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Touchpoints Apr 1, 2010

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Array NURSING
UBC
an
e^r. 1919
Partners in Practice
Sally Thorne, Director
One of the fabulous assets the UBC School of
Nursing relies on is its pool of marvelous adjunct
professors and associates. These "affiliate faculty,"
as we affectionately refer to them, are leaders in
nursing practice, health care administration, policy
and service delivery. Although their salaried positions
are generally in health care service facilities or other
partner organizations these affiliate faculty hold
formal board-appointed positions with the University
Each affiliate faculty member brings a unique perspective and skill-set. Some take part in the rigorous interview system with which we assess "clinical aptitude"
within our selective undergraduate admissions process.
For example, top academic candidates invited for the
interview segment this year encountered a series of
one-on-one meetings with an assortment of phenomenal professional leaders such as Elizabeth Harrold,
a clinical nurse specialist with Health Canada's First
Nations & Inuit Health Branch, David Byres, Chief of
Professional Practice & Nursing for Providence Health
Care and Rosemary Cashman, a nurse practitioner at
the BC Cancer Agency. Imagine this as your introduction to the profession! Those offered positions met
additional nurse leaders as soon as classes began,
such as in the spellbinding lecture on "Purpose, Loss
and Grief" delivered by Chris Emery, a palliative care
clinical nurse specialist in the Fraser Health Authority
Our graduate programs are powerfully enhanced
by the diverse contributions of affiliate faculty. Lisa
Henczel, a family nurse practitioner at BC Children's
& Women's Hospital, teaches our nurse practitioner
(NP) students such complex procedures as intrauterine
device (IUD) insertion and endometrial biopsy. Erica
Purves, a pediatric hemophilia specialist, and Susanne
Craig, a nursing management consultant, have taken
part in NP clinical practice examinations. Many of our
graduate students include expert affiliates in their capstone project, master's thesis or doctoral dissertation
supervisory committees. Jocelyn Reimer-Kent, a cardiovascular nursing expert at Royal Columbian Hospital,
supported a recent NP graduate studying new technologies that support cardiac patients post-discharge.
Both Maylene Fong, who leads chronic disease prevention and management programs for Vancouver Coastal
Health Authority, and Marcia Carr, who coordinates
acute geriatric care for Burnaby Hospital are currently
supporting international post-doctoral fellows as they
learn how best practices in Canadian nursing may apply in their own countries of origin
In addition, many affiliates partner with faculty members to conduct priority research in various health care
settings. Cora McRae, a clinical practice consultant
with Fraser Health Authority, collaborates with Dr.
Paddy Rodney to enhance professional practice in the
operating room environment. Becky Palmer, Chief of
Nursing for BC Children's and Women's Health Centre,
works with Dr. Judy Lynam to improve the health
of socially disadvantaged children in this province.
Madeleine Dion Stout, one of Canada's foremost
scholars in aboriginal women's health, lends her
special expertise to several of our community based
action research programs. Still others provide wisdom
and consultation as we develop courses, revise curriculum or advance new strategic thinking
The incredible talent pool represented in the School's
affiliate faculty is among our finest assets. I regularly
hear from them how positive and encouraging they
find it to discover firsthand the incredible calibre of
young people who have chosen the profession of
nursing, and how stimulating it can be to study the
problems of nursing in collaboration with our faculty
From our faculty, I hear how strongly they rely upon
the experience and wisdom of their clinical partner
colleagues to conduct scholarship that is sensitive
to the local conditions of a setting and relevant to
the solution of real health care problems. And from
our students, I hear how excited they are to be part
of a program in which they are exposed not only to
great faculty, but also to the best practice role models
professional nursing has to offer.
INSIDE
Director's Message	
 1
New Faces in Research	
 2
Raising the Bar	
 3
Undergraduate Profile	
 4
Graduate Profile	
 5
Partners in Practice	
 6
Teaching Excellence	
 7
FinalTouches	
 8 New Faces in Research
A Commitment to Harm Reduction
and Policy Change
fl lam absolutely thrilled to be here" says Vicky Bungay, who recently
I joined the faculty as an Assistant Professor.
"I feel I finally have the academic freedom to explore the things that
Lwant to do. It's been a bit of a whirlwind, but it's been great!"
