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https://ecampusontario.pressbooks.pub/bscmodule2/chapter/interview-with-kmb-expert/
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Interview with KMb Expert
Here we learn from Jayne Morrish, a Knowledge Translation Officer at the Institute for Lifespan Development Research at Brock University.
Jayne describes herself and her role at Brock:
“I am a mobilizer and community engagement professional, who works to ensure that knowledge is co-created and co-disseminated. As the Knowledge Mobilization Officer at Brock University’s Lifespan Institute, I focus my time on authentically engaging with the community and various stakeholders around using Brock Lifespan Institute’s research in practice, policy, public health and daily life. The focus of my work is on translating and co-creating new knowledge, while building strong and authentic connections with the community/partners. Knowledge mobilization is an emerging field that is becoming increasingly important and I am incredibly excited to be a part of the group that is moving toward community-engaged research, policy and programming initiatives.
I have received various awards, including the Certificate of Academic Excellence from the Canadian Psychological Association, a 2017 40 Under Forty award and Brock’s President’s Distinguished Staff Service Award for Outstanding Contributions in 2017. Locally, I act as the Chair of the Learning Disabilities Association of Niagara Region’s Board of Directors, sit on Brock University Alumni Association Board of Directors, and I sit on the Leadership Niagara Alumni Council. Outside of work, I enjoy music, travelling and volunteering with Habitat for Humanity to provide affordable housing to families in need.”
The Lifespan Institute has recognized that KMb is a critical part of the research process. For more information on the Institute and their focus on KMb, please visit:
In our interview with Jayne she focuses on examples of how to engage youth within the research process and shared this interesting article with us after her interview, which we thought may be of interest to all of you:
Brock students using social media to share results of youth mental research
Supplemental Materials shared by Jayne
Attygalle, L. (2020). Understanding Community-Led Approaches to Community Change. Tamarack Institute. Retrieved from https://www.tamarackcommunity.ca/library/paper-understanding-community-led-approaches-community-change-lisa-attygalle
Attygalle, L. (2017). The Context Experts. Tamarack Institute. Retrieved from https://www.tamarackcommunity.ca/library/the-context-experts
Bowen, S. J. & Graham, I. (2013). From knowledge translation to engaged scholarship: Promoting research relevance and utilization. Archives of Physical Medicine and Rehabilitation, 94(1), S3-8.Cazaly, Lynn (n.d). Levels of Participation [Video]. Vimeo. Retrieved from https://vimeo.com/93902630
Chin, S. (2019). Best Practices for Community Engagement (Doctoral dissertation, University of British Columbia). Retrieved from https://open.library.ubc.ca/soa/cIRcle/collections/graduateresearch/66428/items/1.0386712
Clinical and Translational Science Awards Consortium Community Engagement Key Function Committee Task Force on the Principles of Community Engagement (2011). Principles of Community Engagement (2nd ed.). Retrieved from https://www.atsdr.cdc.gov/communityengagement/
Gonzalez, R. (2020). Spectrum of Community Engagement to Ownership. Facilitating Power. Retrieved from https://www.facilitatingpower.com/spectrum_of_community_engagement_to_ownership
Lavis, J. (2003a, March 13). How Can Research Organizations More Effectively Transfer Research Knowledge to Decision Makers? [Presentation]. World Health Organization, Geneva, Switzerland. Available from: https://pdfs.semanticscholar.org/50c5/429ce338c7a9f2e69d080f1cfdaf96ab74b4.pdf
Lavis, J., Robertson, D., Woodside, J., McLeod, C., & Abelson, J. (2003b). How can research organizations more effectively transfer research knowledge to decision makers? Millbank Quarterly, 81(2), 221-248. https://www.ncbi.nlm.nih.gov/pmc/articles/pmc2690219/
Lavis, J., Ross, S., McLeod, C., & Gildner, A. (2003c). Measuring the impact of health research: Assessment and accountability in the health sector. Journal of Health Services Research Policy, 8(3), 165-70.https://www.researchgate.net/profile/John-Lavis/publication/10655602_Measuring_the_Impact_of_Health_Research/links/54a6da0e0cf256bf8bb6a772/Measuring-the-Impact-of-Health-Research.pdf
Neufeld, S. D., Chapman, J., Crier, N., Marsh, S., McLeod, J., & Deane, L. A. (2019). Research 101: A process for developing local guidelines for ethical research in heavily researched communities. Harm reduction journal, 16(1), 1-11. Retrieved from https://harmreductionjournal.biomedcentral.com/articles/10.1186/s12954-019-0315-5
University of South Florida, Office of Community Engagement and Partnerships. (n.d.). Community-engaged Scholarship Toolkit. Retrieved from https://www.usf.edu/engagement/faculty/community-engaged-scholarship-toolkit.aspx
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pressbooks
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2025-03-22T05:09:21.536972
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08-17-2024
|
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"book_url": "https://ecampusontario.pressbooks.pub/bscmodule2/front-matter/introduction/",
"title": "Building Sustainable Communities: Information Gathering and Sharing",
"author": "Ryan Plummer, Amanda Smits, Samantha Witkowski, Bridget McGlynn, Derek Armitage, Ella-Kari Muhl, Jodi Johnston",
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"subject": "Sustainability, Social impact of environmental issues"
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|
https://ecampusontario.pressbooks.pub/bscmodule2/chapter/module-2-reflection-and-assessment/
|
Module 2 Reflection and Assessment
License
Building Sustainable Communities: Information Gathering and Sharing Copyright © 2022 by Ryan Plummer; Amanda Smits; Samantha Witkowski; Bridget McGlynn; Derek Armitage; Ella-Kari Muhl; and Jodi Johnston is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
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2025-03-22T05:09:21.546243
|
08-17-2024
|
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"book_url": "https://ecampusontario.pressbooks.pub/bscmodule2/front-matter/introduction/",
"title": "Building Sustainable Communities: Information Gathering and Sharing",
"author": "Ryan Plummer, Amanda Smits, Samantha Witkowski, Bridget McGlynn, Derek Armitage, Ella-Kari Muhl, Jodi Johnston",
"institution": "",
"subject": "Sustainability, Social impact of environmental issues"
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|
https://ecampusontario.pressbooks.pub/bscmodule2/chapter/module-2-learning-check/
|
Module 2 Learning Check
Learning Check
After reviewing each of the lessons on this module, you should now be able to:
- Understand why and what information about a community informs sustainability.
- Identify and explain how important information about community sustainability can be gathered and important considerations.
- Describe Knowledge Mobilization (KMb) and understand the roles it has in building sustainability communities.
- Comprehend meaningful ways to share information.
- Demonstrate effective means of information sharing.
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pressbooks
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2025-03-22T05:09:21.557483
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08-17-2024
|
{
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"url": "https://ecampusontario.pressbooks.pub/bscmodule2/chapter/module-2-learning-check/",
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"institution": "",
"subject": "Sustainability, Social impact of environmental issues"
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|
https://ecampusontario.pressbooks.pub/bscmodule2/chapter/module-2-key-takeaways/
|
Module 2 Key Takeaways
Key Takeaways
- There are ethical considerations relating to the process of engagement, who is involved, data ownership, and data collection and sharing strategies.
- Opportunities or equity in opportunity may differ between stakeholders and rights holders, and both sovereign rights groups and equity deserving groups need to be considered.
- Knowledge co-production provides a good foundation for information gathering and sharing.
- Knowledge co-production can help identify best methods for data collection.
- Knowledge co-production can also help with the analysis.
- Knowledge co-production is an ongoing, iterative process.
- Knowledge mobilization (KMb) is the process of moving evidence into action.
- KMb is important because it connects evidence to those on the ground in order to support evidence-based decision making.
- A KMb strategy includes answering multiple key questions (where are we, where to we want to be, how do we get there, who is involved) and focusing on what the knowledge-to-action gap is that you’re trying to close.
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pressbooks
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2025-03-22T05:09:21.567599
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08-17-2024
|
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"author": "Ryan Plummer, Amanda Smits, Samantha Witkowski, Bridget McGlynn, Derek Armitage, Ella-Kari Muhl, Jodi Johnston",
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|
https://ecampusontario.pressbooks.pub/bscmodule2/chapter/resources-for-further-learning-2/
|
Resources for Further Learning
Supplementary Reading
For further reading, explore Creating Communities of Practice, a resource from the Edmonton Regional Learning Consortium (2016).
Knowledge Institute on Child and Youth Mental Health and Addictions developed an online Knowledge Mobilization (KMb) Toolkit available to the public that assists individuals in mobilization valuable knowledge and information in your community.
The Context Experts. 2017. Community Change Institute Series
Academic journal articles:
Tengö, M., Brondizio, E.S., Elmqvist, T. et al. Connecting Diverse Knowledge Systems for Enhanced Ecosystem Governance: The Multiple Evidence Base Approach. AMBIO 43, 579–591 (2014).
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pressbooks
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2025-03-22T05:09:21.579078
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08-17-2024
|
{
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"book_url": "https://ecampusontario.pressbooks.pub/bscmodule2/front-matter/introduction/",
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"institution": "",
"subject": "Sustainability, Social impact of environmental issues"
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|
https://ecampusontario.pressbooks.pub/bscmodule2/chapter/module-2-assessment/
|
License
Building Sustainable Communities: Information Gathering and Sharing Copyright © 2022 by Ryan Plummer; Amanda Smits; Samantha Witkowski; Bridget McGlynn; Derek Armitage; Ella-Kari Muhl; and Jodi Johnston is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
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2025-03-22T05:09:21.588928
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08-17-2024
|
{
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"url": "https://ecampusontario.pressbooks.pub/bscmodule2/chapter/module-2-assessment/",
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"institution": "",
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|
https://ecampusontario.pressbooks.pub/bscmodule2/chapter/module-2-reflection/
|
License
Building Sustainable Communities: Information Gathering and Sharing Copyright © 2022 by Ryan Plummer; Amanda Smits; Samantha Witkowski; Bridget McGlynn; Derek Armitage; Ella-Kari Muhl; and Jodi Johnston is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:21.598494
|
08-17-2024
|
{
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"url": "https://ecampusontario.pressbooks.pub/bscmodule2/chapter/module-2-reflection/",
"book_url": "https://ecampusontario.pressbooks.pub/bscmodule2/front-matter/introduction/",
"title": "Building Sustainable Communities: Information Gathering and Sharing",
"author": "Ryan Plummer, Amanda Smits, Samantha Witkowski, Bridget McGlynn, Derek Armitage, Ella-Kari Muhl, Jodi Johnston",
"institution": "",
"subject": "Sustainability, Social impact of environmental issues"
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|
https://ecampusontario.pressbooks.pub/bscmodule1/chapter/lesson-1/
|
Lesson 1: What is a sustainable community?
Key topics and considerations in this lesson include:
- an introduction to sustainable communities and the principles required for sustainable community building
- an overview of the United Nation’s Sustainable Development Goals (SDGs) with a specific focus on Goal 11: Sustainable Cities and Communities
- considerations around how you might go about measuring success against the SDGs
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pressbooks
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2025-03-22T05:09:21.607707
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12-18-2024
|
{
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"url": "https://ecampusontario.pressbooks.pub/bscmodule1/chapter/lesson-1/",
"book_url": "https://ecampusontario.pressbooks.pub/bscmodule1/front-matter/introduction/",
"title": "Building Sustainable Communities: The Impact of Engagement",
"author": "Ryan Plummer, Amanda Smits, Samantha Witkowski, Bridget McGlynn, Derek Armitage, Ella-Kari Muhl, Jodi Johnston",
"institution": "Brock University",
"subject": "Sustainability, Social impact of environmental issues"
}
|
https://ecampusontario.pressbooks.pub/bscmodule1/chapter/what-is-a-sustainable-community/
|
What is a Sustainable Community?
“A ‘Sustainable Community’ makes choices that simultaneously enhance or maintain the wellbeing of both people and ecosystems while not placing unbearable burdens — environmental, economic, or social — on future generations.
To achieve this vision all community members – individuals, groups and organizations in all sectors, need to adopt sustainability as a core value to guide to decisions and actions.”
– Sustainable Communities for a Sustainable Planet (written for the Government of Canada by Steven Peck)
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pressbooks
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2025-03-22T05:09:21.617291
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12-18-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/bscmodule1/chapter/what-is-a-sustainable-community/",
"book_url": "https://ecampusontario.pressbooks.pub/bscmodule1/front-matter/introduction/",
"title": "Building Sustainable Communities: The Impact of Engagement",
"author": "Ryan Plummer, Amanda Smits, Samantha Witkowski, Bridget McGlynn, Derek Armitage, Ella-Kari Muhl, Jodi Johnston",
"institution": "Brock University",
"subject": "Sustainability, Social impact of environmental issues"
}
|
https://ecampusontario.pressbooks.pub/bscmodule1/chapter/achieving-a-sustainable-community/
|
Achieving a Sustainable Community
Many communities have identified a vision for sustainability and are engaging in Integrated Community Sustainability Planning processes.
Select the “+” icons for more information on the principles of a sustainable community.
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pressbooks
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2025-03-22T05:09:21.627554
|
12-18-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/bscmodule1/chapter/achieving-a-sustainable-community/",
"book_url": "https://ecampusontario.pressbooks.pub/bscmodule1/front-matter/introduction/",
"title": "Building Sustainable Communities: The Impact of Engagement",
"author": "Ryan Plummer, Amanda Smits, Samantha Witkowski, Bridget McGlynn, Derek Armitage, Ella-Kari Muhl, Jodi Johnston",
"institution": "Brock University",
"subject": "Sustainability, Social impact of environmental issues"
}
|
https://ecampusontario.pressbooks.pub/bscmodule1/chapter/the-united-nations-sustainable-development-goals/
|
The United Nations’ Sustainable Development Goals
In 2015 the United Nations established 17 Sustainable Development Goals (SDGs) to address the major social, economic, and environmental issues around the world. Each universal goal is equally important as they are interconnected, and transformative progress is required in all goals to develop a sustainable world. These goals are attempting to be achieved globally by 2030 and as such are becoming more prominently addressed.
The United Nations defines sustainability as “meeting the needs of the present without compromising the ability of future generations to meet their own needs.” It highlights the necessity for better practices now to ensure a prosperous future while maintaining quality living conditions of the present.
‘We The People’ for The Global Goals | Global Goals
In 2019, The UN Secretary-General called for all societal actors to mobilize for a Decade of Action in order to accelerate sustainable solutions to the world’s biggest challenges on three distinct levels:
- Global Action – to secure greater leadership, more resources, and smarter solutions for the SDGs
- Local Action – creating the necessary policies, budgets, and frameworks within governments and cities
- People Action – people taking action (youth, civil society, media, unions, academia, etc.) to push for transformational changes towards the SDGs
The Decade of Action is meant to mobilize everyone, everywhere, demand urgency and ambition, and supercharge ideas to solutions focused on the SDGs. For more information visit: un.org/sustainabledevelopment/decade-of-action/. Many organizations and institutions, such as Brock University, recognize this definition and uses it in the sustainability policies that guide their organizations. Explore Brock University’s Sustainability Policy.
|
pressbooks
|
2025-03-22T05:09:21.638827
|
12-18-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/bscmodule1/chapter/the-united-nations-sustainable-development-goals/",
"book_url": "https://ecampusontario.pressbooks.pub/bscmodule1/front-matter/introduction/",
"title": "Building Sustainable Communities: The Impact of Engagement",
"author": "Ryan Plummer, Amanda Smits, Samantha Witkowski, Bridget McGlynn, Derek Armitage, Ella-Kari Muhl, Jodi Johnston",
"institution": "Brock University",
"subject": "Sustainability, Social impact of environmental issues"
}
|
https://ecampusontario.pressbooks.pub/bscmodule1/chapter/goal-11-sustainable-cities-and-communities/
|
Goal 11: Sustainable Cities and Communities
Goal 11 takes interest into city and community improvements. It recognizes struggles of rapid urbanization through worsening air pollution, inadequate infrastructure, and inaccessible services in communities. Adapting to change with adjustments to new norms is necessary to achieving this goal.
Sustainable Development Goals Explained: Sustainable Cities & Communities
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pressbooks
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2025-03-22T05:09:21.649197
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12-18-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/bscmodule1/chapter/goal-11-sustainable-cities-and-communities/",
"book_url": "https://ecampusontario.pressbooks.pub/bscmodule1/front-matter/introduction/",
"title": "Building Sustainable Communities: The Impact of Engagement",
"author": "Ryan Plummer, Amanda Smits, Samantha Witkowski, Bridget McGlynn, Derek Armitage, Ella-Kari Muhl, Jodi Johnston",
"institution": "Brock University",
"subject": "Sustainability, Social impact of environmental issues"
}
|
https://ecampusontario.pressbooks.pub/bscmodule1/chapter/components-of-a-sustainable-community/
|
Components of a Sustainable Community
In the video below we learn from Dr. Liette Vasseur, Professor, Department of Biological Sciences, Brock University, and UNESCO Chair, Community Sustainability: From Local to Global about her UNESCO Chair position, her perspective on what a sustainable community is, and why engaging with communities is important for building sustainable communities.
The Institute for Sustainable Communities developed a list of elements of a sustainable community, including leadership, civic engagement and responsibility; ecological integrity; economic security; and social well-being.
Read about how the Institute for Sustainable Communities describes a sustainable community, and learn more about the elements described above.
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pressbooks
|
2025-03-22T05:09:21.658729
|
12-18-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/bscmodule1/chapter/components-of-a-sustainable-community/",
"book_url": "https://ecampusontario.pressbooks.pub/bscmodule1/front-matter/introduction/",
"title": "Building Sustainable Communities: The Impact of Engagement",
"author": "Ryan Plummer, Amanda Smits, Samantha Witkowski, Bridget McGlynn, Derek Armitage, Ella-Kari Muhl, Jodi Johnston",
"institution": "Brock University",
"subject": "Sustainability, Social impact of environmental issues"
}
|
https://ecampusontario.pressbooks.pub/bscmodule1/chapter/the-sdgs-communicating-measuring-success/
|
The SDGs: Communicating & Measuring Success
As was introduced previously, the United Nations has for a Decade of Action in order to accelerate sustainable solutions to towards the Sustainable Development Goals (SDGs) on three distinct levels: global action, local action, and people action. In this lesson we aim to provide you with an overview of different examples of how action is being undertaken towards the goals on each of these levels. Each of the examples below also illustrate different ways these solutions towards the goals are being communicated to the public from traditional reports to podcasts. In addition, organizations, such as post-secondary institutions, can now participate in reporting their progress towards the goal. Below we explore why an organization may chose to measure their success in delivering on the SDGs.
Global Action
The United Nations website is a great resource and they’ve even developed a series of Podcasts entitled An Idiot’s Guide to Saving the World where each episode explores one of the Global goals and aims to present stories focused on who is affected and what the possible solutions are on a global scale. Each episode also aims to highlight what individuals can do. You can find the podcasts linked here.
Local Action
The Government of Canada chose to undertake a Voluntary National Review of the SDGs in 2023, which highlights the domestic and international progress towards the Goals. The full report can be found here.
An more hyper-local example is Living in Niagara, which offers a platform through Niagara Connects to unite people in the Niagara Region to plan, learn, and lead community action by collaborating to build evidence-informed action plans on social, economic, and environmental change for a stronger future.
People Action
Sustainability at Brock has an online SDG toolbox that was created by university students for the university community. This toolbox showcases information about the SDGs and how they are being addressed here at Brock and locally in Niagara, as well as globally.
There are different training opportunities available to not only post-secondary students but those in the general public as well. For example, in Fall 2019, Brock University offered a full training day focused on the SDG’s that you can learn more about it below:
Brock University SDG Training Day 2019
Why do organizations participate in sustainability rankings/ratings?
Many organizations, including post-secondary institutions, have recognized the importance of beginning to measure their success in delivering on the SDGs. Sustainability ratings are scores that are generated, typically by a third company, based on an organization’s sustainability efforts.
There are many benefits to sustainability ratings, such as the fact that they hold organizations accountable for their environmental impacts and encourage them to strive to do better and reduce their negative impacts on the planet. Sustainability ratings can also help identify areas that require improved sustainability efforts which help organizations set goals and targets for future years. You will learn more about these benefits and themes later in the course, in the Monitoring and Evaluation module.
There are also challenges when it comes to sustainability ratings. There are many different methods and types of sustainability trackers, so there is not yet a standardized system which means results are diverse and it may be difficult to compare from one system to another. Because organizations submit information for rating systems themselves, there is a risk that not all information is being fully disclosed which can affect the validity of ratings and threaten credibility. Luckily, these systems are continuing to evolve and support transparency.
Times Higher Education Impact Ranking (THE Impact Rankings) is a global ranking that captures universities’ success in addressing all 17 SDGs. The third edition of THE Impact Rankings, which was published in April 2021, included more than 1,200 institutions from 98 countries and regions. Brock University has recently submitted for fourth edition of THE Impact Rankings and will receive the results in April 2022.
|
pressbooks
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2025-03-22T05:09:21.670766
|
12-18-2024
|
{
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"url": "https://ecampusontario.pressbooks.pub/bscmodule1/chapter/the-sdgs-communicating-measuring-success/",
"book_url": "https://ecampusontario.pressbooks.pub/bscmodule1/front-matter/introduction/",
"title": "Building Sustainable Communities: The Impact of Engagement",
"author": "Ryan Plummer, Amanda Smits, Samantha Witkowski, Bridget McGlynn, Derek Armitage, Ella-Kari Muhl, Jodi Johnston",
"institution": "Brock University",
"subject": "Sustainability, Social impact of environmental issues"
}
|
https://ecampusontario.pressbooks.pub/bscmodule1/chapter/lesson-1-key-takeaways/
|
Key Takeaways & Reflection
Key Takeaways
You should now have a better understanding of…
- how to define and critically assess the key course concepts of sustainable communities and the principles required for sustainable community planning
- the United Nation’s Sustainable Development Goals (SDGs) with a more specific understanding of Goal 11: Sustainable Cities and Communities
- how you might go about measuring a community (town, city, organizations) success against the SDGs
Reflection
After reviewing this first lesson take a moment to reflect and think about the community you live in. Do you recognize any of the principles of the Integrated Community Sustainability Planning processes you were introduced to within this lesson (engagement and education, collaboration, etc.) being implemented in your own community? If you do not recognize any of these principles being implemented in the planning process you may want to consider looking at your town or cities organizational strategic plan to gain a better understanding of future plans for the community.
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pressbooks
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2025-03-22T05:09:21.680655
|
12-18-2024
|
{
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"url": "https://ecampusontario.pressbooks.pub/bscmodule1/chapter/lesson-1-key-takeaways/",
"book_url": "https://ecampusontario.pressbooks.pub/bscmodule1/front-matter/introduction/",
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"author": "Ryan Plummer, Amanda Smits, Samantha Witkowski, Bridget McGlynn, Derek Armitage, Ella-Kari Muhl, Jodi Johnston",
"institution": "Brock University",
"subject": "Sustainability, Social impact of environmental issues"
}
|
https://ecampusontario.pressbooks.pub/bscmodule1/chapter/lesson-2-what-is-community-engagement/
|
Lesson 2: What is community engagement?
Key topics and considerations in this lesson include:
- an introduction to community engagement and the history of community engagement
- an overview of the International Association for Public Participation (IAP2) community engagement spectrum
- an introduction to the key principles of community engagement with specific examples of these principles in action
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pressbooks
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2025-03-22T05:09:21.689955
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12-18-2024
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{
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"book_url": "https://ecampusontario.pressbooks.pub/bscmodule1/front-matter/introduction/",
"title": "Building Sustainable Communities: The Impact of Engagement",
"author": "Ryan Plummer, Amanda Smits, Samantha Witkowski, Bridget McGlynn, Derek Armitage, Ella-Kari Muhl, Jodi Johnston",
"institution": "Brock University",
"subject": "Sustainability, Social impact of environmental issues"
}
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https://ecampusontario.pressbooks.pub/bscmodule1/chapter/community-engagement-defined/
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What is Community Engagement?
