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undergraduates experience community learning PhD graduates making a difference worldwide

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MESSaGE FROM tHE DEaN Dear alumni and Friends After this long winter, I hope that you are enjoying a bit of warmer weather. We here at the Faculty of Nursing have much to look forward to in the coming months: warmer weather, the beginning of a new academic year, and then a move to a new building (Edmonton Clinic Health Academy). In this issue of Faculty Focus, we are highlighting the PhD program in Nursing at the University of Alberta and the successes of our students and graduates. Overall, between 2001 and 2007, the University of Alberta produced 27% of the PhD graduates in Canada, and the impact is huge. When I look across the country and indeed around the world, I see many of our PhD graduates in significant leadership positions, such as Dr. Joy Johnson, Dr. Raisa Gul, and Dr. Flo Myrick, all of whom are featured in this issue, influential nurse scholars and leaders who graduated from the University of Alberta. We currently have 97 doctoral students registered in our program and continue to be the largest of the 15 doctoral programs in nursing in Canada. The Faculty of Nursing recently undertook a review and evaluation of the PhD program, with the assistance of Science Metrix. Surveys and interviews were conducted with faculty members, students, alumni, and employers of the graduates. A bibliometric analysis was conducted of research publications. Four comparable institutions (two in Canada and two international) were identified and comparisons were made. Overall, the findings indicated that the PhD program has numerous strengths including a high research profile and a healthy reputation, effective management by administration and support staff, a high number of research chairs, and success at obtaining research funding. Some suggestions included addressing heavy faculty workloads, lack of funds to support student research, and questions regarding the benefits and challenges associated with flexible delivery. A PhD Review Committee within the Faculty of Nursing reviewed the recommendations and is making plans to ensure the continuing strength of the program. We are proud of the influence of the Faculty of Nursing PhD program on nursing education, research, health care delivery and policy. We continue to strive for excellence in all that we do. We appreciate your many contributions to our various programs. Your input on how to strengthen any aspect of the Faculty of Nursing is also valued. Thank you for your engagement and support! Sincerely

Anita E. Molzahn, RN, PhD, FCAHS Dean and Professor

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thinking about gender alumna Joy Johnson leads the cIHR Institute of Gender and Health When asked about being named by the Vancouver Sun newspaper as one of the 100 most influential women in British Columbia, Joy Johnson (MN 1988, PhD 1993) responded, “My mom and dad were really pleased!” She went on to say, “But when I got the news that I was on the list I kept thinking that I wished I really did have the influence.” Johnson, a professor in the Faculty of Nursing at the University of British Columbia, is being modest about the scope of her influence. As scientific director of the Canadian Institutes of Health Research (CIHR) Institute of Gender and Health (IGH), she has considerable influence on health research and policy in Canada. IGH is one of the 13 institutes

that make up CIHR, and under her leadership it awards more than $8 million in grant funding to Canadian researchers annually. Leading an institute with a mandate that encompasses all domains of health research also puts Johnson in a unique position to influence policy. “IGH played a key role in the federal government health portfolio having a policy on gender and sexbased analysis, which recognized that all policy and research needs to think about sex and gender issues.” Additionally, she notes that IGH was “successful in having questions on the open operating grant competitions forms asking people if they are considering sex and gender in their research. These little things really do make a difference.”


hile the scientific community may easily comprehend the relationship between gender and health, it might not be as obvious to the general public. But, she says, “as soon as you start to give a few examples the light bulb goes on very quickly. They see their children, the boys and girls they raise, they see their partners, their grandparents, and they understand that one size doesn’t fit all and that we need to think about these very important differences.” One of Johnson’s favourite examples of health-related gender differences is how men and women differ in their interaction with the health care system. “Men tend to seek primary care less often than women do,” she points out, “and

that’s probably not biologically driven, it is based on what is socially expected of men. And even our institutions are set up in very gendered ways. Doctor’s offices tend to be very feminine spaces that are probably not as welcoming to men as to women.” Johnson is clear to make a distinction between sex and gender; the former describes males and females by biological features such as hormones or body structure, while the latter is socio-cultural, identifying women and men by the social roles and expectations ascribed to them. There are situations, however, where both come into play, such as in Johnson’s research on smoking. “I’ve done a lot of work in the area of addictions and tobacco use in particular, and we know that men and women smoke cigarettes for very different reasons,” she says. “There’s a biological component in terms of their addiction and some reasons why women might actually tend to become addicted to nicotine quicker than men, but there’s also other social factors at play that are gendered.” The interest in gender issues dates back to Johnson’s master’s research at the University of Alberta, looking at differences in men’s and women’s experiences following myocardial infarction. “I became impressed with the really important differences in men’s and women’s health behaviours, how they engage and what they are willing to do, the barriers that they experience,” she says.

