UBC Publications

UBC Publications

UBC Publications

Touchpoints Apr 1, 2011

Item Metadata

Download

Media
touchpoints-1.0115950.pdf
Metadata
JSON: touchpoints-1.0115950.json
JSON-LD: touchpoints-1.0115950-ld.json
RDF/XML (Pretty): touchpoints-1.0115950-rdf.xml
RDF/JSON: touchpoints-1.0115950-rdf.json
Turtle: touchpoints-1.0115950-turtle.txt
N-Triples: touchpoints-1.0115950-rdf-ntriples.txt
Original Record: touchpoints-1.0115950-source.json
Full Text
touchpoints-1.0115950-fulltext.txt
Citation
touchpoints-1.0115950.ris

Full Text

 NURSING
est. 1919
Transition Time!
Sally Thorne, Director
The end of 2010 marks the conclusion of a
wonderful nine years in which I've had the
privilege of serving the School of Nursing as
Director. As is customary at a time of transition,
appreciate the opportunity to reflect on what
has transpired during that time and to consider
what lies ahead. As those who know me wil
attest, my enthusiasm for the School and what
it stands for is authentic and enduring. I first
arrived at the School as a Post-RN BSN student
in the summer of 1977 and have remained a part
of the School in one form or another ever since.
Since joining the faculty on completion of my
MSN degree in 1983, I have witnessed an era of
growth and transformation for the profession
and its academic enterprise and appreciate just
how special the UBC School of Nursing really
is as a community, a source of ideas and an
inspiration to generations of professionals. I am
honoured to have been part of this evolution and
to have represented all that the School stands
for in the capacity of academic leader
have sat in the proverbial Director's chair
during times of intense and exciting activity
at centre stage. We have all experienced
the information technology revolution that
has shaped so much of the way we interact,
engage and communicate. We have witnessed
dramatic shifts in public accessibility to health
information with consequent changes in health
professionals' engagement with the health
challenges in their various care contexts. We
have seen exponential growth in the capacity
of nurse researchers to successfully compete in
the interdisciplinary context for research funding
and to lead interprofessional and multi-site
research teams tackling increasingly complex
health system challenges. And we have played
a major part in strategically integrating systems
of care with systems of education. It has been a
time of big thinking, complex changes and new
opportunities to advance the practice of nursing
to greater effect in service of the population in
need of our particular expertise.
Over these nine years, our faculty have
worked very hard and been at the leading
edge of changes that will affect generations
to come. We launched the province's first
Nurse Practitioner program and continue to
support policy processes that will enable this
new breed of primary care practitioner to
serve British Columbians. We expanded our
master's program to embrace specializations
in nursing education, both for schools and
for the service sector, and have stretched
our program delivery models to encompass
flexible and geographically distributed access
without sacrificing our commitment to on-site
continued on next page
INSIDE
Transition Time!	
1
Recognition	
3
Undergraduate Profile	
4
Graduate Profile	
5
Teaching Excellence	
6
Clinical Practice Innovation
8
Names in the News	
9
Clinical Practice Innovation
10
Research Innovation	
11
Teaching Excellence	
12
Active Emeriti	
14
Development	
15
Alumni Achievement	
16 Transition Time, con't.
engagement and face-to-face communities
of learning. We led a provincial initiative that
has provided nursing administrative leadership
development to promising practitioners across
all health regions of the province. We re-profiled
our priorities at the undergraduate level,
capitalizing on our research-intensive nature, to
develop and implement an exclusively "upper
division" approach that selects applicants with
the best academic and clinical aptitude for a
career in nursing, and delivers a world class
intensive and accelerated BSN program. Having
had this program reviewed in recent years by
the College of Registered Nurses provincially
and by the Canadian Association of Schools of
Nursing nationally, we know that our graduates
are leaders in their capacity to transition into
front-line professional nursing practice and
to become the preferred graduates sought
after by employers in the health care system
We have hosted national and internationa
conferences, led community-based participatory
action projects to meet the needs of the most
vulnerable in society, tapped the insights lurking
in large population databases to redirect health
resources toward the places of highest need
and created inspiring new ways to deliver truly
innovative and meaningful health care to special
populations in society. In short, the School has
been solving the most complex problems facing
our profession and the world it serves.
This past summer, the School was reviewed
by a panel of internationally recognized leaders
in the academic and service sectors. Dr. Anita
Molzahn, Dean of the Faculty of Nursing at the
University of Alberta, led the team, accompanied
by Anne Sutherland Boal, former Chief
Operating Officer of the Vancouver Coastal
Health authority, and now in an executive role
with the Canadian Nurses Association, as well
as Dr. Courtney Lyder, Dean of the School of
Nursing at the University of California at Los
Angeles. In its final evaluation report, the review
team was lavish in its praise for the School
With regard to our academic programs, the
report noted, "The UBC School of Nursing is a
preeminent School that has a long proud history
and a record of many achievements. It is one of
the top three nursing programs in Canada...The
academic programs and teaching in the School
are strong. It was evident that faculty members
are committed to quality teaching. Students
were very positive about their educational
experience...The undergraduate students were
very impressive. They were enthusiastic about
the program and about nursing...It is apparent
from the high success rate on the Canadian
Registered Nurse Exam examinations and
comments from employers that these students
are outstanding." With respect to the scholarly
activity that takes place in the School, the review
team was equally enthusiastic, "The School has
had significant increases in research funding
over the last nine years. Over the history of CIHR
(the Canadian Institutes of Health Research),
the School ranks first in total funding among
other schools in Canada, with over $10 million
in funding cumulatively. In addition, faculty
members have funding from numerous other
foundations and programs. This accomplishment
has been noted by the senior administration of
the University....Faculty members in the School
have considerable experience in community-
based research, locally and internationally,
which is valued by the University in its desire to
connect with communities."
Among the many attributes highlighted in
the report was the uniformly positive reputation
that the School has created for enthusiastic
engagement with its various communities. From
alumni, affiliate faculty members, employers
of our graduates, interprofessional colleagues
and academic leaders alike, the team heard the
profound respect with which the School and its
members are viewed. This accolade speaks to
the incredible people that have found their way
into the School community — students, staff
and faculty alike. Their remarkable generosity
of spirit, commitment to a better world and
willingness to engage personally to make a
difference has infused all aspects of what we
do. These kinds of comments reflect a tribute to
who we are and the people we serve. The School
has always been and will be a place where
people are our foundation and the very reason
for our existence. And my goodness, we have
been lucky in the incredible cast of characters
who have peopled our School over the years
On the occasion of a leadership change, the
School enters into a time of transition. As of
January 1, 2011, Dr. Colleen Varcoe assumed the
position of Director Pro Tern from which she wil
ead until such time as a permanent new Director
is appointed. The School is in extremely capable
hands with her in this role. An internationa
search has been underway and we are all hopeful
that it will be successful in the coming months
in recruiting the perfect candidate for the next
era in the School's history. Many of the ongoing
challenges that have not yet been resolved over
my time in office will continue to evolve under
the guidance of new leaders. Despite courageous
and creative effort, we still find ourselves
geographically invisible, hidden primarily on the
third floor of the UBC Hospital or distributed
in other locations on campus, dreaming of a
home of our own where we can all be together.
Although our size, longevity and internationa
profile certainly warrant a more prominent place
within the University's overall structure, we
remain administratively in an arrangement that
was considered tentative even at the time it was
first established in 1919. With complex challenges
in health care and society facing us, we know
we require ongoing vigilance to ensure that the
professional autonomy and self-direction of the
School, in collaboration with its chosen partners,
remains our right and privilege.
However, we enter this transitional time in a
position of tremendous strength. Despite these
persistent obstacles we have clearly held our
own and flourished as unquestionably one of
Canada's top schools of nursing and one of the
world's leading centres of nursing scholarship.
As the external review of the School confirmed,
the faculty are clear in their priorities and their
commitments to the academic and practice
profession. They are unwavering in their collective
