Browsing by Author "Nowell, Lorelli"

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    A Qualitative Interpretive Description of Registered Nurses’ Experiences with the Mandatory Indigenous Cultural Competency Education
    (2023-10-31) Morrow, Tracy; Nowell, Lorelli; Clancy, Tracey L; Fedoruk, Lisa Margaret; Scott, Michelle Elizabeth
    When the Truth and Reconciliation Commission of Canada (2015) released its final report outlining Calls to Action, healthcare authorities were required to provide nurses with cultural competency education. Nurses employed by Alberta Health Services are now required to complete eight Indigenous Awareness and Sensitivity online modules via the MyLearningLink™ portal within a set timeframe. The purpose of this Interpretive Description research study was to gain an understanding about Alberta Health Services registered nurses’ experiences when completing the modules, how they made meaning of completing the modules, and how they utilized the knowledge obtained from the modules in their nursing practice. Alberta Health Services registered nurses were voluntarily recruited to participate using convenience sampling. Individual, semi-structure interviews were conducted with eight registered nurses via Zoom® to gather data. All interview data were transcribed verbatim and analysed for themes. Three main themes were identified: experiences and perceptions of completing the modules, moving from mandatory to meaningful, and advancing knowledge into practice. Overall, participants felt cultural competency education was important, but the modules lacked opportunity to self-reflect, and participants wanted to engage in deeper learning opportunities.
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    A scoping review of the globally available tools for assessing health research partnership outcomes and impacts
    (2023-12-22) Mrklas, Kelly J.; Boyd, Jamie M.; Shergill, Sumair; Merali, Sera; Khan, Masood; Moser, Cheryl; Nowell, Lorelli; Goertzen, Amelia; Swain, Liam; Pfadenhauer, Lisa M.; Sibley, Kathryn M.; Vis-Dunbar, Mathew; Hill, Michael D.; Raffin-Bouchal, Shelley; Tonelli, Marcello; Graham, Ian D.
    Abstract Background Health research partnership approaches have grown in popularity over the past decade, but the systematic evaluation of their outcomes and impacts has not kept equal pace. Identifying partnership assessment tools and key partnership characteristics is needed to advance partnerships, partnership measurement, and the assessment of their outcomes and impacts through systematic study. Objective To locate and identify globally available tools for assessing the outcomes and impacts of health research partnerships. Methods We searched four electronic databases (Ovid MEDLINE, Embase, CINAHL + , PsychINFO) with an a priori strategy from inception to June 2021, without limits. We screened studies independently and in duplicate, keeping only those involving a health research partnership and the development, use and/or assessment of tools to evaluate partnership outcomes and impacts. Reviewer disagreements were resolved by consensus. Study, tool and partnership characteristics, and emerging research questions, gaps and key recommendations were synthesized using descriptive statistics and thematic analysis. Results We screened 36 027 de-duplicated citations, reviewed 2784 papers in full text, and kept 166 studies and three companion reports. Most studies originated in North America and were published in English after 2015. Most of the 205 tools we identified were questionnaires and surveys targeting researchers, patients and public/community members. While tools were comprehensive and usable, most were designed for single use and lacked validity or reliability evidence. Challenges associated with the interchange and definition of terms (i.e., outcomes, impacts, tool type) were common and may obscure partnership measurement and comparison. Very few of the tools identified in this study overlapped with tools identified by other, similar reviews. Partnership tool development, refinement and evaluation, including tool measurement and optimization, are key areas for future tools-related research. Conclusion This large scoping review identified numerous, single-use tools that require further development and testing to improve their psychometric and scientific qualities. The review also confirmed that the health partnership research domain and its measurement tools are still nascent and actively evolving. Dedicated efforts and resources are required to better understand health research partnerships, partnership optimization and partnership measurement and evaluation using valid, reliable and practical tools that meet partners’ needs.
