Faculty of Nursing Works

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

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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.
In situ simulation educational intervention in emergency care nursing: from identifying learning needs to developing clinical and transferable skills
(2024) Batista, Viviane Faria; dos Santos Nogueira de Góes, Fernanda; Reisdorfer, Emilene; de Camargo, Rosangela Andrade Aukar; Toneti, Bruna Francielle
Introduction: The nursing team is crucial in emergency care (EC) settings, serving as patients’ first point of contact. However, gaps in their training have been hindering the effectiveness of care and patient survival. In situ simulation (ISS) has been recognized as a valuable tool in EC education, uncovering hidden risks in clinical care areas. This study aimed to analyse how an ISS educational intervention in the EC department impacted participants’ clinical and transferable skills. Methods: To assess the effectiveness of an educational intervention on the 37 EC nursing professionals, a 12-month study quasi-experimental study was conducted. The study consisted of a survey to identify participants’ learning needs and four workshops tailored to meet the team’s specific needs, culminating in an ISS session. Knowledge levels were evaluated using pre- and post-tests administered before (T0) and after (T1) the workshops, along with a formative assessment with an Objective Structured Clinical Examination (OSCE) holistic marking guide to measure the clinical and transferable skills acquired during the ISS. Results: The primary participant’s learning needs centred around cardiopulmonary arrest caused by acute myocardial infarction, including interpreting electrocardiogram and teamwork. These topics were used to develop the workshop and the simulation scenario. A significant difference (p < 0.001) was observed in the levels of learning between T0 and T1, indicating a marked improvement in the participants’ performance. The nursing professionals displayed proficient clinical and transferable skills during the ISS, successfully completing over 80% of the OSCE items. Discussion: These findings suggested that a customized educational intervention incorporating participatory learning and ISS effectively enhances clinical and transferable skills among nursing professionals. The positive outcomes observed in post-tests and OSCE holistic assessment highlighted the effectiveness of this intervention for the EC nursing team. The results of this study demonstrate that active participation in workshops facilitates knowledge acquisition. Furthermore, the OSCE results illustrate the practical application of clinical and transferable skills during the ISS.
Investigating the fundamental levels of a signature pedagogy in nursing education: a scoping review
(2023) Maykut, Colleen; Reisdorfer, Emilene; Ben-Ahmed, Houssem Eddine; Martinez, Rudolf Cymorr Kirby; Miller, Kathleen; Kempfer, Silvana Silveira
Background A signature pedagogy is a unique approach that provides a blueprint for curricular decision-making, as it reflects how we teach (surface structures), why we teach (deep structures), and what we believe are vital concepts or values all learners should embody (implicit structures). Objective To investigate what is known from the existing literature about a signature pedagogy to support undergraduate nursing education. Design This scoping review adopted Arksey and O’Malley's framework to guide the analysis of data. Two electronic databases were used to explore studies on educational strategies, content, and values published in Arabic, English, Filipino, French, Portuguese, and Spanish between 1972 and 2022. Results A total of 258 articles were included in this review. The analysis revealed that the majority of articles were at the surface (n = 189), followed by the deep (n = 123), with the least number examining the implicit level (n = 90) associated with signature pedagogy levels. Results reflect a limited focus on implicit level; the core concepts and values that all learners should understand and grasp for their future practice to construct their professional identity and engage in healthcare transformation. Conclusions The findings from this scoping review, should not be an isolated movement within nursing education. The first step is to engage in discourse amongst all stakeholders, educational and healthcare nurse leaders, regarding the state of the profession. As a profession we need to understand what is the preferred future of nursing and what are the necessary educational processes to ensure the profession is actualizing their mandate. A call to action to develop a unique signature pedagogy should provide synergy between education and practice to enhance learner's competencies as a future professional.
