{"id":28123,"date":"2023-06-09T02:00:52","date_gmt":"2023-06-09T06:00:52","guid":{"rendered":"https:\/\/www.oldsite.oldsite.casn.ca\/?p=28123"},"modified":"2024-06-20T10:59:56","modified_gmt":"2024-06-20T14:59:56","slug":"rapport-sur-la-conference-de-lacesi","status":"publish","type":"post","link":"https:\/\/www.oldsite.casn.ca\/fr\/2023\/06\/rapport-sur-la-conference-de-lacesi\/","title":{"rendered":"Rapport sur la conf\u00e9rence de l\u2019ACESI de 2024"},"content":{"rendered":"

\"\"<\/strong><\/span><\/h3>\n

Transformer la formation en sciences infirmi\u00e8res<\/strong>\u00a0: Conf\u00e9rence\u00a02024 de l\u2019ACESI<\/span><\/h3>\n

La Conf\u00e9rence biennale\u00a0canadienne\u00a02024 de l\u2019ACESI sur l\u2019enseignement des sciences infirmi\u00e8res, qui s\u2019est tenue les 27 et 28\u00a0mai\u00a02024 \u00e0 Calgary, en Alberta, a offert aux participantes et participants l\u2019occasion de discuter des approches novatrices et des solutions pratiques pour relever les d\u00e9fis actuels de la formation en sciences infirmi\u00e8res et aider \u00e0 pr\u00e9parer les infirmi\u00e8res et infirmiers de demain. L\u2019\u00e9v\u00e9nement a enregistr\u00e9 une participation record<\/strong><\/span>, avec plus de 430\u00a0participantes et participants, et comprenait plus de 260\u00a0pr\u00e9sentations sur la formation en sciences infirmi\u00e8res. L\u2019ACESI a eu le privil\u00e8ge d\u2019accueillir des infirmi\u00e8res et infirmiers enseignants, des \u00e9tudiantes et \u00e9tudiants en sciences infirmi\u00e8res, des professionnelles et professionnels de la sant\u00e9, des A\u00een\u00e9es et A\u00een\u00e9s autochtones, des commanditaires et des invit\u00e9es et invit\u00e9s de partout au Canada et d\u2019ailleurs.<\/p>\n

Le th\u00e8me de la conf\u00e9rence \u00e9tait centr\u00e9 sur le besoin urgent de transformer la formation en sciences infirmi\u00e8res au Canada <\/strong><\/span>en d\u00e9mantelant les h\u00e9ritages coloniaux n\u00e9fastes, en plaidant pour la justice sociale et l\u2019\u00e9quit\u00e9, en promouvant la diversit\u00e9 et l\u2019inclusion, et en pr\u00e9parant la prochaine g\u00e9n\u00e9ration d\u2019infirmi\u00e8res et infirmiers \u00e0 un paysage soci\u00e9tal et technologique en \u00e9volution rapide. Les infirmi\u00e8res et infirmiers enseignants ont pr\u00e9sent\u00e9 leurs recherches et leurs initiatives p\u00e9dagogiques \u00e0 des coll\u00e8gues de partout au Canada et d\u2019ailleurs. Les participantes et participants ont \u00e9chang\u00e9 des id\u00e9es, \u00e9largi leurs r\u00e9seaux professionnels et \u00e9tabli des relations qui pourraient influencer non seulement leur carri\u00e8re individuelle, mais aussi l\u2019avenir de la formation en sciences infirmi\u00e8res. L\u2019ACESI esp\u00e8re que les participantes et participants ont trouv\u00e9 que la Conf\u00e9rence biennale\u00a0canadienne\u00a02024 de l\u2019ACESI sur l\u2019enseignement des sciences infirmi\u00e8res \u00e9tait un espace s\u00fbr<\/strong><\/span> pour tirer parti de la sagesse collective afin de cr\u00e9er des environnements de formation justes, inclusifs et novateurs<\/strong><\/span>.<\/p>\n

