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The present study employed a quasi-experimental design to evaluate the effectiveness and acceptability of a 6-hr mandatory stress management and well-being program for preservice teachers. A program group of 157 preservice teachers (M[subscript age]= 22.46 years; 88% women) completed the program as well as baseline, post program, and follow-up measures. A comparison group of 63 preservice teachers (M[subscript age] = 23.50 years; 85% women) completed measures at similar time points but did not receive the program. All participants completed measures of stress, coping self-efficacy, anxiety, mindfulness, and well-being. The program group completed additional measures of well-being, affect, and program satisfaction. Findings revealed significant improvements in key indices of mental health and well-being for those in the program group relative to the comparison group and high ratings of program satisfaction. Discussion focuses on implications of present findings for mandatory inclusion of wellness curriculum in teacher preparation programs with instruction on enhancing their own "and "their students' well-being.

Enabling inclusive participation is an overarching goal of Occupational Therapy services in the school setting; however, evidence is scarce on practices addressing it. This study conducts an in-depth examination of actual Occupational Therapy practices with students with physical disabilities in mainstream schools and explores possible directions toward facilitation of successful participation. Eight Occupational Therapists representing different practice settings and regions of a large Canadian province were recruited, each providing two distinct charts of students with physical disabilities integrated in regular classrooms. Data extracted from charts was analyzed and coded based on the International Classification of Function, Disability, and Health. Chart-stimulated recall interviews were conducted with each therapist and analyzed thematically. Services focused predominantly on academic rather than social activities. Two overarching themes emerged describing the clinical reality including resources (e.g. time and teams) and the impact of occupational therapy (e.g. service delivery and promotion of the profession). Subthemes suggest expansion of practice scope and diversification of service delivery modalities as promising directions. Facilitation of fuller inclusion and participation of students with physical disabilities in the school setting by Occupational Therapy services may require additional resources including knowledge translation initiatives relating to collaboration and facilitation of social participation in schools.

Graduate students are increasingly expected to publish peer-reviewed scholarship during the course of their studies, yet predictable mentoring and education on academic publishing is not available to all graduate students. Although academic librarians are well positioned to offer such instruction, their efforts are not always informed by comprehensive investigations of what, and how, graduate students need to learn. This study used focus groups with graduate students and faculty mentors to explore strengths and gaps in current mentoring and learning practices, while also discovering and uncovering suggestions and opportunities for further development in education about scholarly publishing. Thematic analysis of the data revealed that current training and mentorship meet some, but not all, of students' needs and preferences. Future library instruction should employ a blended and compassionate approach to teaching about this complex topic, and this study offers a way forward as librarians-as-partners in scholarly communication.

This account summarises the findings from one component of a six-stage study conducted in multiple international sites. Following a series of interviews, a 10-month case study was conducted in a K-12 private school in western Canada. Initial interviews demonstrated how the school manifested shared leadership, clear pedagogical goals, student success, and strong community support. Members of the school agreed to have two university researchers conduct further interviews, observe school-wide, grade level and subject area meetings. Two school-based researchers collaborated to identify key members of the school community, flag salient planning and celebratory events, and participated in ongoing debriefing meetings with the university researchers. All four researchers engaged in data analysis and reporting. The research team identified four themes. First, the teacher work theme included positivity, shared expectations for professionalism, and rigour. Second, communication included unique internal and external communication strategies. Third, there was a learning culture that utilised unconventional information sources. A fourth theme was operational support. Results highlighted the holistic nature of teacher leadership and suggested that teacher leadership is a complex, sophisticated state of being. Results challenge school governance stereotypes and invite educators to work with a sense of vocation and mission.

The purpose of this study was to explore the experience and management of stress in science students and to evaluate concordance with faculty/staff members' appraisal of student stress. A survey was completed by 308 students and by 40 staff and faculty members. Students' stress levels were high but there were no differences based on demographic groups. Students' top stressors included workload, grades, career, time management, and anxiety. Faculty and staff members accurately estimated the level of undergraduate student stress but underestimated graduate student stress. They also demonstrated a good understanding of the role of specific academic stressors, but consistently overestimated the contribution of stress from other sources. Students described using a variety of different coping strategies, including social support, self-care, hobbies, and problem-solving.

This study explored the ways that work-integrated learning (WIL) influences the development of entrepreneurs. Seven alumni from Canada and the United Kingdom, who experienced differing forms of WIL during their degree, participated in qualitative in-depth interviews and provided rich pictures. A "rich picture" is a pictorial representation of a situation, including what happened, who was involved, how the participant perceived the situation. During the interviews, participants reflected on how WIL impacted their career and they created rich pictures to depict their perception of an entrepreneur and what influenced them to become an entrepreneur. Several important themes emerged and included seizing opportunities, thinking "outside the box," being resilient during difficult times, and the importance of networks. The influence of WIL was important for all participants and provided the framework of support that enabled the participants to manage difficult times and turn disruption into opportunity.

The present study examined the 2017 Times Higher Education annual rankings for Japanese institutions of higher learning. Based on the analytic model as mapped out previously using Canadian data, we offered a similar protocol for the top 100 institutions of higher education in Japan. Three analyses showed that: (a) overall rank correlated with individual index ranks for 9 of the 13 indices, (b) the schools appearing among the top institutions overall ranked significantly better on 8 of the 13 indices compared to schools appearing among the bottom institutions overall, and (c) schools were empirically grouped into four meaningful families or clusters whose constituent members shared a comparable profile of indices. We offer a juxtaposition of the present results to annual evaluations from Canada's institutions of higher learning. The wider implications include an international comparison of institutions of higher learning, a proposed analysis protocol that Japanese education administrations may further pursue, and a categorical breakdown of educational institutions in Japan. Directions for future research are outlined.

