Faculty of Nursing Works

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https://hdl.handle.net/20.500.14078/32

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The 7th C: communion as the birthplace of professional self-hood
(2022) Maykut, Colleen
Communion, defined as a shared journey of honoring each other’s being in and with the world, becomes a scared relational space for Professional Self-Hood. Professional Self-Hood has been defined as an internal embodiment and an external expression of nursing, the compilation of influences of being in and being with the world. Entering into communion to stretch in uncomfortableness begins the movement to unlearn, relearn, reaffirm, and recommit to the ongoing evolution of a just and caring version of ourselves as professionals, embodied and made visible as our Professional Self-Hood.
Abjection and the weaponization of bodily excretions in forensic psychiatry settings: a poststructural reflection
(2021) Johansson, Jim A.; Holmes, Dave
Nurses working in forensic psychiatric settings face unique challenges in practice, where they take on a dual role of custody and caring. Patient resistance is wide-spread within these restrictive settings and can take many forms. Perhaps the most disturbing form of resistance entails a patient's weaponization of their bodily fluids, with nurses as their target. The tendency in assigning motive for this act is to relegate to the psychopathology of the patient. This paper will adopt a post-structuralist perspective to reexamine this phenomenon as an act of resistance through the lens of Kristeva's concept of abjection. Patients confined in these set-tings have little sense of control, and in resistance may resort to the only thing available: their bodily fluids. By weaponizing the abject, patients actively violate and permeate the physical and psychological boundaries of nurses—the very boundaries considered crucial to safe and professional forensic psychiatric nursing practice. By recognizing this phenomenon as an act of resistance to confinement and loss of control, nurses may reorient their approach to care in forensic psychiatric settings.
Academic performance of nursing students in anatomy and physiology before, during and after a stability period of COVID-19
(2022) Narnaware, Yuwaraj; Cuschieri, Sarah
The COVID-19 has drastically disrupted nursing education globally. The present study demonstrated that the mean class average of anatomy and physiology midterms and final examinations during synchronous online teaching was significantly higher (P<0.001) compared with face-to-face teaching. However, the class average and GPA were not different between faceto-face and hybrid/flex teaching. Virtual teaching of these subjects also significantly (P<0.001) increased the students’ GPA in both courses during Covid-19 compared to before and after a stability period of Covid-19. The present study demonstrates that due to a strict lockdown and self-isolation, students either spent more time studying these subjects or took advantage of the lack of online supervision of their exams which may have increased their class average and GPA.
Access 2022: setting new goals for digital health in Canada
(2019) Neumeier, Melanie
Canada Health Infoway has been a champion for digital health access for all Canadians since its inception in 2001. As a government funded not-for-profit organization, Infoway works with Canadians, academics and a variety of health care organizations across the country to transform the delivery of health care in Canada. While huge strides have been made towards a digitally integrated system, Canada remains behind peer countries in access to care and digitally-enabled services (Infoway, 2019). In the 2017 Commonwealth Fund ranking of health care system performance, Canada ranked ninth out of eleven countries overall and was last in terms of access to care like same-day physician appointments and emergency department wait times (Green, 2018). This shows that while technology is advancing its application in health care is not keeping up.
Access to mental health for Black youths in Alberta
(2021) Salami, Bukola; Denga, Benjamin; Taylor, Robyn; Ajayi, Nife; Jackson, Margot; Asefaw, Msgana; Salma, Jordana
Introduction: The objective of this study was to examine the barriers that influence access to and use of mental health services by Black youths in Alberta. Methods: We used a youth-led participatory action research (PAR) methodology within a youth empowerment model situated within intersectionality theory to understand access to health care for both Canadian-born and immigrant Black youth in Alberta. The research project was co-led by an advisory committee consisting of 10 youths who provided advice and tangible support to the research. Seven members of the advisory committee also collected data, co-facilitated conversation cafés, analyzed data and helped in the dissemination activities. We conducted in-depth individual interviews and held four conversation café-style focus groups with a total of 129 youth. During the conversation cafés, the youths took the lead in identifying issues of concern and in explaining the impact of these issues on their lives. Through rigorous data coding and thematic analysis as well as reflexivity and member checking we ensured our empirical findings were trustworthy. Results: Our findings highlight key barriers that can limit access to and utilization of mental health services by Black youth, including a lack of cultural inclusion and safety, a lack of knowledge/information on mental health services, the cost of mental health services, geographical barriers, stigma and judgmentalism, and limits of resilience. Conclusion: Findings confirm diverse/intersecting barriers that collectively perpetuate disproportional access to and uptake of mental health services by Black youths. The results of this study suggest health policy and practice stakeholders should consider the following recommendations to break down barriers: diversify the mental health service workforce; increase the availability and quality of mental health services in Black dominated neighbourhoods; and embed anti-racist practices and intercultural competencies in mental health service delivery.