La pr\u00e9sence d\u2019A\u00een\u00e9es et A\u00een\u00e9s autochtones <\/strong><\/span>\u00e0 l\u2019\u00e9v\u00e9nement a ajout\u00e9 une immense valeur, car ils ont partag\u00e9 leur sagesse<\/strong><\/span> et ont fourni un soutien culturel inestimable \u00e0 tous les participants et participantes. Nous exprimons notre gratitude aux A\u00een\u00e9s Doreen Spence, Herman Yellow Old Woman, Colleen Seymour, Mabel Lena Horton, Judy Pelly et Gwen Campbell-McArthur pour leurs profondes contributions au succ\u00e8s de la conf\u00e9rence.<\/p>\n

Nous sommes reconnaissants du soutien g\u00e9n\u00e9reux des commanditaires de l\u2019\u00e9v\u00e9nement<\/strong><\/span>. Nous exprimons notre gratitude au commanditaire prestige, la facult\u00e9 des sciences infirmi\u00e8res de l\u2019University of Calgary, au commanditaire platine, la Trinity Western University, au commanditaire or, le Bow Valley College, et au commanditaire argent, la Arthur Labatt Family School of Nursing at Western University. ainsi qu\u2019aux 26\u00a0exposantes et exposants de la conf\u00e9rence. L\u2019ACESI exprime son plus profond respect et ses sinc\u00e8res remerciements \u00e0 tous<\/strong><\/span> ceux et celles qui ont contribu\u00e9 \u00e0 faire de cette conf\u00e9rence une occasion de transformation positive dans la formation en sciences infirmi\u00e8res<\/strong><\/span>.<\/p>\n

\n

R\u00e9sum\u00e9 des \u00e9v\u00e9nements<\/span><\/h3>\n

Dimanche 26\u00a0mai<\/span><\/h3>\n
    \n
  • R\u00e9ception de r\u00e9seautage\/visite des exposantes et exposants : Les participantes et participants ont profit\u00e9 d\u2019une s\u00e9ance d\u2019inscription anticip\u00e9e et ont rencontr\u00e9 des coll\u00e8gues et des exposantes et exposants lors de la r\u00e9ception de r\u00e9seautage.<\/li>\n<\/ul>\n

    Lundi 27\u00a0mai<\/span><\/h3>\n
      \n
    • \u00c9v\u00e9nements d\u2019ouverture du jour\u00a01\n
        \n
      • Accueil des participantes et participants.<\/li>\n
      • Pri\u00e8re d\u2019ouverture autochtone de l\u2019A\u00een\u00e9e Doreen Spence et de l\u2019A\u00een\u00e9 Herman Yellow Old Woman.<\/li>\n<\/ul>\n<\/li>\n
      • Premier discours liminaire\u00a0: Le sujet de la souverainet\u00e9 des soins infirmiers en sant\u00e9 autochtone a \u00e9t\u00e9 abord\u00e9 par l\u2019A\u00een\u00e9e Colleen Seymour (chaire de recherche en soins infirmiers en sant\u00e9 autochtone de la Colombie-Britannique; University of Victoria); Lisa Bourque Bearskin, Ph. D. (chaire autochtone des Instituts de recherche en sant\u00e9 du Canada [IRSC]; University of Victoria); l\u2019A\u00een\u00e9e Judy Pelly; Holly Graham, Ph. D. (University of Saskatchewan); Wanda Phillips-Beck, Ph. D. (chaire autochtone des IRSC; First Nations Health and Social Secretariat of Manitoba); et l\u2019A\u00een\u00e9e Mabel Lena Horton.<\/li>\n<\/ul>\n
        <\/p>\n