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    Facilitating Reflection-in-Action During High-Fidelity Simulation
    (2021-10-29) Mulli, Jessica Marie; Nowell, Lorelli; Estefan, Andrew; Swart, Ruth; Grant, Kimberley
    Background: High-fidelity simulation has become common practice in undergraduate nursing education and highly skilled educators are needed to facilitate these complex learning opportunities. Reflective practice is considered an essential step to learning in simulation, starting with reflection-before-action through prebriefing, and ending with reflection-on-action, through debriefing. However, reflection-in-action may be the hallmark of artistry or mastery of a subject. Therefore, undergraduate nursing simulation facilitators need to develop skills to identify and support learners to reflect-in-action. Methods: I conducted a concept analysis to develop an understanding of the phenomena of reflection-in-action during high-fidelity simulation. I then conducted a descriptive phenomenology study with 11 undergraduate nursing simulation facilitators from eight colleges and universities across Alberta. Participants underwent a semi-structured interview, and Colazzi’s seven step process for analysis was utilized to understand the phenomenon of reflection-in-action as experienced by undergraduate nursing simulation facilitators during high-fidelity simulation. Results: Through the concept analysis, I identified four defining attributes of reflection-in-action: (a) reflection-in-action occurs during simulation scenarios; (b) a critical learning juncture occurs and is identified by the learners; (c) a pause in student action occurs; and (d) knowledge sharing through discussion. The experiences of the participants aligned with the findings from the concept analysis. Participants in the study were experienced simulation facilitators. Despite this, they had little formal training regarding reflection-in-action. Participants were able to identify reflection-in-action during high-fidelity simulation when students paused, collaborated, shared their thinking aloud, and changed their course of action. Barriers to reflection-in-action included learner fear and anxiety, poor simulation design, and inadequate preparation. Participants supported reflection-in-action through prebriefing, remaining curious, and providing cues, prompts, or facilitated paused. The benefits of reflection-in-action include collaborative learning, building confidence, critical thinking, and embedding reflection into practice. Conclusions: Phenomenological exploration of experiences of participants was able to add insights to enhance understanding of a poorly defined subject. The insights from this work may enhance simulation facilitator’s ability to effectively support reflection-in-action within high-fidelity simulation. These findings may contribute to theory development, checklists, and decision trees to support the facilitation of reflection-in-action during high-fidelity simulation. Keywords: nursing, education, simulation, reflection, reflection-in-action
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    Fearful to 'Fear Less': Experiencing Feedback for Teaching Development
    (2019-04-30) Nelson, Nancy; Jeffs, Cheryl; Grant, Kimberley A.; Nowell, Lorelli; Paris, Britney; Viceer, Nazia
    Feedback about teaching in academia is a normative and expected experience, yet not everyone is ‘feedback literate’. This interactive digital poster will provide conference delegates the opportunity to experience the elements of giving and receiving effective feedback. Research project funding from the University of Calgary Campus Mental Health Strategy.
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    Grand Challenges as Educational Innovations in Higher Education: A Scoping Review of the Literature
    (2020-11-09) Nowell, Lorelli; Dhingra, Swati; Andrews, Kimberley; Gospodinov, Julia; Liu, Cathy; Alix Hayden, K.
    Grand challenges are complex problems that are common to much of society, affect large populations, and may have several possible solutions. Incorporation of grand challenges into higher education courses can facilitate the development of collaborative problem-solving skills while providing relevant and practical opportunities to experience the dynamics involved in real-world work. Although grand challenges are becoming more commonly used in higher education, to date, there has been no synthesis of how grand challenges are incorporated and the learning outcomes of engaging in grand challenge work. In this scoping review, we examined and mapped the state of evidence for the use of grand challenges in higher education. We conducted the review according to the Johanna Briggs Institute methodology for scoping reviews and considered quantitative, qualitative, and mixed-methods studies as well as literature reviews, program descriptions, and opinion papers published in English without limitations on year of publication. We used a data extraction tool to synthesize and present our findings in a tabular form with accompanying narrative summaries. The results reveal a growing global interest in the use of grand challenges in higher education while highlighting a lack of rigorous empirical evidence on the impact on student learning.
