Trinity Western University

School of Nursing Report

MISSION

The mission of Trinity Western University, as an arm of the Church, is to develop godly Christian leaders: positive, goal-oriented university graduates with thoroughly Christian minds; growing disciples of Jesus Christ who glorify God through fulfilling the Great Commission, serving God and people in the various marketplaces of life.

VISION

Every graduate is equipped to think truthfully, act justly, and live faithfully for the good of the world and the glory of God.

1,119 205 3 $5,185,671 $41,208,690

SCHOOL OF NURSING VALUES

As part of a Christian university, the TWU School of Nursing holds that the educational experience should cultivate knowledge and personal development to serve God and humankind. The School of Nursing is guided by distinctive core values:

• Covenantal Caring: faith-informed commitment; inestimable value of humans; compassionate response to human suffering and support for the flourishing of life.

• Collaboration: person- and family-centred care; partnerships and teamwork; shared vision.

• Culture of Inquiry: trust, respect, and generosity; curiosity, creativity and reflection; knowledge generation and mobilization.

• Transformation: reconciliation and impact on culture; character formation; responsive values-based leadership and mentorship.

• Equity: inclusivity and hospitality; dignity and opportunity for health; moral mandate to attend to structural vulnerability and inequities.

Welcome to the second Annual Report for the TWU School of Nursing. We are proudly marking more than 1,100 BSN graduates since our start in 1993, more than 200 MSN graduates, and a thriving PhD program. In addition, we are celebrating our outstanding nursing faculty and staff committed to student-focused learning and worldclass scholarship. Our school is responding to national and provincial calls to action on the journey of decolonization and reconciliation as we commit to Indigenous Cultural Safety, Cultural Humility, and Anti-Racism (BCCNM, 2021).

And with grateful hearts, we are honouring the Christian faith that makes TWU Nursing unique in Canada. I recently received an email from TWU alumna Christy Olson (nee Morrison, ’03) reflecting on her career as a nurse, shaped by her TWU education and her deep Christian understanding of nursing. Christy’s words powerfully reflect what the School of Nursing is about: “For me, nursing is the practical outworking of my faith—being confident of God’s love for me and that he has invited me to labour beside him in loving people—each one a masterpiece of his creation.”

The TWU School of Nursing aims to foster conditions for flourishing in all our activities: the meaning, identity, and support that comes from a life of faith; respectful and reconciling relationships; healthy work and learning spaces; and social support and inclusion. As illustrations:

• We have recently been awarded a grant to expand the integration of covenantal caring and spiritual caregiving into our BSN clinical courses. We welcome this opportunity to draw more intentionally on the insights of the Christian faith.

• Respectful and reconciling relations are exhibited in the expanded opportunities for undergraduate Indigenous experiential learning and our participation in the provincial Indigenous Graduate Education for Nurses (IGEN) project, led by Dr. Lisa Bourque Bearskin.

• Improved learning spaces include a new mediumfidelity SIM lab built in the summer of 2023, with generous donations from the Arthur J E Child Foundation and the Canadian National Christian Foundation.

• The 2023 TWU Homecoming saw many alumni connecting with the faces and spaces of TWU Nursing. We hope to see our alumni again on Sept. 21, 2024!

The 2023/2024 academic year presented opportunities for faculty and students to engage in learning, scholarship, and service. A highlight was the announcement of a Tier I Canada Research Chair in Equitable People-Centred Health Measurement, awarded to Dr. Rick Sawatzky. Another highlight in March 2024 was that the School of Nursing cohosted a conference on planetary health with the Faculty of Natural and Applied Sciences. We encourage our students to be engaged with the profession—many presented or volunteered at the Planetary Health Conference, four BSN representatives (Claire Bolan, Nolan Lagrisola, Simrat Svadi and Nina Johl) presented at the Canadian Nursing Students Association, and our PhD students presented at the International Council of Nurses in Montreal. These are just some of the stories featured in this report.

I hope the Annual Report is of encouragement and interest to you, and I invite you to discover the depth of our programs through these stories and the impact the School of Nursing is making worldwide.

Sheryl Reimer-Kirkham, PhD Dean, School of Nursing

2023–2024

Quick Facts

229

Doctor of Philosophy in Nursing CURRENT STUDENTS

Bachelor of Science in Nursing

103

Master of Science in Nursing

ALUMNI

1,119

Bachelor of Science in Nursing

205

Master of Science in Nursing

FACULTY/STAFF

21 Full-time faculty (11 teach in MSN/PhD programs) / 12 Part-time faculty / 36 Clinical supervisors (20 each term) / 4 Staff / 7 Graduate teaching assistants / 20 Undergraduate lab-teaching assistants

25 Post-doctoral fellows, community researchers, and staff / 18 Graduate research assistants

17 Undergraduate research assistants / 16 Patient partners

Christ-Centred & Faith-Informed Nursing

The TWU School of Nursing programs are unique in Canada as we integrate faith with learning. Our patient care, programs, pedagogies, and scholarship are rooted in the Christian gospel and Jesus’ example of a transformative life of compassion and social justice. Our nursing students are encouraged to align personal values with professional goals by exploring how faith can be a resource in times of health and illness for patients, families, and health-care professionals. Faith-informed nursing also serves as the motivation for social justice and inclusivity, where all students are welcomed in the school and where all patients are treated with the utmost of respect. At each level, careful thought is given to how the Christian faith can inform nursing:

• Theology and philosophy equally embraced as two sides of the same coin in the PhD Nursing program to enrich disciplinary knowledge development and lead health services (Faculty Presentation: Sheryl Reimer-Kirkham at CASN 2024 Annual Meeting in Ottawa).

• TWU nurse scholars (Wolfs, Musto, Jantzen, and ReimerKirkham) hosting two full-day dialogues with leading scholars in ethics, philosophy, and theology to enrich the foundations of covenantal caring as a theme in our undergraduate program (Funding: Networking Grants for Christian Scholars—a project run by the Council for Christian Colleges & Universities).

• 60 third-year BSN students gathering for a full-day retreat (NURS 350 and NURS 360) to explore responses to suffering, accompanying theodicies, and Christian responses to Medical Assistance in Dying (MAiD) (Faculty: Kelly Schutt, Landa Terblanche, Sheryl Reimer-Kirkham).