vision and are incredibly skilled and capable, both
individually and collectively, in making the right
things happen. This collective direction will guide
the university in informing the selection of the
next Director and in supporting that individua
toward realising the next phase of the School's
evolution. Ethel Johns would be proud
continued on next page Recognition
Community-Based Research
"The community isn't just along for the ride;
instead they are helping drive the bus."
Professor Judith Lynam was recently
honoured with the Network of East
Vancouver Community Organizations' (NEVCO)
"Building our Community Award."
Judith's research is characterized by a
reciprocal and respectful learning exchange
and recognizes and develops the expertise of
communities through dialogue and engagement.
This award recognizes her engagement with
the community through research on the Socia
Pediatrics Initiative,
NEVCO and community groups embarked
on the Social Pediatrics Initiative over three
years ago, with the aim of bringing health care
to vulnerable children and families in the inner
city. The initiative has become a partnership
of community with health organizations with
researchers from UBC
A strength of the project, according to
Carole Brown, Coordinator of the Ray-Cam
Centre in Vancouver's Downtown Eastside, is
that "for once, the community has not been
lost in this process. In fact, the local relevant
knowledge is welcomed and incorporated,
combining the intellectual and clinical with
'real world' relevance and promoting active
community citizenship and engagement. At the
outset, community organizations approached
this initiative with caution and trepidation, but
have experienced reciprocal and respectfu
learning exchanges and problem-solving."
"This positive experience with large
institutions is new for some of the community,"
says Carole, but it has been through the work
of some really amazing individuals, such as
Judith and her research team, that have really
gained credibility for the researcher in the
community setting and begun to challenge the
existing power dichotomies that exist there,
"It is their work, open inclusive process and
genuine acceptance and valuing of community
that is making this a truly holistic multi-sectorial
comprehensive initiative, where the community
isn't just along for the ride; instead they are
helping drive the bus."
The award was presented in mid-October
at the annual general meetings of NEVCO and
NICCSS (Network of Inner City Community
Service Societies). Both of these organizations
are community partners in the CIHR funded
research study for which Judith is the lead
researcher. The kind of meaningful community-
engaged research exemplified by Dr. Judith
Lynam represents a passionate and sustained
commitment of the UBC School of Nursing
continued from previous page
It is the right time for me to step into the
next phase of my career. I intend to remain
an active member of the faculty, once again
indulging in my own research and scholarship
in a more fulsome way, and playing my part in
nursing's professional development provincially,
nationally and internationally. As I embark on
this next phase of my personal journey, it is
wonderful to look back on the opportunity of
a lifetime, to follow in the footsteps of some
remarkable leaders of times past in supporting
the UBC School of Nursing as Director. I have
thoroughly enjoyed the privilege of sitting in
this chair over an incredible time in the School's
unfolding history. I take huge pride in the many,
many people, faculty, staff, students, alumni,
donors and "Friends of the School" of so many
other persuasions, whose commitment and
contributions have made it all possible.
The UBC School of Nursing is so much
more than an academic institution. It is the
heart, soul and very lifeblood of the profession,
embodied in diverse and marvellous members
past, present and future. So I thank you from
the bottom of my heart for the incredible
opportunity of taking part in what you all have
accomplished Undergraduate Profile
The Privilege to Nurse
"I feel really privileged to be trusted by the public, clients, and
families. I know that this profession is a very special one.
Not many professions are able to have these kinds of
relationships with people."
Phoebe Leung, a recent graduate of the
Bachelor of Science in Nursing (BSN)
program, has always wanted to be a nurse. A
career quiz in high school listed nursing among
the top three most suited professions for her,
but back then she didn't have the confidence
to pursue what she saw as a very intense and
competitive program. It wasn't until her mother
was diagnosed with metastatic breast cancer
that she decided to follow that dream
"In the last semester of my Arts degree,
my mom was having back pain. We thought it
was just old age, but my aunt, whose sister had
been recently diagnosed with metastatic breast
cancer, convinced us to get an x-ray," says
Phoebe. "I was with her when the results came
back and we found out it was cancer. My whole
life changed. I didn't know what to say or do."
"In her last three years there was a lot of
care to be given. I had to work very closely with
the nurses to let them know about changes in
her symptoms. Through those interactions with
nurses I realized that nursing is my passion and
what I want to commit myself to for the rest of
my life."
And then, just months before entering the
program, Phoebe's father was diagnosed with
iver cancer from genetically acquired Hepatitis
B. "I was contemplating whether I should even
be going to school, because I knew that time
with him would be so short," says Phoebe, "but
knew it was something I needed to do." She
recalls having to run up and down the stairs of
their home, rotating between homework and
assisting with his care. Her father passed away
in March, shortly after beginning the program
Looking back, she has no regrets. "Everyone
was so supportive and positive. My faith, my
loving family and my friends have all been
blessings. They've given me so much support
and I couldn't ask for anything more! Once, in
class, we were placed in a circle and asked to say
something nice about each person. At his turn,
Jonathan Woods (classmate) said 'Phoebe is my
hero.' It was cheesy, but at the same time I was
really touched. I have received so much support
from everyone at the School."
For her final preceptorship, Phoebe worked
at Richmond Hospital in a surgical nursing unit.
Many of her clients there had recently received
cancer diagnoses and although she was initially
worried how she might react to those clients,
she realized the importance of interacting with
and supporting them. "During my practicum,
would smile or wave to clients; it's amazing to
see how responsive they can be. Tiny gestures
make a huge difference and can be just as
important as treatments and medications."
In Asian culture, she explains, it can be
somewhat taboo to talk about illness and
emotions. But her personal experience helped
her break the silence for the family of one
patient who was diagnosed with colon cancer,
"It's a scary diagnosis" says Phoebe. "You could
see fear and anxiety in her eyes. As I verbally
acknowledged the enormity of the situation she
began to cry, and that really helped the family to
begin to express their feelings."
Through experiences in that placement, she
realized that she wants to focus her practice
in oncology. "I know that overall what I've
experienced might be thought of as negative
and tragic, but in a way it's a blessing, because
am able to help people that are going through
similar things as myself." "I've realized that, as
nurses, we are very privileged to be present in
those vulnerable moments when patients and
their families need us most. As nurses, we often
Phoebe with her grandmother, who has
provided her with constant support.
don't know what it's like to be on the other end
of care."
Because of major health care restructuring
and system downsizing, Phoebe has not yet
found a full-time nursing position. Although
she is eager to practice, she refuses to become
discouraged, believing that although there may
be fewer jobs for new nurses right now, she
and the other new graduates just need to be
patient. She is currently working as a pharmacy
technician, applying many of her nursing skills
and knowledge. As advice for others she says,
"Next week my boss is hiring me as a nurse for
a diabetes event and I will interact with clients
who may be at risk for diabetes. Opportunities
ike that allow me to practice my skills while
wait for a more permanent position."
The School is honoured to be able to support
students like Phoebe to realise their professional
aspirations. We are working closely with our
partners in the health service delivery system
to make sure that new graduates are soon fully
deployed delivering care to the patients who
need them Graduate Profile
Without Incident
The type of incidents that occur in perinatal nursing are also quite unique,
and unique strategies need to be implemented to ensure a more effective
process and experience for incident reporting.
For Noma Waters, an MSN was the logical
next step in her career. At the time she
applied to the program, she worked in Labour
and Delivery at BC Women's Hospital. "I had
always planned to go back and do graduate
studies, and the MSN seemed like the best
option for expanding and exploring my career
options" she says,
"It was during my first undergraduate clinical
placement that I chose to do my final practicum
in perinatal nursing. When I graduated in 2002,
came here to Women's and worked post- and
antepartum and then in labour and delivery."
Perinatal nursing is clearly her passion
The appeal of perinatal, she explains, is that
the focus is more on health than illness. "I find
pregnancy's effects on women very interesting,