It is important to begin by gaining clarity on what we mean by “community” and “engagement.” Defining these terms is complex and often dependent on the context and the people involved.
From this, we may say that to community engagement is to involve, interact, or work actively with a group of people with a set of common characteristics, interests, or history, and/or people living together in a particular area. However, similar to the concept of a sustainable community, the term ’engagement’ can have different definitions depending on the sector/discipline, service, or communities with whom you are engaging.
Community engagement according to the Centre for Disease Control
For example, the Center for Disease Control’s public health agencies focus on promoting health and well-being. They define community engagement as…
“the process of working collaboratively with and through groups of people affiliated by geographic proximity, special interest, or similar situations to address issues affecting the well-being of those people. It is a powerful vehicle for bringing about environmental and behavioral changes that will improve the health of the community and its members. It often involves partnerships and coalitions that help mobilize resources and influence systems, change relationships among partners, and serve as catalysts for changing policies, programs, and practices” (Centers for Disease Control and Prevention [CDC], 1997, p. 9).
Community engagement according to the Carnegie Foundation for the Advancement of Teaching
The Carnegie Foundation for the Advancement of Teaching, a philanthropic organization devoted educational initiatives, defines “community engagement” through the lens of higher education with an emphasis on exchanging knowledge and developing educated, engaged citizens. They define community engagement as…
“collaboration between institutions of higher education and their larger communities (local, regional/state, national, global) for the mutually beneficial exchange of knowledge and resources in a context of partnership and reciprocity” (2020, p. 1).
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"url": "https://ecampusontario.pressbooks.pub/bscmodule1/chapter/community-engagement-defined/",
"book_url": "https://ecampusontario.pressbooks.pub/bscmodule1/front-matter/introduction/",
"title": "Building Sustainable Communities: The Impact of Engagement",
"author": "Ryan Plummer, Amanda Smits, Samantha Witkowski, Bridget McGlynn, Derek Armitage, Ella-Kari Muhl, Jodi Johnston",
"institution": "Brock University",
"subject": "Sustainability, Social impact of environmental issues"
}
|
https://ecampusontario.pressbooks.pub/bscmodule1/chapter/what-is-community-engagement/
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History of Community Engagement
Engagement has occurred throughout history, long before the term ‘community engagement’ existed. The concept became widely popular in the 1960s-1970s, during the civic engagement movement, when individuals were encouraged to actively engage with their communities and promote democracy by expanding citizen participation in problem solving and broadening access to social and political capital. Whereas decision making, and “solving” societal issues had previously been understood as a government responsibility, it became more common for government to interact with the public in terms of informing and even consulting with community members on issues that affect them. This led to more demands for government, higher education, health systems, and others to engage.
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2025-03-22T05:09:21.713093
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12-18-2024
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"book_url": "https://ecampusontario.pressbooks.pub/bscmodule1/front-matter/introduction/",
"title": "Building Sustainable Communities: The Impact of Engagement",
"author": "Ryan Plummer, Amanda Smits, Samantha Witkowski, Bridget McGlynn, Derek Armitage, Ella-Kari Muhl, Jodi Johnston",
"institution": "Brock University",
"subject": "Sustainability, Social impact of environmental issues"
}
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https://ecampusontario.pressbooks.pub/bscmodule1/chapter/spectrum-of-participation-in-community-engagement/
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Spectrum of Participation in Community Engagement
Community engagement can take many different forms and is often depicted as a continuum. This ranges from low-level engagement strategies, such as consultation, to high-level strategies such as community empowerment.
The IAP2 Public Participation Spectrum, developed in the late 1990s, with updates by IAP2 Australasia in 2014, is one of the most utilized and applied of international public participation models to describe the level of citizens’ involvement in decision-making processes. It explains the different levels of engagement that organizations can engage their communities, with the furthest right of the spectrum highlighting the greater community influence on decision making. It is important to note that each level of participation in community engagement serves a purpose. It is not always ‘better’ or appropriate to have more participation in community engagement, as this is dependent on the overall goals and resources a project may have available.
Supplementary Reading
This website provides a review of 60 international public participation models.
Here is a link to Andrew Furco’s article “Service-Learning: A Balanced Approach to Experiential Education,” in Expanding Boundaries: Serving and Learning (Washington DC: Corporation for National Service, 1996).
Read Principles of Community Engagement by the Clinical and Translational Science Awards Consortium
Community Engagement Key Function Committee Task Force on the Principles of Community Engagement.
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2025-03-22T05:09:21.724299
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12-18-2024
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"book_url": "https://ecampusontario.pressbooks.pub/bscmodule1/front-matter/introduction/",
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"author": "Ryan Plummer, Amanda Smits, Samantha Witkowski, Bridget McGlynn, Derek Armitage, Ella-Kari Muhl, Jodi Johnston",
"institution": "Brock University",
"subject": "Sustainability, Social impact of environmental issues"
}
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https://ecampusontario.pressbooks.pub/bscmodule1/chapter/key-principles-of-community-engagement/
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Key Principles of Community Engagement
Regardless of the type of community engagement, there are some overarching principles which guide community engagement. These principles were developed by the University of Michigan to be broad and expansive enough to cover a wide range of engagement activities and practice. The principle of recognition is related to the expertise and knowledge existing within a community. The principle of respect values individuals, communities, and their resources. Finally, the principle of equitable partnership focuses on reciprocal relationships, transparency, and accountability.
Click on the “+” icon over each principle to learn more.
Source: Engaged Michigan. “Principles and Values.” University of Michigan. https://engaged.umich.edu/about/principles-and-values/
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2025-03-22T05:09:21.734477
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12-18-2024
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{
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"url": "https://ecampusontario.pressbooks.pub/bscmodule1/chapter/key-principles-of-community-engagement/",
"book_url": "https://ecampusontario.pressbooks.pub/bscmodule1/front-matter/introduction/",
"title": "Building Sustainable Communities: The Impact of Engagement",
"author": "Ryan Plummer, Amanda Smits, Samantha Witkowski, Bridget McGlynn, Derek Armitage, Ella-Kari Muhl, Jodi Johnston",
"institution": "Brock University",
"subject": "Sustainability, Social impact of environmental issues"
}
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https://ecampusontario.pressbooks.pub/bscmodule1/chapter/resources-for-further-learning/
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Key Principles in Action
Please watch the following TedTalk videos to learn more about the key principles of community engagement in action:
Want to help someone? Shut up and listen | Ernesto Sirolli | TED
This TedTalk titled “Want to help someone? Shut up and listen!” highlights the importance of understanding and researching a community before engagement begins. Doing this work will help prioritize what the community will get out of this experience, and can also help avoid failures, mistakes, or unintended harm. Listen while Ernesto Sirolli describes his experience working in Zambia, and think about how you might enact the principles of community engagement to avoid making similar mistakes in your own community engagement work.
Questions change everything in community engagement | Max Hardy | TEDxStKilda
This TedTalk titled “Questions change everything in community engagement”, discusses the importance of establishing a relationship and dialogue within the community to understand their needs, as well we regarding community knowledge as an asset. When we enter into a community with preconcieved solutions to problems, it may cause more harm than good. Listen to Max Hardy describe his community engagement experiences, and think about what questions you might ask your community when starting an engagement project.
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12-18-2024
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"title": "Building Sustainable Communities: The Impact of Engagement",
"author": "Ryan Plummer, Amanda Smits, Samantha Witkowski, Bridget McGlynn, Derek Armitage, Ella-Kari Muhl, Jodi Johnston",
"institution": "Brock University",
"subject": "Sustainability, Social impact of environmental issues"
}
|
https://ecampusontario.pressbooks.pub/bscmodule1/chapter/key-takeaways-reflection/
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Key Takeaways & Reflection
Key Takeaways
You should now have a better understanding of…
- what community engagement is and the history of community engagement
- the International Association for Public Participation (IAP2) community engagement spectrum
- the key principles of community engagement how these principles are specific examples of these principles in action
Reflection
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2025-03-22T05:09:21.754689
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12-18-2024
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"book_url": "https://ecampusontario.pressbooks.pub/bscmodule1/front-matter/introduction/",
"title": "Building Sustainable Communities: The Impact of Engagement",
"author": "Ryan Plummer, Amanda Smits, Samantha Witkowski, Bridget McGlynn, Derek Armitage, Ella-Kari Muhl, Jodi Johnston",
"institution": "Brock University",
"subject": "Sustainability, Social impact of environmental issues"
}
|
https://ecampusontario.pressbooks.pub/bscmodule1/chapter/lesson-3-who-is-involved-with-community-engagement/
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Lesson 3: Who is involved with community engagement?
Key topics and considerations in this lesson include:
- an introduction to the difference between stakeholders and rights holders within a Canadian context
- an overview of key considerations for respectful engagement
- gaining and understanding of inherent bias and how both our identity and positionality can impact engagement work that we undertake within the community
- an introduction applying a decolonization when undertaking community engaged research
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pressbooks
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2025-03-22T05:09:21.763912
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12-18-2024
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"book_url": "https://ecampusontario.pressbooks.pub/bscmodule1/front-matter/introduction/",
"title": "Building Sustainable Communities: The Impact of Engagement",
"author": "Ryan Plummer, Amanda Smits, Samantha Witkowski, Bridget McGlynn, Derek Armitage, Ella-Kari Muhl, Jodi Johnston",
"institution": "Brock University",
"subject": "Sustainability, Social impact of environmental issues"
}
|
https://ecampusontario.pressbooks.pub/bscmodule1/chapter/community-engagement-from-what-to-who/
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Community Engagement: From What to Who?
Community engagement involves a strategic process with the specific purpose of working with identified groups of people to identify and address issues affecting their well-being. Inclusivity, diversity, and local knowledge in collaboration to solve real-world problems and improve society is central to engagement.
Successful community engagement means paying close attention to:
- Who is involved – e.g., which stakeholders and rights holders?
- Regulatory requirements – is engagement required by legislation or is it voluntary?
- Individual choice and agency – do people want to be engaged?
- Opportunity – not everyone has equal opportunity or access.
- Barriers – what are barriers to engagement?
Reflecting on who is engaged will enhance procedural equity in ways that better capture the interests and influence of different groups, provide an entry point to understand potential conflicts or risks, and identify opportunities to build relationships among individuals and groups based on shared interests.
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2025-03-22T05:09:21.774361
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12-18-2024
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"url": "https://ecampusontario.pressbooks.pub/bscmodule1/chapter/community-engagement-from-what-to-who/",
"book_url": "https://ecampusontario.pressbooks.pub/bscmodule1/front-matter/introduction/",
"title": "Building Sustainable Communities: The Impact of Engagement",
"author": "Ryan Plummer, Amanda Smits, Samantha Witkowski, Bridget McGlynn, Derek Armitage, Ella-Kari Muhl, Jodi Johnston",
"institution": "Brock University",
"subject": "Sustainability, Social impact of environmental issues"
}
|
https://ecampusontario.pressbooks.pub/bscmodule1/chapter/stakeholders-vs-rights-holders-in-canada/
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Stakeholders vs. Rights Holders in Canada
What is a stakeholder?
Stakeholder refers to an individual or group that derives benefits from the use of resources, is concerned about a particular issue and/or holds legal or de facto rights to manage or make decisions. Key stakeholders often include a mix of user groups (e.g., harvesters, industry, tourism operators), government organizations (at different levels – national, provincial, local) (e.g., Department of Fisheries and Oceans), and civil society organizations (e.g., non-governmental organizations).
Rights holders are not ‘just’ stakeholders to engage. In Canada, Indigenous peoples have constitutionally protected rights and there is a ‘duty to consult’ Indigenous peoples in Canada (e.g., in resource development projects).
What is ‘duty to consult’?
The
duty to consult emerges from the recognition and affirmation of Indigenous and treaty rights in section 35(1) of the
Constitution Act, 1982. The Government of Canada has a duty to consult, and where appropriate, accommodate Indigenous groups when it considers conduct that might adversely impact potential or established Aboriginal or treaty rights. The requirement applies to the federal, provincial and territorial governments. The duty to consult needs to be integrated into the environmental assessment and regulatory review processes. The duty to consult has been affirmed and clarified by various Supreme Court of Canada rulings, such the Haida case (2004) and the Beckman v. Little Salmon/Carmacks case (2010).
Why engagement is different to duty to consult:
Different understandings among Indigenous communities and dissatisfaction with consultation, has often led to court challenges of project decisions. For example, recently, the Federal Court of Appeal overturned the federal government’s approval of the Trans Mountain pipeline project in 2018, attracting the attention of politicians, media and the public.
Stakeholder and Rights Holder Groups
There are diverse stakeholders and rights holders that should be considered. Both stakeholders and rights holders can also be considered at different scales (e.g., local, national).
Click on the “+” icon to see examples of stakeholder and rights holders subgroups (Adapted from Mazur et al., 2006).
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2025-03-22T05:09:21.787228
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12-18-2024
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"subject": "Sustainability, Social impact of environmental issues"
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|
https://ecampusontario.pressbooks.pub/bscmodule1/chapter/inherent-biases/
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Respectful Engagement
Respectful engagement with diverse stakeholders and rights holders is multi-dimensional and includes a need to:
- Understand the meaning of ‘duty to consult’
- Consider inherent biases
- Reflect on the importance of identity and positionality
Inherent Bias
Inherent bias are assumptions that skew viewpoints of a subject. Inherent biases are often unconscious and operate outside of our awareness, affect our behavior, and they can be in direct contradiction our espoused beliefs and values. Bias emerges from and is related to our own identity and positionality and how we engage with the world; it is important to consider identity and positionality when engaging with rights holders and stakeholders as it influences who benefits and why?
Examples of bias may include:
- Bias in clinical assessments, compromising health goals of patients (e.g., different pain levels along perceived genders
- Bias in who is overseeing development projects and its purpose
- Bias from economic incentives a person/group may receive for completing a project
Identity & Positionality
Identity refers to how people perceive themselves as and the behaviours, values, norms and subsequent actions people take in a given decision-making context.
Positionality refers to how people perceive their identity (values, behaviours, norms and actions) in relation to other people in a broader societal context.
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"institution": "Brock University",
"subject": "Sustainability, Social impact of environmental issues"
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|
https://ecampusontario.pressbooks.pub/bscmodule1/chapter/respectful-engagement/
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Engaging with Diverse Communities
Here we learn from Lowine Hill, University of Waterloo and Madu Galappaththi, University of Waterloo on respectful engagement.
Explore the Social Identity Wheel
Engaging with positionality and identity requires engaging with your own identity and positionality. To help understand who is involved in community engagement, it is useful to consider the following questions:
- Identities you think about most often;
- Identities you think least about;
- Your own identities you would like to learn more about; and
- Identities that have the strongest effect on how you see yourself as a person.
Download a copy of the Social Identity Wheel
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pressbooks
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2025-03-22T05:09:21.809542
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12-18-2024
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{
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"book_url": "https://ecampusontario.pressbooks.pub/bscmodule1/front-matter/introduction/",
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"institution": "Brock University",
"subject": "Sustainability, Social impact of environmental issues"
}
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https://ecampusontario.pressbooks.pub/bscmodule1/chapter/the-importance-of-identity-positionality/
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Decolonizing Engagement
Respectful engagement must be ‘decolonized’. Decolonization is an ongoing and refers to Indigenous peoples self-determination over their land/cultures. In sustainability contexts, the values and interests of rights holders must not be superceded by other stakeholders (i.e., inherent rights have existed before Canada was created and before the Canadian state could “grant rights”).
Please see the video below by Dr Derek Kornelsen on decolonizing engagement to better understand the significance of these themes.
Dr. Derek Kornelsen discusses Decolonizing Community Engagement
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2025-03-22T05:09:21.819734
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{
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"book_url": "https://ecampusontario.pressbooks.pub/bscmodule1/front-matter/introduction/",
"title": "Building Sustainable Communities: The Impact of Engagement",
"author": "Ryan Plummer, Amanda Smits, Samantha Witkowski, Bridget McGlynn, Derek Armitage, Ella-Kari Muhl, Jodi Johnston",
"institution": "Brock University",
"subject": "Sustainability, Social impact of environmental issues"
}
|
https://ecampusontario.pressbooks.pub/bscmodule1/chapter/putting-ideas-into-practice/
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License
Building Sustainable Communities: The Impact of Engagement Copyright © 2022 by Ryan Plummer; Amanda Smits; Samantha Witkowski; Bridget McGlynn; Derek Armitage; Ella-Kari Muhl; and Jodi Johnston is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
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pressbooks
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2025-03-22T05:09:21.830139
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12-18-2024
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{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/bscmodule1/chapter/putting-ideas-into-practice/",
"book_url": "https://ecampusontario.pressbooks.pub/bscmodule1/front-matter/introduction/",
"title": "Building Sustainable Communities: The Impact of Engagement",
"author": "Ryan Plummer, Amanda Smits, Samantha Witkowski, Bridget McGlynn, Derek Armitage, Ella-Kari Muhl, Jodi Johnston",
"institution": "Brock University",
"subject": "Sustainability, Social impact of environmental issues"
}
|
https://ecampusontario.pressbooks.pub/bscmodule1/chapter/key-takeaways-and-reflection/
|
Key Takeaways and Reflection
Key Takeaways
You should now have a better understanding of…
- the difference between stakeholders and rights holders within a Canadian context
- key considerations for respectful engagement
- inherent bias and how both our identity and positionality can impact engagement work that we undertake within the community
- how to apply a decolonization lens when undertaking community engaged research
Reflection
After reviewing this lesson please take a moment to reflect and think about research you are currently undertaking or my have undertaken previously. Now think about think about your own positionality and identity, you can look back at the social identity wheel, if that’s helpful. How may your own positionality and identity impacted the research question you set out to answer? Do you think inherent bias may have impacted your research question?
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pressbooks
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2025-03-22T05:09:21.839786
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12-18-2024
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{
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"url": "https://ecampusontario.pressbooks.pub/bscmodule1/chapter/key-takeaways-and-reflection/",
"book_url": "https://ecampusontario.pressbooks.pub/bscmodule1/front-matter/introduction/",
"title": "Building Sustainable Communities: The Impact of Engagement",
"author": "Ryan Plummer, Amanda Smits, Samantha Witkowski, Bridget McGlynn, Derek Armitage, Ella-Kari Muhl, Jodi Johnston",
"institution": "Brock University",
"subject": "Sustainability, Social impact of environmental issues"
}
|
https://ecampusontario.pressbooks.pub/bscmodule1/chapter/lesson-4-why-is-engaging-with-communities-important-for-building-sustainable-communities/
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Lesson 4: Why is engaging with communities important for building sustainable communities?
Key topics and considerations in this lesson include:
- an introduction to key terminology including sustainability, contemporary problem domain, and wicked problems
- an overview of the opportunities and challenges related to community engagement
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2025-03-22T05:09:21.848983
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12-18-2024
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"url": "https://ecampusontario.pressbooks.pub/bscmodule1/chapter/lesson-4-why-is-engaging-with-communities-important-for-building-sustainable-communities/",
"book_url": "https://ecampusontario.pressbooks.pub/bscmodule1/front-matter/introduction/",
"title": "Building Sustainable Communities: The Impact of Engagement",
"author": "Ryan Plummer, Amanda Smits, Samantha Witkowski, Bridget McGlynn, Derek Armitage, Ella-Kari Muhl, Jodi Johnston",
"institution": "Brock University",
"subject": "Sustainability, Social impact of environmental issues"
}
|
https://ecampusontario.pressbooks.pub/bscmodule1/chapter/sustainability-2/
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Sustainability
Sustainability is a frequently employed term and has many different meanings. Here, it is used to encompass the classical ideas of meeting the needs of present and future generation needs as well as the consideration of three-fold inter-related imperatives (environment, social, economic). It is also understood “…as a process, instead of an end product, a dynamic process that requires adaptive capacity for societies to deal with change” (Berkes et al., 2003, p. 2).
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pressbooks
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2025-03-22T05:09:21.857836
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12-18-2024
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"url": "https://ecampusontario.pressbooks.pub/bscmodule1/chapter/sustainability-2/",
"book_url": "https://ecampusontario.pressbooks.pub/bscmodule1/front-matter/introduction/",
"title": "Building Sustainable Communities: The Impact of Engagement",
"author": "Ryan Plummer, Amanda Smits, Samantha Witkowski, Bridget McGlynn, Derek Armitage, Ella-Kari Muhl, Jodi Johnston",
"institution": "Brock University",
"subject": "Sustainability, Social impact of environmental issues"
}
|
https://ecampusontario.pressbooks.pub/bscmodule1/chapter/contemporary-problem-domain/
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Contemporary Problem Domain
This lesson opens with the question:
Why is engaging with communities important for building sustainable communities?
Throughout the course, we focus on the contemporary problem domain. We use the term problem domain to frame the circumstances constituting the challenge as well as sphere of analysis germane to its solution. In line with the previous lesson on how community engagement has evolved, we concentrate on the contemporary situation in which community engagement can positively impact progress towards sustainability.
Circumstances characterizing the contemporary problem domain
Circumstances characterizing the contemporary problem domain are many. We concentrate on three characteristics that are particularly salient in framing our course on building sustainable communities.
1. Nature evolving (complex, uncertainty, change)
First, the contemporary problem domain is informed by a nature evolving perspective. This view, put forth by Gunderson and Holling (2002), stresses that, as opposed to continuous developing in predictable ways, system are dynamic and often behave in unpredictable or abrupt ways. Complexity, uncertainty and change are key characteristics of this problem domain.
2. Social-ecological systems
Second, is the inter-connections of social and ecological systems. Whereas social and ecological systems have historically been treated discreetly (and still usually are), a compelling case has been put forth by Berkes and Folke (1998) that they ought to be considered together. They introduce the construct of social-ecological systems (SES) to signal the importance of this linkage. B. L. Cherkasskii first defined a social-ecological system as a system:
“… consisting of two interacting subsystems: the biological (epidemiological ecosystem) and the social (social and economic conditions of life of the society) subsystems where the biological subsystem plays the role of the governed object and the social acts as the internal regulator of these interactions” (Cherkasskii 1988, p. 321).
3. Pluralism
Third, is plurality of perspectives, unique ways of knowing, and diversity of values. These differences often lead to contestation and manifest in conflicts.
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pressbooks
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https://ecampusontario.pressbooks.pub/bscmodule1/chapter/wicked-problems/
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Wicked Problems
These characteristics often manifest in challenges in which resolution or solutions are particularly difficult, and perhaps sometimes even impossible. Rittel and Webber (1973) descriptively labelled such problems as being ‘wicked’ because they involve scientific uncertainties, interdependencies, deep-seated conflicting positions and ongoing change (e.g., Rittel & Webber, 1973; Lazarus, 2009; Balint et al., 2011).
Characteristics of wicked problems (Rittel & Webber, 1973)
1. There is no definitive formulation of a wicked problem.
2. Wicked problems have no stopping rule.
3. Solutions to wicked problems are not true-or-false, but good-or-bad.
4. There is no immediate and no ultimate test of a solution to a wicked problem.
5. Every solution to a wicked problem is a “one-shot operation” because there is no opportunity to learn by trial-and-error, every attempt counts significantly.
6. Wicked problems do not have an enumerable (or an exhaustively describable) set of potential solutions, nor is there a well-described set of permissible operations that may be incorporated into the plan.
7. Every wicked problem is essentially unique.
8. Every wicked problem can be considered to be a symptom of another problem.
9. The existence of a discrepancy representing a wicked problem can be explained in numerous ways; the choice of explanation determines the nature of the problem’s resolution.
