Centre for Nursing and Health Studies
https://auspace.athabascau.ca/handle/2149/670
2024-03-28T20:18:21Z
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Regulating Professionals in Virtual Practice: Protecting the Public Interest in Rapidly Changing Digital Workplaces
https://auspace.athabascau.ca/handle/2149/3657
Regulating Professionals in Virtual Practice: Protecting the Public Interest in Rapidly Changing Digital Workplaces
Leslie, Kathleen; Nelson, Sioban; Adams, Tracey; Schiller, Catharine; Shelley, Jacob; Myles, Sophia
2021-01-01T00:00:00Z
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Professional Development Needs of Non-Radiology Nurses: An Exploration of Nurses’ Experiences Caring for Interventional Radiology Patients
https://auspace.athabascau.ca/handle/2149/3652
Professional Development Needs of Non-Radiology Nurses: An Exploration of Nurses’ Experiences Caring for Interventional Radiology Patients
Carley, Andra; Melrose, Sherri; Rempel, Gwen; Diehl-Jones, William; Schwarz, Betty Anne
Nursing in interventional radiology is diverse and multifaceted. This area of specialty nursing has not yet been acknowledged as such or embraced in Canada. Professional development for interventional radiology nurses is lacking with even fewer educational opportunities for non-radiology nurses who care for interventional radiology patients throughout the hospital to develop needed interventional radiology knowledge and related skills. This qualitative descriptive study explored the experiences non-radiology nurses have caring for interventional radiology patients. Interviews with ten non-radiology nurses in a Canadian hospital provided rich data for analysis. Thematic analysis revealed that these nurses did not receive formal IR education in their nursing curriculum, acquired their knowledge through self-teaching, lacked knowledge about imaging modalities and IR procedures, were impeded to build trusting nurse-patient relationships, and felt ineffective communication disrupted the continuity of care they provided. Addressing professional development needs related to creating interventional radiology education, increasing awareness of the specialty of interventional radiology nursing, and enhancing clinical collaboration is a key recommendation.
2021-01-01T00:00:00Z
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Late life depression: nursing actions that can help
https://auspace.athabascau.ca/handle/2149/3648
Late life depression: nursing actions that can help
Melrose, Sherri
Purpose: This article explains the symptoms of late life depression (LLD) and discusses evidence‐informed actions that nurses can implement to provide older adults with the help they need.
Conclusions: Recognizing and addressing depression in older adults can enhance quality of life.
Practice Implications: People with LLD may not appear sad or express feelings of depression. Instead, they demonstrate loss of interest, frailty, cognitive impairment,suicidal ideation, unexplained somatic complaints, and loneliness. Documenting symptoms, screening, and assessing suicidal ideation are essential. Positive outcomes are associated with antidepressant medications, cognitive behavioral therapy, electroconvulsive therapy, neuromodulation therapies, and exercise.
2018-01-01T00:00:00Z
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Understanding and Supporting Adults with Fetal Alcohol Spectrum Disorder - Strategies for Health Professionals: an Opinion Piece
https://auspace.athabascau.ca/handle/2149/3619
Understanding and Supporting Adults with Fetal Alcohol Spectrum Disorder - Strategies for Health Professionals: an Opinion Piece
Martyniuk, Amy; Melrose, Sherri
Fetal alcohol spectrum disorder (FASD) is a non-diagnostic umbrella term used to describe the spectrum of lifelong physical,
mental, and intellectual disabilities that can result from prenatal exposure to alcohol. FASD is preventable when pregnant women abstain from drinking any type or amount of alcohol at any time during pregnancy. One in 100 children worldwide are affected. Prompt diagnosis and treatment referrals for infants and children improve functionality. Yet, conditions related to fetal alcohol exposure frequently remain unrecognized and untreated. Adults with both diagnosed and hidden FASD experience significant cognitive, behavioral, and executive functioning deficits. Co-morbid physical and psychiatric disorders are common. This editorial presents health professionals with information to understand and support adults with FASD. Specific strategies related to initiating referrals to community services, communicating intentionally, and responding positively to behavioral challenges are discussed.
2018-07-01T00:00:00Z
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Mentoring non-traditional students in clinical practicums: Building on strengths
https://auspace.athabascau.ca/handle/2149/3613
Mentoring non-traditional students in clinical practicums: Building on strengths
Melrose, Sherri
Background: As nurse educators respond to increasing numbers of adult learners attending practicum experiences, clinical
instructors are one of our richest resources. And yet, the everyday strategies they implement to mentor these non-traditional
students towards success may go unnoticed. This article describes findings from a qualitative descriptive research study that
listened to the voices of experienced clinical instructors.
Objective: The objective of the study was to describe effective mentoring approaches that instructors in a Post Licensed Practical
Nurse to Bachelor of Nursing (Post LPN to BN) program used to support students’ learning and build on their strengths during
instructor led clinical practicum courses.
Methods: The research was framed from a constructivist worldview and Laurent Daloz’s mentoring model. Digitally recorded
and transcribed interview data was collected from 10 clinical instructors who had been teaching for more than 5 years. The
transcripts were analyzed for themes which were confirmed with participants through member checking.
Results: Findings revealed that instructors supported students by validating individual strengths; challenged them by building on
those strengths; and created vision by linking their present activities to competencies needed in their own future practice.
Conclusions: These findings provide valuable insights and guidance to practicing Registered Nurses (RN’s) interested in teaching
non-traditional students during their clinical experiences.
2018-03-01T00:00:00Z
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Beyond Physical Inclusion: A Grounded Theory of Belonging
https://auspace.athabascau.ca/handle/2149/3615
Beyond Physical Inclusion: A Grounded Theory of Belonging
Wishart, Paul; Melrose, Sherri
We used grounded theory to analyze interviews with support workers evaluating a program for individuals with dual diagnosis. Our grounded theory research started with the question, "What is going on in the data?"
From our data analysis, our grounded theory of belonging emerged. There are two components to our grounded theory that conceptualize what is going on in the data. The first is the main concern, which is stopping short. The second is the core variable, which is belonging, and resolves stopping short.
Stopping short is the main concern, and is the process that accounts for making resolution difficult. Several underlying concerns reinforce stopping short. These are being left out, (limiting) inclusion, logical elaboration, and turnover. A lack of awareness of the influence of these concerns can reinforce Stopping short. Awareness of them and their influence is part of the contribution to resolving Stopping short through the core variable of Belonging.
The process of belonging is supported by increasing Awareness and an emphasis on relationship. Reciprocity and support(ing) relationships and awareness provide the meaning and relevance of belonging for people supporting those living with dually diagnosed. The significance of using grounded theory for our analysis and the contribution belonging makes for those supporting and working with individuals with dual diagnosis are discussed.
2017-09-01T00:00:00Z
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Research Ethics Review Processes: Potential Teaching Tools for Health Professions Students
https://auspace.athabascau.ca/handle/2149/3614
Research Ethics Review Processes: Potential Teaching Tools for Health Professions Students
Petillion, Wendy; Melrose, Sherri; Moore, Sharon L.; Nuttgens, Simon
This article highlights how research ethics review processes have
the potential to be used as teaching tools. Health professions students at
the graduate level often conduct research involving human participants
as part of their program requirements. Applying for approval
from a reviewing committee may be one of their first experiences
implementing a research project. Beyond their ethics application,
novice researchers require additional support as they encounter the
challenges of incorporating research ethics principles into practice. We
argue that such support can, and should, be provided through Research
Ethics Board activities such as participating in classroom teaching,
providing support to research supervisors and remaining available to
applicants throughout their research projects.
2017-10-01T00:00:00Z
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Recognizing and Responding to Depression in Dementia
https://auspace.athabascau.ca/handle/2149/3568
Recognizing and Responding to Depression in Dementia
Melrose, Sherri
One-third of people living with dementia also experience depression. Treating symptoms of depression may
be a protective factor and reduce cognitive decline in dementia. People suffering from depression experience
sad mood, reduced energy, poor concentration, loss of interest, diminished activity and they are at risk for
death by suicide. Screening instruments include the Cornell Scale for Depression in Dementia (CSDD) and the
Geriatric Depression Scale (GDS). Typical treatments include antidepressant medications, which may have
limited efficacy; and Electroconvulsive Therapy (ECT), which may heighten memory loss. Psychotherapeutic
approaches, including cognitive–behavioral therapy, interpersonal therapy and supportive counseling can be
helpful. Lifestyle modifications addressing healthy diet, exercise and the inclusion of enjoyable activities can
promote improved quality of life. Providing needed education and support to caregivers, who often experience
depression, anxiety and sleep disorders themselves is critical. This paper provides health professionals with
an overview of approaches for recognizing and responding to co-occurring dementia and depression.
