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UBC Publications

Touchpoints Oct 1, 2009

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est. 1919
Alumni Engagement:
The Greatest Gift of All
Sally Thorne, Director
In this 90th anniversary year, those of us who live,
work and study in the UBC School of Nursing
have been thoroughly basking in the glow of the
many accomplishments that have emerged from
the foundation of this unique community during
its remarkable history. We are enjoying a year
of exciting events that commemorate the past,
recognize the present and look forward to future
possibilities. During this year, many of our alumni
from all decades have been involved sharing stories
for our Amazing Alumni website (online at http://
you haven't yet had time to look!), coming back to
the School during our Open House, participating
in the Alumni Luncheon, and visiting our historical
displays both in the School and in the UBC Special
Collections and Rare Books (with the B.C. Nursing
History Society) over recent months. It has been
great connecting with many of you who have
always had a soft spot for the School, but not
always known how to find your way back home.
Hopefully, one of the legacies of this anniversary
year will be a permanent welcome mat for all of our
One of the challenges for a busy school such as ours
is trying to find meaningful ways to ensure that our
alumni know we still care about them and involve
those who seek more active ways to remain part
of the School community. This year, we have been
blessed with various alumni volunteering as part of
our undergraduate admissions interview process (a
wonderful and rigorous process that allows us to
select not only those applicants who have excellent
academic aptitude, but also those with what we
like to refer to as "clinical aptitude"). We know that
the thoughtful participation of many alumni in this
exhaustive process has allowed us to recruit top
candidates and produce exceptional graduates in
record time.
We have also had a number of alumni volunteering
to serve as timekeepers or simulated patients for our
OSCEs (Objective Simulated Clinical Exams) for nurse
practitioner students. These exams require a "cast of
dozens" to ensure they are successful in preparing
our students for registration examinations and
professional practice in B.C.
Further ways that alumni have engaged with us
include supporting undergraduate students in
clinical practice, mentoring graduate students in new
advanced practice roles or consulting on thesis or
major essay projects. Some of you have also found
your way into the classroom with guest lectures
or panel presentations, or come out for talks and
special events at the School.
Those who aren't geographically close have also
found creative ways to engage with us, including
considering the School in your charitable giving,
telling us when you think we are doing something
well (or not!), and simply extending an encouraging
word of support when you run across one of our
students or graduates in your travels. All of these
gestures, large and small, sustain us as a vibrant
community, proud of the place we each hold in the
collective history and committed to the continuance
of a brilliant future.
Having had the privilege of serving the School as
Director for seven and one-half years now (and
counting), I feel especially qualified to attest to
how incredibly lucky we all are in having an alumni
community that is both colourful and dynamic.
You are the heart and soul of the School, and we
treasure your continued enthusiasm. <
Director's Message	
Raisingthe Bar	
Teaching Excellence	
Undergraduate Profile	
Graduate Profile	
Clinical Practice Innovation	
 7 Raising the Bar
Leadership History in HIV/AIDS Care
"One of the unique things about HIV is that patients and providers are not mutually exclusive entities; we
collaborate to support the research, education, treatment and care people need once they are infected, and to
advocate for the prevention of infection."
Irene Goldstone, a longtime Adjunct Professor
with the School of Nursing, has had a
career with profound influences on nursing
administration, education, research and policy
related to HIV/AIDS care and harm reduction. As
she prepares to retire as Director, Professional
Education and Care Evaluation, British Columbia
Centre for Excellence in HIV/AIDS, Providence
Health Care, we celebrate her accomplishments.
rene began her career at the Royal Victoria
Hospital School of Nursing, Montreal. This
experience gave her great respect for nursing
history which she pursued through her thesis, "The
origins and development of collective bargaining
by nurses in British Columbia, 1912-1976," and
through the 75th Anniversary Project of the
Vancouver Metropolitan Chapter, RNABC in which
36 pins of schools of nursing were donated and
placed on permanent display.
