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Artifact 1: My Original Art Piece titled: Bridging Perception

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Artifact 1: My Original Art Piece titled: Bridging Perception

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This drawing I created for my Aesthetic Art Project as it illustrates a turning point for me. I was volunteering in a mental health inpatient unit, casually conversing with a patient until it became apparent they were experiencing delusions and hallucinations. Initially, I was uncomfortable and scared.  I later recognized my reaction was rooted in personal biases and the societal stigma that surrounds mental health issues. Utilizing relational practice, I encouraged myself to challenge my assumptions to understand the societal stigma around mental illness which is pivotal to reducing it. If I got the chance to re-live that interaction, I would have looked within myself (intrapersonal) and thought about that patient and their lived experience (interpersonal) and the contextual factors leading up to what brought them to the hospital. The gradient of dark to warm colours in the figures symbolizes my journey from fearful to empathetic. It highlights the importance of ethical knowledge and relational inquiry in challenging assumptions and fostering compassion. My experience reinforced my commitment as a future nurse to providing the safest, most competent, person-centered care that respects the lived experiences of all individuals.

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Roach, A., & Tadesse, R. (2023). “It Is OK Not to Be OK”: Nursing Students’ Backgrounds and Perceptions of Mental Health Stigma and Implications for Mental Health Nursing Education. Issues in Mental Health Nursing, 44(10), 1050–1058. https://doi.org/10.1080/01612840.2023.2265470

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This article by Roache and Tadesse (2023) aims to improve the delivery of mental health education in undergraduate nursing programs. The researchers interviewed students regarding their perceptions of mental health. It was revealed having personal experiences of mental illness rendered the students more compassionate towards patients living with mental health issues (Roach & Tadesse, 2023). Additionally, they argue for better mental health support and more opportunities for students to get exposure so the future generation of nurses can dismantle the stigma (Roach & Tadesse, 2023). The students being interviewed were enabled to examine their backgrounds and biases to recognize how they influence the quality of care delivered. Using relational practice, students can utilize active listening and open dialogue to build therapeutic relationships and provide person-centered care based on lived experiences rather than making prejudice-based judgements.

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It Is OK Not to Be OK   Nursing Students  Backgrounds and Perceptions of Mental Health Stigma and Implications for Mental Health Nursing Education

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Artifact 2: It Doesn't Have to be Ugly. But it Doesn't Need to Be Romanticized. 

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Artifact 2: It Doesn't Have to be Ugly. But it Doesn't Need to Be Romanticized. 

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I found this and many other motivational posters while walking through the hallways at my Mental Health placement. The poster acts as a tool to dismantle stigma by reframing how mental illness is viewed. Although one may think of a mental health hospital and make the connection to the ugly portrayal in the media as “a dreary dark psych ward”, the posters brighten up the halls with their beautiful colours. This proves that mental illness does not need to be dark and dreary. The poster reflects the organizational values and fosters a climate of acceptance and empathy.

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Artifact 3: Imagine There Was No Stigma to Mental Illness....

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Artifact 3: Imagine There Was No Stigma to Mental Illness....

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In this Ted Talk, Dr. Jeffery Lieberman discusses stigma and how our social values alter how we interact with those who live with mental illness. He proposes a world without stigma and everyone is treated with equity. This underscores the importance of taking the time to understand that everyone lives within their context which must be taken into account when providing care for patients.

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Imagine There Was No Stigma to Mental Illness | Dr. Jeffrey Lieberman | TEDxCharlottesville

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This is a photo of me in my NURS 2021 lab and as you can see I have a silly grin on my face because I am wearing an Empathy Belly! I won't say that after wearing it I can completely understand what it is like to be pregnant, however…. This experience helped me foster a deeper understanding of the physical and emotional challenges faced by those who are. This experiential style of learning helps and encourages student nurses to step into the perspective of patients they care for during clinical and recognize the physical limitations and discomforts of pregnancy.

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Kazma, J. M., van den Anker, J., Allegaert, K., Dallmann, A., & Ahmadzia, H. K. (2020). Anatomical and physiological alterations of pregnancy. Journal of Pharmacokinetics and Pharmacodynamics, 47(4), 271–285. https://doi.org/10.1007/s10928-020-09677-1
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Article 1: Anatomical and Physiological Changes During Pregnancy 

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Article 1: Anatomical and Physiological Changes During Pregnancy 

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This article by Kazma and colleagues (2020) highlights the important changes women endure during pregnancy, highlighting each system of the body and how they are affected by pharmaceuticals. Clinical trials for many pharmaceuticals are rarely tested on pregnant women due to laws, ethics, and logic (Kazma et al., 2020). This article underscores the need for nurses to provide the utmost, person-centered, individualized care because patients are not going to receive it through a prescription. Open dialogue with pregnant patients is critical for nurses to understand the unique changes of the pregnant body and the limitations they impose. By prioritizing patients’ lived experiences and creating a space where patients can feel comfortable talking, nurses can align their care with relational practice principles.

