Browsing by Author "Croxen, Hanneke"

Now showing 1 - 4 of 4
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    BMI and labour: how does obesity in pregnancy affect intrapartum outcomes for pregnant patients?
    (2023) Glew, Erin; Goulding, Karissa; Le, Don; Popiel, Helena; Walker, Samantha; Croxen, Hanneke
    A significant number of Canadians are considered obese or overweight; however, there is minimal accessible research which describes the impact that obesity has on labour and delivery. Our group members conducted a thorough literature review to investigate how obesity in pregnancy affects intrapartum outcomes for pregnant patients. Using CINAHL and EBSCO, a boolean search was conducted, using keywords including pregnancy, obesity, C-section, labour, postpartum hemorrhage, respiratory, and similar terms. We limited the search results to those with a publishing date from 2010-2022 and from peer-reviewed journals. Twelve research articles were utilized. Research analysis found that obesity during pregnancy is associated with an increased risk of preterm birth, cesarean sections, intrapartum hypertension, and hypoventilation syndrome. It is concluded that maternal obesity is correlated with an increased risk of adverse health outcomes during the intrapartum period. Because of this high risk for complications, pregnant patients who are obese should be considered high-risk pregnancies. Further research should be conducted to research the effect of gestational weight gain on intrapartum outcomes for pregnant patients.
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    Journal Club: An innovative teaching practice to foster peer connection & enhance information literacy
    (2022) Croxen, Hanneke; Nelson, Jody; McKendrick-Calder, Lisa
    Information literacy (IL) involves a set of abilities essential for higher education learners, such as the ability to identify, critically evaluate, understand, and apply scholarly literature (ACRL, 2013, http://www.ala.org/acrl/standards/nursing), yet studies often demonstrate that these IL skills are lacking and need further development (Bury, 2016; Saunders, 2012). Traditional methods of addressing this need center around stand-alone librarian-led IL sessions, which cannot provide the time or space needed to develop critical reading and reflection practices. Within our context of nursing this is a common challenge, one study found that 40% of second year nursing students have difficulty reading journal articles (Chaudoir et al., 2016), this despite IL being an essential skill for nursing practice (Mitchell & Pereira-Edwards, 2022). In an attempt to address learner needs a course instructor and librarian teamed up. Journal clubs, used in practice settings to maintain currency and promote EBP behavior (Wilson et al., 2015), have been used successfully in other health education contexts (Steenbeek, et al., 2009; Szucs, et al., 2017; Thompson, 2006). This application is referred to as evidence based practice (EBP), and is an essential component of nursing practice. Having activities for undergraduate nursing students that instill EBP aims to ensure that it will be incorporated into practice after graduation (Mitchell & Pereira-Edwards, 2022). Instead of the traditional librarian-led IL sessions, a first year nursing course was redesigned to utilize a guided journal club approach with an aim of enhancing the ability to seek, read, and interpret journal literature. Journal club activities took place over 8 weeks, alternating guided activities with brief IL lessons, and culminating in a group journal club assignment. Students were placed in small groups based on an area of practice they wanted to learn more about. Activities were scaffolded starting with introducing a research database and basic literature searching strategies. As students progressed through the journal club activities throughout the term, they were asked to find articles related to specific topics aligned with the course and their area of practice, critique and present their article to their group members, and then how to apply their interpretations. A survey was used to measure the impact of journal club on student IL self-efficacy, as measured through the validated Information Literacy Self-Efficacy Scale (ILSES) developed by Kurbanoglu et al. (2006). Initial findings support journal club as an effective modality to enhance students self-efficacy in specific areas of IL. Additionally, other valuable outcomes of this strategy were discovered, for example, students reported becoming more comfortable collaborating with peers and anecdotal reports showed students developed friendships with peers. This scaffolded journal club approach to discipline-specific IL learning would translate well to other contexts, particularly those which require a significant grounding in reading and understanding disciplinary research. The journal club activities are available at: https://tinyurl.com/JournalClubPosterISSOTL2022
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    Scaffolding IL learning and EBP exploration in a semester-long journal club: impact on nursing student self-efficacy
    (2023) Nelson, Jody; Croxen, Hanneke; McKendrick-Calder, Lisa; Ha, Lam; Su, Wanhua
    Nursing students require essential information literacy (IL) skills: locate research articles, assess for quality, and apply to practice-based scenarios. Understanding research remains a common challenge, with one study finding 40% of 2nd year nursing students have difficulty reading journal articles, yet stand-alone IL workshops rarely allow time needed to develop critical reading, assessment, and reflection practices. Our discovery-based, scaffolded IL learning approach is modeled on the student journal club, which has been found to positively impact students’ application of research in clinical contexts. By embedding IL instruction strategically throughout a 1st year nursing course we hoped to enhance understanding, mindset, retention, and transferability of IL. This study sought to identify the impact of the journal club on nursing student IL self-efficacy, as measured through the validated Information Literacy Self-Efficacy Scale.
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    Sharing stories of mothering, academia and the COVID 19 pandemic: multiple roles, messiness and family wellbeing
    (2022) Croxen, Hanneke; Jackson, Margot; Asirifi, Mary; Symonds-Brown, Holly
    The Coronavirus (COVID-19) pandemic has caused disruption. Responsibilities increased especially for people who identify as mothers needing to balance work and caring for their child(ren). Through the use of personal narratives, we explored our experiences as mothers who work in academia. The purpose of this commentary is to explore the commonalities of our experiences of trying to maintain the multiple roles and responsibilities demanded from us as mothers and academics during the COVID-19 pandemic. Two themes emerged: multiple roles and responsibilities and embracing the ‘messiness’. The need to take on multiple roles simultaneously such as working from home and parenting was challenging. Embracing the ‘messiness’ demonstrated that caring for our children while working from home caused their needs and our time to focus on them to be compromised. Our work and productivity were impacted with minimal available support but this was not acknowledged within the business as usual practices of the university. The conditions that negatively impact us, also negatively impact our children. Children have needed to adjust to pandemic conditions and their support has been compromised due to the other competing demands mothers face. As academics, our future work will be informed and shaped from this experience, and so too will the growth and development of our children. Our experiences from this pandemic highlight the gendered inequities present within academia and the potential negative effects on child well-being. We call attention to this issue to help promote change and advocate for mothers working in academia and elsewhere.