She was an instructor with the School prior to
completing her master's degree in health policy
and administration at UBC. "Although I couldn't
have anticipated the HIV epidemic, this laid the
groundwork for understanding the epidemic, its
significance and how I approach my work. On
completing the program I was appointed Director,
Medical Nursing, St. Paul's Hospital just as the first
patients with AIDS were being admitted in 1982."
She takes pride in being part of the changes that
have occurred in HIV/AIDS care over the past 27
Establishing a palliative care unit at St. Paul's was a
major achievement. Because of her experience as
a head nurse in a critical care setting at the Royal
Victoria Hospital - one of the first hospitals in
Canada to establish a palliative care unit, in 1975
- she has always been passionate about the issues
around care of the dying. Irene served on Health
and Welfare Canada's Caring Together Expert
Working Group on Integrated Palliative Care (1986-
89). "AIDS became such a challenging issue"
says Irene, "and we had no effective treatment to
offer. The need for a palliative care unit became
critical; the BC Ministry of Health responded and
St. Paul's opened the first integrated cancer and
AIDS palliative care unit in Canada." During this
time she monitored the outcomes of HIV/AIDS
care and worked to address the gaps in care. This
led to addressing the need for community-based
supportive care and Irene's role in the planning of
the Dr Peter Centre.
When the B.C. Centre was founded in 1992, Irene
was appointed the first Director of Professional
Education with a mandate to deliver programs
for undergraduate students in health and human
services and practicing health care professionals.
In 1993, Irene collaborated with Anne Wyness,
Associate Professor Emerita, to establish an
elective HIV course for nurses. The first of its kind
in Canada, it remains unique. The course is now
offered by distance education to students and
practicing nurses across the province. The course
addresses a range of issues including the social
conditions that create vulnerability, HIV testing,
antiretroviral management, and palliative care
Since only about 50% of those clinically eligible
for antiretroviral drugs are receiving them, the
course addresses the complexities of care delivery
to marginalized populations. As she explains,
"We have HIV in 2009, a chronic illness made
manageable by adherence to antiretroviral therapy,
co-existing with the 1980s version, a disease that,
without treatment as is the case for many who use
njection drugs, dramatically shortens life."
In the mid-1990s she again collaborated with
Anne Wyness, as well as Dr. Andrew Chalmers
(then Associate Dean, Undergraduate Curriculum
for the Faculty of Medicine) and Sharon
McKinnon (Pharmaceutical Sciences) to develop
an Interprofessional HIV/AIDS course delivered
through UBC's College of Health Disciplines
Currently, students come from nursing, medicine,
social work, pharmacy and nutrition and such
diverse backgrounds as education, cell biology,
and international relations. "We have a whole new
generation of students committed to the issue of
social justice, and who understand that disparity
in society is one of the factors that makes people
vulnerable to HIV. I'm very encouraged by their
commitment and motivation to respond to the
rene has also promoted continuing education
in HIV/AIDS and harm reduction through
her organization of and participation in HIV
conferences locally and nationally and nursing
forums associated with the International AIDS and
the International Harm Reduction Conferences. Teaching Excellence
Technologically Enhanced Nursing
When asked what the best part of the UBC School of Nursing is, Bernie replies without hesitation, "The students.
We have very high calibre students; they are great thinkers and problem-solvers and continually challenge us as
educators to anticipate and meet their needs. We are very privileged that we have such competition to get into our
program, as this consistently provides us with dynamic and fascinating groups."
Dr. Bernie Garrett, Associate Professor, has a
passion for teaching that contributes greatly to
the success of our students and the quality of our
programs. Teaching concepts related to advanced
nursing practice, educational theory and nursing
nformatics at both the undergraduate and graduate
levels, Bernie is committed to helping students acquire
the theoretical skills they need to function across a
variety of settings and contexts. His recent College
of Registered Nurses of B.C. Award of Excellence for
Nursing Education celebrates and recognizes these
Bernie's teaching philosophy is enacted in an informal
facilitative style. "I'm not there to be an expert," he
nsists, "I'm there to support students' learning. I can't
force them to learn, but I can facilitate the process by
providing the tools with which to teach themselves,
giving them opportunities and providing an organized
structure to progress through the material and
ultimately achieve those 'Aha!' moments when they
obtain their grasp of the material."
