Browsing by Author "Mannion, Cynthia"

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    A Narrative Inquiry into Learning Experiences that Shape Becoming a Paramedic
    (2014-09-05) Donelon, Becky; Mannion, Cynthia; Bohac Clarke, Veronika; Estefan, Andrew; Reilly, Sandra
    In this narrative inquiry, I explored 5 paramedics’ experiences of learning within a technical education program grounded in a behaviourist paradigm. I focused on understanding the learning experiences that shaped participants’ knowledge constructs in readiness for the complexities of practice. This research puzzle began with my first experiences as a novice paramedic learning to do practice. My interest in this study evolved through reflection upon my experiences as a student, practitioner, and educator. Story is an important way paramedics can interpret how their experiences shape them. The meanings embedded in paramedic learning experiences can be understood and shared through stories, which can provide insight for future paramedics. I negotiated a relational inquiry space called the field with each of the participants where we shared our stories. Individual audiotaped conversations were guided by the research puzzle. Conversations occurred over a 6-month period. I developed field texts from the recorded conversations and my session notes. Research texts were co-constructed iteratively over time with participants while attending to a 3-dimensional narrative inquiry space (temporality, sociality, and place). As a narrative inquirer coming into relation with participants in order to conduct this inquiry, I brought Dewey’s (1938) experiential theory based on continuity and transaction as central to my understanding of teaching and learning experiences. I interpreted the stories through my postmodernist lens, which shapes my telling as well as my thinking with others’ stories. In this way, I framed this inquiry within the theoretical framework of a humanist, constructivist lens. Participants’ stories form the basis for learning to practice narratives. I honoured participants’ voices as the authority of their particular experiences. The narratives that emerged from the stories revealed what participants found meaningful during their student experiences and how this shaped their knowledge constructs. The narratives illuminated the ii iii complexities, tensions, and possibilities embedded within experiences of learning to become a paramedic. Narratives that arose from thinking with the stories that shape learning for practice feature (a) relational ethics, (b) developing identity, and (c) tacit knowledge. I discuss the personal, practical, and social implications of this inquiry make recommendations for further research and practice.
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    Breastfeeding Self-Efficacy and the Use of Prescription Medication: A Pilot Study
    (2011-12-15) Mannion, Cynthia; Mansell, Deborah
    Objective. To examine the association of self-efficacy, perception of milk production, and lactating women’s use of medication prescribed to increase breast milk in a cohort of 18–40-year-old mothers over six months. Methods. Mothers () attending community clinics completed the Breastfeeding Self-Efficacy Scale and the Humenick/Hill Lactation Scale, a measure of perceived milk production, three times. Results. Domperidone, a dopamine antagonist, was used by 28% of participants. On average, those using domperidone had lower self-efficacy scores than those not using it () and were more likely to have used formula (Pearson chi-square test statistic , , ). Breastfeeding self efficacy and perception of milk production were positively correlated. Conclusion. Breastfeeding assessment conducted prior to prescription of galactogogues is recommended for mothers and healthy term babies. Following Baby-Friendly hospital protocols and increasing self-efficacy for lactating women may be most effective in sustaining breastfeeding. Risks and benefits of various galactogogues are discussed.
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    Experiences with prenatal counselling among women who do not meet gestational weight gain guidelines
    (University of Calgary, 2015-11) Winn, Anika; Vinturache, Angela; Mannion, Cynthia
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    Focusing elementary students with active classrooms: exploring teachers’ perceptions of self-initiated practices
    (IEJEE, 2017-10-01) Foran, Christine A; Mannion, Cynthia; Rutherford, Gayle
    The aim of our study was to explore the perceptions of elementary teachers who routinely prioritized physical activity in their classrooms. Researchers are reporting improved student academic test results following physical activity sessions, however, classroom teachers are challenged in balancing curricular and other expectations. Hence, teachers who voluntarily implement physical activity have views that are unique and important for promoting the practice to others. We interviewed seven teachers from grades 1-6, using the qualitative constructivist approach to grounded theory qualitative research. Teachers valued physical activity because it enhanced their students’ focus on classroom activities. Common attributes amongst the teachers were active lifestyles, previous employment experiences using physical activity, and a pedagogical approach prioritizing physical activity throughout the day. Additionally, the teachers perceived that belonging to schools with a culture of movement was important. Teachers view physical activity as a teaching asset when they perceive a positive impact on their students’ ability to focus. Specific teacher attributes and a school environment that embraces physical activity may predispose teachers to these views, and represent areas that should be further explored. Pre-service courses could be one way to provide teachers with experience and a repertoire of easy physical activities.
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    Health Promotion Through Physical Activity in the Classroom: Exploring Teachers' Perceptions
    (2015-12-22) Foran, Christine; Rutherford, Gayle; Mannion, Cynthia; McCaffrey, Graham
    Children are becoming increasingly sedentary, contributing to increased childhood obesity and negative health outcomes. Schools are ideal environments to target increasing physical activity (PA), because it is important for students’ developing brains and improving their learning. Some teachers routinely incorporate PA into their classrooms, despite challenges meeting curriculum requirements. Using constructivist grounded theory methodology, I interviewed seven teachers to understand their perceptions of the factors and processes instigating and sustaining their use of classroom PA. Teachers used PA because their students demonstrated enhanced focus in classroom activities following PA. Four factors influenced teachers to prioritize PA: 1) culture of movement, 2) comfort with activity, 3) personal responsibility for student learning, and 4) teaching philosophy. These teachers approached PA as an integral and positive influence on their students’ learning. School nurses can facilitate the knowledge translation of peer experiences, empowering other teachers to adopt similar strategies.