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Artifact 2: The Surprising Effects of Pregnancy 

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Artifact 2: The Surprising Effects of Pregnancy 

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This Ted Talk (2020) explores the interconnectedness of the body's symptoms and how they are driven by hormones and altered during pregnancy. Kind of like the interpersonal, interpersonal, and contextual factors of relational inquiry…. I learned there are so many gaps in knowledge regarding pregnancy and how it is important to actively listen and ask open-ended questions to patients when they are discussing their healthcare needs. Nurses must take into consideration the well-being as well and understand there is a dynamic interplay between emotional and physical well-being and the patient’s environment.

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Artifact 1: My Maternal-Child Discharge Teaching on PPD VS the Baby Blues: A Common Confusion.

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Artifact 1: My Maternal-Child Discharge Teaching on PPD VS the Baby Blues: A Common Confusion.

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This is my discharge teaching presentation from my maternal-child clinical rotation. In a short presentation, I facilitated a discussion with my clinical group (who played the role of a patient who had just given birth), I encouraged them to ask questions and share their (fictitious) feelings and experiences. As a nurse, addressing the emotional changes through education can aid parents in understanding how mental health affects their family as a whole. It underscores the connectedness of individuals, their relations, and the environment. Providing a comfortable environment where the patient feels comfortable sharing is essential when preparing a patient for discharge. The principles of relational practice must be applied as patients may go home feeling as if they are unprepared and uneducated.

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Suharwardy, S., Ramachandran, M., Leonard, S. A., Gunaseelan, A., Lyell, D. J., Darcy, A., Robinson, A., & Judy, A. (2023). Feasibility and impact of a mental health chatbot on postpartum mental health: a randomized controlled trial. AJOG Global Reports, 3(3), 100165–100165. https://doi.org/10.1016/j.xagr.2023.100165

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Article 1: Feasibility and Impact of a Mental Health Chatbot

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Article 1: Feasibility and Impact of a Mental Health Chatbot

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Suharwardy and researchers (2023) entertain the use of mental health chatbots to mitigate perinatal mood disorders. The bots can track moods, educate about signs and symptoms, and even check in with their clients (Suharwardy et al., 2023). Not to say a text bot replaces the human experience however they are the next best thing! New mothers face many barriers to care which decrease their health outcomes which can inhibit maternal child bonds  (Suharwardy et al., 2023). Contexts such as the lack of transportation, finances, or healthcare providers amalgamate to illustrate the lived experience. Therefore, the use of a chatbot complements mental health services well, its multifaceted approach emulates relational practice.

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Artifact 2: A Representation of what Postpartum Mood Disorders Look Like

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Artifact 2: A Representation of what Postpartum Mood Disorders Look Like

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This photo represents what I imagine it may be like to live with a perinatal mood disorder. A new mother may feel like she is utterly drowning. Her mental health and wellbeing may be drowning and she may sink as she prioritizes that of her new child. Nurses need to understand what is going on in the world of their patients. Encourage new mothers to share how they are feeling after giving birth. Understand their perspectives and the contexts around them and how they may contribute to their health. While they may have their head above the water, they could be slowly sinking.

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Artifact 3: More than Just Depression: A Postpartum Mental Health Journey 

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Artifact 3: More than Just Depression: A Postpartum Mental Health Journey 

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In this Ted Talk, Emily Phelps (2020) does an amazing job conveying what it is like to suffer from postpartum depression (PPD). By sharing her experience, she inspired me as a future nurse to think about how patients are affected in all aspects of their lives by PPD. It is important that when caring for new mothers, nurses must do what they can to empower them and form those meaningful connections.

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Artifact 1: How the Body Keeps Score- Brain, Mind, and Body In the Healing of Trauma

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Artifact 1: How the Body Keeps Score- Brain, Mind, and Body In the Healing of Trauma

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I chose the book I'm currently reading to be an artifact as it has affected me in so many ways and changed the way I think about caring for patients who have endured trauma. Trauma manifests itself in many different ways and comes in many different forms; not everyone’s experience is the same nor will they be affected the same way. This is why trauma-informed care (TIC) is so crucial in nursing. Dr. Van der Kolk (2015) explains that a traumatic experience can leave people “disconnected” from their bodies. He writes about many trauma-informed approaches that help providers build trust and connect with their patients and creative therapies that help trauma survivors reintegrate the elements to become healed and whole again.