Having come to the School from a nursing educational leadership
position at the BC Centre for Disease Control, Vicky is already involved
Mm    with several programs of research including a study of harm reduction
fM    in crack cocaine use and another on the sexual health of women
j^m     working in indoor sex venues. Within the domain of public health
^■^__^^m4mv       nursing practice and sexual health, she is also focused on the effects of
^^*aa^^     changes in legislation and scope of practice on both the day-to-day practice
of nursing and the health outcomes of populations.
Beyond her program of research, Vicky is also trying to sort out where her particular expertise will best
contribute to the educational mandate of the School. She envisions addressing some of the gaps she
sees in practice and determining how to incorporate solutions for them. For example, she wonders if
there is something that she can contribute to NPs who are going to be working in the field of sexual
health.
"One of biggest priorities for me right now," she says, "is doing justice to the projects that have
recently been completed, developing a program of research that explores the implications of changing
legislation and what difference that will really make, particularly in sexual health."4
The Future of Aging
Ithough newly
^appointed as an
Assistant Professor,
Jennifer Baumbusch has
a long history with the
1 School, having received
I  her undergraduate
degree here in 1996
I  and her doctoral
'  degree in 2008. In
f recent years, she's
also taught part-time in
" gerontology courses while
holding a leadership role in professional practice
with Vancouver Coastal Health
Jennifer's research passion lies in health services
for older adults, particularly nursing practice in
residential care facilities. "Gerontological nursing is
evolving quite quickly," she says, "and responding
to the needs of the aging population is getting
much more complex."
Jennifer is excited to work within the network of
gerontological nurses in the School. "People are
easy to approach and very willing to mentor and
support me in developing myself as a researcher."
She's also been exploring collaborative relationships
with faculty in other disciplines
"We know that nearly 50% of hospital patients,
90% of nursing home residents, and 80% of home
care clients are older adults," Jennifer says. "The
reality is that, for a large number of nurses, this is
the population they are going to serve. We need
to be preparing them for that specialized body of
knowledge and making sure that gerontology is
something they think of very positively."
Jennifer is looking forward to what she considers
an incredible amount of freedom to pursue
different ideas and projects. As she puts it, "To
have the validation of my knowledge and skill, and
to be able to come in every day and do research
and teach, it's such a privilege! "^J
In Search of
Solutions for
Chronic Pain
Tarnia Taverner, another faculty recruit,
comes to us from the UK, where she was
nurse manager and matron
for a community hospital
in East Sussex. Tarnia's
research focuses on
i  pain management,
especially among
older adults.
I Coming to UBC
has been great says
Tarnia. "It's not just
a new job, or a new
university, but a new
country, a new culture,
everything!" Building
on her doctoral dissertation,
Tarnia is currently developing a program of
study with a particular focus on neuropathic
pain from chronic leg ulcers. She hopes to
document this problem among persons in
assisted living contexts who may require some
level of nursing care.
Neuropathic pain results from damage to the
nerve endings rather than the stimulation of
pain receptors. "It is generally not properly
diagnosed," explains Tarnia, "and we know
that older people are more likely to have
chronic pain which, untreated, may develop
into neuropathic pain." Tarnia maintains
that changes are required in primary care
management to ensure timely diagnosis
and treatment, and that we need informed
policies to effectively manage this issue.
"Skiing in the winter!" is among the
features that attracted Tarnia to Vancouver.
"But seriously," she continues, "there is so
much to becoming part of UBC. It is such a
prestigious university, and it is so exciting and
an honour to have the opportunity to work
here as a member of the faculty."
The School is delighted with the special
expertise that Tarnia brings to its scholarly
and teaching teams and her infectious
excitement for showing how nursing
knowledge can improve important details of
everyday practice.
To tfCIlPOINTS Raising the Bar
^/Va-^/Va-^/V/
Creating Capacity for Change
What drives Dr. Colleen Varcoe's program of
research is the knowledge that violence affects
the health of far too many people. An Associate
Professor in the School of Nursing since 2005,
Colleen is among Canada's leaders in this field of
scholarship. She has spent much of her professional
career documenting and interpreting the health
mpact of violence, as well as mentoring colleagues,
students and communities to find meaningful ways
to eradicate and manage it. "It's about trying to
reduce violence and enhance equity," she says
Colleen always has several active research projects. A
current study follows women who have left abusive
partners in order to better understand the continuing
health and economic effects of interpersonal violence.
