Canadian Journal of Nursing Research最新文献

PurposeObtaining meaningful clinical experiences with paediatric and perinatal (young families) populations is increasingly challenging for nursing programs. Care for this population has largely moved to outpatient and tertiary settings. Therefore, a current trend is to use non-traditional clinical settings. While summer camps offer rich learning experiences for nursing students, they are seldom used as clinical placements. Faculty at an Atlantic Canadian university sought a novel way to engage students in young families' learning by partnering with overnight summer camps, staffed by counsellors, camp administrators, and on-site nurses. Campers included those with lived experience of cancer, diabetes, physical and developmental challenges, and socioeconomic challenges. This study assesses how young families course outcomes were met by an innovative clinical experience within a Bachelor of Nursing program and describes the perceptions and experiences of those involved.MethodsStudy participants included students (n = 4), camp directors (n = 3), a camp nurse (n = 1), and the clinical educator (n = 1). Data collection involved semi-structured interviews and a focus group. Interpretive description methodology was used to identify themes and patterns related to overarching research questions.FindingsStudents met the outcomes and overall participant perceptions and experiences were positive. However, some participants shared constructive critiques for future consideration.ConclusionsNursing students who completed a young families clinical placement at summer camps met course outcomes, and those involved reported both positive experiences and constructive critiques for future consideration.

BackgroundThe literature on mental illnesses demonstrates the complex vulnerabilities that individuals with mental disorders face in their daily interactions with the public, given the frequent stigma associated with mental health problems. We focused on family members' perspectives on mental illness stigma and ways to reduce it.MethodsWe employed a narrative inquiry to understand participants' views on mental illness stigma and ways to ameliorate it from the perspective of 15 immediate family members of persons with mental illness. Data analysis was guided by Braun and Clarke's technique for thematic analysis.ResultsThe narrative accounts of participants were categorized using two broad themes: mental illness stigma in action and addressing stigma as a society. Participants' reflections on mental illness stigma were based on their professional experiences, conversations within their families, and their awareness of the stigma associated with mental illness within the broader social realm, as well as recent campaigns toward reducing the stigma of mental illness. They described stigma as a 'mark of shame' that translates into discriminatory behaviors and actions toward persons with mental illness, and called for structural reforms to curb this stigma. The promotion of positive mental health and mental illness awareness is necessary for reducing all forms of mental illness-related stigma.ConclusionParticipants advocated the need for equal attention to both preventive and therapeutic healthcare delivery, particularly within the mental health system. Moving forward, policies, interventions, and well-coordinated programs towards reducing social mental illness stigma are key to ensuring inclusiveness at both the family and societal levels.

Although race is socially constructed, racism and racialization are social determinants of health. Over four centuries of colonial genocide and structural violence against Indigenous and Black peoples in Canada have resulted in intergeneration traumas and health disparities among Indigenous and Black people, sustained by ongoing social, political, and economic inequities. Evidence indicates the impact of contemporary and historical forms of racism on health outcomes. This special issue invited papers that could contribute to our understanding of the role of racism in nursing and health in Canada as well as solutions to tackle racism in healthcare and the nursing profession. Our call for proposals produced around 16 articles, all of which provide critical insight to address racism in nursing and healthcare. These articles explore the experience of racism in Indigenous, Black, Asian, and other populations across education, clinical, and community settings. They also advance our understanding on philosophical and theoretical approaches to address racism and provide us with effective tools and insight to address racism in nursing and healthcare in Canada.

Impostor syndrome is a common phenomenon experienced by individuals when entering new ranks in the workplace. Although women experience greater feelings of imposter syndrome than men, Black individuals report a prolonged experience of imposter syndrome when compared to their white counterparts, which negatively impacts their everyday experiences, health, and overall well-being. With growing studies showing the pervasive nature of anti-Black racism on the health of Black people, there remains a paucity of studies showing the connection between anti-Black racism and imposter syndrome. Within nursing, anti-Black racism can be seen to foster imposter syndrome through discriminatory practices that affect the career development, recruitment, and retention of Black nurses. Anti-Black racism is prevalent, and, in this paper, two Black nurses share insight through their own encounters with imposter syndrome and its relationship with anti-Black racism. Guided by Black feminist thought, they use art to navigate their reflective discourse as a means of reclaiming their identity and positionality as leaders in their rights. Reflective discourse is ideal for transformative learning to occur through dialogue. In addition, it promotes the use of art for deeper discussions when understanding the Black experience. Together, these nurses explicate how adopting Afrocentric knowledge and practices through their reflective discourse can affirm their identity, promote a sense of belonging, and assist in dismantling the effects of anti-Black racism and imposter syndrome within nursing.

Background and PurposeDespite documented accounts of racial discrimination against Chinese communities during the COVID-19 pandemic, few studies have examined experiences of racism among Canadian youth. This qualitative study explored the experiences of Chinese-Canadian youth during the COVID-19 pandemic and their mental health.MethodsA qualitative descriptive research design, informed by Critical Race Theory (CRT), was used for this study. Data was collected using focus groups and image-based elicitation methods. Youth who self-identified as Chinese-Canadian, aged 18-24, and who experienced some account of self-defined racism were included. We analyzed the data using a coding system developed for this study and formulated key themes.ResultsOur analysis identified three themes: (I) Becoming racialized; (II) Learning the rules of racism; and (III) Effects of racism on mental health. We discuss findings in relation to the model minority stereotype, intersectionality of race and gender, and factors leading to a lack of support.ConclusionsThis study provides evidence that racism had immediate and prolonged effects on the mental health of Chinese-Canadian youth and their relationships with peers, family, and even strangers. Our research suggests the need for enhanced services for Chinese-Canadian youth and other groups experiencing racism.