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    Postpartum nurses' perceptions of barriers to screening for intimate partner violence: a cross-sectional survey
    (BioMed Central, 2012-02-20) Benzies, Karen; Guillery, Margaret E.; Mannion, Cynthia; Evans, Sheila
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    Questioning the Use of Bedrails to Prevent Falls of Adults in Long Term Care
    (University of Calgary, 2016-12) Huynh, David; An, Mary; Lee, Olivia; Mannion, Cynthia; Ens, Twyla
    ● Bedrails are commonly used to prevent falls (Healey, Oliver, Milne, & Connelly, 2008) ● Bed related falls à hospitalization, increase healthcare costs, and death (Bradley, 2011) ● Fall survivors may be left with permanent disabilities (Centers for Disease Control and Prevention, 2015) ● 29-55% residents in long term care have fallen, 25% bed related (Healey, Oliver, Milne, & Connelly, 2008; Currie, 2008) ● Factors = environmental hazards, medications, vision problems, and impairments in strength or balance can increase the risk of falling (Bradley, 2011).
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    Suffragettes for Caesareans: "Every woman should have a choice"
    (2016) Imanoff, Julia; Mannion, Cynthia; McCaffrey, Graham; White, Deborah; McNeil, Deborah
    Patient choice for caesarean delivery (CD) is complex. This choice poses a challenge to maternity Health Care Providers (HCPs) in terms of resource allocation, economics, and surgical risks. Yet, women’s understanding of choice is poorly understood. This study answers the question: how HCPs might understand women’s choice for CD? Four primiparous women who chose a CD were recruited. Semi-structured interviews were used to generate data. The interpretation followed a hermeneutic approach. The interpretations emphasized the complexities of choice, HCPs’ role in birth experiences, and how the woman in this study understood vaginal deliveries as risky and unpredictable and caesarean deliveries as safe and controlled. These findings question how HCP’s understandings of choice can shape patient care. HCPs have the opportunity to recognize the meaning of the choice for each woman and how it is situated in a broader historical context, and how they can promote positive birth experiences in their practice.
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    The Experience of Transitioning into Motherhood: Giving a Voice to Mothers with Very Low Birth Weight Babies
    (2014-03-06) BRIGHT, KATHERINE; Mannion, Cynthia; Raffin Bouchal, Shelley; White, Deborah
    The transition to motherhood is filled with emotional, physical, and social challenges for many women. These challenges are strongly influenced by the physical health of their newborn babies. For women with babies who are medically compromised as a result of being born preterm and of very low birth weight (VLBW), concerns regarding short and long-term health outcomes are often considered to be a critical component contributing to maternal anxiety and depression. Anxiety and depression in mothers has been strongly associated with postpartum depression (PPD) and a reduction in maternal sensitivity and responsiveness to their babies. Little research has addressed the needs of mothers with VLBW babies as they transition from hospital into the community. This study was conducted using Grounded Theory methodology to explore the experiences of these mothers in caring for their VLBW babies during the transition from the Neonatal Intensive Care Unit (NICU) to the family home. Nurses providing comprehensive care to families with VLBW babies require an understanding of these mothers‟ perceptions of their transition into motherhood. Gaining an understanding of the mothers‟ needs will facilitate nursing care improvements to address physical and psychological stresses for mothers, as well as minimize potential negative social development for the babies.
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    Women’s recall of health care provider counselling on gestational weight gain (GWG): a prospective, population-based study
    (2019-04-25) Vinturache, Angela; Winn, Anika; Mannion, Cynthia; Tough, Suzanne
    Abstract Background Prenatal care has been validated to provide medical and educational counselling intended to reduce the risk of adverse pregnancy conditions and improve the maternal and fetal outcomes. Prenatal targeted information regarding nutrition, lifestyle, and weight gain is predictive of meeting Institute of Medicine (IOM) 2009 gestational weight gain (GWG) guidelines. There is limited information about women’s experiences with these prenatal counselling domains, particularly in women who do not meet GWG recommendations. The objective of this study was to evaluate the impact of women’s recall of prenatal counselling and its effect on meeting their GWG within guidelines in a prospective, community-based pregnancy cohort. Methods A sample of 2909 women with singleton pregnancies was drawn from the prospective community-based pregnancy cohort All Our Families from Alberta, Canada. Women were stratified into three GWG groups, adequate, inadequate, and excessive GWG, based on pre-pregnancy BMI and the adherence to the Institute of Medicine weight gain in pregnancy guidelines. At less than 25 and 34 to 36 weeks’ gestation, maternal socio-demographic information and women’s recall of prenatal counselling experiences was collected through self-administered questionnaires. Multivariate logistic regression analyses tested GWG strata impact on women’s recall of the prenatal counselling advice in eight domains of nutrition, lifestyle, and weight management during pregnancy. Results Adequate GWG was reached by 35.9% of women, 46.5% gained excessive and 17.6% gained inadequate weight. Women who were overweight and obese prior to pregnancy were more likely to gain excessive weight than women who were normal weight (OR 3.3, 95% CI 2.6–4.1; and OR 2.9, 95% CI 2.1–3.9, respectively). Most women reported having no difficulties in finding prenatal care, felt comfortable with their health care provider and were satisfied with the answers received. There was no difference in the recall of prenatal advice received in any of the eight domains of prenatal counselling assessed among women with appropriate and non-optimal GWG. Conclusion Women with adequate and non-optimal GWG received comparable prenatal counselling on nutrition, weight gain, and lifestyle modifications. There remain missed opportunities in targeting prenatal counselling advice to women at risk for suboptimal or excessive GWG.