love labour support and the postpartum care
too. There are so many options!"
Extending her clinical passion into improving
the system of perinatal nursing for all patients,
Noma took her current position as Corporate
Risk Manager in the Quality and Safety and
Risk Management Department of the Provincial
Health Services Authority. In this role, she is
both proactive and responsive, exploring ways
to improve the quality of care. A component of
her work involves reviewing incident reports, as
well as looking for aspects of the care system
that have the potential for risk. Risk to patients is
inherent in health care, and quality improvement
is an ongoing challenge.
Noma took a real interest in this topic and
chose it as the focus of her thesis. She began
reviewing quality improvement research and
found very little on perinatal nursing as it relates
to incident reporting. "My research was a way
to explore some of the issues that I confronted
in my work and try to answer some of the
questions I was having. I hoped to find a
way to make things better for the nurses so
that they feel more comfortable reporting
incidents. And, if the existing tools aren't
working for them, finding a way to make them
work better or develop new ones."
Noma began thinking about reducing
incidents in health care, but quickly realized
that in order to reduce errors you first need
to know what they are, and so she recognized
that the reporting mechanisms themselves
are critical. Noma knows that nurses feel
obligated to report incidents and generally
want to report, but sometimes find too many
barriers. "Although they all want the best
for their patients" she explains, "I had many
conversations with nurses about the reasons
not to report, why they think it is so important
and system issues that keep them from taking
that initial step."
Noma found that, like other nurses,
perinatal nurses encounter barriers to
consistent and effective incident reporting.
These include lack of resources, lengthy
forms or the worry they may be blamed
for the incident. However, one thing she
found in her research was that perinata
nurses considered their practice area as
being quite unique, so that standard forms
used throughout the hospital are not always
applicable to the types of incidents they
encounter. "There are still medication errors
and falls, but a lot of the work they do is
with healthy moms and babies. Medication
issues aren't prevalent, but instead they face
issues related to the outcome of labour and
delivery, which can happen even when care is
appropriate and without error."
"Dealing with healthy people is a
completely different care experience than is
the case for most patients in the hospital,"
says Noma. "Consequently, the types of
incidents that occur in perinatal nursing are
also quite unique, and unique strategies need
to be implemented to ensure a more effective
process and experience for incident reporting.
One of the main things I can extract from this
research is that, with this as my vantage point,
each practice area is unique, and you can't
make a mould to encompass all of the practice
areas."
On a more personal note, Noma returned
from maternity leave last April and, after
completing her MSN degree in August,
is starting to resume a somewhat normal
schedule. She hopes to begin to incorporate
her findings into the way practice is carried
out at her own hospital and to influence the
processes at other sites as well. She also
intends to publish, but with another baby due
in February, that may just have to wait!
5 Teaching Excellence
Being Global Citizens
"I realize I can help make a difference"
From the initial inspiration provided by its first
Director, Ethel Johns, who developed nursing
programs with high standards in both Canada and
abroad, the UBC School of Nursing has always
had an international reputation for innovative
thinking and outstanding research. Although
the work has taken shape in different ways over
the School's nine decades of history, its well-
deserved reputation arises from a vision of its
unique and particular role in the world, displayed
through the work of its faculty and students,
A current manifestation of that historic vision
can be found in the School's commitment to
global citizenship, which involves an expectation
that our members will act as responsible
citizens of the wider global community. They
understand the interconnected nature of the
world and its various elements as the context
within which nursing carries out its socially
relevant professional practice mandate. Globa
citizens appreciate and value ideas such as
ecological sustainability and social justice. They
are concerned for health equity as a basic human
right and feel a sense of personal responsibility
to actively engage in making the world a better
place, whether at a local, regional, national or
international level
This fundamental principle that all of the
School's members have the will and capacity
to be global citizens is deeply embedded in its
educational programs. For example, concepts
of global health and citizenship are threaded
through the undergraduate curriculum. As
they learn about factors that influence the
health and illness of their patients and the
population, students are engaging with ideas and
competencies related to social justice, equity,
social context, environmental determinants
of health, empowerment and community
sustainability.
Our undergraduate and graduate students are
interested in global citizenship at both local and
international levels.
For many, globa
citizenship started
long before entering the
program. In September,
when the new undergraduates
were asked about their prior
experience in such activity, more than
one third claimed exposure to international
work and many more had future intentions.
Examples of this great volunteer activity include
a student who volunteered at a Stoilo Nation
Youth camp and another as an activities leader
in a Palestinian refugee camp.
Despite our accelerated and fast-paced
undergraduate program, in which there is very
little time for extracurricular activity, a number
of students and graduates have found creative
ways to integrate international practice into
their learning experiences. For example, while
most of us were occupied with Olympic events
and celebrations here in Vancouver, Mindy
Obara (then a fourth-term student) used the
extended reading break to go to Haiti to assist
with the post-earthquake health care efforts,
"I was concerned at first that I did not have as
much experience as the nurses and doctors on
my team," said Mindy. "But I realized, even as a
nursing student, I could help." Upon completion
of her program requirements, and even before
walking across the stage to graduate in
November, Mindy was back in Haiti, this time
accompanied by her classmate Nadine Steiner,
And now, months later," she says, "I realize I can
help make a difference by building awareness of
Haiti's impoverished conditions and the many
health concerns, including leprosy, that are
unrelated to the earthquake."
Faculty members use a variety of pathways
and teaching strategies to introduce and to
weave global citizenship concepts into the
students' learning. An example of this occurs
in an introductory statistics course entitled,
Statistical Literacy in Nursing, required at
the master's level. In an online version of this
course developed by Assistant Professor Dr.
Craig Phillips, students work with multinational
databases to consider the evidence available
for a better understanding of global health
challenges. In this way, they refine their
knowledge of global health inequities while
simultaneously developing competencies in
interpreting evidence claims and applying
statistical methods to resolving complex
challenges in the health environment.
Faculty also support students in promoting
the principles of global health locally by
facilitating nursing interprofessional practice
placements in such remote communities as
Bella Coola, Hazelton, and Alert Bay. The
School provides, and students actively request,
preceptorship placements where they can
work with local vulnerable and marginalized
populations. "Our ability to enhance their
earning in the area of global health further p
Liudmila Miyar Otero, a postdoctoral
research fellow from Brazil, presents
her research at the 2010 UBC Nursing
Scholarship Symposium
enhances their capacity as global citizens," says
Associate Professor Dr. Susan Dahinten
Many of our graduate students explore key
concepts of global citizenship and health in
their major theses and essays. Joli Shocker, for
example, explored aspects of gender inequality
and HIV/AIDS, and Jomaa Hamzee is focusing
on issues faced by migrant nurses returning
to their home countries. Opportunities to
develop international and global knowledge
during graduate programs can be instrumenta
in shaping a career that is characterized by
global citizenship. A shining example is Jean
Barry (MSN '02), whose graduating essay was
entitled "A critical analysis of the recruitment
of foreign-educated nurses to address nurse
shortages." Jean went on to work for the
Canadian Nurses Association in Ottawa, and
has recently relocated to Geneva, where she
now holds the position of Consultant, Nursing
and Health Policy for the International Counci
of Nurses,
This kind of inspiration is also evident
among our more recent BSN graduates. Pauline
Voon, who completed her BSN in 2010, headed
off for Ethiopia on a six-month HIV/AIDS
Health Programmer internship for the Canadian
Nurses Association's "Strengthening Nurses,
Nursing Networks and Associations" program
She will be working with the Ethiopian Nurses
Association to enhance nurses' awareness
of issues related to HIV/AIDS transmission
in the workplace and to increase the safety
of both nurses and patients in the health
system through research, education and policy
development. Throughout the undergraduate