Advancing healthcare for COVID-19 by strengthening providers’ capacity for best practices in African, Caribbean and Black community service provision in Ontario: a multisite mixed-method study protocol
(2022) Etowa, Josephine; Nelson, LaRon; Etowa, Egbe; Abrha, Getachew; Kemei, Janet; Lalonde, Michelle
The main aim of this study is to improve the health system’s response during and after the COVID-19 pandemic by developing evidence-based models to inform policy and collaborative best practices to mitigate its spread and ameliorate related health consequences in vulnerable communities.
Adverse childhood experiences, mothers and homelessness: a narrative review and recommendations
(2024) Kohler, Ashley; Pylypchuk, Nicole; Reisdorfer, Emilene
Homelessness is a complex and pervasive worldwide social crisis that profoundly affects a diverse range of individuals and communities. Adverse childhood events (ACEs) are traumatic events that can lead to significant negative effects during adulthood, including homelessness. In women who are mothers, the pathways to loss of housing include, but are not limited to: a history of ACEs, weak social networks, sexual violence, and intimate partner violence. This narrative review of the literature aimed at examining the evidence of adverse childhood experiences and homelessness in adult women who are mothers and to providing recommendations for practice. Across the eight articles included and analyzed, six common themes emerged: family fragmentation, out-of-family placement, abuse, learned substance abuse, a lack of formal and informal education, and normalization and internalization of ACEs. The results showed that children who experience ACEs and become mothers in adulthood might have increased chances of becoming homeless and repeating an intergenerational cycle of trauma onto their children.
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.
The AEIOU mnemonic: using vowels to facilitate caring
(2017) Maykut, Colleen; Hung, Sarah
Learning experiences must be designed which challenge students to explore nursing from ontological and epistemological perspectives. Educational strategies necessitate utilizing the student’s experiential knowledge as a catalyst for adopting “curiosity” about their future practice to ensure competent, safe, and ethical nurses. Nurse educators must ensure graduates’ capacity to acquire, appraise, and reflect on disciplinary and practical knowledge to enhance their future nursing practice. A unique learning strategy – “The AEIOU Mnemonic” (Assessment, Education, Implementation, Outcomes, and Understanding of the Lived Experience) and clinical case studies, grounded in caring sciences, were developed to foster clinical-reasoning and decision-making in a pre-licensure nursing program.
Alcohol health warning labels: a rapid review with action recommendations
(2022) Giesbrecht, Norman; Reisdorfer, Emilene; Rios, Isabelle
A rapid review of research on health warning labels located on alcohol containers (AWLs) was conducted. Using five search engines (Embase, Medline, Pubmed, Scopus, Psyinfo), 2975 nonduplicate citations were identified between the inception date of the search engine and April 2021. Of those, 382 articles were examined and retrieved. We selected 122 research papers for analysis and narrative information extraction, focusing on population foci, study design, and main outcomes. Research included public opinion studies, surveys of post-AWL implementation, on-line and in-person experiments and real-world quasi-experiments. Many studies focused on the effects of the 1989 United States Alcoholic Beverage Labeling Act on perceptions, intentions and behavior. Others focused on Australia, Canada, the United Kingdom, England or Scotland, Italy and France. There was substantial variation in the design of the studies, ranging from small-scale focus groups to on-line surveys with large samples. Over time, evidence has been emerging on label design components, such as large size, combination of text and image, and specific health messaging, that is likely to have some desired impact on knowledge, awareness of risk and even the drinking behavior of those who see the AWLs. This body of evidence provides guidance to policy-makers, and national and regional authorities, and recommendations are offered for discussion and consideration.
An evolutionary concept analysis of learner-centered teaching
(2021) Oyelana, Olabisi; Olson, Joanne; Caine, Vera
Introduction An increasing need for a paradigm shift from traditional teacher-centered teaching model has led to an adoption of learner-centered teaching (LCT) in nursing education. However, programs aimed at LCT barely integrate its principles within their frame of reference, as there tends to be no explicit or clear operationalized definition. The ambiguity and a lack of consensus not only predisposes nursing faculty to erratic teaching practices but also compromises the validity and trustworthiness of any scholarship associated with LCT. Objective The aim of this review was to clarify the concept of LCT for nursing education research and teaching practice purposes. Design and Methods We used an evolutionary framework to review the literature relevant to LCT. Evolutionary concept analysis is a scientific method of inquiry which focuses on analysis of empirical data to identify the attributes, antecedents, and consequences of a concept. Data Sources A comprehensive and systematic review of empirical and conceptual publications from the disciplines of Nursing, Medicine, and Educational psychology provided the sources for this concept analysis. Results. The key defining attributes of learner-centered teaching identified were autonomy, empowerment, engagement, and collaboration. The key antecedents for LCT were trusting relationship, personal responsibility, mutual respect, and empathy. We identified nine primary consequences and an exemplar of LCT from personal teaching experience and the literature. Conclusions LCT is a highly complex concept with many aspects that make it difficult to provide an authoritative definition. However, we identified key attributes, antecedence, and consequences for an operationalization of LCT in nursing education research and teaching practice.