The world, influenced by 21st century technologies and ecological challenges, has rapidly changed with more ability to "connect" locally and globally and more opportunities to learn from a range of sources. As a result, our learners and their needs have changed. With such rapid changes, conceptions of educational leadership need to reflect these changes utilizing the complexities of the role in society. As a group of educators who work in a School District, Ministry of Education and University teacher education programs, we ask how educational leaders in school districts and teacher education programs can design spaces that engage everyone, recognize everyone's expertise and share responsibility for growth and development, and how in teacher education we can begin to move away from the hierarchical, industrialized model of management to one where everyone feels engaged, valued, and heard. In this paper, we draw on sustainable and distributed leadership ideas, termed by Wheatley (2010) as the "new sciences," informed by tenets from complexity theory. Using a case study approach and narrative insights, this paper elucidates how an ongoing Professional Learning Network (PLN) called Link-to-Practice (L2P) offers an alternative conception of educational leadership.

Previous research suggests that going unmatched in the competitive co-op job search process might have an emotional cost. This study examined the feasibility and efficacy of interventions for improving unmatched co-op students' emotional wellbeing. Participants (n = 74) were randomly assigned to one of three conditions: a positive psychology based writing task, a toolkit with materials and information about coping with stress, or a control condition. They completed a measure of emotional wellbeing before and after the intervention period (one week long). Controlling for pre-intervention emotional wellbeing, statistically significant gains in emotional wellbeing were reported only by those in the writing task condition. Administering positive interventions such as instructions to focus on "good things" may be particularly feasible and effective in the co-op context. Implications for co-op practitioners and future research are presented.

The response-to-intervention (RtI) model is widely used to support students with special educational needs and their teachers. However, little is known about how educational and health care professionals support the implementation of this model in specific contexts. The purpose of this study was to examine the perceptions of educational and health care professionals (n = 101) regarding their involvement in RtI practices in Quebec, Canada. A cross-sectional online survey was sent to school-board directors responsible for overviewing support services (n = 35), and to professionals implementing those services (n = 66). Descriptive and content analyses were performed and perspectives of the two groups were compared. Regarding perspectives of RtI implementation, discrepancies were revealed between directors' perceptions of the involvement of their professionals versus the professionals' reported implementation of the RtI model in practice. Directors reported greater knowledge about RtI (84%) than professionals (72%). Professionals consistently reported lower involvement in supporting RtI implementation than did directors. Coaching was the most frequent activity reported and was mentioned by both directors and professionals as a service provided at all RtI tiers. Results reveal inconsistencies about tiered practices among administrators and school health care professionals, with individuals defining tiers differently and varying in practices implemented at specific tiers. Participants also provided useful suggestions to further implement RtI. [This article was co-authored by the GOLDS Research Team.]

Using collaborative inquiry as a methodology for investigation, this study examined the implementation of a model of generative leadership (Adams et al., 2019) to explore the question: In what ways can implementation of a generative leadership model of professional learning for school leaders influence their sense of efficacy? An adapted model of generative leadership was adopted by seven school leaders in Alberta, Canada over a period of three years. Data was collected at the end of each year through journal reflections (Bashan & Holsblat, 2017) to ascertain school leaders' levels of efficacy. Findings revealed four themes that identified how a generative leadership model influenced participants' effectiveness in their roles. These findings offer insight into how models of school leader professional learning might be re-imagined in order to positively influence their sense of efficacy.

The focus of this paper is the design of technology products and services for disabled students in higher education. It analyses the perspectives of disabled students studying in the US, the UK, Germany, Israel and Canada, regarding their experiences of using technologies to support their learning. The students shared how the functionality of the technologies supported them to study and enabled them to achieve their academic potential. Despite these positive outcomes, the students also reported difficulties associated with: (1) the design of the technologies; (2) a lack of technology know-how; and (3) a lack of social capital. When identifying potential solutions to these difficulties the disabled students imagined both preferable and possible futures where faculty, higher education institutions, researchers and technology companies are challenged to push the boundaries of their current design practices.

In 2017, the Macdonald Campus Seed Library was launched at the Macdonald Campus Library of McGill University. This seed library, the first in an academic library in Quebec and the third in Canada, is an unusual, innovative program, and has generated a great deal of interest and enthusiasm from the university community. It has proven to be an effective tool for outreach, offering many opportunities for community engagement and library promotion. This article defines seed libraries and discusses their history and educational significance, and details the process of conceptualizing, creating, and operating a seed library in an academic library.