Planetary Health for Globally Engaged Nurses

Our School of Nursing’s attention to planetary health prepares our students to be globally engaged nurses. Planetary health is a solution-oriented, transdisciplinary field and social movement for addressing the impacts of human disruptions to the Earth’s natural systems on human health and all life on Earth. In the 21st century, the top triple planetary threats are climate change, biodiversity loss, and pollution. To address these ecological challenges requires closer examination by varying worldviews such as Indigenous ways of knowing, spirituality, faith traditions, holistic practices, and global ethics.

On March 22–23, 2024, the School of Nursing and the Faculty of Natural and Applied Sciences co-hosted the “Planetary Health: Protecting and Sustaining the Well-being of our Ecosystems” conference at TWU. The conference featured keynote speakers Teddie Potter, PhD, RN, inaugural director of the Center for

Planetary Health and Environmental Justice at the University of Minnesota School of Nursing; Jessica Moerman, PhD, president and CEO at the Evangelical Environmental Network; and Rev. Mitch Hescox, president emeritus of the Evangelical Environmental Network. A dynamic panel—Siya:m Patricia Victor Switametelót, Dr. Sam Pimental (TWU mathematician and glaciologist), Dr. Erica Grimm (TWU arts professor) and Dr. Teddie Potter (nurse scholar and keynote speaker)—spoke about current planetary stresses and how to be mindful planetary health citizens. Addressing ecological challenges through the lens of Christian theology brought to light distinct faith-based motivations for response. We congratulate conference co-chairs Dr. Barb Astle and Dr. David Clements on their leadership and vision and thank the School of Nursing faculty and students who presented and volunteered.

Graduating Class of 2024

Joining more than 650 other graduates, 47 BSN and 16 MSN graduates were celebrated at the 2024 commencement ceremonies.

Una Chang was awarded the BSN Academic Excellence Award, and Paige Heaslip was awarded the Nurses and Nurse Practitioners of British Columbia Professional Award.

At the pinning ceremony, also held during graduation weekend, BSN graduands received the TWU nursing pin, with several of them being pinned by nurses in their families.

After the pinning ceremony, nursing faculty gathered

with MSN graduands and their families for a reception to honour their accomplishments, especially their capstone projects. Graduation marks the achievement of all graduate requirements—the end of a rigorous academic and applied program—and an opening door to new opportunities to live out one’s passions and commitments for the good of the world and the glory of God.

Curriculum Innovations

EXPANDED SIMULATION LEARNING

Simulation lab learning is an invaluable part of the BSN curriculum. Simulation labs provide immersive, hands-on learning experiences in which students practice nursing skills, critical thinking, decisionmaking, communication, and receive immediate feedback. In the spring of 2023, with generous donations from the Arthur J E Child Foundation and the Canadian National Christian Foundation, plans began taking shape to repurpose recently vacated office space in the School of Nursing into a second simulation lab. Renovations took place over the summer to build a patient room with a one-way mirror and an additional observational and debriefing space. By fall 2023, third- and fourth-year students were participating in various learning activities in the new multipurpose simulation space. Adding a second simulation space has allowed students to engage in simulation-lab experiences within smaller groups (six to seven students) and instructors of fourth-year students to run two identical scenarios simultaneously.

EXPERIENTIAL

When thinking about nursing education, the common portrayal is that of students in clinical and lab settings—like many of the images on our Instagram posts. But experiential learning, or “learning by doing,” encompasses much more. Here are a few examples of the innovative, experiential learning that undergraduate and graduate students engage with at TWU Nursing.

• In a second-year experience in long-term care settings, students complete a quality-of-life assessment with their resident to complete a more thorough assessment of their well-being.

• In a third-year pediatric course, students make three visits to a family with a child with a health challenge to learn more about family strengths and the impact of illness.

Debriefing can now occur immediately following the simulation in the same small learning groups to reflect, analyze, and consider the real-life applications of the experience. Simulations focus on clinical scenarios, such as dealing with pediatric respiratory distress and septic shock, detecting and responding to post-surgical complications on adults, and performing post-partum assessments. Expansion of the simulation facilities has also increased the opportunities students have to engage in critical experiential learning before practicing in clinical settings and their final preceptorship.

Donate online Select “Other” from the Fund Designation drop-down menu and in the “Comment” section, type “Nursing Lab Upgrades.”

• In a third-year palliative approach course, students interview someone with a chronic life-limiting illness to develop a plan of care, with the help of standardized assessment tools.

Graduate students also benefit from experiential learning. MSN and PhD students participate in a week-long health and public policy residency in Ottawa at the Laurentian Leadership Centre. While there, they meet with Canada’s leaders from the health, education, and government sectors. Doctoral studies are typically highly academic; we have added to the rigour of academic studies an internship that has our first cohort learning with academic leaders, nurse philosophers, global partners, and Indigenous nurse researchers.

KENDRICK DE BOER

Even before finishing high school, Kendrick De Boer knew he wanted to attend TWU and never doubted that was where he was meant to be. Since graduating from the BSN program in 2010, Kendrick has worked in psychiatry, surgical, pediatric, and ICU units, as well as at a wound-care clinic, in long-term care, and even as a clinical instructor for the TWU School of Nursing for a semester. He currently works as an addictions and mental health outreach nurse in Lethbridge, Alberta, meeting patients wherever they are to provide wrap-around care, including mental health and addiction support, access to resources, and wound-care services. Kendrick is also studying at the University of Saskatchewan to be a nurse practitioner.

Kendrick credits the BSN program for teaching him a wholeperson approach to patient care and for helping him to “see people as people” regardless of their diagnosis and the challenges they face. Kendrick strives to be the light of Christ for the patients he encounters, knowing that while he may not be able to cure their ailment or take their pain away, he can try

MELISSA DE BOER

Melissa De Boer (nee Dueck) graduated from the BSN program in 2012 and MSN program in 2019. Melissa admits she had not considered doing a master’s degree until one day at the grocery store, she ran into then dean of the School of Nursing, Dr. Sonya Grypma. Having had such a positive experience in the BSN program at TWU, and after her grocery store conversation with Dr. Grypma, Melissa didn’t look anywhere else when it came to choosing an MSN program.

Melissa’s MSN studies have helped her think more broadly about policy at the local, provincial, and national levels and realize she could make a difference by contributing to system-level change. A highlight of the program for Melissa was the Ottawa residency at TWU’s Laurentian Leadership Centre. Along with fellow MSN students, Melissa was invited by the late Hon. Mark Warawa, MP for Langley at the time, to present on a nursing perspective on healthy aging to the Government of Canada’s Standing Committee on Human Resources, Skills and Social Development and the Status of Persons with Disabilities.

