Canada

The University of Victoria and College Partners are refreshing the current BSN curriculum. Key priorities have been established, and ecoliteracy has been identified as a key priority for curricular development. The established priority has materialised, partly, in response to direction from the Canadian Association of Schools of Nursing (CASN), who stress the importance of building competencies for baccalaureate students that will enhance knowledge of climate change. Of note, CASN views the importance for BSN students to describe climate change science, emerging driving factors of climate change, and sustainable efforts to reduce the impact of climate change as foundational understandings to guide future nursing practice. For example, according to prediction, intrinsic knowledge of the relationship between climate change and vector-borne diseases will underpin nursing practice in many settings and contexts. How will it be possible to integrate into the curriculum the critical knowledge associated with health impacts that are associated with climate change?

University of Victoria and College Partners BSN Virtual Conference

Ecoliteracy: Building Climate Change Competencies for BSN Students

frameworks

ecoliteracy

curriculum

Truth and Responsibility
“Truth and Responsibility” is a call to reimagine anthropology to meet the demands of the present moment. The imperative to bear witness, take action, and be held accountable to the truths we write and circulate invites us to reflect on our responsibility in reckoning with disciplinary histories, harms, and possibilities. To whom are we giving evidence and toward what ends? For whom are we writing? To whom are we accountable, and in what ways? We are thrilled to announce the theme of the 2021 AAA Annual Meeting to be held in Baltimore, MD: Truth and Responsibility.

Many consider anthropology to be a holistic social science dedicated to cross-cultural understanding as a way to reduce bigotry and more fully comprehend “what it means to be human.” Others push against this readily circulated origin story, arguing that “human” remains a highly contested, political category—evident as the presumed set of rights and protections associated with the “human” continue to be stripped away violently in the communities in which some of us live and work. Which violent histories and epistemologies must anthropologists take responsibility for in telling truth(s) about the discipline’s development? How do the dual histories of settler colonialism and slavery continue to influence anthropological thought and practices? In these political times, how can anthropologists throughout the globe work to secure a capacious, progressive vision of the human? How might movements for anti-racism, decoloniality, queer liberation, and healing such as #BlackLivesMatter, #ProtectMaunaKea, and #MeToo push a future anthropology out of the ashes of the anthropological past? Finally, what are the limits and possibilities of the anthropological imagination?

Across subfields, we find truths in patterns of human behavior, language, evolution, and cultural worlds. Industry-positioned anthropologists do this by extending the boundaries of the discipline not as an administrative solution to job shortages but as a source of intervention and knowledge production. Increasingly, anthropologists who make use of the scientific method question how status and identity help to decide which facts come to represent truth. How might quantitative researchers use our methods to identify patterned truths, and what responsibility do we hold in challenging conventional wisdom about these patterns? What responsibility do we have to both our colleagues and larger publics, to push toward increased transparency and ethical grounding in our data collection, analysis, and presentation?

Pedagogy is a key medium for the communication of anthropological truths. Which (and whose) truths are foregrounded in our curricula? What are the possibilities for a liberatory pedagogy in a precarious, “post-truth” era? Conferences, museums, organizing spaces, and classrooms are sites where pedagogy and various forms of communication can help us interrogate the performativity of truth. How might anthropologists conceive of truth performances? Might visual, aural, and choreographic performances during AAA sessions offer anthropologists alternative genres for truth-telling and truth-making that provoke discussions about responsibility?

In accordance with the urgency of the year’s theme, the questions posed in this call for papers do not have easy answers. The hope is that those who submit proposals will take up these questions and engage in collective thinking and imagining about the truths we hold, the truths we challenge, and the responsibilities we bear in co-creating a free and more equitable world. All panel proposals should have a statement about how the panel has incorporated the goals of equity, diversity, and inclusion, and/or analysis of power.