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    How are health research partnerships assessed? A systematic review of outcomes, impacts, terminology and the use of theories, models and frameworks
    (2022-12-14) Mrklas, Kelly J.; Merali, Sera; Khan, Masood; Shergill, Sumair; Boyd, Jamie M.; Nowell, Lorelli; Pfadenhauer, Lisa M.; Paul, Kevin; Goertzen, Amelia; Swain, Liam; Sibley, Kathryn M.; Vis-Dunbar, Mathew; Hill, Michael D.; Raffin-Bouchal, Shelley; Tonelli, Marcello; Graham, Ian D.
    Abstract Background Accurate, consistent assessment of outcomes and impacts is challenging in the health research partnerships domain. Increased focus on tool quality, including conceptual, psychometric and pragmatic characteristics, could improve the quantification, measurement and reporting partnership outcomes and impacts. This cascading review was undertaken as part of a coordinated, multicentre effort to identify, synthesize and assess a vast body of health research partnership literature. Objective To systematically assess the outcomes and impacts of health research partnerships, relevant terminology and the type/use of theories, models and frameworks (TMF) arising from studies using partnership assessment tools with known conceptual, psychometric and pragmatic characteristics. Methods Four electronic databases were searched (MEDLINE, Embase, CINAHL Plus and PsycINFO) from inception to 2 June 2021. We retained studies containing partnership evaluation tools with (1) conceptual foundations (reference to TMF), (2) empirical, quantitative psychometric evidence (evidence of validity and reliability, at minimum) and (3) one or more pragmatic characteristics. Outcomes, impacts, terminology, definitions and TMF type/use were abstracted verbatim from eligible studies using a hybrid (independent abstraction–validation) approach and synthesized using summary statistics (quantitative), inductive thematic analysis and deductive categories (qualitative). Methodological quality was assessed using the Quality Assessment Tool for Studies with Diverse Designs (QATSDD). Results Application of inclusion criteria yielded 37 eligible studies. Study quality scores were high (mean 80%, standard deviation 0.11%) but revealed needed improvements (i.e. methodological, reporting, user involvement in research design). Only 14 (38%) studies reported 48 partnership outcomes and 55 impacts; most were positive effects (43, 90% and 47, 89%, respectively). Most outcomes were positive personal, functional, structural and contextual effects; most impacts were personal, functional and contextual in nature. Most terms described outcomes (39, 89%), and 30 of 44 outcomes/impacts terms were unique, but few were explicitly defined (9, 20%). Terms were complex and mixed on one or more dimensions (e.g. type, temporality, stage, perspective). Most studies made explicit use of study-related TMF (34, 92%). There were 138 unique TMF sources, and these informed tool construct type/choice and hypothesis testing in almost all cases (36, 97%). Conclusion This study synthesized partnership outcomes and impacts, deconstructed term complexities and evolved our understanding of TMF use in tool development, testing and refinement studies. Renewed attention to basic concepts is necessary to advance partnership measurement and research innovation in the field. Systematic review protocol registration: PROSPERO protocol registration: CRD42021137932 https://www.crd.york.ac.uk/prospero/display_record.php?RecordID=137932 .
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    How do stakeholders from multiple hierarchical levels of a large provincial health system define engagement? A qualitative study
    (2017-08-01) Norris, Jill M; White, Deborah E; Nowell, Lorelli; Mrklas, Kelly; Stelfox, Henry T
    Abstract Background Engaging stakeholders from varied organizational levels is essential to successful healthcare quality improvement. However, engagement has been hard to achieve and to measure across diverse stakeholders. Further, current implementation science models provide little clarity about what engagement means, despite its importance. The aim of this study was to understand how stakeholders of healthcare improvement initiatives defined engagement. Methods Participants (n = 86) in this qualitative thematic study were purposively sampled for individual interviews. Participants included leaders, core members, frontline clinicians, support personnel, and other stakeholders of Strategic Clinical Networks in Alberta Health Services, a Canadian provincial health system with over 108,000 employees. We used an iterative thematic approach to analyze participants’ responses to the question, “How do you define engagement?” Results Regardless of their organizational role, participants defined engagement through three interrelated themes. First, engagement was active participation from willing and committed stakeholders, with levels that ranged from information sharing to full decision-making. Second, engagement centered on a shared decision-making process about meaningful change for everyone “around the table,” those who are most impacted. Third, engagement was two-way interactions that began early in the change process, where exchanges were respectful and all stakeholders felt heard and understood. Conclusions This study highlights the commonalities of how stakeholders in a large healthcare system defined engagement—a shared understanding and terminology—to guide and improve stakeholder engagement. Overall, engagement was an active and committed decision-making about a meaningful problem through respectful interactions and dialog where everyone’s voice is considered. Our results may be used in conjunction with current implementation models to provide clarity about what engagement means and how to engage various stakeholders.