Studying at a Christian university and taking an elective spirituality course helped prepare Melissa to support people of all faiths experiencing pain and suffering. She currently works

to make their day a little better. He encourages current BSN students to spend a few extra moments with patients who need it and notes that taking the time to connect despite the demands of a busy nursing shift makes a huge difference—not only to the patient but to the nurse as well.

as a palliative care consultant in Southern Alberta, where she provides pain and symptom management for patients with life-limiting illnesses in urban and rural communities. While Melissa may be far from TWU these days, she shares, “TWU will always hold a special place in my heart.”

Melissa and Kendrick De Boer live in Lethbridge, Alberta with their two daughters, Olivia (5 years old) and Annelise (3 years old). They love travelling, playing games, and spending time with friends and family.

Developing meaningful relationships with both classmates and faculty members has been incredibly rewarding. “

UNA CHANG, 2024

First generation Canadian Una Chang was born in Langley, B.C. to South Korean parents. In fact, Una was born in the Langley Memorial Hospital, where she recently completed her final pediatric preceptorship as a TWU BSN student. With a smile and a chuckle, Una jokes, “It’s like coming home.” Full of energy and positivity, Una exhibited a wonderfully compassionate nature from a very early age, making her a perfect fit for the nursing profession.

We sat down with Una to find out a bit more about her journey in the program.

Q: Why did you choose to pursue nursing and why at TWU?

A: TWU was a very natural decision for me, as I was born and raised here, so it was close by home. I also had an opportunity to meet many Trinity Western students in both the BSN and MSN programs, and they spoke very highly of the programs. The aspect that they emphasized was the strong relationships they build with their peers and the very hands-on learning that they have at TWU, which resonated deeply with me. I was also drawn to the idea of integrating my faith and values of compassion and love and justice into my education.

Q: Tell me about the projects you’re working on in your program.

A: The first is my work as a research assistant for a scoping review project on exploring the concept of trust between pediatric nurses, children, and their families. Through the Trinity Western University Undergraduate Research Awards in the summer of 2023, I joined Dr. Lyndsay MacKay on this project as a research assistant and have been assisting with screening, data extraction, analysis, and the creation of a flourishing trust diagram. It’s been submitted to the Journal of Pediatric Nursing and is under review, which is really exciting.

The second project is the Planetary Health Report Card. In this project, we are evaluating how the School of Nursing and TWU integrate planetary health content across five areas of our curriculum. This initiative was championed by Dr. Astle and Professor Brandsma last year, alongside TWU Nursing graduate Johan Bouwer, and I was part of it from its inception, learning from Johan. I had the privilege of leading the team this year.

This year marks our second assessment, and we’ve seen a significant improvement across all areas. Recently, the report card was shared at faculty meetings and conferences and was very well received. We’re hoping the feedback that was given from this year can enhance the report card and TWU’s sustainability initiatives next year.

Q: What about these projects piqued your interest the most?

A: For the scoping review, it’s definitely the research process itself. This project was going behind the scenes to see how studies are created. I worked very closely with Dr. MacKay, and through this experience gained a profound appreciation for the time and effort that researchers invest in their work. And being a current student in a pediatric preceptorship placement, the findings have directly informed and enhanced my skills in building trusting relationships in the clinical setting.

For the Planetary Health Report Card, one of the areas that we highlight is the disproportionate impact that climate change or climate injustice has on marginalized communities. As I was interested in social justice and the nursing role of advocacy, the report card served as a vital platform to incorporate this belief.

Q: How do you link your research project with what you’re learning in the classroom?

A: Throughout the four years, the importance of building genuine therapeutic relationships has been emphasized, and I’ve seen it in the practicums that I’ve experienced. The trust scoping review reinforced how crucial trust is within these relationships and offered really practical strategies that complement what I’ve learned in class. Together, these provide the theory and the real-world application that I need. Similarly, the Planetary Health Report Card emphasizes values like justice and collaboration, which align perfectly with the nurse’s advocacy role both within and outside clinical settings. It directly connects with what I’ve studied and highlights the practical impact that nurses can have in addressing the inequities linked to environmental issues.

What’s been a highlight for you in the BSN program and in the School of Nursing as a whole?

A: Truly, it is the relationships and the sense of community that exist in every aspect of TWU. Developing meaningful relationships with both classmates and faculty members has been incredibly rewarding. The faculty know each student by name, offer genuine support, and pray with them, which creates a super supportive and nurturing environment. They’re also really smart and awesome in their field! They’re very esteemed around the world, and they have so much knowledge and experience, both formal and informal. I love working with them.

Overall, this has been a really incredible experience, as the School of Nursing’s purpose statement aligns directly with my own values of thinking deeply, acting justly, and caring generously.

What’s so amazing about the master’s program is it really challenges you to think deeply—that’s a tagline in TWU Nursing—but it’s really true. “

CAITLIN FRIESEN, 2024

Caitlin Friesen is an MSN student and sessional instructor in the School of Nursing. Her journey to TWU began with an upbringing in the prairies of Saskatchewan and took her to several other provinces, to Scotland with her family (where her father did his PhD studies), and eventually to B.C., following in her brother’s footsteps as a TWU student. After completing her BSN, Caitlin thought her university days were over. But then she decided to further her studies, and because she had experienced wonderful support from the professors in her undergraduate program, doing her MSN at TWU was an easy choice.

We met with Caitlin to ask about her experience in the MSN program.

Q: Tell us about your master’s thesis.

A: The title of my thesis is Understanding mothers’ experiences of trust in perinatal nurses amidst traumatic childbirth. Keep an eye out for the finished product. It’s coming soon!

I’ve worked in maternal child nursing for almost five years, and what I’ve noticed in that practice is this gap between what health-care providers see as traumatic births and what mothers experience as traumatic births. It changes how we care for them, and I wanted to fill that gap so that we can provide better care for mothers who are experiencing traumatic births in ways that we might not have perceived as traumatic. I wanted to hear mothers’ voices, their stories . . . put their stories first. My co-supervisor, Dr. Lyndsay Mackay, studies trust in health-care provider and patient relationships. So I thought—what a perfect fit to look at trauma and trust and my maternity health-care background. My other co-supervisor, Dr. Kendra Rieger, also has a maternity nursing background.

Q: What about that project piqued your interest the most?