Executive Session proposals have already been selected and speak directly to the theme “Truth and Responsibility.” To practice the critical reflexivity this call for papers invites, we asked that Executive Session submissions explicitly address the diversity of session participants, such as organizational/institutional affiliation, career stage, race, ethnicity, disability, sexuality, class, religion, national identity, and gender. Proposals for Executive Sessions that demonstrated a commitment to equity and inclusion and/or a clear analysis of power (i.e. anti-imperialist, anti-white supremacist, decolonial, anti-ableist, feminist, anti-transphobic, anti-xenophobic, etc) were given priority. We are excited to be in conversation with residents of the Baltimore region and look forward to the discussions, performances, and actions generated by the dynamic group of anthropologists attending the 2021 AAA Annual Meeting.

AAA Annual Meeting 2021

“Truth and Responsibility” is a call to reimagine anthropology to meet the demands of the present moment. The imperative to bear witness, take action, and be held accountable to the truths we write and circulate invites us to reflect on our responsibility in reckoning with disciplinary histories, harms, and possibilities. To whom are we giving evidence and toward what ends? For whom are we writing? To whom are we accountable, and in what ways? We are thrilled to announce the theme of the 2021 AAA Annual Meeting to be held in Baltimore, MD: Truth and Responsibility.

poster

We are inviting nursing administrators, faculty members, instructors, and students to attend this conference, which will feature current directions and priorities for the Uvic and College Partners BSN curriculum, and feature scholarship from throughout our partnership.


The conference will serve as a venue for professional development, scholarship, networking with colleagues.

### Situating Ourselves in Nursing Education: Exploring Emerging Directions
### 

The conference website will open on June 21st, after which time you will receive an email invitation from Underline Science that will allow you to access the website. 

## **Register Here**
Registration is required to attend this event, please use the link below to get your ticket:

https://events.eply.com/2022partnersconference

Registration Is Required

Purpose: Nursing identity matters. Our professional identity shapes what we believe about ourselves, what we expect from our work, and how we react when our identity is not matched by our practice environment. Nursing identity also impacts whether we stay in our jobs. With a projected shortage of up to 18 million nurses globally by 2030 (ICN 2021; WHO, 2020), it is increasingly clear that the nursing profession faces a crisis not only of numbers but of a reckoning with who we are and the work we do. Nursing research has consistently demonstrated that nurse identity starts to develop early in education and that it represents a cornerstone to understanding nursing recruitment, retention, and leadership (Maginnis, 2018; van der Cingel & Brouwer, 2020). In Canada, close to 50% of new nurses leave nursing within the first two years of practice (Sandler, 2018). Therefore, professional identity is one useful construct to examine as we consider all avenues to recruit and retain nurses. Methods: In this presentation, two preliminary literature reviews examining nursing professional identity are presented. The reviews illuminate how professional identity is constructed and identifies opportunities for nursing curriculums and educators to positively disrupt status quo identity formation. Post-structural feminism creates the theoretical framework of the study. Post-structural feminism offers a unique lens to critically examine professional identity construction in nursing education by examining the ways in which dominant hegemonic discourses shape governing forces (Davies & Gagnon, 2010). Learning goals: First, results hold the potential to mitigate recruitment and attrition trends by enabling nurse educators, scholars, and leaders to better support nursing students and advance nursing education in a way that aligns with current practice environments. Second, results will inform educational transformations that will promote the development of professional identities that transcend traditional point-of-care nursing practice and advance nursing leadership.

Professional Identity in Nursing: Constructions of the Student and Novice Nurse

Nursing scholarship in a technological age: collegiate recognition of community preceptor champions generated through student autonomy

