Mount Royal University’s School of Nursing and Midwifery was proud to celebrate the International Year of the Nurse and Midwife, the 200th Anniversary of the birth of Florence Nightingale, 52 years of nursing and nine years of midwifery education. The Nursing Now campaign is a WHO initiative, aimed at improving health and raising the status of nurses worldwide — and we’re proud to be an official member. We also celebrate the life of Dr. Paula Price whose leadership and guidance helped grow the School of Nursing and Midwifery's prominence.

The focus for 2020 emphasized the unique contributions that nursing and midwifery make to the health of our global community. Further, to focus on ways that nursing and midwifery can work to collaborate with other practitioners in our community on health topics. Time for interprofessional networking to explore methods that improve the health of our global community will also be offered.

Note: This event was cancelled as a result of the COVID-19 pandemic. 

In response to the Truth & Reconciliation Calls to Action, Item # 24, all schools of medicine, nursing, and midwifery are required to introduce into the curriculum a “course dealing with Aboriginal health issues including the history and legacy of residential schools, the United Nations Declaration on the Rights of Indigenous Peoples, Treaties and Aboriginal rights, and Indigenous teachings and practices. This will require skills-based training in intercultural competency, conflict resolution, human rights, and anti-racism.” (Truth and Reconciliation Commission of Canada (TRC): Calls to Action, 2015)

We humbly offer this day of consciousness-raising as a first step in fulfilling the TRC’s Item # 24, with a promise to keep the knowledge imparted from our aboriginal relatives sacred and use this knowledge to inform curricula development in Canadian Schools of Nursing, Medicine, and Midwifery, in the right way.

Mount Royal University School of Nursing & Midwifery Signature Event will bring knowledge keepers and elders together for all-day symposia that is intended as a consciousness-raising experience, as seen through a First Nations lens of the circle of life.

We will examine aboriginal birth practices and ceremony that in recent years has been bringing birth back to the community completing the circle of life that was damaged when colonialism relocated birthing to tertiary hospitals, leaving only death in the community.

We will discuss bringing child welfare back to First Nations community so that endangered children are not removed from their land, relatives and cultural practices.

We will examine the four areas identified in the TRC’s item # 24 (Health) with sessions lead by indigenous elders and knowledge keepers with expertise in human rights, anti-racism, intercultural competency, and conflict resolution.

We will equitably honour the knowledge keepers from all of the First Nations in Treaty Seven that are represented at the Event, with and an equal number of male and female elders.

The following Webinar: “TRC’s Calls to Action: Post-Secondary Education and Reconciliation” will provide meaningful background on what the TRC’s Calls to Action mean for post-Secondary education:  http://extended.adobeconnect.com/px40y2d486e6/

Teaching Together (2016) Program

Speakers’ Biographies (rev Apr 2016)

The School of Nursing and Midwifery (SoNM) at Mount Royal University, in conjunction with Alberta Health Services, is pleased to host our Fourth Annual Signature Event Conference.   The mandate of this year’s Signature Event is to explore advances and opportunities in undergraduate classroom & clinical education, interprofessionality, and collaborative practice.

The keynote addresses, plenary sessions, and break-out sessions will address issues underpinning interprofessionality and team-based teaching in health care education, care planning and service delivery.

Signature Event Objectives:  At the conclusion of this conference participants will:

1. Describe teaching methods and strategies that enhance interprofessionality;
2. Consider strategies to optimize interprofessional teaching and learning.;
3. Understand the role of interprofessional education in both clinical and formalized teaching and learning contexts;
4. Recognize how the changing interprofessional landscape can inform undergraduate education, the teams providing direct care and patient-level outcomes;
5. Describe the impact of team-based teaching on healthcare systems and service delivery.

Maximize Your Teaching Skills (Dr. Bastable keynote)

Playing Nice in the Sandbox (Bensler Plenary)

Interprofessional Healthcare Delivery -Through a Distributed Cognition Lens (Green Keynote)

Interprofessionality in Action

1. Lessons Learned: Ethio-Canadian Interprofessional Collaboration to Reduce Maternal-Child-Mortality:   IA1 (Jacoby et al)
   Dr. Susan Jacoby, RM: Dr. Vince Salyers; Dr. Pam Nordstrom; Dr. Margaret Quance; Mary Landseidel, RM; Deepali Upadhyaya, RM; Gisela Becker, RM; Dr. Pattie Pryma; Heather McLellan & Dianne MacDonald, BA.
2. Stepping Up Dating Violence Prevention Program:  IA2 (Warthe et al)
   Dr. Gaye Warthe, SW: Dr. Patricia Kostorous, RPsych; Dr. Catherine Carter-Snell
3. Things go very wrong when we don’t collaborate: Lessons from deaths and serious injury to children involved with child protection: IA3 (Choate)
   Dr. Peter Choate, SW
4. Enhancing Multidisciplinary Sexual Assault Services in Alberta: IA4 (Carter-Snell)
   Dr. Catherine Carter-Snell
5. Homeopathy & Nursing during the Perinatal Period: IA5 (Kiemeny)
   Katie Kiemeny, DHM
6. Interprofessional Health Education to Improve Patient Outcomes for Tobacco Cessation-A Pilot Project: IA6 (Cinel)
   Julie Cinel