A: Honestly, I have felt so honoured to hear mothers’ stories of their experiences. It takes a lot of courage for them to share their trauma with me. I’ve really been encouraged by the hope that mothers still hold despite the trauma that they’ve endured and their desire to change nursing practice for those who will be coming after them. So truly, this research has changed how I practice in maternity. Seeing each patient as so much more than a patient; seeing them as a person, seeing them as a mother completely worthy of receiving care that’s tailored to their unique needs and experiences—I’m very passionate about this topic.

Q: What has been a highlight of the MSN program or the School of Nursing as a whole?

A: What’s so amazing about the master’s program is it really challenges you to think deeply—that’s a tagline in TWU Nursing— but it’s really true. It challenges you to think in ways that you might not want to, but you see the benefit from it.

I work alongside my esteemed professors, who taught me both in my undergraduate and my master’s programs. It’s not often that your colleagues are also the ones guiding and prayerfully supporting you through your academic pursuits, so it’s been an incredible place for me to put my nursing education to use. Opportunities have come from that, starting with my degree guidance into the master’s program, which led into volunteer experiences in the lab, and then finally to being on faculty. To be supported by these professors all the way through—it doesn’t stop at undergrad. They want you to keep going, and they want to see where you end up.

Q: As a master’s student, how does your faith inform your research?

A: I would say seeing each person as a valuable piece of this world. Like giving space. The whole purpose of my research really is to give space to hear mothers’ voices, and I think that comes from a desire and belief that each person is so incredibly loved and valued and that their stories are worth being heard.

Q: As a nursing instructor, how does your faith impact the way you teach?

A: I think, similarly, seeing each student as worthy of love and support. This stems from a theological concept that is central to Christian nursing—imago Dei: the image of God.

I teach a second-year nursing lab that teaches skills such as how to give an injection or how to insert a catheter. Looking at what makes us people and images of God . . . and things like trust and dignity. How does medication safety build trust? How does pulling the curtain around your patient preserve their dignity? And for them to feel like a person that’s made in the image of God and to be respected and to be seen that way whether that’s a core belief for them or not. So how we can really see people for who they are rather than focusing on just the skills and those professional competencies.

Q: What do you love most about teaching at Trinity Western?

A: Honestly, it’s the students. I only graduated from my BSN six years ago, so I feel like I can relate to them. To see the excitement in the students and the things that they’re passionate about—this generation is so incredible at using their voice. They are going to do well in advocating for the nursing profession.

Q: What are you most looking forward to using once you graduate?

A: My brain is so full—I’m just so excited to be done! I’m going to take a great vacation, and you won’t see me for a while! But I’m looking forward to seeing what comes next and what my next passion project can be.

A HUMBLE HEART FOR COMMUNITY

New to the TWU School of Nursing, Alysha McFadden is an assistant professor with a passion for developing what she describes as “more dignified, respectful, compassionate care.”

Alysha has been at TWU since July 2023, teaching community health as well as health promotion and Indigenous health. Grateful to instruct students in the area she has long been involved with and has a deep concern for, Alysha feels that it’s “a huge honour to be able to teach.” After a thoughtful pause, not wanting her appreciation to be missed as she shares, she describes this privilege further as “a blessing and a gift.”

Having come from a Christian liberal arts education background (Calvin University, ’07), there’s a feeling of familiarity at TWU that Alysha has been able to build on. In the same way, her extensive professional experience working in community health care brings

authenticity to her instruction. One location Alysha has nursed in is the Downtown Eastside of Vancouver, where she has worked with people without housing and whose health suffers due to not being able to access health-care services.

With a Christlike perspective and such a rich experiential background in community health, Alysha brings hope to her students, who may be overwhelmed at the task ahead of them. She explains, “For me, it’s really important to have a strong social justice grounding for students—sharing real-life examples of promising practices and trying to bring a positive light to how nurses can co-create positive change.”

Alysha acknowledges that feelings of hopelessness and helplessness can overcome those in the health-care system who

For me, it’s really important to have a strong social justice grounding for students—sharing real-life examples of promising practices and trying to bring a positive light to how nurses can co-create positive change. “

ALYSHA MCFADDEN

witness people being treated without dignity or respect. Despite recognizing moral distress as an unfortunate reality, particularly within community health, she hopes to encourage students to “believe in the vision that there’s a better way.” Alysha contends that, despite legitimate shortcomings within the health-care system, showing respect and providing dignified care is possible. In fact, she’s so passionate about this that she describes it as her “driving force” in teaching.

The draw of genuine support

Working among colleagues who provide consistent support, mentorship, and humour has been a delight for Alysha. But it was at conferences prior to coming to TWU that she first noticed this supportive relationship TWU nursing professors had with their students. She noticed how the professors instilled confidence in the students and nurtured their gifts. This approach resonated with Alysha and was a major factor in drawing her to Trinity Western. Now, as an assistant professor, Alysha herself feels nurtured by mentoring faculty and is able to support her own students the way she has both witnessed and experienced.

“My colleagues are amazing,” she says, and goes on to explain the prioritizing of students that she sees is a common thread in the school. “Research is important,” Alysha admits, “but here at Trinity Western, our students are our number one concern.” She is impressed with the depth of support within the School of Nursing, with instructors getting valuable mentorship but also the impressive level of inclusion of BSN, MSN, and PhD students in the approach to teaching and research.

Dialogue

in diversity

Also intriguing and encouraging to Alysha is the support she sees among students. She mentions how much she has enjoyed discussing and learning from students with different cultural and faith backgrounds. Alysha values what students have shared with her, pushing her to reflect and respond to their experiences. She has experienced how students and professors can enrich one another’s understanding by valuing one another’s expertise. The

learning environment that the School of Nursing has developed allows students of different faiths to respectfully and lovingly learn and grow together, and this is something that Alysha finds both heartwarming and impressive.

Alysha’s personality is reflected in her honest desire to continue learning how to infuse her teaching with her personal faith. She explains, “It’s something that I’m trying to develop my skills and abilities in.” She admits reflecting a lot on how to do this not only among students but as a believer within the healthcare community. Alysha is immensely grateful for the wisdom she’s gained from witnessing University Siya:m Patti Victor Switametelót as she engages with students in the Indigenous Health and Health Promotion course. She has observed her excellence in integrating faith in teaching through vulnerability and listening deeply. Siya:m Patti’s respect and humility amidst inevitable disagreements that arise in dialogue have been inspirational to Alysha as she continues to develop her own model of teaching.

