Browsing by Author "Reid, Nathalie"

Now showing 1 - 3 of 3

Open Access
Entanglements of Pediatric Pain Practices in an Acute Care Setting: Critical Participatory Action Research with Student Co-Researchers in an Interprofessional Education Context
(Faculty of Graduate Studies and Research, University of Regina, 2022-01) Juckes, Karen Louise; Urban, Ann-Marie; Hart, Paul; Reid, Nathalie; Molina-Giron, Alison; Hadjistavropoulos, Heather; Doherty, Maryanne
Children’s pain continues to be undertreated despite extensive research over the past five decades and this has ethical implications for practice. In this inquiry, I examine pediatric pain practices in my local health region through critical participatory action research (CPAR) with eight student co-researchers. CPAR is aligned with a clinical interprofessional education (IPE) experience in pediatric pain where students from medicine, nursing and psychology had varying degrees of involvement. As a facultystudent research team we explored the perspectives of 226 participants (children, parents, students, and health care professionals) on pediatric pain management. Data was gathered through interviews, focus groups and questionnaires. All participant groups identified the need for improvement in pediatric pain management. Several barriers were identified and suggestions were made for change. In the presentation of findings, data are entangled with critical theory, post-structuralism (genealogy) and post qualitative concepts (diffraction, rhizoanalysis). Vignettes of children in pain are presented using long quotes and raw data. This inquiry demonstrates the benefits of CPAR in creating awareness about pediatric pain and seeking local recommendations for change, as well as the benefits of combining CPAR with a student clinical IPE experience. Co-researcher discussions illuminate emotions experienced when witnessing the undertreatment of children’s pain and struggles with power when attempting to advocate. Co-researchers describe the benefits of participating in CPAR including learning about pediatric pain, opportunities for interprofessional collaboration (IPC) and implementation of action items. Identified challenges include blurring of student-researcher roles, student power imbalances and ethical issues with participation. Recommendations include further examination of student-faculty research partnerships, examination of student ethical distress in pediatric clinical settings, exploration of opportunities for patient-studentfaculty research partnerships, and engagement with the realism of post qualitative inquiry.
Open Access
Fostering Synergy: Enhancing Children and Youth Outcomes through Collaboration Across Human Service Organizations- Insights from TRiP (The Regina intersectoral Partnership)
(University of Regina, 2024-02-29) Mahani, Akram; Lyeo, Joonsoo Sean; Fung, Agnes; Thomsen, Erin; Rizai, Mastoora; Stone, Wendy; Dudar, Lance; Reid, Nathalie; Black, Donna; Frei, Lisa; Al-Humuzi, Noor; Alhassan, Jacob; Ali, Shanzey; Zahid, Sara
Access to services and supports for children and youth in vulnerable contexts remains a key challenge in Canada due to fragmented service delivery systems. Cross-sectoral collaboration has proven to be an effective strategy to overcome existing silos through providing wraparound coordinated services, and a means to promote healthy development and safety of children. Given the challenges associated with establishing and sustaining cross-sector collaborations, including coordination issues and conflicting interests of the sectors involved, our study used TRiP (The Regina intersectoral Partnership) as a case study to explore the dynamics of this collaborative initiative. TRiP is a collaboration across six human service organizations to improve outcomes for children/youth in vulnerable contexts, which has been functioning in Regina, Saskatchewan since 2010. Our research aimed to investigate the emergence, formation, and evolution of this cross-sectoral collaboration; factors influencing collaboration and service coordination across sectors; and the processes and structures involved in establishing and sustaining robust collaborative initiatives. By drawing on interviews with stakeholders from six human service organizations engaged with TRiP (n=25), and persons with lived experience (n=20), observations, and document reviews, the research team identified factors influencing collaboration and service coordination across sectors. We also examined the governance, process of coordinating services across sectors, funding structure, and accountability mecha¬nisms within TRiP. Our research findings are categorized into four key themes: 1) achievements and outcomes, 2) factors contributing to success and sustainability, 3) perceived gaps and areas for improvement, and 4) suggestions for improvement. Many caregivers and children interviewees pointed to the significant achievements and outcomes accomplished by TRiP since its conception, including: the positive outcomes to the safety and well-being of children; and the positive outcomes experienced by the caregivers, including a nurturing support, improved child-caregiver relationships, and better access to support services. Participants identified a host of factors contributing to the success and sustainability of TRiP including: having a shared vision to guide the direction of TRiP; continuous growth and evolution of the initiative; the leading role of champions within the initiative; the sharing of information between sectors and stakeholders; having a dedicated and single point of contact between TRiP and its clients; and TRiP’s ability to act as a conduit for effectively communicating with various human services organizations. Participants also identified several areas for improvement within TRiP, including: chronic resource limitations; administrative hurdles associated with information sharing; ongoing siloing of sectors engaged; TRiP’s limited public presence; and limitations to clients in the form of age-restricted supports and disrupted continuity of care. Finally, participants provided suggestions for improvement to guide the continued refinement and evolution of TRiP, including: adoption of a proactive rather than reactive approach; enhancement of TRiP’s visibility in the public; revitalization of TRiP’s current system of governance; strengthening TRiP’s accountability mechanisms; establishing cohesive and unified definitions and measures of success; enhancing staff retention; and expanding the range of support opportunities for children.
Open Access
Surviving and Thriving as a Teacher: Exploring the Emotional Management Struggles and Strategies of Teachers
(Faculty of Graduate Studies and Research, University of Regina, 2021-07) Groskopf, Marguerita Kathleen; Ricketts, Kathryn; De Lugt, Jennifer; Reid, Nathalie; Molina-Giron, Alison
The purpose of this study was to explore the struggles teachers face when they first encounter the emotion work in teaching. Furthermore, I explored the strategies they had to develop to healthily manage this work. In this way, teachers are not just surviving, but thriving, in their role. To achieve this, I used a combined methodology of an auto-ethnography to explore my own lived experiences and empathetic semi-structured interviews with five other teachers. The main findings are categorized into struggles and strategies. Participants identified their struggles with the emotion work as the emotions of stress, anxiety, and caring. The emotion of caring was found to create challenges when the teacher tried to establish and maintain emotional boundaries. The common emotional management strategies were the creation of personal and professional support systems as well as direct and indirect mindfulness practices. As a result of these findings, there are three key recommendations. First, an understanding of the emotion work often experienced by teachers needs to be integrated into professional development opportunities for prospective, beginning, and experienced teachers. Second, teachers should be empowered to invest in personal emotional management strategies, such as support systems and mindfulness. Third, schools and school divisions should support teacher’s ongoing emotion work by providing professional development in emotional management, enhancing mentorship programs, and reframing sick days. Stress and emotions cannot be removed from teaching, nor should they be forgotten. A key tool to supporting teachers in this dimension of teaching is mindfulness.