Undergraduate Interprofessionality

1. Valuing students using a strengths-based pedagogy: A case study: UI1 (Juby)
   Brenda Juby
2. Collaborative Teaching Practice in an Integrated Nursing Curriculum: Challenges, Opportunities and Outcomes:  UI2 (Dobbs et al)
   Martie Dobbs: Patricia Rosenau; Tracey Clancy
3. Evidence-Informed Decision-Making: Strategies for Designing an Interprofessional Undergraduate Research Course with Cross Program Threads:  UI3 (Holtby et al)
   Dr. Murray Holtby: Genevieve Currie; Dr. Miriam Carey (Policy Studies); Pattie Mascaro (Instructional Design); Cari Merkeley (Library Studies)
4. When the Debrief Runs Out: Dealing with Psychological Harm in Simulation:
   Katherine Janzen: Shelley Jeske; Heather MacLean  UI4 (Janzen et al)

Focusing Interprofessional Learners on the Other

1. Professional Coaching in Undergraduate Nurse Education: Literature Review and Future Possibilities: FIL1 (Kennedy et al)
   Dr. Andrea Kennedy: Liza Choi; Caroline Peplinski,
2. You Cannot Give What You Do Not Have:  FIL2 (Kennedy et al)
   Dr. Andrea Puamakamae’okawekiu Kennedy; Rachael Jones & Mallory Kroeker

Interprofessional Simulation

1. When the Debrief Runs Out: Dealing with Psychological Harm in Simulation:
   Katherine Janzen: Shelley Jeske; Heather MacLean  IS1 (Janzen et al)
2. The Challenges of Planning an Interprofessional Health Team Development Course:
   Sheila Elliott: Elizabeth Richard; Kim Staples; Tammy MacLean; Jim Wohlgemuth; & Jean Burris  IS2 (Elliott et al)
3. Facilitating Interprofessional Education: Bringing Respiratory Therapy and Nursing Post-Secondary Students Together in a Low-Fidelity Respiratory Lab: IS3 (Choi et al)
   Liza Choi; Dr. Marg Olfert: Dr. Heather Russell; Margot Underwood; Stephanie Zettel; Meredith Patey (RRT); Jennifer Stefura (RRT); Caroline Silen; and Jennifer Watson

Building the Interprofessional Team

1. Multi-disciplinary difference of sex development teams: Collaborations and shared learning for professionals, students, patients and their families: BIT1 (Saunders)
   Dr. Caroline Sanders
2. Clinical teaching: Does teaching make a clinician a better teacher? Are better clinicians teachers?:  BIT2 (Lockyer)
   Dr. Jocelyn Lockyer (Medical Education)
3. Teaching Interprofessional Communication as an Interprofessional Team:  BIT3 (Potter et al)      Gaylene Potter: Cindy Brooks; Nadine Bryk-Jones (RPh); Terri Granigan (RPh); Dr. Kathryn Pallister; Candi Raudebaugh (OT); & Brandi Ward
4. A Better Referral, by Design: BIT4 (Cowan et al)                                                                                                       Michele Cowan (Medicine)

** Unless otherwise specified, speakers are credentialed within the discipline of Nursing.

The School of Nursing and Midwifery (SoNM) at Mount Royal University is pleased to host our Fourth Annual Signature Event Conference.   The mandate of this year’s Signature Event is to explore advances and opportunities in clinical nursing education, collaborative practice, and interprofessionality.

The keynote address, break-out sessions, and a public forum panel will address issues underpinning the patient voice in health care education, care planning and service delivery.

Signature Event Objectives:  At the conclusion of this conference participants will:

1. Describe methods that are effective in eliciting the patient voice;
2. Envision strategies to ensure the patient voice that is marginalized or under-represented is heard in care planning;
3. Understand the patient voice in theoretical education (e.g. personhood, transition) and invite the patient voice into clinical practice (e.g. advance care planning).
4. Recognize how the patient voice influences lesson plans and assignments;
5. Describe the impact of the patient voice on healthcare systems and service delivery.

P1 Rose (2014) Centering Women and Newborns in Health Human Resources (HHR) Planning Listening to the voices of women to inform primary maternity health care in Nova Scotia

P2 Trueman et al (2014) The Patient Voice How expert nurses support diabetes self management on the street

P3 Dawson, et al. (2014) Integrating the Patient Voice into Second Year Clinical Practice

P4 Bensler (2014) Empowerment and capacity-building Lessons learned through partnership with indigenous leaders in the jungles of South America

P5 P13 Colbourne (2014) Collaborative Care Teams – ‘Coaching’ to Support the Patient Voice

P6 Gunn (2014) The Patient Voice and the Social Determinants of Health

P6 Gunn (2014) HANDOUT

P7 Russell (2014) An uneasy subjection The emergency room encounters of health professionals and women with cardiac symptoms

P8 Norrena (2014) Beyond the skills Using simulation to teach ethics

P9 LaValley et al (2014) Clear Language as Powerful Catalyst

P11 McNaughton et al (2014) CAYAC Child and Youth Advisory Council from Alberta Children’s Hospital

P13 Gordon (2014) How do you engage student nurses in understanding the meaning of aging and population health concerns as experienced by the older adult

P14 Pryma (2014) Listening to Women’s Voices of Strength

P16 Tonellato et al (2014) The voice that matters

P17 Powell et al (2014) Oncology Nursing – A domain for Nursing Students

P18 Choate (2014) The voice of the child in parenting assessments for child protection Implications for the healthcare system