Background Fragility fractures are a serious and common consequence of falls in older adults. Orthogeriatric models of care reduce mortality and morbidity, but, despite this evidence, orthogeriatric programs (OGPs) are not standardized across Canada. The aim of this study was to better understand the facilitators and barriers of OGPs across Canada. Methods Data on OGPs across Canada were gathered via email survey to all Canadian Geriatric Society (CGS) members and distributed April 1st to May 1st 2021. Respondents answered 15 questions, using SKIP LOGIC, and data analysis was conducted with QualtricsXM software. Results 62 CGS members completed the survey. Respondents came from nine provinces/territories, with most being physicians from academic centres. 77% respondents indicated an existing OGP at their site, commonly an optional or automatic geriatrician consult. 23% indicated no formal OGP, of which 56% had an alternative service automatically consulted for older adults with fragility fracture, commonly internal medicine or a hospitalist. Responders indicated the most important factor in establishing an OGP is clinical leadership (56%, 10/18), and the most common barriers are lack of hospital prioritization and lack of funding (41%, 62/153). Conclusions The survey found that clinical leadership, hospital prioritization, and available funding are imperative to establishing OGPs. Limitations include the survey being distributed only to CGS members, a lower response rate, and respondents predominantly from academic centres in Ontario. Further qualitative data from other specialties (for example, orthopedics) and greater representation from community hospitals would be helpful to understand additional perceived barriers and facilitators. [ABSTRACT FROM AUTHOR]

To optimise school-based service delivery for students with disabilities, it is important to understand roles and needs of school staff. This study aimed to clarify ideal and actual roles of school staff (teachers, special educators, administrators) working with students with special needs, and to identify potential strategies to support actual roles. Ninety-five school personnel (64% teachers) from 3 different elementary schools and school boards in Quebec completed a 14-question survey. Open-ended responses were coded and analysed thematically. Common actual roles included task adaptation, offering individualized support, being available and teamwork. Respondents felt roles could improve through in-context professional support, continuing education, teamwork opportunities extending to partnerships with families and access to resources. Clarifying roles and expectations within a tiered-model to best support students also emerged, emphasizing the importance of sharing responsibilities across all service providers. Findings can guide implementation strategies and processes for providing effective services, enabling inclusion for students.

In a three-year, practice-based, creative research project, the team designed a video game for undergraduate biology students that aimed to find the right balance between educational content and entertainment. The project involved 7 faculty members and 14 undergraduate students from biological science, design, computer science, and music. This nontraditional approach to research was attractive to students. Working on an interdisciplinary practice-based research project required strategies related to timeline, recruitment, funding, team management, and mentoring. Although this project was time-consuming and full of challenges, it created meaningful learning experiences not only for students but also for faculty members.

There is a widespread consensus about the need for accreditation systems for evaluating post-graduate medical education programs, but accreditation systems differ substantially across countries. A cross-country comparison of accreditation systems could provide valuable input into policy development processes. We reviewed the accreditation systems of five countries: The United States, Canada, The United Kingdom, Germany and Israel. We used three information sources: a literature review, an online search for published information and applications to some accreditation authorities. We used template analysis for coding and identification of major themes. All five systems accredit according to standards, and basically apply the same accreditation tools: site-visits, annual data collection and self-evaluations. Differences were found in format of standards and specifications, the application of tools and accreditation consequences. Over a 20-year period, the review identified a three-phased process of evolution--from a process-based accreditation system, through an adaptation phase, until the employment of an outcome-based accreditation system. Based on the five-system comparison, we recommend that accrediting authorities: broaden the consequences scale; reconsider the site-visit policy; use multiple data sources; learn from other countries' experiences with the move to an outcome-based system and take the division of roles into account.

The transition to university is a stressful period for young adults; however, there has been limited research examining the predictive role of dispositional mindfulness in supporting first-year students' adjustment to university. The current study sought to examine the relative contribution of gender, self-efficacy, perceived social support from friends and family, and dispositional mindfulness to domains of university adjustment (academic, social, personal or emotional, and institutional attachment). The sample consisted of 101 first-year university students (73% female; M = 18.20 years, SD = 0.79) and all data were collected using an online survey. Findings revealed dispositional mindfulness significantly predicted university adjustment even when controlling for self-efficacy and perceived social support. The present study is the first to provide empirical support for the protective role of dispositional mindfulness in university adjustment.

The authors investigated the effectiveness of a mindfulness art activity compared with a free draw/coloring activity on test anxiety in children. The sample consisted of 152 students (50% female; Mage = 10.38 years, SD = 0.88 years) randomly assigned to a mindful (n = 76) or free (n = 76) group. Participants completed a standardized measure of anxiety and state mindfulness before and after the coloring activity, immediately before a spelling test, as well as a measure of dispositional mindfulness. Results revealed an overall significant decrease in test anxiety and an overall significant increase in state mindfulness following the interventions. Furthermore, although a significant negative correlation was found between dispositional mindfulness and change in state mindfulness pre- and post-coloring intervention, a significant positive correlation was found between dispositional mindfulness and pre-intervention state mindfulness, suggesting a possible ceiling effect. Explanations for these findings and implications for school personnel and future research are discussed.

Objective. There are complex and interrelated factors that lead to inequitable healthcare delivery in Canada. Many of the factors that underlie these inequities for Canada's geographically dispersed Indigenous peoples remain underexamined. Methods. A cohort of 831 First Nations (FN) individuals from urban and remote communities were recruited into a longitudinal study of rheumatoid arthritis (RA) risk from 2005 to 2017. Data from each participant's initial enrollment visit were assessed using a survey that captured concerns with healthcare access. Results. We found that remote participants with RA reported poor access compared to remote first-degree relatives (FDRs; P < 0.001); this difference was not observed for urban participants with RA. We observed substantial differences based on sex; female participants perceived access to care to be more difficult than male participants in both urban and remote cohorts (P < 0.001). We also observed that male participants with RA reported poor access to care compared to male FDRs. Importantly, access to care in remote communities appeared to improve over the duration of the study (P = 0.01). In a logistic regression analysis, female sex, remote location, and older age were independent predictors of poor access to care. Predictors of poor access in participants with RA also included female sex, remote location, and older age. Conclusion. FN peoples living in remote communities, particularly those with an established RA diagnosis, report more problems accessing health care. Sex-based inequities exist, with FN female individuals reporting greater difficulties in accessing appropriate health care, regardless of RA diagnosis. Addressing these sex-based inequities should be a high priority for improving healthcare delivery. [ABSTRACT FROM AUTHOR]