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        \n\t\t\t\tS\u00e9ances simultan\u00e9es no<\/sup> 1<\/strong>\t\t\t<\/h4>\n\t\t\n\t\t
        \n\t\t\t<\/p>\n
          \n
        • Un total de 28\u00a0s\u00e9ances, pr\u00e9sentant une vari\u00e9t\u00e9 de formats (panel\/symposium, oral, dipl\u00f4m\u00e9es et dipl\u00f4m\u00e9s, travaux en cours, affiches) sur une vari\u00e9t\u00e9 de sous-th\u00e8mes et de sujets relatifs \u00e0 la formation en sciences infirmi\u00e8res.\n
            \n
          • Sous-th\u00e8me : Beyond Representation, Towards Inclusion and Social Justice<\/strong>\n
              \n
            • A Case for Inclusion: Exploring Transition of the LPN\/RPN to the Role of the RN<\/li>\n
            • Students outside the box: Supporting diverse learners in clinical practice<\/li>\n
            • Understanding the Landscape for a Shelter Health Initiative in Windsor, Ontario<\/li>\n
            • The development and implementation of the critical health and racial literacy (CHRL) program to close the health equity gaps in ACB communities: A provider-focused made-in Canada intervention<\/li>\n
            • Promoting 2SLGBTQ+ inclusion in nursing education: Identifying gaps and setting a disciplinary agenda<\/li>\n
            • Beyond representation: Taking concrete action to disrupt, unlearn, and re-learn in specialty nursing education<\/li>\n
            • Using virtual simulation to teach social justice concepts related to poverty: Innovation and usability testing<\/li>\n<\/ul>\n<\/li>\n
            • Sous-th\u00e8me : Decolonizing Nursing Education in Action<\/strong>\n
                \n
              • Engaging in Decolonizing Research and Education as a Non-Indigenous Researcher: Necessary Discomfort<\/li>\n
              • Decolonizing Nursing Education through Weaving Wisdom: The co-creation, co-implementation, and co-evaluation of a strategic framework for decolonizing nursing in northern and rural First Nations, M\u00e9tis, and Inuit contexts<\/li>\n
              • Braiding diverse knowledge systems into nursing education: Impact of Indigenous knowledges and aesthetic ways of knowing<\/li>\n
              • M\u0101ori nurses experiences of nursing simulation as undergraduate students<\/li>\n
              • Anti-Racism and Social Justice in Nursing Education: Moving the dialogue forward in educational spaces<\/li>\n<\/ul>\n<\/li>\n
              • Sous-th\u00e8me : Educating for an Evolving Context<\/strong>\n
                  \n
                • Understanding the Experiences of Nursing Clinical Externs at an Urban Community Hospital<\/li>\n
                • Mental health in the undergraduate nursing classroom: A photovoice study<\/li>\n
                • Planetary Health: Preparing Nursing Students for Future Practice<\/li>\n
                • Innovating nursing education on medical and recreational cannabis: Baseline evidence for curriculum design<\/li>\n
                • Safe and Equitable Genomics-Informed Care: A Review of Progress and Opportunities for Nursing Education in Canada<\/li>\n
                • Academic Success in Non-University-Affiliated Polytechnic Nursing Programs<\/li>\n
                • Exploring the experiences of novice nursing professors at Ontario colleges<\/li>\n
                • Exploring the Evaluation of Leadership Competencies in Undergraduate Nursing Education: A Scoping Review<\/li>\n<\/ul>\n<\/li>\n
                • Sous-th\u00e8me <\/strong>: It\u2019s Never Just Technology<\/strong>\n
                    \n
                  • Virtual Simulation Training to Improve Resiliency of Nursing Groups (STRONG): Results from a multisite pilot<\/li>\n
                  • The Evolution of Immersive Virtual Reality Simulation for Distributed Delivery of an Undergraduate Nursing Program<\/li>\n
                  • Advancing equity and inclusion through technology: The role of simulation activities in practical nursing education.<\/li>\n
                  • A review of the literature for Student-Recorded Video Assessments in Undergraduate Nursing Education; A Reflection on Emergency Procedures During the COVID-19 Pandemic<\/li>\n
                  • Challenges and Recommendations Related to Online Participatory Research Spaces with Children<\/li>\n
                  • Telehealth: The Wave of the Future of Health Care<\/li>\n<\/ul>\n<\/li>\n
                  • Sous-th\u00e8me : Enseigner dans le cadre d\u2019un contexte en \u00e9volution\u00a0<\/strong>\n
                      \n
                    • Projet SUPERVISION : \u00c9tude \u00e0 devis mixte portant sur l\u2019accompagnement par les pr\u00e9ceptrices du d\u00e9veloppement du raisonnement clinique chez \u00e9tudiantes au baccalaur\u00e9at en sciences infirmi\u00e8res en contexte de stage<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

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                      <\/div>\n

                        \n
                      • S\u00e9ance de pr\u00e9sentation d\u2019affiches du jour\u00a01\u00a0: Les participantes et participants ont pris le temps de voir les affiches du jour\u00a01.<\/li>\n<\/ul>\n
                        <\/p>\n