This humble approach to understanding others within different contexts ties in with Alysha’s PhD studies at the University of British Columbia. Alysha is completing her dissertation on the unceded territories of the Squamish, Musqueam, and TsleilWaututh Nations, with a focus on what she has termed “RAD practice,” an acronym that stands for relational, anti-racist, antioppressive, and decolonizing health care. This is something close to Alysha’s heart as she co-creates this framework with health-care workers, intersectoral partners, community members, and Elders in the inner city of Vancouver to create a better, more dignified approach to pediatric outreach and health care for children, youth, and families.

Alysha appreciates the time invested and support she’s received from her research partners. She especially thanks Elder Lorelei Hawkins, who Alysha says, “exemplifies RAD practice and is another wonderful example of the type of teacher I strive to become.”

Canada Research Chair, Tier I

TIER I CANADA RESEARCH CHAIR IN EQUITABLE PEOPLE-CENTRED HEALTH MEASUREMENT

TWU Nursing professor and researcher Dr. Richard Sawatzky has been named the Canada Research Chair in Equitable PeopleCentred Health Measurement. As a Canada Research Chair at Trinity Western and world leader in his field, Dr. Sawatzky’s research focuses on novel methods for equitably measuring diverse perspectives of health and health care.

TAILORING HEALTH-CARE MEASUREMENTS TO PROMOTE EQUITY

Underserved populations, including people with pre-existing chronic conditions and older adults, are more likely to experience health inequities or preventable differences in health status due to the conditions and systems in which people are born and live. The World Health Organization has recognized equitable, people-centred health care to be a societal priority. To meet this need, healthcare services must be tailored to reflect the unique contexts and experiences of diverse people.

To advance equitable health care, Dr. Sawatzky and his team are researching new ways of measuring health, including measurements of individuals’ symptoms, physical and mental health and well-being, as well as their experience with their health care. One example of this would be whether they perceive to be treated with dignity,

respect, and compassion. “These perceptions can only truly be measured from the perspective of the person receiving care,” Dr. Sawatzky explains, adding, “That is why we are working to centre the patient’s voice in the design and implementation of health-care measurements.”

This involves using online health information platforms to tailor assessments of health-care needs, outcomes, and experiences to individuals’ social and health circumstances. By using these platforms, people will be able to share tailored information about their health and health-care experiences with health-care providers, leading to improved care that is informed by their unique situation. The research also involves establishing a learning alliance by which patients and health-care providers work together with the research team to integrate equitable people-centred health measurements for people who have chronic conditions. Overall, the results from this research will serve as a springboard for advancing health equity by measuring what matters to diverse individuals and thereby informing people-centred health care.

INTERNATIONAL, NATIONAL & INTERDISCIPLINARY PARTNERSHIPS

“TWU aspires to be an international centre of scholarly excellence, where discovery research, applied research, integration research, and research creation generate innovative knowledge in service of the

world’s present and emerging needs. The Canada Research Chairs Program provides critical support to help strengthen the ability of TWU to achieve our research goals in the area of equitable health care and inclusive excellence,” Associate Provost of Research and Graduate Studies Dr. Richard Chandra remarks.

The new research program on Equitable People-Centred Health Measurement promotes collaboration among a team of interdisciplinary and international researchers and stakeholders. Research investigators come from the United States, Australia, Germany, Sweden, and the United Kingdom. The program also enhances research partnerships with Canadian government agencies and provincial health-care agencies, as well as multiple universities and industry partners. Furthermore, the research program promotes a strong scholarly community among researchers at Trinity Western’s School of Nursing and other TWU scholars. The Canada Research Chair in Equitable People-Centred Health Measurement, supported by $1.4M in funding over a seven-year period, will continue to foster the next generation of researchers and specialists, who will help strengthen Canadian societies through better seeing and meeting the health-care needs of diverse populations. Dean Sheryl Reimer-Kirkham points to the opportunities opened up for students—especially our PhD students—and junior scholars to contribute to the school’s vibrant scholarship community.

ADVANCING EQUITABLE HEALTH CARE FOR ALL PEOPLE

Dr. Sawatzky highlights how the Canada Research Chair in Equitable People-Centred Health Measurement is guided by the fundamental goal of the nursing profession to advance equitable health care for all people. “This requires establishing equitable and inclusive approaches to ‘measuring what matters’ to different people,” he explains. “The Canada Research Chair is designed to address this by developing equitable, people-centred approaches to health measurement that combines leading-edge nursing and interdisciplinary scholarship about the science of measuring what matters to different people about their health-care needs, outcomes, and experiences.”

For information about research activities, publications, and knowledge translation materials by Dr. Sawatzky and his team, please visit www.healthyqol.com.

GATHERING NI NOXOLLAS STORIES

ABOUT KWAKWAKA’WAKW BIRTHING STORIES

Given that the current health-care system does not provide culturally relevant and safe spaces for Kwakwaka’wakw women to birth their children, it is crucial to create opportunities for Ni Noxollas (Wise Ones) and women to share their perspectives of the birthing practices that are important to them. As such, TWU SON’s Indigenous curriculum consultant Kathleen Lounsbury from Namgis First Nation, along with Drs. Kendra Rieger, Sheryl Reimer-Kirkham, and Marlyn Bennett, has been using storytelling as part of a First Peoples’ Cultural Council-funded project to explore Kwakwaka’wakw women’s traditional practices with pregnancy, birthing, and post-birth, and the important ceremonies, practices, language, and rituals during this time. The project involved a series of three Kitchen Story gatherings with Ni Noxollas to gather the Elders’ and women’s perspectives in a culturally safe way. At a follow-up gathering, digital stories were created to give voice to the Ni Noxollas’ rich stories and to mobilize the implications of these views for nursing and health-

care practice and policy, as well as share them with community members in a compelling way. The project provides the groundwork for Lounsbury’s upcoming doctoral research.

HEARING FROM PATIENTS THROUGH THE USE OF STANDARDIZED ASSESSMENT TOOLS

With funding from the Michael Smith Health Research BC Reach Award, Dr. Angela Wolff and her team of researchers, including TWU’s Dr. Lynn Musto, health authority partners, patient partners, and TWU graduate students, are leaders in fostering the adoption of patient-reported outcomes measures (PROMs), such as quality of life (QOL) tools, by health-care providers. One of their projects focuses on PROMs for people living with mental health and substance use disorders and draws on the team’s evidence-based resource guide for health-care providers’ integration of patient-reported outcomes into practice.

