Toronto Metropolitan University Open Journals
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Two educators reflect on their immigration experience through creative writing
No full textFollowing Dewey’s philosophy of experience that all our life events inform how we evolve, both personally and professionally, two educators reflect on their immigration experiences. Being uprooted from one’s place of birth to another, at an oftentimes turbulent stage of development, young people face challenges in finding their sense of belonging. We engage in creative writing to reflect on our respective experiences of immigration to Canada to support our scholarship of teaching and learning. Using Dewey’s three criteria of experience: continuity, relationship, and situation, and Connelly and Clandinin’s Narrative inquiry self-study framework, we delve deeper into understanding how the transplantation from one continent to another continues to impact who we are today as persons and professionals. This critical reflection is of further value to us as educators, because we also want to gain a greater appreciation for our students’ experiences, most of whom have lived the stories of immigration. In this way, we hope to more effectively support and encourage our students, not only to survive, but to thrive in their new landscape. We trust our work will, likewise, be of service to educators worldwide who want to engage in their own inquiry of personally significant life events, and thus support the same in their students
The Queen of Hearts: Exploring the process of creating queer art and its use in dietetic research and practice
No full textBody image issues for gay men can shape their overall health and wellbeing. The intent of this article is to explore the personal and creative process in translating research findings to art. The article first presents a brief overview of the research that explored how social and cultural norms constitute the beliefs, values, and practices of gay men concerning their eating, body image, and health. The research findings are translated through an art piece that is disruptive to the dominant ways of knowing about the body ideals set before gay men. An art piece that is, therefore, by definition queer art. The findings, and hence, the art are interpreted through the classic tale of Alice in Wonderland - a poststructural piece of literature. The article describes the considerations and processes used to create the art, including the central character, the colors, and the the symbolism of its various components. Implications of queer art to dietetic practice are discussed.
 
A social media intervention for dietetics professionals to increase awareness about racial/ethnic diversity and inclusion in dietetics: Black voices centered
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The Academy of Nutrition and Dietetics (the Academy) is a professional organization founded by and largely for white women. Black-identifying dietetics professionals currently make up only 2.6% of credentialed professionals, while Black-identifying residents comprise 13.4% of the US population. To understand participant opinions, beliefs, experiences, knowledge, and actions related to racial ethnic diversity and inclusion (REDI) in general and in dietetics specifically we conducted a 20-week intervention study, delivered over a social media platform (Facebook group). The content, developed prior to the intervention, was informed by the Trans-theoretical Model of Change and Critical Race Theory and was structured to provide educational content related to REDI. Participants completed baseline, and then a follow up survey after the 20-week intervention. Here we present baseline data from (n=30) Black-identifying participants of the main study. Participants were mostly young, female, Academy member RDNs with at least a Master’s degree. They voiced strong opinion that dietetics is neither diverse nor inclusive, and that the Academy should actively engage in efforts to enhance diversity in the profession. They believe that the Academy should focus on REDI and that it is important that white-identifying members engage in that work. Participants reported engaging in conversations and with media about race/privilege in their personal and professional lives, and that they had either experienced or witnessed microaggression while performing their jobs in dietetics. Results of this sub-study offer insight into the Black experience in dietetics as well as ways the Academy can improve diversity and inclusion within its organization and membership. 
A phenomenological study of the breastfeeding experiences of African American women and the implications of societal racialization
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Background. UNICEF & The World Health Organization (WHO) recommend exclusive breastfeeding for the first 6 months of life (UNICEF & WHO, 2017). Research has reported reduced risk for all selected pediatric diseases with breastfeeding durations meeting this recommendation. Despite the proven benefits, breastfeeding rates for low-income African American mothers remain far below the guidelines established by Healthy People 2030.
Purpose. The purpose of this research study was to explore the socio-cultural barriers and assets of breastfeeding experienced by African American mothers. The study was designed to elicit responses focused on barriers and facilitators of breastfeeding, specifically focusing on race as a key upstream determinant for both positive and negative experiences.
Methods. In this study, a hermeneutic phenomenological qualitative approach was used conducting focus groups and in-depth interviews. Eight African American WIC eligible mothers consented to participate in the study.
Results. Data was analyzed using two coders, who looked for themes within the text derived from participants’ experiences. Four main themes emerged from the experiences of the participants: (a) Healthcare provider bias, (b) Distrust/Fear, (c) Agency/Control, and (d) Support Networks.
Conclusion. This study offers a novel approach to examining disparities in breastfeeding rates, duration, and exclusivity through directly engaging low-income African American mothers. This study suggests culturally appropriate training for providers, increasing the diversity of providers, providing peer coaches, and support groups for African American women would be beneficial for African American WIC eligible women wanting to be successful at breastfeeding. 