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                        \n\t\t\t\tS\u00e9ances simultan\u00e9es no<\/sup> 2<\/strong>\t\t\t<\/h4>\n\t\t\n\t\t
                        \n\t\t\t<\/p>\n
                          \n
                        • Un total de 26\u00a0s\u00e9ances sur une vari\u00e9t\u00e9 de sous-th\u00e8mes et de sujets relatifs \u00e0 la formation en sciences infirmi\u00e8res.\n
                            \n
                          • Sous-th\u00e8me : Decolonizing Nursing Education in Action<\/strong>\n
                              \n
                            • An Ontario Faculty of Nursing\u2019s Way(s) of Co-Creating a Justice, Equity, Diversity, Inclusion, and Decolonization Circle<\/li>\n
                            • The Student-Educator Metaparadigm and Decolonization of Nursing Education<\/li>\n
                            • Calls to action: Strategies for integrating Indigenous health content into nursing education<\/li>\n
                            • \u201cThe only way I could silence the racism voices is to do better. And then, I become a voice\u201d for Black Nurses \u201cthrough my own success\u201d story: Cultivating the African Spirit of Ubuntu<\/li>\n
                            • Integrating cultural safety in virtual pre-simulation gaming for undergraduate nurses In Aotearoa New Zealand.<\/li>\n
                            • Antiracist practices in nursing education: inquiring into the impact of communities of learning<\/li>\n
                            • Mobilizing anti-racism here is like squeezing a square peg through a round hole: A critical qualitative inquiry into anti-racism in Canadian nursing education<\/li>\n<\/ul>\n<\/li>\n
                            • Sous-th\u00e8me : It\u2019s Never Just Technology<\/strong>\n
                                \n
                              • Understanding the Lived Experience of Student-Recorded Video Assessments in Nursing Education During the COVID-19 pandemic; A Pilot Study<\/li>\n
                              • A virtual caring competency framework for nursing education<\/li>\n
                              • Bridging the gap: Building clinical competence and confidence for interprofessional pre-licensure learners to respond to in-hospital emergencies<\/li>\n<\/ul>\n<\/li>\n
                              • Sous-th\u00e8me : Educating for an Evolving Context<\/strong>\n
                                  \n
                                • An innovative strategy to evaluate nursing clinical decision-making with an Inquiry-based learning (IBL) pedagogy<\/li>\n
                                • Persistence of a separate nursing profession: the ethics of workforce need shaping the evolution of Registered Psychiatric Nursing (RPN) education in British Columbia<\/li>\n
                                • Learnings from nursing bridging education programs: A scoping review<\/li>\n
                                • Engaging Direct Care Nurses in Clinical Research in Canadian Academic Health Centres<\/li>\n
                                • BSN Learning Pathways into Complex Practice Environments: Supporting Students, New Graduate Nurses, and the Nursing Workforce<\/li>\n
                                • The intercultural learning course \u2013 leadership in clinical decision making in Nursing<\/li>\n
                                • Innovation in clinical education: The Humber College \u2013 William Osler Health System (WOHS) Academic Practice Partnership Initiative<\/li>\n
                                • Transforming health for all through co-design of an innovative genomic nursing educational hub<\/li>\n
                                • An Interprofessional Approach to Deprescribing: Application of curricular framework for Nursing Education<\/li>\n<\/ul>\n<\/li>\n
                                • Sous-th\u00e8me : Beyond Representation, Towards Inclusion and Social Justice<\/strong>\n
                                    \n
                                  • Investigating the Impact of Racial Discrimination on the Mental Health of Black Canadians<\/li>\n
                                  • Increasing Access with Open Pedagogy in Nursing Education<\/li>\n
                                  • An Academic-Practice Partnership Promotes Research Skills and Supports Direct Care Nurses<\/li>\n
                                  • Using Reflexivity to DISrupt Implicit Bias in Cardiovascular Care: An Applied Theatre Workshop-The Heart DIS-Ease PlaY<\/li>\n
                                  • Exploring policies and processes available for nursing students in addressing incidents of discrimination within nursing programs: A jurisdictional scan<\/li>\n<\/ul>\n<\/li>\n
                                  • Sous-th\u00e8me <\/strong>: Au-del\u00e0 de la repr\u00e9sentation, vers l\u2019inclusion et la justice sociale<\/strong>\n
                                      \n
                                    • La formation \u00e0 distance en sciences infirmi\u00e8res comme strat\u00e9gie inclusive: qu\u2019est-ce qui influence la client\u00e8le \u00e9tudiante?<\/li>\n
                                    • Exp\u00e9riences d\u2019incivilit\u00e9 et de taxage en milieu de stage des \u00e9tudiants de programmes de sciences infirmi\u00e8res<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