She also works closely with communities to address
the interactions between interpersonal violence and
HIV prevention. "Many strategies for preventing
HIV are based on the ability to negotiate safe sexual
practices, but these options don't apply in the context
of sexual assault or partner violence," she says. She
is also examining the complex relationship between
violence and substance use. "Are women who use
substances trying to numb themselves, tolerate
situations or escape from the violence, or is the
explanation more complicated than that?" Colleen
believes it is.
Beyond documenting and interpreting complex social
issues, Colleen uses her research to improve lives. In
active collaboration with communities and women's
groups, she asks difficult and sensitive questions
such as: "How can we foster social
justice and make a difference in the
world? How can we promote equity
and influence change?" To ensure
that the next generation of nurses
is well prepared to influence public
policy, Colleen's deep philosophical
commitments influence her
teaching, her mentorship of junior
colleagues and her engagement with
community-based research teams.
Not one to shy away from complex and challenging
health issues, Colleen works tirelessly to try to find
the most effective ways in which nursing can solve
very real problems. This integration of scholarly
passion exemplifies the kind of research that is
increasingly a hallmark of UBC Nursing scholarship
today. We are proud that Colleen's research
showcases the finest of nursing's applied social
consciousness.
Toward Primary
Health Care Reform
How can we better organize and deliver primary
care across populations? This question underlies
the research of Associate Professor Dr. Sabrina
Wong. "My current program of research is about
looking at ways in which primary health care services
are delivered and organized, different models in
which care is delivered, costs in different sectors
and how organization and delivery of services can
mitigate health inequalities," says Sabrina. "I'm
nterested in what types of models are most effective
in delivering care to populations who might be
considered marginalized because they speak English
as a second language, live in extreme poverty
situations, have mental health and addictions
challenges or live in rural or remote areas."
One example of her research is an ongoing study of
group medical visits, an option for delivering support
to patients with chronic illness that engages them
to develop and sustain effective self-management
skills. Usually conducted by an interprofessional
health care team, these visits focus on specific
conditions affecting a group of individuals in similar
ways so that patients can learn from
one another as well as provide one
another with encouragement and
support for success.
"What's really interesting is that we
are learning that such visits change
the primary health care experience
for patients whether or not they
actually attend. By helping a wider
community of patients and health care providers
understand the benefits of working together to
manage chronic conditions, we change the entire
way the practice is carried out." Notwithstanding
these advantages, Sabrina knows that "in order
to convince funders and policy makers we need
to figure out which are the situations for which
group visits are best suited. And that's something
we're hoping to be able to determine through the
research."
British Columbians are becoming more cognizant
of the importance of excellent access to primary
health care providers (whether family physicians
or nurse practitioners) and also to the specialized
skill-sets of the entire health care team. Research
such as Sabrina's is helping provincial governments
and health authorities better understand how to
coordinate and deliver access to the right kind
of care at the right time within the best systems
possible.* Undergraduate Profile
^/Va^/Va-^/
Neelam Ladhar - Global Health for the Next Generation
Once you do any sort of international work, it's in your system and you can't get it out. You'll always crave
opportunities to do more.
Global health issues are an increasingly urgent
priority for UBC nursing students, who are
expressing a commitment to becoming well
prepared to meet the emerging challenges of our
changing world. The School embraces, as central
to our social mandate, a profound responsibility
to use our expertise and resources to foster a
healthier and more equitable society both locally
and globally. This involves preparing students so
that they can be agents for positive change in all
of their future roles, including practice, research,
education, administration or policy making
Neelam Ladhar, a November 2009 graduate of
the BSN program, has exemplified this strong
alliance with the School's mandate for global
health. Neelam's first academic degree was a
Bachelor of Science in Integrated Sciences. After
finishing her degree, she had the opportunity to
work with Canada World Youth in 2006. As part of
the HIV/AIDS education and awareness program,
she worked with youth around the world and in
the Targeted Intervention Program in New Delhi,
India. Through this opportunity, Neelam met a
number of nurses involved in HIV/AIDS work, which
opened her eyes to the reality that nursing goes
well beyond bedside care. "It really sparked the
idea in me that nursing was something I wanted to
pursue" she says
Neelam chose UBC in part because she envisions
pursuing a master's degree and wanted to
familiarize herself with the faculty and the program.
