DTheses (Athabasca University)
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EFFECTIVE NURSING RECOVERY-ORIENTED INTERVENTIONS FOR INDIVIDUALS WITH SUBSTANCE USE DISORDERS
Full text linkNurses support the recovery of individuals with substance use disorder. However, negative attitudes adopted by nurses discourage individuals who use substances from accessing healthcare services, experiencing further health deterioration. Alternatively, nurses can enact interventions that support the recovery of individuals. Hence, it is beneficial to increase nurses’ awareness of effective interventions that promote recovery. Based on the review of literature, there is a lack of Canadian studies that examine the nursing perspective. Moreover, recovery-oriented nursing interventions can be more frequently or exclusively applied within distinct settings (inpatient, outpatient, and community). These factors enhance the importance of a study examining how Canadian nurses effectively intervene with individuals with substance use disorder. The purpose of this study was to utilize Qualitative Description to explore effective nursing interventions from the perspective of inpatient nurses. Purposive sampling was utilized, and data was collected using semi-structured interviews. Lastly, data was analyzed using Qualitative Content Analysis.2022-0
POSTPARTUM OBSESSIVE-COMPULSIVE DISORDER: MOTHERS’ LIVED EXPERIENCES OF RECOVERY FOLLOWING EFFECTIVE COUNSELLING
Full text linkAbstract Postpartum obsessive-compulsive disorder (OCD) is characterized by distressing intrusive thoughts (obsessions), typically related to infant-harm, and behaviours (compulsions) that a mother engages in to reduce distress about the obsessions. Postpartum OCD is a common perinatal mood and anxiety disorder (PMAD) that causes mothers to suffer immensely. Mothers’ experiences of recovery following effective counselling are largely missing in the research literature. The purpose of this qualitative study was to use interpretative phenomenological analysis (IPA) to examine mothers’ lived experiences of recovery from postpartum OCD following effective counselling to fill current gaps in knowledge. Eight mothers participated in this study to elucidate their recovery experiences following counselling. Individual semistructured interviews were conducted via Zoom. Five postpartum OCD recovery themes associated with effective counselling were identified. These included: (I) Strong Therapeutic Alliance: Fostered through Trust, Safety, and Security, (II) Intervention Strategies including three subthemes: (IIa) Education about PMADs, (IIb) Cognitive Restructuring and Defusion, and (IIc) SSRI medication, (III) Self-Acceptance including one subtheme: (IIIa) Acceptance of Intrusive Thoughts and Postpartum OCD, (IV) Sense of Belonging within PMAD Community, and (V) PMAD Advocacy. Implications for counselling practice are discussed as well as practical guidelines and recommendations for counsellors and psychologists in order to best support mothers in their postpartum OCD recovery. Keywords: counselling, interpretative phenomenological analysis, lived experience, motherhood, obsessive-compulsive disorder, postpartum, postpartum obsessive-compulsive disorder, recovery2022-0
AUTOMATED SPOKEN LANGUAGE DETECTION
Full text linkThis research allows two individuals to speak their language with an application detecting what languages are being spoken, allowing automatic translation. Existing relevant Systematic Literature Reviews (SLRs) articulated the need for this research. An SLR with quantitative and qualitative analysis identified the best algorithm to use, the i-vector algorithm. To integrate it onto a mobile platform it had to be completely recreated, referencing Kaldi. A voice database was created using Mozilla Common Voice and four (4) models were trained using TensorFlow, each showing unique improvements. The final model is deployed in an Android application using Chaqoupy for environment translation. Evaluation produced an accuracy of 81% and a 95.7 on the System Usability Scale. Evaluation data was transformed for normality and analyzed using a one-way analysis of variance and a two independent samples t-test. This research can be applied to all languages and has no dependency on accents.2022-0
Inertial Navigation System Using Augmented Reality Transformation for Correction and Cognition
Full text linkThe main goal of this research is to determine if an Inertial Navigation System (INS) can be corrected to effectively track a user’s pose, position and orientation, by using a monocular camera with fiducial markers. In addition, this research determines if an augmented reality (AR) system interface that integrates spatial cognition learning tasks can test and train the user’s spatial cognition. The implications of positive results are that the corrected INS poses on ubiquitous mobile devices provide reasonably accurate, precise, and reliable indoor navigation when a Global Navigation Satellite System (GNSS) is unavailable. This research investigates location-based services (LBS) for use in learning environments, tourism, and emergency services. The implementation technically enables the spatial cognition learning tasks. However, user tests results are still required to prove that user spatial cognition would improve and make navigating faster, which is a suggested area for future research.2022-0
