Browsing by Author "Reilly, Sandra"

Now showing 1 - 8 of 8
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    A Mixed Methods Study of Service Provider Capacity Development to Protect and Promote the Sexual and Reproductive Health of Street-Involved Youth: An Evaluation of Two Training Approaches
    (2014-05-05) Lokanc-Diluzio, Wendi; Reilly, Sandra
    The central purpose of this mixed methods study was to explore the effectiveness of two types of training programs (face-to-face and online) that aim to enhance the capacity of service providers to work with street-involved youth (SIY) regarding their sexual and reproductive health (S&RH). Twenty-eight participants completed a six hour face-to-face training program that took place in one day. Twenty-nine participants completed a six hour online training program that took place over two weeks. The study evaluated participants' overall reactions to both training programs as well as three specific outcomes related to capacity development: cognitive learning (knowledge), affective learning (perceived comfort) and use of training (practice behaviour). Knowledge and perceived comfort were measured three times: prior to the training program; immediately after the training program; and six weeks after the training program. Participants’ reactions to the training program were measured immediately after the training program and practice behaviours were measured six weeks after the training program. The outcomes were measured via questionnaires containing closed- and open-ended questions. The quantitative components of this study were analyzed using descriptive statistics, repeated measures ANOVA, independent samples t-tests, and Fisher’s exact tests. The qualitative components were analyzed using content analysis. Overall, the mixed methods data demonstrated that: (a) participants in both training programs had positive reactions to their respective training programs; (b) participants in both programs experienced a statistically significant increase in knowledge immediately after the training and six weeks later; (c) face-to-face participants experienced a statistically significant increase in perceived comfort immediately after the training whereas online participants experienced a statistically significant increase in perceived comfort immediately after the training and six weeks later; and (d) six weeks after the training, approximately 46% of face-to-face participants and 72% of online participants had reportedly used their knowledge from their respective training programs. These findings suggest at least a short term enhancement of capacity development with service providers. Overall, this research demonstrated that although face-to-face and online S&RH training programs have their inherent strengths and challenges, both modalities represent acceptable and effective mechanisms for capacity development of service providers working with SIY.
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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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    Defining a role for primary health care nurse practitioners in rural Nova Scotia
    (2006) Martin-Misener, Ruth; Vollman, Ardene Louise Robinson; Reilly, Sandra
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    Exploring the Relationships Between Ethnicity, Health Literacy, Self-efficacy, and Self-management in Patients Receiving Maintenance Hemodialysis
    (2016) Ibelo, Uchenna; King-Shier, Kathryn; Green, Theresa; Reilly, Sandra; Thomas, Bejoy
    The purpose of this study was to explore the relationships among health literacy, self-efficacy, self-management and clinical outcomes, and if health literacy and self efficacy differed by ethnicity in the hemodialysis population. A cross-sectional, correlation, between-subjects design was used. The Health Literacy Questionnaire, Strategies Used by People to Promote Health, and Patient Activation Measure-13 measured health literacy, self efficacy, and self management respectively. Clinical measures included three month averages of interdialytic weight gain, serum potassium, and serum phosphate. Forty-four participants from white English speaking backgrounds and 34 participants from visible minorities, with different levels in English speaking proficiency, participated. Analysis indicates an association between health literacy and self efficacy; health literacy and self efficacy are associated with self management; and certain dimensions of health literacy differ between the two groups. The results suggest that health literacy could play a role in improving self-efficacy and self-management behaviors.
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    "Keep myself well": perinatal health beliefs and health promotion practices among Tlicho women
    (2007) Moffitt, Pertice M.; Vollman, Ardene Louise Robinson; Reilly, Sandra
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    A qualitative study: Mothers of late preterm infants relate their experiences of community-based care
    (PloS ONE, 2017-03) Premji, Shahirose; Currie, Genevieve; Reilly, Sandra; Dosani, Aliyah; May Oliver, Lynette; Lodha, Abhay K; Young, Marilyn
    Purpose In Alberta, the high occurrence of late preterm infants and early hospital discharge of mother-infant dyads has implications for postpartum care in the community. Shortened hospital stay and complexities surrounding the care of biologically and developmentally immature late preterm infants heighten anxiety and fears. Our descriptive phenomenological study explores mothers’ experience of caring for their late preterm infants in the community. Methods Eleven mothers were interviewed using a semi-structured interview guide. Interview transcripts were analysed using an interpretive thematic approach. Findings The mothers’ hospital experience informed their perspective that being a late preterm infant was not a “big deal,” and they tended to treat their infant as normal. “Feeding was really problem,” especially the variability in feeding effectiveness, which was not anticipated. Failing to recognize late preterm infants’ feeding distress exemplified lack of knowledge of feeding cues and tendencies to either rationalize or minimize feeding concerns. Public health nurses represent a source of informational support for managing neonatal morbidities associated with being late preterm; however, maternal experiences with public health nurses varied. Some nurses used a directive style that overwhelmed certain mothers. Seeing multiple public health nurses and care providers was not always effective, given inconsistent and contradictory guidance to care. These new and changing situations increased maternal anxiety and stress and influenced maternal confidence in care. Fathers, family, and friends were important sources of emotional support. Conclusion After discharge, mothers report their lack of preparation to meet the special needs of their late preterm infants. Current approaches to community-based care can threaten maternal confidence in care. New models and pathways of care for late preterm infants and their families need to be responsive to the spectrum of feeding issues encountered, limit duplication of services, and ensure consistent and effective care that parents will accept.