Canada

University of Victoria and College Partners BSN Virtual Conference

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ECAI2020 featured a full programme of technical papers, as well as many AI-related events of interest for researchers, students and all attendants who are interested on contemporary AI, including:




**An extensive programme of workshops, tutorials, and invited speakers**

**The Prestigious Applications of Intelligent Systems conference (PAIS)**

**The Frontiers in AI track sessions**

**The Lab To Market event**

**The Women in AI time**

**The EU Challenges forum**

… and many more!

ECAI 2020

ECAI 2020 featured a full programme of technical papers, as well as many AI-related events of interest for researchers, students and all attendants who are interested on contemporary AI.

technical paper

We are inviting nursing administrators, faculty members, instructors, and students to attend this conference, which will feature current directions and priorities for the Uvic and College Partners BSN curriculum, and feature scholarship from throughout our partnership.


The conference will serve as a venue for professional development, scholarship, networking with colleagues.

### Situating Ourselves in Nursing Education: Exploring Emerging Directions
### 

The conference website will open on June 21st, after which time you will receive an email invitation from Underline Science that will allow you to access the website. 

## **Register Here**
Registration is required to attend this event, please use the link below to get your ticket:

https://events.eply.com/2022partnersconference

Registration Is Required

(#1)
Title: WORKING PROFESSIONALISM: NURSING IN WESTERN CANADA, 1958-1977
Abstract: Changes in women’s relationship to caring labour, and changes in societal attitudes towards women as nurses during the period when they became union members and aspiring professionals, are revealed in thirty-seven oral history interviews with women who became nurses between 1958, a pivotal time in the development of the publicly funded health care system, and 1977, when the last residential school of nursing closed in Calgary. This study challenges the historiography that suggests that programs of nursing in the 1960s and early 1970s were sites of unusual social regulation, and that nursing was a career choice that women made because of a lack of other more challenging or rewarding alternatives. 
This study also challenges assumptions that women in nursing were unaffected by the feminist movements of the 1960s and 1970s and instead passively accepted a position of gendered subservience at home and in the workplace. Instead, I argue that nurses skilfully balanced work and other social responsibilities, primarily domestic caregiving, and also were active in unionization and professionalization in advance of other Canadian women workers. The ability of nurses to maintain a prominent position in health care, to advocate for the conditions needed to provide the best nursing care possible, while also fighting for improved working conditions and higher professional status is an impressive story of how women in these decades used gender, and class, as tools to enact social change. 

(#2)
Title: Regulating Women and Students (#2 submission)

"You were pretty well controlled, and they really could get rid of you if they wanted to without much recourse [at the nursing school residence]. You didn’t fight that sort of thing in those days. 
Gail, graduate of Vancouver General Hospital School of Nursing, 1972 "


The Director of Nurses and the School Committee ruled the residence and could “at any time terminate the connection of the student with the School for any of the following reasons: inefficiency, failure in examinations, physical or mental unfitness, conduct detrimental to the standards of the School, or failure to demonstrate qualification necessary for a career in nursing.” 

In 1974, the parents of prospective students at the Holy Cross School of Nursing in Calgary received letters of provisional acceptance, which told them that although their daughter had met entrance requirements, “a few words of explanation regarding some of our policies will be of interest and help to you [the parent].” These “few words” let parents know that there was a 30 to 40 per cent attrition rate for students in the first year of the program. There were many reasons for this, but a significant one. had to do with a student’s conformity or resistance to the shifting but constantly enforced “rules” of moral regulation that shaped, directed and controlled all aspects of a student’s life. 



Working Professionalism (1) Regulating Women and Students

The University of Victoria and College Partners are refreshing the current BSN curriculum. Key priorities have been established, and ecoliteracy has been identified as a key priority for curricular development. The established priority has materialised, partly, in response to direction from the Canadian Association of Schools of Nursing (CASN), who stress the importance of building competencies for baccalaureate students that will enhance knowledge of climate change. Of note, CASN views the importance for BSN students to describe climate change science, emerging driving factors of climate change, and sustainable efforts to reduce the impact of climate change as foundational understandings to guide future nursing practice. For example, according to prediction, intrinsic knowledge of the relationship between climate change and vector-borne diseases will underpin nursing practice in many settings and contexts. How will it be possible to integrate into the curriculum the critical knowledge associated with health impacts that are associated with climate change?

Ecoliteracy: Building Climate Change Competencies for BSN Students

Purpose: Nursing identity matters. Our professional identity shapes what we believe about ourselves, what we expect from our work, and how we react when our identity is not matched by our practice environment. Nursing identity also impacts whether we stay in our jobs. With a projected shortage of up to 18 million nurses globally by 2030 (ICN 2021; WHO, 2020), it is increasingly clear that the nursing profession faces a crisis not only of numbers but of a reckoning with who we are and the work we do. Nursing research has consistently demonstrated that nurse identity starts to develop early in education and that it represents a cornerstone to understanding nursing recruitment, retention, and leadership (Maginnis, 2018; van der Cingel & Brouwer, 2020). In Canada, close to 50% of new nurses leave nursing within the first two years of practice (Sandler, 2018). Therefore, professional identity is one useful construct to examine as we consider all avenues to recruit and retain nurses. Methods: In this presentation, two preliminary literature reviews examining nursing professional identity are presented. The reviews illuminate how professional identity is constructed and identifies opportunities for nursing curriculums and educators to positively disrupt status quo identity formation. Post-structural feminism creates the theoretical framework of the study. Post-structural feminism offers a unique lens to critically examine professional identity construction in nursing education by examining the ways in which dominant hegemonic discourses shape governing forces (Davies & Gagnon, 2010). Learning goals: First, results hold the potential to mitigate recruitment and attrition trends by enabling nurse educators, scholars, and leaders to better support nursing students and advance nursing education in a way that aligns with current practice environments. Second, results will inform educational transformations that will promote the development of professional identities that transcend traditional point-of-care nursing practice and advance nursing leadership.

