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I chose this topic because stereotypes are a prominent issue in our society and continue to impact health care in many negative ways. I feel during this semester, many of my responses in Padlet involved discussing stereotypes. Therefore, it's played a large role in building my awareness of the world around me and how I practice nursing.

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People frequently notice my cross necklace and form assumptions about me—some of which are accurate, while others are not. As a result, I am sometimes met with negative perceptions, leading to different treatment from others. Regardless of personal beliefs or lifestyles however, it is essential to approach others with impartial kindness and respect in the nursing practice. While our outward appearance may influence how we are perceived, it should never serve as justification for assumptions or unfair treatment. My cross serves as a reminder of this.

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Street Level Advocacy- A charity close to my heart that supports the homeless population in Peterborough 

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It is easy to reduce a homeless person’s identity to their situation, when in reality, homelessness is often the result of complexities in their life circumstances, including unfavourable social determinants of health. As a result, our society has a habit of observing these people in inhumane ways- many assume that they engage in substance abuse, theft, violence, lack hygiene, etc. We often forget to see the person behind the stereotypes. Such assumptions are demeaning and can undermine the compassion and support they deserve. As nurses, we are called to care for all, no matter their circumstances, and look beyond the stereotypes. Street Level Advocacy is a charity organization in Peterborough that aims to provide support to this population. Working with the organization in the past serves as a reminder to me that people are worthy of support and compassion, regardless of their circumstances.

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"Stereotyping Patients", Puddifoot, 2019

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There is a burgeoning psychological literature indicating that health professionals are influenced in their clinical judgment and decision making by implicit biases. Implicit biases are automatic and unintentional associations that are made between members of particular social groups (racial, gender, socioeconomic, and so on) and certain traits (e.g., laziness, greed, athleticism, and so on) or affective responses (i.e., positive or negative affectivity).1 When automatic stereotyping occurs through the operation of implicit bias, people are associated with particular traits in virtue of their social group membership rather than their other personal characteristics. This stereotyping has been found to influence the judgment and decision making of health professionals, leading to differential medical outcomes. The quality of care that patients receive can be determined in part by their social group membership and the associations that are made with their social group by those responsible for patient care.

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"Healthcare stereotype threat, healthcare access, and health outcomes in a probability sample of U.S. transgender and gender diverse adults", LeBlanc et al., 2024

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Interpersonal inquiry plays a key role in healthcare—it is not only how we gather information from a patient but also how we may establish rapport and build a connection. Strong interpersonal skills can guide us in establishing this relationship, which supports our goals of providing care in ways that meet their needs. In short, our relationship with a patient can often determine their experience with healthcare and how it may impact them.

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Nail art was featured as an artifact for interpersonal inquiry because it was used for the very subject! I have the opportunity to work in a daycare as a volunteer once a month. Before nursing school, I could paint my nails in fun and interesting patterns, which served a greater purpose. I discovered I was able to connect with shy children when I showed them my nails and asked their thoughts! I found it when they were able to focus on my nails rather than my face during a question because it was less intimidating. Although it was a small strategy, it created a larger impact. In the same way as nursing, we often use strategies to connect with our patients and build relationships with them. It can be small ways, such as body language or tone of voice, that can build on how we present ourselves to others. How we interact can show a willingness to listen, interact, and support someone.

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My poem "A Moment's Impact", written for the Art Gallery Assignment, showcases the desire to connect with a patient despite feeling nervous and unsure. The story originates from working at the CAPU unit during my mental health placement. As I sat with a preteen patient, I was determined to connect with her and provide any comfort I could during this challenging chapter of her life. Although I was nervous, I utilized my interpersonal skills to demonstrate that I was there to listen, connect, and show her compassion. I maintained an open posture, minimized my eye contact (per patient preference), asked follow-up questions, etc. Using active listening strategies created a foundation to build a relationship with this patient, and I believe it provided a therapeutic effect.