BackgroundAnti-Asian racism is linked with adverse mental health conditions in young East Asian populations. There is a need to explore how to develop mental health resources for East Asian parents, yet minimal research explores anti-racism strategies for this work.PurposeThe objectives were to: open a critical dialogue for developing anti-racism strategies for mental health knowledge translation (KT) resource development, and explore complexities with engaging East Asian parents when developing KT resources.MethodsA narrative inquiry was conducted to collect East Asian parent stories on anti-racism strategies and mental health. East Asian parents across Canada engaged in semi-structured interviews between August to October 2022. Dialogic/performance analysis was used to inductively analyze the data. Findings: Three composite counter-narratives emerged from the data: 1) Storying issues of access within child mental health KT; 2) Seeking understanding and solidarity for the East Asian identity and story; 3) Unlearning, breaking barriers, and storying resistance. The composite narratives wove together seven storylines: a) availability and affordability, b) language and vocabulary barriers, c) lack of representation, d) issues of representation: power and whiteness, e) East Asian standpoint epistemology, f) breaking cycles, g) culture as a source of strength.ConclusionThe findings highlighted the complexities of engaging East Asian parents and recommended the need for an East Asian standpoint epistemology when developing child mental health KT resources and counter-spaces as a way to facilitate the centrality of East Asian standpoint epistemologies. These anti-racism strategies may promote solidarity for shared experiences beyond the white gaze and spaces.

This article provides reflections on the initiatives and experiences of nurses who identify as Black, Indigenous, and/or 2SLGBTQIA + within the Canadian healthcare system, as well as the efforts of the Health Equity Consortium to promote equity within the nursing profession. The paper explores the unwavering commitment of marginalized nurses to exceptional patient care despite facing pervasive prejudices and discrimination. It discusses the Registered Nurses' Association of Ontario's (RNAO) commitment to diversity and the creation of the Health Equity Consortium to address systemic barriers. Furthermore, the article highlights the concept of intersectional stigma and the need for comprehensive cultural competency training and inclusive leadership practices. Additionally, it outlines the consortium's aim to gather more information and publish further work to advance equity within the nursing profession and healthcare system. Ultimately, the reflection underscores the importance of collective action and ongoing dialogue to drive meaningful change towards a more equitable and inclusive healthcare system.

As a "foursome" of nursing history students and scholars, upcoming, junior, and seasoned, we presented a panel on new work and possibilities related to histories of Blackness and Black nurses in Canadian nursing history. Our presentation was the 2023 keynote Hannah Panel Presentation for the joint Canadian Society for the History of Medicine (CSHM-SCHM) and the Canadian Association for the History of Nursing (CAHN-ACHN) conference. Reflecting and expanding our perspectives, we share the relevance and significance of engaging with histories of Canadian Blackness and (in)visibility of Blackness in nursing history. This paper considers the overarching question of how does engaging with histories of Canadian Blackness serve as an anti-racist strategy when examining, analyzing and understanding the history of nursing and health care? A core tenant of this work aims at acknowledging how institutional relationships of power are reproduced within scholarship unless there is space for radical re-imaginations. The disruption to power is achieved by exploring the connections between nursing and history from the perspective of Black nurses' history or Black feminist thought. We also disrupt power by our form, in challenging expectations of scientific inquiry as the only format of valid knowledge production within the discipline. Possibilities of arts-based methodology as a site for democratization in nursing knowledge are evoked through the metaphoric language (water, fire, air and earth) interwoven within the text. We highlight how each of us engages with nursing history, further complicating previous narratives of our collective Canadian past. In publishing our thoughts on historical inquiry in a nursing journal, we hope to provoke more curiosity and interest in history within our discipline as a site for liberation!

Background/PurposeRacism and hidden bias experienced by underrepresented nursing students contribute to a loss of confidence and anxiety. The A-CHARM nursing project developed virtual simulation experiences for nursing students to practice how to address racism. 'Nik's Story' virtual simulation was created as part of the A-CHARM project. The purpose of this study was to examine the effectiveness of an education intervention, that included Nik's story, on cultural humility and cultural diversity awareness.MethodThis quasi-experimental study included a convenience sample of final year nursing students. After informed consent, participants completed a pre-intervention questionnaire that included the Cultural Humility Scale "context for difference in perspective" subscale, and the Cultural Diversity Awareness questionnaire to assess baseline knowledge. Students participated in an education intervention that included a lecture, Nik's story virtual simulation experience, a debrief and then completed a post-education/simulation questionnaire that included usability/learner engagement questions and the Cultural Humility Scale "context for difference in perspective" subscale, and the Cultural Diversity Awareness questionnaire.ResultsForty-seven students consented and completed the pre/post intervention questionnaire. Participants rated the effectiveness, engagement and usability of the simulation experience highly. There was a significant positive change in cultural humility "context for difference in perspective" subscale (pre-scores = 6.9, SD = 3.3; post-scores = 31.0, SD = 3.8, p < 0.001), and cultural diversity awareness (pre-scores = 95.4, SD = 8.9; post-scores = 103.4, SD = 9.8, p < 0.001).DiscussionThis intervention was effective in improving cultural humility and cultural diversity awareness in nursing students.ConclusionSimulation experiences regarding racism in the clinical setting provide a strategy for students to learn how to professionally navigate unwanted experiences.