2017-01-01T00:00:00Z
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Balancing Reflection and Validity in Health Profession Students‘ Self-Assessment
https://auspace.athabascau.ca/handle/2149/3567
Balancing Reflection and Validity in Health Profession Students‘ Self-Assessment
Melrose, Sherri
Students and practitioners in self-regulating health professions are expected to engage in reflective, valid self-assessment activities. However, self-assessment processes can be flawed. People may have a limited understanding of the critical thinking needed to reflect on their performance and they may over-estimate or under-estimate their abilities. This article highlights educational approaches that can help students achieve a balance of reflecting critically and developing more accurate self-assessments. Considerations involved in defining self-assessment are identified. Explanations of how integrating reflection requires critical thinking; information from both internal and external sources; and incidental learning are provided. Suggestions for addressing validity by recognizing that inaccuracies exist; knowing that people‘s history with academic success can impact their self-assessments; and creating links to affective outcomes are offered. Emphasis is placed on viewing self-assessment as a formative learning activity that is introduced early and consistently in health education programs.
2017-08-01T00:00:00Z
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Pass/Fail and Discretionary Grading: A Snapshot of Their Influences on Learning
https://auspace.athabascau.ca/handle/2149/3551
Pass/Fail and Discretionary Grading: A Snapshot of Their Influences on Learning
Melrose, Sherri
This article provides a snapshot of pass/fail and discretionary grading approaches,
highlighting the advantages and disadvantages of each. Normreferenced
and criterion-referenced grading practices and their associations
with learning are identified. A brief historical backdrop illustrates how grading
practices have evolved. The inherent subjectivity of grading is emphasized.
Pass/fail grading supports intrinsic motivation and self-direction, but limits
opportunities for recognizing excelling students. Discretionary grading, which
includes letter (F− to A+) and numeric (0% to 100%) representations, supports
extrinsic motivation and self-improvement, but promotes unhealthy
competition. Both approaches have merit and can effectively measure student
achievement in nursing education programs.
2017-02-16T22:37:24Z
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Graduate students' experiences with research ethics in conducting health research
https://auspace.athabascau.ca/handle/2149/3550
Graduate students' experiences with research ethics in conducting health research
Pentillion, Wendy; Melrose, Sherri; Moore, Sharon L.; Nuttgens, Simon
Graduate students typically first experience research ethics when they submit their masters or doctoral research projects for ethics approval. Research ethics boards in Canada review and grant ethical approval for student research projects and often have to provide additional support to these novice researchers. Previous studies have explored curriculum content, teaching approaches, and the learning environment related to research ethics for graduate students. However, research does not exist that examines students’ actual experience with the research ethics process. Qualitative description was used to explore the research ethics review experience of eleven masters and doctoral students in health discipline programs.
Data analysis revealed four themes: curriculum, supervisor support, the ethics application process, and students’ overall experience. The results of this research suggest ideas for enhancing curriculum, deepening students’ relationships with supervisors, and developing the role of research ethics boards to support education for novice researchers. This study contributes to comprehension of the research ethics experience for graduate students’ and what they value as new researchers.
2016-01-01T00:00:00Z
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Persistent Depressive Disorder or Dysthymia: An Overview of Assessment and Treatment Approaches
https://auspace.athabascau.ca/handle/2149/3549
Persistent Depressive Disorder or Dysthymia: An Overview of Assessment and Treatment Approaches
Melrose, Sherri
Persistent depressive disorder or dysthymia is a recurrent depressive disorder with no clearly demarcated episodes. Onset is insidious and can occur in adolescence or adulthood. Dysthymia frequently remains unrecognized and undiagnosed for years. Co-morbid major depression, anxiety, personality, somatoform and substance abuse disorders are common. Symptoms center on sad mood, pessimism and hopelessness. Sufferers experience significant functional
impairment and are at risk of death by suicide. Those most at risk are female, unmarried, live in high income countries and have family histories of depression. Screening instruments include the Cornell Dysthymia Rating Scale (CDRS). Typical treatments are antidepressant medications and cognitive behavioral analysis system of psychotherapy (CBASP). This paper provides health professionals with an overview of assessment and treatment approaches in dysthymia.
2017-01-23T00:00:00Z
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Commentary: Posing questions to support and challenge -- A guide for mentoring staff.
https://auspace.athabascau.ca/handle/2149/3547
Commentary: Posing questions to support and challenge -- A guide for mentoring staff.
Nevers, S.; Melrose, Sherri
Staff development educators seeking to mentor health care practitioners towards thinking more critically may integrate a questioning approach into their teaching. However, posing questions that both support and challenge learners is an intentional process. This article provides an overview of the contextual considerations, dynamics and mechanics that educators need to understand in order to pose high level questions that invite learners to engage in reflection, problem solving and evidence informed practice. The approaches are framed from a constructivist theoretical perspective, a mentoring model of instruction and Socratic dialogue. The suggestions are practical mentoring strategies that can be readily integrated into everyday interactions with staff members. The suggestions are summarized into a succinct one-page guide.
2016-01-01T00:00:00Z
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Resisting, Reaching Out and Re-imagining to Independence: LPN’s Transitioning towards BNs and Beyond
https://auspace.athabascau.ca/handle/2149/3383
Resisting, Reaching Out and Re-imagining to Independence: LPN’s Transitioning towards BNs and Beyond
Melrose, Sherri; Wishart, Paul M.
Little is known about the process of how nurses transition between vocational training and institutions of higher education. Understanding this process provides educators with the knowledge to support new groups of university students making this transition. Grounded theory (GT) was used to explore and understand this process. Three studies from a 7-year research program were used as data. The analysis led to the generation of a GT illuminating the process of students transitioning from post-LPN to BN. This GT illustrates how students overcome difficulties encountered moving to a more complex nursing role. The students’ main concern was a lack of independence. The core variable, which resolves this main concern, and which emerged from the analysis of the data is developing independence. There are three sub-core variables, resisting, reaching out and re-imagining which support this core variable of developing independence.
2013-06-01T00:00:00Z
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Seasonal Affective Disorder: An Overview of Assessment and Treatment Approaches
https://auspace.athabascau.ca/handle/2149/3535
Seasonal Affective Disorder: An Overview of Assessment and Treatment Approaches
Melrose, Sherri
Seasonal affective disorder or SAD is a recurrent major depressive disorder with a seasonal pattern usually beginning in fall and
continuing into winter months. A subsyndromal type of SAD, or S-SAD, is commonly known as “winter blues.” Less often, SAD
causes depression in the spring or early summer. Symptoms center on sad mood and low energy.Those most at risk are female, are
younger, live far from the equator, and have family histories of depression, bipolar disorder, or SAD. Screening instruments include
the Seasonal Pattern Assessment Questionnaire (SPAQ). Typical treatment includes antidepressant medications, light therapy,
Vitamin D, and counselling.This paper provides an overview of SAD.
2015-11-01T00:00:00Z
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When the Worst Imaginable Becomes Reality: The Experience of Child Custody Loss in Mothers Recovering from Addictions
https://auspace.athabascau.ca/handle/2149/3449
When the Worst Imaginable Becomes Reality: The Experience of Child Custody Loss in Mothers Recovering from Addictions
Janzen, Katherine J.; Melrose, Sherri
This article describes findings from a qualitative study that investigated the lived experiences of four mothers recovering from crack cocaine addictions who lost custody of their children. The project was guided by feminist interpretive inquiry, van Manen’s approach to hermeneutic phenomenology, and involved thematic analysis of in depth interview data. By telling the stories of these women and using their own words as well as interpretive poetry written by one of the authors to describe their suffering, our research offers important insights to professionals involved in the field of addictions.
2013-01-01T00:00:00Z
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Supporting Persons with Developmental Disabilities and Co-occurring Mental Illness: An Action Research Project
https://auspace.athabascau.ca/handle/2149/3441
Supporting Persons with Developmental Disabilities and Co-occurring Mental Illness: An Action Research Project
Melrose, Sherri; Wishart, Paul M.; Urness, Carol; Forman, Bill; Holub, Meghan; Denoudsten, Alison
This paper presents findings from a naturalistic action research project that implemented a WrapAround mental health promotion activity with six individuals dually diagnosed with a developmental disability and mental illness. The project was framed from a strengths based conceptual perspective and questioned how caregivers could better prepare developmentally disabled clients to anticipate and prevent a psychiatric mental health crisis before hospitalization occurs. Facilitators provided monthly health promotion meetings where clients at risk of experiencing a psychiatric crisis were helped to create a team of family members and paid caregivers to ‘wrap around’ them. The teams met regularly and facilitators guided discussions to focus on clients’ strengths, their goals and strategies for success. Data collected from 13 interviews with clients and members of their teams was analyzed to reveal three themes, our findings. First, regular meetings where clients seek and receive support from individuals they value can help address escalating symptoms of mental illness. Second, constant caregiver turnover heightens client anxiety, which in turn exacerbates illness. Third, limited paid in-service and networking opportunities are available to caregivers. These findings invite nurses in the psychiatric field to create similar opportunities to support PDD clients and those who care for them.
2013-01-01T00:00:00Z
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Facilitating Constructivist Learning Environments Using Mind Maps and Concept Maps as Advance Organizers
https://auspace.athabascau.ca/handle/2149/3387
Facilitating Constructivist Learning Environments Using Mind Maps and Concept Maps as Advance Organizers
Melrose, Sherri
Constructivist learning environments, where facilitators build on what learners already know, are grounded in instructional scaffolding. Advance organizers such as mind maps and concept maps are scaffolds that provide students with temporary support as they move toward constructing personally relevant knowledge independently. Examples of mind maps and concept maps are described in order to provide a variety of applications in classrooms for presenting information and evaluating student understanding.