program, Voon developed a strong passion for
HIV/AIDS care, and when one of her professors
brought information about the position in
Ethiopia to the attention of the class, Pauline
jumped at the opportunity. While there, in
keeping with the wonderful connectivity that
global citizenship implies, Pauline was delighted
to meet another UBC alumna, Katie Hogan
(MSN '94), on a project in support of nursing
education on behalf of the Hospital for Sick
Children in Toronto,
School of nursing faculty researchers are
also incredibly generous with their time and
expertise in facilitating the development of
academic nursing in less advantaged regions.
The list of nations in which our faculty present
their research and consult with colleagues each
year is astounding. We welcome internationa
graduate students from all corners of the globe.
And many faculty members support a growing
number of international postdoctoral fellows
- doctorally-prepared nurses who come to the
School for extended periods to work alongside
mentors and further refine their research skills
and knowledge to solve major professional
health care challenges in their home countries.
These are just a few of the ways in which
the School of Nursing and its students and
graduates are contributing to global health
and citizenship. Taking personal responsibility
for a larger world, whether enacted in our
own neighbourhoods, at a regional level or
internationally, has been a commitment of
the UBC School of Nursing since its inception
in 1919. Although the language may change,
the underlying commitment to service and
professional responsibility endures. Today, the
commitment of our faculty and student body
to global citizenship and health is not simply a
part of the curriculum, but an expression of our
underlying values. Global citizenship is reflective
of the kind of students we attract, and the kinds
of students that we seek out. During their time
in the program, we hope to inspire and inform
the expressions of that commitment over their
professional careers. And during their programs
as well as after graduation, they continue to
inspire us as well Clinical Practice Innovation
Confronting Violence
The patient and family are inevitably in hospital due to
some crisis, and it's crucial to engage with them in a way
that acknowledges that.
Dr. Angela Henderson, an Associate
Professor with the School, is working to
change the way nurses deal with violence in
the workplace. As every nurse knows, there
are serious issues surrounding the violence
that nurses may be exposed to as part of their
daily routine. Now, a new electronic resource
produced as part of a study funded by WorkSafe
BC is making information and practice advice
directly available to nurses wherever they are in
the province.
The new DVD, entitled "Nurses and Violence
in the Workplace," is a product of Angela's
longstanding program of research designed to
confront the pervasive challenge of violence and
abuse in society. As a maternity nurse in her
early career, Angela recognized the prevalence
of abuse among her patients and wondered why
nurses were unable to help them. "My research
has always been about violence," she says. "It
started with abused women, and eventually
ed to asking why nurses were not more useful
to these women, because it seemed like they
should be an obvious source of help."
The current line of inquiry had its origins
in Angela's dissertation work which focused
more specifically on how nurses understood
abuse issues. "I wanted to talk to nurses about
what they thought their role was with abused
women." An important discovery in that work
was the way in which some nurses' fear of
violence was keeping them from being more
helpful to the women in their care.
It is well recognized that nurses encounter
violence and aggression on an extremely
frequent basis, and some level of physical risk
has always been an accepted part of the job. "I
remember one day going towards a patient's
room, and having the door slammed in my face,"
says Angela. "Within minutes, the patient had
heaved everything in the room, including the
bed, out the window and I have
no doubt that if anyone had been
in the room they would have gone
too." Recognizing that all nurses
have had these kinds of encounters,
Angela's interest in workplace
violence began to shape new
directions in her inquiries.
The DVD project itself began
with interviews of nurses in multiple practice
settings including mental health, in-patient,
out-patient, emergency and community health
As Angela talked with these nurses, it was
evident that most felt completely unprepared
to deal with what they were encountering in the
workplace. The analysis of her results shaped
a plan for how to constructively address the
problem
"The purpose of the DVD is to give people
something that they can refer to," says Angela,
"We used to teach break-away techniques and
confrontation, but this DVD is comprehensive,
covering everything from prevention to
intervention." It focuses on the nurses' own
behaviour; not to direct blame, but to emphasize
the need for awareness of the implications of
one's own actions - things as simple as tone of
voice, facial expressions and posture. Patients
and their families arrive at the hospital in a
variety of crisis situations, and nurses must be
guided to recognize what can happen when they
are not paying close attention and a situation
begins to turn violent. "While much valuable
work by nurses is contributing to a better
understanding of the social conditions under
which violence arises in the first place, I think it's
really important to be able to recognize the cues
that happen a lot earlier in the situation and to
be thinking about them as they unfold."
Workplace violence is an issue of
international concern. Angela took part in the
first international conference on workplace
violence in the health sector in Amsterdam
in 2008. "Everyone at that conference was
confirming that there was merit in looking at
our own behaviour in relation to our clients
and considering how we contribute to these
situations."
"What's significant is that people are
asking for copies of the DVD not because of
its excellent quality, because they haven't seen
it yet, but because they are desperate for any
resources that can help prepare for violent
situations. The extent of interest shows the
extent of the need. This is a huge issue and it
requires ongoing attention; I think the workplace
violence conferences will be really important in
furthering that progression."
"I'll be retiring in June, 2011," says Angela,
"so this will be my last research project as
principal investigator, but I would love for
someone else to continue on with the work. The
number of people that have already contacted
the School in order to obtain copies of the DVD
has been really amazing and I hope that it wil
play a part in beginning to see a decrease in the
incidence and impact of workplace violence."
The Workplace Violence DVD is available online
at httpi/ywww.nursing.ubc.ca/Research/
WorkPlaceViolence.aspx or upon request
by contacting The UBC School of Nursing at
ONRTS@nursing.ubc.ca
8 Names in the News
Three Hundred and Sixty Degrees
of Care
"Most people don't see the possibilities for people
with dementia. They are scared - they see someone
losing their memory and it becomes so frightening
that they back off. One of the benefits of my
research will be to show the opportunities for how
and what that help can look like."
Stories relating to dementia frequently
appear in the news. And the coverage is
almost always focused on individual situations
and the despair and suffering of the families.
Recent news items include a story of a
woman who refuses to press charges against
her husband, who injured her when she tried
to show him a photograph to jog his memory.
Or a tear-jerking story of a woman who, after
surviving the holocaust, moved to Vancouver
with her husband; she developed Alzheimer's
and was coping quite well, but after he passed
away her symptoms rapidly increased. Another
story relays the tale of a man who wandered
too far from home and a search party had to be
dispatched. And yet another reveals findings
that the families and caregivers of people who
suffer from the disease are prone to stress and
depression. All of these stories depict the ways
in which society is struggling to cope with and
understand dementia
Dr. Alison Phinney, Associate Professor,
is an expert in dementia and strives to gain a
360-degree view of her patients' experiences,
"What they are saying in the interview is just
part of the story; with dementia there is so much
they can't remember, or don't know how to
articulate. Observation really becomes key." She
noticed that her participants would often talk
about their experiences in terms of meaningfu
activities, and she began to place focus on how
those activities could shape experiences of both
the participant and
their family.
Dr. Colleen
Varcoe, the Associate
Director of Research, suggests
that it is often the ways in which Alison is able
to highlight positive findings in dementia, and
give hope and understanding to families and
society, that make her research so attractive to
the media
"It's the stories that really get people" says
Alison, "I've noticed that even with academics,
when I reveal the nature of my research, the
discussion becomes personal; they don't
respond to me as a fellow academic, but as a
son, or granddaughter of someone who has
dementia. Everyone has a story and is looking
for ways to relate and cope."
And this is true with the media as well
"They always want personal and emotiona
stories. Last year, someone at the CBC found
out that my research assistant was a young
woman who was involved and interested in
the research because her grandmother had
dementia. They really grabbed on to that."
"We think of dementia as a terrible tragedy.