10. The planner has no right to be wrong.
Super wicked problems
More recently, attention has been directed to problems which are ‘super wicked’. This class of problem has the features of ‘wicked problems’ as well as additional exacerbating features – time is consequential, institutional mechanisms for resolution are absent, and those seeking to resolve it are also the cause (Lazarus, 2009).
Let’s consider why climate change is a super wicked problem through some real-world examples outlined below:
Record greenhouse gas concentrations and accumulated heat have propelled the planet into uncharted territory, with far-reaching repercussions for current and future generations.
Extreme events are becoming the new norm: WMO #StateofClimate 2021#COP26 pic.twitter.com/y8KiuUq1rd— World Meteorological Organization (@WMO) October 31, 2021
"You have to begin with something people already agree on." As leaders arrive for #COP26, climate scientists say countries haven't yet done enough to save the planet. UN Champion of the Earth @KHayhoe is still hopeful https://t.co/T7wahmtXPO
— BBC World Service (@bbcworldservice) November 1, 2021
Climate change is a super wicked problem because its causes are multiple and complex, its impacts are uncertain and interrelated, and potential solutions to climate change are unknown or may cause further problems. Climate change is propelling the planet into unchartered territory, and is impacts people in multiple different ways every day. What thoughts or emotions do these media clippings raise for you?
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|
https://ecampusontario.pressbooks.pub/bscmodule1/chapter/engaging-community-actors/
|
Engaging Community Actors: Opportunities & Challenges
With the rise in deepening and expanding public engagement globally, the importance of community engagement has become pivotal for well-functioning, twenty-first century democracies. Constructive relationships between communities and the institutions of government make community engagement not only desirable, but necessary and viable as it is likely to lead to more equitable, sustainable public decisions and improve the liveability of local communities. This is why community engagement is important for individuals, public organizations, and governments alike.
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https://ecampusontario.pressbooks.pub/bscmodule1/chapter/key-takeaways-and-reflection-2/
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Key Takeaways and Reflection
Key Takeaways
You should now have a better understanding of…
- key terminology including sustainability, contemporary problem domain, and wicked problems
- the opportunities and challenges that arise when undertaking community engagement work
Reflection
After reviewing this lesson please take a moment to reflect and think about the question that was posed at the start of the lesson: Why is engaging with communities important for building sustainable communities?
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https://ecampusontario.pressbooks.pub/bscmodule1/chapter/407/
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Module 1 Reflection and Assessment
License
Building Sustainable Communities: The Impact of Engagement Copyright © 2022 by Ryan Plummer; Amanda Smits; Samantha Witkowski; Bridget McGlynn; Derek Armitage; Ella-Kari Muhl; and Jodi Johnston is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
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2025-03-22T05:09:21.914634
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12-18-2024
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https://ecampusontario.pressbooks.pub/bscmodule1/chapter/module-1-learning-check/
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Module 1 Learning Check
Learning Check
After reviewing each of the lessons in this module, you should now be able to:
- Define and critically assess the key course concepts of sustainable communities and community engagement.
- Communicate how community engagement has evolved over time.
- Explain why engaging actors is essential to navigating current challenges confronting communities.
- Describe different ways to respectfully engage with the community actors for research purposes that benefit the community as a whole and identify various actors to engage within the decision-making process.
- Explain why actively consulting Indigenous communities is essential to navigating challenges, and describe the process for actively consulting Indigenous communities.
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https://ecampusontario.pressbooks.pub/bscmodule1/chapter/module-1-key-takeaways/
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Module 1 Key Takeaways
Key Takeaways
-
There are many definitions and interpretations of a sustainable community, often due to different worldviews.
-
Participation in community engagement exists along a spectrum.
-
It is important to decolonize engagement practices and promote Indigenous methodologies for engagement.
-
There are respectful and law-biding considerations we must be aware of when engaging with different communities.
-
We need to engage with communities to navigate contemporary issues.
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https://ecampusontario.pressbooks.pub/bscmodule1/chapter/resources-for-further-learning-2/
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Resources For Further Learning
Decolonization Is for Everyone | Nikki Sanchez | TEDxSFU
Supplementary reading
Read Working in Good Ways: A framework and resources for Indigenous community engagement, a framework developed by the University of Manitoba in consultation with community partners.
Read Bringing the Sustainable Development Goals to life through stories, by David Obura in Current Conversations 2021, 15.2.
Explore the United Nations’ Sustainable Development Goals and how the SDGs are being applied at Brock University.
Here is the link to an additional open access textbook by the Environmental Sustainability Research Centre at Brock University: Environmental Sustainability in Practice.
Academic journal articles:
Szetey, K., E. A. Moallemi, E. Ashton, M. Butcher, B. Sprunt, and B. A. Bryan. 2021. Participatory planning for local sustainability guided by the Sustainable Development Goals. Ecology and Society 26(3):16.
https://doi.org/10.5751/ES-12566-260316
Kawa, N. C., Arceño, M. A., Goeckner, R., Hunter, C. E., Rhue, S. J., Scaggs, S. A., … & Moritz, M. 2021. Training wicked scientists for a world of wicked problems. Humanities and Social Sciences Communications, 8(1), 1-4. 189. https://doi.org/10.1057/s41599-021-00871-1
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12-18-2024
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https://ecampusontario.pressbooks.pub/bscmodule1/chapter/module-1-assessment/
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Primary Navigation
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Book Contents Navigation
Course Introduction
Acknowledgements
The Teaching Team
Module 1 Introduction
Learning Objectives
Lesson 1: What is a Sustainable Community?
What is a Sustainable Community?
Achieving a Sustainable Community
The United Nations’ Sustainable Development Goals
Goal 11: Sustainable Cities and Communities
Components of a Sustainable Community
The SDGs: Communicating & Measuring Success
Key Takeaways & Reflection
Lesson 2: What is Community Engagement?
What is Community Engagement?
History of Community Engagement
Spectrum of Participation in Community Engagement
Key Principles of Community Engagement
Key Principles in Action
Lesson 3: Who is Involved with Community Engagement?
Community Engagement: From What to Who?
Stakeholders vs. Rights Holders in Canada
Respectful Engagement
Engaging with Diverse Communities
Decolonizing Engagement
Putting Ideas Into Practice
Key Takeaways and Reflection
Lesson 4: Why is Engaging with Communities Important for Building Sustainable Communities?
Sustainability
Contemporary Problem Domain
Wicked Problems
Engaging Community Actors: Opportunities & Challenges
Module 1 Reflection and Assessment
Module 1 Learning Check
Module 1 Key Takeaways
Resources For Further Learning
Module 1 Assessment
Module 1 Reflection
References
Previous/next navigation
Building Sustainable Communities: The Impact of Engagement Copyright © 2022 by Ryan Plummer; Amanda Smits; Samantha Witkowski; Bridget McGlynn; Derek Armitage; Ella-Kari Muhl; and Jodi Johnston is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
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"subject": "Sustainability, Social impact of environmental issues"
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|
https://ecampusontario.pressbooks.pub/bscmodule1/chapter/module-1-reflection/
|
License
Building Sustainable Communities: The Impact of Engagement Copyright © 2022 by Ryan Plummer; Amanda Smits; Samantha Witkowski; Bridget McGlynn; Derek Armitage; Ella-Kari Muhl; and Jodi Johnston is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
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2025-03-22T05:09:21.977905
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12-18-2024
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https://ecampusontario.pressbooks.pub/bukolajournal/chapter/reflection/
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Reflection
Bukola's Nursing Portfolio
REFLECTIONS
Looking back on my clinical at Lakeridge Hospital and my consolidation at the Nephrology unit of Humber River Hospital had truly shaped my nursing abilities and professional development while influencing how I view patient care.
Whilst training at Lakeridge Hospital as a student nurse was crucial for my growth, the supportive and lively atmosphere there made it a rewarding experience for me to learn and grow as a caregiver of patients with conditions. I can tailor my care methods and incorporate cultural sensitivity to the range of patients I encounter during my practice. This ensured that every patient received respectful care regardless of their background.
I also discovered the significance of working across departments and specialties in healthcare settings with doctors and therapists to enhance patient care outcomes through effective communication and teamwork.
My experience, at Lakeridge has honed my ability to manage my time effectively and prioritize tasks accordingly. Initially juggling patient care alongside paperwork and various other duties in a paced setting was quite a challenge for me. However, I was able to develop strategies to keep myself organized and maintain my focus. This growth, in my skills has proven valuable as I moved on to take on demanding roles during the following phase of consolidating my knowledge and skills.
Dealing with an Urgent Scenario, in Medical-Surgical Nursing;
During one of my shifts, at Lakeridge Hospital in the unit, I came across a patient whose health took a sudden turn for the worse due to an unforeseen complication after surgery. The patient started experiencing breathing difficulties that called for attention. I quickly informed the nurse. I helped with providing oxygen keeping an eye on vital signs and getting ready, for emergency protocols. This experience underscored the value of staying composed during situations taking action and communicating efficiently with the medical staff. It was a moment that showed how working together is important and boosted my confidence, in handling situations.
My consolidation at the Nephrology unit of Humber River Hospital allowed me to delve into the realm of nursing with a focus on care and the intricacies linked to chronic kidney disease. I honed my skills in areas including dialysis management and monitoring balance, among others. Acquiring these abilities not only broadened my professional horizons but also strengthened my problem-solving skills by requiring me to foresee potential challenges and address patient’s requirements adeptly.
Working in the field of nephrology highlighted the significance of education and support for me well. I encountered individuals contending with treatment routines and adjustments to their way of life. During this time I acquired the skill to convey information in a compassionate manner discuss dialysis processes and suggest self-care techniques. This approach not only enhanced patients’ comprehension but encouraged them to participate actively in their well being resulted in improved compliance and ultimately better results, in their health journey.
One of the most fulfilling parts of this position was dealing with the side of patient care, in nephrology, which often deals with patients facing serious health issues and high levels of reliance on others for support and treatment guidance. Helping patients and their families navigate discussions and treatment strategies challenged my strength and showed me the significance of empathy and caring support. I learned that offering assistance and being there for patients is just as vital, as carrying out procedures.
Helping a patient undergoing dialysis cope, with feelings of anxiety;
During my consolidation in the Nephrology department at Humber River Hospital, I had the chance to assist a patient who had just been diagnosed with kidney disease and was starting dialysis treatment at the time. The patient seemed nervous. Stressed about the procedure sharing worries, about possible complications and how it might affect their daily life. I took some time to sit down with them before the treatment going through each step carefully listening to their fears and providing comfort and support. Listening and offering communication skills effectively reduced the patient’s anxiety levels in my experience, as a healthcare professional practitioner or caregiver of the patient or client referred to in this scenario or context outlined above after our interaction or meeting during which we engaged in conversational dialogue or exchange of information. Following our interaction or session which took place on an occasion or within a defined time as previously specified in the text above regarding the individual receiving care from practitioners such as doctors or nurses providing medical care expressed feelings of appreciation for the assistance received and shared that having someone to lead them through unfamiliar territory created feelings of comfort and relaxation for them. This particular instance further underscored the significance and value of educating patients about their health conditions and providing support to establish trust within the patient-provider relationship leading to enhanced outcomes for individuals, under care.
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2025-03-22T05:09:21.989093
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11-21-2024
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https://ecampusontario.pressbooks.pub/bukolajournal/chapter/reflection/#chapter-75-section-1
|
Reflection
Bukola's Nursing Portfolio
REFLECTIONS
Looking back on my clinical at Lakeridge Hospital and my consolidation at the Nephrology unit of Humber River Hospital had truly shaped my nursing abilities and professional development while influencing how I view patient care.
Whilst training at Lakeridge Hospital as a student nurse was crucial for my growth, the supportive and lively atmosphere there made it a rewarding experience for me to learn and grow as a caregiver of patients with conditions. I can tailor my care methods and incorporate cultural sensitivity to the range of patients I encounter during my practice. This ensured that every patient received respectful care regardless of their background.
I also discovered the significance of working across departments and specialties in healthcare settings with doctors and therapists to enhance patient care outcomes through effective communication and teamwork.
My experience, at Lakeridge has honed my ability to manage my time effectively and prioritize tasks accordingly. Initially juggling patient care alongside paperwork and various other duties in a paced setting was quite a challenge for me. However, I was able to develop strategies to keep myself organized and maintain my focus. This growth, in my skills has proven valuable as I moved on to take on demanding roles during the following phase of consolidating my knowledge and skills.
Dealing with an Urgent Scenario, in Medical-Surgical Nursing;
During one of my shifts, at Lakeridge Hospital in the unit, I came across a patient whose health took a sudden turn for the worse due to an unforeseen complication after surgery. The patient started experiencing breathing difficulties that called for attention. I quickly informed the nurse. I helped with providing oxygen keeping an eye on vital signs and getting ready, for emergency protocols. This experience underscored the value of staying composed during situations taking action and communicating efficiently with the medical staff. It was a moment that showed how working together is important and boosted my confidence, in handling situations.
My consolidation at the Nephrology unit of Humber River Hospital allowed me to delve into the realm of nursing with a focus on care and the intricacies linked to chronic kidney disease. I honed my skills in areas including dialysis management and monitoring balance, among others. Acquiring these abilities not only broadened my professional horizons but also strengthened my problem-solving skills by requiring me to foresee potential challenges and address patient’s requirements adeptly.
Working in the field of nephrology highlighted the significance of education and support for me well. I encountered individuals contending with treatment routines and adjustments to their way of life. During this time I acquired the skill to convey information in a compassionate manner discuss dialysis processes and suggest self-care techniques. This approach not only enhanced patients’ comprehension but encouraged them to participate actively in their well being resulted in improved compliance and ultimately better results, in their health journey.
One of the most fulfilling parts of this position was dealing with the side of patient care, in nephrology, which often deals with patients facing serious health issues and high levels of reliance on others for support and treatment guidance. Helping patients and their families navigate discussions and treatment strategies challenged my strength and showed me the significance of empathy and caring support. I learned that offering assistance and being there for patients is just as vital, as carrying out procedures.
Helping a patient undergoing dialysis cope, with feelings of anxiety;
During my consolidation in the Nephrology department at Humber River Hospital, I had the chance to assist a patient who had just been diagnosed with kidney disease and was starting dialysis treatment at the time. The patient seemed nervous. Stressed about the procedure sharing worries, about possible complications and how it might affect their daily life. I took some time to sit down with them before the treatment going through each step carefully listening to their fears and providing comfort and support. Listening and offering communication skills effectively reduced the patient’s anxiety levels in my experience, as a healthcare professional practitioner or caregiver of the patient or client referred to in this scenario or context outlined above after our interaction or meeting during which we engaged in conversational dialogue or exchange of information. Following our interaction or session which took place on an occasion or within a defined time as previously specified in the text above regarding the individual receiving care from practitioners such as doctors or nurses providing medical care expressed feelings of appreciation for the assistance received and shared that having someone to lead them through unfamiliar territory created feelings of comfort and relaxation for them. This particular instance further underscored the significance and value of educating patients about their health conditions and providing support to establish trust within the patient-provider relationship leading to enhanced outcomes for individuals, under care.
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2025-03-22T05:09:21.999354
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11-21-2024
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https://ecampusontario.pressbooks.pub/bukolajournal/chapter/smart-goals/
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SMART Goals
SMART GOALS
As my learning plan, I aim to further advance my professional development based on my Learning Plan achievements. To assess each goal and its outcomes, I am pleased to have been able to achieve these before the end of my consolidation period. Over a couple of months, I proficiently selected and administered IV solutions for over 95% of my patients without needing external references. My success rate for IV cannulation on the first attempt increased by nearly 20%, particularly in cases involving patients with challenging venous access. This accomplishment has elevated my clinical practice, bolstering my confidence and competence in IV therapy, ultimately resulting in improved patient interactions. As a result, I can provide more secure and adept IV care, leading to reduced patient anxiety and discomfort. Furthermore, collaborating with senior nurses and mentors has positively impacted teamwork within our healthcare facility.
Regarding my second learning goal, which focused on enhancing problem-solving skills, my analytical and critical thinking skills enable me to address complex clinical issues more efficiently and effectively, enhancing the overall efficiency and productivity of my nursing practice. My newfound problem-solving abilities allow me to confidently tackle clinical challenges, thereby enhancing patient outcomes. Moreover, the collaborative problem-solving environment I fostered with my peers has contributed to improved teamwork and communication within our workplace. It’s worth noting that I encountered no significant obstacles in reaching these objectives. Success was attainable through my meticulously planned learning approach, which encompassed coursework, practical experience, mentorship, and self-assessment. My unwavering commitment to these goals kept me on course, even in the face of setbacks and uncertainties.
Goal #1 – Enhancing IV Infusion Skills
One aspect of my nursing practice that has piqued my curiosity is IV infusion. While I am skilled in delivering IV drugs and fluids, I believe there is always room for development and growth. I aim to improve my knowledge of the various types of IV solutions, their indications, and contraindications.
Additionally, I’ve noticed an increase in patients with problematic venous access, and I would like to enhance my abilities in IV cannulation for such patients. Continuous education on the latest IV infusion studies, methods, and technology will benefit me as a professional and enhance patient care and outcomes at our institution.
- Specific
I would like to learn about the various types of IV solutions, their indications, and contraindications. In addition, I want to learn improved procedures for IV cannulation in patients with difficult venous access
- Measurable
By the end of this learning plan, I intend to become proficient in administering IV
solutions correctly for at least 95% of my patients without referencing external sources. Furthermore, I aim to increase my first-attempt IV cannulation success rate in patients with poor venous access by at least 20%.
- Achievable
I will enroll in an advanced IV therapy course offered by a recognized nursing
Association, e.g. CNO, and seek mentorship during my consolidation period from senior nurses in my facility who are known for their expertise in IV cannulation. - Relevant
Improving these skills is critical for enhancing patient outcomes, fostering teamwork, and addressing the numerous challenges in a healthcare setting. This will minimize complications related to IV therapy.
- Time Limit
I intend to finish the advanced IV therapy course within the next six months(December 2024 – May 2025). Following the training, I will spend two months practicing and developing my abilities with the help of a mentor. I want to attain the measurable targets I’ve established by the end of my consolidation period.
Goal #2 – Enhancing Problem-Solving Skills in Nursing Practice
Nurses need problem-solving skills to improve patient care, streamline healthcare processes, and solve problems quickly. I think I’m quite decent at problem-solving in nursing, but I know I need to keep learning in the ever-changing world of patient care. I want to increase my systematic, critical, and collaborative problem-solving in difficult clinical circumstances.
- Specific
When tackling clinical difficulties, I hope to master systematic problem-solving approaches, strengthen critical thinking abilities, and improve teamwork.
- Measurable
By the completion of my training, I should be able to solve at least 90% of clinical difficulties without the need for outside assistance, demonstrating a capacity to analyze, assess, and execute successful solutions.
- Achievable
I plan to attend problem-solving seminars, participate in scenario-based training, and get input from peers and mentors before the end of my second semester
- Relevant
Improving these skills is critical for enhancing patient outcomes, fostering teamwork, and addressing the numerous challenges in a healthcare setting.
- Time Limit
I want to go on a systematic learning path over the next couple of months till the end of my second semester period to attain the goals above.
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2025-03-22T05:09:22.013181
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11-21-2024
|
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"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
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"book_url": "https://ecampusontario.pressbooks.pub/bukolajournal/front-matter/an-intro-to-my-journey/",
"title": "Bukola's Learning Journal",
"author": "Trent University",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/bukolajournal/chapter/smart-goals/#chapter-78-section-1
|
SMART Goals
SMART GOALS
As my learning plan, I aim to further advance my professional development based on my Learning Plan achievements. To assess each goal and its outcomes, I am pleased to have been able to achieve these before the end of my consolidation period. Over a couple of months, I proficiently selected and administered IV solutions for over 95% of my patients without needing external references. My success rate for IV cannulation on the first attempt increased by nearly 20%, particularly in cases involving patients with challenging venous access. This accomplishment has elevated my clinical practice, bolstering my confidence and competence in IV therapy, ultimately resulting in improved patient interactions. As a result, I can provide more secure and adept IV care, leading to reduced patient anxiety and discomfort. Furthermore, collaborating with senior nurses and mentors has positively impacted teamwork within our healthcare facility.
Regarding my second learning goal, which focused on enhancing problem-solving skills, my analytical and critical thinking skills enable me to address complex clinical issues more efficiently and effectively, enhancing the overall efficiency and productivity of my nursing practice. My newfound problem-solving abilities allow me to confidently tackle clinical challenges, thereby enhancing patient outcomes. Moreover, the collaborative problem-solving environment I fostered with my peers has contributed to improved teamwork and communication within our workplace. It’s worth noting that I encountered no significant obstacles in reaching these objectives. Success was attainable through my meticulously planned learning approach, which encompassed coursework, practical experience, mentorship, and self-assessment. My unwavering commitment to these goals kept me on course, even in the face of setbacks and uncertainties.
Goal #1 – Enhancing IV Infusion Skills
One aspect of my nursing practice that has piqued my curiosity is IV infusion. While I am skilled in delivering IV drugs and fluids, I believe there is always room for development and growth. I aim to improve my knowledge of the various types of IV solutions, their indications, and contraindications.
Additionally, I’ve noticed an increase in patients with problematic venous access, and I would like to enhance my abilities in IV cannulation for such patients. Continuous education on the latest IV infusion studies, methods, and technology will benefit me as a professional and enhance patient care and outcomes at our institution.
- Specific
I would like to learn about the various types of IV solutions, their indications, and contraindications. In addition, I want to learn improved procedures for IV cannulation in patients with difficult venous access
- Measurable
By the end of this learning plan, I intend to become proficient in administering IV
solutions correctly for at least 95% of my patients without referencing external sources. Furthermore, I aim to increase my first-attempt IV cannulation success rate in patients with poor venous access by at least 20%.
- Achievable
I will enroll in an advanced IV therapy course offered by a recognized nursing
Association, e.g. CNO, and seek mentorship during my consolidation period from senior nurses in my facility who are known for their expertise in IV cannulation. - Relevant
Improving these skills is critical for enhancing patient outcomes, fostering teamwork, and addressing the numerous challenges in a healthcare setting. This will minimize complications related to IV therapy.
- Time Limit
I intend to finish the advanced IV therapy course within the next six months(December 2024 – May 2025). Following the training, I will spend two months practicing and developing my abilities with the help of a mentor. I want to attain the measurable targets I’ve established by the end of my consolidation period.
Goal #2 – Enhancing Problem-Solving Skills in Nursing Practice
Nurses need problem-solving skills to improve patient care, streamline healthcare processes, and solve problems quickly. I think I’m quite decent at problem-solving in nursing, but I know I need to keep learning in the ever-changing world of patient care. I want to increase my systematic, critical, and collaborative problem-solving in difficult clinical circumstances.
- Specific
When tackling clinical difficulties, I hope to master systematic problem-solving approaches, strengthen critical thinking abilities, and improve teamwork.
- Measurable
By the completion of my training, I should be able to solve at least 90% of clinical difficulties without the need for outside assistance, demonstrating a capacity to analyze, assess, and execute successful solutions.
- Achievable
I plan to attend problem-solving seminars, participate in scenario-based training, and get input from peers and mentors before the end of my second semester
- Relevant
Improving these skills is critical for enhancing patient outcomes, fostering teamwork, and addressing the numerous challenges in a healthcare setting.
- Time Limit
I want to go on a systematic learning path over the next couple of months till the end of my second semester period to attain the goals above.
|
pressbooks
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2025-03-22T05:09:22.025839
|
11-21-2024
|
{
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"url": "https://ecampusontario.pressbooks.pub/bukolajournal/chapter/smart-goals/#chapter-78-section-1",
"book_url": "https://ecampusontario.pressbooks.pub/bukolajournal/front-matter/an-intro-to-my-journey/",
"title": "Bukola's Learning Journal",
"author": "Trent University",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/bukolajournal/chapter/nursing-philosophy/
|
Nursing Philosophy
Bukola's Nursing Portfolio
MY NURSING PHILOSOPHY
Within the realm of nursing, there exists a profound commitment to the betterment of society, communities, and individuals, coupled with a pivotal role in delivering high-quality healthcare services within the healthcare system. At its core, nursing is founded on a deep-seated dedication to upholding the dignity and sanctity of every human being. From my perspective as a nurse, I wholeheartedly believe that every patient, regardless of their age, gender, ethnicity, or socioeconomic background, is entitled to receive compassionate, evidence-based care that is meticulously tailored to their unique and individualized needs.
