My main area of research relates to educational technology in clinical practice. The work of our Technology Enhanced Health Practice Education Research Team can be found on the CNHS website at: http://cnhs.athabascau.ca/research/enhanced/<br> Graduate students with an interest in studying mobile technology, simulation or Internet applications are encouraged to contact me at: clpark@athabascau.ca <br> <br>Melrose, S., Park, C. &amp; Perry, B. (2013). Teaching health professionals online: Frameworks and Strategies. AU Press: Athabasca, AB, Canada. Download your free PDF at http://www.aupress.ca/index.php/books/120234<br><br> <U>Mobile Learning</U> <br> Kenny, R.F., Van Neste-Kenny, J.M.C., Burton, P.A. Park, C.L. &amp; Qayyum, A. (2012). Using self-efficacy to assess the readiness of nursing educators and students for mobile learning. International Review of Research in Open and Distance Learning, 13(3). <br> <br> Lamarche, K. &amp; Park, C.L. (2012). Nurse practitioner students’ views on the value of digital assistants in clinical practice. <I>Canadian Journal of Nursing Informatics (CJNI)</I>, 7(1).<br> <br> Park, C., Van Neste-Kenny, J., Burton, P. &amp; Kenny, R. (2010). A Model of Mobile Faculty Presence in Nursing Education Practice. <I>Canadian Journal of Nursing Informatics (CJNI)</I>, 5(3). http://cnia.ca/journal/Summer2010/Park.pdf <br><br> Kenny, R.F., Park, C.L., Van Neste-Kenny, J.M.C., &amp; Burton, P.A. (2010). Mobile self-efficacy in Canadian nursing education programs .In M. Montebello, V. Camilleri and A. Dingli (Eds.), Proceedings of mLearn 2010, the 9th World Conference on Mobile Learning, Valletta, Malta.<br><br> Kenny, R.F., Park, C. L., Van Neste-Kenny, J.M.C., Burton, P.A. &amp; Meiers, J. (2009). Using Mobile Learning to Enhance the Quality of Nursing Practice Education. In M. Ally (Ed.), <I>Empowering Learners and Educators with Mobile Learning</I>. Athabasca, AB: Athabasca University Press.<br><br> Kenny, R.F., Park, C. L., Van Neste-Kenny, J.M.C., Burton, P.A.(2009). Exploring the potential of mobile learning in nursing practice education,<i>Journal of Distance Education </i>,23, 6, 75-96. <br><br> <U>Community of Inquiry Research</U><br> Kier, C., Park, C.L. &amp; Jugdev, K. (2013). Breaking the rules: A reflective processurial analysis of multidisciplinary academic collaboration. Transformative Dialogues, 6(3).<br> <br> Vandall-Walker, V., Park, C. L., &amp; Munich, K. (2012). Outcomes of Formal Online Debating in Graduate Nursing Education. International Journal of Nursing Education Scholarship, 9 (1): 1-14 (journal article) ISSN: 1548-923X br br Park, C. L., Kier, C., &amp; Jugdev, K. (2011). <I>Debate as a Teaching Strategy in Online Education: A Case Study</I>. Canadian Journal of Learning and Technology, 37, 3.<br> <br> Park, C. L., Kier, C., &amp; Jugdev, K. (2011). Debate as a Teaching Strategy in Online Education: A Case Study. Canadian Journal of Learning and Technology, 37(3).<br> <br> Park, C. L., Crocker, C., Springate, J., Nussey, J. &amp; Hutchings, D. (2010). Evaluation of a teaching tool – wiki- in online graduate education. <i>Journal of Information Science Education,21, 3, 313-322.</i><br><br> Park, C. L. (2009). Replicating the Use of a Cognitive Presence Measurement Tool. <I>Journal of Interactive Online Learning, 8</I>(2).<br><br> Park, C. L. (2005). Graduate Students' Perceptions of the Practice of Posting Scholarly Work to an Online Class Forum: Balancing the Rhetorical Triangle.<I>International Journal of Nursing Education Scholarship, 2</I>(1): Art 19.<br><br> Park, C. L. (2004). What is the value of replicating the studies of others? <I>Evaluation Research,13</I>, 3: 189-195.<br><br> <U>Attrition Research</U><br> Park, C. L., Perry, B. and Edwards, M. (2011). Minimizing attrition: Strategies for assisting students who are at risk for withdrawal.<I> Innovations in Education and Teaching International,48</I>,1, 37-47..<br><br> Park, C. L., Boman, J., Care, W. D., Edwards, M. &amp; Perry, B. (2008-2009). Persistence and attrition: What is being measured? <I>Journal of College Student Retention: Research Theory &amp; Practice, 10</I>(2), 223-234.<br><br> Perry, B., Boman, J., Care, D., Edwards, M. &amp; Park, C.L. (2008). Why do students withdraw from online nursing and health studies education? <I>Journal of Online Education, 5</I> (1), 1-17.<br><br> <U>Multidisciplinary Research</U> <br> Park, C. L. (2008). The right circumstances for multidisciplinary research. In P. Liamputtong &amp; J. Rumbold (Eds.), <I>Knowing differently: An introduction to art-based and experimental research methods,</I> Hauppauge, NY: Nova Sciences Publishers.<br><br> Austin, W., Park, C. L., &amp; Goble, E. (2008). From interdisciplinary to transdisciplinary research. <I>Qualitative Health Research,18</I>(4):57-564.<br><br> <U>Miscellaneous</U> <br> Park, C. &amp; Hughes, L. (1997). New nursing graduates: A key factor in nursing supply. <I>Canadian Journal of Nursing Administration,10</I>(1).<br><br> Park, C. (1990). The child's right to care-by-parent. <I>Through the Looking Glass: Children and Health Promotion.</I> Canadian Public Health Association, Ottawa, Canada.<br><br> Morse, J. M. &amp; Park, C. (1988). Home Births and Hospital Deliveries: A Comparison of the Perceived Painfulness of Parturition. <I>Research in Nursing and Health, 11</I>, 175-181.<br><br> Morse, J. M. &amp; Park, C. (1988). Differences in cultural expectations of the perceived painfulness of parturition. In K. Michaelson (Ed.), <I>Culture of Childbirth in America.</I> S. Hadley, MA.: Bergin &amp; Garvey.<br><br> Dowie, S. &amp; Park, C. (1988). Relating nursing theory to students' life experiences. <I>Nurse Education Today,1</I>, 9-15.<br><br> Park, C. (1983).Job dissatisfaction spurs nursing shortage. <I> Dimensions in Health Service, 60</I>(1), 10-11.<br><br> Park, C. (1982).Clinical instructor observation tool. <I>Nursing Papers</I>, 14(3), 7-16.

Recent Submissions



AU logo
Athabasca University Library & Scholarly Resources
Phone: (800) 788-9041 ext 6254 | Email: library@athabascau.ca
Fax: (780) 675-6477 | Hours: Monday-Friday 8:30am - 4:30pm (MT) | Privacy
Focused on the future of learning.