2013-01-01T00:00:00Z
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Licensed Practical Nurses becoming Registered Nurses: Conflicts and responses that can help
https://auspace.athabascau.ca/handle/2149/3377
Licensed Practical Nurses becoming Registered Nurses: Conflicts and responses that can help
Gordon, Kathryn P.; Melrose, Sherri; Janzen, Katherine J.; Miller, Jean
This article describes findings from a qualitative research project designed to understand the professional socialization
experiences of Licensed Practical Nurses
attending university to transition to the role of Registered Nurse. Findings
revealed that this group of nursing students believed (Li
censed Practical Nurse) LPN’s we
re not respected, that their
nursing knowledge as LPN’s was not acknowledged and that it wa
s challenging for them to feel a sense of belonging with
the RN community. These insights have implications for practic
ing (Registered Nurse) RN’s as student nurse groups are
now including more Licensed Practical Nurses. Responding
with reflection, communication and collegiality can offer
important help to LPN to RN students.
2013-01-01T00:00:00Z
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Online Interest Groups: Virtual Gathering Spaces to Promote Graduate Student Interaction
https://auspace.athabascau.ca/handle/2149/3351
Online Interest Groups: Virtual Gathering Spaces to Promote Graduate Student Interaction
Getzlaf, Beverley; Melrose, Sherri; Moore, Sharon L.; Ewing, Helen; Fedorchuk, James; Troute-Wood, Tammy
This article discusses a 15 month educational innovation project, the objective of which was to investigate
the perceptions of health profession students about their participation in a program-wide virtual community
gathering space (Clinical Interest Groups) during their online graduate studies. Participants were students in
two graduate programs who joined online forum discussions of the Clinical Interest Groups. The project was
developed as action research and employed an exploratory, descriptive methodology to generate data from
three sources: participant responses to a 15-item Likert type questionnaire, five open-ended questions included
on the questionnaire, and online postings contributed by participants to the forum discussions. Findings of
use to online educators are that the Clinical Interest Groups provided a gathering place in which graduate
students could discuss common interests and support one another, and that participation in the groups was
limited due to competing demands on students’ time from other commitments.
2012-01-01T00:00:00Z
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Asynchronous online peer assistance: Telephone messages of encouragement in post licensure nursing programs
https://auspace.athabascau.ca/handle/2149/3332
Asynchronous online peer assistance: Telephone messages of encouragement in post licensure nursing programs
Melrose, Sherri; Swettenham, Steve
Peer assistance activities can strengthen online learning environments. And yet, like other professional adult learners, working post licensure nurses attending university part time to upgrade their credentials may have limited interest in student-to-student interaction. Some intentionally choose asynchronous self-paced courses so they can work on their own. This Telephone Messages of Encouragement educational innovation illustrates a peer assistance activity suitable for asynchronous courses in both undergraduate and graduate programs. Students’ recorded messages of encouragement to their peers are collected on a telephone answering machine as MP 3 files and then embedded in courses. The activity provides an option for students to ‘hear’ from other students at any time.
2012-01-01T00:00:00Z
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Developmental disabilities co-occurring with Mental illness
https://auspace.athabascau.ca/handle/2149/3331
Developmental disabilities co-occurring with Mental illness
Melrose, Sherri
2013-01-01T00:00:00Z
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Relocation stress in long term care: How staff can help
https://auspace.athabascau.ca/handle/2149/3330
Relocation stress in long term care: How staff can help
Melrose, Sherri
Relocating can be stressful and even traumatic for older adults, particularly when the
relocation is involuntary. Reports that relocating older people is detrimental to their wellbeing,
health and survival are well documented (Holder and Jolley, 2012). For over two decades,
relocation stress, previously known as Relocation Stress Syndrome, has been recognized as a
real and approved nursing diagnosis (Morse, 2000; NANDA, 1992). And yet, supporting residents
through the stress and trauma of relocating remains a challenge. This article defines
relocation stress and suggests that gathering resources, extending a minimum
four month welcome, and celebrating contentment can help.
2013-01-01T00:00:00Z
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Keeping clients safe on the night shift
https://auspace.athabascau.ca/handle/2149/3322
Keeping clients safe on the night shift
Gordon, Kathryn P.; Melrose, Sherri
The night shift admission checklist helps night nurses to maintain a culture of safety when admitting a person to an inpatient mental health unit. Mental health symptoms can be pronounced on admission but, on night shift, nurses seldom have the opportunity to seek direction from experienced mental health practitioners. Routine safeguards are often adapted at night to promote clients' sleep. Documentation to assess clients' risks for self-harm, violence, comorbid medical conditions and prescribed medications may not be complete, although these are essential to maintain the person's safety on the unit. Although each hospital will have individual admission policies, the checklist can be adapted to include these. This article discusses safety issues at night and presents a checklist designed to promote safe care during night-time admission.
The articles can be accessed by using the links below.
2013-01-01T00:00:00Z
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Perfectionism and Depression: Vulnerabilities Nurses Need to Understand
https://auspace.athabascau.ca/handle/2149/3064
Perfectionism and Depression: Vulnerabilities Nurses Need to Understand
Melrose, Sherri
Striving for excellence is an admirable goal. Adaptive or healthy perfectionism can drive ambition and lead to extraordinary accomplishments. High-achieving people often show signs of perfectionism. However, maladaptive, unhealthy, or neurotic perfectionism, where anything less than perfect is unacceptable, can leave individuals vulnerable to depression. In both personal and professional relationships, nurses need to understand how accepting only perfection in self and others is likely to lead to emotional distress. This paper reviews perfectionism as a personality style, comments on perfectionism and high achievement, discusses vulnerabilities to depression, identifies how to recognize perfectionists, and presents balancing strategies perfectionists can implement to lessen their vulnerability to depression.
2011-01-01T00:00:00Z
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Becoming Socialized into a New Professional Role: LPN to BN Student Nurses’ Experiences with Legitimation
https://auspace.athabascau.ca/handle/2149/3166
Becoming Socialized into a New Professional Role: LPN to BN Student Nurses’ Experiences with Legitimation
Melrose, Sherri; Miller, Jean; Gordon, Kathryn P.; Janzen, Katherine J.
This paper presents findings froma qualitative descriptive study that explored the professional socialization experiences of Licensed
Practical Nurses (LPNs) who attended an online university to earn a Baccalaureate degree in nursing (BN), a prerequisite to
writing the Canadian Registered Nurse (RN) qualifying exam. The project was framed from a constructivist worldview and Haas
and Shaffir’s theory of legitimation. Participants were 27 nurses in a Post-LPN to BN program who came from across Canada to
complete required practicums. Data was collected from digital recordings of four focus groups held in different cities. Transcripts
were analyzed for themes and confirmed with participants through member checking. Two overarching themes were identified and
are presented to explain how these unique adult learners sought to legitimize their emerging identity as Registered Nurses (RNs).
First, Post-LPN to BN students need little, if any, further legitimation to affirm their identities as “nurse.” Second, practicum
interactions with instructors and new clinical experiences are key socializing agents.
2012-01-01T00:00:00Z
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Peer E-Mentoring Podcasts in a Self-Paced Course
https://auspace.athabascau.ca/handle/2149/3138
Peer E-Mentoring Podcasts in a Self-Paced Course
Gordon, Kathryn P.; Melrose, Sherri
This article describes how podcasts from senior students were used as brief peer mentoring tools in an asynchronous, self-paced, text-based, introductory online nursing course. An increasing number of distance educators use peer mentoring approaches to support student success in higher education programs. However, suggestions for implementing peer mentoring in courses where students work alone and at their own pace is limited. Our project illustrates how MP3 audio recordings of students’ voices (podcasts) offer advice and encouragement (mentorship) to peers who do not know one another.
2011-01-01T00:00:00Z
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The Right Circumstances for Multidisciplinary Research
https://auspace.athabascau.ca/handle/2149/3110
The Right Circumstances for Multidisciplinary Research
Park, Caroline L.
2008-01-01T00:00:00Z
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From vocational college to university: How one group of nurses experienced the transition
https://auspace.athabascau.ca/handle/2149/3109
From vocational college to university: How one group of nurses experienced the transition
Melrose, Sherri
This qualitative descriptive study explored Post LPN to BN students' perceptions of their studies at a Canadian University. Kelly's (1955/1991) Psychology of Personal Constructs was the theoretical framework for this three year longitudinal project in which 10 Post LPN to BN students were interviewed at the beginning, middle and end of their program. Transcripts from the interviews were analyzed and two key themes are presented to illustrate the experiences of one group of adult learners, Licensed Practical Nurses, as they upgraded their vocational credentials at the university. Study results found that creating opportunities for Post LPN to BN students to articulate previous accomplishments bolstered their confidence. Further, instructor encouragement supported them towards self direction and independence.