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                                      <\/div>\n

                                      <\/p>\n

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                                      \n\t\t\t\tS\u00e9ances simultan\u00e9es no<\/sup> 3<\/strong>\t\t\t<\/h4>\n\t\t\n\t\t
                                      \n\t\t\t<\/p>\n
                                        \n
                                      • Un total de 25\u00a0s\u00e9ances sur une vari\u00e9t\u00e9 de sous-th\u00e8mes et de sujets relatifs \u00e0 la formation en sciences, notamment\u00a0:\n
                                          \n
                                        • Sous-th\u00e8me : Beyond Representation, Towards Inclusion and Social Justice<\/strong>\n
                                            \n
                                          • Language as a Proxy for Race: Language and Literacy and the Nursing Profession<\/li>\n
                                          • Optimizing Training for Clinical Education: From a Need\u2019s Assessment to Implementation<\/li>\n
                                          • Development of ethics and language inclusivity guide for teaching anatomy, physiology and pathophysiology to nursing students<\/li>\n
                                          • A workshop to advance gender inclusive and affirming practices in undergraduate nursing<\/li>\n
                                          • Innovative Interventions provided to post-secondary students to address mental health issues during COVID-19: A systematic Review and Meta-analysis<\/li>\n
                                          • Muslim women who wear Islamic head coverings and their healthcare encounters in Canada: A poststructuralist narrative study<\/li>\n
                                          • On thin Ice: Are your classroom icebreakers inclusive or intrusive?<\/li>\n<\/ul>\n<\/li>\n
                                          • Sous-th\u00e8me : Decolonizing Nursing Education in Action<\/strong>\n
                                              \n
                                            • Relational Inquiry Framework: A Pathway to Decolonizing Nursing Education<\/li>\n
                                            • Fostering Excellence in Nursing Education: Establishing a Black Nursing Faculty Community of Practice Group and a Black Student Mentorship Group at Centennial College.<\/li>\n
                                            • E.A.L. Healthcare: An Introduction to the Hearts-based Education and Anti-colonial Learning Project<\/li>\n
                                            • Leading with Intentionality to Foster Equity and Inclusion and Embrace Diversity<\/li>\n
                                            • Multiple perspectives on anti-Black racism in nursing and healthcare in context of the COVID-19 pandemic<\/li>\n
                                            • Etuaptmumk – Honouring our Journey of Co-Creating a Nursing Practice Resource with a Two-Eyed Seeing Lens<\/li>\n
                                            • Dismantling discrimination and decolonizing the academy: Reshaping colonial frameworks for meaningful structural change<\/li>\n
                                            • The RAD Synthesis: Taxonomy and African Decolonial Ethic of Emerging Digital Technologies for Nursing Informatics<\/li>\n
                                            • Evaluating the impact of CASPer admission ranking on student diversity in an after-degree nursing program.<\/li>\n
                                            • Processus de d\u00e9colonisation en sciences infirmi\u00e8res : la voix des \u00e9tudiantes<\/li>\n
                                            • Learning to \u2018play the game\u2019 in the \u2018real\u2019 world of nursing education<\/li>\n
                                            • Re-envisioning site visits for nurse practitioner students in the MN\/NP program<\/li>\n<\/ul>\n<\/li>\n
                                            • Sous-th\u00e8me : It\u2019s Never Just Technology<\/strong>\n
                                                \n
                                              • Readiness to Practice: Assessing influencing factors in nursing students completing a final clinical placement<\/li>\n
                                              • Perceptions of nursing students regarding virtual simulation in medication administration practices in nursing education: A qualitative single case study<\/li>\n
                                              • Improving students\u2019 confidence to support mental health: An interprofessional virtual simulation for therapeutic communication<\/li>\n<\/ul>\n<\/li>\n
                                              • Sous-th\u00e8me : Educating for an Evolving Context<\/strong>\n
                                                  \n
                                                • Nurses\u2019 Education and Perceptions on Climate Change: A Scoping Review<\/li>\n
                                                • Supporting Academic Chairs through Neoliberalism Times<\/li>\n
                                                • Balancing Act: Equitable approaches of multi-option examinations in nursing undergraduate education<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