Within my comprehensive nursing philosophy, I hold an unwavering respect for the diverse values and beliefs of individuals. It is my journey through past and current nursing experiences, particularly my involvement during the challenging times of the COVID-19 pandemic when healthcare resources were stretched thin, that has fueled my determination to further my education and wholeheartedly commit to nursing as a lifelong career. In doing so, I aspire to extend my care and assistance to those who are unwell, to provide unwavering support to the elderly, and to reach out to those who are less fortunate, embodying the essence of nursing as a calling and a mission.
Among the core values and beliefs that support my nursing practice, two principles stand out prominently. Firstly, lifelong learning holds a place of paramount importance. In the ever-evolving landscape of healthcare, the significance of continuous learning cannot be overstated. Nursing demands perpetual growth and adaptation in response to the constant emergence of new medical technologies, research findings, and care methodologies. Lifelong learning serves as the bedrock upon which I build my ability to provide the highest level of care to my patients.
The primary driving force behind this commitment to lifelong learning is the unwavering commitment to patient safety and well-being. Armed with the most current knowledge, I can promptly identify and respond to a wide spectrum of medical conditions, administer the most effective treatments, and anticipate potential outcomes with the precision that comes from staying updated. Given that I often serve as the initial point of contact with patients, the choices I make regarding ongoing learning have a profound impact on the trajectory of my career and the outcomes achieved within the healthcare system.
However, the implications of lifelong learning extend beyond direct patient care. This continual pursuit of knowledge and skill development opens doors to professional growth and advancement. As I embrace a path of continuous education, it may eventually enable me to venture into specialized areas of nursing, assume leadership roles, and actively contribute to medical research and innovation. This dedication to personal and professional advancement not only serves to elevate my career but also plays a pivotal role in enhancing the broader healthcare system.
In essence, lifelong learning is not merely a professional obligation for nurses; it is a solemn commitment to excellence. This commitment ensures that I remain at the forefront of patient care and medical advancements, thereby perpetually striving to improve the quality of care delivered to those in need.
Secondly, my second core nursing value revolves around the principles of empathy and compassion, reflecting a dual commitment to these indispensable qualities. In my view, medicine is as much an art of human connection as it is a science of healing. I am firmly dedicated to perceiving each patient as a unique and intricate individual, complete with their life narrative, aspirations, fears, and hopes. My approach is rooted in the conviction that patients should never be reduced to a mere collection of symptoms but instead seen as whole persons with holistic needs.
Empathy, in my practice, entails a profound understanding of a patient’s experiences and emotions. It is the act of immersing oneself in the patient’s reality, imagining their pain, fear, and hopes as if they were my own. This depth of understanding guides my approach to treatment, ensuring that it is not only clinically effective but also attuned to the emotional and psychological needs of each patient. Compassion naturally emerges from this empathetic connection. It manifests as a genuine sense of care and warmth that I bring to every interaction with patients, characterized by a gentle reassuring touch, comforting words, and an unwavering commitment to alleviating suffering in all its forms.
My ultimate aspiration in nursing is to heal the entire person, not just their physical ailments. This holistic approach, grounded in empathy and compassion, is where I discover the true essence and fulfillment of the nursing profession. It embodies the profound belief that medicine is not merely about treating illnesses; it is also about forging connections with and caring for the individuals who entrust us with their well-being. In this way, nursing transcends being merely a career; it becomes a sacred vocation, a calling to serve humanity with empathy, compassion, and unwavering commitment to holistic care.
|
pressbooks
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2025-03-22T05:09:22.037116
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11-21-2024
|
{
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"url": "https://ecampusontario.pressbooks.pub/bukolajournal/chapter/nursing-philosophy/",
"book_url": "https://ecampusontario.pressbooks.pub/bukolajournal/front-matter/an-intro-to-my-journey/",
"title": "Bukola's Learning Journal",
"author": "Trent University",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/bukolajournal/chapter/nursing-philosophy/#chapter-80-section-1
|
Nursing Philosophy
Bukola's Nursing Portfolio
MY NURSING PHILOSOPHY
Within the realm of nursing, there exists a profound commitment to the betterment of society, communities, and individuals, coupled with a pivotal role in delivering high-quality healthcare services within the healthcare system. At its core, nursing is founded on a deep-seated dedication to upholding the dignity and sanctity of every human being. From my perspective as a nurse, I wholeheartedly believe that every patient, regardless of their age, gender, ethnicity, or socioeconomic background, is entitled to receive compassionate, evidence-based care that is meticulously tailored to their unique and individualized needs.
Within my comprehensive nursing philosophy, I hold an unwavering respect for the diverse values and beliefs of individuals. It is my journey through past and current nursing experiences, particularly my involvement during the challenging times of the COVID-19 pandemic when healthcare resources were stretched thin, that has fueled my determination to further my education and wholeheartedly commit to nursing as a lifelong career. In doing so, I aspire to extend my care and assistance to those who are unwell, to provide unwavering support to the elderly, and to reach out to those who are less fortunate, embodying the essence of nursing as a calling and a mission.
Among the core values and beliefs that support my nursing practice, two principles stand out prominently. Firstly, lifelong learning holds a place of paramount importance. In the ever-evolving landscape of healthcare, the significance of continuous learning cannot be overstated. Nursing demands perpetual growth and adaptation in response to the constant emergence of new medical technologies, research findings, and care methodologies. Lifelong learning serves as the bedrock upon which I build my ability to provide the highest level of care to my patients.
The primary driving force behind this commitment to lifelong learning is the unwavering commitment to patient safety and well-being. Armed with the most current knowledge, I can promptly identify and respond to a wide spectrum of medical conditions, administer the most effective treatments, and anticipate potential outcomes with the precision that comes from staying updated. Given that I often serve as the initial point of contact with patients, the choices I make regarding ongoing learning have a profound impact on the trajectory of my career and the outcomes achieved within the healthcare system.
However, the implications of lifelong learning extend beyond direct patient care. This continual pursuit of knowledge and skill development opens doors to professional growth and advancement. As I embrace a path of continuous education, it may eventually enable me to venture into specialized areas of nursing, assume leadership roles, and actively contribute to medical research and innovation. This dedication to personal and professional advancement not only serves to elevate my career but also plays a pivotal role in enhancing the broader healthcare system.
In essence, lifelong learning is not merely a professional obligation for nurses; it is a solemn commitment to excellence. This commitment ensures that I remain at the forefront of patient care and medical advancements, thereby perpetually striving to improve the quality of care delivered to those in need.
Secondly, my second core nursing value revolves around the principles of empathy and compassion, reflecting a dual commitment to these indispensable qualities. In my view, medicine is as much an art of human connection as it is a science of healing. I am firmly dedicated to perceiving each patient as a unique and intricate individual, complete with their life narrative, aspirations, fears, and hopes. My approach is rooted in the conviction that patients should never be reduced to a mere collection of symptoms but instead seen as whole persons with holistic needs.
Empathy, in my practice, entails a profound understanding of a patient’s experiences and emotions. It is the act of immersing oneself in the patient’s reality, imagining their pain, fear, and hopes as if they were my own. This depth of understanding guides my approach to treatment, ensuring that it is not only clinically effective but also attuned to the emotional and psychological needs of each patient. Compassion naturally emerges from this empathetic connection. It manifests as a genuine sense of care and warmth that I bring to every interaction with patients, characterized by a gentle reassuring touch, comforting words, and an unwavering commitment to alleviating suffering in all its forms.
My ultimate aspiration in nursing is to heal the entire person, not just their physical ailments. This holistic approach, grounded in empathy and compassion, is where I discover the true essence and fulfillment of the nursing profession. It embodies the profound belief that medicine is not merely about treating illnesses; it is also about forging connections with and caring for the individuals who entrust us with their well-being. In this way, nursing transcends being merely a career; it becomes a sacred vocation, a calling to serve humanity with empathy, compassion, and unwavering commitment to holistic care.
|
pressbooks
|
2025-03-22T05:09:22.047555
|
11-21-2024
|
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"book_url": "https://ecampusontario.pressbooks.pub/bukolajournal/front-matter/an-intro-to-my-journey/",
"title": "Bukola's Learning Journal",
"author": "Trent University",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/bukolajournal/chapter/artefacts-achievements/
|
Artefacts & Achievements
Artefact #1 – PSWs. A Certificate, in Personal Support Worker.
This is the first of my certifications achieved in the field of nursing. It signifies my first milestone into the world of Nursing and Practical Healthcare. It is also my first step in developing my career in Nursing.
Artefact #2 – RPNs. A Diploma, in Registered Practical Nursing.
These certifications signify the stages of my training and development, in the field of nursing. They show my dedication to broadening my expertise and capabilities.
Artefact #3 – Certificate Of Cultural Competence
This program has enhanced my capacity to deliver care that values cultural heritages—a vital skill, in the diverse landscape of healthcare, in Canada.
Artefact #4 – Letter of gratitude received from the family of a patient.
The letter recognizes the kind and understanding support I offered to a patient, with dementia. It strengthens my belief in the significance of effective communication.
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pressbooks
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2025-03-22T05:09:22.059036
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11-21-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/bukolajournal/chapter/artefacts-achievements/",
"book_url": "https://ecampusontario.pressbooks.pub/bukolajournal/front-matter/an-intro-to-my-journey/",
"title": "Bukola's Learning Journal",
"author": "Trent University",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/bukolajournal/chapter/references/
|
References
REFERENCES
-
Brand, G., Fooladi, E., Ilica, D., Karim, N., Vance, S., Walker, L., & Zanjani, E. (2022). Factors associated with undergraduate nursing students’ academic and clinical performance: a mixed-methods study. Frontiers in Medicine, 9, 793591. https://doi.org/10.3389/fmed.2022.793591College of Nurses of Ontario. (2006). Professional standards accountability. Retrieved from https://www.cno.org/globalassets/4-learnaboutstandardsandguidelines/prac/learn/modules/profstands/slides/accountability.pdf
-
College of Nurses of Ontario. (2022). Patient-centred care. Retrieved from https://www.cno.org/en/learn-about-standards-guidelines/educational-tools/ask-practice/patient-centred-care/#:~:text=Patient%2Dcentred%20care%20is%20an,of%20their%20health%20care%20decisions
-
Dalvandi, A., Ebadi, A., Nourozi, K., Rahgozar, M., & Vaisi-Raygani, A. (2019). The importance and extent of providing compassionate nursing care from the viewpoint of patients hospitalized in educational hospitals in Kermanshah – Iran 2017. Open Access Macedonian Journal of Medical Sciences, 7(6), 1047–1052. https://doi.org/10.3889/oamjms.2019.204
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pressbooks
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2025-03-22T05:09:22.068238
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11-21-2024
|
{
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"url": "https://ecampusontario.pressbooks.pub/bukolajournal/chapter/references/",
"book_url": "https://ecampusontario.pressbooks.pub/bukolajournal/front-matter/an-intro-to-my-journey/",
"title": "Bukola's Learning Journal",
"author": "Trent University",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/bukolajournal/chapter/chapter-1/
|
This is the first chapter in the “course one” part of the text.
Add an assignment from course one that you want to share in this book.
Sarah has an example essay for us below. We can’t say whether it is any good or not, but it was written by a robot in about 15 seconds. The title of this chapter would be renamed to: Assignment 1: Exploring the Roots of Criminal Behavior (An Essay)
Title: Exploring the Roots of Criminal Behavior: An Introductory Insight
Criminology, the intricate study of crime and its underpinnings, unveils a world both fascinating and perplexing. As I delve into this realm, I find myself drawn to the question that lies at its heart: Why do individuals commit crimes? This inquiry serves as the foundational cornerstone of introductory criminology, offering a captivating journey into the complexities of human behavior.
The study of criminology prompts us to shift our gaze from the surface level of criminal acts to the deep-seated origins of these behaviors. It is a foray into the interplay of psychology, sociology, and biology that shapes individuals’ inclinations toward criminality. As I explore various criminological theories, it becomes apparent that there is no one-size-fits-all answer. From the classical perspectives of Cesare Beccaria and Jeremy Bentham to the modern insights of differential association and strain theory, each theory paints a distinct stroke on the canvas of human motivation.
In these early stages of my criminological journey, I am particularly intrigued by the concept of nature versus nurture. Are individuals born with a predisposition to commit crimes, or are their environments the catalysts for such actions? This dichotomy leads me to ponder the intricate interweaving of genetic predispositions, brain chemistry, and childhood experiences. The more I delve into this topic, the more I realize that criminal behavior is an intricate tapestry woven from both inherent traits and external influences.
By grasping the foundational concepts of criminology, I am beginning to comprehend that criminal behavior is not a monolith, but rather a nuanced spectrum that demands comprehensive analysis. As I venture further into this field, I hope to uncover the underlying mechanisms that give rise to crime, grasping not only the “what” and “how,” but also the “why.” With each page turned and each theory contemplated, I anticipate a clearer understanding of the intricate web that connects human nature, societal pressures, and the paths individuals choose.
In conclusion, introductory criminology is an enlightening journey into the core of criminal behavior. It encourages us to unravel the enigma of why individuals choose to commit crimes by examining the amalgamation of factors that shape their decisions. As I navigate through this subject, I am excited to forge a path of discovery, gaining insights that will not only broaden my intellectual horizons but also enable me to contribute meaningfully to the pursuit of justice and a safer society.
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pressbooks
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2025-03-22T05:09:22.077256
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11-21-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/bukolajournal/chapter/chapter-1/",
"book_url": "https://ecampusontario.pressbooks.pub/bukolajournal/front-matter/an-intro-to-my-journey/",
"title": "Bukola's Learning Journal",
"author": "Trent University",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/bukolajournal/chapter/add-more-assignments/
|
Add a new chapter for any time you need to add a new assignment or reflection. You can revisit the Pressbooks handbook for help on adding and editing chapters
License
To the extent possible under law, Trent University has waived all copyright and related or neighboring rights to Bukola's Learning Journal, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:22.085691
|
11-21-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/bukolajournal/chapter/add-more-assignments/",
"book_url": "https://ecampusontario.pressbooks.pub/bukolajournal/front-matter/an-intro-to-my-journey/",
"title": "Bukola's Learning Journal",
"author": "Trent University",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/bukolajournal/chapter/course-reflection/
|
Use this space to write a short reflection on your experience in this course.
Here is Sarah’s reflection on completion of her first course.
Upon completing the “Introduction to Criminology” course, I am profoundly enriched by the knowledge and insights gained throughout the journey. The course surpassed my expectations, offering a comprehensive understanding of the multifaceted nature of crime, justice systems, and human behavior. Exploring diverse criminological theories has broadened my perspective, enabling me to dissect criminal motivations and societal responses with a critical eye. Engaging in thought-provoking discussions and delving into practical aspects of the criminal justice system has deepened my appreciation for the intricate balance between law enforcement, judicial processes, and rehabilitation. This course has not only equipped me with analytical tools but also inspired a commitment to contribute positively to a safer and more just society. I now embark on future endeavors with a greater understanding of criminology’s role in shaping our world.
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pressbooks
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2025-03-22T05:09:22.093490
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11-21-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/bukolajournal/chapter/course-reflection/",
"book_url": "https://ecampusontario.pressbooks.pub/bukolajournal/front-matter/an-intro-to-my-journey/",
"title": "Bukola's Learning Journal",
"author": "Trent University",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/bukolajournal/chapter/course-2-assignment-add-assignment-title/
|
This is the first chapter in the “course two” part of the text.
Add an assignment from course one that you want to share in this book.
This is the first chapter in the “course two” part of the text.
Add an assignment from course one that you want to share in this book.
|
pressbooks
|
2025-03-22T05:09:22.102027
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11-21-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/bukolajournal/chapter/course-2-assignment-add-assignment-title/",
"book_url": "https://ecampusontario.pressbooks.pub/bukolajournal/front-matter/an-intro-to-my-journey/",
"title": "Bukola's Learning Journal",
"author": "Trent University",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/bukolajournal/chapter/add-more-course-2-assignments/
|
Add a new chapter any time you need to add more assignments or reflections
License
To the extent possible under law, Trent University has waived all copyright and related or neighboring rights to Bukola's Learning Journal, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:22.109940
|
11-21-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/bukolajournal/chapter/add-more-course-2-assignments/",
"book_url": "https://ecampusontario.pressbooks.pub/bukolajournal/front-matter/an-intro-to-my-journey/",
"title": "Bukola's Learning Journal",
"author": "Trent University",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/bukolajournal/chapter/course-2-reflection/
|
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Use this space to share a reflection on your experience in this course.
License
To the extent possible under law, Trent University has waived all copyright and related or neighboring rights to Bukola's Learning Journal, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:22.123680
|
11-21-2024
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{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/bukolajournal/chapter/course-2-reflection/",
"book_url": "https://ecampusontario.pressbooks.pub/bukolajournal/front-matter/an-intro-to-my-journey/",
"title": "Bukola's Learning Journal",
"author": "Trent University",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/bukolajournal/chapter/course-3-assignment-1-add-assignment-title/
|
This is the first chapter in the “course three” part of the text.
Add an assignment from course one that you want to share in this book.
This is the first chapter in the “course three” part of the text.
Add an assignment from course one that you want to share in this book.
|
pressbooks
|
2025-03-22T05:09:22.132632
|
11-21-2024
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{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/bukolajournal/chapter/course-3-assignment-1-add-assignment-title/",
"book_url": "https://ecampusontario.pressbooks.pub/bukolajournal/front-matter/an-intro-to-my-journey/",
"title": "Bukola's Learning Journal",
"author": "Trent University",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/bukolajournal/chapter/add-more-course-3-assignments/
|
Add a new chapter here any time you need to add a new assignment or reflection to this course.
License
To the extent possible under law, Trent University has waived all copyright and related or neighboring rights to Bukola's Learning Journal, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:22.140587
|
11-21-2024
|
{
"license": "Creative Commons Zero - Public Domain - https://creativecommons.org/publicdomain/zero/1.0/",
"url": "https://ecampusontario.pressbooks.pub/bukolajournal/chapter/add-more-course-3-assignments/",
"book_url": "https://ecampusontario.pressbooks.pub/bukolajournal/front-matter/an-intro-to-my-journey/",
"title": "Bukola's Learning Journal",
"author": "Trent University",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/bukolajournal/chapter/course-3-reflection/
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Use this space to share a reflection on your experience in this course.
License
To the extent possible under law, Trent University has waived all copyright and related or neighboring rights to Bukola's Learning Journal, except where otherwise noted.
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pressbooks
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2025-03-22T05:09:22.154408
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11-21-2024
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{
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"url": "https://ecampusontario.pressbooks.pub/bukolajournal/chapter/course-3-reflection/",
"book_url": "https://ecampusontario.pressbooks.pub/bukolajournal/front-matter/an-intro-to-my-journey/",
"title": "Bukola's Learning Journal",
"author": "Trent University",
"institution": "Trent University",
"subject": "Education"
}
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https://ecampusontario.pressbooks.pub/charlottemlearningjourney/chapter/core-beliefs-and-values/
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Core Beliefs and Values
Belief Statement
As a nursing student, I believe in providing care that reflects compassion, accountability, ethics and precision. Compassion motivates me to provide empathetic, patient-centered care that respects the individuality and needs of each patient. To reflect accountability, I am committed to taking responsibility for my actions, ensuring that my behaviors and decisions reflect professionalism and integrity. Ethical principles help me in honoring the dignity, rights and values of those I care for. I also strive for precision in my work, prioritizing accuracy, thoroughness and dedication to learning to promote growth as a nurse and provide the highest quality of care.
Compassion
Compassion is a value that I believe is vital to nursing as it helps establish trust and build strong relationships with patients. It involves empathizing with patients as they navigate physical, emotional, and psychological struggles delivering care that promotes their dignity and humanity. Through compassion, I aim to provide comfort, support, and reassurance to positively influence every patient’s experience and promote healing. By showing genuine care, nurses address not only medical needs, but also create a safe, respectful environment that strengthens the nurse-patient relationship and improves overall outcomes.
Accountability
Accountability is essential in nursing as it ensures safe, ethical, and high quality patient care. Nurses are responsible for their actions and decisions; by demonstrating accountability, nurses are able to recognize when they make a mistake and can problem solve in order to fix it. to be accountable also means to adhere to professional standards, maintain transparency, and continually reflect on and improving one’s practice, which fosters trust and promotes relationships with patients and colleagues. According to the College of Nurses of Ontario (CNO) Code of Conduct, nurses are required to be “truthful in their professional practice” to provide adequate care for each patient (College of Nurses of Ontario, 2024).
Ethics
Ethics is fundamental in nursing, guiding professionals in making decisions that respect the dignity, rights, and values of every patient. Nurses face complex situations where ethical principles, such as autonomy, beneficence, and justice, help navigate conflicts and prioritize patient well-being. Upholding ethical standards ensures fairness, confidentiality, and culturally sensitive care, fostering trust and integrity within the nurse-patient relationship. By adhering to an ethical framework, nurses promote professionalism and advocate for their patients, ensuring compassionate and moral care in various situations.
Precision
I believe precision is important in nursing as it helps nurses to act with attention to detail and awareness to apply the skills they have learned and promote patient safety and healing. This is crucial in nursing because it ensures accurate assessments, treatments, and communication, directly impacting patient safety and outcomes. Precision also enhances collaboration within the healthcare team by ensuring clear and reliable information sharing. By being precise in their practice, nurses demonstrate professionalism, uphold the standards of care, and contribute to the overall efficiency and success of patient treatment plans.
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pressbooks
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2025-03-22T05:09:22.166242
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11-21-2024
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"url": "https://ecampusontario.pressbooks.pub/charlottemlearningjourney/chapter/core-beliefs-and-values/",
"book_url": "https://ecampusontario.pressbooks.pub/charlottemlearningjourney/front-matter/an-intro-to-my-journey/",
"title": "Charlotte's Learning Journey",
"author": "charlottemcgowan",
"institution": "Trent University",
"subject": "Education"
}
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https://ecampusontario.pressbooks.pub/charlottemlearningjourney/chapter/reflection/
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Reflection
Crucial elements to the formation of my dreams and my goals include my various experiences throughout the course of my life and my personal values and beliefs. The experiences that have struck my inspiration to become a nurse are my experience with childhood cancer, and the passing of my father due to cancer. At the age of six years old, I was diagnosed with Ewing’s Sarcoma and was treated with multiple rounds of intense chemotherapy, many surgeries, and various other procedures. During my time in the hospital, I received exceptional care from each healthcare professional on my medical team and formed relationships with my nurses and doctors that I still value today. This experience has influenced me to want to work as a pediatric nurse at the same hospital I was treated as and has inspired me to work hard to be able to provide the same level of care that I received.
In 2020, my dad was diagnosed with Lymphoma; prior to his diagnosis he had also been through open heart surgery for an aortic aneurysm. Following treatment for his first diagnosis, my dad was in remission and his health was good according to his doctors. However, after a few months had passed, his cancer came back and this time his doctor’s approached it with surgery followed by chemotherapy and radiation, which was very hard on his body. The treatment seemed to be working for a few months until his doctor’s observed that there needed to be a change in his treatment plan as the cancer was not going away as they had hoped. This is when he began trying different combinations of chemotherapy and had started immunotherapy. During these extensive treatments, I witnessed my dad’s health and well-being deteriorate, which was very difficult especially due to the close relationship we had; I felt like I was losing a vital part of my family and support system. Due to the minimal effectiveness of the treatments and the development of congenital heart failure due to the intense chemotherapy, he decided palliative care was his best option, a decision that was very hard for me to accept. This heavily weighed on my mental health, and I navigated very strong feelings of sadness, stress, and depression. In February 2023, my dad passed away after a long and hard battle with cancer. I look up to my dad for his bravery and his commitment to always being there for my brothers and I, despite what he was going through. This experience has deepened my desire to help people and become a nurse.