We see people slipping away, not doing
what they once could. And yet, if given the
opportunity, there are people with dementia
who are telling us something about their
experiences that is very different," she says,
"Most people don't see the possibilities for
people with dementia. They are scared - they
see someone losing their memory and it
becomes so frightening that they back off. One
of the benefits of my research will be to show
the opportunities for how and what that help
can look like."
"I think Alison's research can really educate
the public about not just the challenges
associated with dementia, but also some of the
positive aspects and some of the strengths of
family engagement" says Colleen. "The public
is very concerned with what might happen to
themselves and their families and are often
experiencing a considerable sense of despair
over dementia being very negative and terminal
Alison draws attention to the strength and
resilience that people have, and there are some
very positive messages in her work."
While Alison has learned a great deal
from the people who have participated in her
research, she also empowers and gives voice
to them and to their families through her
interactions with the media. "They are willing to
share their experiences with me because I am
seen as having a bigger voice. I can get the word
out and contribute to a better understanding of
the disease in a way that they can't.' Clinical Practice Innovation
An Eye on Elders
"They come and ask specifically for the 'geri nurse' and know
that they will be taken care of by someone who understands
their issues and is ready to listen."
Maureen Shaw is passionately committed
to ensuring that older adults get the care
they need in an acute care hospital. Maureen
is a Clinical Nurse Specialist in gerontology at
the Vancouver General Hospital (VGH) and,
as an adjunct faculty member, is one of the
expert clinicians playing an important part in the
School's educational programs,
Maureen's role at VGH is to monitor and
make recommendations on the management of
older adult care in acute care settings. Therefore,
it was not surprising that the leadership team
in the Emergency Department (ED) called on
Maureen to help address the unique needs of
older adults. "The nurses didn't know what to
do with delirium or how to handle falls," recalls
Maureen. "In the beginning, I assessed patients
and began asking questions that were necessary,
but not previously considered, such as, 'Does the
patient really need to be admitted?' or, 'What
are the requirements for discharge?"'
She recommended that a nursing position
be created in the ED to specifically tend to the
older population and its unique needs and,
subsequently, Maureen has been instrumental
in establishing a role for the geriatric emergency
nurse in EDs throughout the Vancouver region
To generate evidence of the role's
effectiveness through nursing research, Maureen
formed a strategic collaboration with UBC
Nursing Assistant Professor, Dr. Jennifer
Baumbusch. "I didn't have a big research role
in my position until Jennifer joined the School"
says Maureen. "However, bringing together
the complementary skillsets of research and
practice expertise in a research partnership
made it possible to generate the kind of
evidence needed to make nursing practice
improvements a reality. Using my position to
incorporate empirical data into nursing practice
is crucial."
On the basis of the research
collaboration and its results, Maureen
educates and supports geriatric
emergency nurses by providing
evidence-informed interventions. For
example, she introduced an assessment
approach designed for the specific
needs of older adults. "The idea of
the assessment tool came from the
iterature," she says, "but their methods
didn't fit the team in our ED. So I took
the risk factors and experimented with what
worked."
She developed a one-step process, now
known as high-risk screening, in which the nurse
both identifies the risk factors and completes
the assessment, intervention and follow-up.
Expertise with the process developed slowly,
and required the nurses to think outside the
conventional model of ED assessment. "VGH
is a major trauma centre and the staff can
lose focus on older people lying in beds. The
geriatric nurses meet patients at triage and
facilitate their entrance. Now, if an older patient
comes in with a broken arm, for example, by the
time the doctor sees the patient, the tests and
information are ready."
"One of the things I am most proud of from
the project is that, despite the complexity of
the role, these nurses are able to stand alone,"
says Maureen, though she does connect with
them regularly on challenges or frustrations with
procedures or patient care.
The introduction of the geriatric ED nurse has
greatly affected nursing practice in this complex
setting: "There is much more communication
between residential care, case managers, the
mental health system and the ED. Older patients
are no longer pushed out because geriatric issues
such as depression or delirium aren't recognized
and people aren't admitted inappropriately."
Maureen's program has also been put into
place in Lions Gate, St. Paul's, Mount Saint
Joseph, as well as Burnaby and Royal Columbian
Hospitals, and she suspects that it has been
adopted in various forms elsewhere. Patients
and their families value the new system. "They
come and ask specifically for the 'geri nurse' and
know that they will be taken care of by someone
who understands their issues and is ready to
listen."
Looking forward, she is eager to further
expand the capacity of geriatric ED nurses. "It
would be extremely beneficial to support them
in educating other nurses about contributions
to the older population and also to have a nurse
practitioner (NP) attached to the role."
Maureen says she would love to expand
the outreach potential for the role even further.
For example, she cites evidence that outreach
services in residential care facilities prevent
unnecessary ED admissions. She would also like
to pursue use of the geriatric ED nurse model in
the home, focusing on the community, not the
emergency department.
It is easy to understand why, with direct
exposure to inspirational clinical nurse expertise
ike Maureen's, UBC nursing graduates are ready
and eager to play their own part in building a
better health care system for all patients.
10 Research Innovation
Scholarship for Social Change
Public support is imperative for achieving our goals
A research unit is a formalized grouping of
researchers, partners and trainees
bringing together multiple projects and
programs of research to support, inform and
animate their work. The formation of research
units within the School reflects its evolving areas
of strength and excellence, and the maturing of
certain areas of research imperatives to meet
the needs of the society we serve.
In June of 2010, the Critical Research in
Health and Healthcare Inequities (CRiHHI)
research unit celebrated its launch and official
opening as a new research unit within the School
of Nursing. The members of CRiHHI feature
both faculty of the UBC School of Nursing and
associates from the health care community who
have a vested interest in the same goals and
outcomes, all of which aim to promote equity
in health and health care through the uptake of
critical knowledge in research, practice, policy
and education.
Dr. Madeleine Dion Stout is a leader in the
health development of Aboriginal people. She
holds an honorary doctorate from UBC and
was the inaugural speaker at CRiHHI's launch
"CRiHHI's work is already cut out by its desire
to support informed discussion about health
and health care inequities among a broad range
of audiences,'" she says. "The challenges are
set for CRiHHI because, while ample evidence
describes health and health care inequities
internationally, the evidence about what works
to reduce those inequities is, so far, very limited.
To be reasonable, CRiHHI will have to pay
attention to evidence-based practice as well as
practice-based evidence. To be credible, CRiHH
will have to focus on the Cree concept nahi
(fairness) over that of tipi (equal)."
The formation of CRiHHI was slow, but
strategic. The members envisioned CRiHH
as a way to provide a structure for the issues
of inequity in health and health
care that many of our faculty were
confronting in their research, and support
for approaching those issues from a critical
perspective. "There are inequities caused by
poverty that affect children's health, such as
racism or geographic location, and those same
inequities influence access to health care," says
Dr. Colleen Varcoe, Professor and Associate
Director of Research. For example, she notes,
Dr. Judith Lynam studies how children in highly
disadvantaged families not only have poorer
health but also poorer health care.
Although inequities as they relate to
both health and health care are at the core
of the unit's research, the other component
is working from a shared critical perspective.
Critical research orients researchers to an
examination below the surface assumptions of
how things are to determine how they might
be. For CRiHHI, this means taking into account
how power differentials and broader system
structures shape both health and health care.
Colleen's own research focuses on violence
against women, particularly those from rura
communities. Others focus on such concerns
as stigma and discrimination for people with
mental health and addiction issues. "But even
though our research unit members may be
dealing with very different populations and
health concerns, we are still joined around
those two "big ideas" of critical approaches
and a focus on inequities," says Colleen,
"We encourage a broad range of theoretical
perspectives, and are interested in developing
really diverse approaches to research."
The members of CRiHHI look forward
