Meaning of the Pin

A nursing pin is a badge worn by nurses to identify the nursing school from which they graduated. They are traditionally presented to newly graduated nurses by faculty at a Pinning Ceremony as a symbolic welcome into the profession. 

Most pins have a symbolic meaning, often representing the history of the nursing program for that school. The Red River College Polytechnic pin was designed by graduates of the program and incorporates the following symbols:

The vine that encircles the school and program name symbolizes growth, prosperity, and continual development.

The traditional medical caduceus (two snakes wrapped around a staff with wings at the top) is understood to represent the image of a nurse as a guardian angel who provides guidance and protection. 

The three dots surrounding the caduceus represent the students’ past, present, and future. The lamp at the base of the pin references Florence Nightingale, the “lady with the lamp,” who cared for injured soldiers during the Crimean War and revolutionized the art and science of nursing practice.

Agenda

Processional

Land Acknowledgement and Introduction of Guests

Tasha Gregory, Chair, Quality Assurance, Research and Curriculum

Welcome Remarks

 Elder Paul Guimond, Elder-in-Residence

Congratulations

Dr. Tamara Chambers-Richards, Dean, School of Health Sciences and Community Services

Greetings from College of Registered Nurses of Manitoba

Deb Elias, CEO/Registrar, College of Registered Nurses of Manitoba

Greetings from the Association of Regulated Nurses of Manitoba and Presentation of the Medals of Excellence

Jacob Ahiaegbe, President, Association of Regulated Nurses of Manitoba

History of the Pinning Ceremony / Significance of the BN Pin

Monica Burfoot, Chair, BN Program – Year 2 Theory and Clinical

Introduction of Graduates

Doris Miller, Nursing Instructor/Course Leader – Senior Practicum

Presentation of Nursing Pins and Roses

Lesley McGuirk, Associate Dean, Nursing

Monica Burfoot, Chair, BN Program – Year 2 Theory and Clinical

Karen Di Pietro, Nursing Instructor/Clinical Mentor, BN Program

Closing Remarks

Tasha Gregory, Chair, Quality Assurance, Research and Curriculum

Recessional

Audience to stand as graduates leave

CONGRATULATIONS

TO ALL OUR 2026 GRADUATES!

Meaning of the Pin 

A nursing pin is a badge worn by nurses to identify the nursing school from which they graduated. They are traditionally presented to newly graduated nurses by faculty at a Pinning Ceremony as a symbolic welcome into the profession. 

Most pins have a symbolic meaning, often representing the history of the nursing program for that school. The RRC Polytech pin was designed by graduates of the program and incorporates the following symbols:

The vine that encircles the school and program name symbolizes growth, prosperity and continual development.

The traditional medical caduceus (two snakes wrapped around a staff with wings at the top) is understood to represent the image of a nurse as a guardian angel who provides guidance and protection. 

The three dots surrounding the caduceus represent the students’ past, present and future.

The lamp at the base of the pin references Florence Nightingale, the “lady with the lamp,” who cared for injured soldiers during the Crimean War and revolutionized the art and science of nursing practice.

Agenda

Processional

Land Acknowledgement and Introduction of Guests

Tasha Gregory, Chair – Research, Curriculum, and Quality Assurance

Welcome Remarks

Elder Paul Guimond, Elder-in-Residence

Congratulations

Fred Meier, President and CEO

Dr. Tamara  Chambers-Richards, Dean – School of Health Sciences and Community Services

Greetings from College of Registered Nurses of Manitoba

Rhonda Cairns, Chief of Quality Practice – College of Registered Nurses of Manitoba

Greetings and Presentation of the Association of Regulated Nurses of Manitoba Medal of Excellence

Katrin Ann Param-Vital, President-Elect –  Association of Regulated Nurses of Manitoba

History of the Pinning Ceremony / Significance of the BN Pin

Monica Burfoot, Chair, BN Program – Year 2 Theory & Clinical

Introduction of Graduates

Myrna Davis, Chair, BN Program – Labs & LPN Programming

Presentation of Nursing Pins and Roses

Lesley McGuirk, Associate Dean – Nursing

Joanna Simmons-Swinden, Chair, BN Program – Nursing Initiatives

Tracey Fallak, Chair, BN Program – Year 1 Theory & Clinical

Monica Burfoot, Chair, BN Program – Year 2 Theory & Clinical

Closing Remarks

Tasha Gregory, Chair – Research, Curriculum, and Quality Assurance

Recessional – Audience to stand as graduates leave

CONGRATULATIONS

TO ALL OUR 2025 GRADUATES!