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She chose the University of Alberta after extensive homework on the choices of nursing graduate schools in Canada. “I decided to go to the University of Alberta because it was clearly a research intensive faculty. They had hosted an international nursing research conference and were really emerging with a strong profile in research, and I was interested in that. So I decided to move from Vancouver to Edmonton

and start my master’s degree and loved it.”


hile in the master’s program, Johnson got “the research bug” and went directly into doctoral studies as one of the cohort of three ‘special case students’ piloting the Faculty of Nursing’s new PhD program. She fondly remembers that “it was a very exciting time. It was terrific because there was this small group of us, and the program

was being developed under our feet. I feel like I was at the right place at the right time,” she says of her time here. Pointing out the influence of faculty members such as Peggy Anne Field, Phyllis Giovanetti, June Kikuchi, Jan Morse, and Shirley Stinson, Johnson refers to that time as one of the many highlights of her illustrious career. Johnson feels that PhD-prepared nurses, whether in academic or

There were three students in the first special cohort of doctoral students at the Faculty of Nursing. Joy’s fellow students in the program were Pauline Paul and Joan Bottorff. We asked them to reflect on their careers. Pauline Paul, PhD, RN Associate Professor Faculty of Nursing, University of Alberta I originally came to Edmonton in 1981 after having completed a BScN program at the Université de Montréal. Two years later I returned to Eastern Canada to study at McGill University where I obtained MSc(A) in Nursing. Immediately prior to beginning the PhD program I was a sessional instructor in the Faculty of Nursing at the University of Alberta. The focus of my doctoral dissertation was on the history of the Edmonton General Hospital, an institution founded by the Grey Nuns of Montreal. My doctoral supervisor was Dr. Janet Ross Kerr. After completing my doctoral

studies, I remained at the University of Alberta in a tenure track faculty position. For a number of years, I served as the Assistant Dean, Undergraduate Programs and then as Associate Dean, Academic Planning and Undergraduate Programs. While in these positions, I played an instrumental role in the development of the BScN After Degree Program, and took the lead in designing the BScN Bilingual Program/Baccalauréatès sciences infirmières. In a recent external evaluation the Bilingual Program has been described as innovative model of nursing education that creates a unique space in Canada, where students learn in both French and English. My research has been focused on nursing education and on

the history of nursing in Canada. Currently, I am working on the history of nursing education and research at the University of Alberta. Through my research and teaching, I have developed considerable expertise in curriculum development and evaluation. I am regularly asked to evaluate both undergraduate and graduate programs across Canada, and am currently Chair of the Accreditation Bureau of the Canadian Association of Schools of Nursing. With co-authors Drs Rene Day and Bev Williams, I am also about to begin to work on the third edition of the Canadian best seller Brunner & Suddarth’s Textbook of Canadian Medical Surgical Nursing. University of Alberta, Faculty of Nursing 

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clinical settings, have a “unique contribution to make in terms of knowledge development. A great advantage for us is that we have one foot in the social sciences world and one foot in the biological world, and if you can go across these two spheres and have a basic working knowledge of both of them, I think that you are in a very good position to provide leadership.”



nd, she says, the time is right for nurses to step up to that leadership position: “I think that we have to dream about where we want to go and what contributions we want to make and to be bold about that and put ourselves out there.” Dr. Joy Johnson with colleagues in China.

Joan L. Bottorff, PhD, RN, FCAHS Professor, School of Nursing Faculty of Health and Social Development, UBC’s Okanagan Campus Director, Institute for Healthy Living and Chronic Disease Prevention UBC Distinguished University Scholar I came to the University of Alberta to complete a doctoral program in nursing after working as a nurse educator in Australia for six years, confident that this faculty would be one of the first in Canada to offer a doctoral program. This confidence was bolstered by my familiarity with some of the outstanding work of faculty and students, and my knowledge of the dedicated efforts that were underway by members of the faculty to launch this program. During the two years that I waited for the program to start, I completed the Master of Nursing program, and began to work with Dr. Jan Morse as a research assistant. These two years reinforced my commitment to doctoral education in nursing and began a research training experience that I was able to continue throughout my doctoral

program. Working out of Jan Morse’s research lab provided an incredibly rich training opportunity and, along with her supervision of my dissertation research, was instrumental in launching my own research program. Being part of the first group of doctoral students in nursing at the University of Alberta, faculty members took a special interest in our progress and supported our learning in so many ways. Today looking back on this, I realize how very lucky I was to have been in the right place at the right time. After finishing my PhD in 1992, I took up a faculty position in the School of Nursing at the University of British Columbia. In the next few years, I was joined by two other graduates of the doctoral program, Dr. Joy Johnson and Dr.