to establishing courses and knowledge
translation efforts across multiple programs
of research. Last Spring, they held an event
during UBC's Celebrate Research Week, which
Madeleine Dion Stout and MN-NP
graduate Tania Dick, at the CRiHHI
launch in June 2010
functions as an opportunity for researchers
to interact with other members of the UBC
research community, the general public, alumni,
members of industry, the business community
and potential students. They event, entitled
Social Justice in Health and Health Care,
enabled CRiHHI members to share collective
insights from research activities, as well as
a series of "snapshots" on specific research
projects occurring within the unit, and engaged
participants in a dialogue that strove to report
their research and findings in a language that all
could relate to,
"Our goals are in their infancy because we
have just started," says Colleen. "But we are
working to become established and want to
create significant public engagement around our
research and findings. To me that is particularly
important because public support is imperative
for achieving our goals. In this light, we look
forward to effectively facilitating visitors and
engaging international and national-level visitors,
scholars and community activists across the
spectrum."
The research unit welcomes collaborations
with interested faculty, students and community
members. Visit CRiHHI's website for more
information: www.nursing.ubc.ca/crihhi
11 Teaching Excellence
Scholarly Innovation
I guess that's why you called it a
synthesis - real fusion and production!
As a capstone project of our revised
i undergraduate curriculum, students are
putting their new knowledge into practice by
helping clinical practice partners solve complex
problems. Our students learn a lot about
understanding evidence, interpreting research
claims and critically reflecting on "how we know
what we know" in nursing. This is increasingly
important in a world where many patients'
first response to a new condition is to search
online for answers. The world of competing
claims is frightening and frustrating for many
patients and, of course, the role of the nurse
includes supporting them through the barrage
of ideas they are exposed to — from their
health care professionals, from the media and
from well-meaning friends and family. Complex
information becomes a key focus for supporting
patients in this day and age.
Our students also learn about policy
processes — the lines of authority and
responsibility that keep health care operating,
the decisional processes that determine what
services get funded and delivered, the manner in
which values and attitudes become embedded in
the systems we create to manage everyday work
in the health professions. Because we intend
them not simply to work within systems but
to be capable change agents throughout their
careers, we provide them with an understanding
of how health care organizations operate and
how change processes come to life in the real
world
However, as with all undergraduate nursing
students, our students are passionate about
professional nursing practice. In order to ensure
that the more theoretical knowledge about
research and leadership doesn't fade into
the background after graduation, the faculty
designing our revised curriculum created what
we call the "synthesis project." This project
occurs in the final year of the
program while students are
concurrently solidifying their clinical
competencies and preparing to become
registered nurses.
In the orientation session early this fall,
Assistant Professor Dr. Maura MacPhee,
coordinator of the project, brought together all
of the students, practice mentors and faculty
advisors for a "meet and greet" and to launch
the project. The excitement was palpable in the
auditorium. As Adjunct Professor Cindy Stutzer
remarked, "This is incredible. I want to come
back to school."
The project design involves teams of up to
four students paired with one of our adjunct
faculty members (many of whom are practice
eaders and clinical specialists in our partner
clinical agencies) as well as a faculty advisor
to support the academic components of the
project and ensure linkage to university policies
and requirements.
Each of these practice partners identifies
a "practice problem" to be resolved. Many of
their projects are quality improvement initiatives
that have been recognized as important within
the clinical practice settings but have not been
addressed due to lack of time. As such, the
projects are meaningful and relevant in real time
and not simply theoretical academic exercises.
The team and practice partners meet
regularly to create a plan to optimally deploy
each student. Typically, students will do a
iterature review to confirm the best evidence
available, examine the best practices that have
been incorporated in other settings, consider
the particular barriers and facilitators to change
in the specific setting they are working in
and engage in an active consultation process
with the key stakeholders involved. These
stakeholders could be nurses, interprofessional
Students work to improve the orientation and
education materials for families in the Pediatric
Critical Care Unit at BC's Children's Hospital.
This student is incorporating parent involvement
into practice.
health team members, patients, administrators
or even members of the general public. The
team creates a proposal to address the specific
nature of the problem, each contributing about
50 hours of individual consultation effort.
Because they are working so closely with the
nurse leaders the intention is that, at least in
some instances, their work will actually change
practice. So, the full range of intellectual
skills and knowledge competencies they have
acquired during their program is brought to bear
on addressing a health system challenge and
making a difference.
One example of the synthesis project in
action involves Rosella Jefferson (MSN '98),
Clinical Nurse Specialist at BC Children's
Hospital, supported by School of Nursing
Assistant Professor, Dr. Gladys McPherson
Rosella is working with a team of students
— Christine Donald, Courtenay Scott, Dave
Lambie and Rachel Viktor — on an approach
to improving family-centred care practices in
the Pediatric Intensive Care Unit. Rosella says,
"They are like breaths of fresh air to our project,
am so impressed that they grasp the issues
related to our problem with orienting families
here and disseminating materials — how did
they do that so quickly when it takes me so
long? And then there is their unbiased, open
approach to the solutions — no assumptions
regarding causes of the problem — straight to
getting data and analyzing it. All four students
were quick to get here, get oriented and get
12 hands-on with the people and practices related
to our initiative. These four are also organized,
coordinated and focused — evidenced by the
creation of our 16-step, time-lined project grid
So far it looks to me like a wonderful merging of
earnings related to theory, collaborations with a
diverse group of stakeholders and then the real
thing - making it work at complicated bedsides."
Hilary Espezel (BSN '87, MSN '01) who is
Project Director for the Department of Quality,
Safety & Risk Management with the Provincial
Health Services Authority, says "I'm very positive
about a project-based approach positioned in a
real life setting." The project she is overseeing
recognizes that the transfer points in care
settings are where medication errors are made
and patient safety issues arise. Standardized
systems to reconcile mediation as patients move
through the system are badly needed. Students
Tim Kwok, Erin Flanagan and Meredith Miller
are working with Hilary to find systems that wil
work for the health care professionals involved
As Tim explains, "We are learning firsthand
that success or failure of a new policy depends
on staff acceptance." According to Hilary, "The
students benefit greatly from the immersion in
the practice area as they experience firsthand
what it means to work on an interdisciplinary
team as a full team member. They soon realize
the rewards and realities of addressing issues
within a practice setting, as well as the art of
project management and problem solving. In
short, students have a more realistic view of
the practice setting they will soon enter and,
in my opinion, are better prepared." And for
the organization, "the project outcome relates
to a top organizational priority, and will be of
immediate use."
Carol Galte (MSN '05) is a Family Nurse
Practitioner working with Fraser Health
Authority's Cardiac Services as Co-Lead for their
Regional Heart Failure Strategy. Although wel
supported by UBC Assistant Professor,
Dr. Tarnia Taverner as the faculty advisor, Carol
acknowledges some early reservations about
how this would work. "I have to admit at the
beginning, the project seemed like a fair bit of
work for the clinical people, but as it's gone on
the students have been very independent and
other than our linking them to people and giving
feedback they've run with the project quite well."
She goes on to say, "I've been really impressed
with the students' approach to the project. A
team of three, Malikah Bader, Katie Kim and
Sara Souzzi, are working on a curriculum for
cardiac patient group education. The students
plan to engage exercise participant stakeholders
in their work to develop a broad curriculum. I'm
hopeful we will be able to utilize their work going
forward with an interdisciplinary heart health
program we are planning for Royal Columbian
Hospital. As you know it's very powerful to
have the patient perspective when planning
new programs and the students are committed
to reflecting the needs of the participants."
Carol has thoroughly enjoyed working with our
students in this way and finds their involvement a