Meaning of the Pin

A nursing pin is a badge worn by nurses to identify the nursing school from which they graduated. They are traditionally presented to newly graduated nurses by faculty at a Pinning Ceremony as a symbolic welcome into the profession.

Most pins have a symbolic meaning, often representing the history of the nursing program for that school. The Red River College Polytechnic pin was designed by graduates of the program and incorporates the following symbols:

• The vine that encircles the school and program name symbolizes growth, prosperity and continual development.
• The traditional medical caduceus (two snakes wrapped around a staff with wings at the top) is understood to represent the image of a nurse as a guardian angel who provides guidance and protection.
• The three dots surrounding the caduceus represent the students’ past, present and future.
• The lamp at the base of the pin references Florence Nightingale, the “lady with the lamp,” who cared for injured soldiers during the Crimean War and revolutionized the art and science of nursing practice.

Agenda

Processional

Introduction of Guests
Tasha Gregory, Chair, BN Program-Curriculum, Research, Planning and Quality Control

Welcome Remarks
Lesley McGuirk, Associate Dean of Nursing

Congratulations
Fred Meier, President and CEO
Kerri Korabelnikov, Acting Dean, School of Health Sciences and Community Services

Greetings
Hon. Uzoma Asagwara, Deputy Premier of Manitoba, Minister of Health, Seniors and Long-Term Care

Greetings from College of Registered Nurses of Manitoba (CRNM):
Deb Elias CEO/Registrar College of Registered Nurses of Manitoba

Greetings and Presentation of the Association of Regulated Nurses of Manitoba (ARNM) Medal of Excellence
Ken Borce, President, Association of Regulated Nurses of Manitoba

History of the Pinning Ceremony / Significance of the BN Pin
Allyson Cooper, Chair, BN Program – Nursing Labs and Simulation

Introduction of Graduates
Myrna Davis, Chair, BN Program – Clinical Year 1 and 2

Presentation of Nursing Pins and Roses
Joanna Simmons-Swinden, Chair, BN Program – Theory Year 3 and Offsite Programs
Sandra Holben, Chair, BN Program – Year 3 Clinical and Senior Practicum
Allyson Cooper, Chair, BN Program – Nursing Labs and Simulation

Closing Remarks
Tasha Gregory, Chair, BN Program – Curriculum, Research, Planning and Quality Control

Recessional

Audience to stand as graduates leave.

Graduates

Congratulations to all our 2024 graduates!

Congratulations to this year’s Award Winners, and we gratefully acknowledge all the donors who made these awards possible!

Jean Burrows Scholarship – Sarah Wilding

Jean Burrows was chair of the Nursing Department from 1974 to 1998. Created upon her retirement, this award recognizes outstanding academic achievement for students at the end of the first year of the BN program.

Bernice Parrott Award – Tara Garrioch, Madi Harder, Natali Domozhyro, Carl Calaje, Al Estoesta, Madison Towle, Amber D’Aoust, Rafael Marante, Tessa Martin

The Bernice Parrott Award was established to provide financial assistance to a deserving
student after term six of the BN program. This award recognizes the hard work and effort
that all students put forth as they complete the requirements of the program.

Nursing Students Endowment Scholarship – Ciara Tutkaluk and Nicole Bonenfant.

These awards were established because of the foresight of students who in 1997 established
an endowment fund. Each student, as part of their tuition fees, contributes to this
endowment fund. In 2001, a portion of this money was dedicated to the creation of these
awards. Since then, the class of 2002 made a sizeable contribution from their own
fundraising efforts.