PROMs allow for the voice of persons living with mental illness and substance use to be in the driver’s seat of their recovery planning. In March 2023, 59 health-care providers completed two tailored learning exchanges to improve their abilities to use PROMs and better understand their value for recovery planning. Engagement with patient partners is bringing eyeopener insights for the health-care team about how QOL tools are perceived by patients. Based on their involvement with Dr. Wolff’s team, the patient partner (Brenda Jones) spoke on a plenary panel to more than 400 attendees at the annual International Society for Quality of Life Research conference

in October 2023. Given the success of this project in providing educational events and creating clinical tools, in the fall of 2023, the team successfully received an additional knowledge translation grant to continue support for the integration of person-centred assessment (such as quality of life) into practice.

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A DECOLONIZING EXPLORATION OF ANTI-RACIST, ARTS-BASED RESPONSES TO THE VIOLENCE DESCRIBED IN THE MISSING & MURDERED INDIGENOUS WOMEN & GIRLS (MMIWG) REPORT

After decades of racism in Canadian society, including in health-care contexts, nursing education is undergoing a reflective, decolonizing movement to better prepare nurses to provide culturally safe, anti-racist care. Nurse educators are looking for teaching resources to do so effectively. TWU’s Dr. Kendra Rieger, funded by the Michael Smith Health Research BC Scholar Program, which supports early-career researchers who are building leading-edge health research programs, is co-leading a research team with University of Victoria’s Dr. Lisa Bourque Bearskin (Indigenous Nursing Research Chair) to develop such resources. Employing arts-based methods, the team is engaging students with the MMIWG Report and Calls to Justice. Art is one potential pedagogical path to integrate feeling and thinking, challenge deeply held assumptions, foster dialogue amongst diverse groups, and facilitate perspective changes. Drs. Rieger and Bourque Bearskin, along with an amazing team, including TWU Siay:m Patti Victor Switametelót, Dr. Barbara Astle, Dr. Sheryl Reimer-Kirkham, Dr. Lara Ragpot, Dr. Erica Grimm, Kathleen Lounsbury, and project coordinators Jessica Wilson and Rebecca Stewart, received a Social Sciences and Humanities Research Council Insight Development Grant to advance responses to the MMIWG2S+ at three Canadian universities (TWU, University of Victoria, and University of Manitoba). Their research question is: How can anti-racist, artsbased educational initiatives foster students’ understanding of MMIWG2S+ Calls to Justice and respond to community needs?

At TWU, undergraduate students from nursing and education came together on Feb. 13, 2024 to hear Monica Brown’s (TWU MA Lead alumnus) story about her daughter, Shaylanna, who is missing from Haida Gwaii—mile “0” of the Highway of Tears. Students responded by reading “truth readings” and placing them on a cradleboard to understand how Indigenous women face racism from the cradle to the grave

and creating tear art to express tears of empathy, complicity, and action. Through the co-creation of arts-based responses, research findings, and resources for educators, this research team is forging new paths for emerging professionals to better understand the impacts of colonialism and develop cultural humility, an essential precursor to culturally safe spaces in health care and education.

This project is part of Dr. Rieger and team’s research program, Arts for Equity. The team is exploring art as a way of healing, disrupting, learning, and sharing for reconciliation and equity in health care.

SELECTED JOURNAL ARTICLES

Astle, B., Buyco, M., Ero, I., & Reimer-Kirkham, S. (2023). Global impact of climate change on persons with albinism: A human rights issue. Journal of Climate Change and Health. [Open Access Online November 2022]. https://doi.org/10.1016/j.joclim.2022.100190

Bhandal, T. K., Browne, A. J., Ahenakew, C., & Reimer-Kirkham, S. (2023). Decolonial, intersectional pedagogies in Canadian nursing and medical education. Nursing Inquiry, e12590.  https://doi.org/10.1111/nin.12590

Booker, R., McLennan, A., Beattie, S., Stajduhar, K., Sawatzky, R. (2023). Integrating palliative care in hematopoietic stem cell transplantation: A qualitative study exploring patient, family caregiver, and clinician perspectives. Oncology Nursing Forum, 50(3), 313–323. https://doi.org/10.1188/23.ONF.313-323

Hamdan Alshehri, H., Wolff, A., Öhlén, J., Sawatzky, R., Olausson, S. (2023). Attitudes towards death and dying among intensive care professionals: A cross-sectional design evaluating culture-related differential item functioning of the Frommelt Attitudes toward Care of the Dying Instrument. Heliyon, 9(8), Article e18864, https://doi.org/c10.1016/j.heliyon.2023.e18864

Hildebrand, A., Reimer-Kirkham, S., & Quinn, B. (2023). Exploring the interprofessional contributions of spiritual health practitioners to prevent compassion fatigue in nurses. Dimensions of Critical Care Nursing, 42(4), 223–233.  https://doi.org/10.1097/DCC.0000000000000587

Hohn, R. E., Kopec, J. A., Sawatzky, R., Poureslami, I., FitzGerald, J. M. (2023). Measuring skill-based health literacy in chronic airway disease patients: The development and psychometric evaluation of the Vancouver airways health literacy tool (VAHLT). Quality of Life Research, 32(10), p.2875–2886. https://doi.org/10.1007/s11136-023-03447-5

Lowe, C. T., Trask, C. M., Rafiq, M., MacKay, L., Letourneau, N., Ng, C. F., Keown-Gerrard, J., Gilberta, T., & Ross, K. M. (2024). Experiences and impacts of the COVID-19 pandemic: A thematic analysis. COVID, 4(4), 429–442. https://doi.org/10.3390/covid4040028

Jantzen, D., Newton, L., Dompierre, K., Sturgill, S. (2023). Preventing violence & promoting moral agency: Imagining and performing. Nursing Philosophy, e12427, p. 1–11. https://doi.org/10.1111/nup.12427

Komanchuk, J., Toews, A. J., Marshall, S., MacKay, L., Hayden, K. A., Cameron, J. L., Duffett-Leger, L., & Letourneau, N. (2023). Impacts of parental technoference on parent-child relationships and child health and developmental outcomes: A scoping review. Cyberpsychology, Behavior, and Social Networking, 26(8), 587–603 . https://doi.org/10.1089/cyber.2022.0278

