Faculty of Nursing Works

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

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The experiences of international students in a Canadian faculty of nursing: a narrative inquiry study
(2024) Oyelana, Olabisi; Glanfield, Florence; Estefan, Andrew; Caine, Vera
Background In response to the global need for nursing faculty, and nurses in leadership and advanced clinical practice roles, students from different countries come to Canada for their graduate nursing education. The positive reputation and the perceived advantages of the education system are particularly compelling to applicants from the countries located in the Global South. However, these students come from different social, historical, political, cultural, and educational backgrounds that deeply influence their learning experiences in Canada. Objective and methodology The aim of this narrative inquiry study was to understand the experiences of international graduate nursing students. The focus was to unravel two puzzles of this inquiry: What stories across social, historical, political, cultural, and educational borders shaped students' identities and ways of knowing? How did the experience in Canada impact their identities? Setting and participants Participants were invited from a Master of Nursing program at a research-intensive University in Western Canada. Methods Participants engaged in series of conversations over a period of one year. Results Multiplicity of borders and identity making, border making, and border crossing, were the threads that resonated across the narrative accounts. Conclusion These narrative threads provided insights into the lived experiences of tensions, the shifting of identities, and the day-to-day challenges that international students face while learning in Canada. Being aware of these experiences and acknowledging them could be a significant stride towards addressing the issues of racism, inequity, and exclusion for international students within Canadian graduate nursing education.
Virtual reality simulation experiences in health assessment: a mixed-methods explanatory study examining student satisfaction and self-confidence
(2024) Vihos, Jill; Shah, Mamta; Chute, Andrea; Carlson, Susan
Background: Virtual reality simulations (VRS) have the potential for enhancing clinical preparation in undergraduate nursing education (Son et al., 2022). Researchers are examining the relationship between VRS experiences and learner outcomes (C hoi et al., 2022; Shah, Gouveia, Babcock, 2022). However, evidence from the adoption of VRS in laboratory courses is sparse. Aims: The purpose of this mixed-methods explanatory study was to explore the relationship between use of VRS and student satisfaction and self confidence in a health assessment laboratory (HA-L) course. Methods: 37 second-year students completed a postoperative respiratory distress scenario using Elsevier’s Simulation Learning System with Virtual Reality (SLS with VR). All participants completed the Satisfaction and Self-Confidence in Learning Scale (SSLS); a subset participated in one-to-one semi-structured interviews. Descriptive statistics and Spearman’s correlation coefficient were computed to assess the relationship between the ranked student satisfaction and self-confidence scores. Interview transcripts were analyzed using the Glaserian approach to identify themes and relationships between VRS experiences, student satisfaction and self-confidence. Results: Satisfaction and self-confidence scores were above average to high and found to be strongly correlated (rho (35) = 0.78, p < 0.0001). Fidelity, communication confidence and competence, learning with peers, integrated learning and critical thinking, and a safe space to learn were related to satisfaction and confidence. Conclusion and Implications: VRS experiences were correlated with high student satisfaction and self-confidence in a HA-L course; researchers should continue examining students’ experiences in VRS in additional laboratory courses.
Workplace reintegration programs, policies, and procedures for nurses experiencing operational stress injury: a scoping literature review
(2024) Jones, Chelsea; Vincent, Michelle; O’Greysik, Elly; Bright, Katherine; Spencer, Shaylee; Beck, Amy; Gross, Douglas P.; Brémault-Phillips, Suzette
Background - Nurses experience elevated rates of operational stress injuries (OSIs). This can necessitate taking leave from work and subsequently engaging in a workplace reintegration process. An unsuccessful process can have long term impacts on a nurse's career, affecting the individual, their family, and broader community, while contributing to nursing shortages. A knowledge gap regarding the workplace reintegration of nurses experiencing mental health challenges, impedes the development and implementation of initiatives that might increase the success of nurses reintegrating into the workplace. This scoping review explored the existing literature concerning workplace reintegration for nurses experiencing OSIs. Methods - The Preferred Reporting Items for Systematic Reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) reporting guidelines were utilized. Three key search terms across six databases were employed followed by a qualitative content analysis of the resulting literature. Results - Eight documents were included. The literature exhibited high heterogeneity in objectives, content, and article types. The content analysis revealed five themes: (1) recognizing stigma, (2) elements of successful workplace reintegration, (3) considerations for military nurses, (4) considerations for nurses with substance use disorders, and (5) gaps in the existing literature. Conclusion - A paucity of programs, policies, procedures, and research exists regarding workplace reintegration for nurses facing mental health challenges. It is imperative to recognize that nurses may experience OSIs, necessitating mental health support, time off work, and operationally/culturally-specific assistance in returning to work. Innovative and evidence-based approaches to workplace reintegration are needed to enhance the retention of a skilled, experienced, compassionate, and healthy nursing workforce.