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"Nurses’ Challenges to Developing Interpersonal Relationships During Integrated Care for Complex Patients", Younas et al., 2023

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Nurses’ Challenges to Developing Interpersonal Relationships During Integrated Care for Complex Patients - Ahtisham Younas, Shahzad Inayat, Alberto Dal Molin, Angela Durante, 2023

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Background: Individuals with multimorbidity and complexity have multifaceted care needs requiring integrated and collaborative care from nurses, families, and h…

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"Improving Patients' Experiences Communicating With Nurses and Providers in the Emergency Department", Hermann et al., 2019

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During Module 4 of the course, we discussed supporting breastfeeding and mothers during postpartum recovery. I was shocked to find insufficient research related to breastfeeding and the lack of support mothers often experience during postpartum care. I was interesting to learn how this varies in other countries, and how different cultures experience breastfeeding and postpartum care differently. Overall, I am interested in these topics and have explored them further, which has expanded my skills as a future nurse.

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Artifact 1 is a significant memory during my maternal placement at PRHC. During my second week, I was privileged to observe a nurse teaching a couple how to breastfeed with their newborn. On my next shift, I was working with a couple who were struggling with breastfeeding and could not maintain the baby's engagement with the breast. I was able to apply my knowledge of breastfeeding and explore the issues they were having. Although the baby still struggled to feed despite my application, I was able to support them as best I could while still being a learner myself.

This demonstrated an expansion of my knowledge, which fostered confidence in my ability to learn and care for my patients.

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Artifact 2 also features an experience from my placement on A6 at PRHC. My patients for the week were struggling with breastfeeding and requested to speak with a lactation consultant. I brought these concerns to the nurse, who informed me that the lactation consultant may be unable to fulfill their appointment with the couple as they were busy and the couple was not a priority. I felt the weight of the couple that day as they continued to struggle as their baby asked for food they could not provide. Thankfully, the nurse was instead able to teach them some techniques that helped, but they still lacked the care they were promised. This ultimately demonstrated the lack of support that is available for breastfeeding mothers and the lack of funding that often goes into this area of health.

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Podcast 3: Supporting Breastfeeding and Mothers

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Podcast 3: Supporting Breastfeeding and Mothers

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"Improving support for breastfeeding mothers: a qualitative study on the experiences of breastfeeding among mothers who reside in a deprived and culturally diverse community", Cook et al., 2021

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Improving support for breastfeeding mothers: a qualitative study on the experiences of breastfeeding among mothers who reside in a deprived and culturally diverse community - International Journal for Equity in Health

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Background The United Kingdom has one of the lowest breastfeeding rates in Europe, with the initiation and continuation of breastfeeding shown to be closely related to the mothers’ age, ethnicity and social class. Whilst the barriers that influence a woman’s decision to breastfeed are well documented, less is known how these barriers vary by the UK’s diverse population. As such, this study aimed to explore mothers’ experiences of breastfeeding and accessing breastfeeding services offered locally amongst a deprived and culturally diverse community. Methods A qualitative interpretive study comprising of 63 mothers (white British n = 8, Pakistani n = 13, Bangladeshi n = 10, black African n = 15 and Polish n = 17) who took part in single-sex focus groups, conducted in local community centres across the most deprived and ethnically diverse wards in Luton, UK. The focus groups were audio-recorded, transcribed and analysed thematically using Framework Analysis. Results The most common barriers to breastfeeding irrespective of ethnicity were perceptions surrounding pain and lack of milk. Confidence and motivation were found to be crucial facilitators of breastfeeding; whereby mothers felt that interventions should seek to reassure and support mothers not only during the early stages but throughout the breastfeeding journey. Mothers particularly valued the practical support provided by health care professions particularly surrounding positioning and attachment techniques. However, many mothers felt that the support from health care professionals was not always followed through. Conclusions The findings presented inform important recommendations for the design and implementation of future programs and interventions targeted at reducing breastfeeding inequalities. Interventions should focus on providing mothers practical support and reassurance not only during the early stages but throughout their breastfeeding journey. The findings also highlight the need for tailoring services to support diverse communities which acknowledge different traditional and familial practices.