Pamela Ratner. Sharing similar research interests, we supported each other in establishing research programs. We co-lead the Nursing and Health Behaviour Research Unit in the UBC School of Nursing, and NEXUS, an interdisciplinary research team interested in the social context of health behaviour. I am now at UBC’s Okanagan campus and lead the Institute for Healthy Living and Chronic Disease Prevention to support the development of health research on this new campus. I am often reminded of experiences during my PhD as I try to create opportunities for research training for students and help others establish research programs.

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a life-long passion for teaching and learning Dr. Florence Myrick honoured for her commitment to nursing education

It is a testament to the Faculty of Nursing’s commitment to excellence in nursing education that Florence Myrick is the current Associate Dean, Teaching and Learning. Myrick is widely recognized as one of the stellar researchers and teachers in nursing education, as evidenced by her having been named the inaugural Pat Griffin Nursing Education Research Scholar by the Canadian Association of Schools of Nursing (CASN) this year.


yrick is a specialist in the area of preceptorship, and states “Over the years, I have been heavily involved in clinical teaching, and I know how important it is to teach well in the clinical setting, not just in the classroom and the laboratory settings. They are all equally important.” To that avail, Myrick has developed a number of educational programs for the RNs who precept our

fourth-year students. Over the past 7 years, a series of onsite preceptorship conferences have been attended by more than 1300 Registered Nurses who provide one-on-one clinical teaching with a student. “We address topics such as the intergenerational workplace setting, teaching and learning styles, giving and receiving feedback, and strategies that are most effective for different kinds of learners,” she explains. “We also provide a session on cultural competence and safety. And, naturally, there is going to be conflict when dealing with people, so we also provide sessions on resolving what we call ‘learning challenges’.” The material from these conferences, derived from research evidence, has been adapted for flexible delivery, allowing preceptors to take the program online over 13 weeks and, according to Myrick, some even opt to engage in both forms of preparation. This online program has proven to be so popular that Health Canada has requested

Publication Mail agreeMent nuMber 40065232 return undeliverable canadian addresses to: Faculty oF nursing, 3rd Floor, clinical sciences building university oF alberta, edMonton, alberta, canada t6g 2g3

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permission to use it. “We’ve recently made it accessible to them in the province of Alberta,” Myrick says, “Subsequently they have asked for it to be made accessible to their nurses nationally. We’re really proud of that.”


yrick is a pioneer of preceptorship research. “When I started,” she says, “there had been three studies conducted on preceptorship and none were on precepting students. In my first study, I examined the clinical competence of students who were being precepted when compared with students who were being taught in the traditional instructor model of clinical setting.” Myrick thinks that a positive preceptorship experience can be critical to shaping the student into a good nurse. “It all begins with that one educator who motivates you,” she says. “There is a great advertisement I’ve seen a couple of times recently on television that states ‘Behind every nurse, there is a nurse educator’, and every one of us has someone who stands out for us.” For the educator, she thinks, “that is a huge responsibility and privilege.” University of Alberta, Faculty of Nursing 

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Citing its reputation as a pioneer in doctoral-level nursing education in Canada, Myrick came to Edmonton “to study with the best.”


hose inspiring people can emerge at various times in one’s education; Myrick met one during her doctoral studies at the University of Alberta. “I worked with Dr. Olive Yonge in my doctoral program. She’s a phenomenal teacher, role model and mentor and she just allowed me to fly rather than hold me back.” Subsequently, the two have been research collaborators over the years, conducting research that has culminated in numerous articles, scholarly presentations, international symposia, and a preceptorship book that is nationally and internationally renowned and that is provided to all conference attendees Myrick began her nursing career in Newfoundland, and worked throughout Canada in various practice environments, as well as teaching. Eventually, she pursued a Masters degree at the University of Western Ontario, focusing on nursing education, to “gain knowledge about teaching, so I wouldn’t be flying by the seat of my pants.” Following a decade on faculty at Dalhousie University, she decided it was time to return to school again – this time for a PhD. At the time, there was only one Canadian nursing faculty with a doctoral program. Many people in the same situation tended to  Faculty Focus | SPRING 2011

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enrol in other programs, such as sociology or education, but, Myrick says, “I wanted to stay in nursing. I really had a very strong commitment to nursing education.” Citing its reputation as a pioneer in doctoral-level nursing education in Canada, Myrick came to Edmonton “to study with the best.”


fter completing her PhD, Myrick worked at the University of Calgary then returned to Edmonton and a faculty position at the University of Alberta. In 2009, she was appointed Associate Dean, Teaching and Learning, a role perfectly suited to her expertise and passion for education. Among her duties is leading the Teaching and Learning Office. “It is primarily a professional support role, to support faculty and tutors, all the instructors, with regard to anything related to teaching and learning,” she explains. “We engage in monthly Teaching and Learning Moments, lunchtime discussions on topics that are critical to teaching. And we launched the Teachers’ Café this year, which we hold on Fridays. It’s an informal get-together of faculty, bring your lunch and come to discuss teaching and learning. The Café has proven to be quite successful.”

