This week we looked at two examples of amazing Indigenous leaders in health research and practise. Take some time to research other examples of leaders in Indigenous health, and highlight one person b

1. This week we looked at two examples of amazing Indigenous leaders in health research and practice. Take some time to research other examples of leaders in Indigenous health, and highlight one person below. Please include their name, where they are from, and why you chose them as an example of an Indigenous health leader.

I have chosen to highlight Nathalie Pambrun as an incredible leader in health practice. She is a Franco-Manitoban Métis midwife, who is a mother of three children and has served rural and remote communities as a midwife, as well as urban communities. I chose her as an Indigenous health leader because she has been a member of the Core Leadership of the National Aboriginal Council of Midwives (NACM) since its beginning and she served for two years as the organization’s Co-chair. She has also served on the Canadian Association of Midwives (CAM) for seven years and she is currently serving as the first Indigenous President of CAM. Her future plans are to complete her master’s degree so she can contribute to Indigenous health through community-led research. What an inspiration!

Sources:

https://canadianmidwives.org/2018/11/28/pambrun-new-cam-president/#:~:text=We%20are%20pleased%20to%20announce,Directors%20for%20over%20seven%20years.

https://www.womenofinfluence.ca/2019/05/05/meet-nathalie-pambrun-the-first-ever-indigenous-midwife-to-serve-as-president-of-the-canadian-association-of-midwives/

2. In Chapter 9, the authors describe the Indigenous Health Sciences Program. What are some of the components of this program that are unique from mainstream health sciences programs?

The IHSP at BQFNC was developed with and is supported by Elders and Traditional Healers, with the goal of creating a health science program that sets Indigenous students up for success in the health field, which will result in an increased number of Indigenous health professionals who can serve their communities. Part of achieving this goal is by decreasing the amount of time Indigenous students spend away from their families and communities, recognizing them as a vital component of health and resilience of the individual. The program is based upon nehiyawak (Cree) concepts, philosophies, and teachings about health and healing, with a belief that Indigenous students who have strongly developed roots within their cultures, languages and traditions are healthier and more whole human beings. This, in turn, prepares them to be able to be more resilient and successful in their future academic and career pursuits in the healthcare field.

The foundation of the program is based upon ceremony and strong relationships between the students, Elders, Healers, land, teachers and community. It emphasizes the equal value and validity, yet distinctive nature, of both Indigenous “traditional'' and Western “scientific” pedagogies, with many opportunities to learn and experience from diverse methods of teaching. Some of the programming is in a classroom or laboratory, but with most of it being experiential, ceremonial and land-based ways of learning. This program emphasizes spirituality, which is often lacking in Western programs, and examines the impacts of history, including colonization, upon Indigenous People and their health, and centers teachings with Indigenous languages; traditions, including traditional healing practices and philosophies and their importance in the improvement of health outcomes for Indigenous Peoples and communities; protocols; stories; community; and ceremony. This program recognizes the profound link between health to land, language, relationships, culture, spirituality, and politics, and how these aspects are all interconnected. Relationships with Elders and Traditional Healers are maintained, with recognition of the profound importance of the insight, wisdom, and caring they bring regarding Indigenous determinants of health, as well as to maintain cultural continuity and ensure cultural safety in the program.

3. Why do you think the Elders and healers were adamant that the program would not be a “how-to” class on ceremony and Indigenous medicines?

I think the Elders thought it was important for Indigenous students to first learn the basics, including important proper protocols, of Indigenous ceremonies and medicines. The Elders recognized and respected that these ceremonies and medicines are sacred gifts from the Creator, which are given to specific people or are transferred to individuals following proper cultural protocols. Not having the proper guidance, teachings and training on ceremonies and medicines can be dangerous, where, for example, medicines can be toxic if not handled and used properly and ceremonies, such as sweat lodges, requires special knowledge and practices to be safe. So I think the Elders were also looking out for the safety of the students.