I feel inspired by the work of mine and my dad’s healthcare teams as I witnessed how hard they worked to provide exceptional care and compassion. I am dedicated to doing my very best and working hard so that I too can provide a level of care that my patients will think of even years after being treated. I hope that I can form relationships with each patient I treat, like the nurses that treated me, and I strive to be as dedicated to the healing a patient just like my father’s nurses and doctors were, despite his passing. Many people’s life experiences influence them when making a career choice, mine inspired me to become a nurse. This can be seen in Nationwide Children’s study where they give examples of individuals who had experiences in healthcare that influenced their own career decision (Nationwide Children’s, 2017.)
Moreover, I believe that my values of compassion, perseverance, critical thinking, and emotional intelligence will aid me in succeeding as a nurse. Compassion will guide me to provide empathetic, patient-centered care that not only addresses physical needs but also respects the emotional and psychological well-being of each individual. I have been able to demonstrate this quality in many aspects of my life, especially during my three and a half years of being a server in a retirement home. Perseverance will drive me to overcome challenges and remain committed to lifelong learning in a demanding and ever-evolving field, like I have done in my various experiences. Critical thinking will help me analyze complex situations, make sound clinical decisions, and prioritize patient safety. Lastly, emotional intelligence will allow me to manage stress, build strong relationships with patients and colleagues, and respond effectively to the emotional needs of those in my care. According to Medely.com “Emotional intelligence can enable a nurse to build a better rapport with patients, which will improve their hospital experience and help them feel well cared for” (Medely, 2019). Together, these values will form the foundation of my nursing practice and contribute to my success in becoming a nurse and my career as a nurse.
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pressbooks
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2025-03-22T05:09:22.175001
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11-21-2024
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"title": "Charlotte's Learning Journey",
"author": "charlottemcgowan",
"institution": "Trent University",
"subject": "Education"
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https://ecampusontario.pressbooks.pub/charlottemlearningjourney/chapter/smart-goals/
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SMART Goals
SMART Goal #1
By the end of the first three weeks of the second semester, I aim to be able to achieve self care to ensure I can manage stress throughout the rest of the semester, especially clinical.
SMART Goal #2
By the end of April 2025, I aim to adequately and efficiently perform all the skills I learn to provide the best care that I can. These tasks include but are not limited to taking vitals, bathing, charting, and bedside care.
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pressbooks
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2025-03-22T05:09:22.182610
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11-21-2024
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"title": "Charlotte's Learning Journey",
"author": "charlottemcgowan",
"institution": "Trent University",
"subject": "Education"
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https://ecampusontario.pressbooks.pub/charlottemlearningjourney/chapter/artifacts/
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Artifacts
Artifact #1
For my first artifact, I chose my acceptance letter into the Bachelor of Science in Nursing at Trent University. This letter reminds me of the work I put into to be able to start achieving my goal of becoming a nurse. My grade eleven and grade twelve years were especially difficult for me as I was navigating multiple stressful situations in my life outside of school and this made it difficult to achieve the grades I needed to get into nursing school. I had applied to ten nursing programs and was receiving alternate offers of admission and put on waitlists for six of the schools I applied to. I lost hope as I had not yet gotten into any of the schools I dreamed of attending. I remember receiving this letter four days before the deadline to accept an offer and immediately felt relieved; I now knew that I was going to be able to work towards my dream of becoming a pediatric nurse. When I look at this letter, I am reminded of how hard I have worked to be here and I feel proud of myself.
Artifact #2
My second artifact is a picture of me at my last appointment at CHEO (Children’s Hospital of Eastern Ontario) as a cancer patient before I got transferred to the General Hospital in Ottawa as I have turned eighteen. This picture reminds me of my journey as a childhood cancer survivor and my inspiration to work in the medical field. At the age of six years old I was diagnosed with Ewing’s Sarcoma and endured many rounds of intense chemotherapy along with multiple surgeries and other procedures as I was being treated for stage four cancer. During my time at CHEO I had countless positive encounters with every individual on my medical team. The exceptional care I received from nurses, doctors, and other healthcare workers has heavily influenced my dream to work as a pediatric nurse. I still think of the relationships I formed with my nurses and doctors; I still like to visit them once in awhile. My dream is to work at CHEO as a pediatric nurse, potentially in the oncology unit, and to dedicate myself to the hospital and healthcare team that made sure I am still alive, and thriving to this day.
Artifact #3
For my third artifact I chose to use a picture of me and my librarian at my high school graduation. I chose this picture because it reminds me of what I have accomplished despite the various setbacks I endured in my personal and academic life during my years in high school. Despite these challenges, I was able to graduate high school with honors, Ontario Scholar, and the highest grade on the French Competency test (DELF). Moreover, I chose this picture because it reflects the relationships I formed with my teachers and how they became a part of my support system at school. These teachers played a vital role is supporting me through hard times, and helping me achieve my goals.
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pressbooks
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2025-03-22T05:09:22.191966
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11-21-2024
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"institution": "Trent University",
"subject": "Education"
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https://ecampusontario.pressbooks.pub/charlottemlearningjourney/chapter/references/
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References
References
CNO. (n.d.-a). https://cno.org/Assets/CNO/Documents/Standard-and-Learning/Practice-Standards/49040_code-of-conduct.pdf
Driven to nursing: How life experiences shape a career. Nationwide Children’s Hospital. (n.d.). https://www.nationwidechildrens.org/family-resources-education/700childrens/2017/05/driven-to-nursing-how-life-experiences-shape-a-career
Medely. (2024, April 8). The importance of emotional intelligence in nursing. https://medely.com/blog/emotional-intelligence-in-nursing/
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pressbooks
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2025-03-22T05:09:22.200225
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11-21-2024
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"institution": "Trent University",
"subject": "Education"
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https://openfl.pressbooks.pub/chatgptinhighereducation/chapter/chapter-1/
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Introduction
This chapter will provide an overview of ChatGPT’s capabilities, limitations, and potential applications in higher education settings, equipping faculty members with the knowledge they need to effectively incorporate this groundbreaking AI tool into their courses and research.
This chapter is divided in the following sections. Click the links below to jump down to a section that interests you:
- Capabilities of ChatGPT
- Limitations of ChatGPT
- Potential Applications in Higher Education
- Conclusion
Capabilities of ChatGPT
- Natural Language Understanding and Generation: ChatGPT can comprehend complex language structures and generate coherent responses, making it an ideal tool for facilitating meaningful interactions with students and aiding in their learning process.
- Information Retrieval: With a vast knowledge base that spans multiple disciplines, ChatGPT can serve as a valuable research assistant, helping faculty and students quickly access relevant information from a wide range of topics.
- Multilingual Support: ChatGPT’s ability to understand and generate text in multiple languages allows for increased accessibility and inclusivity in higher education settings.
- Customizability: ChatGPT can be fine-tuned to specific tasks or domains, enabling faculty members to tailor the AI’s performance to meet their unique educational needs.
Limitations of ChatGPT
- Incomplete and Outdated Information: ChatGPT’s knowledge base only extends up to September 2021, meaning it may lack the most current information on certain topics.
- Potential for Bias: As ChatGPT is trained on data from the internet, it may inadvertently reproduce biases present in the training data, which educators must be aware of and address accordingly.
- Inaccurate or Inappropriate Responses: While ChatGPT can generate human-like responses, it may occasionally produce content that is factually incorrect or inappropriate, requiring supervision and discernment from faculty and students.
- Lack of Emotional Intelligence: ChatGPT does not possess emotional intelligence or empathy, which can be a limitation when discussing sensitive topics or providing emotional support to students.
Potential Applications in Higher Education
Virtual Teaching Assistant
ChatGPT can be utilized as a virtual teaching assistant, addressing student inquiries, providing clarifications, and supplementing course materials with additional information.
Collaborative Learning
Faculty members can integrate ChatGPT into group projects or discussions to encourage critical thinking, problem-solving, and collaboration among students.
Writing Support
ChatGPT can help students with brainstorming, outlining, and editing their written work, providing constructive feedback and suggestions to improve their writing skills.
Research Assistance
Faculty members and students can leverage ChatGPT’s vast knowledge base to efficiently locate and retrieve relevant information for research projects, papers, and presentations.
Language Learning
ChatGPT’s multilingual capabilities make it an effective tool for language learning, providing students with opportunities to practice their skills and receive instant feedback.
Throughout this book, you will find additional examples of uses for ChatGPT in higher education, including prompts that you can use to generate usable information.
Conclusion
ChatGPT offers a wealth of opportunities for enhancing the learning experience in higher education settings. By understanding its capabilities, limitations, and potential applications, faculty members can harness the power of this AI tool to foster innovation, collaboration, and engagement in their courses and research. As with any technology, educators should approach ChatGPT with a critical eye, ensuring that its use aligns with their pedagogical goals and promotes the well-being and success of their students.
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pressbooks
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2025-03-22T05:09:22.214219
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12-10-2024
|
{
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"url": "https://openfl.pressbooks.pub/chatgptinhighereducation/chapter/chapter-1/",
"book_url": "https://openfl.pressbooks.pub/chatgptinhighereducation/front-matter/introduction/",
"title": "ChatGPT in Higher Education",
"author": "Rob Rose",
"institution": "University of North Florida",
"subject": "Education"
}
|
https://openfl.pressbooks.pub/chatgptinhighereducation/chapter/chapter-2/
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Introduction
The rapid advancements in artificial intelligence (AI) have transformed various aspects of modern life, including the domain of higher education. While AI-powered tools offer immense potential for enhancing teaching and learning experiences, they also present ethical challenges. Faculty members must be aware of these ethical implications, including privacy concerns, data security, and potential biases in AI-generated content, in order to responsibly integrate AI into the educational landscape.
This chapter is divided in the following sections. Click the links below to jump down to a section that interests you:
Privacy Concerns
The utilization of AI in higher education often requires the collection of vast amounts of personal data from students, such as learning behaviors, engagement patterns, and academic performance. This data is crucial for AI systems to deliver personalized learning experiences, but it raises significant privacy concerns.
Faculty members must consider the following when implementing AI in their classrooms:
- Transparent data collection: Students should be informed about the types of data being collected and the purpose behind its collection. This transparency can help alleviate concerns about privacy invasion.
- Informed consent: Before using AI tools that gather personal information, obtain explicit consent from students. This demonstrates respect for their autonomy and privacy rights.
- Data minimization: Limit the collection of personal data to only what is necessary for the AI system to function effectively. Reducing the data collected can minimize the risk of privacy breaches.
Data Security
With the extensive collection of personal information comes the responsibility to ensure its security. Faculty members must be vigilant about the potential for data breaches, unauthorized access, or misuse of data by third parties. To address these issues, consider the following:
- Secure storage: Work with your institution’s IT department to ensure that the data collected is stored securely, employing encryption and other security measures.
- Access control: Limit access to the collected data to only authorized personnel who have a legitimate need for it.
- Regular audits: Conduct periodic audits of the AI systems in use to identify and address potential security vulnerabilities.
Potential Biases in AI-generated Content
AI systems learn from the data they are fed, which means that biases present in the data can be reproduced in AI-generated content. This can lead to biased decision-making or recommendations that could adversely affect students from underrepresented groups. To mitigate the impact of biases, faculty members should:
- Scrutinize data sources: Ensure that the data used to train AI systems is representative of the diverse student population to avoid perpetuating existing biases.
- Monitor AI-generated content: Regularly review AI-generated content to identify and rectify any instances of bias. This can help ensure that the content remains fair and inclusive.
- Encourage diversity in AI development: Advocate for greater diversity in the teams responsible for developing AI tools to bring varied perspectives and minimize biases.
Conclusion
The integration of AI into higher education holds great promise for improving teaching and learning experiences. However, faculty members must be mindful of the ethical implications that accompany this technology. By addressing privacy concerns, ensuring data security, and mitigating potential biases in AI-generated content, educators can harness the power of AI while maintaining the ethical standards essential to higher education.
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pressbooks
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2025-03-22T05:09:22.225497
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12-10-2024
|
{
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"url": "https://openfl.pressbooks.pub/chatgptinhighereducation/chapter/chapter-2/",
"book_url": "https://openfl.pressbooks.pub/chatgptinhighereducation/front-matter/introduction/",
"title": "ChatGPT in Higher Education",
"author": "Rob Rose",
"institution": "University of North Florida",
"subject": "Education"
}
|
https://openfl.pressbooks.pub/chatgptinhighereducation/chapter/enhancing-teaching-and-learning/
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Introduction
This section explores how faculty members can harness the power of ChatGPT to supplement traditional teaching methods, generate study materials, create discussion prompts, and provide personalized feedback to students.
This chapter is divided in the following sections. Click the links below to jump down to a section that interests you:
- Generating Study Materials
- Creating Discussion Prompts
- Providing Personalized Feedback
- Supporting Active Learning
- Enhancing Peer Learning
- Developing Rubrics
- Conclusion
Generating Study Materials
ChatGPT can be utilized to create a variety of educational materials, including lecture notes, summaries, and study guides. By providing the AI with relevant information and specifying the desired format, faculty can generate concise and accurate study materials that are tailored to their students’ needs. This not only saves time and effort but also ensures that students have access to consistent, high-quality resources.
Creating Discussion Prompts
Engaging students in meaningful discussions is a critical aspect of learning. ChatGPT can help faculty members generate thought-provoking discussion prompts, questions, and debate topics. By inputting key concepts or themes, instructors can receive a list of potential discussion points that can be used during class or as a basis for online forum discussions.
Providing Personalized Feedback
ChatGPT’s natural language processing capabilities make it possible to provide personalized feedback to students on assignments, projects, and exams. Faculty members can use the AI to draft constructive feedback based on a student’s performance, which can then be reviewed and edited to ensure accuracy and relevance. This can help faculty manage their workload while also providing timely, targeted feedback to students.
Supporting Active Learning
Active learning techniques encourage students to engage directly with course material, fostering a deeper understanding of the subject matter. ChatGPT can be used to develop interactive activities, such as problem-solving exercises, case studies, or simulations. These activities challenge students to think critically and apply their knowledge, leading to a more profound grasp of the content. Furthermore, using ChatGPT-generated activities allows faculty members to diversify their teaching approaches and maintain student interest.
Enhancing Peer Learning
ChatGPT can also facilitate peer learning by generating questions or scenarios for students to discuss and collaborate on. These AI-generated prompts can stimulate peer-to-peer interactions, fostering a collaborative learning environment and promoting critical thinking and communication skills.
Developing Rubrics
ChatGPT can assist faculty in developing comprehensive and well-structured rubrics for their assignments by providing customized criteria, performance levels, and descriptions based on the specific requirements of each task. Additionally, ChatGPT can offer expert guidance and suggestions to help faculty ensure their rubrics effectively assess student learning and promote clear expectations for performance.
Here is a table version of the rubric that was created using the prompt above:
| Criteria | Exemplary (5 points) | Proficient (3 points) | Needs Improvement (1 point) | Not Evident (0 points) |
| Understanding of Blended Learning | Demonstrates thorough understanding of blended learning concepts by clearly integrating both face-to-face and online/digital components in the lesson plan. | Demonstrates moderate understanding of blended learning concepts by integrating some face-to-face and online/digital components, but lacks clarity or balance. | Demonstrates limited understanding of blended learning concepts by barely integrating face-to-face and online/digital components. | Does not demonstrate an understanding of blended learning concepts. |
| Lesson Plan Content and Organization | Lesson plan is well-organized, with clear objectives, activities, and assessments for both face-to-face and online/digital components. | Lesson plan is mostly organized, with some clear objectives, activities, and assessments for face-to-face or online/digital components, but may lack in one area. | Lesson plan is poorly organized and lacks clear objectives, activities, or assessments for face-to-face and online/digital components. | Lesson plan is not provided or is missing significant components. |
| Use of Blended Learning Resources | Effectively uses blended learning resources from the Edutopia site in the lesson plan, demonstrating creativity and relevance to the topic. | Uses some blended learning resources from the Edutopia site in the lesson plan, but may not fully demonstrate creativity or relevance to the topic. | Uses limited or inappropriate blended learning resources from the Edutopia site in the lesson plan. | Does not use any blended learning resources from the Edutopia site in the lesson plan. |
| Challenges and Benefits Reflection | Provides a thoughtful reflection on both the challenges and benefits of blended learning design, drawing on personal experience and/or research. | Provides a reflection on challenges and benefits of blended learning design, but may lack depth or connection to personal experience and/or research. | Provides a limited reflection on challenges or benefits of blended learning design, lacking depth and connection to personal experience and/or research. | Does not provide a reflection on challenges and benefits of blended learning design. |
Conclusion
Incorporating ChatGPT into higher education teaching practices can greatly enhance the learning experience for both students and faculty members. By generating study materials, creating discussion prompts, providing personalized feedback, and supporting active and collaborative learning, ChatGPT empowers faculty to better engage students and facilitate deeper understanding of course content. As AI technologies continue to evolve, it is crucial for educators to stay informed and adapt their teaching methods to make the most of these powerful tools.
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pressbooks
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2025-03-22T05:09:22.242715
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12-10-2024
|
{
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"url": "https://openfl.pressbooks.pub/chatgptinhighereducation/chapter/enhancing-teaching-and-learning/",
"book_url": "https://openfl.pressbooks.pub/chatgptinhighereducation/front-matter/introduction/",
"title": "ChatGPT in Higher Education",
"author": "Rob Rose",
"institution": "University of North Florida",
"subject": "Education"
}
|
https://openfl.pressbooks.pub/chatgptinhighereducation/chapter/chatgpt-proof-your-course/
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Introduction
While ChatGPT can be a valuable learning tool, it has also made cheating easier for students. To combat this, educators can develop strategies to “ChatGPT-proof” their courses. In this article, we will discuss best practices for minimizing academic dishonesty related to ChatGPT and other AI language models.
This chapter is divided in the following sections. Click the links below to jump down to a section that interests you:
- Encourage Critical Thinking and Originality
- Implement Student Collaboration and Group Work
- Utilize In-class Assignments and Exams
- Use Plagiarism Detection Software
- Foster a Culture of Academic Integrity
- Lean Into the Creative Use of ChatGPT
- Conclusion
Encourage Critical Thinking and Originality
One way to deter students from using ChatGPT to complete assignments is to design tasks that emphasize critical thinking, problem-solving, and originality. Here are a few suggestions:
Promoting Critical Thinking through Open-Ended Questions
Assign open-ended questions that require students to form their own opinions, analyze multiple perspectives, and provide evidence to support their viewpoints.
Applying Concepts through Real-World Scenarios
Incorporate case studies or real-world scenarios that challenge students to apply concepts to new situations.
Fostering Collaboration through Project-Based Learning
Use project-based learning, where students must collaborate to create unique solutions to complex problems.
Implement Student Collaboration and Group Work
Assignments that involve collaboration and group work can help discourage students from relying on ChatGPT. By working together, students can learn from one another and develop a deeper understanding of the course material. Here are some ideas for group-based assignments:
Collaborative Learning through Group Presentations
Assign group presentations, where students must collaboratively research, analyze, and present on a topic.
Developing Products through Group Projects
Create group projects that require students to develop a product, such as a research paper, website, or prototype, based on their collective knowledge and skills.
Fostering Academic Integrity through Peer-Review Sessions
Organize peer-review sessions, where students provide feedback on one another’s work, promoting a culture of academic integrity.
Utilize In-class Assignments and Exams
In-class assignments and exams can reduce the likelihood of students using ChatGPT to complete their work. Consider these strategies:
- Implement short in-class writing assignments, where students must respond to prompts and provide thoughtful analysis.
- Use timed exams or quizzes that make it difficult for students to rely on AI-generated assistance.
- Include application-based questions that require students to analyze and interpret specific examples from course material.
Use Plagiarism Detection Software
While ChatGPT-generated text may not always be detected by traditional plagiarism checkers, these tools can still help identify instances of academic dishonesty. In addition to using plagiarism detection software:
- Encourage students to submit drafts of their work for review, making it more difficult for them to rely on ChatGPT.
- Provide clear guidelines on citation practices and emphasize the importance of academic integrity.
Foster a Culture of Academic Integrity
Promoting a culture of academic integrity can help prevent students from seeking AI-generated assistance. To do this:
- Clearly communicate the expectations and consequences related to academic dishonesty, including the use of AI-generated content.
- Encourage open dialogue about the ethical implications of using AI tools like ChatGPT for cheating.
- Integrate discussions about academic integrity into your course and emphasize its importance in the broader context of higher education and professional life.
Lean Into the Creative Use of ChatGPT
Instead of preventing students from using ChatGPT, consider structuring assignments that require them to use the platform in ways consistent with their future profession.
For instance, I teach an Introduction to Educational Technology course, primarily for undergraduate education majors aspiring to become teachers. They must complete various assignments that involve designing lesson plans for any grade level and subject area, integrating suitable educational technology tools.
I aimed to create several assignments so that students learn to utilize ChatGPT effectively in their future teaching careers.
Here are a few examples of assignments I developed:
Assignment Instructions #1
For this activity, you will revisit the Lab 6 activity from several weeks ago where you had to craft a lesson plan that used some form of blended learning. This time around, however, I would like you to try using ChatGPT (or some other Chat AI tool) in order to generate and refine a lesson plan.
Using a Chat AI tool, develop a prompt that will generate a usable lesson plan in your grade level and subject area on a topic of your choosing that integrates some form of blended learning (like you created in the initial assignment from week 6).
After GPT generates a response, read it over and consider the following questions: Where are the weak spots in this lesson plan that it created? What additional resources would you need in order to actually teach this lesson with students? Ask ChatGPT a series of follow up questions in order to refine/revise the output and the resources that you have available to actually teach this lesson.
Your final submission should include all of the back and forth conversation that you had with ChatGPT to generate this outcome. You can simply cut and paste the responses into a Word document like you see in the attachment below. You should include at least four follow up questions after your initial prompt along with ChatGPT’s responses.
At the end of the submission, include your own reflection (not generated by ChatGPT) where you consider the following:
- What are the major benefits and challenges that this Chat AI technology provides to students?
- What are the major benefits and challenges that this Chat AI technology provides to teachers?
Assignment Instructions #2
For this activity, perform the following steps:
- Decide on a function related to teaching and training that you would like the LLM to perform. This can be related to the role of an educator (i.e., learning designer, teacher, etc) or the role of a learner. For example, you might want the LLM to help you to do one of the following tasks:
- Educator Role: Develop a lesson plan for a grade level and content area of your choosing.
- Educator Role: Prepare a presentation on a topic that you could be asked to deliver.
- Educator Role: Create a series of learning objectives based on the title of a course.
- Educator Role: Develop an activity or assessment for a specific lesson you might teach.
- Learner Role: Provide feedback on a piece of writing you drafted.
- Learner Role: Ask for assistance with studying for topic you are interested in learning.
- Learner Role: Help you to learn a foreign language by conversing with you and providing corrective feedback.
- Develop a prompt that you will provide the LLM in order to execute the task. Click on the expander below to open it up and read a note about generating better content in an LLM.
- Feed the prompt you developed into the LLM. You might try out more than one prompt with varying degrees of specificity in order to examine how they differ and which ones you like better.
- Evaluate the results it produces in order to see what you like and what you don’t like. This step does not need to be documented in your final submission.
