Being inducted as a fellow into the National League for Nursing’s Academy of Nursing Education in 2019 was an honour. I strongly encourage others who have made enduring and substantial contributions to nursing education as teachers, mentors, scholars, public policy advocates, practice partners and administrators to consider applying.
NURSING ASSESSMENT TOOLS FOR MENTAL HEALTH STATUS EXAMINATION
This presentation features Dr. Cheryl Pollard, author of Fundamentals of Psychiatric Mental Health Status Examination: A workbook. Dr. Pollard discusses the development of this textbook and its unique case study approach. Examples of how this textbook may be used in various courses (e.g., clinical, theory, lab, simulation) are demonstrated and connections to the Mental Health Nursing Competencies explored.
Dr. Cheryl Pollard is the Associate Dean at the MacEwan University, in Edmonton Alberta. She previously held positions as a clinical nurse specialist and nurse researcher in mental health and has also had progressive leadership positions within the Alberta Home Care and Supportive Living settings. The foci of Dr. Pollard’s professional practice and research are resilience and hardiness, relational ethics, patient safety, and the media. Her doctoral research focused on the depictions of psychiatric-mental health nursing care in film, using an interpretive visual inquiry research approach.
Amie-Rae Zaborniak, RN, BN is a second year Master of Nursing student at the University of Manitoba. Ms Zaborniak aims to contribute to the profession of Nursing via her proposed research area and as a future undergraduate nurse educator. She aspires to conduct research encompassing the mental health well-being of international nursing students within an academic program outside of their home country. Amie possesses a clinical nursing background in women and child health; and nursing education experience in women and child health, mental health, and community health settings.
Two years ago MacEwan nursing faculty took a brave new step and with institutional support launched their very own Faculty of Nursing. Since 2016 we have been working tirelessly to build a place that is guided by the values of integrity, respect, innovation, caring, and connectedness. It has been with the commitment of our students, faculty, and staff that we ensure that our decisions are based on our values and reflect our priorities.
More information about MacEwan’s Faculty of Nursing can be found at https://www.macewan.ca/wcm/SchoolsFaculties/Nursing/index.htm
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.
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.