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    How Novice Nurse Educators Develop Understanding of Teaching and Learning
    (2023-04-30) Wolsey, Carolyn; Jacobsen, Michele; Lock, Jennifer; Nowell, Lorelli
    The purpose of this study was to explore how novice nurse educators working at a transnational nursing campus in Qatar grow and develop in the nurse educator role. This study used a qualitative case study research approach. The theoretical frameworks that guide this study include situation cognition and the work of Lee Shulman and Geert Hofstede. Seven participants volunteered for this study. Data collection methods included guided reflective questions, sharing of teaching artifacts, one-to-one interviews, observational notes, and a researcher's journal. Data analysis identified six themes, some of which are further divided into sub-themes. The six themes are: (1) emotions and feelings, with sub-themes of positive or negative emotions; (2) preparation; (3) professional learning; (4) professional learning support, with sub-themes of facilitators and barriers; (5) cultural context; and (6) teaching and learning. Several key findings address the research questions. First, novice nurse educators have diverse career experiences and learning needs and thus draw upon diverse professional and personal resources to succeed in their new educator roles. Providing protected time for professional learning is an investment that promotes novice nurse educators’ accelerated growth and development. Second, novice nurse educators bring a general understanding of teaching roles; however, they benefit from early onboarding, induction, and mentoring, along with critical reflection on practice over time. Third, novice nurse educators take the initiative to access institutional resources, professional development sessions, peer mentors, and external courses in developing their teaching practice. Finally, novice nurse educators benefit from linguistic, cultural, and professional guidance when making transitions to transnational teaching and learning contexts. Several recommendations are provided for future research, teaching and learning workplaces and contexts, and policy.
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    Investigating the Interprofessional Socialization of Healthcare Educators Following an Interprofessional Simulation Facilitator Training Program: A Mixed Methods Study
    (2024-06-05) Dolan, Sara; Nowell, Lorelli; Moules, Nancy; Brockway, Meredith
    Background: Patient safety incidents due to poor interprofessional collaboration have devastating impacts on patients and their families. Interprofessional socialization can lead to interprofessional collaboration. Interprofessional education is one method used to promote interprofessional socialization. Healthcare educators in the practice setting are tasked with delivering interprofessional education; however, they require specialized skills and interprofessional connections to effectively facilitate interprofessional learning. Although there is literature discussing the interprofessional socialization of students and frontline staff, there is a gap in the literature regarding the interprofessional socialization of healthcare educators in the practice setting. Purpose: The purpose of this research was to examine the experiences and perceptions of healthcare educators in the practice setting regarding interprofessional socialization following an interprofessional simulation facilitator training (SimSkills). Methods: I completed an explanatory sequential mixed methods study, including secondary data from program evaluation surveys (n = 87) and follow-up semi-structured interviews (n= 17), to examine participants perceptions and experiences of interprofessional socialization. In the first (quantitative) phase of the study, data were collected from the provincial simulation program, eSIM, in Alberta as part of an ongoing program evaluation. Attendees of the SimSkills program were invited to complete a retrospective pre-post program evaluation survey to evaluate their attitudes toward interprofessional socialization. In the second (qualitative) phase of the study, semi-structured interviews were conducted to explore the secondary data findings in greater depth. Descriptive and inferential statistics were used to analyze the quantitative data and qualitative data were analyzed using interpretive description. Integration occurred when quantitative data were used to inform the interview guide and qualitative data were used to explain quantitative results. Results: There was a statistically significant increase in the attitude toward interprofessional socialization following the training. Qualitative findings revealed five themes regarding interprofessional socialization: (a) benefits gained through interprofessional socialization, (b) interprofessional, uniprofessional, or both (dual identity), (c) facilitators to interprofessional socialization, (d) barriers to interprofessional socialization, and (f) opportunities to strengthen interprofessional socialization. Conclusion: Healthcare educators have positive views of interprofessional socialization; however, interprofessional socialization behaviors are inconsistent with interprofessional socialization behaviors across settings. Interprofessional learning opportunities may enhance interprofessional socialization among healthcare educators.