Schools of nursing and health authorities both have a vested interest in strengthening and supporting the nursing preceptor community. Prepared and competent preceptors lead to successful student practicums, promoting retention and work satisfaction for the nursing profession. This presentation showcases a community initiative which partnered year three Bachelor of Science in Nursing students with the local health authority to collaboratively strengthen preceptorship. A multimedia approach was developed, necessitating the students to broaden their capabilities and think unconventionally. The students filmed a promotional video montage of influential preceptor champion interviews focused on expressing the benefits of preceptorship and normalizing the challenges. This video has since been circulated throughout the health authority on social media channels, offering an avenue to connect the preceptor community in an alternative method when in-person teaching is limited. This initiative would not have been successful without the instructor’s ability to step back and trust the students’ creativity and encourage independence, providing an environment of autonomous student practice akin to that of the real-world environment. This ultimately led to the creation of a successful initiative, strengthened partnerships between the health authority and the college, and increased the students’ self-confidence and ability to apply course concepts to practice. Learning goals of this presentation include viewing a trailer of this promotional video to gain appreciation of the benefits of developing and encouraging innovative approaches, recognition of the value of collaboration and identification of shared goals with the health authority, and to convey the importance of instructor-student relationships built on trust and autonomy.

Submitted by College of the Rockies BSN graduates:

Jade Campbell and Kyle Tremblay

Nursing scholarship in a technological age: collegiate recognition of community preceptor champions generated through student autonomy

Connection pedagogy is a pedagogical framework based in the theoretical underpinnings of a Caring Science Curriculum (Hills et al., 2021). This pedagogy can be employed as a concrete example of how the theoretical perspectives of Caring Science can be put into action in the learning environment. Connection pedagogy embraces the relationship between facilitator and learner focusing on egalitarian caring relationships and co-created knowledge building. As such, connection pedagogy pulls from social learning theories and constructivist learning theories to inform teaching and learning. We will discuss our pedagogies theoretical underpinnings, main concepts and their relationships, and possible evaluation methods congruent with the philosophy embedded in connection pedagogy.

Connection Pedagogy

In this presentation, I will highlight the Canada-wide research project that I initiated from the ground up, advertised as The Diversity Embracement Project: An Anti-Racism Initiative and recently published online, in partnership with the Canadian Nursing Students’ Association, Selkirk College, and The University of Victoria. This project aimed to further understand the patterns and levels of racism that nursing students have experienced or witnessed in nursing schools and their practice partner sites across Canada. Racism is evidently present in the Canadian multicultural society. Yet, racism in nursing remains under-investigated, and a gap in the literature was found concerning the experiences of Canadian undergraduate nursing students in different levels of racism - institutionalized, personally mediated, and internalized. Through qualitative short-narrative inquiry, 40 nursing student participants from undergraduate registered nursing, practical nursing, and psychiatric nursing programs across Canada have completed the survey to describe their experiences with racism. After the presentation, the attendees will be able to learn about (1) the gap found in the literature regarding the experiences of Canadian undergraduate nursing students in different levels of racism; (2) the research methodology (inquiry phase and action phase); (3) the three themes that emerged from this study –undergraduate nursing students experience different levels of racism in Canadian nursing schools, spot safety and educational development concerns, and are eager to fight racism in Canadian nursing schools; (4) my five recommendations to address racism in nursing curriculums across Canada; and lastly, (5) my Unresolved Racism in Nursing Theory: Divers’ Drowning Boat Tale.

Racism in Nursing Schools: Canadian Undergraduate Registered Nursing, Practical Nursing, and Psychiatric Nursing Students’ Perspectives

This presentation will focus upon recent student and faculty experience engaging in a qualitative research project regarding parent perspectives on their children’s routine growth monitoring. Megan will describe her student role joining a research team during a NURS 431 Nursing Practice VII: Engaging in Leadership practicum and then becoming an employed research assistant through the College Student Opportunities Fund. She will share about her initial intimidation felt towards research, how this experience deepened understanding of the research process and nursing scholarship, fostered an interest in research, and may prepare her for integrating research into her clinical practice and graduate study. Stephanie will describe a perceived value of having undergraduate nursing students join the interdisciplinary research team, specifically during the transcription and data analysis phase, experience being a Field Guide for the course, as well as some of the logistical considerations when inviting students to engage in a research project. Learning goals for the presentation include 1) sharing ideas on why it is important to encourage and provide opportunities for students to engage in research, 2) identifying factors that support and hinder student learning in research within a College setting, 3) envisioning a path for how engaging students in research may be achievable and beneficial, and 4) considering how applied research projects may relate to the scholarship of teaching and learning in nursing.