Nurses’ work process in an emergency hospital service
(2020) Rabelo, Simone Kroll; Lima, Suzinara Beatriz Soares de; Santos, Jose Luis Guedes dos; Costa, Valdecir Zavarese da; Reisdorfer, Emilene; Santos, Tanise Martins dos; Gracioli, Jocelaine Cardoso
Objectives: to analyze the nurses’ work process in an Emergency Hospital Service. Methods: a qualitative, exploratory and descriptive research conducted with 17 nurses from the emergency service of a high complexity hospital in southern Brazil. Data were collected through interviews, focus group and document analysis. Data analysis followed the thematic content analysis framework. Results: four categories emerged: Work environment characteristics; Assistance dimension; Management dimension; Care management. Final Considerations: the nurses’ work process in Emergency Hospital Service is characterized by the peculiarities of the setting, with centrality in care and care management aiming at quality care and safety to patients.
Care management instruments used by nurses in the emergency hospital services
(2021) Rabelo, Simone Kroll; Lima, Suzinara Beatriz Soares de; Santos, Jose Luís Guedes dos; Santos, Tanise Martins dos; Reisdorfer, Emilene; Hoffmann, Daniela Rodrigues
Objective: To describe the instruments used by nurses for the management of care in face of the demands of the emergency hospital service. Method: This is a qualitative study, with triangulation of data from interviews, focus groups, and documents, conducted with nurses from an Emergency Hospital Service in a state in southern Brazil. Data were subjected to thematic content analysis. Results: Seventeen nurses participated in the study. The categories emerging from this study were view of the whole picture, definition of priorities, and physical instruments. These instruments are used by nurses to manage multiple tasks and provide adequate care to patients with different levels of complexity, in the face of an intense and unpredictable work process due to the constant demand for care. Conclusion: The instruments used by nurses in their work process are mainly skills and attitudes developed as a coping strategy at an intense and complex work environment.
The impacts of alcohol marketing and advertising, and the alcohol industry’s views on marketing regulations: systematic reviews of systematic reviews
(2024) Giesbrecht, Norman; Reisdorfer, Emilene; Shield, Kevin
Issues: Advertising and marketing affect alcohol use; however, no single systematic review has covered all aspects of how they affect alcohol use, and how the alcohol industry views alcohol marketing restrictions. Approach: Two systematic reviews of reviews were performed according to the Preferred Reporting Items on 2 February 2023. Results were analysed using a narrative synthesis approach. Key Findings: Twenty-three reviews were included in the systematic reviews. The first systematic review examined youth and adolescents (11 reviews), digital or internet marketing (3 reviews), alcohol marketing's impact on cognition (3 reviews), and alcohol marketing and policy options (2 reviews). The second systematic review focused on alcohol industry (i.e., importers, producers, distributors, retailers and advertising firms) response to advertising restrictions (four reviews). The reviews indicated that there is evidence that alcohol marketing (including digital marketing) is associated with increased intentions to drink, levels of consumption and harmful drinking among youth and young adults. Studies on cognition indicate that advertisements focusing on appealing contexts and outcomes may be more readily accepted by adolescents, and may be less easily extinguished in this population. The review of the alcohol industry found a strong desire to self-regulate alcohol advertising. Implications: We found alcohol advertising and marketing is associated with increased drinking intentions, consumption and harmful drinking. Thus, policies which restrict advertising may be an effective way to reduce alcohol use. Conclusion: More research is needed to assess all aspects of the observed associations, especially as to how marketing policies impact women and people with alcohol dependence.