"The nursing program at UBC has a great
philosophy" says Neelam. "They want you
to think critically about health care and
really liked that about the program."
This past summer, Neelam was one of two
UBC students selected by the faculty to
represent the School at the International
Council of Nurses (ICN) Congress in
Durban, South Africa. This exceptional
experience, supported by the Verna Splane
Endowment for Global Health, afforded
Neelam the opportunity to take her global
health commitment one level further,
enhancing her current and future nursing
practice with exciting new ideas and
perceptions.
The ICN's mission and values really struck
home with Neelam. "While my courses
opened my eyes to the hospital and the
public health environment, I still wanted
a taste of what nurses are doing on a
global scale. When I heard about the ICN
Congress, I was really excited to go and
see what other nurses were doing and
what kinds of projects they were working
on."
Neelam recalls numerous highlights
from that trip. Meeting nurses from many
parts of Africa was especially meaningful
"They work in such difficult environments
without access to resources and have to be really
creative in the ways they provide health care. It was
encouraging and uplifting to see nurses succeeding
under such complex conditions."
One initiative that got her attention was the
nternational Student Nurse Network, which
is allowing students around the world to
collaboratively advance the international nursing
agenda."I think it's really important to have this
understanding at the undergraduate level because
it encourages students to pursue further studies in
nursing. In order to create effective change in the
system, we need to understand the global issues
and work at a policy level. Through talking with
other nurses in the Network, it was amazing to find
that regardless of where these nurses were located
around the world, the issues were the same!"
"For right now" she says, "my goal as a new
nurse is to solidify my practice. Then, I'll come
back to UBC to pursue my master's with a focus
on international nursing." She thinks that her
benefactor, Verna Splane, an internationalist of
global acclaim, expressed it best when they met for
tea prior to the trip. Dr. Splane told Neelam that
once you do any sort of international work, it's in
your system and you can't get it out. You'll always
crave opportunities to do more. Neelam clearly
agrees. "I think that my volunteer experiences wil
always be in my system and that I'll continue to
work with an international focus."
As Associate Professor Susan Dahinten notes,
"When students such as Neelam take up a
commitment to global health and work towards
enhancing the connection of nurses around the
world, it indicates the success of the strategic
direction set by the School in supporting our
students to develop as global citizens. Neelam's
commitments are also supportive of goals
established as part of the University's strategic plan,
Place and Promise, to strengthen UBC's presence as
a globally influential university."
The School of Nursing takes great pride in a
generation of new graduates like Neelam who have
clearly embraced the vision of making the world a
better place.
TemchpoiNTs Graduate Profile
^/Va^/Va^/V/
Changing Traditional Thinking
"If there's no connection to the knowledge that's being shared, you're really
doing a disservice to the people that you're taking that knowledge from."
Several years ago, UBC Nursing formed a
partnership with what is now Thompson Rivers
University (TRU) to create a master's program
delivery model through which nurses in the Interior
of BC could access the UBC MSN degree program
Delia Stansfield, who was among the first to take
advantage of this opportunity, graduated from that
program in November 2009
When it came time to plan for her major essay, the
final capstone project for the MSN degree, Delia
found it difficult to decide on an approach. "I really
struggled with my topic and changed my thinking
several times before deciding to focus on exploring
ideas around aboriginal students and nursing
education and how to create a supportive learning
environment, increase numbers and improve
retention — but I wasn't sure how best to approach
such a complex issue."
Through discussions with her supervisory
committee, Drs. Annette Browne from UBC
and Claudette Kelly from TRU, she focused her
attention on the topic of "Indigenous Knowledge"
and its potential application within nursing
education. "It's such an enormous issue with
widespread implications." Delia notes that, since
she began her explorations, new literature is
starting to emerge, proving that interest is growing
and her own research is timely. "There's so much
more that could be discussed beyond my initial
research."
Dr. Annette Browne notes that Delia's work on
integrating Indigenous knowledge is "ground
breaking" and that she is helping to raise critical
questions for educators to consider. These include
the value that Indigenous knowledge can have
for students' learning, and how nurse educators
might build Indigenous knowledge into curricula
in ways that are both respectful and sustainable.
