Browsing by Author "Maykut, Colleen"
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- ItemA critical hermeneutic circle to reimagine professional selfhood(2023) Maykut, Colleen; Miller, Cole; Porter, Meredith; Badu, Nikki; Barroma, Arianne; Cheung, Chanel; McLeod, Danielle; Trotter, CassidyProfessional selfhood (PSH) is the embodiment of an individual’s social location influenced by being in and with the world. PSH informs our evolving professional journey as nurses. As our journeys are never singular, community formation to support this evolution is vital. Utilizing body mapping as an aesthetic methodology was enhanced through reflexivity situated in a critical hermeneutic circle. The phenomenon of interest in the original research study of six novice nurses was how the tension between what they desire to do and what they were able to do, lived in and on their bodies. This is our story, as a community of artists and researchers, who were inspired by a Critical Hermeneutic Circle the ongoing nurturance to enter this brave space to re-imagine our evolving PSH.
- ItemA shared reality: implementation of a redesigned clinical course during the Covid-19 Crisis(2020) Maykut, Colleen; Dressler, Melissa; Harrison, Nicole; Newell-Killeen, Holly; Posteraro, Allana; Weatherwall-Waldner, KylieMany institutions of higher education were caught unprepared for the consequences of covid-19 on program delivery and completion; notably schools of nursing with clinical practicums. The purpose of senior clinical practicums is to foster nursing students’ readiness for practice. A practicum offers the students the opportunity to engage in advocacy and leadership, respond effectively and efficiently to changes in client status, navigate and mitigate ambiguity in the healthcare system and partner with interdisciplinary team members to ensure a holistic approach. The disruption of face-to-face programming required schools of nursing to quickly redesign courses to ensure learning outcomes were met and students would successfully graduate prepared to enter their practice. The intent of this article is to share the lived realities of nursing students and faculty members during the implementation of a redesigned course during the pandemic crisis.
- ItemBullying the antithesis of caring: acknowledging the darker side of nursing(2015) Adams, Lisa Y.; Maykut, ColleenThe act of professional caring is vital and serves many purposes; healing for the patient, growth for the nurse, and professionalism for the discipline. To truly understand and appreciate caring as the essence of our humanity and our professional expression within our practice, as nurses we must acknowledge the darker side when caring is absent; the antithesis of caring or uncaring. Workplace bullying reflects an uncaring encounter which has become more visible and prevalent over the years. Bullying in the workplace is characterized as the on-going health or career endangering mistreatment of an employee, by one or more of their peers or higher-ups and reflects the misuse of actual and/or perceived power or position that undermines a nurse’s ability to succeed or do good, or leaves them feeling hurt, frightened, angry or powerless (American Nurses Association, 2015). As nurses, both individually and collectively, we have a responsibility to demand the creation of healthy workplace environments in which to ensure the expression of caring remains part of our nursing practice. Healthy workplace environments will initiate caring encounters between peers, as well as between nurses and patients; recognizing that everyone benefits. The essence of caring must be nurtured and valued by the nursing profession for it to continue to develop and flourish.
- ItemCollective consciousness: wading into the discomfort of systemic discrimination(2022) Foster-Boucher, Caroline; Maykut, Colleen; Bremner, Sydney; Nelson, JodyBackground: Racism in nursing towards Indigenous peoples has been evident and well documented (Allen, & Smylie, 2015; Browne, 2005; Vukic et al., 2012). Canadian schools of nursing have been called upon to incorporate teaching of colonial history and address systemic discrimination against Indigenous peoples in response to Canada’s Truth and Reconciliation Commission (TRC) findings (Baker, 2019; Blanchet Garneau et al., 2017, 2021; Truth and Reconciliation Commission [TRC], 2015). Methods: Our faculty of nursing has charged a team with forging a path forward in addressing the TRC Calls to Action. Our collective approach in pursuit of transformative nursing education for reconciliation aligns with the United Nations’ Sustainable Development Goal (2015): Quality education. Results: Learning and pivoting to meet the needs of the professional development for faculty and staff is an iterative process. This team has discovered the transformative potential of collective learning in moving towards systemic change (Jakubec & Bourque Bearskin, 2020; TRC, 2015) to inform curricular decisions. Conclusion: As a team seeking ways to decolonize pedagogies and practice, we are collectively engaged in the learning necessary to confront and unsettle our own thinking. In doing this difficult yet vital work together, we hold one another accountable and support each other; we are developing a collective, anti-oppressive consciousness as we solidify our commitment to this ongoing work. By wading into collective discomfort as a group of learners and educators, we can foster true disruptive change (Blanchet Garneau et al., 2021; Kenney, 2008).
- ItemCommentary: Exploring training needs of nursing staff in rural Cretan primary care settings(2009) Maykut, ColleenNursing practice must be innovative and competent to meet the rapidly changing global health care system. The essential component to address these changes should be the assessment of staff education needs followed by the implementation of a focused education program. Implementation of a framework to identify specific learner's needs within their role may assist with meeting educational and workplace competencies, prudently manage health care resources, and advance quality of nursing care.