An evolutionary concept analysis of learner-centered teaching
(2022) Oyelana, Olabisi; Olson, Joanne; Caine, Vera
Background An increasing emphasis on a paradigm shift from the traditional teacher-centered approach has led to the adoption of learner-centered teaching in many nursing education programs. However, the lack of consensus regarding the meaning warranted an analysis of learner-centered teaching. Objective The objective of this analysis was to clarify the concept of learner-centered teaching for nursing education and research. Design An evolutionary framework was used to perform a comprehensive review of both theoretical and empirical literature relevant to learner-centered teaching. An evolutionary concept analysis is a method of inquiry used to analyze the literature, with the purpose of identifying the attributes, antecedents, and consequences of a concept. Sample and setting Empirical and theoretical literature selected from the fields of education, nursing, and medicine. Methods A comprehensive review and analysis of theoretical and empirical publications from nursing, medicine and education disciplines provided a rich data source for this concept analysis. Results Four defining attributes of learner-centered teaching were identified: autonomy, empowerment, collaboration, and engagement. Four antecedents, three surrogate terms, eight related concepts, and nine primary consequences of learner-centered teaching were also identified. Exemplar cases of learner-centered teaching emerged from personal teaching practice experience and the empirical literature. Conclusions Learner-centered teaching is a complex concept with many aspects conceptualized or operationalized which make it difficult to authoritatively define the concept. However, the features of learner-centered teaching identified in this analysis offered a good basis for the evaluation, application, and further development of the concept in nursing.
Anatomical knowledge loss in fourth year nursing students
(2022) Narnaware, Yuwaraj
There is growing concern over the loss of anatomical and physiological knowledge in medical, allied-health & nursing students over time (Narnaware & Neumeier, 2020a, Narnaware, Y. 2021). Numerous studies have demonstrated the difficulty of the students in these disciplines to retain and apply anatomical knowledge as they progress through their programs of study (Narnaware and Neumeier, 2020a). However, physiological knowledge retention has not been studied as extensively as anatomical knowledge retention in health care disciplines, with very few studies focusing on nursing students (Aari et al., 2004). Of those studies, most are carried out after graduation (Aari et al., 2004) or are focused on a single or a limited number of organ systems (Pourshanazari et al., 2013). We have previously shown that physiology students retained approximately 86.6% of their first-year physiological knowledge over four months (Narnaware et al., 2020b). To improve the acquisition and retention of physiological knowledge, the present study aims to develop an interventional strategy that includes the repeated assessment of cardiovascular physiology and defenses knowledge over eight weeks. Nursing students were quizzed on two components of cardiovascular physiology (vascular system and blood) and defenses using the online quizzing system Kahoot. Each Kahoot quiz included 9-11 knowledge and comprehension level multiple-choice questions, and new sets of questions were used for each week’s Kahoot quiz. Data were statistically analyzed using SPSS II, and means were compared using 2-sample t-tests. The scores are described as the mean and standard deviation (SD) and are presented in figure 1 and table 1. Statistical significance was set at P < 0.05 for all tests. Compared to week 1, repeating knowledge of the vascular physiology and defenses yielded a significantly higher (P<0.05) knowledge retention at week 2 (8.4% & 11.7%). However, this retention was highest at weeks 3 (18.7% & 16.9%) and weeks 4 (21.6% & 14.3%), P<0.001) in both organ systems, with less significant improvement (P<0.05) at week 6 (13.3%) and no significant difference in defenses (4.6%). No significant differences in knowledge retention were found between vascular and defenses at week 8. However, compared to vascular and defenses, content reinforcement of blood was highly significant at all weeks. Compared to week 1, knowledge retention of blood was highest at week 4 (69.5%), week 6 (55.2%), and week 8 (54.7%), P<0.0001), with less significant retention at week 2 (27.8%) and week 3 (31.2%), P<0.001). Although organ system-specific improvements in knowledge retention were found, the study results show that repeated knowledge assessment can significantly improve knowledge retention of cardiovascular physiology and defenses in nursing students and agrees with previously reported studies in medical students (Pourshanazari et al., 2013). Therefore, content reinforcement should be used as one of the interventional strategies to improve knowledge retention in nursing students, and further research should be conducted to explore effective ways to maintain increased retention over more extended periods.