Myrick has obviously thought a lot about teaching and learning. Summing up her philosophy of teaching, she says “It is a presupposition that you bring your expertise, otherwise why would you be in that role? But students want authenticity, and that you are truly there for their best interests, to set them up for success. As for what it takes to be a good teacher, I think it is described best by the educational scholar Stephen Brookfield, who states teachers have to learn that the sincerity of their intentions does not guarantee the purity of their practice. I keep that thought uppermost at all times. It keeps me reflective and honest as a teacher and indeed as a human being.”

Flo Myrick enjoying a moment with her mentor and colleague, Olive Yonge.

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From the Ground up By Melanie Meardi, Faculty lecturer this past winter, I was fortunate to supervise two groups of 1st year nursing students at the Boyle Street community Services (BScS). they were completing their first clinical rotation in a community setting where they participated in a community practice project that saw them working together with community members to plan BScS’s first ever community garden.


he BSCS is a non-profit social service agency just north of Edmonton’s downtown that provides a variety of services to community members who face social and economic barriers. The agency has an open-door policy recognizing that every person deserves respect and dignity and is entitled to basic human needs; there is high value placed on the strengths and abilities of community members. The community garden idea has been floating around the agency for some time according to Geoff Villbrun, the former volunteer coordinator, but staff is so busy with day-to-day programming and client services there is little time to devote to additional projects. Here was a perfect service learning opportunity where the students could take an idea and help make it a reality. In addition, the placement provided a rich learning experience

where students could interact with the community members and see first-hand the broader societal impacts on people’s health. For many, this experience would be eye-opening, as the life situations of members of the Boyle Street community would be unfamiliar to the students. They would meet and interact with people who were homeless or struggling with addictions, and as a result would be forced to confront their own biases and perceptions of people living on the streets.

Community-based projects are time consuming and require a lot of work, which was a concern given the already heavy workload of the students. I soon found out my concerns were unfounded as the students embraced the idea with an infectious enthusiasm that buoyed the project during the highs and lows. Each week, students facilitated a community garden meeting and worked hard to generate interest among community members, which proved challenging during the winter months.

Being placed at Boyle Street for clinical was such an amazing experience. Being able to work out of my comfort zone and with so many different people taught me many things and is something that will always affect my practice as a nurse, and I am so thankful for that. —Ashley Benoit

he students approached several local businesses for donations and were successful in securing much-needed materials that would ensure the success of the project. They participated in early planting and building of garden boxes, and also organized a garden naming contest. Over time, students began to realize how much skill and


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knowledge community members have; one man, for example, spent his youth working in his parent’s greenhouses and had a wealth of horticultural knowledge. All of this collaborative work served to break down stereotypes of poverty and homelessness, which was one of the goals of the clinical experience. Working with the community members at Boyle Street Community Services on the community garden was an eye opening experience. To see all the community members come together with a common goal and a few take on quite a leadership role taught me so much about how these people are regular people with a passion just like you and I. —Amy Neubauer If the students became caught up in the tangible aspects of the garden, I would gently remind them to focus on the most important aspect of the garden, which was the process and not necessarily the actual yield. Through the planning stages, students learned the value of working with community groups and how it was important for them as nurses to take a step back and let group members make decisions. Through personal reflection and reviewing the literature, students learned how community gardens

positively impact health by increasing physical activity and access to nutritional foods, as well as strengthening community cohesion. The students recognized how the planning process helped increase individual and community capacity through fostering ownership over a project community members have a vested interest in. This opportunity also gave the students a chance to deepen their understanding of first-year theoretical concepts, such as health promotion strategies and the social determinants of health, where they could make a tangible connection between theory and reality. In working with the development of the community garden, I have learned that it is quite possible to make a difference.When you are first confronted with the idea of adding to a community, it is very overwhelming. However, collaborating with the many resources we reached out to helped to minimize the feeling. As a student nurse, I feel I have already positively impacted lives & promoted health. Now that’s what I call a successful first year. —Amy Sutherland


n May 27, 2011, the Boyle Street Community Services garden was planted with the help of returning nursing students, community members and BSCS staff. There was a celebration of planting to acknowledge all of the people who helped make the garden a reality. The garden is named From the Ground Up, so appropriate considering the grassroots nature of how it came to be.