"These questions highlight both the opportunities
and challenges associated with new ways of
approaching the nursing curriculum" says Annette.
"Delia is helping those of us in nursing education
to think critically about these ideas."
Delia incorporates Indigenous knowledge into her
own practice whenever possible. "Most of my
practice has been in clinical teaching," she tells
us. "I try to demonstrate to my students that the
relationships we create are the most important
part of nursing. I help them learn that respect
for the clients, families and ourselves will lead to
deeper understandings, but also that the historical
experiences of their clients with systems can create
nterpretations they might not expect."
Delia stresses that integration into curriculum is
a complex undertaking. "Individuals need to be
cautious about what they bring to the classroom
and not misappropriate Indigenous knowledge that
has not yet been shared or for which permission for
use has not been granted. If there's no connection
to the knowledge, you're really doing a disservice to
the people that have shared their gifts. Indigenous
knowledge loses its meaning when taken out of
context and not explored as a part of a greater
whole. All of those connections in history need to
be explored, and by someone who's been given the
responsibility to share that knowledge such as an
Aboriginal Elder or an Indigenous knowledge holder
from the community."
So, how should we incorporate Indigenous
knowledge into broader nursing practice and
education? While Delia thinks that individual nurses
can take up aspects of integrating it into their
practice, "there needs to be a combined effort to
be able to move forward. There are things individual
nurse educators can do within their classrooms,
but the whole collaborative piece around nursing
curricula really needs to happen. And this involves a
change of mindset that can be somewhat challenging
for outcome-oriented people." Changes of this
magnitude are a huge undertaking, so Delia suggests
starting with discussions among faculty members to
decide on incremental changes that can occur within
classrooms.
What's next for Delia? Currently in the process of
moving to Port Alberni, she has accepted a casual
clinical practice position at West Coast General
Hospital, as well as some sessional work with North
Island College and Vancouver Island University
"These new positions will provide me with an
opportunity to explore my new environment and
make new connections within nursing and the
Island community. I'm going to get in there and get
my feet wet," she says. Once settled, I'll continue
to explore additional options, including program
development or doing some community work within
the new health centre."
For Delia, the MSN degree has opened many new
doors, and she's eager to integrate new ways of
thinking into nursing practice wherever she goes.
Associate Professor Wendy Hall, together with her
BC Women's Hospital Collaboration for Maternal and
Newborn Health colleagues, received the College
of Health Disciplines' 2009 Award for Excellence
in Interprofessional Education and Teaching. The
award recognizes the team's outstanding approach
to interprofessional teaching to support excellence
in the delivery of patient-centred care. Partners in Practice
^/Va^/Va^/V/
Carving a New Pathway Toward Intersectoral Collaboration
"I recognized that in any leadership role we need to function as both an educator and an administrator."
Among the School's most exciting collaborative initiatives in recent years has been
the Educator Pathway Project - an innovative
partnership between university schools of nursing,
health authorities, a bargaining association and
government ministries to expand the capacity of
the health service sector to support the education
of both students and practicing professionals. As
one component of that initiative, an MSN program
option has been designed to develop specialists in
clinical education who can serve across settings and
contexts.
In November 2009, Beth Davis was among the
first graduates of this program option. Building on
extensive experience in frontline clinical practice,
she is now working in a new role as a clinical nurse
educator in the Fraser Health Authority. Beth is very
appreciative of the unique opportunity that the
Educator Pathway Project provided to allow her to
systematically support high quality nursing practice
as an educator.
Originally a hospital diploma program graduate who
completed a distance BSN through the University of
Victoria, Beth enjoyed working in clinical practice
and raising a family for many years. But when the
time came to focus on her own interests again, she
was eager to explore graduate studies at UBC. "
really wanted the opportunity to go to class and
have that rich interaction with peers, colleagues and
faculty."
"All of those things were obvious when I applied,
but other things became obvious once I began,"
says Beth. "Being part of something so creative and
successful has been a wonderful experience - unlike
any other in my career. The most significant benefit
for me has been that this degree has given me the
tools I need to practice as an educator. Before
became aware of the program, I recognized that in
any leadership role we need to function as both an
educator and an administrator. The Pathway Project
focused on education, which was great, but it also
allowed me to build in electives, which I used to address the administrative side."