2010-01-01T00:00:00Z
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Self-Mentoring: 5 practical strategies to improve retention of long-term care nurses
https://auspace.athabascau.ca/handle/2149/3108
Self-Mentoring: 5 practical strategies to improve retention of long-term care nurses
Gordon, Kathryn P.; Melrose, Sherri
2011-01-01T00:00:00Z
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LPN to BN nurses: Introducing a new group of potential health care leaders
https://auspace.athabascau.ca/handle/2149/2894
LPN to BN nurses: Introducing a new group of potential health care leaders
Gordon, Kathryn P.; Melrose, Sherri
Vocationally educated Licensed Practical Nurses are seldom viewed as potential leaders in
health care organizations. And yet, transformational leadership practices were evident as
Licensed Practical Nurses graduated from a Bachelor of Nursing program and transitioned
towards a new role. This article, framed from Kouzes and Posner’s (2007) model of
transformational leadership, presents two key themes illustrating how these nurses changed and
grew as a result of their university education. First, Post LPN to BN nurses identified a changed
awareness of the implications of their new role as they neared program completion. Second,
following graduation, they developed confidence and a vision of the nursing profession as a
result of upgrading their nursing credentials.
2010-01-01T00:00:00Z
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Overcoming barriers to role transition during an online post LPN to BN program
https://auspace.athabascau.ca/handle/2149/2877
Overcoming barriers to role transition during an online post LPN to BN program
Melrose, Sherri; Gordon, Kathryn P.
Canadian Licensed Practical Nurses continuing their education in an online Bachelor of Nursing program
face unique barriers as they transition towards a new and more complex nursing role.
This qualitative descriptive study explored Post Licensed Practical Nurse to Bachelor of Nursing (Post
LPN to BN) students’ perceptions of their experiences during their education. George Kelly’s (1955/1991)
psychology of personal constructs, which seeks to understand how individuals perceive the world
around them, was the theoretical framework for this three year longitudinal project in which 10 Post LPN
to BN students were interviewed at the beginning, middle and end of their program. Transcripts from the
interviews were analyzed and three key themes are presented to illustrate barriers that Post LPN to BN
students faced and the strategies they implemented to overcame them. First, workplace mentors helped
Post LPN to BN students apply their learning. Second, personal learning goals sustained their motivation.
Third, time management strategies included terminating full time employment.
2011-01-01T00:00:00Z
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How to uncover post-stroke depression.
https://auspace.athabascau.ca/handle/2149/2706
How to uncover post-stroke depression.
Melrose, Sherri
Often undetected, post-stroke
depression occurs in at least
one-third of stroke survivors.
Nurses can help by recognizing
and responding to patients
who become depressed after
experiencing a stroke. We fill
you in on how to assess this
disorder and what treatment
options are available.
Available from the publisher at: http://journals.lww.com/nursingmadeincrediblyeasy/Fulltext/2010/07000/How_to_uncover_post_stroke_depression.9.aspx
2010-01-01T00:00:00Z
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Paternal postpartum depression: How can nurses help?
https://auspace.athabascau.ca/handle/2149/2484
Paternal postpartum depression: How can nurses help?
Melrose, Sherri
Men’s emotional health can be overlooked during their partner’s pregnancy and throughout the fi rst postpartum
year. Postpartum depression, once expected only in new mothers, is now estimated to occur in
4–25% of new fathers as well. The incidence of paternal postpartum depression is greater in couples
where maternal postpartum depression is also present. Paternal postpartum depression can be diffi cult
to assess. New fathers may seem more angry and anxious than sad. And yet, depression is present. When
left untreated, paternal postpartum depression limits men’s capacity to provide emotional support to their
partners and children. This article reviews the incidence and prevalence of paternal postpartum depression,
comments on tools to measure the disorder, identifi es paternal behaviors that may indicate depression,
examines the effects of parental depression on families and discusses what nurses can do to begin to help.
Copyright © eContent Management Pty Ltd. Contemporary Nurse (2010) 34(2): 199–210. http://www.contemporarynurse.com/
2010-01-01T00:00:00Z
-
CV - Dr. Virginia Vandall-Walker
https://auspace.athabascau.ca/handle/2149/2481
CV - Dr. Virginia Vandall-Walker
Vandall-Walker, Virginia
2010-05-28T17:15:23Z
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Immunizing Children Who Fear and Resist Needles: Is it a Problem for Nurses?
https://auspace.athabascau.ca/handle/2149/2444
Immunizing Children Who Fear and Resist Needles: Is it a Problem for Nurses?
Ives, Mary; Melrose, Sherri
Despite increasing evidence that immunization procedures can be stressful for children, little is
known about what the experience of immunizing frightened and needle resistant children can be
like for nurses. This article presents findings from a qualitative research project designed to
explore public health nurses’ feelings towards immunizing needle resistant children. A
constructivist theoretical perspective and an action research approach framed the study. Data
sources included two survey questions and audio recorded transcribed data from three focus
groups. Participants included 35 public health nurses from five different health units in one
Canadian province. The data was analyzed for themes and confirmed with participants through
ongoing member checking. The following four overarching themes were identified and are used
to explain and describe significant features of the immunization experience that were stressful
and problematic for nurses: 1) Nurses experience stress when immunizing children who fear and
resist needle injection; 2) the strength of child resistance and some adult behaviour creates an
ethical dilemma for nurses; 3) some adult responses make immunizing difficult and unsafe; 4)
resources to help nurses cope with these situations are inconsistent.
This is the pre-peer-reviewed version of the following article: IMMUNIZING CHILDREN WHO FEAR AND RESIST NEEDLES: IS IT A PROBLEM FOR NURSES, which has been published in final form at : http://www3.interscience.wiley.com/journal/123274252/abstract
2010-01-01T00:00:00Z
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Schizophrenia : A Brief Review of What Nurses Can Do and Say to Help
https://auspace.athabascau.ca/handle/2149/2434
Schizophrenia : A Brief Review of What Nurses Can Do and Say to Help
Melrose, Sherri
Reprinted with permission from the Journal of Practical Nursing
2009-01-01T00:00:00Z
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Mobile Learning in Nursing Practice Education: Applying Koole's FRAME Model
https://auspace.athabascau.ca/handle/2149/2331
Mobile Learning in Nursing Practice Education: Applying Koole's FRAME Model
Kenny, Richard F.; Van Neste-Kenny, Jocelyne M.C.; Park, Caroline L.; Burton, Pamela A.; Meiers, Jan
We report here on an exploratory formative evaluation of a project to integrate
mobile learning into a Western Canadian college nursing program. Third-year
students used Hewlett Packard iPAQ mobile devices for five weeks in a practice
education course in April—May, 2007. Koole's (2009) Framework for the Rational
Analysis of Mobile Education (FRAME) model provided our definition of mobile
learning and was used to organize our presentation of the results of the study.
Participants reported positively on the usability of the mobile devices, finding
them easy to learn, readily portable, and the screen size sufficient for mobile
specific programs. However, they had difficulty with the wireless connectivity
and, despite an initial orientation, did not have time to fully learn the devices in
the context of a busy course. As a result, it is not clear if students can effectively
use the social technology provided by such devices or if mobile learning can
support interaction between instructors and learners in this context. The use of
mobile devices in nursing practice education is feasible, but further investigation
is needed on the use of m-learning for communication and interactive purposes.
2009-11-16T19:09:36Z
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Replicating the Use of a Cognitive Presence Measurement Tool
https://auspace.athabascau.ca/handle/2149/2330
Replicating the Use of a Cognitive Presence Measurement Tool
Park, Caroline L.
This paper is a report of the replication of a seminal study on cognitive presence in computer mediated conferencing (CMC) by Garrison, Anderson, and Archer (2001). A comparison of cognitive presence coding by three different researchers is also demonstrated. The study reignites debates about what constitutes the segment of CMC data to be coded and the objectivity of this type of data.
2009-01-01T00:00:00Z
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Instructional immediacy online
https://auspace.athabascau.ca/handle/2149/2316
Instructional immediacy online
Melrose, Sherri
Educators in both traditional and online learning events
have consistently recognized a link between teachers
who demonstrate warm, friendly behaviors and the
creation of welcoming interactive learning environments.
One critical instructional strategy that facilitates
a sense of community and fosters a learning climate
rich in social presence is immediacy. While teachers in
face-to-face classrooms often demonstrate immediacy
non-verbally through facial expressions and body language,
teachers in online learning environments may
be required to project immediacy exclusively through
written messages.
2009-01-01T00:00:00Z
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Naturalistic generalization
https://auspace.athabascau.ca/handle/2149/2315
Naturalistic generalization
Melrose, Sherri
2009-10-01T00:00:00Z
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Nursing Support for Family Members of Critically Ill Adults
https://auspace.athabascau.ca/handle/2149/2314
Nursing Support for Family Members of Critically Ill Adults
Vandall-Walker, Virginia; Jensen, Louise; Oberle, Kathleen
Researchers have identified the needs of family members of critically ill adults, explored their experiences, and investigated interventions. To address a gap in the theoretical knowledge about how nurses help these individuals, the authors developed a grounded theory of nursing support from the perspective of family members. Results indicated that the family members were initiated into a cycle of Work to meet perceived responsibilities to Get Through the experience. Supportive nurses engaged in the process of Lightening Our Load to mitigate the negative effects of the critical care experience on family members by Engaging With Us, Sustaining Us, and Disengaging From Us. No previous research has yet identified the Work of these family members, the steps they take to gain nurses' respect, and the significance to them of nurses' Welcoming Us and Saying Goodbye. This theory extends the understanding of nursing support beyond current knowledge of family needs, caring, comfort, supportive care, ans social support.