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Wilson, A., Hurley, J., Hutchinson, M., & Lakeman, R. (2024). In their own words: Mental health nurses’ experiences of trauma‐informed care in acute mental health settings or hospitals. International Journal of Mental Health Nursing, 33(3), 703–713. https://doi.org/10.1111/inm.13280

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Article 1 : Mental Health Nurses' Experiences of Trauma-Informed Care in Acute Mental Health Settings or Hospitals

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Article 1 : Mental Health Nurses' Experiences of Trauma-Informed Care in Acute Mental Health Settings or Hospitals

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Wilson and researchers (2024) give mental health nurses the platform to share their personal experiences of trauma and trauma-informed care. They explain how pivotal TIC is in mental health nursing and how it’s important to examine their own emotions (the intrapersonal context) when caring for patients (Wilson et al., 2024). TIC involves working collaboratively with patients, taking their experiences into account to build those therapeutic relationships. Nurses must ensure they have the support, skill, and emotional capacity as these attributes empower nurses to provide optimal TIC.

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Int J Mental Health Nurs - 2023 - Wilson - In their own words  Mental health nurses  experiences of trauma‐informed care in

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Artifact 2: Six Trauma-Informed Core Principles 

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Artifact 2: Six Trauma-Informed Core Principles 

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I have included an image of the trauma informed care principles as they align with the principles of relational practice perfectly. They both emphasize the nurse-patient collaboration to build a relationship based on empathy, respect that empower the patient and provide a healing foundation.

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Niles, P. M., Nack, A., Eniola, F., Searing, H., & Morton, C. (2024). “We don’t really address the trauma”: Patients’ Perspectives on Postpartum Care Needs after Severe Maternal Morbidities. Maternal and Child Health Journal, 28(8), 1432–1441. https://doi.org/10.1007/s10995-024-03927-1

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Article 2: “We Don’t Really Address the Trauma”: Patients’ Perspectives on Postpartum Care Needs after Severe Maternal Morbidities

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Article 2: “We Don’t Really Address the Trauma”: Patients’ Perspectives on Postpartum Care Needs after Severe Maternal Morbidities

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This article introduces the phenomenon: severe maternal morbidity (SMM) that is prevalent in postpartum units (Niles et al., 2024). SMM refers to a physical or mental health problem that can interfere with postpartum recovery (Niles et al., 2024). In patients that have suffered birth trauma and/or are part of a marginalized group, SMM can greatly reduce patient outcomes. This calls to action the principals of TIC which integrate the biopsychosocial and spiritual aspects to promote a healthy recovery.

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Depression does NOT look or feel the same to everyone. To some, it may look like staying in bed all day. To some, it may be scrolling on TikTok for hours. To others, it may be getting up and going to work every morning to go to bed and do it all over again. Not everyone lives under the same circumstances, has had the same experiences, or copes with their feelings the same way. To me, depression feels like a heavy weight on my shoulders with a filter on my brain so I write nonsense down in my “depression journal” or I take my dog Matilda for a walk. It's how I cope. And not everyone copes the same way. Using the principles of relational practice, nurses must make the effort to see patients holistically and meet them where they are. Take into account the intrapersonal, interpersonal, and contextual factors to provide the utmost compassionate, person-centered care.

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O’Sullivan, E., Gogan, E., Doyle, L., & Donohue, G. (2021). Decider Life Skills training as a method of promoting resilience with mental health student nurses on clinical placement. Nurse Education in Practice, 56, 103222–103222. https://doi.org/10.1016/j.nepr.2021.103222

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Article 1: Decider Life Skills training as a Method of Promoting Resilience with Mental Health Student Nurses on Clinical Placement

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Article 1: Decider Life Skills training as a Method of Promoting Resilience with Mental Health Student Nurses on Clinical Placement

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O’Sullivan and colleagues (2021) put into words the challenges nursing students in mental health clinical placements face. They care for patients living with mental health disorders while many struggle with those of their own. Additionally, they must balance a personal life, school, and working a part-time or full-time job. The researchers introduced a training program called the Decider Life Skills which utilized a relational framework and psychoeducation to help students increase their mental health and wellbeing (O'Sullivan et al., 2021). The program taught students how to examine their feelings (intrapersonal factors), provided strategies to communicate with others therapeutically (interpersonal factors), and look at the larger systems at work such as societal stigma that keeps them from seeking help (contextual factors) (O'Sullivan et al., 2021). In the end, the students noticed a difference in how they approached patient interactions, they employed relational practice.

