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Browsing by Author "Carlson, Susan"

Now showing 1 - 7 of 7
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    Cannabinoid hyperemesis syndrome (CHS)
    (2018) Khaira, Jasmine; Carlson, Susan
    One of the biggest upcoming health concern that will be seen with legalizing marijuana is CHS. Chronic use of marijuana leads to CHS, which is “characterized by cyclical vomiting and compulsive bathing behaviors in chronic cannabis users” (Alberta Health Services, n.d.). Marijuana affects the brain and body leading to short-term, long-term health and mental health effects such as confusion, fatigue, decreased blood pressure, decreased memory and concentration, lung infections, and chronic cough (Health Canada, 2017). By legalizing marijuana health effects will be seen in the adolescent population. ”Younger persons have a higher rate of cannabis use and an increased risk for CHS (Ittner, 2016, p.3). Brian development takes place during the adolescent period and the cannabis affects brain development and function (Health Canada, 2017). Hence, legalizing marijuana indicates increased use resulting in increased health concerns such as addictions and mental health. There are currently no Alberta Health Services (AHS) patient handouts available after discharge regarding management of symptoms, prevention, and when to return to the emergency department. Staff awareness of the condition and treatment recommendations will aid in standardized and expedited care of patients.
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    Collaborative research for personal growth: illustrative stories of the transformative impacts of multidisciplinary SoTL
    (2025) Nelson, Jody; McKendrick-Calder, Lisa; Carlson, Susan; Shamchuk, Lisa
    Scholarship of Teaching and Learning (SoTL) inquiry is a type of research that educators can undertake for any or all of the four main categories of research intention identified by Stubb et al. (2014): research as a job, a mechanism to gain qualification, a personal journey, and a way to make a difference. SoTL, historically, was conceptualized with less focus upon the traditional goal of scholarly output to inform others, and instead is described as “practices that engage teachers in looking closely and critically at student learning in order to improve their own courses and programs” (Hutchings et al., 2011, p. xix). SoTL scholars commonly investigate areas of curiosity within their personal context. They seek to uncover insights and generate knowledge to inform their pedagogical practices. Thus, SoTL aligns well with Stubb’s notions of research as a personal journey and a way to make a difference in student learning. When SoTL is undertaken collaboratively across diverse disciplines, it can promote a deeper understanding of effective teaching and learning strategies, and can have a broader impact. It can also cultivate curiosity by aiding researchers to uncover and (re)consider assumptions, explore new research methodologies, and adapt evidence-based practices in their teaching. The reflective process involved can enhance professional identity, build cross-disciplinary connections, and support continuous learning. Additionally, collaboration can foster the development of shared pedagogical knowledge, leading to more innovative and inclusive teaching strategies that benefit students and educators alike. This panel presentation will highlight aspects of each presenters’ personal SoTL journey, sharing their reflections and selected SoTL findings. They will emphasize how multidisciplinary SoTL has contributed to their professional growth while enhancing their personal teaching practices. Their stories will support the potential of utilizing SoTL on a personal journey towards enhanced teaching and learning potential.
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    Managing student workload in clinical simulation: a mindfulness-based intervention
    (2019) Pollard, Cheryl; McKendrick-Calder, Lisa; Shumka, Christine; McDonald, Mandy; Carlson, Susan
    Background: Simulation places multiple simultaneous demands on participants. It is well documented in the literature that many participants feel performance stress, anxiety or other emotions while participating in simulation activities. These feelings and other stressors or distractions may impact participant ability to engage in simulation. The use of mindfulness has been proven to enhance performance in other contexts and we wondered if including a mindful moments activity in the traditional pre-brief would change the participants perceived workload demands. Method: Utilizing a 4th year undergraduate nursing course with intense simulation requirement we were able to compare a control group to an intervention group who was exposed to this mindful moment activity. All participants completed the same simulations. Post-simulation event, all participants completed the National Aeronautics and Space Administration Task Learning Index which measures mental demands, physical demands, temporal demands, effort, performance and frustration. Our convenience sample consisted of 107 nursing students (86 treatment group, 21 control group) who participated in 411simulations for this study. Results: The control group experienced significantly different perceived workload demands in two domains (temporal and effort). Conclusion: It is possible to manipulate participants’ perceived workload in simulation learning experiences. More research is needed to determine optimal participant demand levels. We continue in our practices to utilize this technique and are currently expanding it to use in other high stress situations such as before exams.