source of optimism. "They have been thoughtful
and thorough in their process. They show
maturity that I don't remember having as a soon-
to-be-graduated RN. They have approached their
project with professional enthusiasm and I feel
this speaks well to the future of nursing."
BSN student Jo Gorton, working on a trial
project at the BC Centres for Disease Control to
integrate HIV and TB services, is excited to be
applying what she has learned in the program
to what she sees as an important and complex
practice priority. As she says, "It is really cool to
go so deeply into an area of practice." Similarly,
Jon Kittle, one of a team of students working
on a project to support implementation of
system-wide changes associated with symptom
management guidelines at the BC Cancer
Agency, says "We're getting a "warts and all"
view of the greater health care system." He
knows that effecting change is never easy, and
the synthesis experience is exposing students
to real life concerns and barriers in a way that
will help them be more successful in moving
initiatives forward when they graduate.
The synthesis project is a new and
innovative way to bring our fast-paced integrative
curriculum to a close. As is the case in all of our
undergraduate courses, we build on the talent
and diversity of our students and actively engage
them to apply new knowledge from a variety of
sources. The synthesis project helps them better
understand the complexities of the real world,
why change is often so difficult, and how nurses
with vision and skills can work together to make
things happen. This confidence will serve them
well as they transition into their professional
careers with both humility for the complexity of
the work and optimism that nurses can and do
make a difference.
In the words of Rosella Jefferson, "I guess
that's why you called it a synthesis — real fusion
and production! Thanks for having the vision."
Shinerama, Canada's largest post-secondary
fundraiser, involves students from nearly
60 university and college campuses across
Canada. In 2010, students across Canada aim
to raise one million dollars. All funds raised
go to support the Canadian Cystic Fibrosis
Foundation and Cystic Fibrosis research.
Nursing student, Nicole Fortier, has been a
leader in this year's campaign and her efforts,
combined with contributions of her fellow
nursing students have helped Nicole raise over
$30,000!
"I was so pleased to present the School
of Nursing with the Shinerama Faculty
Cup, recognizing nursing as the strongest
fundraising faculty for UBC's 2010 Shinerama
campaign!" says Nicole. "The support of
students is greatly appreciated and because
of their time and efforts we are now one step
closer to finding a cure for cystic fibrosis."
Students at the UBC School of Nursing are
dedicated to making improvements to health
and health care in our communities. Nicole's
fundraising efforts are just one example of the
fabulous efforts we are seeing in our student
body!
For more information on the Canadian Cystic
Fibrosis Foundation and Shinerama visit
http://www.cysticfibrosis.ca/en/Shinerama
13 Active Emeriti
At UBC, emeritus/emerita status is a
recognition conferred by the Senate
upon certain individuals who, having
given long service, are retired from
the University but permitted to retain
as an honorary title the rank held at
retirement.
Until quite recently, School of Nursing faculty
members were required to step down from
their positions at "a certain age" and enter into
the dignified quietude of retirement. However,
having spent a career in the professoriate,
devoting themselves to teaching students and
generating new knowledge to inform nursing and
health care, a significant number of these former
faculty members have used retirement as an
opportunity for finding new venues in which to
capitalize on that expertise.
Emeritus status is granted to an individual
upon retirement, implying recognition that the
type of person who has devoted his or her life to
a field is unlikely to cease contributing just
because their formal service may have ended
ndeed retirement, and the new rhythms of
life it offers, may fuel an increased enthusiasm
and creativity for putting hard-earned ideas
to use. The School is fortunate to have among
its emeritus faculty an incredible collection of
characters who exert their own unique brand
of intelligence and commitment into solving
society's problems in new and exciting ways.
Here we take the opportunity to showcase
just a few examples of the many remarkable
professional and scholarly contributions being
made by the emeriti who made the School their
career and have yet to stop giving,
Judith Mogan, Assistant Professor Emerita,
was passionate about what we now call "the
scholarship of teaching" during her years on
the UBC faculty. Among the many projects she
developed with colleagues was a survey tool
for nursing students, graduates and faculty
to rate the characteristics of clinical teachers'
behaviour. Judy and her colleague, Janet Knox,
created this tool, called the "Nursing Clinica
Teacher Effectiveness Inventory," and published
a corresponding report in 1985. A quarter of a
century later, the School continues to receive
requests from educational scholars all over the
world for permission to use this tool. Although
Judy has long since assigned ownership of the
tool to the School, it has now been placed by the
Woodward Biomedical Library health librarians
into the UBC online institutional repository
so that it can be openly accessed by scholars
worldwide. We so often think that research has
a short shelf life, and so examples of work done
in the School that continue to be sought after so
many years later are truly inspiring.
Dr. Sonia Acorn, who served as
Acting Director in the later
years of her academic career,
became Professor Emerita on
retirement in 2004 and has
hardly slowed down in the
intervening years. She has continued to teach
graduate courses through on-line delivery with
Athabasca University's Centre for Nursing and
Health Studies and to do contract work on entry
evel competencies for the College of Registered
Nurses of British Columbia. In addition, she has
been highly active as a site reviewer for the
Canadian Association of Schools of Nursing. At a
ceremony in Ottawa this past November, that
association presented her with its inaugura
Award for Excellence as an Accreditation
Reviewer. Having given long service to the
profession as an educator and educational
administrator, Sonia is continuing to ensure that
the nursing programs of the country are at the
standard of quality the profession deserves and
in this she is continuing to show the leadership
that UBC represents.
Although she is a master of
anguage, having published
volumes of elegant and
articulate scholarly writing
over a long and remarkable
career, for Professor Emerita
Joan Anderson, the word "retirement" isn't in the
exicon. From her home office in West Vancouver,
Joan and her colleagues continue to express
complex theoretical ideas, applying a critical
social theorizing lens to the analysis of the
difficult issues underlying social justice and
health inequities. Her publication record
continues to flourish, with three important new
papers finding their way into highly respected
scholarly journals in 2010. Dr. Anderson was also
a Visiting Professor at the Daphne Cockwel
School of Nursing at Ryerson University in
Toronto this year, and delivered an invited
address to the International Philosophy of
Nursing Society conference. Joan remains an icon
in social theorizing in nursing and is mentoring
yet another generation of graduate students.
Professor Emerita Elaine
Carty has found it possible in
retirement to indulge in the
scholarly projects for which
there was never enough time
during her busy academic
career. As inaugural director of British Columbia's
first midwifery program at UBC, she devoted her
time to the politics and policy of professional
practice and to interdisciplinary alignments
within the maternal child health constellation
For years, Elaine has been fascinated by how
pregnancy and birth have been depicted over
time and place in artists' images. In retirement,
she has travelled internationally to museums and
galleries, developing a digital image database
including approximately 800 drawings and
paintings of pregnancy, childbirth and midwifery
images from prehistoric times to the 21st century.
Beyond lecturing to scholarly audiences, Elaine
also speaks to religious and spiritual groups,
inviting historical analysis of how biblical women,
such as Sarah, Hagar, Rebecca, Rachel, Leah,
Bathsheba and Jezebel are depicted in art and
what we can learn from their stories. In a recent
Advent service, she explored the life of Mary
from her birth to the time of the Nativity in art,
music and text,
Linda Leonard, Associate
Professor Emerita, continues to
operate the Multiple Births
Support Program she
developed for Canadian
families and health
professionals during her faculty
career at the School. Linda's online service
includes information, counselling and
consultation as well as providing access to
"Twins, Triplets & More!," which is an extensive
continued on next page
14 Development
Supporting the Next Generation
in HIV/AIDS Research
"There is still so much that needs to be done in this field. But there is also
tremendous hope. We now have efficacious treatment and a whole new
generation of students committed to the issue of social justice and HIV/AIDS."
November 29, 2010 marked a memorable
occasion. In the International Year of the
Nurse marking the 100th anniversary of Florence
Nightingale's death and during World AIDS
Week, health care professionals, family and
friends gathered to celebrate Irene Goldstone's
career. Irene retired from her position as Director,
Professional Education and Care Evaluation,
British Columbia Centre for Excellence in HIV/