The effect of animal-assisted intervention on undergraduate students’ perception of momentary stress
(2023) Chute, Andrea; Vihos, Jill; Johnston, Sharon; Buro, Karen; Velupillai, Nirudika
Background: Student mental wellness is a priority in higher education. Animal Assisted Interventions (AAIs’) are gaining momentum in universities across North America (Dell et al., 2015). Aims: This study explored the relationships between AAIs’, demographic variables, and perceived momentary stress among university students. Methods: Using a descriptive correlational design, students completed a Perceived Momentary Stress questionnaire that included the Stress Numerical Rating Scale-11 (Stress NRS-11) and the Visual Analog Scale (VAS) to measure perceived stress before and after AAIs’. Data were analyzed using R (4.1.2) (R Core Team, Vienna, Austria) to identify relationships between students’ perceptions of momentary stress, AAIs’ and sociodemographic and demographic variables. Results: First-year students, female students, and students identifying as sexual minorities were found to benefit the most from AAIs’. Conclusion: Results from this study reflect relationships between exposure to animal-assisted interventions and student demographic variables.
Scaffolding information literacy learning for undergraduate nursing students: a mixed-method exploration of student IL self-efficacy
(2024) Croxen, Hanneke; Nelson, Jody; McKendrick-Calder, Lisa; Su, Wanhua
Information literacy (IL) competency is an essential component of evidence-informed nursing practice. It is integral to introduce and develop core information literacy competencies for evidence-informed practice within undergraduate education programs. Research has shown undergraduate students may experience challenges with information literacy skills. More research to inform teaching methodologies that effectively enhance students’ skills and abilities, as well as their self-efficacy with these skills, is needed. This article describes an innovative teaching strategy, called journal club, which uses scaffolded learning activities in small groups over one semester.
Research recast(ed): S3E9 - Community engaged research focused on health promotion in elderly populations
(2024) Leschyshyn, Brooklyn; Smadis, Natalie; Nesari, Maryam
In today’s episode, we talk to Dr. Maryam Nesari about her work in health service research and health economy. Dr. Nesari discusses the importance of community-engaged research and the achievements of positive change through research. We had the opportunity to hear about Dr. Nesari’s current research in partnership with the Senior Clinic affiliated with the Good Samaritan Society.
How much physiology do fourth year nursing students really remember?
(2024) Purani, Sharlini; Narnaware, Yuwaraj; Neumeier, Melanie; Cuschieri, Sarah; Chahal, Paul
There is a growing concern that nursing students struggle to retain adequate physiological knowledge throughout their program to meet their entry to practice competencies. However, how much and when this knowledge is lost over a four-year undergraduate Bachelor of Science in Nursing program is yet to be evaluated. According to Narnaware Y. 2021, physiological knowledge retention has yet to be studied as comprehensively as anatomical knowledge retention in healthcare disciplines, including nursing programs. This study aims to assess the extent of physiological knowledge decline among nursing students by their fourth year. It is evaluated by comparing their understanding of physiological knowledge in the first year after their physiology course and the fourth year after completing their Critical Care nursing course. Physiological knowledge loss was assessed in fourth-year nursing students by quizzing them on ten organ systems using the online quizzing platform – Kahoot. About nine to eleven knowledge and comprehension-level multiple-choice questions were delivered. These scores were then compared to first-year quiz scores on the same content to determine overall knowledge loss over three years. The data was analyzed by using SPSS II and compared using 2-sample t-tests. The findings of this research illustrate a general reduction in knowledge loss, with variations in the decline specific to each system. In medical and allied health students, the knowledge loss was significantly lower than previously reported (Pourshanazari et al., 2013). Compared to the third year, knowledge loss in the fourth year, however, is not significantly different (Narnaware et al., 2021).
Will virtual labs replace cadavers in the future of nursing curriculum?