Background: Fetal and neonatal exposure to lead is associated with irreversible adverse effects on neural development. There is no reliable threshold for lead effect, so limiting exposure is recommended. A significant correlation has been reported between post‐transfusion blood lead level (BLL) in infants and lead levels in transfused RBC units. We measured levels of lead, mercury, and cadmium, in Canadian donor blood to investigate if concerning levels for neonatal transfusion exist. Study Design and Methods: Whole blood samples from blood donors (n = 2529) were shipped cold within 7 days of donation. All permanent blood donation clinics across Canada were sampled. Twelve of these permanent clinics and 8 mobile clinics with a greater potential for having higher lead or mercury levels were oversampled. Heavy metals were measured by inductively coupled plasma mass spectrometry. Results: Of all donations, 2.2% (lead) and 0.4% (mercury) had levels higher than the recommended thresholds for safe neonatal transfusion. BLLs were higher in males but there was no significant difference in the blood mercury levels of males versus females. Cadmium levels were higher in females. There was a positive correlation between donor age and levels of heavy metals, with lead having the strongest correlation (r = 0.47, p <.0001). Three clinics in close proximity to two lead‐producing mines were among the clinics with the highest BLLs. Significantly higher blood mercury levels were observed in coastal clinics. Conclusion: Our data on donor blood heavy metal levels supports considering blood transfusion as an exposure source to heavy metals and encourages informed selection of blood units for transfusion to vulnerable groups. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Hospital Pharmacy / Journal Canadien de la Pharmacie Hospitalière is the property of Canadian Society of Hospital Pharmacists and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This account summarises the findings from one component of a six-stage study conducted in multiple international sites. Following a series of interviews, a 10-month case study was conducted in a K-12 private school in western Canada. Initial interviews demonstrated how the school manifested shared leadership, clear pedagogical goals, student success, and strong community support. Members of the school agreed to have two university researchers conduct further interviews, observe school-wide, grade level and subject area meetings. Two school-based researchers collaborated to identify key members of the school community, flag salient planning and celebratory events, and participated in ongoing debriefing meetings with the university researchers. All four researchers engaged in data analysis and reporting. The research team identified four themes. First, the teacher work theme included positivity, shared expectations for professionalism, and rigour. Second, communication included unique internal and external communication strategies. Third, there was a learning culture that utilised unconventional information sources. A fourth theme was operational support. Results highlighted the holistic nature of teacher leadership and suggested that teacher leadership is a complex, sophisticated state of being. Results challenge school governance stereotypes and invite educators to work with a sense of vocation and mission. [ABSTRACT FROM AUTHOR]

Introduction: Throughout the COVID-19 pandemic, primary care nurses were often redeployed to areas outside of primary care to mitigate staffing shortages. Despite this, there is a scarcity of literature describing their perceptions of and experiences with redeployment during the pandemic. Objectives: This paper aims to: 1) describe the perspectives of primary care nurses with respect to redeployment, 2) discuss the opportunities/challenges associated with redeployment of primary care nurses, and 3) examine the nature (e.g., settings, activities) of redeployment by primary care nurses during the COVID-19 pandemic. Methods: In this qualitative study, semi-structured interviews were conducted with primary care nurses (i.e., Nurse Practitioners, Registered Nurses, and Licensed/Registered Practical Nurses), from four regions in Canada. These include the Interior, Island, and Vancouver Coastal Health regions in British Columbia; Ontario Health West region in Ontario; the province of Nova Scotia; and the province of Newfoundland and Labrador. Data related to redeployment were analyzed thematically. Results: Three overarching themes related to redeployment during the COVID-19 pandemic were identified: (1) Call to redeployment, (2) Redeployment as an opportunity/challenge, and (3) Scope of practice during redeployment. Primary care nurses across all regulatory designations reported variation in the process of redeployment within their jurisdiction (e.g., communication, policies/legislation), different opportunities and challenges that resulted from redeployment (e.g., scheduling flexibility, workload implications), and scope of practice implications (e.g., perceived threat to nursing license). The majority of nurses discussed experiences with redeployment being voluntary in nature, rather than mandated. Conclusions: Redeployment is a useful workforce strategy during public health emergencies; however, it requires a structured process and a decision-making approach that explicitly involves healthcare providers affected by redeployment. Primary care nurses ought only to be redeployed after other options are considered and arrangements made for the care of patients in their original practice area. [ABSTRACT FROM AUTHOR]

Explicit sociolinguistic instruction in language classrooms has become more widely accepted than ever, but the understanding and teaching of Canadian culture remains a controversial issue, particularly as Canadian culture becomes increasingly diverse. The degree to which Canadians are perceived to exhibit characteristics such as "politeness" and "friendliness" has stirred debate, particularly in ESL (English as a second language) and EAP (English for academic purposes) classrooms, owing to differing personal experiences and acculturation processes. This Canada-wide, mixed-methods study compared Canadian-born (CB) and internationally-born (IB) postsecondary students' and recent graduates' perceptions of people in Canada. Employing social media outreach, the study consisted of an online survey and follow-up e-interviews. Emphasis is given to quantitative rather than qualitative data analysis. Findings suggest that the overall perceptions of CB and IB groups are more similar than different. However, when unprompted, CB respondents are more likely than IB respondents to perceive people in Canada as "polite," "kind," and "caring." In addition, Likert-scale results demonstrate that CB respondents are significantly more likely to perceive people in Canada as "funny," "intelligent," "caring," and "hardworking." Implications are drawn for the degree to which IBs are acculturating to Canadian society and the extent to which a positive acculturation process can be explicitly addressed in ESL/EAP programs.