“The little lights in this dark tunnel”: Emotional support of nurses working in COVID-19 acute care hospital environments
No full textBackground: Working on the frontlines of hospitals during the COVID-19 pandemic has been challenging and distressing for nurses. The troublesome nature of these emotions have surfaced because of uncharted territory related to this virus, compromised work conditions, unfavourable patient outcomes, and the witnessing of suffering and loss. Although there has been renewed emphasis on how to emotionally support nurses, the nature of support needed is somewhat unknown considering that healthcare professionals have not experienced a pandemic of this magnitude in their lifetime. Aim: We explored how nurses were emotionally supported and how they can be better supported while working in COVID-19 acute care hospital environments. Methods: In this narrative study, semi-structured interviews were conducted with 20 registered nurses working in hospitals in the Greater Toronto Area and working on units caring for COVID-19+ patients. Results and Conclusions: Our findings reflected the organic emergence of support, intentional forms of support, and the social justice nature of support. It is important for hospital and government leaders to employ a multifold approach to emotionally support nurses. These supports include information transparency, visible presence of leadership, and recognition of nurses’ contributions. While emotionally supporting nurses, these types of resources can act as “little lights in this dark tunnel” of COVID-19 and illuminate a path forward. Implications: Some strategies relevant to clinical practice include regular rounding of units by leaders, and transparent communication about information and resources. Other strategies are on-site psychological support and legitimate support of mental health sick days as well as lobbying governments for financial compensation for the risky work involved in being a frontline provider and appropriate provision of personal protective equipment
Considerations for the design of a perinatal mindfulness intervention for adolescents based on a systematic review of the literature
No full textObjectives: This systematic review of the literature was conducted to determine the best way to design mindfulness interventions for perinatal adolescent mothers to support mental health during the transition to parenthood and beyond. Perinatal adolescents face unique challenges compared to adults due to their developmental stage and difficulties accessing social determinants of health. Mindfulness educational interventions may be an ideal addition to perinatal supports to foster resilience and teach skills to reduce stress, anxiety, and depression.
Methods: A search strategy was developed to identify articles from 6 electronic databases including PsycInfo, ProQuest, PubMed, Cochrane Library, Ovid, and CINAHL. Qualitative analysis was done to identify mindfulness interventions which significantly decrease anxiety, depression or stress and to determine the components and designs of these interventions. Participants’ satisfaction with the interventions were analyzed, when available. Best practices for designing interventions for adolescents were used to recommend adaptations to the mindfulness interventions to tailor them to the perinatal adolescent population.
Results: Of the 561 studies retrieved from the search, 16 met the inclusion criteria. All included studies found at last one significant decrease in mental health outcomes (stress 9 of 13, anxiety 9 of 9; depression 9 of 14). The majority of the interventions began in the perinatal period, were delivered face-to-face, included homework, multiple sessions and by a trained professional.
Conclusion: Mindfulness interventions are feasible, acceptable and effective in adult perinatal populations. Components and design of these interventions could be adapted for perinatal adolescents to increase resilience to cope with unique parenthood challenges.
 
Electronic health literacy among adults with chronic pain: A descriptive, cross-sectional survey
No full textBackground: Approximately 100 million American adults are living with chronic pain, which costs the healthcare system an average of $560–635 billion each year. Levels of health literacy and ehealth literacy are important factors in determining a patient’s capacity to manage pain and the multidimensional impact of pain. To our knowledge, few studies have specifically examined the level of ehealth literacy and its association with health literacy among chronic pain patients. The purpose of this study was to 1) assess the levels of health literacy and ehealth literacy in adults with chronic pain, and 2) examine the relationship between health literacy and ehealth literacy skills among adults diagnosed and living with chronic pain. Methods: A non-experimental, descriptive cross-sectional survey was distributed to adults with chronic pain. A total of 196 participants were asked to complete questionnaires related to demographic characteristics, ehealth literacy (eHEALS), and health literacy (HLQ). Descriptive statistics were calculated to summarize data from all the scales used in the study. Results: The average level of ehealth literacy was 32.6 (SD 4.4) out of 40. The level of health literacy was measured by four subscales: having sufficient information to manage my health (mean=2.8; SD=0.55), appraisal of health information (mean=3.27; SD=0.41), ability to find good health information (mean=3.68; SD=0.45), and understanding health information well enough to know what to do (mean=3.66; SD=0.48). Two subscales (i.e., appraisal of health information, ability to find good health information) were significant in predicting ehealth literacy total score. Discussion and Conclusions: Examining ehealth literacy and health literacy can assist in the dissemination of accessible and understandable chronic-pain-related health information for individuals of all health literacy levels. In addition, this will allow the development of interventions for enhancing ehealth literacy skills and/or usability of web-based information for adults with chronic pain
From Ghosts of the Horseshoe to Ward One: Critical Interactives for Inviting Social Engagement with Instances of Historical Erasure (Columbia, South Carolina)
No full textGhosts of the Horseshoe and Ward One are critical interactive applications that offer two distinct yet complementary examples for how questions such as the ones just posed might be addressed on-site and in real-time. In what follows, we offer an account of each application and its context. Subsequently, we provide a theoretically informed discussion of how these projects elicit “empathic awareness” and, by extension, inspire a sense of responsibility for a past that remains unacknowledged – one that has ensured the existence and expansion of the physical campus of the University of South Carolina– Columbia
Old Plays, New Narratives: Fan Production of New Media Texts from Broadcast Theatre
No full textWhen a theatrical performance is digitally broadcast live to cinemas, the limitations of temporal and spatial specificity are removed and the theatrical experience is simultaneously opened up to a wider audience and inherently altered. One such production, Coriolanus (Donmar Warehouse, 2013-14), starring an actor with a particularly enthusiastic online fan community, was broadcast to cinemas by National Theatre Live, where fans recorded it on digital devices, extracted clips and produced animated gifs, which they captioned to reinterpret the play, sharing them online, removed from their original context. The transformation of theatre texts to cinemas to social media platforms raises exciting questions related to how fans interact with culture both as consumers and as producers of new media texts. How do the different transformations (technical and actively fan-produced) affect both the narrative and the cultural experience? How do new texts function as surrogates for, and extensions of, the ‘official\u27 narrative, as well as new interactive narratives in their own right? This paper addresses these questions in the context of a specific theatrical event as it crossed the boundary from a live, co-located experience first into cinema, and then into interactive hypertexts and memes. Drawing on theories of fandom and participatory culture, as well as post-Web 2.0 analyses of Internet behaviours, the paper examines fan production of new media texts and how they both transmit and transform the source narrative via interpretation, re-interpretation, and misinterpretation.
Image Credit: Still of fromhiddleswithlove (2014