Kwon, J.-Y., Moynihan, M., Lau, F., Wolff, A., Irlbacher, G., Joseph, A. L., Wilson, L., Horlock, H., Hung, L., Lambert, L., & Sawatzky, R. (2023). Journey mapping older adults’ experiences of radiation therapy for cancer as a knowledge translation tool for contextualizing patient-reported outcome measures. Quality of Life Research, 32(Suppl 2), S128. https://doi.org/10.1007/s11136-023-03530-x

Kwon, J.-Y., Moynihan, M., Lau, F., Wolff, A. C., Torrejon, M., Irlbacher, G., Hung. L., Lambert, L., & Sawatzky, R. (2023). Seeing the person before the numbers: Personas to understand patients’ life stories when using patientreported outcome measures in practice settings. International Journal of Medical Informatics, 172, https://doi.org/10.1016/j.ijmedinf.2023.105016

McFadden, A., Lynam, M. J., & Hawkins, L. (2023). Two-eyed seeing as a strategic dichotomy for decolonial nursing knowledge development and practice. Nursing Inquiry, e12574. https://doi.org/10.1111/nin.12574

McFadden, A., Varcoe, C., & Brown, H. (2023). Examining child-led tours and child standpoint theory as a methodological approach to mitigate asymmetrical adult-child power dynamics in ethnographic research: A child-led tour of elfish antics and sensorial knowledge. International Journal of Qualitative Methods, 22. https://doi.org/10.1177/16094069231182878

McMillan, D. E., Brown, D., Rieger, K. L., Duncan, G., Plouffe, J., Amadi, C., & Jafri, S. (2023). Engaging discharge communication: Patient and family perceptions of a bedside communication white board. Patient Education and Counseling Innovation, 3(100214), 1–10. https://doi.org/10.1080/13561820.20 22.2074379

Musto, L. (2023). Do the good in front of you. Journal of Christian Nursing, 40(3), 149–150. https://doi.org/10.1097/CNJ.0000000000001080

Rieger, K. L., Reimer-Kirkham, S., Burton, B., Howell, B., Liuta, N., Sharma, S., Smoker, S., Tuppurainen, A., Anthony, R., Bradbury, S., Heimstra, D., Wilkinson, K., Kreiter, E., Dixon, D., Lounsbury, K., Alisson, N., Friesen, M., Hilton, M., Slavutskiy, O. (2023). Arts-based spiritual care in healthcare: A participatory, scoping review. The Arts in Psychotherapy, 84, 1–12. https://doi.org/10.1016/j.aip.2023.102027

Rieger, K. L., Hack, T. F., Campbell-Enns, H., Duff, M., & West, C. H. (2023). Integrating mindfulness and the expressive arts for meaning-making in cancer care: A grounded theory of the processes, facilitators, and challenges. Supportive Care in Cancer, 31(475), 1–15.  https://doi.org/10.1007/s00520-02307909-x

Rieger, K. L., Hack, T. F., Duff, M., Campbell-Enns, H., & West, C. H. (2023). A grounded theory of how people process their cancer experiences through a mindfulness-based expressive arts group. Journal of Psychosocial Oncology Research & Practice, 5(4):00, October–December 2023. https://doi. org/10.1097/OR9.0000000000000120

Rieger, K. L., Horton, M., Copenace, S., Bennett, M., Buss, M., Chudyk, A., Cook, L., Hornan, B., Horrill, T., Linton, J., McPherson, K., Murray, K., Phillips-Beck, W., Rattray, J., Sinclair, R., Slavutskiy, O., Stewart, R. & Schultz, A. (2023). Storytelling within Indigenous health research: A critical, participatory scoping review. International Journal of Qualitative Methods, 22, 1–24. https://doi.org/10.1177/16094069231174764

Reimer-Kirkham, S., Astle, B., Ero, I., Beaman, L., Ibhawoh, B., Imafidon, E., Sawatzky, R., Tettey, W., Buyco, M., & Strobell, E. (2024). Mapping a research-advocacy-policy agenda on human rights and albinism: A mixed methods project. International Journal of Equity in Health, 23(1), (24 pages). https://doi.org/10.1186/s12939-023-02064-5

Reimer-Kirkham, S., Kromberg, J., Mgijima-Konopi, I., Mooa, R. S., de Waal, M., Astle, B., Buyco, M., Ero, I., Msipa, D., Nesengani, V., Mazibuko, N., Tjope, M. (2024). Birth stories of South African mothers of children with albinism: A critical human rights analysis. International Journal for African Nursing Science, 20. https://doi.org/10.1016/j.ijans.2023.100650

Reimer-Kirkham, S., & Sharma, S. (2023). The social relations of prayer in healthcare: Adding to nursing’s equity-oriented professional practice and disciplinary knowledge. Nursing Inquiry. Published online.  https://doi.org/10.1111/nin.12608

Sawatzky, R., Larsdotter, C., Carlssson, E., Pettersson, M., Kenne Sarenmalm, E., Smith, F., Nygren, J., Russell, L., & Öhlén, J. (2023). Predictors of preparedness for recovery following colorectal cancer surgery: A latent class trajectory analysis. Acta Oncologica, 62(12), 1625–1634. https://doi.org/10.1080/0284186X.2023.2269303

Sawatzky, R., Porterfield, P., Donald, E., Tayler, C., Stajduhar, K., Thorne, S. (2023). Voices lost: Where is the person in evaluating a palliative approach to care? Palliative Care and Social Practice, 17, (9 pages). https://doi.org/10.1177/26323524231193041

Sawatzky, R. Sajobi, T. T., Russell, L., Awosoga, O. A., Ademola, A., Böhnke, J. R., Lawal, O., Brobbey, A., Lix, L. M., Anota, A., Sebille, V., Sprangers, M. A. G., & Verdam, M. G. E. (2024). Response shift results of quantitative research using patient-reported outcome measures: A descriptive systematic review. Quality of Life Research, 33(2), 293–315. https://doi.org/10.1007/s11136 023-03495-x

Szakun, N., Liva, S., Bodner, M. E., Wolff, A., Kim, M. Y., & Coté, A. T. (2024). Prevalence of sex-specific cardiovascular disease risk factors, medical risk, and engagement in health-promoting behaviours in premenopausal females. Canadian Journal of Cardiology Open. Proof available https://doi.org/10.1016/j.cjco.2023.11.003

Wolff, A., Neptune, A., Musto, L., McNeil, S, Yaghoub Zadeh, Y., Jones, B., & Slavutskiy, O. (2023). Developing clinical tools and hosting educational events to mobilize an evidence-based guideline for the sustained use of quality-of-life instruments in community mental health: A knowledge translation (KT) project. Quality of Life Research, 32(Suppl 2), S45. https://doi.org/10.1007/s11136-023-03530-x

Wolfs, D. (2024). Covenant of care in nursing practice: A knowledge synthesis, critique, and reframing. Journal of Christian Nursing

Wolfs, D. (2024). Covenantal care: A Christian theology of nursing. Journal of Christian Nursing.