Because of the global status of the English language, and the cultural and linguistic qualities of English literature, English teachers are at the fulcrum of educational debate. As global curriculum expands and refocuses the challenges and possibilities of multicultural education, teachers, schools, and communities are challenged to reexamine the traditional English curriculum and articulate rationales for change. For this study I interviewed 15 teachers from different schools and school boards in Ontario to explore their views and approaches to these challenges. The participants represented a spectrum of beliefs and practices in response to emerging considerations for teaching English within a prototypically multicultural society such as flourishes in Ontario. Their perspectives and experiences both raised new questions and re-opened fundamental questions posed decades ago within first language learning: What is English? What is the role of a student's identity--including ethnic and linguistic origins? In listening to English teachers describe their current and ongoing efforts to create meaningful learning experiences for students, I identified three approaches: (a) Adaptation/Coping, (b) Collaborative Inquiry/Applied Research, and (c) Activism. English teachers can apply participants' insights and examples to policies and practices for relevancy and effectiveness, and begin to compare and assess new directions for teaching English in a multicultural society and the global age. (Contains 5 footnotes.)

Background: Over the past two decades, Canadian provinces and territories have introduced a series of primary care reforms in an attempt to improve access to and quality of primary care services, resulting in diverse organizational structures and practice models. We examine the impact of these reforms on family physicians' (FPs) ability to adapt their roles during the COVID-19 pandemic, including the provision of routine primary care. Methods: As part of a larger case study, we conducted semi-structured qualitative interviews with FPs in four Canadian regions: British Columbia, Newfoundland and Labrador, Nova Scotia, and Ontario. During the interviews, participants were asked about their personal and practice characteristics, the pandemic-related roles they performed over different stages of the pandemic, the facilitators and barriers they experienced in performing these roles, and potential roles FPs could have filled. Interviews were transcribed and a thematic analysis approach was applied to identify recurring themes in the data. Results: Sixty-eight FPs completed an interview across the four regions. Participants described five areas of primary care reform that impacted their ability to operate and provide care during the pandemic: funding models, electronic medical records (EMRs), integration with regional entities, interdisciplinary teams, and practice size. FPs in alternate funding models experienced fewer financial constraints than those in fee-for-service practices. EMR access enhanced FPs' ability to deliver virtual care, integration with regional entities improved access to personal protective equipment and technological support, and team-based models facilitated the implementation of infection prevention and control protocols. Lastly, larger group practices had capacity to ensure adequate staffing and cover additional costs, allowing FPs more time to devote to patient care. Conclusions: Recent primary care system reforms implemented in Canada enhanced FPs' ability to adapt to the uncertain and evolving environment of providing primary care during the pandemic. Our study highlights the importance of ongoing primary care reforms to enhance pandemic preparedness and advocates for further expansion of these reforms. [ABSTRACT FROM AUTHOR]

Seroprevalence data for cytomegalovirus (CMV), a widespread virus causing lifelong infection, vary widely, and contemporary data from the United States (US) and Canada are limited. Utilizing a modeling approach based on a literature review (conducted August, 2022) of data published since 2005, we determine age‐, sex‐, and country‐specific CMV seroprevalence in the general US and Canadian populations. Sex‐specific data were extracted by age categories, and a random‐effects meta‐regression model was used to fit the reported data (incorporating splines for the US). Seven studies reported US CMV seroprevalence (both sexes, aged 1‒89 years); all used National Health and Nutrition Examination Survey data. Due to limited population‐based studies, Canadian estimates were modeled using other limited country data. In both countries, modeled seroprevalence estimates increased with age and were higher in females versus males (US: 49.0% vs. 41.6% at 18‒19 years; 61.5% vs. 50.0% at 38‒39 years; Canada: 23.7% vs. 13.7% at 18‒19 years; 32.6% vs. 22.6% at 38‒39 years). Notably, by young adulthood, one‐half of US and one‐quarter of Canadian females have acquired CMV. The observed differences in CMV seroprevalence in the US and Canada may partially reflect variations in general population characteristics. [ABSTRACT FROM AUTHOR]