The focus of Beth's new position is on patient
education and support for professionals who have
education as a component of their role. In her new
capacity, she is integrating a number of patient
education strategies so that duplication within the
system is avoided and professionals have one coordinated source for information that will support
patients and families. "Part of my job is to bring
together stakeholders and determine what is essential for a specific patient population to understand
It is so important that they be given consistent
information whether they are in acute care or in the
community," Beth says
"The Pathway gave me the tools to function in a
leadership role," Beth explains.  "It was great being
part of that first group as the program was being
created around us." She also recalls being deeply
inspired by the collaborative leadership between
health authorities, universities, government and the
nurses' union that she observed throughout the
project. "These groups modeled what can happen
when you sit down together with a commitment to
a common goal."
Dr. Angela Wolff, a recent UBC Nursing doctoral
program graduate who is Director for Clinica
Education, Professional Practice and Integration
for Fraser Health, and Educator Pathway Project
lead for that region, emphasizes how important
such roles are for an evolving health care system.
"Clinical education specialists like Beth can help
professionals make that important shift between
feeling competent in their own skills and being
comfortable teaching others what they know."
As she explains, "We try to include strategies that
nurses can take and put into their practice immediately, like creating a learning plan, choosing words
that patients understand, discovering ways to link
with colleagues to improve practice or gaining the
confidence to give an effective presentation."
"Both Vancouver Coastal and Fraser Health
Authorities have benefited from being able to
support some of their excellent nurses to expand
their educational skill-sets in partnership with the
province's leading university programs," says Pat
Semeniuk, Regional Director for Learning and
Career Development at Vancouver Coastal Health
and a UBC Nursing affiliate faculty member, who
serves as project lead for the Educator Pathway
Project. Although it would normally have been
difficult for Beth to complete graduate studies
in a timely manner because of her clinical nurs-
ng commitments, the Educator Pathway Project
provided tuition support, funded release time to
attend classes, and a community of scholarship to
support her learning program, all of which made an
enormous difference to her ability to fully engage in
the available opportunities to learn. 4fi Teaching Excellence
^/Va^/Va^/Va
Adventures in Curriculum
"It's not what we're teaching, but the way we're teaching it."
While curriculum revision sounds like a tedious
activity that academics engage in behind closed
doors, the new integrated curriculum, underway
since September, is actually the outcome of lively
strategic dialogue between the School and its key
partners. What began as an attempt to refresh the
current program and make a few structural adjustments has resulted in dramatic developments in
the way we organize, deliver and support student
learning from the day they arrive to graduation and
beyond
To ensure that they started on the right path, our
carefully selected cohort of new students was
treated to an intensive set of orientation activities
before they started classes. Led by faculty member
Cathy Ebbehoj -with her legendary enthusiasm for
nursing - and a diverse faculty team, the orientation
week provided students with solid grounding in
what it means to become a professional nurse and
how they could take care of themselves and one
another through the intense journey before them.
Both students and faculty described the orientation
as thrilling and inspiring
The new curriculum innovatively weaves elements
together. For example, many key aspects that
were previously offered as discrete courses at
specific stages of the program are now threaded
throughout. The knowledge necessary for nursing
practice can be thought of in relation to four core
concepts: client, health, environment and nursing
In the new curriculum, these are incorporated as
"vertical threads" tying together concepts across all
levels of the curriculum. The "horizontal threads,"
-- professional practice, relational practice, critical
inquiry and leadership - are now divided into four
levels. As students advance through the program
these threads are formulated to reflect their current
level of knowledge and practice experience and
provide a more solid foundation for learning
"The way these threads are integrated is really
unique in nursing education in Canada and possibly
the world," says Associate Professor Bernie Garrett.
"One of the real strengths of our program is the
leadership thread. Our graduates come out with a
zeal for leadership and accepting responsibility, and
progress rapidly throughout their clinical careers."
The new
curriculum
also introduces
a new form of team
teaching. Rather than
dividing up the curriculum into
course content taught by individuals
the new model incorporates a diversity of
faculty collaboratively involved in the planning and
delivery of courses. "We're engaging faculty in
various new ways," says Senior Instructor Marion
Clauson. "For instance, some research-intensive
faculty who have primarily taught in the graduate
programs are now able to engage with faculty
teams to bring specialized research application
expertise into the undergraduate dialogue."
