specific career development programs (especially in organizational, research, and educational dimensions) and establish an effective relationship between preceptors and professors to enhance nursing students education.

Objective: The aim of this study was to assess lifeguards’ knowledge retention of airway management, oxygen administration, and ventilation interventions following certification and employer-provided training. Methods: This cross-sectional study was conducted using an online survey administered between February and May 2024. A total of 1322 responses from Canadian lifeguards certified in airway management and oxygen administration were deemed eligible for analysis. The survey included 15 knowledge assessment questions, with data analyzed based on lifeguard experience and the date of last certification or in-service training. Results: The mean knowledge assessment score was 10.4 ± 2.2 (69.3 ± 14.6%), with the highest scores in the airway management category and the lowest in the oxygen administration category. Lifeguard experience significantly increased knowledge retention, whereas recertification showed no significant impact, and employer-provided training significantly decreased knowledge retention. Conclusions: The findings underscore the importance of lifeguarding experience in knowledge retention among lifeguards. Optional airway management and oxygen administration recertification, coupled with inconsistent in-service training, have created significant gaps in lifeguard education. This study identifies the need for regular, competency-based training delivered by qualified facilitators. Addressing these gaps is crucial for enhancing the effectiveness of lifeguards in emergency response and ensuring high-quality care for drowning victims.

In the specificities of contraceptive care, sexual health is comprehensively defined as overall physical, emotional, mental, and social well-being related to sexuality, including experiences that are safe, pleasurable, and free of coercion. However, due to the predominance of biomedical paradigms that promote and espouse ‘unbiased’ and ‘objective’ contraceptive care practices, comprehensive, inclusive, and safe sexual health care remains limited. In this article, we argue that feminist poststructuralist knowledge is needed to reconceptualize sexual health care, ultimately promoting reproductive justice through social change and advancement of reproductive rights. We demonstrate how nursing as a discipline and profession can utilize feminist poststructuralist theoretical perspectives to challenge dominant discourses within contraceptive care and lead to the delivery of equity-owed contraceptive and sexual health care for cisgender women and people who can get pregnant.

This article explores the experiences of the first Chinese graduate nurses in British Columbia, Canada, between 1929 and 1960. Drawing on newspaper articles (both mainstream and Chinese), professional nursing publications, available interviews and correspondence, we argue that racism posed a significant obstacle for the first generation of Chinese women who wished to enter nursing schools in the province. Chinese nurses were the first to racially integrate into the white Canadian nursing profession, but they were initially admitted into nursing schools so that they could support and maintain segregated health care in British Columbia. Despite the racism that Chinese nurses faced, they carved out successful professional nursing careers that extended far beyond Chinese communities in the province.