Numerous research methodologies have been used to examine food environments. Existing reviews synthesizing food environment measures have examined a limited number of domains or settings and none have specifically targeted Canada. This rapid review aimed to 1) map research methodologies and measures that have been used to assess food environments; 2) examine what food environment dimensions and equity related-factors have been assessed; and 3) identify research gaps and priorities to guide future research. A systematic search of primary articles evaluating the Canadian food environment in a real-world setting was conducted. Publications in English or French published in peer-reviewed journals between January 1 2010 and June 17 2021 and indexed in Web of Science, CAB Abstracts and Ovid MEDLINE were considered. The search strategy adapted an internationally-adopted food environment monitoring framework covering 7 domains (Food Marketing; Labelling; Prices; Provision; Composition; Retail; and Trade and Investment). The final sample included 220 articles. Overall, Trade and Investment (1%, n = 2), Labelling (7%, n = 15) and, to a lesser extent, Prices (14%, n = 30) were the least studied domains in Canada. Among Provision articles, healthcare (2%, n = 1) settings were underrepresented compared to school (67%, n = 28) and recreation and sport (24%, n = 10) settings, as was the food service industry (14%, n = 6) compared to grocery stores (86%, n = 36) in the Composition domain. The study identified a vast selection of measures employed in Canada overall and within single domains. Equity-related factors were only examined in half of articles (n = 108), mostly related to Retail (n = 81). A number of gaps remain that prevent a holistic and systems-level analysis of food environments in Canada. As Canada continues to implement policies to improve the quality of food environments in order to improve dietary patterns, targeted research to address identified gaps and harmonize methods across studies will help evaluate policy impact over time. [ABSTRACT FROM AUTHOR]

Graduate students are increasingly expected to publish peer-reviewed scholarship during the course of their studies, yet predictable mentoring and education on academic publishing is not available to all graduate students. Although academic librarians are well positioned to offer such instruction, their efforts are not always informed by comprehensive investigations of what, and how, graduate students need to learn. This study used focus groups with graduate students and faculty mentors to explore strengths and gaps in current mentoring and learning practices, while also discovering and uncovering suggestions and opportunities for further development in education about scholarly publishing. Thematic analysis of the data revealed that current training and mentorship meet some, but not all, of students' needs and preferences. Future library instruction should employ a blended and compassionate approach to teaching about this complex topic, and this study offers a way forward as librarians-as-partners in scholarly communication. [ABSTRACT FROM AUTHOR]

In 2019, Health Canada released a new iteration of Canada's Food Guide (2019-CFG), which, for the first time, highlighted recommendations regarding eating practices, i.e., guidance on where, when, why, and how to eat. The objective of this study was to develop a brief self-administered screener to assess eating practices recommended in the 2019-CFG among adults aged 18–65 years. Development of the screener items was informed by a review of existing tools and mapping of items onto 2019-CFG recommendations. Face and content validity were assessed with experts in public health nutrition and/or dietary assessment (n = 16) and individuals from Government of Canada (n = 14). Cognitive interviews were conducted with English-speaking (n = 16) and French-speaking (n = 16) adults living in Canada to assess face validity and understanding of the screener items. While some modifications were identified to improve relevance or clarity, overall, the screener items were found to be relevant, well-constructed, and clearly worded. This comprehensive process resulted in the Canadian Eating Practices Screener/Questionnaire court canadien sur les pratiques alimentaires, which includes 21 items that assess eating practices recommended in the 2019-CFG. This screener can facilitate monitoring and surveillance efforts of the 2019-CFG eating practices as well as research exploring how these practices are associated with various health outcomes. [ABSTRACT FROM AUTHOR]

Promoting understanding of quality in the context of good governance can be a challenging classroom exercise not only because of the potential for hijacking politicization of the discussion, but also because of the variety of ways in which public sector goals can be defined, even in the context of a single policy. Standards of quality in the present in the contemporary practice of public administration include many words beginning with "E" in the English language. Employing the "E's are Good" taxonomy helps communicate different aspects of good governance to students in public administration and policy courses. In this article, literature surrounding the public sector standards of quality is reviewed using this framework. Examples of discussion of the "E" concepts drawn from legislative discourse surrounding Canadian health and social policy designed are then considered as an empirical case study.

Background: Globally, pharmaceutical companies offer patient support programs in tandem with their products, which aim to enhance medication adherence and patient experience through education, training, support and financial assistance. We sought to identify the proportion and characteristics of such patient support programs in Canada and to describe the nature of supports provided. Methods: We conducted a crosssectional study to identify and characterize all marketed prescription drugs available in Canada as of Aug. 23, 2022, using the Health Canada Drug Product and CompuScript databases. To describe the nature of supports provided, we conducted a content analysis of publicly available patient support program websites and Web-based documents. Using logistic regression, we identified characteristics of drugs associated with having a patient support program including brand-name or branded generic (generic medications with a proprietary name), orphan (medications for rare diseases) or biologic drug status; estimated total cost of prescriptions dispensed at retail pharmacies; and price per unit. Results: Of the 2556 prescription drugs marketed by 89 companies in the study period, 256 (10.0%) had a patient support program in Canada. Many of the 89 drug manufacturers (n = 55, 61.8%) offered at least 1 patient support program, frequently relying on third-party administrators for delivery. Brandname and branded generic medications, biologic agents and drugs with orphan status were more likely to have a patient support program than generic drugs. Compared with drugs priced $1.01–$10.00 per unit, drugs priced $10.01–$100.00 per unit were nearly 8 times more likely to have a patient support program (adjusted odds ratio 7.54, 95% confidence interval 4.07– 14.64). Most sampled patient support programs included reimbursement navigation (n = 231, 90.2%) and clinical case management (n = 223, 87.1%). Interpretation: About 1 in 10 drugs marketed in Canada has a manufacturersponsored patient support program, but these are concentrated around brand-name, branded generic, biologic and high-cost drugs, often for rare diseases. To understand the impact of patient support programs on health outcomes and sustainable access to cost-effective medicines, greater transparency and independent evaluation of patient support programs is necessary. [ABSTRACT FROM AUTHOR]

