Canada

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.

University of Victoria and College Partners BSN Virtual Conference

Engaging Nursing Students in Research

evidence-based practice

research

student engagement

The annual UI conference has grown from a meeting to a community of more than 6,000 researchers, program officers, evaluators, program directors, training faculty, and others within STEM, and now operates with a mission to mutually inform scholarship and practice, develop and enhance the community interested in educational interventions, and provide professional development for all STEM persons. UI held its first Virtual conference in December of 2020 in response to Covid-19 restrictions that forced the cancellation of the original March 2020 in person meeting. Born out of necessity, the virtual conference introduced a format that provided pre conference availability of symposia, Deeper Dives and Poster presentations. The 13th Annual Understanding Interventions Conference will continue with that design and we foresee future conferences adopting aspects of that format in reaching a virtual audience as well as those who attend the conferences in-person.

Attendees will experience plenaries, workshops, symposia, and poster presentations on hypothesis-based research on interventions and initiatives that broaden participation in STEM careers. The conference will continue to facilitate the dialogue among education, behavioral, and social science researchers, evaluators, and faculty in STEM fields who participate in intervention programs. Graduate students in these fields are strongly encouraged to attend. Workshops, sessions, and posters will communicate effective strategies from successful STEM intervention programs, present results from empirical research studies, and synthesize the translation of research findings into practice on STEM learning, undergraduate research, graduate education, and student retention.

The cost to attend the conference is $150. There are special rates for post-doctoral fellows and graduate students, as well as conference grants that can be provided for those with need. Registration for the conference is open, with additional information to come.

13th Conference on Understanding Interventions 2021

The annual UI conference has grown from a meeting to a community of more than 6,000 researchers, program officers, evaluators, program directors, training faculty, and others within STEM, and now operates with a mission to mutually inform scholarship and practice, develop and enhance the community interested in educational interventions, and provide professional development for all STEM persons. 

technical paper

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

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.


Using Pedagogical Scaffolding to Develop Close Reading and Academic Writing Skills

Many schools are working on a limited budget and need to be creative when it comes to lab supplies, equipment, and accessibility. Many specialized task trainers and products come with a hefty price tag and smaller, rural schools must get creative to bring these learning opportunities to all students while remaining within fiscal constraints. 

In this presentation we will review several alternative methods for creating memorable and meaningful learning experiences for your nursing students. Accessibility for all students is key to learning and maintaining skills while ensuring each student can actively participate in the learning activities. 

In this presentation we will be showing how we have innovated alternative ways to: 

Make realistic wounds with latex 
Create a low-cost injectable pad of varying sizes 
Use alternative sources for suppository task trainers 
Simulate a PICC line for take home practice


Lab Hacks for Increased Accessibility for Nursing Students

Undergraduate nursing courses that focus on communication, nursing knowledge, and the development of professional identity, emphasize the primacy of the nurse-patient relationship for nursing practice. In Canadian nursing programs, these courses are typically informed by American nursing theory such as Jean Watson’s caring theory and may use Doane and Varcoe’s (2021) well-known textbook. These sources present interpersonal therapeutic relations as ethical, personal, and esthetic ways of knowing; as caring moments underpinned by the holistic mind-body-spirit view; and as occasions for patient self-actualization and autonomy. When socio-political ways of knowing and critical perspectives are incorporated in classroom discussions (e.g., in Doane and Varcoe), learners are invited to reflect on values, power dynamics, and contexts impacting the nurse-patient dyad. This important focus in undergraduate nursing education on the nurse-patient relationship has been well presented across the courses. 
However, this approach is limited. Often, it makes invisible the actual work nurses do. In our section of NURS 341 in the Spring of 2022 term, we [the students] encountered a novel-to-us perspective that we found useful for understanding contemporary nursing practice. In this presentation, we discuss Davina Allen’s (2014; 2018, 2019; Allen et al., 2019) analyses of nurses’ organizing work and share Allen’s scholarship with other students and instructors. We suggest that introducing ideas about organizational holism (Allen, 2018, 2019) early in nursing programs will help students better understand the realities of nursing practice. 
Learning goals for the presentation: 
--The audience will become familiar with Davina Allen’s analyses of nurses’ organizing work 
--The audience will become aware of scholarly resources related to nurses’ organizing work and organizational holism
References: 
Allen, D. (2018). Translational mobilisation theory: A new paradigm for understanding the organisational elements of nursing work. International Journal of Nursing Studies, 79, 36-42. https://doi.org/10.1016/j.ijnurstu.2017.10.010
Allen, D. (2019). Care trajectory management: A conceptual framework for formalizing emergent organisation in nursing practice. Journal of Nursing Management, 27(1), 4-9. https://doi.org/10.1111/jonm.12645
Allen, D., Purkis, M. E., Rafferty, A. M., & Obstfelder, A. (2019). Integrating preparation for care trajectory management into nurse education: Competencies and pedagogical strategies. Nursing Inquiry, 26(3), e12289-n/a. https://doi.org/10.1111/nin.12289 
Doane, G. H., & Varcoe, C. (2021). How to nurse: Relational inquiry in action. (2nd ed.) Wolters Kluwer. 


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