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Artifact 2: Growing Sideways by Noah Kahan

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Artifact 2: Growing Sideways by Noah Kahan

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One of my favourite artists Noah Kahan too struggles with depression. His song Growing Sideways explores his experience with themes of emotional pain and his struggle to process his feelings. Not everyone can easily process and talk about their feelings. As nurses, it's important to foster a non-judgemental environment to share their struggles. We must recognize the compounded contexts that interplay to comprise one's lived experience.

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Mcdermott, R. C., Fruh, S. M., Williams, S., Hauff, C., Graves, R. J., Melnyk, B. M., & Hall, H. R. (2020). Nursing students’ resilience, depression, well‐being, and academic distress: Testing a moderated mediation model. Journal of Advanced Nursing, 76(12), 3385–3397. https://doi.org/10.1111/jan.14531

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Article 2: Nursing Students’ Resilience, Depression, Well-Being, and Academic Distress

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Article 2: Nursing Students’ Resilience, Depression, Well-Being, and Academic Distress

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This study by Mcdermott and colleagues (2020) examines how depression affects students in undergraduate nursing programs. Researchers found that students living with depression struggled to manage their emotions and had decreased self-efficacy regarding their academic pursuits and careers as nurses (Mcdermott et al., 2020). Additionally, these students did not feel supported by their institution regarding mental health resources (Mcdermott et al., 2020). From a relational inquiry lens, schools must foster environments that support their students’ mental health. The intrapersonal, interpersonal and contextual factors must be met to empower their students to be successful in their academics.

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Journal of Advanced Nursing - 2020 - Mcdermott - Nursing students  resilience  depression  well‐being  and academic

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Artifact 3: The Many Faces of Depression

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Artifact 3: The Many Faces of Depression

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I’ve said it once, and I’ll say it again: Depression has a million faces. This piece of art visualizes the narrative of depression and its unique manifestations. It serves as a reminder to honour the uniqueness and complexity of everyone's "face". Nurses must take a holistic approach and examine each context of relational practice to treat patients with compassionate, person-centered care and appropriately implement nursing interventions.

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Zhu, Y., Zhu, T., Wang, H., Zhu, J.-M., Zheng, D.-D., Yin, P., & Li, B.-K. (2024). Implications of perceived empathy from spouses during pregnancy for health-related quality of life among pregnant women: a cross-sectional study in Anhui, China. BMC Pregnancy and Childbirth, 24(1), 269–269. https://doi.org/10.1186/s12884-024-06419-w

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Article 2: Implications of Perceived Empathy From Spouses During Pregnancy 

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Article 2: Implications of Perceived Empathy From Spouses During Pregnancy 

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This article by Zhu and colleagues (2024) places a weight on the pregnant women’s perceived empathy received from their spouses. It revealed that women who believed their partners didn't outwardly empathize with them had a lower health-related quality of life (Zhu et al., 2024). Pregnancy is a pivotal event and there are many physical, emotional, and psychological changes occurring within the patient. It is important that nurses “read the room” to create an empathetic environment and foster open dialogue between themselves, pregnant patients, and family to involve all parties in care and increase health outcomes.

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Artifact 3: Simulating the Birth Experience 

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Artifact 3: Simulating the Birth Experience 

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This is a picture of me in the lab the other week sitting in the hot seat, delivering an animatronic baby named Juan (it's a long story). I will reiterate, that in no way, shape, or form does this enable me to say I know what it's like to give birth because I got to be part of a birth simulation. However… I do believe that practicing care in a controlled situation allowed me to explore the physical and emotional aspects of a real birth. The emotional and relational dimensions of supporting an individual during labour navigating family dynamics and even managing my own emotions are key elements of relational practice. I think it is important for us as students to have this simulation as it encourages us to reflect on our own emotions, leading to greater self-awareness. In the end, we can think about how to provide comfort, maintain a non-judgmental attitude, and care for our patients based on their contexts.