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"Association between Lack of Social Support from Partner or Others and Postpartum Depression among Japanese Mothers: A Population-Based Cross-Sectional Study", Yamada et al., 2020

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Association between Lack of Social Support from Partner or Others and Postpartum Depression among Japanese Mothers: A Population-Based Cross-Sectional Study

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Lack of social support is a known risk factor for postpartum depression (PPD). However, the association between lack of social support from a partner or others and PPD remains unknown. We examined this association among Japanese mothers. We distributed an original questionnaire to mothers participating in a three- or four-month health check-up program over October to November 2012 in Aichi Prefecture, Japan. Of the 9707 eligible mothers, 6590 responded to the questionnaire (response rate: 68%). Social support from a partner or others was assessed based on whether the mother can consult with her partner or others (i.e., parents, relatives, and friends who are close by or far) on childcare. PPD was assessed with the Edinburgh Postnatal Depression Scale. The data were analyzed using multiple logistic regression analysis for four categories: no social support from either a partner/others, social support from a partner only, social support from others only, and social support from both, adjusted for possible covariates. Mothers who have no social support from either a partner/others, have social support from a partner only, and have social support from others only were 7.22 (95% confidence interval [CI], 1.76–29.6), 2.34 (95% CI, 1.37–3.98), and 3.13 (95% CI, 2.11–4.63) times more likely to show PPD, respectively, in comparison with mothers who have social support from both, after adjustment of possible covariates. Mothers with no social support from a partner, but have social support from others, showed significant risk for PPD, which may be invisible. Further prevention effort is needed to detect PPD cases, with a focus on mothers without support from their partner.

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My personal beliefs as a Christian play a large role in who I am and how I practice nursing. My faith is often the grounding ethics that is involved in each of my responses throughout this semester. Therefore, they have not only been involved in my growth as a person but also in my nursing philosophy.

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Artifact 1 is my mother. She is a strong Christian woman and a nurse of over 25 years. She has been my ultimate example of what it looks like to care for people through the lens of servitude and the Bible's golden rule: "Do to others as you would have them do to you. Having her as a guide has guided me to examine what I would like my nursing philosophy to showcase, which has challenged me ethically and driven my critical thinking. This has helped me grow as a person and as a compassionate and virtuous healthcare provider. I am thankful for her guidance in working as a Christian in healthcare for these reasons and many more.

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My second artifact is my Bible, a book I (try to) read often as a practice of my faith. It is a key part of my life; aside from my parents, it has been the source of my grounding ethics and principles. Throughout my studies as a student nurse, I have applied these ethics and principles to my care, which I believe positively impacted my patients and further shaped me as a person. Including my Christian ethics in my care has also challenged me to recognize differences in lifestyles, opinions, beliefs, and needs of others and how I may honour that despite our disagreements or agreeances. Having recognition of these differences has also helped me to analyze any bias or alterations in how I care for patients, which, upon further analysis, can remediate this.

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"Spiritual care interventions in nursing: an integrative literature review", Ghorbani et al., 2020

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Spiritual care interventions in nursing: an integrative literature review - Supportive Care in Cancer

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As an important part of the holistic care, spiritual care is considered an indicator of care quality. This study aims to identify and characterize nursing spiritual care interventions. In order to identify and select resources, an integrative review was done. The search was conducted in national and international databases such as Google Scholar, Scopus, INML, Iran Medex, Iran Doc, Web of Science, Wiley, SID, ProQuest, Ovid, Science Direct, PubMed, ebrary, Sage, CINAHL, and Magiran from 1994 to 2018. As a result, 1625 articles were detected, 59 of which were included in synthesis. Data extraction and analysis presented eight categories of spiritual care interventions in the field of nursing including (1) the exploration of spiritual perspective, (2) healing presence, (3) the therapeutic use of self, (4) intuitive sense, (5) patient-centeredness, (6) meaning-centered therapeutic interventions, (7) the creation of a spiritually nurturing environment, and (8) the documentation and evaluation of spiritual care.