Background: Healthcare organizations are increasingly exploring ways to address the social determinants of health. Accurate data on social determinants is essential to identify opportunities for action to improve health outcomes, to identify patterns of inequity, and to help evaluate the impact of interventions. The objective of this study was to refine a standardized tool for the collection of social determinants data through cognitive testing. Methods: An initial set of questions on social determinants for use in healthcare settings was developed by a collaboration of hospitals and a local public health organization in Toronto, Canada during 2011–2012. Subsequent research on how patients interpreted the questions, and how they performed in primary care and other settings led to revisions. We administered these questions and conducted in-depth cognitive interviews with all the participants, who were from Saskatchewan, Manitoba, Ontario, and Newfoundland and Labrador. Cognitive interviewing was used, with participants invited to verbalize thoughts and feelings as they read the questions. Interview notes were grouped thematically, and high frequency themes were addressed. Results: Three hundred and seventy-five individuals responded to the study advertisements and 195 ultimately participated in the study. Although all interviews were conducted in English, participants were diverse. For many, the value of this information being collected in typical healthcare settings was unclear, and hence, we included descriptors for each question. In general, the questions were understood, but participants highlighted a number of ways the questions could be changed to be even clearer and more inclusive. For example, more response options were added to the question of sexual orientation and the "making ends meet" question was completely reworded in light of challenges to understand the informal phrasing cited by English as a Second Language (ESL) users of the tool. Conclusion: In this work we have refined an initial set of 16 sociodemographic and social needs questions into a simple yet comprehensive 18-question tool. The changes were largely related to wording, rather than content. These questions require validation against accepted, standardized tools. Further work is required to enable community data governance, and to ensure implementation of the tool as well as the use of its data is successful in a range of organizations. [ABSTRACT FROM AUTHOR]

Introduction: Growing evidence supports patient engagement (PE) in health implementation research to improve the quality, relevance and uptake of research. However, more guidance is needed to plan and operationalize PE before and throughout the research process. The aim of the study was to develop a logic model illustrating the causal links between context, resources, activities, outcomes and impact of PE in an implementation research programme. Methods: The Patient Engagement in Health Implementation Research Logic Model (hereafter the Logic Model) was developed using a descriptive qualitative design with a participatory approach, in the context of the PriCARE programme. This programme aims to implement and evaluate case management for individuals who frequently use healthcare services in primary care clinics across five Canadian provinces. Participant observation of team meetings was performed by all team members involved in the programme and in‐depth interviews were conducted by two external research assistants with team members (n = 22). A deductive thematic analysis using components of logic models as coding categories was conducted. Data were pooled in the first version of the Logic Model, which was refined in research team meetings with patient partners. The final version was validated by all team members. Results: The Logic Model highlights the importance of integrating PE into the project before its commencement, with appropriate support in terms of funding and time allocation. The governance structure and leadership of both principal investigators and patient partners have significant effects on PE activities and outcomes. As an empirical and standardized illustration that facilitates a shared understanding, the Logic Model provides guidance for maximizing the impact of patient partnership in various contexts for research, patients, providers and health care. Conclusion: The Logic Model will help academic researchers, decision makers and patient partners plan, operationalize, and assess PE in implementation research for optimal outcomes. Patient or Public Contribution: Patient partners from the PriCARE research programme contributed to developing the research objectives and designing, developing and validating data collection tools, producing data, developing and validating the Logic Model and reviewing the manuscript. [ABSTRACT FROM AUTHOR]

Assess the preliminary impact of Brave Technology Co-op's overdose detection devices that have been implemented in housing, medical, social service facilities, and several private settings in North America. Administrative data was collected by Brave on their Buttons and Sensors during several proof-of-concept projects and full installations in Canada and United States (US) between December 2018 and July 2022. Data analyzed provided insights on the number of overdoses detected and reversed (averted overdose deaths) using Brave Sensors and Buttons, along with other programmatic and session-specific indicators. Implementation of 486 Brave Buttons and 148 Brave Sensors in Canada has detected and prevented 108 overdose deaths (100 using Buttons and 8 using Sensors) whereas implementation of 170 Buttons in the US has averted 2 overdose deaths to date, with the potential to save many more lives. Brave's devices hold promise for increasing rates of overdose detection and preventing overdose deaths. [ABSTRACT FROM AUTHOR]

Following the 2015 release of Truth and Reconciliation Commission's Final Report in Canada, disciplines at various levels of federal and provincial infrastructures have begun taking up reconciliation in their practice. In 2018, the Canadian Psychological Association (CPA) and the Psychology Foundation of Canada (PFC) released a joint response, which outlines how the profession has violated its own ethics with respect to practice with Indigenous peoples and how to move forward through a reconciliatory process as individuals and as a profession. What is unclear is how individual psychologists and psychologist teams are taking up reconciliation in their practice, years after the CPA/PFC Response to the TRC. As psychologists and other helping professionals learn about the history of marginalization of Indigenous peoples within the discipline of psychology, many may be searching for more specific examples of how to begin or extend the process of addressing reconciliation. This Brief Commentary will focus on the practice of one group of school psychologists working in a public school district in an urban setting in British Columbia who are engaging in relationship development with First Nations communities on whose territory the district resides. Psychologists from the team will contribute reflections regarding their experience with the process as a whole. These psychologists have been part of a school psychology team that has been involved in reconciliation for some time and are actively pursuing individual and group accountability toward Indigenous people. The context of the group and steps taken from the team's personal and professional introduction to the topic of reconciliation, and facilitators and considerations that impacted the group's progress will be explored. [ABSTRACT FROM AUTHOR]