AIDS at Providence Health Care in June of this
year. Although she is leaving some rather large
shoes to fill, her extraordinary commitment to
mentorship means that those who continue on in
her wake are more than up to the challenge,
rene was the Director of Medical Nursing at
St Paul's in the early 1980s when some of the first
Canadian patients with AIDS were admitted. She
ed the nursing response to that early challenge,
and since then has been a leader in HIV/AIDS
prevention, treatment, care and support, as wel
as the education of health care professionals in
Vancouver and across BC. In response to the
epidemic, and under Irene's leadership, St. Paul's
Hospital opened the first integrated cancer and
AIDS palliative care unit in Canada. In 1992
she joined the BC Centre for Excellence in HIV/
AIDS as Director of Professional Education,
collaborating with UBC School of Nursing
and the College of Health Disciplines to offer
undergraduate elective courses in HIV/AIDS
"Over the last 28 years of my career," says
rene, "the treatment of the virus has changed
dramatically with the availability of highly
effective antiretroviral therapy. However, what
has become clear to me over the years is that
HIV/AIDS is as much about social justice as it is
about medical therapy. Two patients, both with
a diagnosis of HIV/AIDS, can have remarkably
different lives. One suffers from a chronic illness
made manageable by adherence to antiretroviral
therapy; the other does not access treatment
— as is the case with many who use injection
continued from previous page
resource guide that she created for multiple
pregnancy and parenthood. The School of Nursing
is proud to host this resource on its website so
that professionals, new parents and families
across the country facing this exciting challenge
can easily locate it (visit: www.nursing.ubc.ca/
PDFs/TwinsTripletsAndMore.pdf). The currency
of the information is assured by Linda's continuing
role on the Advisory Board of Multiple Births
Canada, as well as the opportunity she makes to
meet expectant and new parents (and cuddle
babies!) in monthly gatherings of the Vancouver
Twins & More support group. Although she may
have retired from her formal career at the School,
families far and wide continue to have Linda's
wisdom to cheer them on
These are just a few of the stories of School
of Nursing emeritus faculty members whose
meaningful work continues in new and exciting
ways beyond their departure from the officia
teaching world. These individuals and the
many others we could have named continue
to inspire the School, provide us with guidance
and encouragement in our continued scholarly
direction and set a standard for commitment
and creativity. As we face ongoing retirements
in future years, we keep in mind that these
marvellous colleagues are not leaving their work
behind, but rather transforming it into a new form
of expression. We are grateful for the voluntary
contributions to the betterment of society that
these remarkable individuals exemplify.
drugs, for example — and so has a dramatically
shortened life."
Disparities such as these have motivated
rene's colleagues to establish the Irene
Goldstone HIV/AIDS and Social Justice Graduate
Scholarship Endowment to support nurses
wanting to pursue graduate work in HIV/
AIDS research at the UBC School of Nursing
in honour of her remarkable career. As part
of the celebratory event, Dianne Doyle, Chief
Executive Officer of Providence Health Care,
announced a generous donation from the St,
Paul's Hospital Foundation to demonstrate
Providence's commitment to the cause.
Renowned researcher Dr. Julio Montaner of the
BC Centre for Excellence in HIV/AIDS pledged
the full honorarium from his 2010 Aubrey J
Tingle Prize for Outstanding Leadership, recently
awarded by the Michael Smith Foundation for
Health Research. And Julie Kille, on behalf of the
Canadian Association of Nurses in AIDS Care,
announced a significant contribution. In addition
to these generous public donations, nurses from
all walks of life have honoured Irene's work with
their own donations. Her colleagues hope that the
fund will reach a level of $200,000 and support
an endowed award that will help UBC Nursing
graduate student researchers in this field in
perpetuity,
rene is characteristically humble about the
difference she has made. "I am acutely aware that
there is still so much that needs to be done in
this field. But there is also tremendous hope. We
now have efficacious treatment and a whole new
continued on next page
15 Alumni Achievement
On November 29, 2010 a large contingent
of the UBC community gathered at the
Chan Centre for an evening of UBC excellence.
Celebrating Achievement: The UBC Blue and
Gold Review showcased inventions, feats and
performances from UBC students, faculty,
graduates and staff and recognized Alumni
Achievement Award recipients,
Glennis Zilm (BSN '58) was honoured
at this celebration with the Blythe Eagles
Volunteer Leadership Award, celebrating her
accomplishments as a nursing leader "whose
commitment to the documentation and
development of nursing history has helped make
BC a Canadian leader in nursing scholarship."
Glennis is a familiar presence throughout
the School and its alumni as a passionate keeper
and purveyor of our School's extensive history.
She delivers guest lectures to undergraduate
students (often in the garb of a bygone era),
inking the challenges facing the profession today
with its historic barriers and accomplishments.
She and colleagues maintain a historical display
case, showcasing a rotating collection of
memorabilia, equipment and records pertaining
to different aspects of nursing history. In honour
of Remembrance Day, for example, the display
case featured artefacts from UBC Nursing
alumni who served overseas in World War II and
Afghanistan. During a flu epidemic, the historical
display might feature epidemics of the past, and
their relationship with the evolving profession of
nursing. A faithful participant in practically every
School event, Glennis is always bursting with
enthusiasm to share our School's rich history.
The awards citation notes that, as a historian,
writer and teacher, she has "performed a great
service to the nursing profession in Canada by
researching and preserving its past, in particular
the central role played by her alma mater and
its nursing alumni. Zilm's meticulous research
and documentation has ensured that the vital
contributions of key individuals are accurately
recorded and never forgotten."
For more information on Glennis' many
achievements, and to view a short video, please
visit the UBC Alumni Affairs Association website
at httpi/'www.alumni.ubc.ca/events/ awards/
2010/recipients/zilm.php
continued from previous page
generation of students committed to the issue of
social justice and HIV/AIDS, and who understand
that the 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 epidemic. The future is bright if
it is in their hands, but they need our support."
The School is proud to have had Irene as an
adjunct professor, and to have supported her in
the contributions she has made to health care in
BC. We invite you to join us in supporting the next
generation of nurse researchers in HIV/AIDS
Donations can be made by mail, online at
www.supporting.ubc.ca/hivaidsnursing or by
calling 604.827.4111 (tollfree 1.877.717.4483).
For questions about supporting this
endowment, or any other UBC School of Nursing
development initiative, please call Kieran
Murphy, Associate Director, Nursing Development
& Alumni Relations at 604.822.1234 or
kieran. murphy@ubc.ca
Remembering
Former colleagues and students were
saddened to hear of the recent death of
Kirsten (Weber) Hyde. Kirsten joined
the School faculty in 1969, retiring as
an Associate Professor Emerita in 1988,
having served in a range of teaching and
academic service capacities. During her
time in the School, Kirsten was known as
strong public health nursing advocate,
exerting her unique brand of diplomacy and
tenacity to ensure that appropriate systems
and processes were in place for nursing
students to have optimal access to excellent
public health clinical training opportunities.
She left her mark upon the School and will
be missed.
TouchpoiNTS
TouchPoints is published by the
School of Nursing, Faculty of Applied Science,
The University of British Columbia.
Editor: Dr. Sally Thorne
Associate Editor/Writer: Clare Kiernan
Editorial Advice: Dr. Marilyn Willman
Production: The Media Group
Printing: Metropolitan Fine Printers Inc.
The UBC School of Nursing
T201 -2211 Wesbrook Mall
Vancouver, B.C. V6T 2B5
Tel: 604.822.7417
Fax: 604.822.7466
www.nursing.ubc.ca
PUBLICATIONS MAIL AGREEMENT NO. 40681575
RETURN UNDELIVERABLE
CANADIAN ADDRESSES TO
THE SCHOOL OF NURSING
T210-2211 WESBROOK MALL
VANCOUVER, B.C. V6T 2B5

Cite

Citation Scheme:

        

Citations by CSL (citeproc-js)

Usage Statistics

Share

Embed

Customize your widget with the following options, then copy and paste the code below into the HTML of your page to embed this item in your website.
                        
                            <div id="ubcOpenCollectionsWidgetDisplay">
                            <script id="ubcOpenCollectionsWidget"
                            src="{[{embed.src}]}"
                            data-item="{[{embed.item}]}"
                            data-collection="{[{embed.collection}]}"
                            data-metadata="{[{embed.showMetadata}]}"
                            data-width="{[{embed.width}]}"
                            async >
                            </script>
                            </div>
                        
                    
IIIF logo Our image viewer uses the IIIF 2.0 standard. To load this item in other compatible viewers, use this url:
http://iiif.library.ubc.ca/presentation/cdm.touchpoints.1-0115950/manifest

Comment

Related Items