The healthcare sector is increasingly recognizing that clinical excellence must be paired with a deep understanding of social justice. For aspiring nurses and current professionals, the challenge lies in finding educational environments that actively address systemic inequities rather than simply acknowledging them. The University of Windsor’s Faculty of Nursing has taken a decisive step forward with its IJEDID Circle, a collective that has recently been recognized for its impact on institutional culture and student preparedness.
This initiative demonstrates how academic institutions can operationalize principles of equity and inclusion. By moving beyond theoretical discussions, the Faculty of Nursing is creating a framework that prepares graduates to navigate and challenge the complex realities of modern healthcare systems. For prospective students and industry stakeholders monitoring the evolution of nursing education in Canada, the developments at the University of Windsor offer a compelling case study in effective, community-driven change.
Deconstructing the IJEDID Framework
At its core, the IJEDID Circle represents a structural shift in how nursing education approaches complex social issues. The acronym stands for Inclusion, Justice, Equity, Diversity, Indigenization, and Decolonization. While these terms are often used in higher education, the University of Windsor has distinguished itself by embedding them into the daily operations of the Faculty of Nursing.
The initiative began in 2021 not with a rigid agenda, but with a commitment to open dialogue. This organic origin story is significant. It suggests that the Circle’s current momentum is built on genuine consensus and shared values among faculty, staff, and students, rather than top-down mandates. For prospective students evaluating programs, this indicates a culture where difficult conversations are not only permitted but encouraged as a pathway to professional growth.
From Dialogue to Tangible Action
One of the primary critiques of diversity initiatives in higher education is the gap between conversation and action. The IJEDID Circle addresses this by focusing on concrete outcomes that directly impact the student experience and the broader community.
A prime example is the integration of the redesigned blanket exercise into the BScN curriculum. Developed by Professor Sara Williams, this experiential learning tool has engaged over 700 students. Unlike traditional lectures, the blanket exercise provides a visceral, participatory understanding of the historical and ongoing harms faced by Indigenous Peoples within healthcare systems. By embedding this into the curriculum, the University of Windsor ensures that future nurses in Canada are not just aware of Indigenous history, but are equipped to recognize how that history influences current patient interactions and health outcomes.
Addressing Systemic Inequities in Clinical Practice
The motivation behind the IJEDID Circle is grounded in the lived experiences of nurses on the front lines. Faculty members note that students frequently witness medical gaslighting, racism, and stigma during clinical placements. These are not abstract concepts; they are daily realities that disproportionately affect equity-seeking groups.
The Circle’s objective is to interrupt this cycle. By fostering an environment where students learn to identify and challenge these inequities, the University of Windsor is effectively raising the standard of care. The introduction of tools like the CPR RACISM card—a resource developed by Cree scholar Dr. Holly Graham—illustrates this practical approach. Providing students with tangible frameworks to intervene in discriminatory situations moves the curriculum beyond awareness and into the realm of actionable advocacy.
The Role of Non-Hierarchical Collaboration
Another defining characteristic of the IJEDID Circle is its non-hierarchical structure. The collective brings together faculty, staff, students, and external partners from organizations such as the Windsor-Essex County Health Unit and St. Clair College. This collaborative model is essential for monitoring the effectiveness of equity initiatives. It ensures that policy decisions are informed by a diverse range of perspectives, including those of students who are directly affected by educational changes.
This structure also models the kind of interprofessional collaboration that is increasingly required in modern healthcare settings. Students who learn in an environment where hierarchy is de-emphasized are better prepared for team-based care models that prioritize patient safety and input over rigid professional silos.
Strategic Implications for Nursing Education in Canada
The success of the IJEDID Circle has broader implications for nursing programs across the country. As the Canadian healthcare system grapples with a shortage of skilled professionals, the quality of training—and the values instilled in that training—becomes a critical metric.
Programs that fail to adequately address equity and inclusion risk graduating nurses who are ill-equipped to serve an increasingly diverse population. Conversely, institutions like the University of Windsor that prioritize these areas are likely to attract students who are committed to social justice. This creates a positive feedback loop: a diverse and socially conscious student body contributes to a more robust learning environment, which in turn produces better-prepared graduates.
Furthermore, the Circle’s work aligns with the Truth and Reconciliation Commission’s Calls to Action regarding health and education. By meeting specific criteria related to Indigenous nursing education, the University of Windsor positions itself as a leader in fulfilling these national obligations.
Future Challenges and Opportunities
Despite its successes, the IJEDID Circle faces the same challenges that plague many equity-focused initiatives: funding and capacity. Members balance full workloads with the demands of grant applications and program development. Sustaining this level of commitment requires institutional support that goes beyond verbal endorsement.
However, the momentum is undeniable. The Circle is currently developing an “equity walk” to evaluate campus spaces and teaching practices, and there is growing interest in how technology, including AI, can be integrated into culturally grounded pedagogies. These forward-looking initiatives suggest that the University of Windsor is not treating equity as a box to check, but as an evolving practice that adapts to new challenges.
Conclusion: A Model for the Future
The IJEDID Circle at the University of Windsor offers a clear example of how academic institutions can lead in the pursuit of equity and inclusion. By prioritizing dialogue, implementing tangible actions, and maintaining a non-hierarchical structure, the Faculty of Nursing is reshaping what it means to be a nurse in Canada.
For prospective students, this represents an opportunity to train in an environment that values resilience and advocacy as much as technical skill. For the healthcare sector at large, it serves as a monitor of best practices in education. As the Circle continues to expand its influence, it reinforces the idea that meaningful change begins with the willingness to ask difficult questions and the commitment to working together to find the answers.
Have you experienced similar equity initiatives in your nursing education or practice? Share your thoughts on how these programs impact patient care in the comments below.