- Ask a series of follow-up requests that attempt to refine and improve on the output. For example, if you asked to generate a student activity, you might ask it to create a rubric that could be used to evaluate the assessment. You might ask it to revise certain parts or develop other parts in greater detail. Some of the best output that LLMs like ChatGPT produce occur in these follow up requests that help it to refine the final product in a manner that matches precisely what you are looking for. You should include a minimum of three follow up requests that occur after your initial prompt.
- Copy and paste all of your prompts, follow-up questions, and the output that is generated into the template included below.
- Finally, write up a personal reflection about how the process worked for you. This should not be generated by the LLM but reflect your own thoughts and experiences. You might reflect on some (or all) of the following questions in your response:
- Was the output better or worse than what you expected?
- What surprised you?
- How might you see yourself integrating this tool in your work as an educator?
- How does this experience affect your perception about the extent to which AI and LLMs are either a net positive or net negative for the field of teaching and training?
Conclusion
To minimize the potential for cheating with ChatGPT and other AI language models, faculty members in higher education must adapt their course designs and assignments. By promoting critical thinking, originality, collaboration, and academic integrity, educators can create a learning environment where students are less likely to rely on AI-generated assistance. Ultimately, these strategies can help ensure that students develop the skills and knowledge necessary for success in their academic and professional lives.
|
pressbooks
|
2025-03-22T05:09:22.266887
|
12-10-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://openfl.pressbooks.pub/chatgptinhighereducation/chapter/chatgpt-proof-your-course/",
"book_url": "https://openfl.pressbooks.pub/chatgptinhighereducation/front-matter/introduction/",
"title": "ChatGPT in Higher Education",
"author": "Rob Rose",
"institution": "University of North Florida",
"subject": "Education"
}
|
https://openfl.pressbooks.pub/chatgptinhighereducation/chapter/instructional-design/
|
Introduction
This section explores how faculty members and instructional designers might use ChatGPT to complete a complex instructional design task that requires the completion of many steps. The prompt included below combines many of the individual steps described in previous chapters. Through trial-error and feedback from ChatGPT, I was able to create a prompt that can be used to analyze a course module regarding the alignment between objectives, content, and assignments. This prompt will provide both instructional feedback and suggestions for improvement.
The prompt can be reused for each module in the course.
Initial Prompt
I am an instructional designer who helps university faculty to build courses for delivery. [Or you could also replace this last line with: “I am a university faculty working on building a course that I will be teaching”].
I would like to take a course I am working on and provide you with a list of the following components for one module at a time: the course name, the course learning objectives, module learning objectives, course readings for the module, and the complete instructions for all assignments in the module.
I would like for you to then complete the following actions:
- Analyze the language of the course level objectives to make sure they are measurable and that they include at least some higher verbs according to Blooms taxonomy.
- Analyze the language of the module level objectives to make sure they are measurable and that they are in alignment with the course level objectives.
- If there is any misalignment between the course and module level objectives, provide suggestions and feedback for improvement.
- Analyze the readings to ensure that there is alignment between the content and the module level objectives.
- Provide suggestions for additional readings that might be incorporated into the module based on the module objectives and the level of the course (e.g. undergraduate or graduate-level course). When you provide suggestions for these additional readings, I would like you to provide either open educational resources or journal articles that are accessible through a university’s library.
- Analyze the assignment instructions to ensure that there is alignment between the module objectives and the activities that are being used to assess student mastery
- Provide feedback on each assignment regarding what is good about it and if there are any revisions that could improve the activity.
- Offer suggestions for alternative assignments that could also be used to measure the module objectives. When you provide suggestions for alternative assignments, I would like for these to be activities for which students would have difficulty using ChatGPT to cheat.
- Provide feedback on the entire module regarding technology that might enhance the learning experience.
Please keep in mind that this course will be delivered in a [identify one of the following: face-to-face, hybrid, fully online] delivery modality. Let me know if you have any questions before I provide you with details for this course.
Response Prompt
After you provide the information above, ChatGPT will likely generate a response that says something like: “Thank you for the detailed explanation of your requirements. I understand the tasks and am ready to help you analyze and provide feedback on the course module you’re working on. Please provide me with the details for the course, including the course name, learning objectives, module learning objectives, course readings, and assignment instructions. Once I have this information, I will be able to complete the requested actions and provide you with my analysis and recommendations.”
Please analyze the following course module:
- Course name [enter the course name (e.g. EME2040: Introduction to Educational Technology for Learning Professionals]
- Course learning objectives: [cut and paste each of the course objectives, separated by a comma in between each one]
- Module learning objectives: [cut and paste each of the module objectives, separated by a comma in between each one]
- Course readings: [cut and paste each of the course readings, separated by a semi-colon. If possible, include the reading in proper citation format (APA, MLA, Chicago, etc.)]
- Assignment 1 instructions: [cut and paste the entirety of the assignment instructions (even if it is long)]
- Assignment 2 instructions: [cut and paste the entirety of the assignment instructions (or delete Assignment 2 if there is only one assignment)]
- Course level: [provide information here about whether this is a graduate vs. undergraduate, freshman vs. senior level course (e.g. “This is a freshman level undergraduate course” or “This is a graduate level course.”)]
Follow-up Responses
I am not including the response generated by ChatGPT here, since it will likely be lengthy and specific to your course. At this point, you can feel free to enter any follow-up questions that may arise in response.
For example you might say something like: “One of the alternative assignments that you recommended included the following: ‘Students could analyze a case study of a real-world event.” Could you provide a detailed description of this assignment using a specific event and including a rubric that could be used to assess students’ submissions?”
Analyzing Additional Modules
Let’s continue performing the same analysis and the same set of steps for other modules in this course.
- Course name [enter the course name (e.g. EME2040: Introduction to Educational Technology for Learning Professionals). This information should not change.]
- Course learning objectives: [cut and paste each of the course objectives, separated by a comma in between each one. This information should not change.]
- Module learning objectives: [cut and paste each of the module objectives, separated by a comma in between each one]
- Course readings: [cut and paste each of the course readings, separated by a semi-colon. If possible, include the reading in proper citation format (APA, MLA, Chicago, etc.)]
- Assignment 1 instructions: [cut and paste the entirety of the assignment instructions (even if it is long)]
- Assignment 2 instructions: [cut and paste the entirety of the assignment instructions (or delete Assignment 2 if there is only one assignment)]
- Course level: [provide information here about whether this is a graduate vs. undergraduate, freshman vs. senior level course (e.g. “This is a freshman level undergraduate course” or “This is a graduate level course.”)]
Analyzing Additional Courses
When you have finished analyzing all of the modules in this course and you are ready to move on to a different course, repeat the same steps listed above, starting at the beginning.
You should start a new thread or conversation whenever you begin work on a new course. Note that ChatGPT does not have the ability to remember past interactions across different sessions or threads, which is why you are starting back over from the beginning.
|
pressbooks
|
2025-03-22T05:09:22.282079
|
12-10-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://openfl.pressbooks.pub/chatgptinhighereducation/chapter/instructional-design/",
"book_url": "https://openfl.pressbooks.pub/chatgptinhighereducation/front-matter/introduction/",
"title": "ChatGPT in Higher Education",
"author": "Rob Rose",
"institution": "University of North Florida",
"subject": "Education"
}
|
https://openfl.pressbooks.pub/chatgptinhighereducation/chapter/facilitating-research-and-professional-development/
|
Introduction
Faculty members can harness the power of ChatGPT to streamline their research activities, augmenting their capabilities and efficiency. This article explores the best practices for using ChatGPT in higher education research by examining its role in literature review, idea generation, and personalizing professional development.
This chapter is divided in the following sections. Click the links below to jump down to a section that interests you:
Literature Review
The process of reviewing the existing body of knowledge is a critical component of any research project. ChatGPT can greatly assist faculty members in higher education by:
Identifying relevant sources
ChatGPT’s extensive knowledge base enables it to quickly identify pertinent literature and other resources based on user input. Faculty can utilize this feature to discover sources they may have otherwise missed.
Summarizing key findings
ChatGPT can distill complex information into concise summaries, saving faculty time and effort. It’s important to corroborate these summaries with the original sources for accuracy.
Identifying knowledge gaps
By analyzing the existing literature, ChatGPT can help identify potential areas for further research, enabling faculty to formulate innovative research questions.
Best Practice: To ensure quality results, faculty should provide clear and specific search parameters when using ChatGPT for literature reviews.
Idea Generation
Generating novel and compelling ideas is a crucial aspect of research. ChatGPT can support faculty in higher education by:
Brainstorming
By leveraging its vast knowledge base, ChatGPT can suggest a range of possible research ideas and approaches in response to a user’s query.
Exploring interdisciplinary connections
ChatGPT can help faculty discover connections between seemingly disparate fields, fostering cross-disciplinary innovation.
Evaluating ideas
Faculty can use ChatGPT to assess the feasibility and novelty of proposed research ideas by comparing them to existing literature.
Best Practice: Faculty should approach ChatGPT-generated ideas as starting points, combining them with their own expertise and critical thinking to develop well-rounded research proposals.
Personalized Professional Development
ChatGPT can support personalized professional development by:
Targeted Training Resources
Identifying skill gaps and suggesting targeted training resources, such as online courses, webinars, or workshops.
Customizing Pedagogy
Recommending pedagogical strategies and instructional design techniques based on an individual’s teaching style and discipline.
Refining Instruction through Personalized Feedback
Offering personalized feedback on teaching materials, such as syllabi, course outlines, and assignments, to help faculty members refine their approaches.
Supporting Professional Development
Recommending relevant conferences, workshops, and networking events that align with faculty members’ professional goals.
Conclusion
ChatGPT holds immense potential as a research tool for faculty members in higher education. By effectively employing ChatGPT for literature review and idea generation, faculty can enhance their research productivity and unlock new avenues for discovery. As with any powerful tool, it is crucial to use ChatGPT responsibly and critically, combining its capabilities with human expertise to achieve the best possible research outcomes.
|
pressbooks
|
2025-03-22T05:09:22.301240
|
12-10-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://openfl.pressbooks.pub/chatgptinhighereducation/chapter/facilitating-research-and-professional-development/",
"book_url": "https://openfl.pressbooks.pub/chatgptinhighereducation/front-matter/introduction/",
"title": "ChatGPT in Higher Education",
"author": "Rob Rose",
"institution": "University of North Florida",
"subject": "Education"
}
|
https://openfl.pressbooks.pub/chatgptinhighereducation/chapter/supporting-academic-advising-and-mentorship/
|
Introduction
This chapter explores the best practices for using ChatGPT to provide personalized guidance to students on academic matters such as course selection, degree planning, and career paths.
This chapter is divided in the following sections. Click the links below to jump down to a section that interests you:
- Understanding ChaptGPT
- Best Practices for Integrating ChatGPT in Academic Advising and Mentorship
- Degree Planning Support
- Privacy and Ethical Considerations
- Conclusion
Understanding ChatGPT
ChatGPT is a powerful AI language model that can understand and generate human-like text responses based on a given input. Its applications range from answering questions and offering suggestions to composing entire documents. By incorporating ChatGPT in academic advising and mentorship, faculty members can provide students with tailored guidance, improve communication, and streamline the advising process.
Best Practices for Integrating ChatGPT in Academic Advising and Mentorship
Course Selection Assistance
ChatGPT can be used as a virtual assistant to help students explore and select courses that align with their academic goals and interests. Faculty members can create a knowledge base containing course descriptions, prerequisites, and schedules. Students can then interact with ChatGPT to obtain recommendations and insights on courses that best match their needs.
Best Practices
- Keep the knowledge base updated with the latest course offerings and prerequisites.
- Train ChatGPT with relevant data to ensure it understands academic terminology and concepts.
- Encourage students to provide feedback on course recommendations to improve the accuracy and relevance of ChatGPT’s suggestions.
Degree Planning Support
Degree planning can be a complex and time-consuming process for students. ChatGPT can assist students in creating a comprehensive degree plan, factoring in course requirements, transfer credits, and academic goals.
Best Practices
- Work with academic departments to provide accurate and up-to-date program requirements for ChatGPT.
- Train ChatGPT to recognize different degree requirements, such as core courses, electives, and general education.
- Incorporate a feedback mechanism for students to report discrepancies or outdated information in their degree plans.
Career Path Exploration
ChatGPT can help students explore potential career paths based on their major, interests, and skills. By integrating information from job market trends and industry data, faculty members can guide students in making informed decisions about their future careers.
Best Practices
- Collaborate with career services to provide ChatGPT with accurate and up-to-date career information.
- Train ChatGPT to recognize transferable skills and recommend relevant careers based on a student’s major and interests.
- Encourage students to engage in career-related conversations with ChatGPT to help them develop a well-rounded understanding of their career options.
Privacy and Ethical Considerations
While ChatGPT offers numerous benefits, it is essential to consider privacy and ethical concerns. Faculty members should ensure that student data is protected and that the AI tool is used responsibly.
Best Practices
- Establish clear guidelines on data usage and privacy, ensuring compliance with relevant regulations and institutional policies.
- Regularly monitor ChatGPT’s interactions to identify and rectify potential biases or inaccuracies in its responses.
- Educate students on the limitations of AI tools and the importance of critical thinking and human judgment in decision-making.
Conclusion
Incorporating ChatGPT into academic advising and mentorship can greatly enhance the support and guidance provided to students. By following the best practices outlined in this article, faculty members can harness the power of ChatGPT to revolutionize their approach to academic advising and empower students to achieve their academic and career goals.
|
pressbooks
|
2025-03-22T05:09:22.314589
|
12-10-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://openfl.pressbooks.pub/chatgptinhighereducation/chapter/supporting-academic-advising-and-mentorship/",
"book_url": "https://openfl.pressbooks.pub/chatgptinhighereducation/front-matter/introduction/",
"title": "ChatGPT in Higher Education",
"author": "Rob Rose",
"institution": "University of North Florida",
"subject": "Education"
}
|
https://openfl.pressbooks.pub/chatgptinhighereducation/chapter/improving-accessibility-and-inclusivity/
|
Introduction
With the advent of artificial intelligence, specifically ChatGPT, educators can now leverage technology to generate alternative formats, simplify complex concepts, and provide translations. This chapter explores best practices for using ChatGPT to enhance accessibility and inclusivity in higher education.
This chapter is divided in the following sections. Click the links below to jump down to a section that interests you:
Generating Alternative Formats
ChatGPT can be utilized to create multiple formats of learning materials, making them accessible to a broader range of learners. Best practices include:
Summarizing lengthy text
Use ChatGPT to create concise summaries of long articles or book chapters, allowing students with limited time or attention spans to grasp the main ideas.
Creating audio and visual content
Convert text-based materials into audio and visual formats, benefiting students with different learning preferences and those with visual impairments.
Developing interactive materials
Transform static content into interactive quizzes, flashcards, or games, catering to various learning styles and promoting engagement.
Simplifying Complex Concepts
Students often struggle with understanding complex concepts, and ChatGPT can help break down these ideas into more digestible information. To achieve this, consider the following strategies:
Rewriting technical jargon
Use ChatGPT to rewrite complex terms or phrases in plain language, making the content more understandable for students with varying levels of expertise.
Providing analogies and examples
Request ChatGPT to generate relatable analogies or real-world examples, helping students grasp abstract concepts more easily.
Offering step-by-step explanations
Utilize ChatGPT to create detailed, step-by-step guides for complex problem-solving, enabling students to follow along and better understand the process.
Providing Translations
Language barriers can hinder students’ ability to learn and engage with the course material. ChatGPT can be an invaluable tool for addressing this issue by:
Translating course materials
Use ChatGPT to generate translations of learning resources into multiple languages, accommodating students who are non-native English speakers.
Offering multilingual support
Create a virtual ChatGPT teaching assistant to provide support in multiple languages, making it easier for students to ask questions and receive feedback in their native tongue.
Facilitating cross-cultural communication
Encourage students to interact with peers from diverse linguistic backgrounds by using ChatGPT to facilitate conversations and group work in multiple languages.
Conclusion
The integration of ChatGPT in higher education offers promising opportunities for enhancing accessibility and inclusivity. By leveraging this advanced AI technology, faculty members can create a variety of learning materials, simplify complex concepts, and provide translations to accommodate students with diverse needs and preferences. As educators, it is our responsibility to continue exploring and adopting innovative tools like ChatGPT to create inclusive, accessible, and engaging learning experiences for all students.
|
pressbooks
|
2025-03-22T05:09:22.332347
|
12-10-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://openfl.pressbooks.pub/chatgptinhighereducation/chapter/improving-accessibility-and-inclusivity/",
"book_url": "https://openfl.pressbooks.pub/chatgptinhighereducation/front-matter/introduction/",
"title": "ChatGPT in Higher Education",
"author": "Rob Rose",
"institution": "University of North Florida",
"subject": "Education"
}
|
https://openfl.pressbooks.pub/chatgptinhighereducation/chapter/evaluating-chatgpt-generated-content/
|
Introduction
As educators and researchers, it’s essential to critically assess the accuracy, relevance, and quality of AI-generated content. This chapter provides guidelines for evaluating ChatGPT-generated content and offers tips for integrating human judgment into the evaluation process.
This chapter is divided in the following sections. Click the links below to jump down to a section that interests you:
- Establish a Clear Purpose
- Assess the Accuracy
- Evaluate Relevance
- Examine the Quality
- Integrate Human Judgment
- Address Ethical Considerations
- Conclusion
Establish a Clear Purpose
Before using ChatGPT-generated content, identify the purpose and objectives of the information. Determine whether the AI-generated content is intended for research, teaching, or administrative purposes. Having clear expectations will help in evaluating the content’s relevance and appropriateness.
Assess the Accuracy
AI-generated content may contain factual errors, outdated information, or inaccuracies due to biases in the training data. When evaluating ChatGPT-generated content, consider the following:
- Cross-reference the information with reliable sources, such as scholarly articles, textbooks, and government websites.
- Look for inconsistencies or contradictions within the text.
- Be aware of the AI’s knowledge cutoff date, as it may not have the most recent information.
Evaluate Relevance
AI-generated content may not always be relevant to the context in which it’s intended to be used. To ensure that the content aligns with the desired topic, follow these steps:
- Compare the AI-generated content with the initial prompt or question to ensure that the output is on-topic.
- Check if the content addresses the specific needs of the target audience, including students, faculty, or administrators.
- Ensure that the content is appropriate for the intended educational level.
Examine the Quality
Quality assessment involves evaluating the coherence, organization, and language of the AI-generated content. Consider the following criteria:
- Coherence: Check for logical flow and consistency of ideas within the text.
- Organization: Assess the structure and organization of the content, including the presence of clear headings and logical progression of ideas.
- Language: Evaluate the grammar, punctuation, and vocabulary used in the text for correctness and readability.
Integrate Human Judgment
The evaluation process should always involve human judgment to ensure that AI-generated content meets the desired standards. Here are some tips for integrating human judgment into the evaluation process:
- Collaborate with colleagues to evaluate the content, as multiple perspectives can help identify potential issues.
- Encourage critical thinking and skepticism when assessing AI-generated content, as it can help identify inaccuracies and biases.
- Consider using AI-generated content as a starting point or supplementary material, rather than the sole source of information.
Address Ethical Considerations
Ethics play a crucial role in evaluating AI-generated content. Consider the following ethical aspects:
- Acknowledge the limitations of AI-generated content and be transparent about its use in educational settings.
- Be aware of potential biases in the training data and ensure that the content aligns with the principles of diversity, equity, and inclusion.
- Respect intellectual property rights and adhere to academic integrity standards.
Conclusion
As AI-generated content becomes increasingly prevalent in higher education, faculty members need to be equipped with the skills to critically assess the accuracy, relevance, and quality of such content. By following these guidelines and integrating human judgment into the evaluation process, educators can ensure that they are using AI-generated content responsibly and effectively.
|
pressbooks
|
2025-03-22T05:09:22.346092
|
12-10-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://openfl.pressbooks.pub/chatgptinhighereducation/chapter/evaluating-chatgpt-generated-content/",
"book_url": "https://openfl.pressbooks.pub/chatgptinhighereducation/front-matter/introduction/",
"title": "ChatGPT in Higher Education",
"author": "Rob Rose",
"institution": "University of North Florida",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/chrissylearnyjourney/chapter/philosophy/
|
Philosophy
As a registered practical nurse and student nurse in BScN program, I consider that nursing is about caring for the whole person. This means looking at each patient, nurses considering not only their physical health but also their mental, emotional, and spiritual well-being. Because every patient is different, my nursing practice is evidence-based, which involves continually learning the latest skills, improving my competencies, and using critical thinking when providing care to patients. In addition, I view nursing as an art and a science. In other words, nursing consists of skill/knowledge as well as compassion.
I am dedicated to advocating for patients and marking sure they feel respected and have the freedom to make decisions as they want. I believe in the importance of ongoing learning for nurses so we can ensure that patients receive the most accurate information and the right care.
|
pressbooks
|
2025-03-22T05:09:22.354401
|
11-12-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/chrissylearnyjourney/chapter/philosophy/",
"book_url": "https://ecampusontario.pressbooks.pub/chrissylearnyjourney/front-matter/an-intro-to-my-journey/",
"title": "Chrissy Learning Journey",
"author": "chrissywu",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/chrissylearnyjourney/chapter/core-beliefs/
|
Core beliefs
My core beliefs in nursing practice is patient dignity and autonomy. Everyone deserves to feel respect and have the right to make decisions, and so do vulnerable patients. I am committed to a non-judgemental , active listening skills, and a compassionate approach to patient care. By doing so, I will create an environment where patients feel safe to express themselves. Building a trusting relationship with patients will allow them to feel confident that their voice matters to us. I strive to be someone patients can rely on, encourage them to ask questions and feel involved in their own care decisions. In addition, providing patient-centered care is a team effort. Therefore, I will collaborate with other providers on the team to ensure that the patient’s values, preferences, and goals are considered in the plan of care.
|
pressbooks
|
2025-03-22T05:09:22.362150
|
11-12-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/chrissylearnyjourney/chapter/core-beliefs/",
"book_url": "https://ecampusontario.pressbooks.pub/chrissylearnyjourney/front-matter/an-intro-to-my-journey/",
"title": "Chrissy Learning Journey",
"author": "chrissywu",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/chrissylearnyjourney/chapter/personal-values/
|
Personal values
Compassion: I believe compassion is one of the most important aspects of nursing. It applies not only for the patient but also to their family members. I will show compassion by actively listening to the concerns of the patient and their family members, offering emotional support, and creating a calming, private environment during challenging times. I will take the time to explain procedures or medical options,ensuring they feel informed and empowered. Additionally, I will support their family members by connecting them to social workers, who can advise them. Compassion will guide me in building a therapeutic relationship and delivering culturally sensitive care
Respect: I believe that respect is a foundation of all human relationships. Showing respect means valuing each patient as an individual with their own beliefs, preferences and needs. I will protect patient privacy by not sharing their information without their permission. I will use appropriate communication styles that make patients feel comfortable and understood, honor their choices and autonomy, and maintain professional boundaries. When a patient feels respected, they would be more likely to share their concerns openly. This trust will allow nurses to understand their needs better and provide patient-centered care. Last but not least, I also will respect colleagues’ perspectives, working together to achieve the best outcome of patients
Accountability: I take full responsibility for my nursing actions as a nurse and I am committed to ensuring positive outcomes for my patients. This means being honest when mistakes happen. I will also maintain accurate documentation and thorough documentation of each patient’s care. In addition, I will seek feedback from my colleagues to find that can be improved. Taking responsibility helps me to ensure that my patients receive the safest care possible, as well as for my own growth
Teamwork and collaboration : Undoubtedly, nursing is built on teamwork and collaboration, and I believe these are significant to deliver optimal care to Teamwork not only means working alongside others but also includes open communication, mutual respect and a shared commitment to patient well- being.patients. Collaboration allows us to combine our strengths, share knowledge and reduce the chance of mistakes happening.Teamwork also means being willing to offer and accept help. Teamwork and collaboration support our ability to effectively meet challenges and provide high quality care
|
pressbooks
|
2025-03-22T05:09:22.375904
|
11-12-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://ecampusontario.pressbooks.pub/chrissylearnyjourney/chapter/personal-values/",
"book_url": "https://ecampusontario.pressbooks.pub/chrissylearnyjourney/front-matter/an-intro-to-my-journey/",
"title": "Chrissy Learning Journey",
"author": "chrissywu",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/chrissylearnyjourney/chapter/smart-goal/
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SMART goal
Because of my 2020H clinical placement in 2025, I will be setting 2 SMART goals to be completed by the end of Spring 2025.