Perspectives and experiences of public safety personnel engaged in a peer-led workplace reintegration program post critical incident or operational stress injury: a qualitative thematic analysis
(2024) Jones, Chelsea; Spencer, Shaylee; O’Greysik, Elly; Smith-MacDonald, Lorraine; Bright, Katherine S.; Beck, Amy J.; Carleton, R. Nicholas; Burback, Lisa; Greenshaw, Andrew; Zhang, Yanbo; Sevigny, Phillip R.; Hayward, Jake; Cao, Bo; Brémault-Phillips, Suzette
Introduction: Public safety personnel (PSP) experience operational stress injuries (OSIs), which can put them at increased risk of experiencing mental health and functional challenges. Such challenges can result in PSP needing to take time away from the workplace. An unsuccessful workplace reintegration process may contribute to further personal challenges for PSP and their families as well as staffing shortages that adversely affect PSP organizations. The Canadian Workplace Reintegration Program (RP) has seen a global scale and spread in recent years. However, there remains a lack of evidence-based literature on this topic and the RP specifically. The current qualitative study was designed to explore the perspectives of PSP who had engaged in a Workplace RP due to experiencing a potentially psychologically injurious event or OSI. Methods: A qualitative thematic analysis analyzed interview data from 26 PSP who completed the RP. The researchers identified five themes: (1) the impact of stigma on service engagement; (2) the importance of short-term critical incident (STCI) program; (3) strengths of RP; (4) barriers and areas of improvement for the RP; and (5) support outside the RP. Discussion: Preliminary results were favorable, but further research is needed to address the effectiveness, efficacy, and utility of the RP. Conclusion: By addressing workplace reintegration through innovation and research, future initiatives and RP iterations can provide the best possible service and support to PSP and their communities.
Artificial intelligence in nursing practice: opportunities, challenges, and the need for new practice competencies
(2024) Neumeier, Melanie
Developments in artificial intelligence are rapidly expanding and the use of artificial intelligence health technologies (AIHT) in nursing practice is also expanding. We often talk in nursing about preparing for the use of AIHT in the future, and while we need to prepare for how these technologies will affect us in the future, AIHT are affecting nursing practice now. Nurses have already been using artificial intelligence tools like the Rothman Index scores to determine patient acuity, and AI algorithms to help predict disease and prevent adverse events (Robert, 2019). For many of these algorithms the data used by the computer to determine risk is collected and entered by nurses, therefore nurses need to be aware of the relationship between the data they collect and enter into the EHR, and the AI technologies being used to support patient care (Ronquillo et al., 2021).
Educators’ lived experiences of encountering and supporting the mental wellness of university students
(2024) McKendrick-Calder, Lisa; Choate, Julia
Globally, there is an increasing prevalence of higher education students with mental health issues. Educators are guaranteed contact points, and students often seek their support to manage their mental wellness. However, there is limited research describing educators’ experiences of these interactions. This interpretive phenomenological study engaged 16 educators from an institution in Canada and Australia. Interviews were conducted to understand their lived experiences interacting with and supporting students with mental health issues. Data demonstrated that educators encountered students with challenges to mental wellness, most commonly around course assessments. These encounters caused strain on educators personally and professionally, which they responded to by adapting teaching practices to mitigate risks to student and educator wellbeing, compartmentalization and boundaries, and relational connection and support. Over time they evolved to manage this and incorporate this role into their teaching, with more confidence and less impact on themselves. This manuscript highlights the lived experiences of educators engaging with students with mental health stressors, and provides tangible examples of professional and personal modifications that mitigated the strain on the educator caused by these encounters.