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    Making Sense of Praxis Within an Evolving Clinical Context: A Grounded Theory of Nursing Student Learning Transfer
    (2024-09-09) Kane, Sandra Julie; Nowell, Lorelli; Raffin Bouchal, Shelley; McCaffrey, Graham; Nathaniel, Alvita; Kawalilak, Colleen
    Nursing curricula are challenged to align with the growing and developing body of nursing knowledge and adequately cover various knowledge areas, including pathophysiology, pharmacotherapeutics, physical health assessment, communication, psychomotor skill development, ethics, leadership, and clinical decision-making. Clinical learning experiences are also essential to nursing programs, allowing students to connect the different types of nursing knowledge they have learned. Through these experiences, nursing students develop their skill sets and knowledge base, preparing them to care for patients with diverse care needs. Understanding how nursing students transfer their classroom learning into clinical practice is essential, especially considering the evolving and expanding body of nursing knowledge. Nursing students must be well-prepared and knowledgeable to provide quality care to patients with varying care needs as nursing practices continue to advance and develop. Therefore, gaining insights into the strategies and processes that nursing students use to transfer learning can help ensure that nursing curricula meet the nursing field's demands. To shed light on this area of interest, I developed a grounded theory using a classic grounded theory methodology that helps explain the processes or strategies fourth-year baccalaureate nursing students use to transfer learning from the classroom into clinical practice. This research helps identify areas of improvement within nursing curricula, provides direction for implementing learning activities, and supports students in their learning experiences.
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    Mentorship in Nursing Academia: A Mixed Methods Study
    (2017) Nowell, Lorelli; White, Deborah; Benzies, Karen; Rosenau, Patricia
    Nursing educators globally have called for mentorship to help address the nursing faculty shortage. Mentorship is perceived as vital to maintaining high-quality education programs. While there is emerging evidence to support the value of mentorship in other disciplines, the extant state of the evidence for mentorship in nursing academia is not well-established. Little is known about the current state of mentorship or the barriers and facilitators for implementing mentorship programs in Canadian nursing schools. The overarching aim of this dissertation was to explore the current state of mentorship in nursing academia. Three methodologies were employed to examine this phenomenon: 1. A systematic review of the evidence. 2. A cross sectional survey of nursing faculty. 3. Semi-structured interviews with nursing faculty members from across Canada. Descriptive statistics and thematic analysis were used to analyze the data. The results of all three phases were integrated to develop a more robust and meaningful picture of mentorship. Within the literature there is no clear differentiation and operationalization of program and individual outcomes of mentorship nor is there discussion of the role of formal (matched) and informal (self-selected) mentorship within schools that identify mentorship programs. While generally, in the literature at an individual level, mentorship is reported to positively impact behavioural, career, attitudinal, relational, and motivational outcomes; it is important to note that the methodological quality of the mentorship studies is weak. Additionally, while outcomes can be categorized as noted above, it is also apparent that whether academics seek out their own mentors through informal and established networks or are matched with mentors in a formalized program it is difficult to untangle whether the outcomes are a result of the formal program or individual efforts. The survey and interview data revealed that the majority of Canadian nursing schools lack formal mentorship programs and those that exist are largely informal, vary in scope and components, and lack common definitions or goals. Individual perceptions of factors influencing mentorship program implementation include (a) training and guidelines; (b) quality of relationships; (c) choice and availability of mentors; (d) organizational support; (e) time and competing priorities; (f) culture of the institution; and, (g) evaluation of mentorship outcomes. Dyad, peer, group, constellation, and distance mentorship models are present and components include guidelines, training, professional development workshops, purposeful linking of mentors and mentees, and mentorship coordinators. Evaluation of mentorship, where it exists, remains mostly descriptive, anecdotal, and lacks common evaluative metrics. The results from this study confirm lack of formalized mentorship programs in Canadian schools of nursing. To ensure success in developing mentorship programs, academic leaders need to consider multiple barriers, facilitators, models and components to meet their specific needs. Further rigorous evaluation of mentorship programs and components is needed to identify if mentorship programs are achieving specified goals.