Kirsten Anderson, a student in Bernie's recent
Educational Processes in Nursing graduate course,
recalled it as one of her favourite courses in the
MSN program. "Online learning can be challenging;
however, he embraced the technology and enhanced
our learning. He demonstrated commitment to
students by delivering creative lectures, asking
thought-provoking questions, and providing prompt
and beneficial feedback. It was the first online course
where I felt I didn't miss learning opportunities
because I was not in a conventional classroom!"
A large focus of Bernie's teaching is using technology
to enhance learning and, ultimately, nursing practice.
He has spearheaded or supported a number of
technology-based learning team initiatives within
the School, including the High Fidelity Simulation
Laboratory. "Our simulation labs are a powerful tool
for providing hands-on learning. They enable practice
and problem-solving in a safe environment where
mistakes cannot lead to any real damage," says
Bernie. "Interactive learning is popular with students;
it helps build confidence. When students are going
out into practice from an accelerated program like
ours, it makes them better prepared." As with all
technology, generations of simulators are constantly
changing. For example, the latest models have the
capacity to simulate a full-blown seizure. Bernie looks
forward to continual advances in integrating new
simulated learning opportunities into the program.
Supporting Bernie's application of new technologies
within his teaching portfolio is his program of
research in how Personal Digital Assistants (PDAs)
can influence nursing practice. "When we started,
PDAs were cutting edge," Bernie explains. "Now
we have ultra-micro PCs - some the size of a large
cell phone - with technology that will soon be so
advanced that you'll be able to access practically
everything currently on your desktop from a mobile
Practicing nurses and nursing students find this
kind of technology truly enabling. Using PDA-based
interactive drug reference systems for example,
nurses can type in a list of medications that a patient
is taking, and receive alerts on the drugs, important
side effects, and cross-check the drugs to indicate
potential adverse interactions. Students in the practice
setting are able to input journals and clinical logs
at the end of their shift while the information is still
fresh in mind, thus maintaining accurate and reliable
records of the skills and processes learned
The School's Practice E-Portfolio (PeP) project, another
of Bernie's scholarly interests, involves a move away
from paper-based evaluation of students towards
web-based evaluation. Integrating this new tool
into our existing educational portfolio provides an
innovative experience unlike any other in Canada
From their first day, students begin to build a record
of their clinical practice through documenting the
procedures they've done, reflective journaling,
reviewing instructors' comments, evaluation and
clinical performance. "It's all made accessible through
one web-based application," Bernie explains. "The
students can see where they've come from, what
they've achieved, and where they're going next."
While the application is currently in its pilot phase,
PeP will officially launch with the School's rollout of a
new curriculum this coming September. "I'm looking
forward to the challenge of the new curriculum"
Bernie says. "It has a really nice flow of content
that will make it easier for students to see how their
learning develops throughout the program. Students
will also gain greater exposure to our faculty's
cutting-edge research, which will help to evolve their
understanding of the material as they learn."
With his infinite curiosity to advance practice and
learning through the application of new technologies,
Dr. Bernie Garrett is a great asset to the School,
and the School is proud that the nurses of B.C
have recognized him with this prestigious Award of
Excellence. Undergraduate Profile
A Foundation for Change
"I want to work to try and break these cycles, to develop programs unique to specific populations so that they can
get healthy and stay healthy. Prevention is key!"