Public participation in healthcare students' education: an umbrella review
(2024) Nowell, Lorelli; Keogh, Bryn; Laios, Eleftheria; Mckendrick‐Calder, Lisa; Molitor, Whitney Lucas; Wilbur, Kerry
Background: An often‐hidden element in healthcare students' education is the pedagogy of public involvement, yet public participation can result in deep learning for students with positive impacts on the public who participate. Objective: This article aimed to synthesize published literature reviews that described the impact of public participation in healthcare students' education. Search Strategy: We searched MEDLINE, EMBASE, ERIC, PsychINFO, CINAHL, PubMed, JBI Database of Systematic Reviews and Implementation Reports, the Cochrane Database of Systematic Reviews, Database of Abstracts of Reviews of Effects and the PROSPERO register for literature reviews on public participation in healthcare students' education. Inclusion Criteria: Reviews published in the last 10 years were included if they described patient or public participation in healthcare students' education and reported the impacts on students, the public, curricula or healthcare systems. Data Extraction and Synthesis: Data were extracted using a predesigned data extraction form and narratively synthesized. Main Results: Twenty reviews met our inclusion criteria reporting on outcomes related to students, the public, curriculum and future professional practice. Discussion and Conclusion: Our findings raise awareness of the benefits and challenges of public participation in healthcare students' education and may inform future research exploring how public participation can best be utilized in higher education. Patient or Public Contribution: This review was inspired by conversations with public healthcare consumers who saw value in public participation in healthcare students' education. Studies included involved public participants, providing a deeper understanding of the impacts of public participation in healthcare students' education.
Using infographics to go public with SoTL
(2024) Keogh, Bryn; Nowell, Lorelli; Laios, Eleftheria; McKendrick-Calder, Lisa; Molitor, Whitney Lucas; Wilbur, Kerry
There has been a call to amplify the scholarship of teaching and learning (SoTL) and expand its reach by engaging with audiences outside the academy. In this paper, we share our journey in crossing disciplinary boundaries and creating a SoTL-informed infographic for public consumption. As the field of SoTL continues to evolve, infographics hold tremendous potential to communicate SoTL to various stakeholders, including educators, students, administrators, policymakers, and the public. We outline best practices in infographic development and the potential of infographics as a tool for taking SoTL public, emphasizing their visual appeal and effectiveness in conveying complex information. We conclude by discussing the implications of using infographics to advance SoTL communication. The efforts of our group serve as a valuable example of how infographics can be used to bring SoTL knowledge out of academia and into the public domain.
A call to action: becoming a nursologist
(2023) Maykut, Colleen
This editorial provides a background of the concepts of nursology and nursologists and my own lived experience. The practice of nursing has evolved dramatically over the decades with advances in education, innovations in technology, and valuable contributions by nurses to transform healthcare. However, some would say that nursing has lost its way with an overreliance on a biomedical model which has disrupted the focus of nursing - accompanying and being with the person through their health journey (Smith et al., 2021).
Virtual reality simulation in a health assessment laboratory course: a mixed-methods explanatory study examining student satisfaction and self-confidence
(2024) Vihos, Jill; Chute, Andrea; Carlson, Susan; Shah, Mamta; Buro, Karen; Velupillai, Nirudika
Background: The purpose of this mixed-methods study was to examine the relationship between virtual reality simulation (VRS) and student satisfaction and self-confidence in a health assessment laboratory course. Methods: Second-year students (n = 37) completed a postoperative respiratory distress scenario using Elsevier’s Simulation Learning System with Virtual Reality. All participants completed the Satisfaction and Self-Confidence in Learning Scale; a subset participated in 1:1 semistructured interviews. Results: Satisfaction and self-confidence scores were strongly correlated. VRS experiences of fidelity, communication confidence and competence, learning with peers, integrated learning and critical thinking, and a safe space to learn were related to students’ satisfaction and self-confidence. Conclusions: VRS experiences are correlated with high student satisfaction and self-confidence.
Examining research positionality - understanding self as a first step to transnational research
(2023) McMillan, Colleen; Kwarteng, Alexander; Kenyon, Kristi H.; Asirifi, Mary; Call-Cummings, Meagan; Hauber-Özer, Melissa; Dazzo, Giovanni P.
Transnational work requires a deep understanding of researcher identity to ensure unconscious bias and dominant forms of knowledge do not dictate study framing and implementation. Using practical examples from a transnational and interdisciplinary team conducting work on lymphatic filariasis in Ghana, this chapter demonstrates how unpacking layers of positionality is a vital first step to enable an understanding of researcher social location, power, learned knowledge, and cultural humility. Data collection methods were used as tools within the research team to explore identity and social location. During this extended process, team members uncover a deeper understanding of the sources of knowledge they brought to the project, how such knowledge was acquired, and the opportunities offered by intersectionality. Participation in the project's arts-based and participatory methods prior to data collection also enabled the research team to gain experiential knowledge of the vulnerability and bravery needed to engage with these methods and, in so doing, facilitated trust-building within the team and, subsequently, between researchers and participants. This chapter supports scholars, new and experienced, within the academy and the community, who seek to conduct self-reflective research that challenges default positions of power and centers social justice and marginalized voices.