2007-11-01T00:00:00Z
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Before and After Radical Prostate Surgery: Information and Resource Guide
https://auspace.athabascau.ca/handle/2149/2308
Before and After Radical Prostate Surgery: Information and Resource Guide
Vandall-Walker, Virginia; Moore, Katherine; Pyne, Diane
Before and After Radical Prostate Surgery is a research-based, comprehensive, and comprehensible resource on prostate surgery in Canada.
Aimed at men with concerns about prostate surgery and their partners, this invaluable guide includes chapters on preparing for prostate surgery, the surgery itself, recovery in hospital and at home, a list of recommended resources, and special sections to record personal notes and important contact information.
2008-10-01T00:00:00Z
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Avant et Après La Prostatectomie Radicale: Guide d'information et de Ressources
https://auspace.athabascau.ca/handle/2149/2307
Avant et Après La Prostatectomie Radicale: Guide d'information et de Ressources
Vandall-Walker, Virginia; Moore, Katherine; Pyne, Diane
Avant et Après La Prostatectomie Radicale is a research-based, comprehensive, and comprehensible resource on prostate surgery in Canada.
Aimed at men with concerns about prostate surgery and their partners, this invaluable guide includes chapters on preparing for prostate surgery, the surgery itself, recovery in hospital and at home, a list of recommended resources, and special sections to record personal notes and important contact information.
2009-04-01T00:00:00Z
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Online Post LPN to BN Students’ Views of Transitioning to a New Nursing Role
https://auspace.athabascau.ca/handle/2149/1534
Online Post LPN to BN Students’ Views of Transitioning to a New Nursing Role
Melrose, Sherri; Gordon, Kathryn P.
Vocationally prepared nurses, most of whom are women, experience unique challenges when
they enter an online university. And yet, educational research examining their perceptions about
transitioning into a new professional role is limited. This qualitative descriptive study investigated
beginning Post LPN to BN students’ views of role differences among nurses and the process
of transitioning between those roles. The project was framed from a constructivist theoretical
perspective and applied repertory grid methodology from the field of personal construct psychology.
Ten students from a Canadian online university were interviewed. Interview transcripts were
analyzed for themes. Findings revealed that students appreciated recognition for their previous
accomplishments. They valued affirmation of the unique challenges they faced. And, they associated
gains from their new university education with some loss of their hands on bedside nursing
role.
2008-01-01T00:00:00Z
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Instructor immediacy strategies to facilitate group work in online graduate study
https://auspace.athabascau.ca/handle/2149/1369
Instructor immediacy strategies to facilitate group work in online graduate study
Melrose, Sherri; Bergeron, Kim
An increasing number of online graduate study programs require students to participate in
collaborative work projects. And yet, educational research examining instructional
strategies that facilitate learning in small groups online is limited. This article describes
findings from a qualitative research project that investigated instructor immediacy at
different stages of group development. The research was framed from a constructivist
theoretical perspective and a descriptive research design. Participants were health care
practitioners from two WebCT online graduate study programs. Data sources included four
focus groups and twenty individual audio recorded transcribed interviews. The data was
collected in person over a three year period, analysed for themes by two researchers, and
confirmed with participants through ongoing member checking. Instructional immediacy
strategies that students believed facilitated meaningful learning in small groups are
presented in the three overarching stages of first, beginning/ engagement; second, middle/
encouragement; and third, ending/ closure. Findings suggested that, in the beginning/
engagement stage, learners valued knowing their instructors were available "if you need
me" and that it was "safe" to contact them. In the middle/ encouragement stage, they
appreciated personal help with networking and managing conflict, particularly in relation
to participation and marking and they valued private feedback. And, in the ending/ closing
stage, they needed opportunities to debrief and reflect.
2007-01-01T00:00:00Z
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Malawian health care workers perceptions of volunteer midwives
https://auspace.athabascau.ca/handle/2149/1366
Malawian health care workers perceptions of volunteer midwives
Adkins, Bobbie; Melrose, Sherri
This article discusses a qualitative research project that explored Malawian health care workers' feelings towards
western trained volunteer midwives. The project was framed from a constructivist theoretical perspective and
utilized a descriptive research design. Participants included midwives, patient attendants, nurses and physicians
working at the Embangweni Hospital in Malawi, Africa. Fourteen individual interviews were conducted over a
three-month period. The data was analyzed for themes by two researchers and confirmed with participants
through ongoing member checking. The first theme was that western midwives offer important contributions to
health care services in Malawi. The second theme was that western midwives' limited knowledge of Malawian
culture was problematic. The third theme was that thoughtful preparation before arriving in Malawi was valued.
2007-01-01T00:00:00Z
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Online Graduate Study Health Care Learners' Perceptions of Group Work and Helpful Instructional Behaviors.
https://auspace.athabascau.ca/handle/2149/1503
Online Graduate Study Health Care Learners' Perceptions of Group Work and Helpful Instructional Behaviors.
Bergeron, Kim; Melrose, Sherri
Participating in small group activities has emerged as a trend In online learning events. However, little is known about how
graduate students experience online group work and what instructional behaviors are perceived as helpful during the
group process. This article discusses a qualitative research project that revealed how online health care professionals in two
graduate studies programs valued knowing their facilitator was consistently present and available. The project was framed
from a constructivist theoretical perspective and a descriptive research design. Participants were health care practitioners
who graduated from a Master of Nursing or Master of Health Studies program offered exclusively through a WebCt online
environment. Data sources included two focus groups and ten individual audio-tope recorded transcribed interviews. The
data was analyzed for themes by two researchers and confirmed with participants through ongoing member checking.
The following strategies for creating a safe and engaging online learning climate for members of small project groups are
presented. 1) Create groups intentionally. 2) Intervene with non-contributing members. 3) Measure Individual contributions.
2006-01-01T00:00:00Z
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Lunch with the theorists: A clinical learning activity
https://auspace.athabascau.ca/handle/2149/1385
Lunch with the theorists: A clinical learning activity
Melrose, Sherri
2006-01-01T00:00:00Z
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Online Graduate Study of Health Care Learners' Perceptions of Instructional Immediacy
https://auspace.athabascau.ca/handle/2149/1368
Online Graduate Study of Health Care Learners' Perceptions of Instructional Immediacy
Melrose, Sherri; Bergeron, Kim
Instructional immediacy is an established communication strategy that teachers can implement to create engaging learning environments. Yet, little is known about experiences distance education learners in graduate study programs have had with immediacy. This article presents findings from a qualitative research project designed to explore healthcare students’ ideas about and activities related to instructional immediacy behaviors within a masters program offered exclusively through a WebCT online environment. A constructivist theoretical perspective and an action research approach framed the study. Data sources included two focus groups and 10 individual audio-tape recorded transcribed interviews. Content was analyzed by both the primary researcher and an assistant for themes and confirmed through ongoing member checking with participants. The following three overarching themes were identified and are used to explain and describe significant features of instructional immediacy behaviors that healthcare learners who graduated from either a Master of Nursing or Master of Health Studies distance education program found valuable: 1) Model engaging and personal ways of connecting; 2) Maintain collegial relationships; and 3) Honor individual learning accomplishments.
2006-01-01T00:00:00Z
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Learning psychiatric mental health nursing: One student's experience.
https://auspace.athabascau.ca/handle/2149/1502
Learning psychiatric mental health nursing: One student's experience.
Melrose, Sherri; Shapiro, Bonnie
Few Registered Nursing students intend to work in the mental health area. This descriptive research casts the story of a second year baccalaureate student, who is interested in this specialty and using a literature review of psychiatric clinical teaching. A constructivist conceptual framework and qualitative methodology using a case study approach guide the investigation. Insights into experiences which one student found engaging and difficult as she developed skills in psychiatric nursing are revealed. Two themes in the student's story are identified and discussed to describe significant features of the psychiatric clinical learning experience.
2001-01-01T00:00:00Z
-
Mandatory practice hours
https://auspace.athabascau.ca/handle/2149/1384
Mandatory practice hours
Melrose, Sherri; Kirby, David
1996-01-01T00:00:00Z
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Home Births and Hospital Deliveries: A Comparison of the Perceived Painfulness of Parturition
https://auspace.athabascau.ca/handle/2149/1378
Home Births and Hospital Deliveries: A Comparison of the Perceived Painfulness of Parturition
Morse, Janice M.; Park, Caroline L.
Cognitive assessments of the amount of pain associated with childbirth by parents
electing either homebirth (n=282) or hospital delivery (n=191) were compared using
Thurstone's univariate scaling method of paired comparisons. Subjects compared the
pain of childbirth with 8 other painful events. The hospital birth group rated childbirth
pain significanlly higher than the homebirth group. In the homebirth group, females considered
the pain to be less than the males, and in the hospital birth group, the females
rated pain higher than the males.