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    Neophyte nursing practice instructors: how does mentorship play a role in their development?
    (2012) Nowell, Lorelli; Watson, Lorraine
    The current critical nursing shortage is placing stress on both nursing education programs and clinical agencies to increase the number of nursing practice instructors (NP Is) who are able to facilitate undergraduate students learning of nursing practice knowledge. Neophyte NPis have recognized the need for support from mentors for them to do justice to their role. The primary objective of this research is to describe how the concept of mentorship plays a role in developing the teaching skills and knowledge to adequately fulfill the PI role. Using descriptive phenomenology as a research method, six neophyte NP Is were interviewed to gain understanding of their lived experience of being a neophyte PI, and to describe the essences of the phenomenon of mentorship. This data was analyzed using Colaizzi's method to uncover themes and arrive at the essential structure of mentorship.
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    Professional learning and development initiatives for postdoctoral scholars
    (Emerald, 2019-01) Nowell, Lorelli; Ovie, Glory; Kenny, Natasha; Hayden, K. Alix; Jacobsen, Michele
    Purpose: Postdoctoral scholars are increasingly pursuing diverse career paths requiring broad skill sets. This study aims to create a more comprehensive understanding of current approaches and strategies for postdoctoral scholars professional learning and development. Design/methodology/approach: This literature review is a systematic examination and synthesis of the current literature describing professional learning and development pertaining to postdoctoral scholars. The objectives and components of initiatives were extracted and narratively synthesized to identity important patterns and themes across the literature. Findings: Commonalities amongst professional learning and development initiatives for postdoctoral scholars included skills development in the following areas: teaching and learning, mentorship, academic careers, academic writing, industry careers, networking, career planning, project management, time management, communication, leadership and balancing work-life demands. Originality/value: In synthesizing the literature that describes professional learning and development opportunities for postdoctoral scholars, it is apparent that opportunities look different in every setting with no empirical evidence that one strategy is more effective than another. Given the significant resources often required to support professional learning and development initiatives, a deeper understanding of the benefits and deficiencies of various components is needed to ensure scarce resources are invested in the most effective strategies.
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    Professional learning and development of postdoctoral scholars: a scoping review protocol
    (2018-12-05) Nowell, Lorelli; Alix Hayden, K.; Berenson, Carol; Kenny, Natasha; Chick, Nancy; Emery, Carolyn
    Abstract Background A growing number of postdoctoral scholars are following diverse career paths that require broad skill sets to ensure success. Yet, most postdoctoral professional learning and development initiatives are intended for academic careers and seldom include professional skills needed to succeed in non-academic settings. Given that fewer than 20% of postdoctoral scholars will obtain tenure-track academic positions, there is a great need for postdoctoral scholars to prepare for a range of future careers. Creating professional learning and development strategies to address these concerns requires an understanding of current approaches, yet there is a distinct lack of literature exploring and synthesizing sources of evidence on the professional learning and development of postdoctoral scholars. The purpose of this scoping review is to examine, synthesize, and map the sources of evidence on professional learning and development pertaining to postdoctoral scholars. Methods We will perform a scoping review to identify sources of evidence around professional learning and development of postdoctoral scholars. Our search strategy, limited to English language, will include searching relevant disciplinary and interdisciplinary databases with no limitation on date of publication. We will conduct forward and backward citation chasing of included articles. Gray literature will be searched in electronic databases and websites of national postdoctoral associations. Search strategies will be developed using controlled vocabulary and keyword terms related to postdoctoral scholars and professional development. Two reviewers will independently screen titles and abstracts for inclusion, and two reviewers will independently screen full text to determine final inclusion. These data will be summarized quantitatively (using a simple numerical count) and qualitatively using thematic analysis methods. Through this process, we will summarize the current state of evidence around professional development and learning of postdoctoral scholars and identify current gaps in the literature, as well as the research areas requiring systematic reviews and/or primary research. Discussion Despite the growing numbers of postdoctoral scholars, there has been no synthesis of the sources of evidence of postdoctoral scholars’ professional learning and development. In reviewing a wide range of evidence and integrating it into a manageable and meaningful whole, this scoping review will be a critical first step in understanding the professional learning and development of postdoctoral scholars. Our results will help inform future research and the development of a framework for postdoctoral scholar’s professional learning and development.
