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Deep tendon reflex testing: ankle jerk positioning
No full textPositioning for testing ankle jerks, deep tendon reflex testing-knee at 90 degrees and foot gently and passively dorsiflexed, patient sitting
Clinician: Anita Florendo-Cumbermack MBBS, MHPE, FRCPC, CSCN (EMG)https://ir.lib.uwo.ca/clinicalskills_neuroexam/1504/thumbnail.jp
Neurology: Near Visual Acuity (Sherine)
No full textA neurologist is testing cranial nerve II (visual acuity) with a near card on a female patient with dark eyes.
Clinician: J. Alexander Fraser, MD, FRCPC, Departments of Clinical Neurological Sciences and Department of Ophthalmology, Western University.https://ir.lib.uwo.ca/neuro_cranialnerves/1010/thumbnail.jp
Deep Palpation Near Umbilicus
No full textDeep Palpation Near Umbilicushttps://ir.lib.uwo.ca/clinicalskills_abdominalexam/1017/thumbnail.jp
Moving Toward Wellness: A Transformative Approach to Addressing Inadequacies in Mental Health Supports for Indigenous Youth in Residential Treatment Resource
Get PDFIndigenous youth are overrepresented in the child welfare system in Canada. Organization X, a Ministry of Children and Families program provider, has made significant efforts to address the needs of Indigenous youth in care, including creating the Residential Treatment Resources (RTR) program. While behavioural-focused RTR program is an important step in the right direction, the program fails to address the causal mental health needs, which has resulted in high numbers of recidivism among Indigenous youth after discharge. After careful review of the literature, the possible solutions revealed mental health counselling is a vital supportive resource required for this population. Additionally, counselling must be culturally sensitive, include traditional practices, be client centred, and be collaborative with both the youth and the Indigenous department, which is a part of Organization X. The lens of this organizational improvement plan (OIP) is transformative and centres on marginalized Indigenous youth. The theoretical lens that works in conjunction with this is critical race theory, which examines race, racism, and power. Specifically brought to bear is the critical Indigenous research methodology. The paradigm and theoretical perspective complement the two leadership approaches that will guide the change. Transformative leadership and distributive leadership will motivate and empower stakeholders to actively and enthusiastically engage in the change process. The change implementation plan draws from and is guided by the four steps of Deszca et al.’s (2020) Change Path Model: awakening, mobilization, acceleration, and institutionalization. Also presented in this OIP are plans for monitoring, evaluating, and communicating the change process
Cleaning Stethoscope 2
No full textCleaning Stethoscope 2https://ir.lib.uwo.ca/edu_nursing/1002/thumbnail.jp
Right Mid Axillary Line Assessment
No full textRight Mid Axillary Line Assessmenthttps://ir.lib.uwo.ca/clinicalskills_respexam/1013/thumbnail.jp
Disrupting the Status Quo: Leveraging collective teacher efficacy for the achievement and wellbeing of BIPOC and low socioeconomic students
Get PDFAbstract
At Mel Morgan Middle School (MMMS) a high percentage of students are of low socioeconomic status (SES). Compounding this problem is data which shows that students at MMMS also experience significant academic challenges. Educational challenges for students of low SES are like those experienced by Black, Indigenous, and People of Colour (BIPOC). Faculty beliefs and assumptions about how to effectively educate students from low SES and BIPOC communities are posited as a problem beyond their control. Despite the Legacy Regional Centre for Education’s (LRCE) commitment to student success through policies and documents such as student success planning, inclusive education, and culturally responsive pedagogy, challenges still exist. As a solution to the problem of practice (PoP) this Organizational Improvement Plan (OIP) presents a solution to disrupt the status quo by leveraging collective teacher efficacy (CTE) for the success and wellbeing of all students. Explored through an Indigenous lens and highlighting the Indigenous principles of respect, responsibility, relevance and reciprocity, interconnection and collective action propel the solution to the problem. Essential to collective teacher efficacy is an environment which promotes strong relationships and collaborative teacher inquiry (CTI). As an administrative leader, continuous school improvement through the student success planning process and CTI will be explored through transformational, transformative, and adaptive leadership approaches. Guided by an ethic of care, collective teacher efficacy has significant potential to impact the education of all students. This is especially true for BIPOC and students of low socioeconomic status.
Keywords: culturally responsive pedagogy, collective teacher efficacy, relationships, transformational leadership, adaptive leadership, ethic of car
The Problem of Operational Stress Injuries in an Ontario Fire & Rescue Organization
Get PDFThe purpose of this Organizational Improvement Plan (OIP) is to assist public safety leaders in understanding the human and financial costs of operational stress injuries (OSIs) and possible solutions to this issue. OSIs, including posttraumatic stress disorder (PTSD), are a growing problem for public safety organizations, requiring new and innovative solutions. This OIP is applied to a fire and rescue organization in a small urban centre in Ontario that faces similar OSI challenges to many other public safety organizations. The Problem of Practice (PoP) is a lack of implementation of effective practices to mitigate the impact of OSIs. The foundation of this OIP is located in the postmodern paradigm and shaped by political organizational theory, taking a novel perspective on the problem of OSIs, as well as creating the opportunity for multiple stakeholder perspectives to be heard and solutions to be negotiated. Using adaptive and team leadership approaches, a preferred solution of OSI prevention, treatment, and return to work services is planned and described using the Change Path Model. This solution is informed by best practices in OSI intervention, including the Occupational Therapy Trauma Intervention Framework (OTTIF). Plans for change implementation, monitoring and evaluation, and communication advance an innovative solution to the problem of OSIs in a fire and rescue organization. The outcome of this OIP will be a novel approach to OSI prevention, treatment, and return to work services in an Ontario fire and rescue organization, with the potential to inform change initiatives in other public safety settings