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Putting HIV knowledge on the map By Sandra Pysklywyc

In the Faculty of Nursing, students are taught the importance of connecting with the community, and nursing professor Vera Caine has come up with a way for students to not only learn about working in the community, but also to actually be a part of it. The idea came about after Caine visited a body mapping art display hosted by HIV Edmonton. Caine, whose research interests include working with Aboriginal women with HIV, was immediately struck by the display. Her immediate reaction was that her students simply had to engage with the artists and body maps, after a conversation with HIV Edmonton community educator Lynn Sutankayo, the project was born. “It gives the students an understanding of who they are in relation to those living with HIV,” said Caine. “The whole course is around community-health nursing

and living in the community, so this project helps that process, particularly in teaching about a highly stigmatized disease.”


he partnership between the faculty and HIV Edmonton offers first-year nursing students a truly handson learning experience through body mapping, Caine says. Students participate in the half-day session as part of their clinical hours in Nursing 191. HIV Edmonton uses body mapping, which is a creative approach to inquiring into life experiences through art. It is a treatment information and support tool, a process of self-discovery and a means of building community.

Sutankayo leads the sessions for the students in collaboration with HIV Edmonton community members. The process begins with the students drawing an outline of the shadow that represents the support in their lives. Then the body mapping artist has their body traced by a peer, resulting in a body outline and a shadow.

Students then write the names of the people in their support network within the shadow, which represents their family, friends, medical professionals who are important to them. Sutankayo then asks the students to draw two symbols within the body map: one represents the journey

This article previously appeared in the University of Alberta ExpressNews. University of Alberta, Faculty of Nursing 10

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they’ve taken to that point; the second, represents what indentifies them and where they gain their power from.


hroughout the process community members living with HIV will also share their personal experience and will work with students to understand their personal journeys. The finished product is a full-size body map that is a descriptive and personal work of art. As teaching tool, Caine sees the value in having the students place themselves in the role where they disclose who they are. “The students are asked some very personal questions and are asked to represent themselves on paper,” said Caine. “It’s a role reversal—as health-care providers, we are typically the askers of the questions and in this situation the questions

are being asked of us as well.” Caine says this is the first time this project has taken place at the University of Alberta and she hopes to share this teaching with others. Feedback from both the students and the participating community members has been very positive. “It’s been a healing experience to be able to give back to the community,” said Sutankayo. “Our members seem to feel hopeful when they hear about the future aspirations of the students and what the experience means to them.” For the students, it’s truly eye opening, Caine says. ”The whole experience really gives them an opportunity to think about health care from another perspective, and I hope this stays with them throughout their careers.”

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DOctORal StuDENt PROFIlES y d Dr. Wendy Duggleb Dr. Kimberly Fraser an rs: so rvi pe -Su Co t I received as an Hannah O’Rourke and mentorship tha Dilmi aluwihar The research training the University of e-Samaranayak rs nursing student at r’s ste e Supervisor: Dr. Gr undergraduate hono ma a e rsu pu to ion cis de eta Cummings my for I chose the Univ I m, gra Alberta set the stage pro er ng sit rsi y Nu of of r Al be ste rta Ma the Fa culty of Nursing’ ar in PhD program be s degree. After one ye mber, 2011. cause of its solid ral program in Septe re cto putation in do the th o e int nu red rs in ng g rsi transfer ed Nu uc of at lty io cu n community and mbers within the Fa I wanted to experience lear The many faculty me ning in a high qu and the strategic s, die stu ral cto ality faculty. I am do e rsu pu fo to rtu me na d th te that the prog h in bo who encourage ram at the Univ s an environment ric ersity of Alberta enables me to st a signal that this wa s wa d, ere off udy from Sri La y the advise that nka, which mak po ss ib le fo es it r me to juggle le nity. arning with fam support and opportu to I would sum up ily life. ion as a mechanism lat ns tra ge led m y ow impressions of er of interest is in kn the program so intellectually ch d there are a numb My area of research far as being an allenging and en s with dementia, an ult ad er se old the for in g jo ms ya ein ble learning expe gra ll-b pro we gi ve ve rch ea pro n im m res d e an th e se rience. It has rti fre pe ed ex om to explore and nity to earchers with to find my way, me to outdo mys uld have the opportu wo Faculty of Nursing res I t tha ew and has driven kn I el , f. uld be culty of Nursing t my supervisors wo areas. Within the Fa tha d an g din fun l When I came in my e, national-leve to the program focus on advancing apply for competitiv I felt I knew exac ment where I could on ge vir en t out of the prog ive ort tly what I wante pp su ram and what m d to able to provide a y research was Ho w ev er , go going to be abou in g th ro s ug ng h tti th se research skills. e course work an t. care committee have d meeting with tors used in long-term taught me to be my es on quality indica us nts foc ide rch res ea of res m on or rti ral e open to new lear to thinking out My docto represent the propo of the box. In ad ning and such e quality indicators dition, I have le particular problem, a ed re nc qu across Canada. Thes rie ire pe d arned that I am ex t to tha se y t ilit m fac y s re or tor se it un ar ica not ch path in stone. care are 25 ind reading and lear Rather, I must be within a long-term t three months. There las the g ni rin ng du op , r be en on pe cause if I have ssi to tor areas a general idea as am interested in as pain, falls, or depre t one or two indica to what I then the resear ich us on improving jus wh foc n ne ca mi ies ter ilit de ch fac to a pa st th will emerge. and mo nts with dementi llMy reading has , I will observe reside ensely to resident we le int d d m an year. In my research e tly to en ist a ns ke co en interest in nu policy, decisionas contribute most rse migration, viding guidance for making, and lead quality indicator are as higher priority, pro en se ership. I hope to be y ma fra as are m ew tor or ica develop a k re. ind fo ca e es r nt sh Th ared decision an being. ty of reside d action at the tors to improve quali improve particip ica ind the e m us acro level to to s ive ation and collabo clinician ly respons ration of nurses making and the who remains ultimate er rch ea res in d decisionhe lis evidence-based an estab r Canada management of My goal is to become r of receiving a Vanie ex no te ho rn e al Th a. in nu te nti rs rnal and me e migration. I antic ns with de ral student ipate taking this to the needs of perso le to me as a docto development of ab ail av s fu rce rth ou er to the res a policy framew ip and the de this goal all ork to guide nu Graduate Scholarsh of Alberta have ma and participatin ty rsi ive rs Un e m the ig at ration g in collaborativ Nursing e research at na within the Faculty of international le tional and ve l. le. ab the more attain