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                                                  <\/p>\n

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                                                  \n\t\t\t\tS\u00e9ances simultan\u00e9es no<\/sup> 4<\/strong>\t\t\t<\/h4>\n\t\t\n\t\t
                                                  \n\t\t\t<\/p>\n
                                                    \n
                                                  • Un total de 27\u00a0s\u00e9ances sur une vari\u00e9t\u00e9 de sous-th\u00e8mes et de sujets relatifs \u00e0 la formation en sciences infirmi\u00e8res.\n
                                                      \n
                                                    • Sous-th\u00e8me : Educating for an Evolving Context<\/strong>\n
                                                        \n
                                                      • Career Confidence Counts: Retaining Nursing Students and New Grads<\/li>\n
                                                      • Let\u2019s talk! Implementation of a structured Clinical Dialogue Guide for educators to advance nursing student practice<\/li>\n
                                                      • RPN to RN stream: Honouring pre-existing knowledge and expertise<\/li>\n
                                                      • Exploring Simulation-Based Facilitator Development Training: A Scoping Review<\/li>\n
                                                      • The Professional Development of Nursing Externs within the Nursing Innovation Program at an Urban Community Teaching Hospital<\/li>\n
                                                      • Summer Camp Integration in a Young Families Nursing Course: Innovating Clinical Education for Evolving Contexts<\/li>\n
                                                      • UPLIFT (Undergraduate Peer Leadership in Family Nursing Teams): a cross institutional educational innovation in peer mentorship<\/li>\n
                                                      • Transition to Practice for Internationally Educated Nurses<\/li>\n
                                                      • Evolving together: A health authority and post-secondary institution collaborative to support undergraduates to enter complex care areas upon graduation<\/li>\n
                                                      • Nursing Education for People and Planet: A Pan-Canadian Collaboration and Survey<\/li>\n
                                                      • Exploring nurses\u2019 health and well-being in relation to planetary health<\/li>\n
                                                      • Examining the experience of recurrent acute coronary syndrome in younger men<\/li>\n
                                                      • Baccalaureate nursing education on aging and working with older people: A scoping review<\/li>\n
                                                      • New Graduate Nurse Retention and Transition to Practice in Rural Settings: A Mixed Method Study<\/li>\n
                                                      • The experiences of nursing clinical instructors supporting baccalaureate nursing students\u2019 development of resilience: A qualitative descriptive study<\/li>\n<\/ul>\n<\/li>\n
                                                      • Sous-th\u00e8me <\/strong>: It\u2019s Never Just Technology<\/strong>\n
                                                          \n
                                                        • To unlearn \u2013 student-centered evidence informed solutions to creating psychologically safe simulation learning environments: A case study<\/li>\n
                                                        • Reimagining experiential learning for graduate nursing leaders: Co-design of a virtual community of practice model<\/li>\n
                                                        • High fidelity and virtual clinical simulation in undergraduate nursing curricula: Considerations for professional identity formation and justice and equity, diversity, inclusion, and accessibility (EDIA)<\/li>\n
                                                        • Supporting novice nurses in transitioning to a digitally enabled workplace<\/li>\n<\/ul>\n<\/li>\n
                                                        • Sous-th\u00e8me : Beyond Representation, Towards Inclusion and Social Justice<\/strong>\n
                                                            \n
                                                          • Lessons learned from attempts at anti-racist allyship<\/li>\n
                                                          • The Lived Experience of Canadian Indigenous Nursing Students During Clinical Placement<\/li>\n<\/ul>\n<\/li>\n
                                                          • Sous-th\u00e8me : Decolonizing Nursing Education in Action<\/strong>\n
                                                              \n
                                                            • Implementing Indigenist anti-racist nurse education: examining reflexivity and transformation in a didactic environment<\/li>\n
                                                            • This Storied Place: From pre-contact to resurgence, a participatory activity<\/li>\n
                                                            • An Exploration of the Nursing Leaders\u2019 Experiences Addressing Indigenous Health in Ontario Undergraduate Nursing Programs<\/li>\n
                                                            • A Concept Analysis of Cultural Appreciation in Addressing the Wholistic Health Needs of Indigenous People<\/li>\n
                                                            • Bringing Foundational Indigenous Values into Inaugural Role as Director of the Office of Social Accountability in Nursing: My Approach, Strengths, and Lessons Learned<\/li>\n
                                                            • Creating safer healthcare through care giver education: A focus on wellness, resiliency, and cultural safety education at Yukon University<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

