Search

Objectives: The main objective of this study was to explore students' experiences of the emergency virtual remote teaching, which was implemented as a result of the COVID-19 pandemic. Method: 439 students enrolled at a community college in Canada responded to a survey that had Likert-scale and open-ended questions. Anderson's model for online learning was used as an analytic lens to gain insight on student experiences. Descriptive statistics were used to make meaning of the data. Thematic analysis was done on student responses to open-ended questions. Results: Findings were organized according to Anderson's six factors in online teaching, namely: (a) Independent Study; (b) Peer, Family, & Professional Support; (c) Structured Learning Resources; (d) Community of Inquiry; (e) Communication; and (f) Paced, Collaborative Learning. The study revealed both challenges and opportunities that students experienced during their transition to emergency virtual remote learning. Conclusions: The invitation to students to share what worked--and what didn't--yielded a wealth of specific suggestions for engaging students, promoting accountability, and supporting collaborative learning. Implication for Practice: This study looked past anticipated pressure points to reveal critical teaching factors that challenge--or enable--students as they transition to emergency virtual remote teaching. Post-secondary instructors would be well served to consider how they promote self-efficacy, provide access to supports, fashion an online learning environment, develop community, communicate expectations, and encourage collaboration.

Objectives: The purpose of the study was to examine narratives about the effect of the sudden transition from face-to-face teaching to emergency remote teaching necessitated by the COVID-19 pandemic on postsecondary educators. Method: We conducted interviews with 11 post-secondary educators from five post-secondary institutes in one province in Canada. Educators were asked to reflect on their experiences during the transition from in-person to remote teaching and learning. Results: Our thematic analysis revealed that educators' experiences were influenced by three main factors: (a) student engagement, interactions, and persistence in learning; (b) competence in the application of teacher technological pedagogical content knowledge (TPACK); and (c) overall well being of faculty and students. Conclusions: Participants had unique experiences, and institutions varied in the ways they supported students and staff. Those educators who had expertise, experience, or professional support in technology and teaching seemed to have an easier transition. Implication for Theory and Practice: Higher education institutes should support educators in enhancing their technological pedagogical knowledge and in facilitating learning in various delivery modalities.

This article explores educators' experiences during the rapid shift from face-to-face to emergency virtual remote teaching and learning as a result of the COVID-19 pandemic. One hundred and forty educators from a Canadian province completed a survey with Likert scale and open-ended questions designed to capture their application of technological pedagogical content knowledge (TPACK) during the pandemic. Data was collected during fall of 2020. More than 50% of the study participants reported that the quality of their practice declined as they shifted from face-to-face to remote teaching as a result of the pandemic. Educators' descriptions of their virtual remote experiences were examined using Hutchings' (2000) taxonomy of scholarship and inquiry questions as an analytic lens. The findings suggest that educators who were more comfortable with their TPACK had an easier transition to virtual remote teaching. Institutional support, students' digital literacy/access, and overall wellbeing were also identified as factors that influenced educators' overall experiences.

Purpose: Sexual activity based fears during pregnancy are common, but very few studies have examined their association with relationship variables. Secondary analysis of associations between these fears during pregnancy and both partners' sexual function and dyadic adjustment were conducted.Materials and Methods: A sample of 67 French-Canadian first-time parenting couples living in Ontario completed online questionnaires on sexual activity based fears, sexual function, and dyadic adjustment as experienced during pregnancy.Results: While one-third of participants reported no fears, other couples experienced one to six fears, the two most common fears among partners being inducing labor and causing a miscarriage. Dyadic path analyses supported indirect associations between sexual activity based fears and lower dyadic adjustment via poorer sexual function. During pregnancy, these fears in women and men are associated with poorer dyadic adjustment in both partners through the women's poorer sexual function.Conclusion: These findings suggest including prenatal sexual activity based fears in perinatal sexuality counseling, education, and interventions. [ABSTRACT FROM AUTHOR]