1988-01-01T00:00:00Z
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An exploration of students' personal constructs: Implications for clinical teaching in psychiatric mental health nursing
https://auspace.athabascau.ca/handle/2149/1377
An exploration of students' personal constructs: Implications for clinical teaching in psychiatric mental health nursing
Melrose, Sherri
1998-01-01T00:00:00Z
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Help seeking experiences of health care learners in a WebCT online graduate study program
https://auspace.athabascau.ca/handle/2149/1371
Help seeking experiences of health care learners in a WebCT online graduate study program
Melrose, Sherri; Shapiro, Bonnie; LaVallie, Carrie
This article presents findings from a qualitative research project that explored
health care students activities related to seeking help within a masters program offered
exclusively through a WebCT online environment. A constructivist theoretical
perspective and an action research approach framed the study. Data sources included one
question on a program satisfaction questionnaire, focus groups and ten individual audio
tape-recorded transcribed interviews. Content was analyzed for themes and confirmed
through ongoing member checking with participants. The following four overarching
themes were identified and are used to explain and describe significant features of helpseeking
experiences of online health care learners: (1) Self-help included reflection and
re-reading directions available within the course; (2) A primary source of help was other
students in the class; (3) Involving family, friends and co-workers provided important
educational support; and (4) Instructors first message, involvement in weekly
discussions and anecdotal comments were highly valued.
Résumé: Larticle présente les conclusions dun projet de recherche quantitative qui
abordait les activités entourant la demande daide des étudiants dans le domaine des soins
de la santé dans le cadre dun programme de maîtrise offert exclusivement dans un
environnement en ligne de WebCT. Létude est appuyée dun point de vue théorique
constructiviste et dune méthode de recherche-action. Les sources de données
comprennent une question sur le questionnaire de satisfaction relative au programme, des
groupes de discussion ainsi que dix entrevues individuelles enregistrées sur ruban puis
retranscrites. Le contenu a été analysé en fonction des sujets puis confirmé en effectuant
une vérification continue auprès des participants. On a identifié les quatre sujets
déterminants que voici et on les utilise pour expliquer et décrire les caractéristiques
importantes de la recherche daide des apprenants en ligne dans le domaine des soins de
la santé: (1) les conseils comprennent la réflexion ainsi que les directives de relecture du
cours; (2) les autres étudiants de la classe peuvent être dune aide précieuse; (3) la
participation de la famille, des amis et des collègues peut savérer un soutien éducatif
important; (4) le discours de linstructeur, la participation aux discussions hebdomadaires
ainsi que les témoignages sont grandement appréciés.
2005-01-01T00:00:00Z
-
Skills for succeeding in online graduate studies
https://auspace.athabascau.ca/handle/2149/1370
Skills for succeeding in online graduate studies
Melrose, Sherri
For online graduate learners, knowledge of practical skills that promote successful help seeking that
go beyond simply suggesting that students ask their instructor for further direction, are invaluable.
Skills for succeeding in online graduate health studies shaped from a student's perspective and data
collected from an already published study are identified. The skills essential for succeeding in online
graduate studies are enlisting help from family, friends and co-workers, recruiting others to proof read
assignments, and creating discussion groups outside of the online setting.
2005-09-22T00:00:00Z
-
What works? A personal account of clinical teaching strategies in nursing
https://auspace.athabascau.ca/handle/2149/1367
What works? A personal account of clinical teaching strategies in nursing
Melrose, Sherri
2004-01-01T00:00:00Z
-
Students’ perceptions of their psychiatric mental health clinical nursing experience: A personal construct theory exploration
https://auspace.athabascau.ca/handle/2149/1365
Students’ perceptions of their psychiatric mental health clinical nursing experience: A personal construct theory exploration
Melrose, Sherri; Shapiro, Bonnie
Personal construct theory and repertory grid technique provides a suitable
framework for exploring Registered Nursing students' perceptions of their
psychiatric practicum. This descriptive research was designed to understand
students' own ways of constructing knowledge during their mental health
clinical experience. A constructivist conceptual perspective and George Kelly's
personal construct psychology were the theoretical bases of the research.
A qualitative case study methodology allowed creation of and re¯ection on
personal construct changes as provided in participants' review of repertory grid
ideas about psychiatric nursing. The participants were six Canadian secondyear
nursing students in a Baccalaureate programme that integrated psychiatric
and medical surgical nursing curricula. The following three overarching themes
were identi®ed and are used to explain and describe signi®cant features of the
psychiatric clinical experience: 1) students' anxiety related more to feeling
unable to help than to interactions with mentally ill patients; 2) students'
feelings of a lack of inclusion in staff nurse groups; 3) student emphasis on the
importance of nonevaluated student-instructor discussion time.
1999-01-01T00:00:00Z
-
Practical Teaching Strategies for Diabetes Educators
https://auspace.athabascau.ca/handle/2149/1364
Practical Teaching Strategies for Diabetes Educators
Lister, Tracy; Melrose, Sherri
2005-01-01T00:00:00Z
-
Mentoring online graduate students: Partners in scholarship
https://auspace.athabascau.ca/handle/2149/1363
Mentoring online graduate students: Partners in scholarship
Melrose, Sherri
Mentoring graduate students toward
scholarly research and writing activities
has become an important area of focus
for faculty at the Centre for Nursing and
Health Studies at Athabasca University
in Alberta, Canada. With an emphasis on
teaching excellence, instructors seek out
and create experiences to involve graduate
students in their own programme of
research and publication. However,
despite a plethora of literature available
on the concept of mentoring, few definitive
guidelines exist to illustrate what the
process might look like within Masters
programmes offered exclusively through a
WebCT online environment. This paper
describes an approach to mentoring two
graduate students in the Master of Health
Studies programme that was perceived as
positive and mutually beneficial for the
prote´ge´s as well as the mentor. Insights
are revealed into the experiences that
these students found both engaging and
difficult as they developed skills in analysing
qualitative research and submitting
manuscripts for publication. The students’
stories are discussed to describe
significant features of the experience of ‘partnering in scholarship’ with their teacher.
Suggestions and practical strategies
for mentoring online graduate students
are offered.
2006-01-01T00:00:00Z
-
Creating a psychiatric mental health portfolio: An assignment that works
https://auspace.athabascau.ca/handle/2149/1362
Creating a psychiatric mental health portfolio: An assignment that works
Melrose, Sherri
Creating lively, engaging and reflection-oriented assignments for learners
is an important area of focus for educators. The Center for Nursing and Health
Studies at Athabasca University in Canada offers a program for Licensed Practical
Nurses to earn a Bachelor of Nursing degree from their home communities both virtually
through online course delivery and in-person through attending clinical placements.
This article provides a description of one novel assignment, the construction
of a portfolio, which is completed during a course in psychiatric mental health. Students
work on the assignment both online and as a member of a clinical learning
group. The four portfolio artifacts include, first, learners examine the incidence
and prevalence of mental health issues in their own community. Second, they
explore nursing and psychological theorists. Third, they analyze a referral instrument
relevant to their current or future practice noting author, reliability and validity.
Fourth, they construct two inpatient case studies in collaboration with the
mental health team. Insights into the experiences students found engaging and difficult
as they completed the assignment are discussed and practical suggestions for
designing portfolio learning activities are offered.
2006-01-01T00:00:00Z
-
Facilitating help-seeking through student interactions in a WebCT online graduate study program
https://auspace.athabascau.ca/handle/2149/1361
Facilitating help-seeking through student interactions in a WebCT online graduate study program
Melrose, Sherri
This article discusses a qualitative research project that revealed how online health-care practitioners in a
graduate studies program believe their primary source of help is other students in their class. The project was
framed from a constructivist theoretical perspective and an action research approach. The participants were
clinicians, such as advanced nurse practitioners, who graduated from a Master of Nursing or Master of Health
Studies program offered exclusively through a WebCT online environment. The data sources included a program
satisfaction survey, focus groups, and 10 individual audiotape-recorded and transcribed interviews. The
data were collected over a 2 year period, analyzed for themes by two researchers, and confirmed with the participants
through ongoing member-checking. The following four strategies to facilitate help-seeking interactions
among online graduate study learners are presented: award marks for participation, encourage
thoughtful, well-crafted introductions, create a coffee lounge, small group forums and private email within the
course environment, and identify non-contributing students.
2006-01-01T00:00:00Z
-
Practical approaches in treating depression: Alleviating the debilitating symptoms of depression in LTC
https://auspace.athabascau.ca/handle/2149/1360
Practical approaches in treating depression: Alleviating the debilitating symptoms of depression in LTC
Melrose, Sherri
2006-01-01T00:00:00Z
-
Reducing relocation stress syndrome in long term care facilities
https://auspace.athabascau.ca/handle/2149/1359
Reducing relocation stress syndrome in long term care facilities
Melrose, Sherri
2004-01-01T00:00:00Z
-
A clinical teaching guide for psychiatric mental health nursing: A qualitative outcome analysis project.
https://auspace.athabascau.ca/handle/2149/1358
A clinical teaching guide for psychiatric mental health nursing: A qualitative outcome analysis project.