High-Conflict Divorce: An Evaluation of New Ways for Families
Full text linkHigh-conflict divorces have increased in the past two decades. They can include poor communication, low problem solving skills, aggressive, and violent behaviours. When they involve minor children there is an increased social concern. Children exposed to high-conflict can experience short and long-term negative biopsychosocial outcomes. Professionals (i.e., the courts and social agencies) involved in high-conflict families struggle to provide effective supports. The current thesis aims to evaluate the counselling intervention: New Ways for Families for divorcing co-parents going through a high-conflict divorce. The Ribner Scale, developed by Neil Ribner, was used to measure pre- and post- intervention levels on the factors associated with high-conflict divorce: (a) perceived inter-parental conflict; (b) communication; (c) co-operation and (c) continuous litigation; With an inclusion of violence to explore its overlapping role with high-conflict. In addition, this thesis will add to the knowledge base around the demographics of former couples involved in a high-conflict divorce.2022-0
K-12 SASKATCHEWAN DISTANCE EDUCATION: DIGGING DEEPER INTO 21ST CENTURY CLASSROOMS DURING A PANDEMIC
Full text linkDistance education has the ability to augment Kindergarten-Grade 12 (K-12) education in Saskatchewan by reducing the barriers and challenges currently presented in public education, especially during the Corona Virus Disease of 2019 (COVID-19) global pandemic. The purpose of this study was to explore the educational opportunities faced by public school K-12 Saskatchewan learners during the COVID-19 pandemic. Within this exploratory qualitative study, insider action research was used to gather experiences and perceptions of 16 K-12 Saskatchewan public school educators through email interviews. Participants were recruited through social media and invitation through the 18 Saskatchewan public school divisions. An email interview was shared including 10 open-ended questions developed from the researcher’s Conceptual Framework for Distance Education in K-12 Saskatchewan. Participant responses, along with field notes, were coded using NVivo software, focusing on the themes of the Conceptual Framework. The researcher completed a Force Field Analysis (FFA) to identify factors or forces that influenced, drove, or impeded change for K-12 distance education in Saskatchewan during the COVID-19 pandemic. As a result of these findings, Action Plan items were identified to improve K-12 distance education in Saskatchewan: 1) Decrease the Digital Divide; 2) Provide adequate and relevant professional learning for educators; 3) Increase post-secondary experiences for new educators; 4) Educate educational leaders about the complex world of online learning; and 5) Provide parents with more opportunities to learn more about distance education. The Community of Inquiry (CoI) and the Technological, Pedagogical, and Content Knowledge (TPACK) framework were used to support these recommendations. These recommendations lay groundwork for future insider action research. This research will contribute to what is currently a relatively small research base in K-12 distance education applications and will provide direction for change in the field of K-12 distance education.2022-0
TRANSGENDER AND GENDER NON-CONFORMING INDIVIDUALS’ EXPERIENCES IN A NON-AFFIRMING RELIGION
Full text linkThe purpose of this study was to better understand the experience of navigating a transgender or gender non-conforming (TGNC) gender identity and non-affirming religious affiliation. To understand TGNC individuals’ experiences, I employed an interpretative phenomenological analysis (IPA) and integrated participatory methods to ensure that the research design, analysis, and dissemination were congruent with the TGNC community’s feedback and direction. Through semi-structured interviews, four TGNC adults who were actively participating in a non-affirming religion described their experience of participating in a non-affirming religion. Individuals shared similar challenges, strengths, internal processes, and community supports. They identified the intricate thought processes and self-reflection required for their continued participation in their non-affirming congregations. Participants found strength to maintain a connection to their religion through a fundamental relationship with God. Through these four accounts, counsellors and practitioners have a glimpse at this complex phenomenon and can draw on this shared knowledge to inform their practice.2022-0
A UNIVERSAL DESIGN FOR INCLUSIVE ONLINE LEARNER SUCCESS IN NURSING EDUCATION