(2024) Ukrainetz, Kiara; Narnaware, Yuwaraj; Neumeier, Melanie; Cushieri, Sarah; Narnaware, Yuwaraj
With the decreased use of Cadavers in anatomy classes across Canadian nursing programs due to strict ethical approvals, lack of donors' programs, lab space, and reduced dissection hours, universities must find alternative methods to deliver practical and realistic learning (Narnaware & Neumeier, 2021). Very few nursing programs across Canada are using the Anatomage Table (AT) as an alternative method of teaching and learning in anatomy and physiology despite its life size, realistic, and interactive way to dissect, explore, and understand the human body (Narnaware & Neumeier, 2021). However, using the AT is limited to classroom teaching and cannot be accessed offsite or outside class hours. In our preliminary qualitative study, virtualized laboratory sessions available to students outside the classroom and the freedom to complete the laboratory sessions on one's schedule have proven effective at improving nursing students' understanding and knowledge of t he body. In this study, a Google survey on 15 virtual labs was given to anatomy students in the Fall of 2023. The virtual labs consisted of realistic histology of body tissue and 3D interactive models of body systems. Overall, the majority (74.9%) of students reported that the virtual labs significantly improved their understanding of the body's tissues, and 76.4% of students recommend using virtual labs to future students. The overall response was positive. Virtual labs have proven effective at increasing understanding of the human body and should be included in the anatomy curriculum in the future.
Research recast(ed): S2E11 - Making it stick: knowledge retention through the nursing program and beyond with Dr. Narnaware
(2023) Miskiman, Megan; Schabert, Reinette; Narnaware, Yuwaraj
In today’s episode, we are joined by Associate Professor of Nursing, Dr. Raj Narnaware, where he discusses his research in teaching pedagogies to improve understanding, knowledge, and overall academic performance and success in the workplace for nursing students and graduates.
Research recast(ed): S3E6 - Improving the quality of healthcare through supporting health care professionals and caring for the community
(2023) Leschyshyn, Brooklyn; Smadis, Natalie; Reisdorfer, Emilene
On today's episode, we talked to Dr. Emilene Reisdorfer about her research in the field of healthcare and nursing. Her focus is on improving the quality of nursing services provided to individuals who are struggling with mental health and addiction disorders. We discuss her work in developing pedagogical approaches that support post-secondary nursing education and how to implement empirically-driven studies that contribute to a better understanding of professional nursing practice. Additionally, we explore ways to support effective public health policy formulation.
Mindfulness practice reduces hair cortisol, anxiety and perceived stress in university workers: randomized clinical trial
(2023) Gherardi-Donato, Edilaine Cristina da Silva; Gimenez, Larissa Bessani Hidalgo; Fernandes, Maria Neyrian de Fatima; Lacchini, Riccardo; Camargo Júnior, Elton Brás; Diaz-Serrano, Kranya Victoria; Melchior, Melissa; Perez, Raquel Garcia; Riquelme-Galindo, Jorge; Reisdorfer, Emilene
Background: Anxiety and stress are common mental health conditions reported by university workers. Practices of mindfulness represent one promising approach as an effective and feasible means to reduce stress, improve mental health and promote well-being; however, there are no clinical trials that have combined long-term stress biomarkers (hair cortisol) and psychometric assessments in a sample of university workers. Objective: This study investigated the effectiveness of a mindfulness-based program on long-term stress, by measuring hair cortisol concentration and perceived stress and anxiety among workers who were undergoing high levels of stress. Method: We conducted a randomized clinical trial at work among the employees of a public university. We compared a group that received the eight-week mindfulness intervention with the wait list group who received no intervention. Results: A total of 30 participants were included in the study, with n = 15 subjects in the intervention group and n = 15 in the control group. Hair cortisol, perceived stress and anxiety significantly reduced after the intervention compared to the control group, which had no appreciable decline in the measured variables. Conclusion: This clinical trial showed the effectiveness of a mindfulness program on mental health psychometric measures (perceived stress and anxiety) and on a long-term stress biomarker (hair cortisol). It can be concluded that an eight-week mindfulness program could be implemented as an effective strategy to reduce stress biomarkers (hair cortisol) as well as perceived stress and anxiety, improving the mental health of university workers.
Research recast(ed): S2E7 - The surprising link between the climate crisis and healthcare, with Dr. Maya Kalogirou
(2022) Ekelund, Brittany; Cave, Dylan; Kalogirou, Maya
How do healthcare and the climate crisis interact? Today we are talking with Dr. Maya Kalogirou, a nurse and nurse educator with a passion for planetary health. We learn all about how health care and the climate crisis interact, and we touch on medical waste, climate advocacy, and the next generation of climate minded nurses and healthcare practitioners.