[ hen I started a major in biology, I was
really driven and motivated to be a
doctor" says Jason Batalha, "but after a couple of
years of biochemistry and microbiology classes of
300 students where you never get to know your
professors, I really felt like I was losing touch with
what I really wanted to do, which was work with
Jason wanted to see what else the world had to
offer, which led him to teaching English in Japan
His experiences in Asia helped point him back
to health care. Extensive travel to places such as
Cambodia opened his eyes to the conditions there
He saw orphans who were sick and malnourished
"It brought me back to what I had originally
envisioned when I was 12 years old, that I wanted
to help people. I had never thought about nursing,
and didn't realize the scope of what nursing was
and what it could accomplish, but after doing
some research, I really got excited about the
Jason saw the UBC School of Nursing as a
progressive institution. With all the faculty research
being done, he felt there was a real international
feel to the program, which excited him right away.
"It was a no-brainer" says Jason. "At that point
knew I was definitely coming back to UBC."
Unlike his previous classes, he noted that in UBC
Nursing the professors and instructors made
a real effort to get to know students. For an
nternationally renowned school of nursing, the
closeness and personal feel of the program really
impressed him. "Here, everyone works together
and supports each other."
In 2008 Jason received the Janet Gormick
Memorial Scholarship in Nursing. "It was a huge
shock!" he says. "I never expected it, because it's
not something you apply for, they choose you
One day I checked my email and there it was,
and it floored me. It was such an amazing feeling
to be recognized in this way. I know that Janet
Gormick was really
involved and made
a difference to
nursing and
meant a lot to
people, and I'm
still so honoured
by this!"
Jason has also
just received
the Helen L.
Balfour Prize,
awarded to the
student obtaining
the highest
standing in the final
year of the program.
Janet Gormick would
certainly have been
delighted to know that
her support contributed
to his exceptional academic
Jason is now working in an acute
medical unit at Vancouver General Hospital
"There is a whole range of conditions from cardiac
to neurological, respiratory and psychosocial
issues" says Jason. "As such, the care is very
multidimensional in that we are not only treating
their physical illnesses, but must also focus on
their living situation, social networks, mental and
emotional states. It's challenging, because you have
to keep track of the entire set of factors affecting
your patient, but I really wanted to start there
because it provides a great foundation."
"No matter what I do in the next five or ten years,
do eventually want to go into prevention in the
community," says Jason. He sees many complex
patients such as IV drug users in acute care
While hospitals can treat their immediate care
needs, if they are not adequately supported in
the community once they leave the hospital, they
keep cycling in and
out of acute care
settings. He sees
his background
in teaching
being an asset
for educating
clients and
"I want to
work to try
and break
these cycles,
to develop
unique to
so that they
can get healthy
and stay healthy.
Prevention is
Like many of his fellow
graduates, Jason is eager to create
meaningful change, but he wants to take
his time and absorb all he can from his current
position. "I want to know what being in the
hospital is like, so that when I am in the community
working with clients I'll know what they've gone
through in the hospital and will have another
perspective on their experience."
"Community is definitely something that I love,
but I'm also very interested in cardiac care, and am
ntrigued by the role of the nurse practitioner. I also
ike the idea of working abroad with different nongovernmental organizations (NGOs). I'm keeping
all of my doors open right now" says Jason, "I'm
learning and taking any opportunities I can, I don't
know what the future will hold for me, but I'm
eager to find out. I'm very excited to finally be out
there and I know that I've definitely made the right
choice with nursing!" Graduate Profile
A Passion for Policy
"When I started the program I felt like the other students knew more and were more experienced then I was, but I
found that you don't realize how much you know until you start sharing your knowledge. We're all nurses, we all care
about the same thing: patient care."
Harveer Sihota graduates from the MSN
program ready for a challenge and fuelled
with ambition to pursue and effect change. When
told she had won the Pauline Capelle Award,
which goes to the top MSN graduate, Harveer said
she was sure there must be some mistake. "Even
when I received the Mallory Award [in 2008], I was
taken aback. I know I was so passionate about
what I was doing and worked really hard, but it
was still a huge surprise! Because I've come into
the program at a younger age than most, it's been
very motivating, and encourages me to try to
accomplish even more."
