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Our intention is to contribute to the development of Canadian Nursing and Medical Education (NursMed) and efforts to redress deepening, intersecting health and social inequities. This paper addresses the following two research questions: (1) What are the ways in which Decolonial, Intersectional Pedagogies can inform Canadian NursMed Education with a focus on critically examining settler‐colonialism, health equity, and social justice? (2) What are the potential struggles and adaptations required to integrate Decolonial, Intersectional Pedagogies within Canadian NursMed Education in service of redressing intersecting health and social inequities? Briefly, Decolonial, Intersectional Pedagogies are philosophies of learning that encourage teachers and students to reflect on health through the lenses of settler‐colonialism, health equity, and social justice. Drawing on critical ethnographic research methods, we conducted in‐depth interviews with 25 faculty members and engaged in participant observation of classrooms in university‐based Canadian NursMed Education. The research findings are organized into three major themes, beginning with common institutional features influencing pedagogical approaches. The next set of findings addresses the complex strategies participants apply to integrate Decolonial, Intersectional Pedagogies. Lastly, the findings illustrate the emotional and spiritual toll some faculty members face when attempting to deliver Decolonial, Intersectional Pedagogies. We conclude that through the application of Decolonial, Intersectional Pedagogies teachers and students can support movements towards health equity, social justice, and unlearning/undoing settler‐colonialism. This study contributes new knowledge to stimulate dialog and action regarding the role of health professions education, specifically Nursing and Medicine as an upstream determinant of health in settler‐colonial nations such as Canada, United States, Australia, and New Zealand. [ABSTRACT FROM AUTHOR]

Background: Guidance during inquiry learning plays an important role in developing conceptual understanding and inquiry skills. This study analysed learner‐tutor interactions in a simulation‐assisted learning environment to investigate how tutor guidance enabled knowledge construction and fostered epistemic practice. Objectives: This research aimed to illuminate challenges learners encounter in the inquiry process and forms of guidance that support learning in both conceptual and epistemic aspects. Methods: This study uses a mixed methods approach. We analysed video recordings in which nine participants asked 72 questions and the microsequences of interactions immediately surrounding and including each question. We coded properties of each question and whether the tutors' utterances were intended to increase (upregulate) or decrease (downregulate) the complexity of the inquiry processes, and used a two‐step cluster analysis to explore groupings emerged from tutors' regulation guidance and learners' questions. Results and Conclusions: The regulatory intent of tutors' utterances depended on various characteristics of student questions. The microsequences clustered in five categories: 1) upregulated investigation and inference, 2) upregulated evidence‐based justification, 3) downregulated cognitive load, 4) downregulated procedural uncertainties, and 5) downregulated perceptual dissonance. Our findings suggest tutors offering guiding prompts should consider dual processes in the inquiry and, by strategically prompting them, strike a balance between the goals of guiding learners to discover scientific knowledge and grounding their conceptual understanding in concepts, data, and procedures. Implications: We emphasize conceptual and epistemic learning should be concurrently guided in scientific inquiry. We propose a bidirectional guidance model as a pedagogical approach to guide instructional practice. Lay Description: What is currently known about the subject matter: Rapid technological change urges schools to equip students with research and inquiry skills.Computer simulations provide an information‐rich environment for inquiry‐based learning.Guidance in inquiry learning is important for knowledge acquisition and the development of inquiry skills. What this paper adds: We illuminated challenges learners encounter in the inquiry learning process.We analysed forms of guidance that support learning in both conceptual and epistemic aspects.We identified dual processes involved in the inquiry process that have important implications.We proposed a bidirectional model for adaptive guidance in scientific inquiry. Implications of study findings for practitioners: Adaptive guidance facilitates conceptual and epistemic understanding by stimulating curiosity and reducing uncertainty in the inquiry process.Conceptual and epistemic learning need to be concurrently guided in scientific inquiry. [ABSTRACT FROM AUTHOR]

Indigenous Peoples across Turtle Island (North America) experience ongoing health disparities tied to the effects of colonization and persistent racism toward Indigenous Peoples. Educating future clinicians to develop a critical consciousness is an important way to work toward cultural safety and improve the health care experiences of Indigenous patients. The present study evaluated the ability of the KAIROS Blanket Exercise (KBE) to foster critical consciousness. Two hundred thirteen medical students at the University of Toronto participated in the KBE. Subsequently, 174 students completed a paper evaluation, designed to capture concepts of cultural safety and critical consciousness. Data were analyzed using quantitative and qualitative methods to identify shifts in perspectives. The majority of students reported the exercise altered the way they viewed those from backgrounds different from their own, and comments regarding bias, power and privilege were highlighted throughout the responses. Engaging in critical reflection through dialogue and revealing the complex sociopolitical context of Indigenous Peoples' history were emphasized as central to this transformation. Following participation in the KBE, medical students demonstrated a shift in their perspectives. This suggests that creating curricular space for critical pedagogy may be effective in fostering critical consciousness, ultimately encouraging reflexive practice and social action. [ABSTRACT FROM AUTHOR]