Books:

Astle, B. J., & Duggleby, W. (Eds.). (2024). Potter and Perry’s Canadian Fundamentals of Nursing (7th ed.). Elsevier Canada.

Selected Book Chapters:

Astle, B. J. et al. (2024). Chapter 11: Global and Planetary Health. In B. J. Astle and W. Duggleby (Eds.). Potter and Perry’s Canadian Fundamentals of Nursing (7th ed.). Elsevier Canada.

Jantzen, D., & Hebig, S., (2024). Fluid, electrolyte, and acid-base balances. In B. J. Astle and W. Duggleby (Eds.). Potter and Perry’s Canadian Fundamentals of Nursing (7th ed.). Toronto: Elsevier Canada.

Meyerhoff, H & Liva, S. (2024). Conception through adolescence. In B. J. Astle & W. Duggleby (Eds.), Potter and Perry’s Canadian Fundamentals of Nursing (7th ed., pp.363-397). Elsevier Canada.

Musto, L. C., Bailey, E. & Carlson, J. (2023).  Structural inequities contributing to ethical challenges in mental health. In J. Storch, R. Starzomski, & P. Rodney (Eds.). Toward a moral horizon: Nursing ethics for leadership and practice. (3rd ed). Victoria, BC: University of Victoria.

Musto, L. C., Starzomski, R., Rodney, P. A. & Dodek, P. (2023). Nurses and other health care providers as moral agents: From moral distress to moral action. In J. Storch, R. Starzomski, & P. Rodney (Eds.). Toward a moral horizon: Nursing ethics for leadership and practice. (3rd ed). Victoria, BC: University of Victoria.

Reimer-Kirkham, S., Singh-Carlson, S., & Kaur, H. (2024). Spirituality in healthcare (Chapter 29). In B. J. Astle and W. Duggleby (Eds.). Potter and Perry’s Canadian fundamentals of nursing (7th ed) (pp.483–505). Elsevier Canada.

Stephen, T., & Kim, M. (2024). Chapter 31: Vital Signs. In B. J. Astle and W. Duggleby (Eds.). Potter and Perry’s Canadian Fundamentals of Nursing (7th ed.). Elsevier Canada.

CLINICAL PARTNER

BRITISH COLUMBIA CHILDREN’S HOSPITAL

Featuring Rachel Meyerhoff & Bronwyn Greenaway (TWU alumnae)

TWU Nursing works with approximately 40 clinical partners (hospitals, long-term care, and community agencies) in any given year. Among these is BC Children’s Hospital (BCCH). Over the past five years, 30 BSN students have completed their final preceptorships there. Rachel Meyerhoff (BSN class of ’20) and Bronwyn Greenaway (BSN class of ’23) are two of these students. Although they graduated a few years apart, Rachel and Bronwyn have come to know each other well, as Rachel was Bronwyn’s preceptor nurse for her final placement in the BSN program. When asked what has made BCCH a great place for TWU BSN students and alumni to learn and work, the pair highlighted the incredible learning opportunities available. In addition, they commented on the support they received not only during their preceptorship but throughout their new graduate transition periods and beyond as registered nurses. According to Rachel, because BCCH is a teaching hospital, staff are accustomed to having students around, and they work hard to create an environment that is welcoming and supportive. Bronwyn adds she never felt alone as a preceptorship student or newly graduated nurse and notes that regardless of what unit she works in, there is a sense of camaraderie and of working towards a shared, overarching goal.

Rachel and Bronwyn currently work on the Resource Team at BCCH, which provides support to various units, including medical, surgical, oncology, emergency, and PICU, as well as rehabilitation services at Sunny Hill Health Centre. They encourage nursing students to take the initiative to seek out learning opportunities, ask questions, and access available resources, especially while buddied with their preceptor nurse who can support them. Equally importantly, Rachel and Bronwyn urge students to be excited to work with the kids and families they encounter at BCCH and to be reminded of all that these young, resilient patients can teach us.

Rachel and Bronwyn urge students to be excited to work with the kids and families they encounter at BCCH and to be reminded of all that these young, resilient patients can teach us.

RESEARCH PARTNER

UNIVERSITY OF PRETORIA

Nursing Research Collaborations – University of Pretoria Research collaborations are foundational to the success of the TWU School of Nursing. Many of our collaborations are international, such as the one with South Africa’s University of Pretoria, and specifically their Department of Nursing Science (chaired by Dr. Ramadimejta Shirley Mooa) and their Centre for Human Rights. Many similarities exist between the two nursing departments, both with four-year BSN programs, MSN programs, and a recent PhD program. In late 2019, the mothering and albinism research team, co-led by Dr. Sheryl Reimer-Kirkham, Dr. Barbara Astle, and Ikponwosa Ero (former UN Independent Expert on the enjoyment of human rights by persons with

The mothering and albinism team’s collaborations ensure that the decolonizing project methods resonate with local practices, that the project findings are contextually interpreted, and that our knowledge translation activities reach a broad range of audiences for maximum impact.

albinism), developed a partnership with the University of Pretoria to study the resilience of mothers impacted by albinism. Working with local albinism advocacy groups and community researchers and employing online technologies for interviews via WhatsApp and Zoom, the partnership made it possible to continue the project through the pandemic, albeit at a slower pace. In October 2023, the team hosted an engagement workshop and public forum in Pretoria, featuring the release of a film by Puleng Molebatsi, with South African participants and a project report. More than 80 government officials, advocates, persons with

albinism, and researchers attended the forum. Nine researchers from Canada (including TWU’s Dr. Reimer-Kirkham, Dr. Astle, Dr. Rieger, and project coordinator Meghann Buyco), along with co-investigators and collaborators from England, Tanzania, Zambia, and Ghana travelled to Pretoria for the engagement workshop. The mothering and albinism team’s collaborations ensure that the decolonizing project methods resonate with local practices, that the project findings are contextually interpreted, and that knowledge translation activities reach a broad range of audiences for maximum impact.

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The research involved has been funded by both a Social Sciences and Humanities Research Council Insight Grant and a Canadian Institutes of Health Research Project Grant.

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