"I always wanted to do my master's," she says.
"Even when I was in the basic baccalaureate
program I knew I was going to go for further
education. The UBC School has a great reputation
and when I looked at the instructors' profiles I
was so impressed with the type of work that they
do. I'd wanted to do my basic degree at UBC, but
it hadn't worked out, so I felt honoured when I
received my MSN acceptance letter!"
Harveer had general ideas coming into the
program of what subject she might choose for her
culminating scholarly project, but was grateful that
faculty encouraged students to be open-minded
to discovering new opportunities. "I wanted to
prepare myself for leadership positions in nursing
and health care and find my career focus. It's not
that I have a definitive goal in mind even now, but
think I know where I'm heading and feel like I'm
on track."
When she began the program, health policy held
no particular interest for Harveer, "I would just
shut my ears thinking, That's not something
that's relevant to me or nursing.'" However, the
first policy course she took was with Associate
Professor, Dr. Colleen Varcoe. "Even through
the online medium, I could sense Dr. Varcoe's
enthusiasm and passion. The articles and
assignments ignited my interest and enthusiasm for
health policy."
Working as a case manager in Home Health Care,
Harveer had been conducting comprehensive care
assessments. She recognized that the definition
of necessary care as hospital-based services has
typically led to significant cuts to government
services for home care, and that this policy decision
has affected the ability of many of her clients to
lead independent lives. She became aware that,
when applications for home care services were
declined, it was often women who were forced to
become family caregivers. In this observation she
found the subject for her original scholarly project.
"It is estimated that 80% of informal caregiving
is provided by wives, daughters and daughters-
in-law" says Harveer. "I focused on that group,
analysing the home support policy in B.C. and the
adverse effects it is having on women as informal
caregivers. The system, and society, assume these
women want to look after their family members,
but often the burden on their own health and lives
is severe.
"I want to use my career to influence the health
policies that contribute to these issues" she says. "I
used to think that policy was something outside of
nursing and that it wasn't something we need to
deal with, but everything is linked to policy. When
health care supports are cut back, we can't provide
the best care for our patients."
This month, Harveer starts a new position as a
care coordinator, with the Chronic Care Clinic in
Surrey. A new project applying a novel approach to
managing chronic diseases, the focus of this clinic is
on self-management support. "We'll be developing
care plans that acknowledge the patient as the
expert on his/her own body and disease. I will act
as a facilitator rather than a teacher and be there
for guidance, referring them to various community
resources, providing any necessary education and
whatever they need to get them to the point where
they have the confidence to do it on their own."
With her passion for health policy and the
difference it makes in the lives of those
nursing serves, Harveer will be ideally placed to
enthusiastically embrace new ways of enacting
service delivery, while critically reflecting on the
intended and possibly unintended impact on
patients and their families. "Change is good" says
Harveer, who is eager to begin her new position.
"That's why I love nursing, there are always
opportunities to learn!" The health care system is in
excellent hands supported by compassionate critical
thinkers like Harveer, and we know that Pauline
Capelle would have been proud to acknowledge
her accomplishments. Clinical Practice Innovation
Empowering Students Through Practice
"It shows the nurses and nurse leaders how the students can help, and makes them come to us and say, 'I have a
project, do you have any students available?'"
At the UBC School of Nursing, faculty are
continuously searching for innovative ways
to improve the teaching of nursing practice
and make sure that students leave our program
with the highest standard of education. Such
nnovation can be seen in the Quality & Safety
in Practice option that is offered through
the undergraduate course in Leadership and
Management in Healthcare led by Dr. Maura
MacPhee, Assistant Professor.