I will learn how to do the documentation by March 24,2025 and do a return demonstration of documentation during the clinical placement.
- I will read the textbook of Potter and Perry’s Canadian Fundamentals of Nursing (Potter et al., 2023), chapter 16: Documenting and Reporting on January 10,2025
- By January 24,2025 I will review testbook Potter and Perry’s Canadian Fundamentals of Nursing (Potter et al., 2023), data collections from chapter 14 Nursing Assessment, Diagnosis, and Planning
- By February 27, 2025 I will come to placement on time and I will observe how my nurses document patient’s data and write notes down
- On March 03,2025 I will independently document on all my patient’s flowsheet and pass the return demonstration under my clinical instructor’s observation
I will read the textbook of Potter and Perry’s Canadian Fundamentals of Nursing (Potter et al., 2023), chapter 16: Documenting and Reporting on January 10,2025
- Find out different communication strategies and apply them during my conversations with my patients February 10,2025
- Determine intervention appropriate for the patient to learn by February 24,2025
- During patient education, i will ensure use of health literacy of my patient by March 17,2025
- Find some virtual simulation lab case studies to practice therapeutic communication by March 38, 2025
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pressbooks
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11-12-2024
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"title": "Chrissy Learning Journey",
"author": "chrissywu",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/chrissylearnyjourney/chapter/reflection/
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Reflection
After five years as a Registered Practical Nurse, I was excited to return to school and begin my journey as a Registered Nurse. I thought I was ready for anything and focused primarily on improving my clinical skills. However, I realized that nursing is more than just clinical skills. Around week 4, each course reminded me that nursing also involves empathy, resilience, and responsibility and so on. I believe that the journey to becoming a registered nurse is more than just a big step in my career; it will allow me to grow professionally and make me a better nurse.
One of the biggest changes I have noticed is my time management. Unlike other students who focus solely on academic study, I have to be very disciplined. I arrange my time for work, study, assignments, and leaving space for myself to avoid burnout. Prioritizing is the most important for me. I create a plan for myself about what tasks I need to accomplish, helping me to achieve realistic daily goals. Transitioning from working part time to being a full time student has taught me to manage my time more effectively. In addition, learning nursing courses enhances my empathy, compassion and accountability. Nowadays, I have more understanding of my colleagues since we are on the same page in hospital. Moreover, accountability not only means I need to take full responsibility for my academics but also for my patients. This transition is full of challenges, but it also pushes me out of my comfort zone. I believe this journey will help me grow into a more compassionate, resilient and professional nurse.
Nursing school undoubtedly brings a mix of stress, frustration and pride. For example, I felt so stressed when my first assignment grade of 1001H was released. I even started to worry that I might fail the whole course. After I talked to my friends, I felt a bit reassured. After that day, I spent 3 days making notes for every chapter before reading week and I spent 2 days doing practice quizzes and reviewing my notes in reading week. I wouldn’t say i get a good mark in midterm but at least see a hope to pass this course or even chase better marks on the final. I have learned that resilience is so significant especially when you feel you can’t keep up. Success comes from resilience and staying persevering during tough times(Fernández et al., 2021).
Each day’s lesson has given me a renewed perspective on teamwork and collaboration, respect and accountability.There values and reshaped my actions and thoughts. In my interactions with my classmates, I will remind them what details they may miss in assignments and will ask their advice for group work. The teamwork and collaboration makes it easier for me to feel like I belong in the group. Respecting others in the class allows me to make friends and I also believe effective communication is based on respect. Accountability to me means taking full responsibility for my schoolworks and patients while on the job.
Initially, I thought nursing was just a job to provide assistance to patients, but now I realize that the responsibility of nursing is not only to the patient, but also to colleagues, the healthcare system, and the professionals themselves. I have also noticed that nursing is emotionally and physically demanding for healthcare professionals. In addition, this transition has taught me the importance of resilience. Nursing is not easy, every step we take has a huge impact on our patients. All in all, these insights reminded me of the significance of nursing.
Overall, my goal is to keep improving my skills and become a well-rounded person who can make a meaningful difference in patient’s lives. I will continue to enhance my skills, embrace all challenges and develop critical thinking skills to view and solve problems. Because stress can lead to insomnia（Boren, J. P., & Veksler, A. E.,023)., which can further lead to a decrease in the quality of my studies, I will reach out to my friends and family for support more often when I feel stressed. It is also important to have an exercise routine for physical and mental health.
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11-12-2024
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"title": "Chrissy Learning Journey",
"author": "chrissywu",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/chrissylearnyjourney/chapter/artefacts/
|
Artefacts
As a college graduate, I became a Registered Practical Nurse (RPN) in Ontario. This certification shows my foundational nursing knowledge, clinical skills, and commitment to providing safe and competent care.
This is a thank you letter from a patient’s family. I think it’s these moments that pull me along when I want to give up.
It was one of the happiest days of my year. It was an offer about nursing from Trent university, which means I’m officially start my journey of studying nursing with apprehension and happiness.
The first Aid& CPR certificate provide me of skills to handle emergencies, like cardiac arrest or injuries, ensuring quick and effective patient care. This certification boosts confidence, enhances patient safety, and often fulfills job requirements in healthcare settings. It enables nurses to act promptly, potentially saving lives in critical situations.
The HRO Universal Skills certificate demonstrates my commitment to safety, reliability, and effective communication in high-stakes environments. This certification equips me with essential skills, such as attention to detail, clear communication, and a proactive approach to preventing errors. It reflects my dedication to maintaining high standards of care and fostering a culture of trust and accountability in my nursing practice.
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pressbooks
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2025-03-22T05:09:22.406837
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11-12-2024
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{
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"title": "Chrissy Learning Journey",
"author": "chrissywu",
"institution": "Trent University",
"subject": "Education"
}
|
https://ecampusontario.pressbooks.pub/chrissylearnyjourney/chapter/references/
|
References
Boren, J. P., & Veksler, A. E. (2023). The stress of nursing: exploring communicatively restricted organizational stress (CROS), effort-reward imbalance, and organizational support among a sample of U.S. working nurses. Journal of Occupational Medicine and Toxicology [London], 18(1), NA. http://dx.doi.org.proxy1.lib.trentu.ca/10.1186/s12995-023-00390-6
Fernández-Díaz JR, Gutiérrez-Ortega M, Llamas-Salguero F, Cantón-Mayo I. Creativity and Resilience as Predictors of Career Success. Sustainability. 2021; 13(8):4489. https://doi.org/10.3390/su13084489
Potter, P. A., Perry, A. G., Stockert, P. A., Hall, A., Astle, B. J., & Duggleby, W. (2023). Canadian fundamentals of nursing (7th ed.). Elsevier.
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pressbooks
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2025-03-22T05:09:22.415337
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11-12-2024
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"title": "Chrissy Learning Journey",
"author": "chrissywu",
"institution": "Trent University",
"subject": "Education"
}
|
https://openwa.pressbooks.pub/commonamericanenglishpronunciationpatterns/chapter/vowel-sounds-and-review-of-irregular-past-tense-verbs/
|
1 Vowel Sounds and Review of Irregular Past Tense Verbs
Eric Dodson; Luciana Diniz; and Nanci Leiton
VOWEL SOUNDS AND REVIEW OF IRREGULAR PAST TENSE VERBS
American English Vowels
Vowels are the sounds we make with our mouths open.
Maybe you know that we have 6 letters that are vowels: A E I O U and sometimes Y.
When you say those letters, your mouth should be 100% open. Try it!
But, American English really has at least 12 vowel sounds.
For example, you can hear 12 different vowels in these color words:
- red
- gray
- black
- olive
- silver
- mustard
- rose
- blue
- wood
- purple
- orange
- brown
IPA
In dictionaries and English learning books, you will sometimes see special symbols to show the specific sounds. This can help you focus on the sound, and make sure other people can understand the way you pronounce the word.
These special symbols are called IPA (International Phonetic Alphabet). For example, when we say the letter “A” in English, we write the IPA symbol / eɪ /.
For example, the IPA for the word “ate” in most American accents is / eɪt /.
Focusing on the sounds can help you pronounce things easily, quickly, and clearly. Learning about the IPA is a good way to check your pronunciation. Some people learn the whole English IPA, too, and it helps them understand and organize English sounds.
Also, every English speaker has an accent. The same word may have many different pronunciations as you meet different people from different places. We can use IPA to show or write the different pronunciations.
Here is the list of color words again, with the IPA of the vowel sounds. Can you repeat just the vowel sound?
- gray / eɪ /
- red /ɛ/
- black / æ /
- olive /ɑ/
- silver / ɪ /
- mustard /ə/
- rose /oʊ/
- blue /u/
- wood /ʊ/
- purple /ɚ/ or /ɜr/
- orange /ɔr/
- brown /aʊ/
Review: Vowels and Irregular Past Tense Verbs
Verbs are action words, like:
- do
- eat
- take
Many of the verbs we use the most in English are irregular past tense verbs. That means you have to memorize the past tense. You can’t say: doed, eated, or taked . Instead, we say:
- did
- ate
- took
This list has many of the irregular past tense verbs we use the most, organized by the vowel sounds. Can you read and repeat the verbs? Can you also say the present tense form of the words?
You can listen and repeat, too.
Audio Player
- Red /ɛ/
- Felt
- Kept
- Left
- Met
- Read
- Said
- Sent
- Slept
- Spent
- Went
- Gray / eɪ /
- Became
- Came
- Ate
- Gave
- Made
- Paid
- Black / æ /
- Began
- Drank
- Had
- Rang
- Ran
- Sang
- Sat
- Olive /ɑ/
- Brought
- Bought
- Caught
- Cost
- Fought
- Forgot
- Got
- Lost
- Saw
- Taught
- Thought
- Silver / ɪ /
- Bit
- Built
- Did
- Hid
- Mustard /ə/
- Was
- Hung
- Shut
- won
- Rose [oʊ]
- Broke
- Chose
- Drove
- Rode
- Sold
- Spoke
- Stole
- Woke up
- Wrote
- Blue /u/
- Blew
- Drew
- Grew
- Knew
- Threw
- Wood /ʊ/
- Put
- Shook
- Stood
- understood
- Purple /ɚ/ or /ɜr/
- Were
- Heard
- hurt
- Orange /ɔr/
- Tore
- wore
- Brown /aʊ/
- found
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pressbooks
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2025-03-22T05:09:22.445665
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09-15-2024
|
{
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"url": "https://openwa.pressbooks.pub/commonamericanenglishpronunciationpatterns/chapter/vowel-sounds-and-review-of-irregular-past-tense-verbs/",
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"title": "Common American English Pronunciation Patterns",
"author": "David Fox",
"institution": "Lake Washington Institute of Technology",
"subject": "Language learning: grammar, vocabulary and pronunciation, Language learning: speaking skills"
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|
https://openwa.pressbooks.pub/commonamericanenglishpronunciationpatterns/chapter/consonants-voiced-and-voiceless-2/
|
2 Consonants: Voiced and Voiceless
Eric Dodson; Luciana Diniz; and Nanci Leiton
Consonants: Voiced and Voiceless
A. Can you feel it?
Some English sounds are voiced. It means your vocal cords in your neck move when you make the sound.
Say: Aaaaaaaaaaaaaah. (Like at the doctor).
Some English sounds are voiceless. It means your vocal cords don’t move when you make the sound.
Say: Shhhhhhhhhhhhhhhh. (Like quieting your friend).
B. Read and practice.
| voiceless | voiced |
| /p/ Pear pig rip people
/t/ To tip feet retain /k/ Coat come rack picture /f/ Face fat half defend /θ / Thin thick with nothing /s/ Sue see price lesson / ʃ/ Shy show cash pressure / ʧ / chin choke natural catch |
/b/ Bear big rib rabbit
/d/ Do dip feed under /g/ Goat gum rag sugar /v/ Vase vat have clever /ð/ That then neither father /z/ Zoo Zip prize lazy /ʒ / garage pleasure vision / ʤ / Joke gin enjoy badge |
C. Listen and circle (or read out loud with a tutor or teacher)
| 1) dock dog
2) coat goat 3) face vase 4) half have 5) tile dial 6) lit lid |
7) pear bear
8) rip rib 9) sue zoo 10) price prize 11) chain Jane 12) batch badge |
Green Tea Intermediate English Communication OER by Eric Dodson; Luciana Diniz; and Nanci Leiton
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pressbooks
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2025-03-22T05:09:22.460208
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09-15-2024
|
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"title": "Common American English Pronunciation Patterns",
"author": "David Fox",
"institution": "Lake Washington Institute of Technology",
"subject": "Language learning: grammar, vocabulary and pronunciation, Language learning: speaking skills"
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|
https://openwa.pressbooks.pub/commonamericanenglishpronunciationpatterns/chapter/adding-s-for-plural-and-simple-present-third-person/
|
3 Adding S for Plural and Simple Present Third Person
Eric Dodson; Luciana Diniz; and Nanci Leiton
Pronunciation: Adding S for plural and simple present third person
Consonants: Final ‘s’ sounds
You can watch, listen, and repeat these sounds in Eric’s video:
English has three sounds for the letter “s.” You have to pay attention to the final sound before the s.
- Voiceless sounds: /s/
- Voiced sounds: /z/
- The sounds in s, z, sh, ch, j, g: /ɪz/
A. Type one: Voiceless + /s/
Verbs and nouns ending in voiceless consonants + /s/
Practice: Circle or find the final sound before the s
Example : takes The last sound before s is /k/
Steps ____ looks____ laughs ____ fits_____
taps_____ fakes______ Eric’s ______
B. Type two: Voiced + /z/
Verbs and nouns ending in voiced consonants + /z/
Practice: Circle or find the final sound before the s
Example : dogs The last sound before s is /g/
Plans____ tags ____ halves ____ goes______
labels_____ climbs ___ stars ______ minds_____
Plays _____ sees _____ sues ___ teacher’s _____
C. Type three: /ɪz/
Verbs and nouns ending in /s/, /z/, sh/ʃ/, zh/ʒ/, ch/ʧ/, j/ʤ/, x/ks/ + /ɪz/
Practice: Circle or find the final sound before the s
Example : misses The last sound before s is /s/
kisses_______ fizzes _____ wishes ______ garages _____
churches ____ judges ____ fixes ______ Chris’s _______
Green Tea Intermediate English Communication OER by Eric Dodson; Luciana Diniz; and Nanci Leiton
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pressbooks
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2025-03-22T05:09:22.474247
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09-15-2024
|
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"url": "https://openwa.pressbooks.pub/commonamericanenglishpronunciationpatterns/chapter/adding-s-for-plural-and-simple-present-third-person/",
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"title": "Common American English Pronunciation Patterns",
"author": "David Fox",
"institution": "Lake Washington Institute of Technology",
"subject": "Language learning: grammar, vocabulary and pronunciation, Language learning: speaking skills"
}
|
https://openwa.pressbooks.pub/commonamericanenglishpronunciationpatterns/chapter/final-s-sounds-practice/
|
4 Final S Sounds Practice
Eric Dodson; Luciana Diniz; and Nanci Leiton
Final S sounds practice
D. Final S sounds practice
Write the final sound and say the word
1. watches
2. Tastes
3. Places
4. Grabs
5. Picks
6. boxes
7. cries
8. oranges
9. waits
10. dishes
E.Read the sentences out loud.
Focus on the “s” pronunciation and voiced/voiceless sounds.
- Chris’s friends are helping him move his boxes from upstairs to two different garages.
- Mary grabs lunch at different restaurants with her sisters on Saturdays.
- If the weather looks clear and there are no clouds, Nancy washes her cars on the weekends.
Practice, and record
https://openoregon.pressbooks.pub/greentea/wp-admin/admin-ajax.php?action=h5p_embed&id=3
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pressbooks
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2025-03-22T05:09:22.484854
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09-15-2024
|
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"title": "Common American English Pronunciation Patterns",
"author": "David Fox",
"institution": "Lake Washington Institute of Technology",
"subject": "Language learning: grammar, vocabulary and pronunciation, Language learning: speaking skills"
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|
https://openwa.pressbooks.pub/commonamericanenglishpronunciationpatterns/chapter/pronouncing-words-that-end-in-ed/
|
5 Pronouncing Past Participles (words that end in “ed”)
Eric Dodson; Luciana Diniz; and Nanci Leiton
-ED pronunciation for Past Tense and Adjectives
Type one: Voiceless + /t/
verbs and adjectives ending in voiceless consonants = /t/
Stepped ____ looked______ laughed ____ wished ____
Switched ___ clapped ____ kissed ______ faked _____
Type two: Voiced + /d/
verbs and adjectives ending in voiced consonants = /d/
Planned ____ tagged ____ halved ____ rubbed ______
labeled_____ lazed _____ climbed ___ starred ______
Played _____ peed _____ sued ___ pawed _____
Type three: /d/ and /t/ + / ɪd/
Verbs and adjectives ending in /t/ or /d + / ɪd/
Toasted _____ participated _____ faded ____ minded _____
Practice out loud with a teacher or tutor:
Focus on the final sounds: /t/, /d/ or / ɪd/
- Tasted _____
- Placed _____
- Grabbed _____
- Clogged _____
- Guided _____
- Lived _____
- Picked _____
- waited _____
- clapped _____
- cried _____
Find the -ed sound in these examples
Focus on the ed words first. Then, read the sentence. Each sentence is an English proverb. Can you find the meaning with a tutor or teacher’s help?
- Curiosity killed the cat.
- If you play with fire, you’ll get burned.
- Grief divided is made lighter.
- A fool and his money are soon parted.
- You can’t unscramble a scrambled egg.
- The road to hell is paved with good intentions.
Listen to Eric read, and repeat.
Green Tea Intermediate English Communication OER by Eric Dodson; Luciana Diniz; and Nanci Leiton
|
pressbooks
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2025-03-22T05:09:22.499081
|
09-15-2024
|
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"title": "Common American English Pronunciation Patterns",
"author": "David Fox",
"institution": "Lake Washington Institute of Technology",
"subject": "Language learning: grammar, vocabulary and pronunciation, Language learning: speaking skills"
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|
https://openwa.pressbooks.pub/commonamericanenglishpronunciationpatterns/chapter/t-pronunciation/
|
6 Pronouncing the Letter T
Eric Dodson; Luciana Diniz; and Nanci Leiton
T Pronunciation
Type One: “normal” T
The International Phonetic Alphabet (IPA) symbol: [t]
Notice the air that follows the t!
- Beginning of words:
- teacher
- today
- two
- tall
- After most consonants (but not R!)
- best
- faster
- guilty
- alter / altar
- doctor
- optimist
Type 2: Flap T/ Quick T
This is a “fast d” sound. There is no extra air with the T! The IPA is: [d] or [ɾ]
This usually happens when we have a “t sandwich” — a vowel before the T and a vowel after the T.
- vowel + t / tt / d + vowel
- writing
- bottle
- water
- tutor
- city
- This combination (vowel + t + vowel ) can happen with more than one word together in normal speech.
- It isn’t my problem.
- Can you figure it out?
- Wait a minute!
- What if you’re wrong?
- Exception: If the “t” is in the beginning of a stressed syllable, we use the “normal T”:
- until
- attorney
- attack
- eternal
- Notice: This fast d / flap t sound is the same for words that usually have a “d” with a vowel before and after. So, these words sound the same for most American English accents:
- writing / riding
- liter / leader
- metal / medal
Type 3: Glottal Stop T /ʔ/
The glottal stop /ʔ/ is the stop of air in your voice. Example: uh-oh.
This kind of t sound happens when there is a vowel + t + n (or a vowel+n).
- Vowel+t+n
- sentence
- partner
- important
- Common Contractions:
- can’t
- won’t
- haven’t
- couldn’t
- shouldn’t
- -tten or -tain spellings:
- written
- gotten
- mountain
- fountain
- Britain
Other spellings and sounds
T can change into some other sounds, too:
- T becomes a “ch” sound or, in IPA: [tʃ ]
- T+R together:
- true
- tree
- attribute
- T + U together — specifically, when “u” is pronounced with a [j] + vowel sound
- picture
- natural
- capture
- T+R together:
- T becomes a “sh” sound, or in IPA: [ʃ]
- with -tion endings
- information
- caption
- station
- with -tious endings
- cautious
- superstitious
- with -tion endings
- Normal T
- teacher
- today
- two
- tall
- best
- faster
- guilty
- alter / altar
- doctor
- optimist
- until
- attorney
- attack
- eternal
- Flap T
- writing
- bottle
- water
- tutor
- city
- It isn’t my problem.
- Can you figure it out?
- Wait a minute!
- What if you’re wrong?
- writing / riding
- liter / leader
- metal / medal
- Glottal Stop T
- sentence
- partner
- important
- can’t
- won’t
- haven’t
- couldn’t
- shouldn’t
- written
- gotten
- mountain
- fountain
- Britain
- Other sounds (ch and sh)
- true
- tree
- attribute
- picture
- natural
- capture
- information
- caption
- station
- cautious
- superstitious
Green Tea Intermediate English Communication OER by Eric Dodson; Luciana Diniz; and Nanci Leiton
|
pressbooks
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2025-03-22T05:09:22.522199
|
09-15-2024
|
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"url": "https://openwa.pressbooks.pub/commonamericanenglishpronunciationpatterns/chapter/t-pronunciation/",
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"title": "Common American English Pronunciation Patterns",
"author": "David Fox",
"institution": "Lake Washington Institute of Technology",
"subject": "Language learning: grammar, vocabulary and pronunciation, Language learning: speaking skills"
}
|
https://openwa.pressbooks.pub/commonamericanenglishpronunciationpatterns/chapter/word-stress-compound-words-and-adjective-noun-combinations/
|
7 Word Stress: Compound Words and Adjective + Noun Combinations
Eric Dodson
by Eric Dodson
What is word stress?
Example: Portland Oregon
PORTland ORegon
Oo Ooo <– The capital O means stressed syllables. The small o means unstressed syllables.
not: portLAND oREgon
Stress is:
- Longer
- Louder
- Higher (in pitch, like music)
- Clearer (the vowel is easy to hear and full; it is NOT a schwa /ə/, usually)
- Bigger (easy to see!)
Practice by listening, repeating, and checking with a tutor or teacher:
Compound Nouns
The stress usually is on the first word or part:
- classmate
- homework
- football
- bathroom
- website
- keyboard
- writing teacher
- English class
- reading test
- due date
Normal Adjectives + Nouns
The stress will usually fall on the noun. The adjective may have some stress, but it will have less than the noun — usually!
If you change the stress patterns, you may be changing the meaning or the feeling of what you’re saying.
Can you practice these common phrases with stress on the nouns?
- a long walk
- a good grade
- a short speech
- a clear voice
- a hard quiz
- some organized notes
- a confident speaker
- an interesting person
Extra: Stress on numbers!