A scoping review on the operationalization of intersectional health research methods in studies related to the COVID-19 pandemic
(2024) Olanlesi-Aliu, Adedoyin; Tulli, Mia; Kemei, Janet; Bonifacio, Glenda; Reif, Linda C.; Cardo, Valentina; Roche, Hannah; Hurley, Natasha; Salami, Bukola
The COVID-19 pandemic began in early 2020 and became a global health crisis with devastating impacts. This scoping review maps the key findings of research about the pandemic that has operationalized intersectional research methods around the world. It also tracks how these studies have engaged with methodological tenets of oppression, comparison, relationality, complexity, and deconstruction.
Access to mental healthcare services for Black women during perinatal period: a scoping review
(2024) Kemei, Janet; Asirifi, Mary; Nelson, Jody; Khalema, Emily M.; Adekoya, Augustina T.; Satimehin, Oluwaseun O.
Black women in Canada are at higher risk of poor mental health outcomes; this is associated with disparities such as poor access to healthcare and aggravated by racial discrimination and poor living conditions. This study aims to investigate the extent and nature of literature on access to mental healthcare services for Black women during the perinatal period in regions outside of Africa and the Caribbean.
Factors that contribute to the mental health of Black youth during COVID-19 pandemic
(2024) Salami, Bukola; Maduforo, Aloysius Nwabugo; Aiello, Olivia; Osman, Samah; Omobhude, Oserekpamen Favour; Price, Kimberly; Henderson, Jo; Hamilton, Hayley A.; Kemei, Janet; Mullings, Delores V.
Background: The mental health of Black youth during the COVID-19 pandemic is potentially influenced by various systemic factors, including racism, socioeconomic disparities, and access to culturally sensitive mental health support. Understanding these influences is essential for developing effective interventions to mitigate mental health disparities. Methods: Our project used a community-based participatory (CBP) research design with an intersectional theoretical perspective. An advisory committee consisting of fourteen Black youth supported all aspects of our project. The research team consisted of experienced Black researchers who also trained six Black youths as research assistants and co-researchers. The co-researchers conducted individual interviews, contributed to data analysis, and mobilized knowledge. Participants were recruited through the advisory committee members and networks of Black youth co-researchers and sent an email invitation to Black community organizations. Forty-eight Black identified were interviewed between the ages of 16 and 30 in Canada. The data was analyzed thematically. We kept a reflexive note throughout all aspects of the project. Results: Participants reported significant challenges with online schooling, including a lack of support and access to resources. Lockdowns exacerbated stress, particularly for those living in toxic living/home environments. Financial burdens, such as food insecurity and precarious employment, were prevalent and exacerbated mental health challenges. Additionally, experiences of anti-Black racism and police brutality during the pandemic heightened stress and anxiety among participants. Conclusions: The findings underscore the complex interplay of systemic factors in shaping the mental health of Black youth during the COVID-19 pandemic. Addressing these disparities requires targeted interventions that address structural inequities and provide culturally competent support to mitigate the impact on mental well-being.
COVID-19 among Black people in Canada: a scoping review
(2024) Olanlesi-Aliu, Adedoyin; Kemei, Janet; Alaazi, Dominic; Tunde-Byass, Modupe; Renzaho, Andre; Sekyi-Out, Ato; Mullings, Delores V.; Osei-Tutu, Kannin; Salami, Bukola
The COVID-19 pandemic exacerbated health inequities worldwide. Research conducted in Canada shows that Black populations were disproportionately exposed to COVID-19 and more likely than other ethnoracial groups to be infected and hospitalized. This scoping review sought to map out the nature and extent of current research on COVID-19 among Black people in Canada. Following a five-stage methodological framework for conducting scoping reviews, studies exploring the effects of the COVID-19 pandemic on Black people in Canada, published up to May 2023, were retrieved through a systematic search of seven databases. Of 457 identified records, 124 duplicates and 279 additional records were excluded after title and abstract screening. Of the remaining 54 articles, 39 were excluded after full-text screening; 2 articles were manually picked from the reference lists of the included articles. In total, 17 articles were included in this review.