Nursing Legacy Award – Clinical Practice Year 1 – Holly Ling

– Clinical Practice Long term care – Nicole Hammersley

– Clinical Practice Medicine – Shannon Pickell

– Clinical Practice Surgery – Tiana Wyryha

– Clinical Practice Pediatrics – Riley Dodds

– Clinical Practice Mental Health – Riley Dodds

– Clinical Practice Palliative – Karren Ballantyne

– Community Clinical Nursing Practice 1 and 2 – Emily Giesbrecht

– Skills and Techniques 3 – Hannah Szeryk

– Health Assessment 1 and 2 – Maybhelle Santos

This award was established by combining donations from a number of sources.
The Stanton family, the Duncan family, and Phyllis Aaron along with the Nursing faculty have
made substantial contributions. The award recognizes outstanding clinical performance of
students from year one to year three of the nursing program. The Nursing Techniques 3
award recognizes a year one student who excels both in the academic course work and the
performance of Nursing Skills.

Thorey Johnson Nursing Award – Jonadave Arceta and Jordan Wurtz

In honour of their mother, Mrs. Johnson’s daughters have established this scholarship to be
presented to a nursing student who has expressed a special interest in rural nursing
practice. The recipient has demonstrated an interest in front line nursing work in a hospital
environment; a high level of skill in the clinical setting, sound academic achievement, and a
caring and compassionate attitude with patients.

Nursing Leadership Award – Joshua Salisi and Tiana Wyryha

This award is for deserving students who have gone above and beyond in support
and leadership of their peers. It was established by the Awards Committee, with
nominations from faculty and peers.

Discipline of Professional Nursing Award – Navreet Chahill, Ciara Tutkaluk and Trishia Malabuyoc

This award is presented to students for their outstanding achievement in the courses of Discipline of Professional Nursing 1-5.

Mary Langhan Nursing Award – Yonathan Mohamed

This award is presented to a 3rd year student who has demonstrated a high level
of skill in the clinical setting and has expressed a special interest in obstetrics and
gynecology.

Karla Ferens Memorial Entrance Award for Health Care Aide – Candace Mercredi, Jathniele Manucduc and Gursimran Kaur

The Karla Ferens Memorial Entrance Award for Health Care Aide was established
by family and friends in memory of Karla Ferens, a 2011 Red River College
graduate of the Health Care Aide program. The award recipient has displayed the
same accomplishments exhibited by Karla Ferens: Involvement in sports and
leadership qualities.

Community Service Award – Clarence San Jose and Gabrielle Verspeek

This award is presented to a second and a third year student who has volunteered
for a community agency while maintaining sound academic achievement.

Karen Wall Indigenous Nursing Student Award – Rachelle Fehr

This award is presented to a 3rd year student of Canadian Indigenous heritage
who has achieved academic success in the BN program, and has demonstrated
leadership and community service.

Elizabeth Scaife Memorial Award – Ana Beltran

This award is presented to a BPIEN (Bridging Program for Internationally
Educated Nurses) student who has demonstrated outstanding academic
achievement and demonstrated exceptional clinical performance.

Christiane Gabrielle Bonin Memorial Award – Yvonne Datzkiw

Jaime Manness: Hike Manitoba Nursing Award – Jade Friesen

This award is present to a second year student who exemplifies a love for hiking
and the outdoors with good academic standing. The award was established to
honor a RRC alumna and instructor who wanted to share her passion for
Manitoba’s wilderness.

Shannon Gray Memorial Award – Kaye Jeremie Aguilar

Kim Kotelo Memorial Award – Katie Laberge

Portage Mutal Insurance Award for Indigenous Nursing Student – Sophie Walker

Shirley (Perret) Loewen Indigenous Nursing Student Award – Rhonda Paoletti, Rachelle Fehr, Kiara Carpenter, Chelsea Wotton, Lexi Green-Monkman, Desiree Turner and Cassidy Webb

Shirley (Perret) Loewen Indigenous Graduation Bursary – Shania Dunn, Taylor Parker and Jessica White

RRC Polytech Students’ Association Be the Change you want to see Award – Karren Ballantyne

Eliza Cummings Machan and Helen Machan Memorial Nursing Award – Ryan Delaine

Written by Jennifer Johnson – Nursing Lab Manager
with descriptions of awards courtesy of the Nursing Awards Committee

A huge congratulations goes out to all of our 125 graduates this year!