Infection surveillance case definitions for the elderly in long-term care settings were published by Infection Prevention and Control Canada in 2017. An expert consensus panel updated these definitions based on review of the current scientific literature. [ABSTRACT FROM AUTHOR]

Play has long been recognised as a vehicle by which significant developmental advances occur during early childhood. Children use play to explore their relationships, their psychosocial skills, and their environment, and through their experiences, they begin to adopt specific capacities and values that have an impact on future socio-emotional and academic outcomes. To understand more fully the factors that contribute to well-being in early childhood, we explored footage of a full "day in the life" of a 5-year-old boy in transition to kindergarten, and we conducted interviews with him, his parents, and teacher. We identified agentive and communitarian strivings to be significant sources of his thriving and primary elements of many episodes of play during his filmed day. Previous research indicates that the development of strong agentive and communitarian skills and values is related to positive psychosocial outcomes. The current case study explores our participant's agentive and communitarian behaviours as exemplified through episodes of play, and the ways in which these skills and values are encouraged and supported by his caregivers. Implications regarding the role of parents and educators in the facilitation of agentive and communitarian skills are discussed.

Twenty-four adolescent boys in Grades 9 to 12 in a rural New Brunswick high school engaged in focused discussions that were analyzed using grounded theory to determine their heterosexual dating relationship processes. A theory was created from exchange transcriptions. The core category was "wrestling with gendered expectations," reflecting their struggle with girls' and women's constraints on their relationships. Six related categories elucidated the core category: "determining responsibility," "keeping it in/letting it out," "standing up for oneself," "making sacrifices," "building trust/not trusting," and "showing respect/showing disrespect." "Media influences" were the contextual conditions. Comparisons with girls' processes and psycho-educational interventions are considered.

The objective of this project was to develop a brief self-administered dietary screener, in English and French, to rapidly assess alignment of adults' dietary intake with the 2019 Canada's Food Guide healthy food choices recommendations. In consultation with Health Canada and external advisors (n = 15), guiding principles were defined. Existing screeners were scanned, and the healthy food choices recommendations were mapped to inform questions and response options. Cognitive interviews were conducted in English (n = 17) and French (n = 16) with adults aged 18–65 years from April to June 2021 to assess understanding of questions and face validity; recruitment emphasized variation in sociodemographic characteristics. Face and content validity were assessed with experts in nutrition, surveillance, and public health (n = 13 English, 3 French) from April to May 2021. The testing indicated that the screener was well understood overall but informed refinements to improve comprehension of the questions and their alignment with the healthy food choices recommendations. The resulting Canadian Food Intake Screener/Questionnaire court canadien sur les apports alimentaires includes 16 questions to rapidly assess alignment of intake with the 2019 Canada's Food Guide healthy food choices recommendations, including healthy foods and foods to limit, in situations in which comprehensive dietary assessment is not feasible. The Canadian Food Intake Screener was developed to rapidly assess alignment of adults' dietary intake over the past month with the Food Guide's healthy food choices recommendations. The screener was developed and evaluated through an iterative process that included three rounds of cognitive interviews in each of English and French, along with ongoing feedback from external advisors and face and content validity testing with a separate panel of content experts. The 16-question screener is intended for use with adults, aged 18–65 years, with marginal and higher health literacy in research and surveillance contexts in which comprehensive dietary assessment is not possible. [ABSTRACT FROM AUTHOR]

The Canadian Food Intake Screener/Questionnaire court canadien sur les apports alimentaires was developed to rapidly assess alignment of adults' dietary intake over the past month with the 2019 Canada's Food Guide's healthy food choices recommendations. From July to December 2021, adults (n = 154) aged 18–65 years completed the screener and up to two 24 h dietary recalls. The screener scoring system was aligned with the Healthy Eating Food Index-2019 (HEFI-2019), to the extent possible. Analysis of variance compared screener scores among subgroups with known differences in diet quality. Using the recall data, the National Cancer Institute multivariate method was used to model HEFI-2019 components, with the screener score as a covariate, and the correlation coefficient between screener and total HEFI-2019 scores was estimated. The mean screener score was 35 points (SD = 4.7; maximum 65), ranging from 26 (1st percentile) to 45 (99th percentile). Differences in scores in hypothesized directions were evident by gender identity (p = 0.06), perceived income adequacy (p = 0.07), education (p = 0.02), and smoking status (p = 0.003). The correlation between screener and HEFI-2019 scores was 0.53 (SE = 0.12). The screener's moderate construct validity supports its use for rapid assessment of alignment of adults' intake with the healthy food choices recommendations when comprehensive dietary assessment is not possible. The Canadian Food Intake Screener was developed to rapidly assess alignment of dietary intake with the Canada's Food Guide-2019 healthy food choices recommendations. Scoring is aligned with the Healthy Eating Food Index-2019 to the extent possible. Among a sample of adults, reasonable variation in screener scores was noted, mean screener scores differed between some subgroups with known differences in diet quality, and a moderate correlation between screener scores and total Healthy Eating Food Index-2019 scores based on repeat 24 h dietary recalls was observed. The Canadian Food Intake Screener has moderate construct validity for rapid assessment of overall alignment of adults' dietary intake with the Canada's Food Guide-2019 healthy food choices recommendations. [ABSTRACT FROM AUTHOR]