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    Professional Learning and Development of Postdoctoral Scholars: A Systematic Review of the Literature
    (2018-12-02) Nowell, Lorelli; Ovie, Glory; Berenson, Carol; Kenny, Natasha; Hayden, K. Alix
    Increasing numbers of postdoctoral scholars are pursuing diverse career paths that require broad skill sets to ensure success. However, most postdoctoral professional learning and development initiatives are designed for academic careers and rarely include professional skills needed to flourish in nonacademic settings. The purpose of this systematic review was to comprehensively examine and synthesize evidence of professional learning and development pertaining to postdoctoral scholars. The systematic search resulted in 7,571 citations, of which 162 full-text papers were reviewed and 28 studies met our inclusion criteria and were included in this review. This paper synthesizes and classifies studies exploring professional learning and development of postdoctoral scholars. The findings may be used to inform the objectives of professional learning and development initiatives for postdoctoral scholars and contribute to a more rigorous approach to studying professional learning and development.
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    Psychosocial and career outcomes of peer mentorship in medical resident education: a systematic review protocol
    (2017-08-31) Pethrick, Helen; Nowell, Lorelli; Oddone Paolucci, Elizabeth; Lorenzetti, Liza; Jacobsen, Michele; Clancy, Tracey; Lorenzetti, Diane L
    Abstract Background Many medical residents lack ready access to social and emotional supports that enable them to successfully cope with the challenges associated with medical residency. This absence of support has been shown to lead to high levels of burnout, decreased mental wellbeing, and difficulty mastering professional competencies in this population. While there is emerging evidence that peer mentoring can be an important source of psychosocial and career-related support for many individuals, the extent of the evidence regarding the benefits of peer mentorship in medical residency education has not yet been established. We describe a protocol for a systematic review to assess the effects of peer mentoring on medical residents’ mental wellbeing, social connectedness, and professional competencies. Methods Studies included in this review will be those that report on peer-mentoring relationships among medical residents. Quantitative, qualitative, and mixed-methods studies will be eligible for inclusion. No date or language limits will be applied. We will search EMBASE, MEDLINE, PsychINFO, Web of Science, Scopus, ERIC, Education Research Complete, and Academic Research Complete databases to identify relevant studies. Two authors will independently assess all abstracts and full-text studies for inclusion and study quality and extract study data in duplicate. Discussion This is the first systematic review to explicitly explore the role of peer mentoring in the context of medical residency education. We anticipate that the findings from this review will raise awareness of the benefits and challenges associated with peer-mentoring relationships, further the development and implementation of formal peer-mentoring programs for medical residents, and, through identifying gaps in the existing literature, inform future research efforts. Systematic review registration This protocol has not been registered in PROSPERO or any other publicly accessible registry.
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    The Mentorship Guide for Teaching and Learning
    (Taylor Institute for Teaching and Learning, 2019) Barrette-Ng, Isabelle H.; Nowell, Lorelli; Anderson, Sarah J.; Arcellana-Panlilio, Mayi; Brown, Barbara; Chalhoub, Serge; Clancy, Tracey L.; Desjardine, Patricia; Dorland, AnneMarie; Dyjur, Patti; Mueller, Katherine; Reid, Leslie; Squance, Rod T.; Towers, Jo; Wilcox, Gabrielle
    Rooted in evidence, this guide will provide you with a unique perspective on supporting mentoring relationships for teaching and learning development. You will explore mentoring relationships, assessing readiness for mentorship, initiating mentorship, developing and sustaining mentoring relationships and mentoring transitions while ultimately improving student learning. You will also reflect on your mentoring relationships as you work through a series of guided questions and practical worksheets. Research on academic mentorship often measures success in terms of mentee research productivity (Feldman, Arean, Marshall, Lovett & O’Sullivan, 2010; Kalet, Fletcher, Ferdman & Bicknell, 2006; Sambunjak, Straus & Marušić, 2006). Teaching mentorship produces different measures of success, including the development of reflective practice and, most importantly, improvements in student learning. Although there are many resources for mentorship in academia (Johnson, 2015; Straus & Sackett, 2014), none of them aim specifically at supporting mentorship for teaching and learning development. Mentorship in teaching and learning differs from research mentorship in terms of aims, approaches and measures of success, which is why we offer this resource.