Associate Professor Paddy Rodney explains, "Using
the team approach, we can bring in expertise from
world class faculty members such as Elizabeth
Saewyc who has enormous community nursing
expertise, but because she holds a research chair
would not typically be available to run an entire
undergraduate course."
The Synthesis Project, a third aspect of the new
curriculum, occurs in the final two academic terms.
"Students select an area that is of real interest to
them and carry out a self-directed study in that
area," says Bernie. "This could mean working with
the homeless in the Downtown East Side or working
with patients with renal failure. We pair them with a
faculty member who has some expertise in that area
and can help guide them through."
"Part of the goal of this new curriculum is to build
stronger linkages with our community partners. The
enthusiasm of our practice partners signing on
for synthesis projects has been fantastic!" says
Paddy.
"The new curriculum is dynamic and provides a
well-rounded experience in a very short period,"
Bernie says. "We are very fortunate to attract the
calibre of students we do, and these academic
high-flyers have a true commitment to nursing
For them, the new curriculum provides a vehicle
that is well matched to their level of skill and
ability."
Aside from the expected minor glitches inherent
in any curriculum revision, everything has run
smoothly thus far. However, some of the chronic
challenges the School faces, such as the need
for better physical space, are of great concern
Nevertheless, the faculty remain optimistic and
highly enthusiastic.
Overall, the integration of the new curriculum
has been a success. "What's important to note,"
says Marion, is that we're not actually teaching
different material. We're using the same great
content that has been producing stellar graduates
all along, but what we're doing is organizing it
differently. In other words, it's not what we're
teaching, but the way we're teaching it. Final Touc
^/Va^/Va^/V/
Awarded for
Excellence
hes
The School was recently recognized by the UBC
Alumni Association with its 2009 Milestone
Achievement Award. This award recognizes the
accomplishments of a group of alumni whose
collective efforts have created an institutional
milestone and made a unique contribution to the
life and goals of the university
Our more than 8000 alumni are a vital part of the
90 year history of the School and we are honoured that their collective contributions have been
acknowledged in this manner
Remembering
Iacqueline Sue Chapman (BSN '58) passed away on July 9, 2009 in
Beaverton, Ontario. One of Canada's most noted nurse researchers,
Jacquie's studies led to many care improvements in neonatal nurseries.
L Jacquie received numerous honours in her career, including being
K named an American Nurses Foundation Scholar and being invited
I to be a Founding Fellow of the Nightingale Society. Also, she was
■ l     the first Canadian nurse to receive the esteemed National Health
Wi     Research Scholar Award. She will be remembered and missed by
•  V am      many.
"  j^m      In Jacquie's honour, please join UBC Nursing colleagues and friends in
»^^_ ^^m^mr       contributing donations to the BSN Class of 1958 Bursary Fund, a lasting
endowment to assist nursing students in financial need. Donations can be
made by contacting Debbie Woo, Major Gifts Officer, at 604 822-6856 or debbie.woo@ubc.ca.
A more extensive biography of Jacquie can be found on our Amazing Alumni pages at www.
nursing. ubc.ca/About_Us/Alumni/Stories/
Bernadet (Kiss) Ratsoy, (BSN '68) died peacefully October 2, 2009. She
will be dearly missed by her husband, family, friends, colleagues and
the UBC School of Nursing community.
Bernadet was a passionate and devoted nurse whose ambition was
to have a lasting impact on nursing practice and care. In her career,
I Bernadet was most proud of her mentorship of others. Ultimately, all
of her work was directed toward supporting nurses in practice.
]1 The Registered Nurses Foundation of B.C. and the UBC School of
Nursing are encouraging donations towards a Bursary for Students in
the name of M. Bernadet Ratsoy, c/o The Registered Nurses Foundation
of B.C., P.O. Box 33957 St. D, 2405 Pine Street, Vancouver, B.C. V6J 4L7.
For an in-depth biography of Bernadet, her life and nursing career please visit the Amazing
Alumni Stories page on the School of Nursing website.
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: Rhino Print Solutions
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. V6T2B5
To lICnPOINTS

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