Quality and safety (QS) are of growing concern
in health care. Nurses, who make up a large
portion of the health care work force, must be
actively involved in maintaining standards in the
workplace. This course option can improve QS
standards by providing practice experiences that
allow students to immediately apply what they
are learning in class. The option was developed
in conjunction with Hilary Espezel and Kris
Gustavson, QS officers from Provincial Health
Services Authority and adjunct faculty with UBC
School of Nursing
Because of the nature of UBC's accelerated
nursing program, many students have had
leadership or project management experience.
"We needed to produce something
to facilitate learning of
nursing leadership
in practice
to help
prepare them for entry into practice" says Maura
"With all of the QS work nurse leaders are involved
with, it seemed like an ideal opportunity to 'buddy'
students with nurse leaders to work on projects
where they get firsthand knowledge of
what nurse leaders do, how practice
environments are managed and what
trends are important."
Students volunteer to participate at the
beginning of their fourth term. "We
frontload material that they need to
know about nursing leadership in the
first five weeks of the course, and in
the last seven they enter the practice
environment and meet with their nurse
leader, develop a project plan, timeline
and deliverables. The projects are self-
directed, but we provide open avenues
of communication for any assistance
One project carried out at Richmond Hospital
with Marg Meloche, Program Manager of High
Acuity and Nursing Professional Practice Leader, is
nfluencing policy change in practice. The project
evaluated the safety and efficacy of decreasing
or eliminating the time spent in
the ICU among postoperative Carotid
(CAE) patients.
The students'
included a
best practice
benchmarking, and
staff interviews. The
traditional procedure at
Richmond Hospital has been to put
CAE patients in ICU. The students found that
most of these patients do very well going straight
onto a cardiac care unit. As a result, the team at
Richmond Hospital is changing its policy, which
will effectively free up ICU beds while sending the
CAE patients to a place where they get safe and
effective care.
"The outcomes of this partnership have been very
successful for both the students and the hospital"
says Marg. "It's giving students the opportunity to
be part of a decision-making team, to influence
change and improve the quality of patient care, and
to be recognized and appreciated for the value of
their work."
"One of the things we've learned is that the
partnership with the practice community is very
important" says Maura. "This project really helps
to strengthen those existing relationships. As new
learners, students feel quite vulnerable going
out into the practice setting; often they don't
feel prepared for the clinical responsibilities. This
gives them a chance to ease into them and see
how the skills they have around critical enquiry,
project management, even what they know about
leadership and teamwork, all make a difference. It
also shows the nurses and nurse leaders how the
students can help, and makes them come to us
continued on page 7 Development
A Focus on Students
Supporting nursing students through academic
scholarships and needs-based bursaries was
a wonderful way to give back to the country
and province that they came to cherish as
their home.
Mr. Dieter and Mrs. Hanne-Lore Knigge arrived
in Vancouver from war-torn Germany in
1952 with ten dollars in their pockets. Dieter
had studied business management and Hanne-
Lore was a student of music. They were drawn
to Canada by its support of individual freedoms
and the possibilities for business development.
Once situated in Vancouver, Dieter established a
successful import business and career in real estate
development, while Hanne-Lore worked for years
with the Children's Aid Society.
A strong desire to contribute to the community,
accompanied by their high value of education,
led them to believe that talented hard-working
students should be given the opportunity to pursue
their dreams. Because of this they approached
the university to discuss ways in which they could
support students.
Over the past 20 years, they have given gifts to
many UBC departments, often choosing those
which have had some personal meaning for them,
or which they believed were not receiving sufficient
support. When Mr. Knigge had an episode of
hospitalization, and they saw the wonderful work
being done
by nurses, they
decided that supporting
nursing students through
academic scholarships and needs-based
bursaries was a wonderful way to give back to the
country and province that they came to cherish as
their home.
Since 2000, 28 nursing students have been
supported by the Knigges' generous donations.
Their ongoing commitment to nursing has been
truly appreciated by the students who, in many
cases, have expressed their heartfelt thanks
through letters, which the Knigges love to receive.