Professional Identity in Nursing: Constructions of the Student and Novice Nurse

Nursing scholarship in a technological age: collegiate recognition of community preceptor champions generated through student autonomy

Schools of nursing and health authorities both have a vested interest in strengthening and supporting the nursing preceptor community. Prepared and competent preceptors lead to successful student practicums, promoting retention and work satisfaction for the nursing profession. This presentation showcases a community initiative which partnered year three Bachelor of Science in Nursing students with the local health authority to collaboratively strengthen preceptorship. A multimedia approach was developed, necessitating the students to broaden their capabilities and think unconventionally. The students filmed a promotional video montage of influential preceptor champion interviews focused on expressing the benefits of preceptorship and normalizing the challenges. This video has since been circulated throughout the health authority on social media channels, offering an avenue to connect the preceptor community in an alternative method when in-person teaching is limited. This initiative would not have been successful without the instructor’s ability to step back and trust the students’ creativity and encourage independence, providing an environment of autonomous student practice akin to that of the real-world environment. This ultimately led to the creation of a successful initiative, strengthened partnerships between the health authority and the college, and increased the students’ self-confidence and ability to apply course concepts to practice. Learning goals of this presentation include viewing a trailer of this promotional video to gain appreciation of the benefits of developing and encouraging innovative approaches, recognition of the value of collaboration and identification of shared goals with the health authority, and to convey the importance of instructor-student relationships built on trust and autonomy.

Submitted by College of the Rockies BSN graduates:

Jade Campbell and Kyle Tremblay

Nursing scholarship in a technological age: collegiate recognition of community preceptor champions generated through student autonomy

Connection pedagogy is a pedagogical framework based in the theoretical underpinnings of a Caring Science Curriculum (Hills et al., 2021). This pedagogy can be employed as a concrete example of how the theoretical perspectives of Caring Science can be put into action in the learning environment. Connection pedagogy embraces the relationship between facilitator and learner focusing on egalitarian caring relationships and co-created knowledge building. As such, connection pedagogy pulls from social learning theories and constructivist learning theories to inform teaching and learning. We will discuss our pedagogies theoretical underpinnings, main concepts and their relationships, and possible evaluation methods congruent with the philosophy embedded in connection pedagogy.

Connection Pedagogy

In this presentation, I will highlight the Canada-wide research project that I initiated from the ground up, advertised as The Diversity Embracement Project: An Anti-Racism Initiative and recently published online, in partnership with the Canadian Nursing Students’ Association, Selkirk College, and The University of Victoria. This project aimed to further understand the patterns and levels of racism that nursing students have experienced or witnessed in nursing schools and their practice partner sites across Canada. Racism is evidently present in the Canadian multicultural society. Yet, racism in nursing remains under-investigated, and a gap in the literature was found concerning the experiences of Canadian undergraduate nursing students in different levels of racism - institutionalized, personally mediated, and internalized. Through qualitative short-narrative inquiry, 40 nursing student participants from undergraduate registered nursing, practical nursing, and psychiatric nursing programs across Canada have completed the survey to describe their experiences with racism. After the presentation, the attendees will be able to learn about (1) the gap found in the literature regarding the experiences of Canadian undergraduate nursing students in different levels of racism; (2) the research methodology (inquiry phase and action phase); (3) the three themes that emerged from this study –undergraduate nursing students experience different levels of racism in Canadian nursing schools, spot safety and educational development concerns, and are eager to fight racism in Canadian nursing schools; (4) my five recommendations to address racism in nursing curriculums across Canada; and lastly, (5) my Unresolved Racism in Nursing Theory: Divers’ Drowning Boat Tale.

Racism in Nursing Schools: Canadian Undergraduate Registered Nursing, Practical Nursing, and Psychiatric Nursing Students’ Perspectives

This presentation will focus upon recent student and faculty experience engaging in a qualitative research project regarding parent perspectives on their children’s routine growth monitoring. Megan will describe her student role joining a research team during a NURS 431 Nursing Practice VII: Engaging in Leadership practicum and then becoming an employed research assistant through the College Student Opportunities Fund. She will share about her initial intimidation felt towards research, how this experience deepened understanding of the research process and nursing scholarship, fostered an interest in research, and may prepare her for integrating research into her clinical practice and graduate study. Stephanie will describe a perceived value of having undergraduate nursing students join the interdisciplinary research team, specifically during the transcription and data analysis phase, experience being a Field Guide for the course, as well as some of the logistical considerations when inviting students to engage in a research project. Learning goals for the presentation include 1) sharing ideas on why it is important to encourage and provide opportunities for students to engage in research, 2) identifying factors that support and hinder student learning in research within a College setting, 3) envisioning a path for how engaging students in research may be achievable and beneficial, and 4) considering how applied research projects may relate to the scholarship of teaching and learning in nursing.

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