It has been a rough road, but you did it! We as faculty couldn’t be prouder of each and every one of you for all the hard work and effort you invested in your future in the career of nursing.

The faculty would also like to congratulate the 2023 Gold Medal winner Nicole Bonenfant!!

Written by: Jennifer Johnson Nursing Lab Manager

Nursing students in 3rd year have the opportunity to learn about and apply concepts of community health/social determinants of health to at risk-populations in a variety of community settings. In Clinical Practice: Community Health, our students develop and provide meaningful Health Promotion presentations for children, youth, or families in order to educate and empower them. Our main clinical site this year was Manitoba Youth Centre, a youth correctional facility with Manitoba Justice. The youth expressed much appreciation for the many health presentations given by students this past year – some groups also received huge “Thank you” cards from the girls and “Teacher Sara”. Please read on to hear one student’s reflection on her experience from Manitoba Youth Centre!

–Tanya Cole RN, BScN – Nursing Instructor

Community health nursing is all about meeting people where they are, and that can mean so many different things. Often that’s very abstract, like where they are in their lives’ journeys, where they are in a disease process, or where they are emotionally, but it can also mean where they literally are – in this case, in a correctional facility. One thing that really struck me about the learning we did at MYC is that we did all of the assessment processes of trying to understand the context that our clients were living in socially, emotionally, physically, spiritually, and economically, but then we also had to actually go to them. I think that’s an important part of community nursing and public health nursing, because so often the people who have the most unmet needs for care or education are the ones who don’t seek it out. If we want to be serious about health equity, it’s our job as healthcare workers to find the people who might not present themselves to us.

Nurses (and student nurses!) have to be ready for unfamiliarity and ready to use any and all tools at our disposal. Sometimes we might be giving our presentation to a small group huddled around a laptop, and if we can be adaptable, we can use these things to our advantage, as we did at MYC. I think even the fact that we had to stand relatively close together and all look at the same small resource made for a very conversational style of presentation and encouraged a remarkable dialog with the participants we presented to. I was humbled by their honesty and engagement.

– Hannah Done [she, her, hers] – Student Nurse (Year 3) – Red River College Polytechnic

This week, pediatric clinical nursing students were visited by Dr. Goodbear. Dr. Goodbear has been the long-time mascot for the Children’s Hospital Foundation. Dr. Goodbear is a symbol of the comfort and care provided for kids in need. The Children’s Hospital Foundation has raised over $165 million dollars to help support research and equipment for the children of Manitoba, Northwestern Ontario, and Nunavut.

Post and photos by Monica Nash – Nursing Instructor

Back on Sept 22 and Oct 12, three 2811 Community and Older Adult clinical groups from the BN Program had the opportunity to apply theory and experience community health promotion in older adults at the Pros Knows Expo!

The Pros Knows Expos are coordinated by Rick Roschuk and facilitated by Older Adult serving agencies and businesses with interactive booths in Senior Active Living Centres throughout Winnipeg over the past year. These two featured were held at the Transcona Citizens Org and Good Neighbours Active Living Centre in River East.

Students interacted with more than 200 individuals, checking blood pressure and offering healthy heart information, honing their entry-level competency skills in assessment, communication, and education.

The event provides information and connection to services that older adults may not otherwise be aware of.  The students gained valuable insight: ‘it was so interesting as a young adult to see all of the resources available to older adults’ – Cameryn J.  Information was gathered from agencies and resources to build their community knowledge bases and were shared in the group.

Rick had a particular impact with the students at the end of the day, sharing his appreciation for RRC Polytech Nursing students. ‘Don’t get caught up on the negativity, because there is a larger majority rooting for you, who appreciate your commitment, dedication, and all the work you do at this stressful time in health care’.

Blog post written by Karen Janzen and Tracey McCulloch – Nursing Instructors

Photos by Teresa Lopata – Photographer for Good Neighbours Active Living Centre

MAY THE HOLIDAYS BE FULL AND BRIGHT!

THANK YOU TO THE WINNIPEG JETS WHO WERE VISITING THE PEDIATRIC WARD WHILE OUR STUDENTS WERE THERE AND TOOK THE TIME TO WISH EVERYONE A HAPPY HOLIDAY SEASON!

