Browsing by Author "Caine, Vera"
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Item An evolutionary concept analysis of learner-centered teaching(2021) Oyelana, Olabisi; Olson, Joanne; Caine, VeraIntroduction An increasing need for a paradigm shift from traditional teacher-centered teaching model has led to an adoption of learner-centered teaching (LCT) in nursing education. However, programs aimed at LCT barely integrate its principles within their frame of reference, as there tends to be no explicit or clear operationalized definition. The ambiguity and a lack of consensus not only predisposes nursing faculty to erratic teaching practices but also compromises the validity and trustworthiness of any scholarship associated with LCT. Objective The aim of this review was to clarify the concept of LCT for nursing education research and teaching practice purposes. Design and Methods We used an evolutionary framework to review the literature relevant to LCT. Evolutionary concept analysis is a scientific method of inquiry which focuses on analysis of empirical data to identify the attributes, antecedents, and consequences of a concept. Data Sources A comprehensive and systematic review of empirical and conceptual publications from the disciplines of Nursing, Medicine, and Educational psychology provided the sources for this concept analysis. Results. The key defining attributes of learner-centered teaching identified were autonomy, empowerment, engagement, and collaboration. The key antecedents for LCT were trusting relationship, personal responsibility, mutual respect, and empathy. We identified nine primary consequences and an exemplar of LCT from personal teaching experience and the literature. Conclusions LCT is a highly complex concept with many aspects that make it difficult to provide an authoritative definition. However, we identified key attributes, antecedence, and consequences for an operationalization of LCT in nursing education research and teaching practice.Item An evolutionary concept analysis of learner-centered teaching(2022) Oyelana, Olabisi; Olson, Joanne; Caine, VeraBackground An increasing emphasis on a paradigm shift from the traditional teacher-centered approach has led to the adoption of learner-centered teaching in many nursing education programs. However, the lack of consensus regarding the meaning warranted an analysis of learner-centered teaching. Objective The objective of this analysis was to clarify the concept of learner-centered teaching for nursing education and research. Design An evolutionary framework was used to perform a comprehensive review of both theoretical and empirical literature relevant to learner-centered teaching. An evolutionary concept analysis is a method of inquiry used to analyze the literature, with the purpose of identifying the attributes, antecedents, and consequences of a concept. Sample and setting Empirical and theoretical literature selected from the fields of education, nursing, and medicine. Methods A comprehensive review and analysis of theoretical and empirical publications from nursing, medicine and education disciplines provided a rich data source for this concept analysis. Results Four defining attributes of learner-centered teaching were identified: autonomy, empowerment, collaboration, and engagement. Four antecedents, three surrogate terms, eight related concepts, and nine primary consequences of learner-centered teaching were also identified. Exemplar cases of learner-centered teaching emerged from personal teaching practice experience and the empirical literature. Conclusions Learner-centered teaching is a complex concept with many aspects conceptualized or operationalized which make it difficult to authoritatively define the concept. However, the features of learner-centered teaching identified in this analysis offered a good basis for the evaluation, application, and further development of the concept in nursing.Item Contemplating place in nursing: ontological understandings(2023) Hurley, Erica; King, Keith; Jackson, Margot; Caine, VeraHow nurses understand and integrate their understanding of place is important to nursing practice. In this paper, we explore the concept of place in relation to our varied backgrounds, with the understanding that this concept differs from one person to another depending on their experiences. By coming together to talk about place, and the intersections between our common circumstances, interests, and beliefs, we share and discuss the realm of place as home, as relationship(s), as memory. Each of our unique and distinct identities–Mi’kmaw, M´etis, Jewish, and newcomer to Canada–brought varied perspectives on how place is integrated into our lives and our work as nurses. When we pay close attention, we can begin to understand that nursing research, practice, and education are intertwined with place. Along with spirit and healing, these factors have implications in our health and wellbeing.Item “Hear me”: collaborating with youth to address sexual exploitation(2019) Jackson, Margot; Caine, Vera; Huber, Janice; Vastani, Muneerah AminEngaging with the youth as narrative inquirers as we collaboratively attend to sexual exploitation has required their collective, ongoing attentiveness to the complexity and layeredness of lives. Staying in this process of relationally developing interventions that attend to the lives of children and youth at risk for sexual exploitation, and that situate their experiences as leading change, has been a slow, gradual unfolding. This unfolding has required attentiveness to each of our multiplicities and the tensions present in both the meeting of our lives with one another's lives and in the meeting of our lives with dominant social, cultural, and institutional narratives that may, instead, encourage us, as researchers, to look away from or to silence the many long-term personal and professional relational ethical responsibilities that these relationships and this inquiry continue to shape. Perhaps the most significant contribution of our work is that we made the youth themselves central to the efforts of developing early interventions within the context of sexual exploitation. 'Hear me!' their voices continue to call us; their voices continue to work on us, on the youth, and our relationships with them.Item Narrative research in education(2017) Jackson, Margot; Clandinin, D. Jean; Caine, VeraWhile the study of narratology has a long history, narrative research became a methodology for the study of phenomena in the social sciences in the 1980s. Since that time there has been what some have called a narrative revolution, which is reflected in the rapid uptake in the use of narrative methodology across disciplines. There are diverse definitions of narrative research with different ontological and epistemological commitments, which range from semiotic studies and discourse analysis of spoken and written text to analysis of textual structures of speech and performances of texts as in narrative analysis to the relational studies of narrative inquiry where a focus on lived and told experience is central.Item A visual narrative inquiry into the experiences of youth who are homeless and seek mental health care(2013) Jackson, Margot; Richter, Solina; Caine, VeraOur study, a narrative inquiry into the experiences of at risk youth who experience precarious housing situations and mental health needs, is a collaborative conceptualization among representatives of iHuman staff, youths and researchers. Key findings relate to: the number of distinct and disconnected services youth have had contact with in their lives; the life situations and events that at risk youth have experienced over time; their feelings and emotions on what it is like to be homeless; as well as the youths’ suggestions and recommendations for services they deem important for themselves and future generations. [Taken from report]