Introduction: The move to competency-based medical education has created new challenges for medical teachers, including the need to reflect on and further develop their own competencies as teachers. Guidance is needed to ensure comprehensive and coherent programs of faculty development to meet the needs of teachers. Methods: The Working Group on Faculty Development of the College of Family Physicians of Canada developed a new concept, Fundamental Teaching Activities (FTAs), to describe the day-to-day work of teachers. These activities are intended to guide teacher professional development. Using task analysis and iterative reviews with teachers and educational leaders, these FTAs were organized into a framework for teachers to identify the actions involved in various teaching tasks, and to reflect on their teaching performance and next steps in personal development. Results: In addition to use by teachers for personal development, the framework is being employed to guide the development of comprehensive faculty development offerings and curriculum, and to organize the beginnings of a national repository of teaching tools. Conclusions: Designed to support and aid teachers and those charged with faculty development, the Fundamental Teaching Activities Framework holds promise for all teachers in health sciences education. [ABSTRACT FROM AUTHOR]

The own-age bias ( OAB) in face recognition (more accurate recognition of own-age than other-age faces) is robust among young adults but not older adults. We investigated the OAB under two different task conditions. In Experiment 1 young and older adults (who reported more recent experience with own than other-age faces) completed a match-to-sample task with young and older adult faces; only young adults showed an OAB. In Experiment 2 young and older adults completed an identity detection task in which we manipulated the identity strength of target and distracter identities by morphing each face with an average face in 20% steps. Accuracy increased with identity strength and facial age influenced older adults' (but not younger adults') strategy, but there was no evidence of an OAB. Collectively, these results suggest that the OAB depends on task demands and may be absent when searching for one identity. [ABSTRACT FROM AUTHOR]

Sexual risk behavior and illicit drug use among people living with HIV/AIDS (PLWHA) contribute to poor health and onward transmission of HIV. The aim of this collaborative multi-site nursing research study was to explore the association between self-compassion and risk behaviors in PLWHA. As part of a larger project, nurse researchers in Canada, China, Namibia, Puerto Rico, Thailand and the US enrolled 1211 sexually active PLWHA using convenience sampling. The majority of the sample was male, middle-aged, and from the US. Illicit drug use was strongly associated with sexual risk behavior, but participants with higher self-compassion were less likely to report sexual risk behavior, even in the presence of illicit drug use. Self-compassion may be a novel area for behavioral intervention development for PLWHA. © 2014 Wiley Periodicals, Inc. [ABSTRACT FROM AUTHOR]

Aim This study represents an initial effort at examining the association between the construct of self-compassion and human immunodeficiency virus ( HIV)-related anxiety in a multinational population with HIV disease. Background Previous studies have found that self-compassion is a powerful predictor of mental health, demonstrating positive and consistent linkages with various measures of affect, psychopathology and well-being, including anxiety. Methods Cross-sectional data from a multinational study conducted by the members of the International Nursing Network for HIV Research ( n = 1986) were used. The diverse sample included participants from Canada, China, Namibia, the United States of America and the territory of Puerto Rico. Study measures included the anxiety subscale of the Symptom Checklist-90 instrument, the Brief Version Self- Compassion Inventory and a single item on anxiety from the Revised Sign and Symptom Checklist. Findings Study findings show that anxiety was significantly and inversely related to self-compassion across participants in all countries. We examined gender differences in self-compassion and anxiety, controlling for country. Levels of anxiety remained significantly and inversely related to self-compassion for both males ( P = 0.000) and females ( P = 0.000). Levels of self-compassion and anxiety varied across countries. Conclusions Self-compassion is a robust construct with cross-cultural relevance. A culturally based brief treatment approach aimed at increasing self-compassion may lend itself to the development of a cost effective adjunct treatment in HIV disease, including the management of anxiety symptoms. [ABSTRACT FROM AUTHOR]