WRITTEN BY: Jennifer Johnson – Nursing Lab Manager

PHOTO BY: Monica Nash – Nursing Instructor

RRC Polytech nursing instructor Rebecca Cameron, along with University of Manitoba nursing assistant professor Kim Mitchell, recently published the peer-reviewed journal article “Shifting Nursing Students’ Attitudes towards Indigenous Peoples by Participation in a Required Indigenous Health Course.”

Read the full text here: https://qane-afi.casn.ca/journal/vol8/iss3/3/

Rebecca reflected on the experience and meaning of her course and this important contribution to the scholarly literature.

Why is the Health, Wellness, and the Indigenous Population of Canada course a crucial component of the BN program?

It aligns with the Truth and Reconciliation call to action 24 that recommends the requirement that all medical and nursing schools have a course on Indigenous health issues, including the history and legacy of residential schools, the United Nations Declaration on the Rights of Indigenous Peoples, Treaties and Indigenous rights, and Indigenous teachings and practices. The class was created by Cathy Baxter before the calls to action came out. The first class was in September 2015 and the calls to action final report with findings and recommendations was released right around the same time. When it first started in 2015 it was an elective, but now it is a required class in the BN Curriculum.

What made you decide to undertake this study?

I really just wanted to know if the students were learning the content and if their perception of Indigenous Peoples change as a result in gaining this new knowledge. As the article states, nursing students come into nursing school with various perceptions of who Indigenous Peoples are. I wanted to find out if having greater knowledge in the topics covered in class changed their attitudes and perceptions of who Indigenous Peoples are.

Why was it important for you to study the impact of your course on students’ self-reported knowledge, interest, and perception of Indigenous Peoples’ health, wellness, and history?

I feel like that when our perceptions change, our care changes. At times we don’t know how our attitudes and beliefs impact our care; there is implicit bias going on. Implicit biases can, without intent, contribute to racist behavior. When we are aware of this, our care towards Indigenous Peoples change. Some of the students stated that prior to this class they thought they were practicing cultural humility and cultural safety when in fact they were not. I wanted the students to understand how their thoughts and perceptions affect their care.

What do you hope the reader takes away from your study?

I hope that they take away that they too can implement a course similar to this into their curriculum with the right tools and support. I also hope that the reader understands that a majority of the students who learned about Indigenous issues had a change in perception and a greater understanding of Canada’s history with Indigenous Peoples.

What do you hope students take away from your course?

I hope they get a better understanding of the issues that Indigenous Peoples face. Such as racism, loss of culture due to colonization, and resiliency. Although we face difficulties in our lives, we are resilient. Not all Indigenous Peoples fall under the same umbrella.

I want them to have an understanding that their Indigenous patient’s story did not start in that bed. It did not start on admission. They have a unique story that started prior. We all have a story. I feel that if we have knowledge of someone’s story then we are more open to empathy.

I hope that they get an understanding on how to empower their patient by recognizing the power differential between caregiver and patient. When we put the patient/client in the driver seat of their own health, studies show the better the health outcomes are for that patient.

Do you plan on continuing your research, and are there any specific projects you’re currently undertaking or hope to pursue in the future?

My future study will aim to see if knowledge of Canada’s history with Indigenous Peoples actually improves the care of Indigenous People there for improving their health status.
Kate Tate and I are currently working on “Racism in Nursing schools.” We have just finished up interviews with students. We are now in the analysis phase.

Anything else to share?

I am glad that this class is now mandatory. I feel like the students really benefit from the knowledge. Not only for themselves but also for their patient care. This class has some really unique activities (rather than sitting in the classroom looking at a PowerPoint) to help the students learn and perhaps gain a different perspective on the content of the class. We do things like go to the Human Rights Museum, conduct the blanket exercise, sit with the elder in sharing circles, smudge, and on several occasions even had a sweat. I wish that all faculty would take this class. I welcome any and all faculty to join in at any time.

Written by Rebecca Cameron – Nursing Instructor

Interview questions and intro by Meagen Chorney – Nursing Instructor

Image: https://www.flickr.com/photos/appaloosa/52258436436