Accessible summary: What is known on the subject?: Compared to the general population, people with mental illness die several years prematurely. The prevalence of chronic physical illnesses such as diabetes and cardiovascular disease is higher in people with mental health illnesses, putting them at increased risk of developing skin wounds.The majority of the studies on wound care education and management were carried out in acute care and long‐term care settings. A very few addressed the wound care needs for psychiatric patients and the educational needs of nurses in the mental health setting. What the paper adds to existing knowledge?: This study adds to the existing evidence by offering an evidence‐based solution to equip Psychiatric and Mental Health Nurses (PMHNs) with the necessary knowledge and skills to provide high‐quality wound care to patients.When a lack of wound care competency has been identified, it may be worth the effort to provide education and training to psychiatric nurses on wound care management. What are the implications for practice?: This project has the potential benefit of healthcare cost savings, which can be further investigated in a future study, for instance, a pilot randomized controlled trial to estimate the parameters for a full‐trial and cost‐effectiveness study.Future mental health nursing practice and research need to focus on finding solutions to help support PMHNs improve their competence in caring for physical illnesses. Introduction: People with mental illnesses are at increased risk of developing skin wounds. A very few studies addressed the wound care needs for psychiatric patients and the educational needs for psychiatric and mental health nurses (PMHNs). Aim: A wound care education—feasibility and quality improvement project—was implemented to improve wound care competence among nurses on the Seniors' Mental Health Units at a psychiatric hospital. Methods: A total of 36 nurses participated in wound care knowledge education and completed both the pretest and post‐test. Four nurses participated in wound care skills training. Results: The post‐intervention mean score increase for wound care knowledge was 5.14 (178%) and for skills was 7(75.7%). The results were statistically significant (p <.001). Discussion: This study adds to the existing evidence by offering an evidence‐based solution to equip PMHNs with the necessary knowledge and skills to provide high‐quality wound care to patients. Implications for Practice and Research: Future mental health nursing practice and research need to focus on finding evidence‐based practical solutions to help support PMHNs improve their ability to care for physical illnesses. A future pilot randomized controlled trial will be needed to estimate the parameters for a full‐trial and cost‐effectiveness study. [ABSTRACT FROM AUTHOR]

For children and their families who have experienced success in middle years mental health interventions, adolescence represents a developmental period when additional challenges can emerge and potentially threaten positive gains. For youth who have a history of disruptive behaviors, addressing risks and balancing interventions with a focus on skill development, leadership, and resiliency can serve to support these youth in reaching their potential. This paper will present the development of the Canadian SNAP-Boys Youth Leadership Services, a continuing-care component for youth who have had previous involvement in children's mental health services, designed to enhance protective factors or developmental assets. This exploratory qualitative study was conducted in 2017 and examined 12 youths' perspectives on what they have gained from participation in the program, and why they consider this program to be of value. We used thematic analysis to analyse interview transcripts. We identified themes of motivation, "second home", and personal growth. What youth value and their investment in the program can be linked to key positive youth development components of a skills focus, explicit leadership and employment opportunities, program structure, supportive relationships and a sense that they matter. Implications for practice, research, and policy are shared. [ABSTRACT FROM AUTHOR]

The paper contributes to the literature on black students and racial disparities in high school completion in Canada and makes original use of the 2006 Census to analyze the educational attainment of 18- to 19-year-olds in Ontario and Quebec. Results of a logistic regression indicate that in both provinces, black/white disparities in graduation rates disappear when income, family structure, language, gender, and place of residence are taken into account. Higher rates of socioeconomic disadvantage among black children pose challenges for high school completion. These findings do not imply that racism has no impact; indeed, the paper concludes that high school completion may not be the outcome most suitable for evaluating the effects of racism on educational attainment. Future studies should examine the causes of racial disparities in intermediate outcomes of school success (i.e., grades, special education placement, academic tracking, and disciplinary sanctions), and their effects on the graduation rates and postsecondary pathways of black students. [ABSTRACT FROM AUTHOR]

