7289 research outputs found
Sort by
St. Stephen\u27s, London, Interior 2
No full textView of Nave from Sanctuary. Lead Investigator: C. Cody Barteet ([email protected]). Photograph: M.J. Idzerdahttps://ir.lib.uwo.ca/anglican_interiors/1130/thumbnail.jp
St. Martin-in-The-Fields, London, Interior 1
No full textView of Entry. Leading Investigator: C. Cody Barteet ([email protected]). Photograph: M.J. Idzerda.https://ir.lib.uwo.ca/anglican_interiors/1197/thumbnail.jp
Interior19_BishopCronyn.jpg
No full textDetail, pediment from central Narthex doorway. Lead Investigator: C. Cody Barteet ([email protected]), Photograph: Anahi Gonzalezhttps://ir.lib.uwo.ca/anglican_interiors/1084/thumbnail.jp
Balancing Nurture and Rigour: Seeking Effective Support for Nursing Students in Distress
Get PDFAs higher educational institutions face a growing demand to graduate more nurses, and mental health and life stresses are recognized as increasing obstacles to student success, the timing is right for nursing programs to evaluate their traditionally rigorous program cultures. At Sunrise University in Western Canada, nursing students make up a large population seeking support services, and there is an increasing need for capacity building in faculty to support learners who are in distress. In this organizational improvement plan (OIP), I explore what can be enhanced or further developed to create more effective support for students who are in distress or who are notably struggling. Early recognition of distress can prevent issues from escalating and, in turn, promote retention, ability to learn, social justice, and student wellness. To achieve this desired state, which aligns with Sunrise University’s strategic plan, I propose the creation of a professional learning community to collaborate with faculty to bring awareness about distress while also nurturing their well-being amidst heavy workloads. Through transformative and shared leadership approaches, this OIP is framed by critical and systems organizational theories, with intersectional and cultural theoretical lenses. The ADKAR change model is used to develop a strategic implementation plan, with appreciative and PDSA inquiry cycles woven through as we monitor and evaluate progress. Future considerations include how to move toward progression policy change and collaboration with the healthcare system to influence a supportive and caring learning environment
Equity, Diversity, and Inclusion in New Student Enrolment: Transforming Undergraduate University Admissions
Get PDFThis Organizational Improvement Plan (OIP) explores the process of aligning a university’s internal admission policies, practices, and processes with its public commitments to equity, diversity, and inclusion (EDI). Current admission practices reinforce the myth of meritocracy and existing alternative admission pathways are framed in discourses of deficiency. Using an EDI lens will align the university with provincial and federal strategic priorities that see an increase of new Canadians and students educated in social justice focused curricula. Critical whiteness theory and the cultural perspective underpin the change plan in order to understand the systemic barriers and legacies that contribute to the exclusion of equity-deserving students in the admission process. To initiate the change process employing an antioppression lens, the inclusion of the voices, truths, and counternarratives of systemically marginalized and historically underserved students is centered with a focus on the ethic of care. Internal and external stakeholders are key to the success of this plan, and to engage them in the process, authentic and distributed leadership approaches are used. After determining that the university is ready to engage in a policy review process, assessing resources and fiscal impacts, and conducting ethical stakeholder engagement, the preferred approach to leading the consultation process is to work with an internal EDI champion. The implementation and communication of the plan focuses on key messages that centre students in the policy review process and reinforce the urgency of making transformative change that benefits not just equity-deserving students, but all students applying for admission to a university