- ItemComportment: a caring attribute in the formation of an intentional practice(2010) Roach, Simone; Maykut, ColleenThe attribute of comportment is intended to convey the nurse's belief that dress and language reflect the professional's respect for the patient, family, and colleagues. Comportment, as a caring attribute, has the potential to offer an opportunity to concurrently visually represent the intentionality of a nursing practice and demonstrate professionalism. adherence to professional dress and address demonstrates respect for the dignity of a person as a human being. registered nurses must demonstrate commitment to their caring practice by recognizing the need of the other as more important than their own need for self-expression.
- ItemConcept analysis: the clarification of body adornment(2014) Maykut, ColleenThe aim of this paper is to clarify the concept of body adornment informed by Roach’s (2002) caring theory, specifically the attribute of comportment.
- ItemConscious engagement in undergraduate male nursing students: facilitating voice through an action research project(2016) Maykut, Colleen; Lee, Andrew; Argueta, Nelson Garcia; Grant, Sean; Miller, ColeAlthough women have made significant progress into traditionally male-dominated professions, such as medicine and engineering, the same cannot be said of men in the nursing profession. Utilizing a critical social theory perspective, an action research project was designed to encourage participants, current male nursing students and alumni of MacEwan University, to share their educational experiences through narratives. The significance of this action research project is threefold: (1) to understand the phenomena of the MacEwan male nursing student, (2) to develop strategies and coping mechanisms to address concerns voiced by participants’ experiences, and (3) to create evaluative tools to assess effectiveness of such strategies.
- ItemContemplating what matters: a student’s personal nursing philosophy(2022) Maykut, Colleen; Bissonnette, AshleyA student’s future practice must be informed by theoretical or practical knowledge and nursing philosophy to encourage them to critically reflect to imagine themselves as professionals. A guided teaching strategy to explore the elements of nursing practice through an aesthetic and philosophical lens can help students understand how to integrate their personal selves into their future roles as professionals. A personal philosophy that draws insight from a clinical example highlights the dichotomy between idealism in nursing education and the realities of clinical practice. Creating personal philosophy statements encourages reflection and growth throughout undergraduate nursing education and beyond.
- ItemDASEIN: a celebration of caring science scholars in communion(2018) Maykut, ColleenI am proposing Communion, as the 7th C, vital for the development, nurturance, and expression of a holistic expression or being of Roach's (2002) caring attributes. I am defining communion as humbly entering each other's world—a shared journey of being in the world. As humans, our primary focus is on our potential—the possibility of authentic human expression, being in and concerning the world (Heidegger, 1962). I will explore the particular of Caring Sciences through my own professional "Dasein" as I attach meaning of my own reflective process to higher philosophical beliefs.
- ItemDeconstructing identity: professional relationships for sustaining morally habitable workplaces(2021) Maykut, ColleenOur professional responsibility as nurses is to enact social justice by changing oppressive structures. However, this may be difficult with competing perspectives in healthcare environments. Deconstructing our identity is foundational if we are to understand how to develop professional relationships with peers to move forward as a collective to enact social justice. A paradigm shift, from one world view to multiplicity, will help us develop insight into our own identities and professional relationships to sustain morally habitable workplaces.
- ItemDesigning a fourth year baccalaureate nursing course utilizing the lens of the theory of bureaucratic caring and a root cause analysis approach(2013) Maykut, Colleen; McKendrick-Calder, LisaThe purpose of baccalaureate nursing education is to foster critical thinking in the nursing student to encourage use of evidence in their practice, increasing their ability to manage complexity in a variety of settings. Nurses who incorporate critical thinking and problem-solving strategies into their practice ensure an evidence-informed approach and become active participants and architects of their own destiny. A root cause analysis approach utilizing The Theory of Bureaucratic Caring as a lens might facilitate critical thinking and problem solving, and enhance the understanding of the dichotomy of a caring bureaucracy; facilitate decision-making; and humanize nursing care (Ray, 1989; Ray & Turkel, 2012, 2010) for the nursing student.
- ItemFostering successful transitioning to practice: responding to the Covid crisis(2021) Maykut, Colleen; Dressler, Melissa; Newell-Killeen, HollyNursing education programs are developed intentionally and thoroughly to ensure students successfully transition to practice as competent, compassionate, ethical and safe healthcare professionals. Nursing faculty designing both programs of study and individual courses consider congruence of scaffolded concepts, the current landscape of healthcare, and anticipate trends and issues in healthcare delivery and nursing practice to ensure graduates are prepared. The pandemic caught many higher education institutions unawares and this was especially true of nursing as a practice profession. This educational innovation, in response to the health restrictions imposed by the health authority and educational institution, was developed to ensure students enrolled in their final practicum were not only able to graduate, but had the necessary knowledge, skills, attitudes and attributes to thrive.