Background: HPV vaccine has been described as a very efficacious and safe vaccine, making it highly acceptable for the prevention of potential cervical cancer. However, rejection of vaccine use is on the rise. This paper aims to showcase the benefit of educational intervention as an avenue to increase the rate of vaccination among the high-risk population. Hypothesis: Parental education on HPV vaccine will improve the rate of vaccination acceptance. Methods: Databases including PubMed, Google Scholar, Science-Direct and Web of Science were searched for studies pertaining to the effects of educational intervention on HPV vaccine receipt. Results: A total of 11 articles were included in this review. Eight studies targeted high-risk minors of recommended ages for the HPV vaccine. The parents of these minors were then assessed pre- and post-intervention to study the effect of educational intervention on intent to vaccinate against HPV. Three studies focused on the effect of educational intervention targeted to adolescents and young adults ages 18-22 on intent to vaccinate against HPV. Results compared the intent to vaccinate in groups exposed to the educational intervention versus groups without intervention. Percentage increase in the intent to vaccinate was reported for all groups exposed to educational intervention versus groups without intervention. Conclusion: The increase in the percentage of participants with intent to vaccinate reflects the importance of individual knowledge. Future studies should focus on methods that improve dialogue and acceptance with groups of different ethnicity and cultures. [ABSTRACT FROM AUTHOR]

Objective: To examine the impact and cost associated with mental illness. Methods: A rapid review of the literature from Australia, New Zealand, UK and Canada was undertaken. The review included literature pertaining to the cost-of-illness and impact of mental illness as well as any modelling studies. Included studies were categorised according to impact on education, labour force engagement, earlier retirement or welfare dependency. The well-accepted Drummond 10-point economic appraisal checklist was used to assess the quality of the studies. Results: A total of 45 methodologically diverse studies were included. The studies highlight the significant burden mental illness places on all facets of society, including individuals, families, workplaces and the wider economy. Mental illness results in a greater chance of leaving school early, a lower probability of gaining full-time employment and a reduced quality of life. Research from Canada suggests that the total economic costs associated with mental illness will increase six-fold over the next 30 years with costs likely to exceed A$2.8 trillion (based on 2015 Australian dollars). Conclusions: Mental illness is associated with a high economic burden. Further research is required to develop a better understanding of the trajectory and burden of mental illness so that resources can be directed towards cost-effective interventions. What is known about the topic?: Although mental illness continues to be one of the leading contributors to the burden of disease, there is limited information on the economic impact that mental illness imposes on individuals, families, workplaces and the wider economy. What does this paper add?: This review provides a summary of the economic impact and cost of mental illness. The included literature highlights the significant burden mental illness places on individuals, families, workplaces, society and the economy in general. The review identified several areas for improvement. For example, only limited information is available on the impact of attention deficit hyperactivity disorder, anxiety, cognitive function, conduct disorder, eating disorder and psychological distress. There was also a dearth of evidence on the intangible elements of pain and suffering of people and their families with depressive disorders. More research is required to better understand the full extent of the impact of mental illness and strategies that may be implemented to minimise this harm. What are the implications for practitioners?: Knowing the current and future impact of mental illness highlights the imperative to develop an effective policy response. [ABSTRACT FROM AUTHOR]

Contact!Unload , a research-based theatre production, portrays veterans experiencing mental health challenges and overcoming them through therapeutic enactment. It was performed eight times by veteran performers in 2017 for audiences in two Canadian cities comprised of civilians and military-connected personnel and their families (n = 525). Drawing upon qualitative and quantitative data sources, this paper evaluates the immediate and longer-term impacts of Contact!Unload as a knowledge translation intervention for audience members. Our findings suggest that the performance: 1) improved knowledge of mental health concerns and symptoms that some veterans experience when transitioning to civilian life, 2) increased knowledge of the need for mental health supports and care for veterans, 3) sustained impacts on awareness and knowledge six months after the play and 4) sparked dialogue and actions after the show for some audience members. Moreover, theatre was seen as a powerful medium to engage audience members both cognitively and affectively in the topic. Research-based theatre has significant potential as a knowledge translation intervention for mental health topics. The work also points to the untapped potential of using RbT to engage audience members in a mental health literacy intervention. Future work is needed to study how to effectively combine research-based theatre with intervention design frameworks and other mental health literacy interventions. • Research-based theatre (RbT) is an effective method for knowledge translation. • The embodied experience of theatre bolsters empathy and receptivity to learning. • Short and longer-term cognitive and affective impacts for audiences were achieved. • RbT can also shift social responses to and professional practices in mental health. • RbT holds untapped potential as a mental health literacy intervention. [ABSTRACT FROM AUTHOR]