Research recast(ed): Following up with Dr. Margot Jackson
(2022) Ekelund, Brittany; Cave, Dylan; Jackson, Margot
Today we caught up with Episode 10 guest, Dr. Margot Jackson. We learn about her newly secured grant funding and what that means for her research on youth waiting for mental health services in Alberta.
Research recast(ed): MacEwan celebrates month of scholarship - Health Cities and Dr. Christy Raymond
(2022) Ekelund, Brittany; Cave, Dylan; Raymond, Christy
Join us for a conversation on innovation and technology in health with Reg Joseph and Dr. Christy Raymond. In today’s episode, we stray off the beaten path as we discuss the role of post-secondaries, including MacEwan, in innovation and technology in health. We are joined by Health Cities CEO Reg Joseph, for a collaborative conversation. Health Cities is a not-for-profit corporation working with clinicians, innovators, business and philanthropic organizations to drive better health outcomes and economic growth. Here to collaborate and brainstorm with Joseph, is Dr. Christy Raymond (Dean, Faculty of Nursing) and a strong advocate for nursing research in Canada.
Research recast(ed): S1E10 - Listening to what youth need with Dr. Margot Jackson
(2022) Ekelund, Brittany; Cave, Dylan; Jackson, Margot
Welcome back to Research Recast(ed)! Today we talk about participatory research and working with the communities that you’re researching. We also talk about harm reduction, youth mental health and keeping kids safe. Joining us is Dr. Margot Jackson, an Associate Professor in the Faculty of Nursing at MacEwan University. Her research, teaching and clinical areas of interest revolve around child and youth mental health, community health, harm reduction and the impacts of the social determinants of health.
Research recast(ed): S1E8 - A conversation with Lisa McKendrick-Calder
(2021) Ekelund, Brittany; Cave, Dylan; McKendrick-Calder, Lisa
Today we learn about student stressors, coping with mental health in ourselves and others, and how professors are people too. Joining us in the studio is Lisa McKendrick-Calder, a registered nurse and an associate professor in the Faculty of Nursing. About to undertake her PhD - focused on student anxiety - her research interests are rooted in the Scholarship of Teaching and Learning, with a focus on the mental wellbeing of students and faculty. Check out this video to learn more about what that means!
Heutagogy: a pedagogical framework for cultivating critical consciousness in nursing students
(2024) Reisdorfer, Emilene; Maykut, Colleen; Kempfer, Silvana Silveira; Rodrigues, Maria Eduarda de Carli
Background: Nursing education has traditionally utilized andragogical principles with the recent adoption of universal design learning to inform curricular decisions. What is missing is cultural safety and humility to ensure a justice, equity, diversity, and inclusion (JEDI) perspective. Cultivating critical consciousness in nursing education involves restructuring curricula and faculty development. Heutagogy, a unique learning approach, promotes mutual learning through critical self-reflection, self-directed goals, and ongoing professional and societal transformation. Objective: This study described a nursing course that incorporated a critical consciousness theoretical approach and heutagogy as a pedagogical framework to delve into the real-life experiences of individuals living with addiction. Results: Learners viewed themselves as continuously evolving through their learning journey. This perspective aligns with heutagogy, where individuals embrace lifelong learning consciousness and personal responsibility. At this stage, they became self-directed learners, in an innate and internal process of critical [missing text]. Conclusions: Seamlessly blending heutagogy and c critical consciousness offered a comprehensive framework for disseminating not only the requisite skills and knowledge but offering a profound understanding of their role in championing the social and ethical dimensions of health care. These meaningful learning experiences empowered learners to emerge as catalysts for change, diligently and ethical working towards equitable and just healthcare systems.

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