Numbers also almost always receive stress:
- example 1
- speech number 2
- exercise 3
- My group had 4 classmates
- I’m in level 5
- But I’m getting ready for communication 6
Listen and Repeat
One good resource for teachers or tutors: British Council Teaching English – Word Stress
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pressbooks
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2025-03-22T05:09:22.534722
|
09-15-2024
|
{
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"url": "https://openwa.pressbooks.pub/commonamericanenglishpronunciationpatterns/chapter/word-stress-compound-words-and-adjective-noun-combinations/",
"book_url": "https://openwa.pressbooks.pub/commonamericanenglishpronunciationpatterns/front-matter/introduction/",
"title": "Common American English Pronunciation Patterns",
"author": "David Fox",
"institution": "Lake Washington Institute of Technology",
"subject": "Language learning: grammar, vocabulary and pronunciation, Language learning: speaking skills"
}
|
https://openwa.pressbooks.pub/commonamericanenglishpronunciationpatterns/chapter/stress-and-reductions/
|
8 Stress and Reductions
Eric Dodson; Nanci Leiton; and Luciana Diniz
STRESS AND REDUCTIONS
Stress + Reduced Syllables
We have talked about stressed syllables before. We can imagine that they are 100% whole and complete. Remember that stress means: louder, longer, higher, clearer, and bigger
Reduction is the opposite of stress in English.
Reduction, or reduced syllables are:
- Quicker: they are not as long, and you might delete some of the sounds.
- Less clear: the vowels might change to “uh” /ə/
- Quieter: they are not as loud
- Normal pitch: they are not musical, high or low
- Smaller: speakers’ mouths do not open or move as much
You can imagine that they are chopped up. Reduced stress makes it easier to put things together in spoken English, once you learn how.
This can help you with understanding other speakers, too. For example:
- I just want to have some peace and quiet around here.
- Sorry, but I didn’t hear that.
- How is it going?
Example 1: And
In normal American English, the word “and” usually reduces to “an” with a schwa sound: /ən/
Here are some common phrases and idioms. Can you practice reducing “and”?
A. Reducing and
- peace and quiet
- rock and roll
- bread and butter
- pride and joy
- death and taxes
- fair and square
- by and large
- smoke and mirrors
- blood, sweat and tears
- it cost an arm and a leg
Green Tea Intermediate English Communication OER by Eric Dodson; Luciana Diniz; and Nanci Leiton is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:22.546663
|
09-15-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://openwa.pressbooks.pub/commonamericanenglishpronunciationpatterns/chapter/stress-and-reductions/",
"book_url": "https://openwa.pressbooks.pub/commonamericanenglishpronunciationpatterns/front-matter/introduction/",
"title": "Common American English Pronunciation Patterns",
"author": "David Fox",
"institution": "Lake Washington Institute of Technology",
"subject": "Language learning: grammar, vocabulary and pronunciation, Language learning: speaking skills"
}
|
https://openwa.pressbooks.pub/commonamericanenglishpronunciationpatterns/chapter/content-words-function-words-and-stress/
|
9 Content Words, Function Words and Stress
Eric Dodson; Luciana Diniz; and Nanci Leiton
CONTENT WORDS, FUNCTION WORDS, AND STRESS
Content Words
Nouns, verb, adjectives and adverbs are usually stressed in sentences.
Prepositions, articles and conjunctions are usually not stressed.
You can usually understand the main ideas if you focus on the content words, too!
- FIre KItchen
- FIre in KItchen
- FIre in the KItchen
- a FIre in the KItchen
- There’s a FIre in the Kitchen
- SNOW exPECted FRIday
- SNOW is exPECted FRIday
- SNOW is exPECted on FRIday
- the SNOW is exPECted on FRIday
B. Which words are stressed in these sentences?
- Sorry, but I didn’t hear that.
- Could you say that again?
- The student accounts office is in the CC building.
- Go outside and walk to the library.
- If you look to the right, you should see the CC building.
Green Tea Intermediate English Communication OER by Eric Dodson; Luciana Diniz; and Nanci Leiton is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:22.556951
|
09-15-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://openwa.pressbooks.pub/commonamericanenglishpronunciationpatterns/chapter/content-words-function-words-and-stress/",
"book_url": "https://openwa.pressbooks.pub/commonamericanenglishpronunciationpatterns/front-matter/introduction/",
"title": "Common American English Pronunciation Patterns",
"author": "David Fox",
"institution": "Lake Washington Institute of Technology",
"subject": "Language learning: grammar, vocabulary and pronunciation, Language learning: speaking skills"
}
|
https://openwa.pressbooks.pub/commonamericanenglishpronunciationpatterns/chapter/example-of-reductions-pronouns/
|
10 Example of Reductions: Pronouns
Example Reductions: Her, Hers, He, Him, His
Eric Dodson; Luciana Diniz; and Nanci Leiton
Example Reductions: Her, Hers, He, Him, His
These pronouns usually loose the “H” in normal US English sentences. But, they keep the stress and the full “H” if they are the first word.
- I like her –> I liker
- I like him –> I likim
- Where is hers? –> Wherzerz?
- Where is his? –> Wherziz?
C. Find these pronouns in this short conversation. Can you reduce them and combine them in a fluent sentence?
- How is it going? Wait, is everything ok?
- Where is Adam? Did you see him leave?
- Sara came and he got really mad at her.
- I don’t know what his problem is, or maybe it’s her problem.
- They have both had a hard time.
- I don’t think he has been happy at his job.
- I know she wants to quit hers.
- Oh, did you get his text? They both had to leave, but I guess things are ok.
Green Tea Intermediate English Communication OER by Eric Dodson; Luciana Diniz; and Nanci Leiton is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:22.566615
|
09-15-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://openwa.pressbooks.pub/commonamericanenglishpronunciationpatterns/chapter/example-of-reductions-pronouns/",
"book_url": "https://openwa.pressbooks.pub/commonamericanenglishpronunciationpatterns/front-matter/introduction/",
"title": "Common American English Pronunciation Patterns",
"author": "David Fox",
"institution": "Lake Washington Institute of Technology",
"subject": "Language learning: grammar, vocabulary and pronunciation, Language learning: speaking skills"
}
|
https://opentextbc.ca/isvinternational/chapter/nine-key-principles/
|
Nine Key Principles
The Intersectional Sexualized Violence Advisory Group identified nine key principles that are essential to sexualized violence prevention, intervention, and responses in post-secondary institutions
- Accessibility
- Cultural safety
- Decolonial approach
- Experience-informed
- Gender inclusivity
- Intersectionality
- Survivor-centred
- Violence-informed and trauma-informed practice
- Healing-centred and transformative justice approaches
Communication, Healthy Relationships, and Consent was developed using these principles. Any changes that are made to the resource should align with them.
|
pressbooks
|
2025-03-22T05:09:22.575295
|
10-22-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/isvinternational/chapter/nine-key-principles/",
"book_url": "https://opentextbc.ca/isvinternational/front-matter/accessibility-statement/",
"title": "Communication, Healthy Relationships, and Consent",
"author": "Intersectional Sexualized Violence – International Student Resource Development Team",
"institution": "",
"subject": "Violence and abuse in society, Social and ethical issues, Sexual abuse and harassment, Social attitudes, Social groups, communities and identities, Gender studies, gender groups, Feminism and feminist theory, LGBTQ+ Studies / topics, Ethnic groups and multicultural studies, Sociology, Social theory, Curriculum planning and development, Educational strategies and policy, Educational strategies and policy: inclusion, Adult education, continuous learning, Teaching of students with different educational needs, Law and society, gender issues, Criminal law: Gender violence, Mental health services, Sex and sexuality: advice and issues"
}
|
https://opentextbc.ca/isvinternational/chapter/open-education-resources/
|
Open Education Resources
The BCcampus Intersectional Sexualized Violence resources are open education resources (OERs): either they have an open-copyright licence (such as one from Creative Commons) or they are part of the public domain and have no copyright. Depending on the licence used, OERs can be freely accessed, used, re-mixed, improved, and shared. For example, institutions may want to:
- Provide information and contacts for specific services available on campus and in the community
- Use images from the institution’s campuses and local community
- Use the institution’s logo
- Support Indigenization by incorporating additional Indigenous content and approaches
- Translate resources into different languages
Ideas for adapting this resource are provided in Using and Adapting the Modules. Technical advice for putting this resource into a learning management system or on a website is provided in Installing and Editing the Modules.
|
pressbooks
|
2025-03-22T05:09:22.584065
|
10-22-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/isvinternational/chapter/open-education-resources/",
"book_url": "https://opentextbc.ca/isvinternational/front-matter/accessibility-statement/",
"title": "Communication, Healthy Relationships, and Consent",
"author": "Intersectional Sexualized Violence – International Student Resource Development Team",
"institution": "",
"subject": "Violence and abuse in society, Social and ethical issues, Sexual abuse and harassment, Social attitudes, Social groups, communities and identities, Gender studies, gender groups, Feminism and feminist theory, LGBTQ+ Studies / topics, Ethnic groups and multicultural studies, Sociology, Social theory, Curriculum planning and development, Educational strategies and policy, Educational strategies and policy: inclusion, Adult education, continuous learning, Teaching of students with different educational needs, Law and society, gender issues, Criminal law: Gender violence, Mental health services, Sex and sexuality: advice and issues"
}
|
https://opentextbc.ca/isvinternational/chapter/introduction/
|
Introduction
In this section, you’ll find the three modules that make up the resource Communication, Healthy Relationships, and Consent. Each module includes a video, questions and opportunities for reflection, key takeaways, and handouts. It will take you 7 to 10 minutes to complete each module.
You can complete each module separately or work through the Complete Set of Modules in one session. Keep in mind that if at any point you leave either an individual module or the complete set, you will need to start over from the beginning.
If you want to access all of the resource’s handouts later, you can do that in the Complete Set of Handouts.
To get started, select each module title or the complete set of modules.
Content Warning
This resource discusses communication, boundaries, and consent. These discussions may be difficult for people who have experienced boundary violations and/or sexualized violence. We encourage you to practise self-care, including reaching out to trusted friends and colleagues. You can also access support services as needed, whether at your institution or in the community.
If you need immediate support, reach out:
- VictimLinkBC: 1-800-563-0808 or VictimLinkBC@bc211.ca – information and referral for survivors of sexualized violence
- HelpStartsHere: mental health and substance use supports, articles, and information
|
pressbooks
|
2025-03-22T05:09:22.593120
|
10-22-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/isvinternational/chapter/introduction/",
"book_url": "https://opentextbc.ca/isvinternational/front-matter/accessibility-statement/",
"title": "Communication, Healthy Relationships, and Consent",
"author": "Intersectional Sexualized Violence – International Student Resource Development Team",
"institution": "",
"subject": "Violence and abuse in society, Social and ethical issues, Sexual abuse and harassment, Social attitudes, Social groups, communities and identities, Gender studies, gender groups, Feminism and feminist theory, LGBTQ+ Studies / topics, Ethnic groups and multicultural studies, Sociology, Social theory, Curriculum planning and development, Educational strategies and policy, Educational strategies and policy: inclusion, Adult education, continuous learning, Teaching of students with different educational needs, Law and society, gender issues, Criminal law: Gender violence, Mental health services, Sex and sexuality: advice and issues"
}
|
https://opentextbc.ca/isvinternational/chapter/introduction/#chapter-26-section-1
|
Introduction
In this section, you’ll find the three modules that make up the resource Communication, Healthy Relationships, and Consent. Each module includes a video, questions and opportunities for reflection, key takeaways, and handouts. It will take you 7 to 10 minutes to complete each module.
You can complete each module separately or work through the Complete Set of Modules in one session. Keep in mind that if at any point you leave either an individual module or the complete set, you will need to start over from the beginning.
If you want to access all of the resource’s handouts later, you can do that in the Complete Set of Handouts.
To get started, select each module title or the complete set of modules.
Content Warning
This resource discusses communication, boundaries, and consent. These discussions may be difficult for people who have experienced boundary violations and/or sexualized violence. We encourage you to practise self-care, including reaching out to trusted friends and colleagues. You can also access support services as needed, whether at your institution or in the community.
If you need immediate support, reach out:
- VictimLinkBC: 1-800-563-0808 or VictimLinkBC@bc211.ca – information and referral for survivors of sexualized violence
- HelpStartsHere: mental health and substance use supports, articles, and information
|
pressbooks
|
2025-03-22T05:09:22.601827
|
10-22-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/isvinternational/chapter/introduction/#chapter-26-section-1",
"book_url": "https://opentextbc.ca/isvinternational/front-matter/accessibility-statement/",
"title": "Communication, Healthy Relationships, and Consent",
"author": "Intersectional Sexualized Violence – International Student Resource Development Team",
"institution": "",
"subject": "Violence and abuse in society, Social and ethical issues, Sexual abuse and harassment, Social attitudes, Social groups, communities and identities, Gender studies, gender groups, Feminism and feminist theory, LGBTQ+ Studies / topics, Ethnic groups and multicultural studies, Sociology, Social theory, Curriculum planning and development, Educational strategies and policy, Educational strategies and policy: inclusion, Adult education, continuous learning, Teaching of students with different educational needs, Law and society, gender issues, Criminal law: Gender violence, Mental health services, Sex and sexuality: advice and issues"
}
|
https://opentextbc.ca/isvinternational/chapter/module-1-understanding-and-communicating-our-boundaries/
|
Module 1: Understanding and Communicating Our Boundaries
Welcome to Module 1 of Communication, Healthy Relationships, and Consent.
To expand the slides, click on the arrows in the bottom right-hand corner. Navigate between slides by:
- Clicking on the arrows at the bottom of each slide, in the centre
- Clicking on the blue/grey progress bar at the bottom of the slide
- Using the arrow keys on your keyboard
To start the videos, click on the playback icon in the centre of the screen.
Module 1 explores how people understand and talk about boundaries. You’ll consider how your communication style plays a role in building and maintaining safe and healthy relationships where your boundaries are respected.
After completing this module, you’ll be able to:
- Explore the role of communication in establishing boundaries and in safe and healthy relationships
- Consider ways to engage in conversations about safe and healthy relationships
Download transcript: Module 1: Understanding and Communicating Our Boundaries [Word doc]
Handout: Module 1: Understanding and Communicating Our Boundaries [PDF]
Handout: Additional Questions [PDF]
|
pressbooks
|
2025-03-22T05:09:22.613915
|
10-22-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/isvinternational/chapter/module-1-understanding-and-communicating-our-boundaries/",
"book_url": "https://opentextbc.ca/isvinternational/front-matter/accessibility-statement/",
"title": "Communication, Healthy Relationships, and Consent",
"author": "Intersectional Sexualized Violence – International Student Resource Development Team",
"institution": "",
"subject": "Violence and abuse in society, Social and ethical issues, Sexual abuse and harassment, Social attitudes, Social groups, communities and identities, Gender studies, gender groups, Feminism and feminist theory, LGBTQ+ Studies / topics, Ethnic groups and multicultural studies, Sociology, Social theory, Curriculum planning and development, Educational strategies and policy, Educational strategies and policy: inclusion, Adult education, continuous learning, Teaching of students with different educational needs, Law and society, gender issues, Criminal law: Gender violence, Mental health services, Sex and sexuality: advice and issues"
}
|
https://opentextbc.ca/isvinternational/chapter/module-2-boundaries-and-healthy-relationships/
|
Module 2: Boundaries and Healthy Relationships
Welcome to Module 2 of Communication, Healthy Relationships, and Consent.
To expand the slides, click on the arrows in the bottom right-hand corner. Navigate between slides by:
- Clicking on the arrows at the bottom of each slide, in the centre
- Clicking on the blue/grey progress bar at the bottom of the slide
- Using the arrow keys on your keyboard
To start the videos, click on the playback icon in the centre of the screen.
Module 2 explores what qualities contribute to safe and healthy relationships. You’ll consider how to communicate your needs and boundaries in a relationship and how to listen when someone expresses theirs in turn.
After completing this module, you’ll be able to:
- Reflect on what constitutes safe and healthy relationships
- Explore how to engage in conversations about safe and healthy relationships
Download transcript: Module 2: Boundaries and Healthy Relationships [Word doc]
Handout: Module 2: Boundaries and Healthy Relationships [PDF]
Handout: Additional Questions [PDF]
|
pressbooks
|
2025-03-22T05:09:22.625919
|
10-22-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/isvinternational/chapter/module-2-boundaries-and-healthy-relationships/",
"book_url": "https://opentextbc.ca/isvinternational/front-matter/accessibility-statement/",
"title": "Communication, Healthy Relationships, and Consent",
"author": "Intersectional Sexualized Violence – International Student Resource Development Team",
"institution": "",
"subject": "Violence and abuse in society, Social and ethical issues, Sexual abuse and harassment, Social attitudes, Social groups, communities and identities, Gender studies, gender groups, Feminism and feminist theory, LGBTQ+ Studies / topics, Ethnic groups and multicultural studies, Sociology, Social theory, Curriculum planning and development, Educational strategies and policy, Educational strategies and policy: inclusion, Adult education, continuous learning, Teaching of students with different educational needs, Law and society, gender issues, Criminal law: Gender violence, Mental health services, Sex and sexuality: advice and issues"
}
|
https://opentextbc.ca/isvinternational/chapter/module-3-talking-about-consent/
|
Module 3: Talking About Consent
Welcome to Module 3 of Communication, Healthy Relationships, and Consent.
To expand the slides, click on the arrows in the bottom right-hand corner. Navigate between slides by:
- Clicking on the arrows at the bottom of each slide, in the centre
- Clicking on the blue/grey progress bar at the bottom of the slide
- Using the arrow keys on your keyboard
To start the videos, click on the playback icon in the centre of the screen.
Module 3 explores consent, including the importance of communication for navigating the complexities and nuances of consent. This module serves as a foundation for further training on sexualized violence by providing essential information about consent in the Canadian context.
After completing this module, you’ll be able to:
- Reflect on how your cultural contexts influence your understanding of consent
- Explore different ways to express consent (verbal, non-verbal, direct, indirect)
Download transcript: Module 3: Talking About Consent [Word doc]
Handout: Module 3: Talking About Consent [PDF]
Handout: Additional Questions [PDF]
|
pressbooks
|
2025-03-22T05:09:22.638108
|
10-22-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/isvinternational/chapter/module-3-talking-about-consent/",
"book_url": "https://opentextbc.ca/isvinternational/front-matter/accessibility-statement/",
"title": "Communication, Healthy Relationships, and Consent",
"author": "Intersectional Sexualized Violence – International Student Resource Development Team",
"institution": "",
"subject": "Violence and abuse in society, Social and ethical issues, Sexual abuse and harassment, Social attitudes, Social groups, communities and identities, Gender studies, gender groups, Feminism and feminist theory, LGBTQ+ Studies / topics, Ethnic groups and multicultural studies, Sociology, Social theory, Curriculum planning and development, Educational strategies and policy, Educational strategies and policy: inclusion, Adult education, continuous learning, Teaching of students with different educational needs, Law and society, gender issues, Criminal law: Gender violence, Mental health services, Sex and sexuality: advice and issues"
}
|
https://opentextbc.ca/isvinternational/chapter/complete-set-of-modules/
|
Complete Set of Modules
Welcome to Communication, Healthy Relationships, and Consent.
To expand the slides, click on the arrows in the bottom right-hand corner. Navigate between slides by:
- Clicking on the arrows at the bottom of each slide, in the centre
- Clicking on the blue/grey progress bar at the bottom of the slide
- Using the arrow keys on your keyboard
To start the videos, click on the playback icon in the centre of the screen.
Here you can access the complete set of modules that make up this resource. Finishing the complete set will take 15 to 30 minutes. Remember: If you leave before reaching the end, you’ll need to start over from the beginning when you return.
The complete set includes:
- Module 1: Understanding and Communicating Our Boundaries
- Module 2: Boundaries and Healthy Relationships
- Module 3: Talking About Consent
|
pressbooks
|
2025-03-22T05:09:22.651907
|
10-22-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/isvinternational/chapter/complete-set-of-modules/",
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"title": "Communication, Healthy Relationships, and Consent",
"author": "Intersectional Sexualized Violence – International Student Resource Development Team",
"institution": "",
"subject": "Violence and abuse in society, Social and ethical issues, Sexual abuse and harassment, Social attitudes, Social groups, communities and identities, Gender studies, gender groups, Feminism and feminist theory, LGBTQ+ Studies / topics, Ethnic groups and multicultural studies, Sociology, Social theory, Curriculum planning and development, Educational strategies and policy, Educational strategies and policy: inclusion, Adult education, continuous learning, Teaching of students with different educational needs, Law and society, gender issues, Criminal law: Gender violence, Mental health services, Sex and sexuality: advice and issues"
}
|
https://opentextbc.ca/isvinternational/chapter/complete-set-of-handouts/
|
Primary Navigation
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Book Contents Navigation
Accessibility Statement
Acknowledgements
Translations
Nine Key Principles
Open Education Resources
Introduction
Module 1: Understanding and Communicating Our Boundaries
Module 2: Boundaries and Healthy Relationships
Module 3: Talking About Consent
Complete Set of Modules
Complete Set of Handouts
Complete Set of Videos
Valuing International Students’ Knowledge
Resource Overview
Using the Modules
Obtaining a Copy of the Content
Authors and Contributors
Versioning History
Use the links below to access and download the handouts from each of the modules.
Previous/next navigation
Communication, Healthy Relationships, and Consent Copyright © by Intersectional Sexualized Violence – International Student Resource Development Team is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:22.667762
|
10-22-2024
|
{
"license": "Creative Commons - Attribution - https://creativecommons.org/licenses/by/4.0/",
"url": "https://opentextbc.ca/isvinternational/chapter/complete-set-of-handouts/",
"book_url": "https://opentextbc.ca/isvinternational/front-matter/accessibility-statement/",
"title": "Communication, Healthy Relationships, and Consent",
"author": "Intersectional Sexualized Violence – International Student Resource Development Team",
"institution": "",
"subject": "Violence and abuse in society, Social and ethical issues, Sexual abuse and harassment, Social attitudes, Social groups, communities and identities, Gender studies, gender groups, Feminism and feminist theory, LGBTQ+ Studies / topics, Ethnic groups and multicultural studies, Sociology, Social theory, Curriculum planning and development, Educational strategies and policy, Educational strategies and policy: inclusion, Adult education, continuous learning, Teaching of students with different educational needs, Law and society, gender issues, Criminal law: Gender violence, Mental health services, Sex and sexuality: advice and issues"
}
|
https://opentextbc.ca/isvinternational/chapter/complete-set-of-videos/
|
Primary Navigation
Want to create or adapt books like this? Learn more about how Pressbooks supports open publishing practices.
Book Contents Navigation
Accessibility Statement
Acknowledgements
Translations
Nine Key Principles
Open Education Resources
Introduction
Module 1: Understanding and Communicating Our Boundaries
Module 2: Boundaries and Healthy Relationships
Module 3: Talking About Consent
Complete Set of Modules
Complete Set of Handouts
Complete Set of Videos
Valuing International Students’ Knowledge
Resource Overview
Using the Modules
Obtaining a Copy of the Content
Authors and Contributors
Versioning History
Use the links below to access and download the videos from each of the modules.
Previous/next navigation
Communication, Healthy Relationships, and Consent Copyright © by Intersectional Sexualized Violence – International Student Resource Development Team is licensed under a Creative Commons Attribution 4.0 International License, except where otherwise noted.
|
pressbooks
|
2025-03-22T05:09:22.683247
|
10-22-2024
|
{
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"url": "https://opentextbc.ca/isvinternational/chapter/complete-set-of-videos/",
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"author": "Intersectional Sexualized Violence – International Student Resource Development Team",
"institution": "",
"subject": "Violence and abuse in society, Social and ethical issues, Sexual abuse and harassment, Social attitudes, Social groups, communities and identities, Gender studies, gender groups, Feminism and feminist theory, LGBTQ+ Studies / topics, Ethnic groups and multicultural studies, Sociology, Social theory, Curriculum planning and development, Educational strategies and policy, Educational strategies and policy: inclusion, Adult education, continuous learning, Teaching of students with different educational needs, Law and society, gender issues, Criminal law: Gender violence, Mental health services, Sex and sexuality: advice and issues"
}
|
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