Cherity Langer, who received one of the Knigge
scholarships says, "Thanks to the generosity of
people like the Knigges I have been able to focus
on my studies and not my finances. I believe this
focus has enabled me to provide a higher quality
of care to my patients and I am truly grateful!"
Jie Xu, who graduated this past May, is passionate
about maternity nursing and is now working in
the area of postpartum care at B.C. Women's
Hospital. "I'm truly grateful and honoured to
have received the D.C. & HI. Knigge scholarship in
nursing," says Jie. "It contributed tremendously to
my success during my studies at UBC. I am sure the
generosity shown by the Knigges to the university is
appreciated by all!"
The UBC School of Nursing is honoured to count
its students among the recipients of the Knigges'
generosity. The School wishes to express the utmost
in gratitude to the Knigges for their continued
support of our programs and students.
Empowering Students, con't.
and say, 'I have a project, do you have any students
Because of the work done thus far, the project
has received the 2007 Ted Freedman Innovation
in Education National Award, and has just been
nominated for a Sigma Theta Tau International
Education Award
In the new curriculum, the QS option will be
transformed into what will be called the "Synthesis
Project," to become a required curriculum
component for all students. "It's a practice-based
profession," says Maura. "Critical enquiry and
other concepts, such as leadership, are truly
important, but students need to know how to
apply them. This kind of innovative learning
experience gives them a different perspective to
prepare them for the practice environment!"
Make A Donation
If you are interested in creating a
bursary, establishing a scholarship,
funding critical research purchasing
clinical equipment or creating a special
project, I would be pleased to discuss
the many ways you can help the School
ensure high quality education for the
next generation of nurses. Please call
me for a confidential
Debbie Woo,
Major Gifts Officer
UBC Final Touches
Awarded for
Professor Wendy Hall was awarded a Killam
Teaching Prize at this May's graduation
ceremony. A passionately committed
clinical expert and  researcher in
behavioral health intervention foryoung
families, Wendy has been a prominent
advocate of teaching and learning.
Through Wendy's unique blend of research
and education she exemplifies the
integration of knowledge with practice
for which the School of Nursing stands.
Congratulations Wendy!
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am       within our community. This
award-winning applied scientist            \/   "i
/S'N^t'    JM       is an incredible testimony
in her own right, Dr. Aboulnasr
^lJ          j^Lj        to how highly regarded the
was attracted to UBC by the unique
^    ^^^^r        School of Nursing is. Other
opportunities it offered to forge creative
schools of nursing and other faculties
solutions to complex societal problems through             throughout the country look to the school of
the application of educational innovation and
nursing here at UBC for guidance as to what
scholarly collaboration. An electrical engineer
direction t
0 take, in context of curriculum, as
with special expertise in digital signal processing,       wel1 as teaching and research."
Dr. Aboulnasr's current research includes "smart"
hearing aids - a project whose importance wi
II           We are delighted to have a passionate and
be self-evident to all nurses!
champion and advocate in Dean
Tyseer Aboulnasr, and look forward to her
Dean Aboulnasr has enthusiastically embraced            ongoing si
jpport for the important work we
the opportunity to engage with the School and          do- Her appreciative excitement of the School
with the wider community of nursing. As she
is a clear reminder that service to society is
recently stated, "1 have a huge amount of respect      the fundamental core that binds all of the
for the School, and an incredible sense of pric
le          disciplinary partners within the UBC Faculty of
for being the dean of a faculty that includes a
Applied Science. 4
TouchPoints is published by the
School of Nursing, Faculty of Applied Science,
The University of British Columbia.
Editor: Dr. Sally Thorne
Associate EditorAA/riter: Clare Kiernan
Editorial Advice: Dr. Marilyn Willman
Production: The Media Group
Printing: Rhino Print Solutions
The UBC School of Nursing
T201-2211 Wesbrook Mall
Vancouver, B.C. V6T2B5
Tel: 604.822.7417
Fax: 604.822.7466


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