Melrose, Sherri
Limited curriculum enhancement resources are available to psychiatric nurse educators.
This article provides a clinical teaching guide for novice instructors teaching an introductory
psychiatric nursing course. The investigation is grounded in a constructivist theoretical
framework and extends a previous case study project that explored how students
learn during a mental health practicum (Melrose 1998, Melrose & Shapiro 1999). The
guide was tested and modified by applying a qualitative outcome analysis methodology.
Insight into interpreting student behaviour and providing appropriate and stage-specific
teaching tools is revealed. Theoretical components, assessment questions for teachers,
student behavioural signs and teaching strategies are identified and discussed to describe
significant features in creating personally meaningful learning experiences.
2002-01-01T00:00:00Z
-
A message from Simone
https://auspace.athabascau.ca/handle/2149/1372
A message from Simone
Melrose, Sherri; Shapiro, Bonnie
Many health care professionals are concerned that, at a time of increased patient acuity,
few registered nurses are opting for mental health nursing as a career choice. Since
student nurses' undergraduate experiences -- and their perceptions of these experiences --
may well contribute to the problem, it is essential that we make every effort to welcome
students to mental health wards. We use the voice of [Simone], a second year student, to
illustrate how one nurse can make a very special difference to a student's experience and
perception of mental health nursing, during her psychiatric mental health practicum.
In my second year, after a single class orientation on mental health nursing, I arrived on
the first day of my acute hospital psychiatric ward placement feeling completely
unprepared and overwhelmed. In contrast to traditional psychiatric rotations that focus
exclusively on mental health, many nursing education programs today offer an integrated
curriculum. In addition to attending a clinical placement site two days a week, I was also
enrolled in required medical-surgical nursing classes and optional university credit
subjects. The academic demands on my time away from the unit were stringent and there
seemed to be few resources that addressed mental health nursing.
As their mental health rotation progresses, students see a sophisticated interdisciplinary
team co-operating intensely for the welfare of the patient. They come to understand that
street clothes can help break down barriers and that assessing affect is also a critical "vital
sign." They see how skilled therapeutic use of self and suicide assessments are very
serious matters that could mean the difference between a patient's tentative first steps
toward insightful mental health or a debilitating, even fatal, outcome. By the end of their
clinical placement, students' language often includes a lexicon of new terms drawn from
the fields of medicine and counselling, as well as nursing. Their days become so full that
they struggle to find time to chart. Invariably, they leave their psychiatric mental health
practicum with a deep respect for their patients and powerful new insights into the
persistent stigma and marginalization associated with mental illness.
2000-02-01T00:00:00Z
-
New nursing graduates: A key factor in nursing supply
https://auspace.athabascau.ca/handle/2149/1331
New nursing graduates: A key factor in nursing supply
Park, Caroline L.; Hughes, Linda
The Canadian nursing education system is the most
significant contributor to the country's supply of registered
nurses. This article provides current data on the numbers of
nursing graduates produced in each province in 1994. The
authors highlight some of the differences in the numbers produced
and use the national average of new graduates as the
percentage of the population of Canada as one method to arrive
at the numbers of new graduates per year which each province
could attempt to produce. This article provides a national
perspective on current and future nursing human resources and
will assist nursing administrators in their staffing plans related
to registered nurses.
1997-01-01T00:00:00Z
-
A clinical instructor observation tool
https://auspace.athabascau.ca/handle/2149/1330
A clinical instructor observation tool
Park, Caroline L.
1982-01-01T00:00:00Z
-
Relating nursing theory to students’ life experiences
https://auspace.athabascau.ca/handle/2149/1329
Relating nursing theory to students’ life experiences
Dowie, Sandra; Park, Caroline L.
Nursing is a dynamic field involving an interaction between scientific research and
human need. Theoretical discussions often involve a complex of issues which are
difficult to explore adequately in a typical lecture. This paper presents a teaching
method which is highly interactive, moving students far beyond rote memorisation
toward a deeper understanding of both the theory and practice of nursing.
Numerous examples are given of the technique's application.
1988-01-01T00:00:00Z
-
Job dissatisfaction spurs nursing shortage
https://auspace.athabascau.ca/handle/2149/1328
Job dissatisfaction spurs nursing shortage
Park, Caroline L.
1983-01-01T00:00:00Z
-
What is the value of replicating other studies?
https://auspace.athabascau.ca/handle/2149/1327
What is the value of replicating other studies?
Park, Caroline L.
In response to a question on the value of replication
in social science research, the author undertook
a search of the literature for expert advise
on the value of such an activity. Using the information
gleaned and the personal experience
of attempting to replicate the research of a colleague,
the conclusion was drawn that replication
has great value but little ‘real life’
application in the true sense. The activity itself,
regardless of the degree of precision of the replication,
can have great merit in extending understanding
about a method or a concept.
2004-01-01T00:00:00Z
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Relationships between exercise regulations and motivational consequences in university students
https://auspace.athabascau.ca/handle/2149/1287
Relationships between exercise regulations and motivational consequences in university students
Wilson, Philip M.; Rodgers, Wendy M.; Fraser, Shawn N.; Murray, Terra C.
2004-03-01T00:00:00Z
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The relationship between commitment and exercise behavior
https://auspace.athabascau.ca/handle/2149/1286
The relationship between commitment and exercise behavior
Wilson, Philip M.; Rodgers, Wendy M.; Carpenter, Paul J.; Hall, Craig; Hardy, James; Fraser, Shawn N.
Objectives: The purpose of this study was to examine the relationship between commitment and exercise
behavior using the Sport Commitment Model (SCM; J Sport & Exercise Psychology, 15, 1) as a guiding
conceptual framework.
Design: Cross-sectional survey.
Methods: Participants at two universities (N1 = 205; 83.4% female; N2 = 223; 73.1% female) provided
demographic information and completed measures of exercise commitment and frequency of exercise
behavior.
Results: Exploratory and confirmatory factor analyses supported the presence of 5 determinants (personal
investments, social support, satisfaction, social constraints, and invovlement alternatives) and 2 dimensions
(‘want’ and ‘have’) of commitment. Structural equation modeling analyses supported the predictive utility
of the SCM accounting for 31% and 51% of the commitment dimension variance and 12% of the exercise
behavior variance respectively. Satisfaction and personal investment predicted both commitment dimensions,
whereas alternatives and social constraints predicted ‘have to’ commitment only, and the ‘want to’
commitment dimension was the only significant predictor of exercise behavior.
Conclusion: These results render some support for the psychometric properties of the measures used to
assess commitment constructs in the exercise domain and provide partial support for the application of the
SCM to the study of exercise motivation issues.
2004-01-01T00:00:00Z
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The mediating role of self-efficacy on personal coping style in cardiac rehabilitation
https://auspace.athabascau.ca/handle/2149/1284
The mediating role of self-efficacy on personal coping style in cardiac rehabilitation
Rodgers, Wendy M.; Courneya, Kerry S.; Fraser, Shawn N.; Stokes, Helen C.; Daub, Bill; Dafoe, William A.
2006-05-01T00:00:00Z
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Sex differences in psychosocial predictors of depressive mood upon entry into a cardiac rehabilitation program
https://auspace.athabascau.ca/handle/2149/1283
Sex differences in psychosocial predictors of depressive mood upon entry into a cardiac rehabilitation program
Carlyle, L.; Fraser, Shawn N.; Rodgers, Wendy M.; Courneya, Kerry S.; Daub, Bill
2007-10-23T05:49:59Z
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Social network and support influences on perceived control for exercising 2, 4 or 6 days per week
https://auspace.athabascau.ca/handle/2149/1282
Social network and support influences on perceived control for exercising 2, 4 or 6 days per week
Fraser, Shawn N.; Murray, Terra C.; Rodgers, Wendy M.; Loitz, Christina
2007-11-01T00:00:00Z
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How does coping change with development? A review of childhood and adolescence sport coping research
https://auspace.athabascau.ca/handle/2149/1281
How does coping change with development? A review of childhood and adolescence sport coping research
Holt, Nicholas L.; Hoar, Sharleen; Fraser, Shawn N.
It is important to study how children and adolescents cope with stressors in sport because effective coping enhances sport
experiences and prevents psychological and physiological problems that can lead to sport withdrawal. The purpose of this
review was to summarize the existing child and adolescent coping research to establish how coping changes with
development in the achievement context of sport. We reviewed and summarized relevant coping research published from
1980 to 2004 using a ‘content analysis’ approach to identify consistencies and limitations in this literature. Four content
areas were examined: coping responses, gender differences, consistency of coping/coping style, and coping effectiveness.
Ways in which coping changes with development from childhood to adolescence were examined within each of these content
areas. Fundamental future research questions and implications for research design are presented.
2005-03-01T00:00:00Z
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Examining the Role of Social Support and Group Cohesion in Exercise Compliance
https://auspace.athabascau.ca/handle/2149/1280
Examining the Role of Social Support and Group Cohesion in Exercise Compliance
Fraser, Shawn N.; Spink, Kevin S.
