The intersecting identities of those identifying with multiple minorities, such as 2SLGBTQ + and ethnolinguistic minorities, bring individuals to have unique experiences, especially concerning health and wellness. This topic is particularly poorly understood among French-speaking official language minority 2SLGBTQ + populations in Canada. Hence, this study was conducted to generate insights into their needs and experiences, through the lens of intersectionality. This quantitative community-based study, a first of its kind in Western Canada, describes the sociodemographic profile, experiences of discrimination and stigmatisation, and needs and challenges pertaining to mental health and social supports of this double minority group. Data were obtained by an online survey conducted in the Canadian province of Manitoba in June 2020. The participant sample was largely homogenous: most were under the age of 55 years, white, educated, and from urban areas. Many reported experiencing dual marginalisation, feeling unaccepted by both of their minority communities (Francophone and 2SLGBTQ+). A sense of isolation, as well as a lack of social connectedness and psychological support, were often reported. Social initiatives and mental health support within environments proactively affirming of the official language of the minority and inclusive of diverse 2SLGBTQ + identities are needed.

This rapid review is designed to identify existing tools in the Canadian literature that assess the impacts of climate change on the health of perinatal families, particularly those who are equity-denied. Addressing the needs of equity-denied perinatal populations in the face of climate change is crucial to promoting equitable and inclusive perinatal care in Canada. Rapid review methodology was selected to provide evidence in a timely and cost-effective manner. PubMed/MEDLINE and gray literature (Google and Google Scholar) were searched for English and French papers published from 2013 onward. The original research question, focused on climate change and health, yielded very few relevant results. Therefore, the search was broadened to include environmental health. Garrity et al.’s (J Clin Epidemiol 130:13–22, 2021) nine-stage process was used to identify 11 relevant papers, extract the relevant data, and complete the narrative synthesis. Synthesis. This review revealed a significant lack of tools for comprehensively assessing climate-health impacts on perinatal families and equity-denied perinatal families. While Canadian perinatal health screenings focus on equity via indicators of several social determinants of health (e.g., income, social support), they largely omit climate considerations. Environmental health factors are more commonly included but remain minimal. Climate-health screening tools are lacking yet needed in routine perinatal healthcare. Given the seriousness of climate change, urgent engagement of health systems and healthcare workers is essential to help mitigate and adapt to climate-health challenges, particularly for perinatal families experiencing health inequities.

In this paper, we propose that community health nursing is a promising context for ecologically inclusive and “place-sensitive” (Andrews, 2002) nursing practice. With a strong grounding in social justice, we believe that Canadian community health nurses have the power to create a differential space of research and practice for environmental justice and planetary health thereby challenging harmful anthropocentric and biomedical models of health and health care. To do this, we theorize an ‘environmental nursing geography’ including Henri Lefebvre’s idea of the production of space. Lefebvre’s dialectics give us tools to ecologize space and place and further the efforts of CHNs to support the health of all people and the planet through justice and equity.

A scoping review was undertaken to inform the development of a peer mentoring program in the nursing faculty of an official-language francophone minority post-secondary institution in Western Canada. Semi-structured interviews were conducted with mentorship coordinators in seven undergraduate nursing programs across Canada. The results of the semi-structured interviews were used to corroborate the information gathered during the scoping review. Analysis of the scoping review showed that the mentoring programs were designed based on a perceived need expressed by faculty and students. All programs involved a multi-stage implementation and evaluation process. Many articles focused on the benefits of implementing mentoring programs based on the mentees’ and mentors’ perspectives. The scoping review revealed that, in general, the mentoring program reduced mentees’ stress and anxiety, that they felt guided and supported, and that they experienced a sense of well-being in the presence of their mentors; they also found that mentees thought they performed better academically. Several authors found that mentors participating in the mentoring program improved and developed their leadership and communication skills, sense of well-being, and self-confidence. The semi-structured interviews with mentoring coordinators corroborate these findings. This examination revealed that nursing students—mentors and mentees—generally found the peer mentoring program beneficial and that their participation enhanced their learning abilities and individual development. Recommendations include proper orientation for mentors and mentees, including role expectations and clarity. The selection process and pairing of mentors and mentees is essential, and the dyads need to be compatible for the program's success. Open communication between all parties involved and a feedback system must be implemented and encouraged for improvement.