a Caine isors: Dr. Judy Mill and Dr. Ver gram because of the shared ulty of Nursing doctoral pro Fac erta Alb tion as a of y rsit ive Un I chose the a Caine, its immense reputa rs, Dr. Judy Mill and Dr. Ver iso erv sup iversity, my Un h the wit t to res ing research inte al reputation. Com Canada, and its internation in m gra the pro hin al wit tor ip doc rsh pioneering quality of nursing schola sed by the high level and irs, research I have been further impres the number of research cha research days organised, the by ed trat el of support lev ons the dem by as Faculty n greatly impressed bee e hav also I ks. boo of ing ceed. outputs, as well as author ulty at large in order to suc the supervisors and the fac by ed ord acc are ts den that graduate stu an Nurses in AIDS Care.” ical Mentorship for Canadi Clin “A d itle ent of ject pro ch unded resear ent the lived experiences I am working for a CIHR-f narrative inquiry to docum ng usi ch ear res d n Live ow my uiry rrative Inq to develop ies, Changing Stories: A Na This project is inspiring me y called “Negotiating Identit vel tati ten is sis the My . people with HIV HIV in Canada.” them and Experience of People with eutic relationships between s of people with HIV, therap nce erie port. I am exp sup d t live ien g pat din and tan quality patient care into My goal is that by unders e slat tran can ich wh be greatly enhanced, . health care providers can program of research in HIV ndation of my own future fou a as ch ear res this ng usi use my PhD to enhance my ing to Canada. I intend to com ore bef HIV ya Ken y, rsit i Unive ctoral work in the area of I worked as a lecturer at Mo tionally. I hope to do postdo rna inte and as, ally ide loc of h ge bot ic work tive exchan research skills and academ scholars to foster collabora work with researchers and net to nd inte also I ll. we and AIDS as HIV. expertise, and research in

Geoffrey M. Maina Superv

University of Alberta, Faculty of Nursing 1

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an education system in transition




Dr. Raisa Gul is making an impact on nursing education in Pakistan

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s the first PhD-prepared nurse from the Pakistani province of Khyber Pakthtoohkhawa, Dr. Raisa Gul (PhD 2007) was recently awarded a medal by the Provincial Nurses Association Khyber Pakthtoonkhawa (KPK) in recognition of her exemplary academic and professional achievements as a nurse scholar in the Province of KPK and her “services, loyalty, dedication and commitment to the profession of nursing in Pakistan.” Gul is an associate professor at Aga Khan University School of Nursing (AKU-SON) in Karachi, Pakistan, where she has worked since 1999. Following her initial nursing education at Lady Reading Hospital, Peshawar in KPK, she completed a BScN at McMaster University in Hamilton in 1990. After completing her master’s degree in Australia, she was working as an educator at Aga Khan when she decided to continue on with doctoral studies at the University of Alberta.