Anatomical knowledge retention & interventional strategies in nursing education
(2019) Neumeier, Melanie; Narnaware, Yuwaraj
Creating experiential learning opportunities to improve knowledge acquisition and retention is a common goal in post-secondary education, but it may not be clear how to start. In this presentation, we discuss how to develop and use a knowledge retention study to identify gaps in learning and implement targeted learning strategies.
Anatomical knowledge retention in second‐year Bachelor of Science & Psychiatric Nursing students
(2020) Narnaware, Yuwaraj; Neumeier, Melanie
There is growing concern that nursing, medical and allied health students do not retain enough anatomical knowledge to confidently and successfully apply it in future classroom and clinical settings ( Doomernik et al., 2017). Evidence now shows that knowledge retention is impacted by many factors including admission criteria, teaching hours (Narnaware and Neumeier, 2019), age, sex, ethnicity, prior knowledge of science/biology, a gap between high school and university, and health care discipline (McVicar et al., 2015; Vogl , 2017). In Canada, the discipline of nursing can be subdivided into three professional designations, each with different educational requirements; Registered Nurses, Licensed Practical Nurses, and Registered Psychiatric Nurses (Canadian Nurses Association, 2019).
Anatomical knowledge retention in third-year nursing students
(2021) Narnaware, Yuwaraj; Neumeier, Melanie
Human anatomy and physiology are considered a cornerstone of any health related profession and serve as a pre requisite for future nursing courses and clinicals (McVicar et al., 2015). However, numerous studies suggest that students experience great difficulty in transferring the fundamental anatomical knowledge that they gain in the first year of their programs to future theory/clinical practice ( Gunay & Kilinc, 2018). Most of the knowledge transfer, loss and/or retention studies have been carried out in medical, allied health disciplines, and this has been assessed only in second year nursing students recently (Narnaware & Neumeier, 2020). This study seeks to determine the percent of anatomical knowledge retained by third year nursing students and determine the levels of knowledge retention in the body’s organ systems.
Are clinical instructors preventing or provoking adverse events involving students: A contemporary issue
(2018) Christensen, Lorna
Errors are inevitable. Unfortunately, when errors happen in health care, leading to adverse events, human lives are put at risk. There has been an abundance of international research into adverse events since the landmark report To Err is Human was published by the Institute of Medicine (IOM) in 2000, and much has changed in healthcare culture since the recognition that system failures—rather than individual negligence—contribute to most adverse events (Reason, 2000, p. 768). However, studies have focused largely on registered professionals—and even when healthcare students were included, the focus remained on the students themselves, often excluding their instructors. So, what can clinical instructors do to prevent adverse events involving their students, and what might they be doing inadvertently to provoke these events? Certainly, no instructor would like to believe that they contributed to a student’s mistake; yet, so many students and nurses have a story of a “terrible teacher”—one that made them feel unintelligent, incompetent, or downright scared. What is the ultimate role of the clinical instructor in patient safety? This article proposes a framework to begin to understand nursing student error prevention, with the aim to assist clinical instructors, nursing faculty, and nursing leaders in addressing an unrecognized aspect of adverse events.
Are nursing/IT collaborations the key to maximizing health care apps?
(2018) Neumeier, Melanie
Nurses working with IT professionals to develop better mobile apps for health care is discussed. From the Trends and Issues in Nursing Informatics Column.
Beyond deficits: shifting perspectives in child and youth mental health
(2019) Jackson, Margot
The social significance of the dominant narrative in mental health is one of particular concern to the author and one that has emerged during the course of this narrative inquiry. This chapter shares personal stories of the author's experiences as a nurse and researcher working within the realm of child and youth mental health and provide an intimate look at the life of one young woman whom she met at CAY. The young woman had a tremendous impact on the author's understanding of mental health, of developing personal strength, and of overcoming adversity; her life story is a guide and inspiration for other youth who have shared a similar narrative, as well as those touched by mental health. The narrative approach places personal experience as the focal point to facilitate understanding, insight, and change; it allows individual voices to be heard and places value on all that is shared. Thus, this chapter provides the reader with an understanding of child and youth mental health through a narrative inquiry lens and encourages alternative ways of learning and knowing. To provide care and support for youth they need to be viewed in a different light, focusing on their strengths and potentials and as always becoming.
Bioscience student’s perspectives & academic performance before, during & after a stability period of COVID-19
(2022) Narnaware, Yuwaraj; Cuschieri, Sarah
Findings suggest that nursing students may have counter-balanced the missing active learning strategies of face-to-face learning and adopted self-directed learning during the COVID-19 period through synchronized learning. Virtual, synchronized learning by using a ‘blended, multi-modal & pedagogical’ approach may serve as a “new normal” of teaching and learning of biosciences if pandemics like Covid-19 re-emerge in the future.

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