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                                                              <\/div>\n

                                                              Mardi 28\u00a0mai<\/span><\/h3>\n
                                                                \n
                                                              • \u00c9v\u00e9nements d\u2019ouverture du jour 2\n
                                                                  \n
                                                                • Accueil \u00e0 la deuxi\u00e8me journ\u00e9e de la conf\u00e9rence.<\/li>\n
                                                                • R\u00e9sum\u00e9 du jour 1 de la conf\u00e9rence.<\/li>\n<\/ul>\n<\/li>\n
                                                                • Deuxi\u00e8me discours liminaire : Ruth Lee, Ph. D. (Centre CARE pour les infirmi\u00e8res et infirmiers form\u00e9s \u00e0 l\u2019\u00e9tranger, McMaster University), et Edward Cruz, Ph. D (University of Windsor) ont abord\u00e9 le sujet des facteurs facilitant et contraignant la formation et l\u2019int\u00e9gration des infirmi\u00e8res et infirmiers form\u00e9s \u00e0 l\u2019\u00e9tranger dans le syst\u00e8me des soins de sant\u00e9 canadien.<\/li>\n
                                                                • S\u00e9ance de pr\u00e9sentation d\u2019affiches du jour 2 : Les participantes et participants ont pris le temps de voir les affiches du jour 2.<\/li>\n<\/ul>\n
                                                                  <\/p>\n

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                                                                  \n\t\t\t\tS\u00e9ances simultan\u00e9es no<\/sup> 5<\/strong>\t\t\t<\/h4>\n\t\t\n\t\t
                                                                  \n\t\t\t<\/p>\n
                                                                    \n
                                                                  • Un total de 24 s\u00e9ances sur une vari\u00e9t\u00e9 de sous-th\u00e8mes et de sujets relatifs \u00e0 la formation en sciences infirmi\u00e8res.<\/li>\n
                                                                  • \n
                                                                      \n
                                                                    • Sous-th\u00e8me : Educating for an Evolving Context<\/strong>\n
                                                                        \n
                                                                      • The process of designing a concept-based practical nursing program<\/li>\n
                                                                      • Exploring the Experiences of New Graduate Nurses Transitioning to Professional Practice during the COVID-19 Pandemic<\/li>\n
                                                                      • Changing the landscape: Developing interprofessional facilitators to develop collaborative practice ready nurses<\/li>\n
                                                                      • Evaluating and Improving A New Graduate Nurse Transition to Practice Program through Design Practices<\/li>\n
                                                                      • Evaluating the Experience of a Preceptor-Led Clinical Placement Model in Undergraduate Nursing Education<\/li>\n
                                                                      • Clinical reasoning workshops: Educating nurses for a complex clinical environment<\/li>\n
                                                                      • What does Nike have that nursing needs? The power of a clear brand<\/li>\n
                                                                      • An analysis of the knowledge, attitudes, and practices of registered nurses toward climate-driven vector-borne diseases<\/li>\n
                                                                      • Building the case for co-collaborative case studies: connecting family nursing to students lived experiences<\/li>\n
                                                                      • New nursing graduates\u2019 decisions and educational preparedness entering practice in rural and remote areas of Manitoba: A mixed method study<\/li>\n
                                                                      • A focused ethnography of the experiences of new PhD-prepared tenure-track nursing faculty<\/li>\n<\/ul>\n<\/li>\n
                                                                      • Sous-th\u00e8me : Beyond Representation, Towards Inclusion and Social Justice<\/strong>\n
                                                                          \n
                                                                        • Access to sexually transmitted and bloodborne infections (STBBI) services in African, Caribbean and Black (ACB) communities during the pandemic in Canada<\/li>\n
                                                                        • Student-led simulation project in a mental health undergraduate nursing course: A convergent parallel mixed methods study<\/li>\n
                                                                        • Enhancing Healthcare through the Active Offer of French Language Service: Creation and Evaluation of Interprofessional Virtual Simulation Modules<\/li>\n
                                                                        • Anti-Racist Action in Nursing: Using Arts-Based Methods (Film) to Foster Dialogue and Actionable Change<\/li>\n
                                                                        • Cultivating knowledge justice in nursing education: A path to decolonized evidence-based practice<\/li>\n
                                                                        • The development of a School of Nursing Student Anti-Racism Caucus (SARC): The need for institutional buy-in and tripartite leadership between faculty, staff and students<\/li>\n
                                                                        • Building a concept-based curriculum with emphasis on universal human experience<\/li>\n
                                                                        • Trauma and violence informed nursing education<\/li>\n
                                                                        • Promoting sense of belonging: Undergraduate nursing students\u2019 experiences transitioning from online to in-person learning environments<\/li>\n<\/ul>\n<\/li>\n
                                                                        • Sous-th\u00e8me : Decolonizing Nursing Education in Action<\/strong>\n
                                                                            \n
                                                                          • Iiyikinaami: Lessons learned from the BN Program at Old Sun Community College<\/li>\n
                                                                          • Developing a Toolkit for Nurse Educators to Foster Equity, Diversity and Inclusion in Health of Families Curriculum<\/li>\n
                                                                          • Anti-racism needs to be spread not sprinkled<\/li>\n
                                                                          • Trauma-informed Care in Undergraduate Nursing Education: An Integrative Review<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n