Nursing education is very much in transition in Pakistan. Gul thinks that “for effective nursing education and evidenced based practice in nursing, we need a critical mass of nurses with doctoral and postdoctoral preparation.” This level of education isn’t yet available there however. The first baccalaureate nursing degree was initiated offered in 1988 and, according to Gul, “the first MScN program in Pakistan was established in 2001 at AKUSON, and it remained the only graduate program.” Gul is doing her part in advancing nursing education in Pakistan through her teaching and research. Her doctoral research, co-supervised by Joanne Olson and Pauline Paul and published as Competence of Graduates of the Four-Year BScN Programme at Aga Khan University: Experiences and Perceptions, involved evaluating the AKU-SON baccalaureate program. Since then, she has

continued to publish 2 or 3 articles annually, many of them focusing on issues in nursing education in Pakistan. She is currently leading a multidisciplinary team of researchers on critical thinking in nursing education at 16 institutions in Pakistan. Gul credits much of her success to her training in Alberta. “Although I have had some exposure to conducting research before my doctoral studies, I had never published. I began to publish during my studies at the University of Alberta,” she says. “My doctoral education has enabled me to conduct research independently.”


ut it isn’t just the research component that she says was enhanced by her Alberta experience. Already an educator when she came here, Gul feels that her “confidence in teaching at the graduate level was certainly enhanced with doctoral education.” Through teaching courses in curriculum development, research, and nursing theory, as well as supervising numerous graduate students working in the field of nursing education, Gul is committed to bettering nursing education and, ultimately, practice in Pakistan.

1 Faculty Focus | SPRING 2011

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l 16th. BScn 1949) Saturday, Apri u [Dip] 1948, ni Brunch, on (N e um , in Al st a Al rt n be of Al Mary Va ), Alma Keenan ea University u [Dip] 1947), l 58, BScN 1959 (N ro 19 ll ] Ca ga ip ), Victoria & ar [D ou 53 D u 19 ac (N R: Sheila M geline Joss ] 1952, BScN to An ip , L [D ng w u si Ro (N ur N ck lm of Ba red Chisho , Dean, Faculty N 1988), Mild 48). Anita Molzahn n Barlow (BSc u [Dip] 1945), ie (Nu [Dip] 19 io nz ar Ke M ), ac M 48 ki 19 ] ik rley Holmes (N N ip ve ), [D Be 89 u ), 19 (N 59 cN 19 BS , cN 67 BS , 19 ip] ] 1958 Stewart (Nu [D Diane Patterson (Nu [Dip R: 45). 19 ] ip [D u Front Row L to (N treed Dorothy Shor

and University of area University of Alberta Hospital On May 1, a group of Vancouver inventions and ssed discu k Arbutus Club. Dr. Alex Clar n outcomes. Alberta alumni held a lunch a the adia Can with ings find d pare directly com Long (Nu health measures from Scotland and icia Patr ), 1946 ] ), Marjorie Ewing (Nu [Dip essor Alex L to R: Grace Evans (Nu [Dip] 1954 Prof ), 1948 ] [Dip (Nu lie Ems a ] 1948), Lorn [Dip] 1958), Ruth Lewis (Nu [Dip ). ] 1951), Irene Doyle (Nu [Dip] 1948 Clark, Mable Bloemhof (Nu [Dip University of Alberta, Faculty of Nursing 1

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Reunion Weekend Nursing A lumni Brunch The Faculty of Nursing inv ites all alumni to attend the Nursing Alumni Lun ch and reminisce with classmates, connect wit h our faculty and make new friends. Come join us as we celebrate a nursing program that goes back to 1918 and holds such distinctions as having the first graduate program in nursing in Alberta (1975 ) and the first nursing PhD program in Canada (1991 ). We

look forward to

seeing all of you at the brunch.

Date: Saturday, S , Se ep ptte em mb be err 2 24 4, , 2 20 01 11 1 Location: Petroleum Club, 11110 1 0 10 08 8 S Str tre ee ett, , Edmonton A AB B Time: 10:00 am am – – 1 1:0 :00 0 p pm m Registration i n is s at 10 10:00

am am

Program at 11 11:00 am am Lunch s h se errve ved a d att 11 11:45

Cost: $35/person

am am.