Despite occupational therapists having strong historical ties to the Canadian military, there are currently no uniformed occupational therapists and only a few permanent occupational therapists employed by Canadian Forces. Occupational therapy is provided, in the main, through civilian occupational therapists. Occupational therapists have unique skills that can contribute to the existing Canadian Forces Physical Medicine and Rehabilitation Services Department. To establish the depth and scope of their work, this article explains the theoretical underpinnings of occupational therapy. Examples are provided of possible occupational therapy for populations of Canadian Forces members: (1) those with transient, intermittent injuries; (2) those returning from overseas missions with very serious injuries or severe injuries; and (3) those with permanent injuries who are transitioning from the Canadian Forces into the civilian workforce. Interventions for mental health issues are interwoven with those targeting physical issues. The article suggests that occupational therapists employed on a permanent basis by the Canadian Forces can contribute in a more comprehensive manner to the wider rehabilitation of Canadian Forces members. The article has applicability to occupational therapy military services in other countries. [ABSTRACT FROM AUTHOR]

PURPOSE: Firefighters are exposed to high physical and psychological occupational factors while providing an essential service to our communities. Female firefighters represent a minority group in this male dominated occupation. The purpose of this study was to qualitatively determine the impact of a male dominated, physically demanding occupation on women's work health and job satisfaction through the experiences of female firefighters. METHODS: A phenomenological approach was used to collect data through semi-structured, recorded interviews with female firefighters. The recorded interviews were transcribed into text and inductive thematic analysis was used to qualitatively analyze the transcripts. RESULTS: Review and analysis of the participant responses identified seven themes: physical demands/difficulties, gender related physiological differences, compensatory strategies, equipment mal-adaptation, earning respect, negative attitudes of male counterparts: impact on social inclusion and health behaviors, recognition of injury risk.CONCLUSION: Female firefighters are exposed to increased risk of injury due to the psychological and physical occupational stressors in firefighting. Implications of this research are provided and include recommendations for future research to target the physical and psychosocial aspects of firefighting. [ABSTRACT FROM AUTHOR]

For family nursing to become an essential component of nursing practice, the authors believe that undergraduate nursing programs need to present family nursing theory and practice in such a way that "thinking family" will become an integral part of students' nursing practice. This article articulates how one faculty group created the Family Case Model (FCM) as a vehicle for embedding family nursing across five courses in an undergraduate curriculum, allowing students to become immersed in the lives of families. Five skeleton case families representing different cultures, family forms, and family illness experiences were designed to reinforce both individual and family development and response to illness. These case families were linked to specific courses within the curriculum dealing with the traditional medical-surgical content of undergraduate nursing programs. The FCM invited a focus on the reciprocity between illness, family members, and the nurse across courses. The article describes the development, implementation, and evaluation of the FCM. [ABSTRACT FROM AUTHOR]

Copyright of Bulletin des bibliothèques de France is the property of ENSSIB 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.)

Describes the process used for translation, testing for reliability and validity, and establishing factor structure of a French version of Brown's Support Behaviors Inventory in perinatal health in Quebec. Challenge of identifying a measure of social support; Psychometric qualities; Challenge of instrument translation.

This study compares managerial traits between Canada and Hong Kong using Ghiselli's Self-Description inventory (SD!). The SD! was administered to 108 managers in Canada and 100 managers in Hong Kong in the financial and manufacturing industries. The superiors of these managers were also asked to evaluate their subordinates' overall managerial effectiveness. The results suggest that Canadian managers are more talented in supervisory ability, achievement motivation, intellectual ability, self-actualisation, self-assurance and decisiveness and were rated higher in effectiveness by their superiors. However, the Canadian managers' scores on the SDI did not explain any of the variance in managerial effectiveness while the Hong Kong managers' scores explained less than 10%. [ABSTRACT FROM AUTHOR]

Investigates the factors associated with nursing diagnosis utilization in Canada. Conduction of retrospective chart audit ; Use of computer-generated nursing care for nursing diagnosis documentation; Attitudes of nurses toward the value of nursing diagnosis.