Engaging Nursing Students in Research

Think, Breath, Teach! Using Theatre-Based Exercised to Enhance Embodiment in Teaching and Learning
Opportunities for nurse educators to develop their practice usually focus on cognitive processes, without attention accorded to the embodied aspects of teaching and learning. Pivots to online teaching, where technology mediates physical presence, introduce new challenges for educators in maintaining mindful awareness of their body in their work. Recently however, educational researchers, including nurse researchers, have recognized the valued of embodied knowledge in teaching practice. A focus on the body as our instrument, can provide new opportunities for analyzing and further developing the intrapersonal and embodied aspects of teaching and learning. 
In this presentation, I will review the current literature about embodied teaching and learning in post-secondary settings. I will invite educators and students to share their own views and experiences about the influence of body awareness and physical presence in teaching practice. I will also describe and demonstrate five theatre-based techniques that can be used in preparing for a teaching practice that is mindful of the body. By the end of this session learners will be able to describe their perspectives about body awareness and physical presence in the classroom. Learners will apply specific theatre warm-up exercises aimed to enhance body awareness and physical presence, also helping to address performance anxiety. Using theatre techniques in preparing for teaching holds potential to improve nurse educators’ teaching effectiveness in the classroom, or through the aperture of the camera.


Think, Breath, Teach! Using Theatre Exercises to Enhance Embodiment in Teaching and Learning

U Vic nursing faculty collaborated with community- and public health nurses to develop a seminar activity on virtual health for fourth-year CPE BSN students. This initiative was prompted by the ongoing curriculum refresh and growing prominence of virtual health in various practice contexts, to align with professional competency requirements. Virtual healthcare is a complex undertaking within nursing practice and care, and encompasses application of principles of consent, decision-making, documentation, professional duties and relationships, privacy and confidentiality, and use of technology among other factors. Hence, students benefit from preparing deliberately for virtual nursing practice and care.
In this presentation, authors introduce their two-part inquiry- and simulation-based praxis seminar. Authors discuss its development and peer review process, and share the educator resource. In the seminar, students consolidate and advance learnings leading up to CPE V. They come prepared with notes on an assigned scholarly reading and review of relevant professional resources, experiential reflections, and questions for discussion. During seminar Part A, students apply relational inquiry in analyzing a videotaped telephone simulation, scripted and enacted by community health nurses. During seminar Part B, students apply relational inquiry in analyzing a child-bearing family case scenario, developed with public health nurses. During both Part A and B, students have the opportunity to enact telephone assessments, collaborate to plan care, and decide timing for subsequent in-person visits. Group praxis discussion surfaces guiding assumptions, frameworks (models, theories, tools), and contextual lenses and perspectives. In reflection, students update their learning plans for future application in their specific practice setting.

Faculty presenters propose using live and pre-recorded facilitation for conference participants to:
-discuss collaborative processes in creation of praxis activities for practice education
-contribute ideas for use of the presented inquiry- and simulation-based praxis seminar
-explore teaching-learning related to virtual health, nursing practice, and nursing care


Virtual HealthcareNursing Practice and Care in a Virtual Health Modality: A simulation-based praxis seminar

Simulation, while a valuable learning experience, can be a stressful for students. Prebriefing can help students to meet simulation learning outcomes and ease psychological stress. Little literature exists on best practices in prebriefing, including the use of models and tools, length of prebriefing, impact on psychological anxiety, and potential contribution to learning outcomes. The Know:Do:Teach (McDermott, 2020) standardized prebriefing method, while new, is reported to support student learning and decrease stress. The Know:Do:Teach (McDermott, 2020) method was implemented in the Aurora College Bachelor of Science in Nursing (BSN) program in a virtual simulation experience with year two and three students. Student perceptions of learning and the impact of prebriefing on their feelings of safety in the simulation setting were gathered using the Simulation Effectiveness Tool (modified) (SET-M) (Leighton et al., 2018) and the Debriefing Assessment for Simulation in Healthcare (DASH) evaluation tool (Simon et al., 2010), as well as focus groups. This presentation will allow participants to learn more about the Know:Do:Teach prebriefing method and the impact this method had on the students perceptions of learning and psychological safety in the simulation setting. Recommendations for use of this prebriefing method in simulation will be shared.
References:
Leighton, K., Ravert, P., Mudra, V., & Macintosh, C. (2018). Simulation effectiveness tool modified. https://sites.google.com/view/evaluatinghealthcaresimulation/set-m 