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    Mindful moments — enhancing deliberate practice in simulation learning
    (2019) McKendrick-Calder, Lisa; Pollard, Cheryl; Shumka, Christine; McDonald, Mandy; Carlson, Susan; Winton, Shelley
    Stress is a significant factor in the effectiveness of simulated learning experiences (Cantrell, Meyer, & Mosack, 2017; Shearer, 2016). Affected by stressors, students’ mental energies are drawn away from actively engaging in deliberate practice opportunities. By decreasing students’ overall stress levels, we theorized that their performance would improve. Examples of improved performance included increased engagement in deliberate practice activities, improved critical thinking, and improved time management skills within a simulation learning environment. We also believed that if students could focus more intentionally on the simulations, the overall learning experience could be enhanced.
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    Virtual health assessment laboratory course delivery and nursing student clinical judgment: a mixed-methods exploratory study
    (2022) Vihos, Jill; Chute, Andrea; Carlson, Susan; Buro, Karen; Velupillai, Nirudika; Currie, Tami
    The purpose of this study was to investigate the relationship between the virtual delivery of a health assessment laboratory course and nursing students' clinical judgment.
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    Virtual reality simulation experiences in health assessment: a mixed-methods explanatory study examining student satisfaction and self-confidence
    (2024) Vihos, Jill; Shah, Mamta; Chute, Andrea; Carlson, Susan
    Background: Virtual reality simulations (VRS) have the potential for enhancing clinical preparation in undergraduate nursing education (Son et al., 2022). Researchers are examining the relationship between VRS experiences and learner outcomes (C hoi et al., 2022; Shah, Gouveia, Babcock, 2022). However, evidence from the adoption of VRS in laboratory courses is sparse. Aims: The purpose of this mixed-methods explanatory study was to explore the relationship between use of VRS and student satisfaction and self confidence in a health assessment laboratory (HA-L) course. Methods: 37 second-year students completed a postoperative respiratory distress scenario using Elsevier’s Simulation Learning System with Virtual Reality (SLS with VR). All participants completed the Satisfaction and Self-Confidence in Learning Scale (SSLS); a subset participated in one-to-one semi-structured interviews. Descriptive statistics and Spearman’s correlation coefficient were computed to assess the relationship between the ranked student satisfaction and self-confidence scores. Interview transcripts were analyzed using the Glaserian approach to identify themes and relationships between VRS experiences, student satisfaction and self-confidence. Results: Satisfaction and self-confidence scores were above average to high and found to be strongly correlated (rho (35) = 0.78, p < 0.0001). Fidelity, communication confidence and competence, learning with peers, integrated learning and critical thinking, and a safe space to learn were related to satisfaction and confidence. Conclusion and Implications: VRS experiences were correlated with high student satisfaction and self-confidence in a HA-L course; researchers should continue examining students’ experiences in VRS in additional laboratory courses.
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    Virtual reality simulation in a health assessment laboratory course: a mixed-methods explanatory study examining student satisfaction and self-confidence
    (2024) Vihos, Jill; Chute, Andrea; Carlson, Susan; Shah, Mamta; Buro, Karen; Velupillai, Nirudika
    Background: The purpose of this mixed-methods study was to examine the relationship between virtual reality simulation (VRS) and student satisfaction and self-confidence in a health assessment laboratory course. Methods: Second-year students (n = 37) completed a postoperative respiratory distress scenario using Elsevier’s Simulation Learning System with Virtual Reality. All participants completed the Satisfaction and Self-Confidence in Learning Scale; a subset participated in 1:1 semistructured interviews. Results: Satisfaction and self-confidence scores were strongly correlated. VRS experiences of fidelity, communication confidence and competence, learning with peers, integrated learning and critical thinking, and a safe space to learn were related to students’ satisfaction and self-confidence. Conclusions: VRS experiences are correlated with high student satisfaction and self-confidence.