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Nursing, Faculty of

The University of Alberta Faculty of Nursing is a diverse faculty with a rich history and solid reputation. Situated in a research intensive university, it is one of the largest nursing faculties in Canada and one of only six in Canada to offer a full range of undergraduate and graduate degree programs.
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  1. Health Equity

    Title: Health Equity
    Creator: ERA Administrator
    Description: The Health Equity Area of Excellence (AoE) provides leadership in the creation of a community of scholars within the Faculty of Nursing that foster discourse and inquiry to examine issues related to social determinants of health as conditions for social advantage/ disadvantage and systematic disparities in health.
    Subjects:
  2. Chronicity

    Title: Chronicity
    Creator: ERA Administrator
    Description: The mission of the Chronicity Areas of Excellence (AoE) is to advance and disseminate knowledge and to influence public policy related to living well with chronic health concerns.
    Subjects:
  3. Nursing Education

    Title: Nursing Education
    Creator: ERA Administrator
    Description: The Nursing Philosophy, Pedagogy, and History group (NPPH) is an integral component of the Areas of Excellence (AoE) initiative. This group is dedicated to fostering philosophical, pedagogical and historical scholarship within the Faculty of Nursing and the nursing community.
    Subjects:
  4. Learning Writing Assignments Across the Undergraduate Nursing Curriculum [Download]

    Title: Learning Writing Assignments Across the Undergraduate Nursing Curriculum
    Creator: Susan Chaudoir
    Description: Many studies in the fields of postsecondary education and WAC/WID writing research have documented respectively the kinds of genres undergraduates write in college but few develop an in-depth and contextualized understanding of how students learn their major area of study through writing discipline-specific genres. This doctoral research specifically reports findings from an interdisciplinary case study that explored learning to write in one baccalaureate nursing degree program at one Canadian university. A combination of rhetorical genre and situated learning theories and institutional ethnography methods were used to help document student and instructor perspectives of learning to write two recurring writing assignments called the scholarly paper and journal of reflective practice, which students composed in each semester of their program. There were 32 classroom observations, 22 assignment documents, and 39 voluntary, semi-structured interviews with 34 students and 5 instructors from 4 courses. As a way to capture participants’ respective teaching, learning, and writing perspectives, interviews focused primarily on interactional patterns that enabled or constrained undergraduates’ writing development and professional enculturation across all four years. The study found that scholarly and reflective writing assignments were complex sites of interaction and dynamically entangled with changing personal, political, relational, emotional, and philosophical perspectives that differed from year to year as students advanced through their major field of study. From year to year, perspectives fluctuated with student/teacher assumptions, competitive/cooperative emotions, and values/attitudes towards writing assignment design, assignment supports, and classroom teaching and learning philosophies. Key factors that enabled students’ writing development were situated in the relational and affective domains of learning to write assignments, such as peer mentoring programs, where lower-year students learn to write from upper-year students, and rapport with nurse educators and professional nurses, where students learn to write content from a nurse with experience in the content area. Challenges to students’ writing development were situated in the personal, political, and philosophical domains of learning to write assignments such as having reading deficiencies, a myriad of expectations, inaccurate articulation of writing needs, assumptions about writing in professional nursing, developmentally inappropriate assignment design and assignment supports, and unpredictable competition between peers in classroom discussion. The significance of the study was to supplement existing knowledge of postsecondary WAC/WID pedagogies and to advance disciplinary strategies for faculty development and writing assignment design. Key Words: Postsecondary education, WAC/WID, writing assignments, student writing development, nursing education, interdisciplinary, rhetorical genre, ethnography, case study, interactional patterns, undergraduate teaching and learning
    Subjects: Thesis Abstract
  5. Learning Writing Assignments Across the Undergraduate Nursing Curriculum [Download]

    Title: Learning Writing Assignments Across the Undergraduate Nursing Curriculum
    Creator: Susan Chaudoir
    Description: Interdisciplinary case study of postsecondary teaching and learning experiences in one BScN undergraduate degree program. PDF file. 307 pages.
    Subjects: Thesis
    Date Created: June 23, 2015
  6. Health Systems

    Title: Health Systems
    Creator: ERA Administrator
    Description: The Health Systems Area of Excellence (AoE) develops knowledge about health system learning and innovation to guide evidence-based practice and evidence-informed decision- and policy making across health care sectors and acute, continuing, ambulatory and community settings.
    Subjects:
  7. Long-term bladder management by intermittent catheterisation in adults and children [Download]

    Title: Long-term bladder management by intermittent catheterisation in adults and children
    Creator: Moore KN
    Subjects: Equipment Reuse, Urinary Catheterization, Urinary Tract Infections, Patient Dropouts, Urinary Retention
    Date Created: 2007
  8. Preparing for Professional Practice: Writing Pedagogies and Affective Complexities of Student Writing in Nursing, Medicine, and Clergy Education [Download]

    Title: Preparing for Professional Practice: Writing Pedagogies and Affective Complexities of Student Writing in Nursing, Medicine, and Clergy Education
    Creator: Susan Chaudoir
    Description: (with Marilyn Oerman, Duke University School of Nursing; Earle Waugh, University of Alberta Faculty of Medicine & Dentistry; Reg Grant, Dallas Theological Seminary; and Sandi Glahn, Dallas Theological Seminary). Symposium at the 3rd International Writing Research Across Borders (WRAB) Conference on February 22, 2014, Paris, France. The goal of this symposium was to engage in a collaborative, disciplinary discussion of teaching genres, focusing on the relationships between the social, moral, and affective functions from which students develop their intellectual and professional identity.
    Subjects: Conferences
    Date Created: January 22, 2014