McDermott, D. (2020). Prebriefing: A historical perspective and evolution of a model and strategy (Know:Do:Teach). Clinical Simulation in Nursing, 49, 40-49. doi:10.1016/j.ecns.2020.05.005 

Simon R., Raemer D.B., & Rudolph, J.W. (2010). Debriefing assessment for simulation in healthcare (DASH)© https://harvardmedsim.org/wp-content/uploads/2017/01/DASH.SV.Long.2010.Final.pdf




Prebriefing: An Essential Tool for Student Learning in Simulation

Reflective writing is a tool used in nursing education to promote the development of critical thinking, reflection, analysis, and metacognition amongst learners. Although evidence to support reflective writing in nursing education is well established, there is an absence of literature examining what Bachelor of Science in Nursing (BSN) students explore in their reflective writing assignments throughout their four years of the program and amongst various practice settings. Existing literature examining reflective writing among learners has predominantly focused on distinct practice settings and students in specific years of their program of study. In this qualitative research study, faculty collected reflective assignments from consenting BSN students in practice courses. A thematic analysis identified reflective themes from across four years of the program. Focus groups with students highlighted factors that influence students’ decision-making around reflective topics and practice experiences that students feel are impactful. Students’ understanding of the reflective process and its relevance to nursing practice and curriculum were also explored. This research offers many implications for nursing education in both theory and practice settings as well as larger curriculum considerations. Understanding what students write about and why, and how they engage with the reflective writing process serves to identify experiences that may require greater learning and relational support in order to support students to become reflective practitioners.



Student Reflections on Practice: Themes and Implications

Close reading and academic writing are two important skills students develop throughout the undergraduate nursing program. Sometimes, educators assume that the learners know how to read and understand journal articles, identify a thesis and counterarguments, and summarize key points from the article in their scholarly writing. However, these assumptions might be unwarranted: often, both research and philosophical/ theoretical genres in nursing literature are new for undergraduate students. Besides, students might lack previous exposure to the debates and critical arguments in the nursing literature and thus need to build an advanced “close reading” skill to identify the authors’ positions. 
The purpose of this “show and tell” presentation is to discuss a learning activity (LA)/writing assignment offered to the students in one section of NURS 341 in the Spring 2022 term. This assignment aimed at developing the paired skills of close reading and scholarly writing by asking students to read a chapter from a scholarly book and write a two-page paper answering questions based on the chapter. Pedagogically, this LA/assignment uses the technique of scaffolding (“Scaffolding,” n.d.; Vygotsky, 1986). The LA/assignment involves four stages unfolding over two weeks, starting with students studying sample papers followed by the educator’s debrief and progressing to students’ self-evaluation of their own writing using the annotated example and a detailed rubric. In this presentation, we will describe this LA/assignment from both the student and educator perspectives.
Learning goals for the presentation: 
--The audience will gain an understanding of the technique of scaffolding and how it was used in this particular learning activity/writing assignment.
--The audience will reflect on their students’ ability to truly understand the articles they are being assigned, and how this presentation can provide a framework for ensuring students are grasping the content. 
References:
Scaffolding (n.d.). University at Buffalo Center for Educational Innovation https://www.buffalo.edu/ubcei/enhance/teaching/guiding-students/scaffolding.html#:~:text=Scaffolding%20is%20a%20teaching%20method,Share%20knowledge.
Vygotsky, L. (1986). Thought and language. Cambridge, MA: MIT Press. Original work published in 1934.


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