Navigating nursing student anxiety: a conceptual model
(2024) McKendrick-Calder, Lisa; Shumka, Christine; Heuver, Tanya; Pollard, Cheryl; Morey, Kylie; Chase, Thomas; Solanki, Shivani
Nursing students experience high rates of anxiety (Gurková & Zeleníková, 2018; Mills et al., 2020; Wedgeworth, 2016) but little is known about the relationship between anxiety and the learning environment. This study intended to explore and better understand what components of the learning environment are impacted by or impact anxiety. This research utilized a grounded theory approach utilizing constant comparative analysis of findings to develop a theoretical model that identifies and describes the components of the learning environment that impact anxiety. Focus groups revealed that educator practices, participants' sense of self, and social determinants of health impacted student experiences of anxiety. Participants also identified several protective factors including self-management and self-care strategies, professional mental health resources, and relationships. The model provides a conceptual framework that can be used as a resource to guide practices of nurse educators and administrators as they reflect on the relationships between intrinsic and external factors, including the learning environment.
Seeking care: youth’s counterstories within the context of mental health
(2024) Menon, Jinny; Lavoie, Michelle; Caine, Vera; Jackson, Margot; Brown, Holly Symonds
In this article, we draw on a narrative inquiry into the experiences of children, youth, and families waiting for mental health support during the COVID-19 pandemic in Western Canada. We foreground two youths’ experiences (Gillian, who self-identifies as transgender, and Malek, who self-identifies as racialized) to highlight the complex barriers and supports each encountered while attempting to secure appropriate care as they navigated moments of crisis within their worlds of home, school, and communities. By inquiring into their mental health stories, we foreground the unique ways these youth enacted counterstories to disrupt hegemonic constructions of their identities, build agency, and support their wellbeing.
Journal club: an innovative teaching practice to foster peer connection and enhance information literacy skills
(2023) Croxen, Hanneke; Nelson, Jody; McKendrick-Calder, Lisa
This project aimed to better understand the impact and student experience of an innovative teaching strategy focused on information literacy (IL) for first-year undergraduate nursing students. Information literacy (IL) involves the development of a set of abilities essential for higher education learners, such as the ability to identify, critically evaluate, understand, and apply scholarly literature (ACRL 2013), 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), despite IL being an essential skill for nursing practice (Mitchell and 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 and 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 to enhance the ability to seek, read, and interpret journal literature. Journal club activities took place over eight weeks, alternating guided activities with brief IL lessons, and culminated 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 term’s journal club activities, they were asked to find articles related aligned with course topics and their area of practice, critique and present their articles to their group members, and then 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 that require a significant grounding in reading and understanding disciplinary research. The journal club activities are available at: https://tinyurl.com/JournalClubPosterISSOTL2022, or by contacting the authors.
A web-based training module in geriatric depression for future health and allied health professionals
(2024) Azulai, Anna; Tong, Hongmei; Saleh, Nagam; Brown, Ellen; Vihos, Jill; Pawliuk, Brandi; Zhang, Chunyan; Leung, Mevis; Feist, Lynn
Study rational and purpose: Web-based education has been proven effective in enhancing knowledge and confidence of health professionals in addressing mental health conditions. However, no web-based training, specific to geriatric depression, exists to date in Canada for educating future health and allied health professionals. The goal of this study was to develop, implement and evaluate a web-based learning module, Depression Assessment Training in Elderly (DATE), to enhance knowledge and confidence in screening for geriatric depression among social work, psychiatric nursing, and nursing students in an undergraduate Canadian university. Design/methodology/approach: This cross-sectional study utilized a set of quantitative surveys of undergraduate students in three different health and mental health disciplines in Canada. Findings: Findings suggest that the DATE module significantly improves confidence of all students in recognizing geriatric depression. Also, it increases clinical knowledge of geriatric depression in social work and psychiatric nursing students. Practical implications: The DATE module is now available for Canadian and international community of clinicians. Further research is needed to test the DATE in a larger sample of Canadian students of social work, psychiatric nursing, and nursing as well as among practicing clinicians. What is original/value of paper: The DATE is the first web-based learning module in Canada that contains clinical simulation case studies on the screening of geriatric depression.
Access to mental healthcare services for Black women during perinatal period – a scoping review
(2024) Kemei, Janet; Asirifi, Mary; Nelson, Jody; Khalema, Emily M.; Adekoya, Augustina T.; Satimehin, Oluwaseun O.
Black women in Canada are at higher risk of poor mental health outcomes; this is associated with disparities such as poor access to healthcare and aggravated by racial discrimination and poor living conditions. This study aims to investigate the extent and nature of literature on access to mental healthcare services for Black women during the perinatal period in regions outside of Africa and the Caribbean.

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