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Faculty of Nursing

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https://hdl.handle.net/20.500.14078/31

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Browsing Faculty of Nursing by Author "Asirifi, Mary"

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    Reconceptualising preceptorship in clinical nursing education in Ghana
    (2019) Asirifi, Mary; Ogilvie, Linda; Barton, Sylvia; Aniteye, Patience; Stobart, Kent; Bilash, Olenka; Eliason, Cecilia; Achempim-Ansong, Gloria; Kwashie, Atswei; Aziato, Lydia
    Clinical teaching in nursing education is a worldwide challenge that needs to be context specific (Vitale, 2014) in relation to local health needs, current and potential nursing roles within the health system, and availability of human, fiscal, and clinical resources. Resource constraints, however, pose greater challenges in low and middle-income countries. In 2016, we engaged in a four-cycle community-based participatory action research (CBPR) study to examine current issues in clinical nursing education in one school of nursing in Ghana and worked collaboratively with stakeholders in visioning possibilities for improvement. Congruent with the CBPR approach (Caine & Mill, 2016), a four-member Collaborative Research Team from the School of Nursing engaged in the study consulted in the development of the research as it progressed, collaborated in data analysis, determined priorities for action, and participated in devising and implementing recommendations.
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    Reflecting on leadership development through community based participatory action research
    (2019) Asirifi, Mary
    The need for leadership in nursing is well-documented and Domain Six of the doctoral section of the National Nursing Education Framework of the Canadian Association of Schools of Nursing (CASN) is Leadership. While there are likely many paths to achievement of these leadership components, the intent of this paper is to share my journey through iteration of and reflection on my PhD dissertation research focused on a four-cycle community-based participatory action research study (CBPR) related to clinical teaching in Ghana. The focus of CBPR is to engage the researcher and the participant group (community) in collaborative, and egalitarian processes to assess and problem solve an issue in the community. Similarly, leadership promotes collaborative interpersonal relationships among leaders and followers to address issues and institutes change strategies in policies. This paper presents my experiences in building leadership capacity through this scholarly endeavor (PhD thesis) in relation to the CASN guideline.
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    Reflections on change theory and community-based participatory action research: congruent, similar or different?
    (2022) Asirifi, Mary; Ogilvie, Linda; Barton, Sylvia; Bilash, Olenka; Stobart, Kent; Aniteye, Patience; Kwashie, Atswei
    While change is acknowledged as integral to all action research, literature linking the theories of change theoretically merits exploration. Are some theories of change more congruent to principles of action research than others? Does congruence depend on which type of action research and which change theory are being compared? During the implementation of a four-cycle community-based participatory action research (CBPR) project in nursing education in Ghana, such questions arose. This paper is an attempt to grapple with those questions. While Kotter’s eight-step theory of organizational change was chosen to guide this study, it became obvious that various elements of change theories were integrated in the study as it progressed. For Kotter’s organizational change theory to serve as an effective guide for the implementation cycles in the CBPR project, it must be conducted through the lens of critical social theory and a perspective on social and cultural change.
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    Revisioning the possible: aligning blended IL instruction with principles of EBP for meaningful nursing instruction
    (2021) Nelson, Jody; Foster, Alison; Asirifi, Mary; Gates, Melanie; Su, Wanhua; Velupillai, Nirudika
    The MacEwan BScN program supports development of skills and attributes in the domain of clinical practice, including information literacy (IL) interventions in Year 2. Addressing a noticeable trend in 2018 of fewer students making connections between IL and evidence-based practice (EBP), librarians and instructors collaborated on an IL redesign, integrating IL and EBP in a blended learning (BL) context. The redesigned IL intervention, which pulls from best practices in online EBP instruction in nursing (Kelly et al., 2016), was implemented in 2019 with revised learning outcomes. Literature on IL instruction and EBP learning points to similarities, synergies, and value of a more fulsome integration in teaching (Adams, 2012; Amit-Aharon et al., 2020). While Adams (2012) emphasizes the importance of teaching IL concepts through a disciplinary lens, Amit-Aharon et al. (2020) note the significant positive correlation between IL self-efficacy, EBP attitudes and knowledge, and future EBP implementation in practice. Purpose: This Scholarship of Teaching and Learning (SoTL) research investigates the impact of the redesigned BL IL intervention on YR 2 nursing students’ perceived EBP confidence, attitudes, and ability, using an adapted Student EBP Questionnaire (S-EBPQ) (Upton et al., 2016).
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    Sharing stories of mothering, academia and the COVID 19 pandemic: multiple roles, messiness and family wellbeing
    (2022) Croxen, Hanneke; Jackson, Margot; Asirifi, Mary; Symonds-Brown, Holly
    The Coronavirus (COVID-19) pandemic has caused disruption. Responsibilities increased especially for people who identify as mothers needing to balance work and caring for their child(ren). Through the use of personal narratives, we explored our experiences as mothers who work in academia. The purpose of this commentary is to explore the commonalities of our experiences of trying to maintain the multiple roles and responsibilities demanded from us as mothers and academics during the COVID-19 pandemic. Two themes emerged: multiple roles and responsibilities and embracing the ‘messiness’. The need to take on multiple roles simultaneously such as working from home and parenting was challenging. Embracing the ‘messiness’ demonstrated that caring for our children while working from home caused their needs and our time to focus on them to be compromised. Our work and productivity were impacted with minimal available support but this was not acknowledged within the business as usual practices of the university. The conditions that negatively impact us, also negatively impact our children. Children have needed to adjust to pandemic conditions and their support has been compromised due to the other competing demands mothers face. As academics, our future work will be informed and shaped from this experience, and so too will the growth and development of our children. Our experiences from this pandemic highlight the gendered inequities present within academia and the potential negative effects on child well-being. We call attention to this issue to help promote change and advocate for mothers working in academia and elsewhere.