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    The Role of Peer Mentors in Promoting Knowledge and Skills Development in Graduate Education
    (2020-11-08) Lorenzetti, Diane L.; Nowell, Lorelli; Jacobsen, Michele; Lorenzetti, Liza; Clancy, Tracey; Freeman, Georgina; Oddone Paolucci, Elizabeth
    The objective of this study was to explore the role of peer mentorship in facilitating graduate student resiliency, knowledge acquisition, and development of academic competencies. We conducted a qualitative case study, using in-person interview data from sixty-two students recruited from four professional faculties (Education, Medicine, Nursing, and Social Work) at a large Canadian University. We identified four broad themes derived from a thematic and constant comparative analysis of interview data: (1) knowledge sharing, (2) skills development, (3) academic milestones, and (4) program supports. Graduate students reported that peer mentorship promoted the development of learning environments that emphasized community, collaboration, and shared purpose. Students believed that peer mentors facilitated their access to essential procedural and disciplinary knowledge and helped them to develop academic and research skills and achieve key academic milestones. While the majority of the students interviewed had not participated in any formal peer-mentoring program, they recommended that any future program incorporate mentorship training and include access to collaborative spaces and targeted opportunities for students to develop these relationships.
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    Transition in care from paramedics to emergency department nurses: a systematic review protocol
    (2017-12-19) Reay, Gudrun; Norris, Jill M; Alix Hayden, K.; Abraham, Joanna; Yokom, Katherine; Nowell, Lorelli; Lazarenko, Gerald C; Lang, Eddy S
    Abstract Background Effective and efficient transitions in care between emergency medical services (EMS) practitioners and emergency department (ED) nurses is vital as poor clinical transitions in care may place patients at increased risk for adverse events such as delay in treatment for time sensitive conditions (e.g., myocardial infarction) or worsening of status (e.g., sepsis). Such transitions in care are complex and prone to communication errors primarily caused by misunderstanding related to divergent professional perspectives leading to misunderstandings that are further susceptible to contextual factors and divergent professional lenses. In this systematic review, we aim to examine (1) factors that mitigate or improve transitions in care specifically from EMS practitioners to ED nurses, and (2) effectiveness of interventional strategies that lead to improvements in communication and fewer adverse events. Methods We will search electronic databases (DARE, MEDLINE, EMBASE, Cochrane, CINAHL, Joanna Briggs Institute EBP; Communication Abstracts); gray literature (gray literature databases, organization websites, querying experts in emergency medicine); and reference lists and conduct forward citation searches of included studies. All English-language primary studies will be eligible for inclusion if the study includes (1) EMS practitioners or ED nurses involved in transitions for arriving EMS patients; and (2) an intervention to improve transitions in care or description of factors that influence transitions in care (barriers/facilitators, perceptions, experiences, quality of information exchange). Two reviewers will independently screen titles/abstracts and full texts for inclusion and methodological quality. We will use narrative and thematic synthesis to integrate and explore relationships within the data. Should the data permit, a meta-analysis will be conducted. Discussion This systematic review will help identify factors that influence communication between EMS and ED nurses during transitions in care, and identify interventional strategies that lead to improved communication and decrease in adverse events. The findings can be used to develop an evidence-informed transitions in care tool that ensures efficient transfer of accurate patient information, continuity of care, enhances patient safety, and avoids duplication of services. This review will also identify gaps in the existing literature to inform future research efforts. Trial registration PROSPERO CRD42017068844