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Simkiss, N. J., Gray, N. S., Malone, G., Kemp, A., & Snowden, R. J. (2020). Improving mental health literacy in year 9 high school children across Wales: a protocol for a randomised control treatment trial (RCT) of a mental health literacy programme across an entire country. BMC Public Health, 20(1), 727–727. https://doi.org/10.1186/s12889-020-08736-z

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Article 2: Improving Mental Health Literacy in Children

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Article 2: Improving Mental Health Literacy in Children

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This article by Simkiss and colleagues (2020) discusses how improving mental health literacy in adolescence is imperative to reducing stigma in future generations. By implementing a mental health educational program, the researchers were able to increase literacy and ultimately increase the resilience in the sample (Simkiss et al., 2020). The program focused on topics of self and public stigma, symptom recognition, self-esteem, treatment and prevention (Simkiss et al., 2020). By increasing mental health literacy, nurses can better understand the lived experiences of patients to create trust and reduce barriers to care.

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Jannati, N., Ahmadiyan, L., & Farokhzadian, J. (2021). The experience of healthcare professionals providing mental health services to mothers with postpartum depression : a qualitative study. Sultan Qaboos University Medical Journal, 21(4), 554–562. https://doi.org/10.18295/squmj.4.2021.031

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Article 2: The Experience of Healthcare Professionals Providing Mental Health Services to Mothers with Postpartum Depression

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Article 2: The Experience of Healthcare Professionals Providing Mental Health Services to Mothers with Postpartum Depression

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This article reminded me as a future nurse that it is important to utilize those principles of relational practice from my nurse toolkit when caring for new mothers experiencing PPD. It lists the many barriers new mothers may face when trying to receive a proper diagnosis and or care for PPD. This includes: cultural factors, poor family and partner relations, finances, stigma, inconsistent diagnostics and many more (Jannati et al., 2021). These factors must not be ignored as nurses treat patients as a WHOLE, not parts of one.

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Artifact 3: How Trauma-Informed Care Saved My Life

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Artifact 3: How Trauma-Informed Care Saved My Life

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Adrienne Rouan’s TED talk offers another personal narrative into the life-saving ability of TIC. It encapsulates the importance of how nurses must respond and care for those who have endured trauma with empathy, compassion, and individualized care. Nurses must look beyond the trauma response and not see patients at face value rather acknowledge their experiences and how they affect patients to help them heal.

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How Trauma Informed Care Saved My Life  | Adrienne Rouan | TEDxDelthorneWomen

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E's & A's with Meg~ The Podcast~  Episode 1 (Why so down? Just be happy!)

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E's & A's with Meg~ The Podcast~  Episode 1 (Why so down? Just be happy!)

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Hi! My name is Meghan and I graciously welcome you to my Echoes and Artifacts Padlet Board! Here I have presented five significant topics that I have come across throughout my experience taking the NURS 2001: Family in the Community course. I have employed the method of relational inquiry to each of these topics, which are of great significance to my journey as a future nurse. I could think of a million different topics however I settled upon these five. I have always been passionate about mental health. Throughout my childhood and into early adulthood I have struggled with mental illness. I spent time during a year off of school volunteering in a mental health inpatient unit. Getting to spend time, conversing, building rapport and therapeutic relations with the patients was very special to me. Therefore, I have decided on the stigma behind mental health, trauma-informed care, and depression. I was so sure I knew what avenue of nursing I wanted to pursue (mental health, obviously) however I was caught off guard by how much I enjoyed my maternal child rotation. I thought I was scared of babies but learned they aren't that scary. Learning about the human body and how we change and grow during pregnancy fascinated me. That is why I chose "building empathy in maternal child nursing" and the ultimate compromise, postpartum mental health! According to Doane and Varcoe (2015), relational inquiry is an approach to nursing care that highlights how individuals, their environments, and the larger systems are connected. There is more to nursing than taking vital signs. It is about building relationships not necessarily between a nurse and a patient- but also the larger social, political, and cultural factors. Learning and reflecting on these topics has given me a greater insight into the realities and complexities of family nursing practice.

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E's & A's with Meg~ The Podcast~ Episode 2 (You try doing a pushup with this baby in you...)

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E's & A's with Meg~ The Podcast~ Episode 2 (You try doing a pushup with this baby in you...)

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E's & A's with Meg ~ The Podcast~ Episode 3 (Mom= Superwoman)

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E's & A's with Meg ~ The Podcast~ Episode 3 (Mom= Superwoman)

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E's & A's with Meg ~ The Podcast~ Episode 4 (I'm Gonna Trauma-informedcare Dump on you)

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E's & A's with Meg ~ The Podcast~ Episode 4 (I'm Gonna Trauma-informedcare Dump on you)

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E's & A's with Meg~ The Podcast~ Episode 5 (Nursing Students are Depressed, Stressed and Caffeine Obsessed)

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E's & A's with Meg~ The Podcast~ Episode 5 (Nursing Students are Depressed, Stressed and Caffeine Obsessed)