Full text linkEnrolment in online post-secondary nursing education is growing exponentially diverse in age, background, circumstances, and ability (Statistics Canada, 2021a); therefore, it is essential that educators build a responsive and inclusive environment for varied learners to optimize learning and success. Universal Design for Learning (UDL) is a theoretical framework that holds significant potential for guiding instructional practices that aim to minimize learning barriers and promote inclusivity of diverse learner needs in online post-secondary nursing education. A descriptive case study of a large first-year Bachelor of Science in Nursing course that was redesigned using UDL-based instructional strategies for online delivery was conducted. The purpose was to explore how learners rated and described the effectiveness of instructional strategies used in supporting inclusivity of diverse learning preferences and needs in an online environment. A convergent mixed methods analysis of mixed secondary data collected in the fall 2020 semester using an online survey, Inclusive Teaching Strategies Inventory-Students (n=40) and focus group interview (n=7) supplemented with my co-instructor notes, informed this research. Survey respondents rated accessible course material, inclusive lecture strategies, accommodations, inclusive assessment and classroom constructs of the tool, as being most inclusive of diverse needs. Focus group participants described assessment methods, instructor presence, and UDL-based course design elements, as the preferred instructional strategies used in the curriculum, with group work and navigation issues being most problematic. A purposeful combination of synchronous and asynchronous UDL-based instructional strategies by nurse educators that integrates multiple means of engagement, representation, action and expression, offered an inclusive online environment for diverse learning needs.June 2022-202
EXAMINING SEDENTARY BEHAVIOURS OF ADULTS WITH INTELLECTUAL DISABILITIES
Full text linkSedentary behaviours among adults with intellectual disabilities have not been well studied in nursing and other disciplines. A sedentary lifestyle puts adults with and without disabilities at high risk of developing health conditions and diseases. Current literature revealed few empirical studies on the benefits of reducing sedentary behaviours with respect to the health of adults with intellectual disabilities. This study explored the factors that helped or hindered sedentary behaviours of adults with intellectual disabilities in the Canadian population. Guided by the socio-ecological model, a Critical Incident Technique was conducted and five adults with intellectual disabilities from the Province of Ontario were interviewed. Adults with intellectual disabilities identified personal and environmental related factors that led to increased sedentary behaviours; and revealed helpful factors and wish-lists of actions that decreased sedentary lifestyle. Findings may be useful when developing programs aimed to decrease prolonged periods of sedentary behaviours specific to this vulnerable population.July 202
RAPID TRANSITION TO EMERGENCY REMOTE TEACHING: NURSING INSTRUCTORS’ EXPERIENCES
Full text linkThe COVID-19 pandemic has caused disruptions worldwide in many areas, including the education sector. With many restrictions in place, educational institutions have been required to operate in emergency remote teaching (ERT) environments. Amid hasty transitions, unique challenges and learning opportunities have arisen. In the field of nursing education, which is traditionally taught in an in-person classroom setting, transitioning to remote online environments can imply unique challenges. Yet there is lack of research on instructors’ transition to ERT, especially within the field of nursing. It is essential to understand the experience, positive and negative, faced by nursing educators using ERT, so that instructors can effectively prepare future nurses, using pedagogies that are innovative and congruent with nursing education. Using a social constructivist theoretical framework and a descriptive phenomenological methodology, this study, conducted at three Canadian universities during the Fall, 2021, has therefore explored how nursing instructors can be better prepared for ERT in the future. The aim of this inquiry was to understand (1) the lived experience of the research participants during this time of adjustment, and (2) how their experience of adjustment influenced their understanding of this transition. Findings yielded seven themes: evolving perspectives, finding support, adapting instructional strategies, using online technology, responding to students, evolving emotions, and personal and peer challenges. At the beginning of their transition, nursing instructors felt overwhelmed due to the magnitude of the situation and, in turn, viewed the transition negatively; however, as they continued to work in ERT their perspectives evolved, leading to the self-discovery by some participants that they have learned how to adapt and maintain a flexible attitude. They also learned the value of technology, found support amongst each other, built on strengths, and responded to students in new ways, while addressing personal challenges, such as balancing work and home life. Having the ability to remain flexible and pivot as needed, coupled with team effort and support, has led me as a researcher to conclude that a sudden and unknown beginning can be transformed into a positive, hopeful, and more resilient future for nurse educators.2023-0