- ItemHabitus: An ontological space fostering humanistic nursing education(2021) Maykut, Colleen; Wild, CarolThis text is an essential resource for all nurses interested in or engaged in education. As an emancipatory text it evokes informed action. For those already aware of the need for educational reform, it will provide support and new ideas needed to advance your work. For those new to these concepts, this book will be the spark to ignite your participation in the transformation of nursing education.
- ItemHeutagogy enacting caring sciences practice(2019) Maykut, Colleen; Wild, Carol; May, NicoleNursing education, grounded in Caring Sciences, must also reflect a relational approach reflecting equity between student and teacher and a learning process which is humanized – interactive, engaging, and relevant. This relational approach creates a shared ethical and moral space that fosters an inner journey of contemplation, connection, consciousness and meaning informed by peace, power and truth, to connect simultaneously with others where all may learn and flourish. It is through engagement, a conscious connection, where learners (both teacher and student) negotiate choices, create tensions through discourse, and derive meaning of this shared experience (Hills & Watson, 2011). This engagement “leads to better persistence, learning, and achievement” (Bryson, 2016, p. 84) and ultimately the formation of a collaborative partnership for learning, creating, and evolving. Blaschke (2012) states the following concepts are instrumental in a curriculum grounded in heutagogy: capability, self-reflection and metacognition, double-loop learning and nonlinear learning, as well as teaching processes which foster self-determined learning. A learning contract is established, followed by learning activities which foster critical thinking and creativity, and finally learning outcomes are assessed (Blaschke & Hase, 2016). Teaching is about being in relationship, recognizing that learning occurs in relationship which is transformational and empowering. Success in transformational learning creates transcendent moments where we experience “that which is beyond us” where we tap into the collective unconscious and a critical consciousness emerges (Walker, 2010).
- ItemIncreasing leadership acumen: adopting a sense-making framework(2021) Miller, Kathleen; Maykut, ColleenHealth care environments, as complex adaptive systems, are constantly in flux. Nurse leaders cannot and in fact should not utilize approaches that worked in the past to attempt to navigate “wicked problems,” such as COVID-19. Clarity around the relationships among variables influencing the sociopolitical context is vital to understand. The adoption of a sense-making model, such as the Cynefin framework, fosters multiple perspectives, collaborative teamwork, and systems thinking to mitigate wicked problems. The importance of transformational leadership and followership is fundamental to tackling the lack of predictability the current pandemic has caused.
- ItemMaturing professional self hood through body mapping(2021) Maykut, ColleenNursing education's fundamental goal is to prepare students to effectively transition into practice. Success in this endeavor occurs when the student has a clear sense of themselves as a professional in relationship with their peers and grounded in disciplinary knowledge. Faculty must intentionally create opportunities for students to explore and mature their professional selfhood (PSH) to assist in a smooth transition from academia to practice. Educational strategies which enhance the awareness and continued development of PSH as a birthplace for professional identity may enable the graduate to navigate the healthcare system, mitigate ethical dilemmas, and enhance the quality of life for those they care for and themselves. Aesthetic narratives could be utilized to engage students in the analysis of their PSH as an alternative beyond the dominant text as an expression.
- ItemNew graduate nursing retention in 2020: a multifactorial analysis(2021) Mitchell, Abby; Maykut, ColleenThe issue of new graduates prematurely exiting the profession has a longstanding, complicated history in nursing. Current retention is further complicated by the COVID-19 pandemic. The state of the global workforce and transition shock theory situate this issue. Ray’s theory of bureaucratic caring frames the analysis with proposed recommendations for individual nurses, healthcare organizations, and academia. The sociocultural and political domains of Ray’s theory offer guidance for nurse leaders in academic and practice settings. The importance of a collaborative relationship between academic and practice settings is vital to mitigate the phenomenon of early exit of new graduates.
- ItemRelational comportment: embodying caring as a contemplative journey(2019) Maykut, ColleenRoach's (2002) six Cs (confidence, conscience, commitment, compassion, competence, and comportment) and relational ethics (Bergum, 2002; Bergum & Dossetor, 2005) are two distinct philosophical approaches which inform nursing practice. Although notable differences exist, it was through entanglement, an explicit conceptualization between the approaches, that synergy was conceived. This entanglement was conceptualized as relational comportment. Relational comportment is the embodiment of a contemplative journey of being and becoming persons of care by the nurse. Entangling enriches and provides the opportunity for the actualization and expression of caring.
- ItemRelational incompetence: the witnessing nurse(2022) Maykut, ColleenThis book addresses selected violations of professional nursing conduct and practices that take place in shadows or on the margins of clinical practice--incidents that represent "dark" or "gray" areas of nursing. Chapters identify threats to patient and nurse well-being that are antithetical to nurses' principles; sensitize nurses and other stakeholders to gray and dark sides of nursing through case examples; and pose evidence-based solutions for eliminating, mitigating, and addressing examples representing the gray or dark side of nursing. The book encourages organizations to promote a culture of ethical responsibility for nursing practices