Over the past year, with the support of MacEwan Cafe – Teaching and Innovation Fund, Tanya Heuver, Lisa McKendrick-Calder, Kate Bowman, and myself had the opportunity to explore if there was a relationship between serious gaming (quests) as a blended learning strategy and nursing students’ abilities to apply knowledge in within the classroom. What we found was that when students had engaged with the quests prior to coming to class the quality of the discussions in the class changed. Faculty were able to use the class time to help students “think like a nurse” rather than reviewing material they had already been exposed to in classes such as pharmacology, anatomy, or physiology.
Award application packages are available on the Chi Nu STTI Circle Website http://chinu.nursingsociety.org/home
Chi Nu is now accepting award applications. Available awards are:
- Student Undergraduate Nursing (SUN) Award
- Education Award
- Professional Development Award
Please review the application package requirements carefully and submit all required information by 23:59 on February 29, 2016. Incomplete application packages will not be considered.
For further information contact Dr. Cheryl Pollard at (780) 633-3232 or email: email@example.com
Best wishes to all applicants.
Facilitated reflective discussion/presentation with members of United Nurses of Alberta at Alberta Hospital Edmonton. The focus of the presentation was on the impact of stigma for both the person who is stigmatized and the person who stigmatizes. Nurses, particularly nurses that work in mental health, experience the effects of being stigmatized and those of stigmatizer.
Where do we start with this topic? It is really more of a philosophical approach. Nursing has long had traditions that support components of a relational practice; but we have also had traditions that undermine the delivery of care using this approach.
Building Connections: Nursing Contributions to Health Research Conference (2011)
Abstract – Reel Nursing: Mental Health Nursing Care in Film
The media is an important information source regarding nursing care. There has been limited English language research that has specifically explored the nurse-patient relationships that were depicted in film between psychiatric nurses and the people for whom they cared. Using an interpretive visual inquiry method, fifteen films were selected and analyzed using a relational ethics framework. The roles of the nurses were described using Peplau’s role descriptions. These included the roles of stranger, resource person, teacher, leader, surrogate, counsellor, consultant, tutor, safety agent, mediator, administrator, recorder, observer, and researcher. Exemplars were drawn from the films to discuss each of the following relational ethics themes: mutual respect, engagement, embodied knowledge, environment, and uncertainty. Two primary discourses were found embedded within the relational ethic themes: otherness and power/control. Within these discourses, sub-discourses relating to stigmatization, prejudice, domination, and marginalization were also found. Nursing must be attentive to the messages contained within the depictions of psychiatric nursing care. Nurses can no longer afford to be silent; as these images have consequences for the patients, their families, and the nurses working in this complex specialty area.