Research Online at MacEwan :: Browsing by Author "Pollard, Cheryl"

Browsing by Author "Pollard, Cheryl"

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Adverse events: consequences of error: Oh no…it happened to me
(2015) Pollard, Cheryl
Learner objectives: Explain the importance of understanding how healthcare professionals are effected when involved in patient safety incidents, adverse events or near miss situations. Discuss common reactions to being involved in a patient safety incident, an adverse event or a near miss situation. Identify how organizations could potentially better support health care professionals. Describe the next steps in investigating the “Consequences of Error.” Describe how students have been involved in undergraduate student research.
Building a therapeutic relationship: how much is too much self-disclosure?
(2018) Steuber, Paige; Pollard, Cheryl
Therapeutic relationships are foundational to nursing practice. Nurses use self-disclosure as means of connecting with their patients. But, how is this done effectively, how do nurses learn self-disclosure, and what is the effect of self-disclosure on the nurse/client relationship. An exploratory qualitative research design was used to gather information to help improve nursing’s understanding of self-disclosure within the context of a nurse/patient relationship. The following research questions were addressed: What are the reasons nurses self-disclose? How do nurses learn about using self-disclosure? When nurses do self-disclose, what effect on the therapeutic relationship? Data was collected through qualitative interviews with Registered Nurses, who reported using self-disclosure to enhance their relational practice. Recommendations include utilizing Nursing Professional Development Practitioners to implement educational guidance to self-disclose effectively.
Developing nursing leadership competencies in baccalaureate undergraduate students
(2015) Pollard, Cheryl; Wild, Carol
Leadership and followership competencies are a critical competency for nurses. Facilitating the development of these competencies in students is essential to ensure their successful transition into a registered nursing role. Students and nurses demonstrate these competencies through the use of communication strategies that are embedded within a relational practice. Health care professionals, regardless of formal position, need to assert their opinions and perspectives using a communication style that demonstrates value of all team members in open discussions about quality patient care, appropriate access, and stewardship. Challenges to effective communication and relational practice are the individual and organizational pattern of behaviour, and the subsequent impact that these behaviours have on others. Several strategies have been used to help students develop confidence in using their relational communication skills. Changes to the course were based on the result of quality improvement activities. As a result low-fidelity simulations are now used to help students gaRN situational awareness when they conduct a critical analysis of individual, team, and organizational functioning, and then use this information and evidence gained from a critical literature review to develop recommendations to improve individual, team, and/or organizational performance. Additionally the leadership and followership simulation exercises, inclusive of public feedback and debriefing, are used as a pedagogical/andragogical strategy in a nursing baccalaureate senior leadership course to facilitate learning of team communication skills and improve situational awareness. We view this strategy as an alternative to traditional classroom learning activities which provide little opportunity for recursive learning.
Developing nursing leadership competencies in baccalaureate undergraduate students
(2016) Pollard, Cheryl
Leadership and followership competencies are a critical competency for nurses. Facilitating the development of these competencies in students is essential to ensure their successful transition into a registered nursing role. Students and nurses demonstrate these competencies through the use of communication strategies that are embedded within a relational practice. Health care professionals, regardless of formal position, need to assert their opinions and perspectives using a communication style that demonstrates value of all team members in open discussions about quality patient care, appropriate access, and stewardship. Challenges to effective communication and relational practice are the individual and organizational pattern of behaviour, and the subsequent impact that these behaviours have on others. Several strategies have been used to help students develop confidence in using their relational communication skills. Changes to the course were based on the result of quality improvement activities. As a result low-fidelity simulations are now used to help students garn situational awareness when they conduct a critical analysis of individual, team, and organizational functioning, and then use this information and evidence gained from a critical literature review to develop recommendations to improve individual, team, and/or organizational performance. Additionally the leadership and followership simulation exercises, inclusive of public feedback and debriefing, are used as a pedagogical/andragogical strategy in a nursing baccalaureate senior leadership course to facilitate learning of team communication skills and improve situational awareness. We view this strategy as an alternative to traditional classroom learning activities which provide little opportunity for recursive learning.
Health-related hardiness and the effect of a psycho-educational group on clients' symptoms
(1999) Austin, W.; Pollard, Cheryl
