https://library.icmglt.org/files/original/da7c966b99ed9500b2b3a579066b0b4f.pdf d0f4130d4bf5ed7d767f3852fe2706e3 Electronic Resource View Source <a href="https://ualberta.scholaris.ca/server/api/core/bitstreams/3d25229f-0546-476f-9282-369a1594b194/content">https://ualberta.scholaris.ca/server/api/core/bitstreams/3d25229f-0546-476f-9282-369a1594b194/content</a> Document Type Dissertation Author(s) Marissa Nakoochee Publisher University of Alberta Publication Date 2025 Language English Access Open Access Abstract Purpose: The purpose of this research is to better understand what is known about the experiences of non-Indigenous educators in the Health Sciences who are tasked with developing and/or delivering Indigenous health curriculum. There are challenges and barriers faced by nonIndigenous educators in the health sciences which impact their ability and/or willingness to implement Indigenous health content within their respective faculties. Acquiring a more comprehensive understanding of the obstacles would benefit the future implementation of Indigenous health content in the Health Sciences. Methods: This research employed a two-eyed seeing approach, comprising a scoping review and Keeoukaywin (The visiting way). The scoping review will provide a framework to categorize, synthesize, and understand existing literature. The Keeoukaywin (The visiting way) will use Indigenous methods to guide the researcher in interpreting the themes and incorporating stakeholder knowledges, aligning with the investigator's way of knowing. First, a scoping review was carried out to understand what available research evidence exists on the topic of nonIndigenous educators working in the Health Sciences who have been working to develop and/or deliver Indigenous health content. The scoping review followed the five stages as outlined by Arksey and O’Malley: clarifying and linking the purpose and research question; balancing feasibility with breadth and comprehensiveness of the scoping process; using an iterative approach to selecting studies and extracting data; incorporating a numerical summary and qualitative thematic analysis, reporting results, and considering the implications of study findings to policy, practice, or research. Followed by contextualizing the findings through utilizing the Keeoukaywin, an Indigenous methodology, with non-Indigenous educators working in the Health Sciences who have experience implementing Indigenous health content. Results: 27 items were included in the scoping review, and using thematic analysis, the following themes were identified: Reconciliation, reflection and reflexive practice, discomfort, accountability and responsibility, allyship and finally community involvement. This was contextualized by the experiences of two non-Indigenous educators working in the Health Sciences, utilizing a visiting methodology. The visit highlighted similar themes of selfreflexivity, responsibility, accountability, community, positionality, relationship, and gratitude, with responsible allyship underlined in all areas. Conclusions: The scoping review and the experiences shared through Keeoukaywin (The visiting way) by non-Indigenous educators working to develop and/or deliver Indigenous health content in the health sciences highlight challenges and areas of support that could be addressed to further the work of non-Indigenous educators who are attempting to enact reconciliatory practices within health science education. Cataloger Julia Arizono Dublin Core The Dublin Core metadata element set is common to all Omeka records, including items, files, and collections. For more information see, http://dublincore.org/documents/dces/. Title A name given to the resource A Scoping Review and Keeoukaywin; Exploring Non-Indigenous Health Educators Experiences Implementing Indigenous Health Content in Health Science Curriculum Subject The topic of the resource Health education--Curricula Education Indigenous Health