To register go to www.u

ni/weekend. You will be able registe r on-line or print off a form that can be mailed or fax ed to Alumni Affairs. For assistance with reg istration or for more inf ormation please contact Fiona Wi lson at 780.492.9171 or email fiona.wilson@

In Memoriam Sister Helen Levasseur BSc in Nursing, 1953 March 29, 2011

Mrs June Chen (nee Smith) Diploma in Nursing, 1968 November 3, 2010

Mrs Stella Chandler (nee Wallace) Diploma in Nursing, 1945 July 7, 2010

Mrs Mary Forster Diploma in Nursing, 1960 BSc in Nursing, 1961 February 5, 2011

Mrs Elizabeth Francis (nee Wyntjes) BSc in Nursing, 1982 April 19, 2011

Mrs Dorothy Otto (nee Steedman) Diploma in Nursing, 1943 BSc in Nursing, 1944 July 24, 2010

Mrs Anita Oluk Diploma in Nursing, 1969 BSc in Nursing, 1972 April 12, 2011 Mrs Lorna Jay (nee Chisholm) Diploma in Nursing, 1931 February 5, 2011

Ms M H Joan McNeice Diploma in Nursing, 1966 BSc in Nursing, 1969 April 27, 2011 Mrs Hazel Peterson Diploma in Nursing, 1952 February 11, 2011

Ms Avis Gallagher Diploma in Nursing, 1952 April 30, 2011

Mrs Isabelle English (nee Reesor) Diploma in Nursing, 1941 BSc in Nursing, 1942 January 30, 2011

Mrs Raymonde Milner (nee Penrowley) Diploma in Nursing, 1945 April 1, 2011

Mrs Gladys Kramer (nee Fiddes) BSc in Nursing, 1983 April 3, 2011

Mrs Lou-Anne Dallison (nee Carscadden) Diploma in Nursing, 1960 November 12, 2010 Ms Cher Winter BSc in Nursing, 2001 February 28, 2011 Ms Margery A. Fenske Diploma in Nursing, 1982 March 28, 2011

If you are interested in setting up a memorial fund, please contact Jessica Twidale, Director of Development and Public Relations, at (780) 492-5804. It is with great sadness that we report the death of Jocelyn Dye-Grech, a student in our PhD program. Jocelyn passed away unexpectedly on March 6, 2011. She was within weeks of defending her doctoral dissertation, which focused on In Vitro Fertilization and Selective Abortion: Ethics, Moral Distress and Family Adaptation. Her degree was awarded posthumously at a special ceremony on June 1, 2011. Jocelyn was a committed neonatal nurse, a favourite and much-loved teacher, and a dedicated scholar. We will miss her.

1 Faculty Focus | SPRING 2011

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Faculty Focus Published by Faculty of Nursing University of Alberta 2–143 Clinical Sciences Building Edmonton, Alberta T6G 2G3 Website: Writers: Dan Given, Sandra Pysklywyc, Melanie Meardi

Return undeliverable Canadian addresses to: Faculty of Nursing 3rd Floor, Clinical Sciences Building University of Alberta Edmonton, Alberta Canada T6G 2G3


Ph: (780) 492-9171 Fax: (780) 492-2008 E-mail: Website:

Photographs by/courtesy of Michael Holly, Sandra Pysklywyc, Melanie Meardi, Raisa Gul, Joy Johnson, Jessica Twidale, Richard Siemens, Dilmi Aluwihare Samaranayake, Joan Bottorf, Hannah O’Rourke, Dan Given

With this issue, I am departing from the Faculty of Nursing to move with my family to Australia. Over the past 7 years and 16 issues of Faculty Focus, I have enjoyed telling your stories. Many of you have contacted me, commenting on things you have read and photos you have seen in the magazine, and that feedback has meant a lot to me. I have also appreciated meeting many alumni at various events. The Faculty of Nursing is in the process of hiring a new editor for Faculty Focus, who will be producing the next issue. In the interim, if you have any comments or feedback or story suggestions, please contact Jessica Twidale. Best wishes, Dan Given

Name _______________________________________________________ Phone (____) _____________________ Email _______________________ Address _____________________________________________________ _____________________________ Province __________ PC __________ I would like to make a donation to support a:

❑ Bursary ❑ Scholarship ❑ Nursing Research Chair in Aging and Quality of Life ❑ Nursing Chair in Public Health Research ❑ Other. ❑ I would like information on how to leave a legacy gift to the FON. ❑ I have made provision for the FON in my estate plan (will, trust, etc.). ❑ I would like to be contacted about making a donation.

For more information about donating to the Faculty of Nursing, contact Jessica Twidale, Director of Development and Public Relations, at or 780 492 5804.

I want to show my support of the FON now with a total gift/pledge of $___________________ . If you wish to send your donation by cheque, make your cheque payable to the University of Alberta.

❑ VISA ❑ MasterCard Card No _______/________/_______ Expiry ___/___ Date _____________ Signature__________________ Make your gift online supporting the Faculty of Nursing at You will receive your electronic charitable receipt the same day.

03720 Faculty Focus | SPRING 2011

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uAlberta | nursing  

University of Alberta Faculty of Nursing alumni magazine for Spring 2011

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