In the health literature, an individual's ability to resist illness when under stress has been referred to as ‘hardiness’. Resources, which may be used to sustain a sense of well being, can be categorized by two broad domains, ‘control’ and ‘commitment and challenge'. In this research, a quasi-experimental nonequivalent control group design was used to determine the impact of a specific clinical nursing intervention (the Wellness Program) in terms of its usefulness in fostering the development of health-related hardiness. Findings demonstrated a significant reduction in symptoms related to obsessive compulsiveness, hostility, psychoticism and average level of distress after subjects completed a relatively short psycho-educational health promotion group. Subjectively, the treatment group subjects also described positive changes in thoughts, feelings and behaviours. This research has implications for clinical interventions using small groups to promote health.
Interpretive visual inquiry - methodological review
(2015) Pollard, Cheryl
The aim of this paper is to introduce the reader to and excite them about using interpretive visual inquiry methods in nursing research and in particular mental health nursing research.
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.
Mental health literacy: An essential tool for caring post-secondary educators
(2021) McKendrick-Calder, Lisa; Heuver, Tanya; Pollard, Cheryl; Barrington-Moss, Gabriel
The mental health needs of post-secondary students have been steadily increasing. Educators, particularly those who work in caring disciplines like the social and health sciences, are often compelled to assist students with their mental health, but may lack confidence in our abilities to support students. Relationally, this uncertainty may prohibit us from engaging in the caring relationships so important for role modelling professionalism. This paper describes the baseline mental health literacy of 122 educators in higher education which provides a starting point for educators and researchers studying caring practices, specifically as they relate to student mental health.
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.
Navigating the impact of COVID‐19: Anxiety in the learning environment
(2021) Heuver, Tanya; McKendrick-Calder, Lisa; Pollard, Cheryl; Shumka, Christine; Chase, Thomas; Morey, Kylie; Solanki, Shivani
A high percentage of post‐secondary students experience anxiety. Anxiety can range from being a helpful stimulus, to completely debilitating. This project explores the relationship between the learning environment and student anxiety.
Nursing leadership competencies: low-fidelity simulation as a teaching strategy
(2014) Pollard, Cheryl; Wild, Carol
Nurses must demonstrate leadership and followership competencies within complex adaptive team environments to ensure patient and staff safety, effective use of resources, and an adaptive health care system. These competencies are demonstrated through the use of communication strategies that are embedded within a relational practice. Health care professionals, regardless of formal position, need to assert their opinions and perspectives using a communication style that demonstrates value of all team members in open discussions about quality patient care, appropriate access, and stewardship. Challenges to effective communication and relational practice are the individual and organizational patterns of behavior, and the subsequent impact that these behaviors have on others. Students articulate situational awareness when they conduct a critical analysis of individual, team, and organizational functioning, and then use this information and evidence gained from a critical literature review to develop recommendations to improve individual, team, and/or organizational performance. Leadership and followership simulation exercises, inclusive of public feedback and debriefing, are used as a pedagogical/andragogical strategy in a nursing baccalaureate senior leadership course to facilitate learning of team communication skills and improve situational awareness. We view this strategy as an alternative to traditional classroom learning activities which provide little opportunity for recursive learning.
On a quest to maximize student learning potential
(2017) Pollard, Cheryl; McKendrick-Calder, Lisa; Bowman, Catherine; Heuver, Tanya
As educators, we are in search of ways to better assist students in their journey as they learn how to apply theoretical knowledge to practice based situations. Quest based learning is a unique methodology that extends student learning and engagement with course material beyond the classroom allowing them to solve problems and develop their critical thinking abilities. In our course students complete quests in preparation for class which increases their accountability and engagement with the content. This session will highlight current evidence based practices for quest based learning. Ways to create a learning community with student centered activities and active engagement will be explored. Strategies for developing and facilitating quest based learning will be discussed. Session participants will have the opportunity to participate in quest based learning activities and engage with an online learning platform.
Process of reflection - not a specific set of rules
(2017) Pollard, Cheryl
Presentation slides for SoTL ethics: process of reflection, not a specific set of rules.
Reel nursing care: mental health nursing care in film
(2011) Pollard, Cheryl
The media is an important information source regarding psychiatric nursing care. Using an interpretive visual inquiry method, fifteen films were used to explore the nurse-patient relationship via a relational ethics perspective.
The good, the bad and the therapeutic: psychiatric nursing care in film
(2011) Pollard, Cheryl
The media is an important information source regarding psychiatric nursing care. There has been limited English language research that has specifically explored the nurse-patient relationships that were depicted in film between psychiatric nurses and the people for whom they cared. Using an interpretive visual inquiry method, fifteen films were selected and analyzed using a relational ethics framework.
What is the right thing to do: use of a relational ethic framework to guide clinical decision-making
(2015) Pollard, Cheryl
The purpose of this article is to discuss and describe the core elements of Relational Ethics and to demonstrate how a relational ethics framework can be used to facilitate ethical healthcare decision-making.

Browsing by Author "Pollard, Cheryl"

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