The present study sought to examine the role of social support and group
cohesion in the compliance behavior of females required to exercise for healthrelated
reasons. Compliance behavior was assessed as attendance and dropout
behavior.Participants(ND49) drawn from a clinical exercise group completed
questionnaires to assess cohesion and social support. Discriminant function
analyses were able to discriminate between high and low attenders as well
as between dropouts and graduates. Participants reporting high scores on the
support provision of reliable alliance and the cohesion factor of ATG-Task,
along with low scores on the social support provision of guidance, were more
likely to attend a higher proportion of classes. For dropouts, participants with
higher scores on the support provision of reliable alliance were less likely to
drop out. As a secondary objective, it was found that cohesion and social
support variables both contributed to the successful prediction of attendance.
2002-01-01T00:00:00Z
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The enduring impact of social factors on exercise tolerance in men attending cardiac rehabilitation
https://auspace.athabascau.ca/handle/2149/1279
The enduring impact of social factors on exercise tolerance in men attending cardiac rehabilitation
Fraser, Shawn N.; Rodgers, Wendy M.; Murray, Terra C.; Daub, Bill
2007-01-01T00:00:00Z
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The relationship between exercise motives and physical self-esteem in female exercise participants: An application of Self-Determination Theory
https://auspace.athabascau.ca/handle/2149/1278
The relationship between exercise motives and physical self-esteem in female exercise participants: An application of Self-Determination Theory
Wilson, Philip M.; Rodgers, Wendy M.; Fraser, Shawn N.
2001-01-01T00:00:00Z
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Examining the antecedents and consequences of commitment in a lifestyle exercise context
https://auspace.athabascau.ca/handle/2149/1276
Examining the antecedents and consequences of commitment in a lifestyle exercise context
Wilson, Philip M.; Rodgers, Wendy M.; Fraser, Shawn N.
2001-01-01T00:00:00Z
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The effects of implementation intentions on exercise self-efficacy and behavior
https://auspace.athabascau.ca/handle/2149/1275
The effects of implementation intentions on exercise self-efficacy and behavior
Murray, Terra C.; Rodgers, Wendy M.; Fraser, Shawn N.
2007-10-23T05:04:30Z
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Does participation in cardiac rehabilitation affect health outcomes and health care utilization and costs?
https://auspace.athabascau.ca/handle/2149/1274
Does participation in cardiac rehabilitation affect health outcomes and health care utilization and costs?
Daub, Bill; Fraser, Shawn N.; Kaul, Padma; Black, William; Norris, Colleen
Exercise based cardiac rehabilitation (CR) programs have been shown to be efficacious in
the reduction of recurrent cardiovascular events and increased physical and psychological
function. However, in North America only about 10-40% of eligible CVD patients are
referred to CR. One reason for poor CR referral may be a lack of information on the costs
and health care utilization associated with CR. Thus, the purpose of this project was to
explore differences in health care utilization and costs among patients who attended and
did not attend cardiac rehabilitation.
2007-10-23T04:59:33Z
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The Exercise Tolerance Test
https://auspace.athabascau.ca/handle/2149/1273
The Exercise Tolerance Test
Fraser, Shawn N.
2004-12-01T00:00:00Z
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Bringing a companion to cardiac rehabilitation: Who does and does it influence program attendance?
https://auspace.athabascau.ca/handle/2149/1272
Bringing a companion to cardiac rehabilitation: Who does and does it influence program attendance?
Payette, Heather; Fraser, Shawn N.; Rodgers, Wendy M.; Daub, Bill
2007-10-01T00:00:00Z
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Pedometer ownership, motivation, and walking: Do people walk the talk?
https://auspace.athabascau.ca/handle/2149/1271
Pedometer ownership, motivation, and walking: Do people walk the talk?
Berry, Tanya R.; Fraser, Shawn N.; Spence, John C.; Bengoechea, Enrique Garcia
2007-01-01T00:00:00Z
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An experimental investigation of the relationship between catastrophizing and activity tolerance
https://auspace.athabascau.ca/handle/2149/1270
An experimental investigation of the relationship between catastrophizing and activity tolerance
Sullivan, Michael J.L.; Rodgers, Wendy M.; Wilson, Philip M.; Bell, Gordon J.; Murray, Terra C.; Fraser, Shawn N.
The present study examined the value of a measure of catastrophizing as a predictor of activity intolerance in response to delayed onset
muscle soreness (DOMS). A sample of 50 (17 men, 33 women) sedentary undergraduates participated in an exercise protocol designed to
induce muscle soreness and were asked to return 2 days later to perform the same physical maneuvres. Participants performed five strength
exercises that emphasized the eccentric component of the muscle contraction in order to induce DOMS. Dependent variables of interest were
the proportion reduction in total weight lifted, and the number of repetitions. Analyses revealed that catastrophizing, assessed prior to the first
exercise bout, was significantly correlated with negative mood, pain and with reduction in weight lifted. Regression analyses revealed that
catastrophizing predicted reductions in weight lifted even after controlling for pain and negative mood. These findings extend previous
research in demonstrating that catastrophizing is associated with objective indices of activity intolerance associated with pain. Implications
of these findings for understanding pain-related disability are addressed.
2002-01-01T00:00:00Z
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Leisure-Time Physical Activity (LTPA) among Adults in Alberta, 2000–2005
https://auspace.athabascau.ca/handle/2149/1269
Leisure-Time Physical Activity (LTPA) among Adults in Alberta, 2000–2005
Bengoechea, Enrique Garcia; Spence, John C.; Fraser, Shawn N.
2005-06-01T00:00:00Z
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Cross-validation of the revised motivation for physical activity measure in active women
https://auspace.athabascau.ca/handle/2149/1268
Cross-validation of the revised motivation for physical activity measure in active women
Wilson, Philip M.; Rodgers, Wendy M.; Fraser, Shawn N.
2002-01-01T00:00:00Z
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Examining the psychometric properties of the Behavioral Regulation in Exercise Questionnaire
https://auspace.athabascau.ca/handle/2149/1267
Examining the psychometric properties of the Behavioral Regulation in Exercise Questionnaire
Wilson, Philip M.; Rodgers, Wendy M.; Fraser, Shawn N.
The purpose of this study was to examine select psychometric properties of the Behavioral
Regulation in Exercise Questionnaire (BREQ; Mullen, Markland, &
Ingledew, 1997). To accomplish this aim, data were gathered in 2 phases to evaluate
the BREQ’s factorial composition and structure and the relation between the BREQ,
need satisfaction, exercise behavior, and relevant motivational constructs. Participants
completed measures assessing psychological need satisfaction, optimism, perceived
behavioral control, exercise behavior, and the BREQ. Phase 1 results supported
the original 4-factor measurement model and a simplex model of structural
relations between latentBREQconstructs suggested within self-determination theory
(Deci & Ryan, 1985), and results supported the positive relations between more
self-determined motives and greater psychological need satisfaction and frequent exercise
behavior. Phase 2 results provided further construct validity evidence for the
BREQ by linking subscale scores with greater perceived behavioral control in a manner
consistent with theory (Deci & Ryan, 1985). Collectively, these results further
support the construct validity of the BREQ and lend credence to the notion of measuring
exercise motivation from a multidimensional perspective using self-determination
theory as a guiding framework in the exercise domain.
2002-01-01T00:00:00Z
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Is the theory of planned behavior a useful framework for understanding exercise behavior during phase II cardiac rehabilitation?
https://auspace.athabascau.ca/handle/2149/1266
Is the theory of planned behavior a useful framework for understanding exercise behavior during phase II cardiac rehabilitation?
Blanchard, Chris M.; Courneya, Kerry S.; Rodgers, Wendy M.; Fraser, Shawn N.; Murray, Terra C.; Daub, Bill; Black, William
2003-01-01T00:00:00Z
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2005 Alberta Survey on Physical Activity: A Concise Report
https://auspace.athabascau.ca/handle/2149/1265
2005 Alberta Survey on Physical Activity: A Concise Report
Bengoechea, Enrique Garcia; Spence, John C.; Fraser, Shawn N.
2005-01-01T00:00:00Z
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Graduate Students’ Perceptions of the Practice of Posting Scholarly Work to an Online Class Forum: Balancing the Rhetorical Triangle
https://auspace.athabascau.ca/handle/2149/1247
Graduate Students’ Perceptions of the Practice of Posting Scholarly Work to an Online Class Forum: Balancing the Rhetorical Triangle
Park, Caroline L.
In both healthcare and education, basing one’s practice upon research evidence, has become
very important. This paper presents the findings from a descriptive analysis of graduate students’
perceptions of the practice of posting their scholarly work to a class discussion forum, where it can
be read by their peers. The resulting themes are described and discussed in relation to the balance
of a model of rhetorical stance or a rhetorical triangle. This will be of interest to instructors
facilitating courses with online capacity.
2005-01-01T00:00:00Z
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Clinical teaching in mental health nursing.
https://auspace.athabascau.ca/handle/2149/1383
Clinical teaching in mental health nursing.
Melrose, Sherri; Shapiro, Bonnie
1996-01-01T00:00:00Z