                                                                            \t\t<\/div>\n\n\t\t<\/p>\n

                                                                            <\/div>\n

                                                                            <\/p>\n

                                                                            \n\t\t\t\t\t

                                                                            \n\t\t\t\tS\u00e9ances simultan\u00e9es no<\/sup> 6<\/strong>\t\t\t<\/h4>\n\t\t\n\t\t
                                                                            \n\t\t\t<\/p>\n
                                                                              \n
                                                                            • Un total de 26 s\u00e9ances sur une vari\u00e9t\u00e9 de sous-th\u00e8mes et de sujets relatifs \u00e0 la formation en sciences infirmi\u00e8res.<\/li>\n
                                                                            • \n
                                                                                \n
                                                                              • Sous-th\u00e8me : Educating for an Evolving Context<\/strong>\n
                                                                                  \n
                                                                                • Focused Ethnography using Netnographic Strategies for Caring in Children<\/li>\n
                                                                                • Undergraduate mental health theory course development: grounded in the unprecedented global context reflected in the new Canadian Standards for Psychiatric-Mental Health Nursing 5th ed.<\/li>\n
                                                                                • A Peer Mentor Program for Undergraduate Nursing Students\u2019 Mental Health<\/li>\n
                                                                                • Navigating the PACU: A Generalist Nurse\u2019s Roadmap<\/li>\n
                                                                                • Partnership and Collaboration between Academia and Clinical Practice to Support Nursing Preceptors<\/li>\n
                                                                                • Comfort in nursing education: the role of the professor<\/li>\n
                                                                                • Grounded theory about nursing students learning transfer from classroom to clinical practice: implications for nursing education<\/li>\n
                                                                                • Is mental health nursing a true specialty?<\/li>\n
                                                                                • High School Dropout Rates as a Public Health Issue<\/li>\n
                                                                                • Drawing on Micro-Credentials as an Innovative Means to Address Nurse Educator Workforce Challenges<\/li>\n
                                                                                • Nursing Students\u2019 Perspectives on Work in the Continuing Care Sector during and after the COVID-19 Pandemic<\/li>\n
                                                                                • Identifying emerging trends and gaps in the evaluation of community-based nurse- and student-led clinics: Results of a scoping review<\/li>\n<\/ul>\n<\/li>\n
                                                                                • Sous-th\u00e8me : Beyond Representation, Towards Inclusion and Social Justice<\/strong>\n
                                                                                    \n
                                                                                  • Thriving as a Nurse with a Learning Disability: The Lived Experience of Recent Graduates as They Transition into Clinical Practice<\/li>\n
                                                                                  • A focused ethnography exploring caring patterns among planetary health nurses<\/li>\n<\/ul>\n<\/li>\n
                                                                                  • Sous-th\u00e8me : Decolonizing Nursing Education in Action<\/strong>\n