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"The Process of Spiritual Care", Nissen et al., 2021

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Frontiers | The Process of Spiritual Care

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The aim of this article is to illustrate and outline an understanding of spiritual care as a process involving a number of organically linked phases: (1) the…

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As Canada's population and diversity continue to grow, our cultural awareness and skills as nurses must expand as well. My personal challenges and interest with cultural competency have prompted my exploration of the topic and how, as nurses we can support these oncoming populations!

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The photo above shows a small boot keychain crafted from genuine animal pelt and fur. It was a prize from a Powwow I was fortunate to attend as a child. The prize was given to a dancer who could demonstrate the skill and show pride in the steps. Although I do not remember which community it was from or the dance that was danced, I do remember the heart of the people. They had a passion for their culture and were proud to share it. The Indigenous community who presented the Powwow opened it up to the local elementary schools as an opportunity to learn about their culture. Attending was an amazing experience that fostered my love for other cultures and a willingness to provide culturally competent care.

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My next artifact is a recent experience during one of my shifts as a Clinical Extern at PRHC. I was asked to help a patient with personal hygiene who spoke no English. This proved to be a challenge- although the lady was very lovely and cooperative, I could not fully assess her needs as a healthcare provider. I attempted to communicate with a translating app on my phone, but she was elderly and did not understand how to type into the phone. This experience truly highlighted the difficulties of language barriers in healthcare, which will become more prominent as Canada's diversity grows. This challenged my problem-solving skills because of the limited resources we had available to communicate with her.

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"Innovative cultural care training: the impact of flipped classroom methods on critical cultural competencies in psychiatric nursing: a quasi-experimental study", Sarvarizadeh et al., 2024

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Innovative cultural care training: the impact of flipped classroom methods on critical cultural competencies in psychiatric nursing: a quasi-experimental study - BMC Nursing

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Introduction Healthcare systems are encountering a growing number of diverse and multicultural clients due to globalization and migration. To effectively address the challenges associated with cross-cultural interactions, nurses require a comprehensive framework of critical cultural competencies. One potential approach to enhancing these competencies in mental health care settings is to use innovative methods such as the flipped classroom in cultural care training programs. This study evaluated the effect of using the flipped classroom method in cultural care training on the critical cultural competencies of nurses working in a psychiatric hospital. Methods This quasi-experimental study involved 70 nurses working in a psychiatric hospital affiliated with the Kerman University of Medical Sciences in southeastern Iran. Through random sampling, the nurses were allocated into two groups of intervention (n = 35) and control (n = 35). The intervention group participated in a cultural care training program using the flipped classroom method, which consisted of four sessions conducted over a four-week period. To evaluate the nurses’ critical cultural competence, the Almutairi’s Critical Cultural Competence Scale was administered before the training and again one month later. Results The study findings indicated no significant differences in the scores of critical cultural competencies between the intervention group (4.53 ± 0.64) and the control group (4.73 ± 0.42) during the pre-test stage (t = 1.53, p = 0.13). Both groups had a similar perception of critical cultural competencies, which was not particularly positive. However, in the posttest stage, the intervention group (5.33 ± 0.49) demonstrated a significant increase in critical cultural competencies compared to the control group (4.75 ± 0.44) (t = 5.14, p = 0.001). Conclusion The study results indicated that the use of the flipped classroom method in the cultural care training program effectively enhanced the critical cultural competencies of nurses. Given the importance of cultural care in both physical and psychiatric care settings for multicultural clients, it is crucial for nurses to receive ongoing in-service education that utilizes innovative and active methods such as the flipped classroom.

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"Not missing the opportunity: Strategies to promote cultural humility among future nursing faculty", Hughes et al., 2020