Browsing by Author "Velupillai, Nirudika"
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ItemDoes stalking behavior improve risk prediction of intimate partner violence?(2021) Jung, Sandy; Himmen, Marguerite; Velupillai, Nirudika; Buro, KarenThe present study investigates whether stalking is associated with recidivism risk among IPV offenders and incrementally adds to the predictive validity of existing validated risk measures for predicting recidivism of intimate partner violence (IPV) perpetrators. Using 226 police-reported cases of IPV, the criminal histories of the perpetrators in these cases were examined, and perpetrators were categorized based on their stalking histories. Stalkers and non-stalkers were then compared on their risk scores, and survival analyses were conducted to determine if stalking incrementally improved prediction of recidivism outcomes over and above the Ontario Domestic Assault Risk Assessment (ODARA) and a modified version of the Spousal Assault Risk Assessment (SARA). We found that the SARA significantly differed between stalking and non-stalking perpetrators, but no difference emerged when we examined the ODARA score and recidivism outcomes. We found that stalking did not incrementally increase predictive validity for recidivism outcomes over and above the modified SARA and ODARA. Our findings challenge policies that regard stalking as a risk factor for future IPV and explore how police services may better allocate resources in cases of intimate partner stalking. ItemRevisioning the possible: aligning blended IL instruction with principles of EBP for meaningful nursing instruction(2021) Nelson, Jody; Foster, Alison; Asirifi, Mary; Gates, Melanie; Su, Wanhua; Velupillai, NirudikaThe MacEwan BScN program supports development of skills and attributes in the domain of clinical practice, including information literacy (IL) interventions in Year 2. Addressing a noticeable trend in 2018 of fewer students making connections between IL and evidence-based practice (EBP), librarians and instructors collaborated on an IL redesign, integrating IL and EBP in a blended learning (BL) context. The redesigned IL intervention, which pulls from best practices in online EBP instruction in nursing (Kelly et al., 2016), was implemented in 2019 with revised learning outcomes. Literature on IL instruction and EBP learning points to similarities, synergies, and value of a more fulsome integration in teaching (Adams, 2012; Amit-Aharon et al., 2020). While Adams (2012) emphasizes the importance of teaching IL concepts through a disciplinary lens, Amit-Aharon et al. (2020) note the significant positive correlation between IL self-efficacy, EBP attitudes and knowledge, and future EBP implementation in practice. Purpose: This Scholarship of Teaching and Learning (SoTL) research investigates the impact of the redesigned BL IL intervention on YR 2 nursing students’ perceived EBP confidence, attitudes, and ability, using an adapted Student EBP Questionnaire (S-EBPQ) (Upton et al., 2016). ItemVirtual 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, TamiThe purpose of this study was to investigate the relationship between the virtual delivery of a health assessment laboratory course and nursing students' clinical judgment. ItemVision of conspecifics decreases the effectiveness of ethanol on zebrafish behaviour(2021) Dean, Rachel; Hurst Radke, Nicole; Velupillai, Nirudika; Franczak, Brian C.; Hamilton, TrevorAquatic organisms in pharmacology and toxicology research are often exposed to compounds in isolation prior to physiological or behavioural testing. Recent evidence suggests that the presence of conspecifics during a stressful event can modulate behavioural outcomes (called ‘social buffering’) when testing occurs within the same context. It is unknown, however, whether the social environment during exposure interacts with the efficacy of anxiety-altering substances when subsequently tested in the absence of conspecifics. In this study, zebrafish were individually exposed to habitat water or ethanol (1.0% vol/vol) while untreated conspecifics were visually present or absent during dosing. Using the novel object approach test, a validated test of boldness and anxiety-like behaviour, we observed significantly greater effects of ethanol in isolated fish, compared to fish with a view of conspecifics during dosing. These results were not explained by altered locomotion during exposure, which might otherwise increase drug uptake. This highlights the need to consider the social environment during exposure when conducting and interpreting behavioural research involving drug or toxicant exposure.