Plusieurs auteurs s'entendent pour dire que la relation entre l'infirmière et la personne soignée s'appuie sur des valeurs humanistes, lesquelles s'avèrent fondamentales en contexte de réadaptation pour le mieux-être des patients et de leur famille. À l'issue de l'étude de O'Reilly et Cara (O'Reilly et al., 2010a), les participants décrivent l'infirmière qui "est avec" eux comme une professionnelle ayant des pratiques humanistes empreintes de respect et de chaleur humaine. Malgré cela, lors des entrevues, les participants ont souvent fait allusion à des pratiques qui peuvent être déshumanisantes, notamment le sentiment d'être perçu comme un objet, le manque d'écoute ou de compréhension. À notre connaissance, les pratiques déshumanisantes n'ont pas fait l'objet d’études scientifiques dans le domaine des soins de santé. Notre étude visait à explorer et comprendre la signification de pratiques déshumanisantes selon la perspective de patients hospitalisés ou ayant été hospitalisés en réadaptation. Méthode: Deux approches ont été utilisées. D'abord, une analyse secondaire de données qualitatives (n=11) a été réalisée suivi d'une étude d'inspiration phénoménologique (n=6) utilisant la discussion de groupe comme méthode de collecte de données. Le Relational Caring Inquiry (RCI) (Cara, 1997), un devis phénoménologique, a guidé tout le processus de recherche. Les résultats découlent d'une analyse combinée de toutes ces données. Résultats: Les pratiques déshumanisantes sont des pratiques qui vont à l'encontre de l'idéal moral de la profession infirmière. Elles représentent des pratiques non éthiques et désengagées caractérisées par sa nature insidieuse et infectieuse ainsi que par ses conséquences néfastes. Conclusion : Ces résultats probants et inquiétants doivent être discutés afin de contrer ces pratiques déshumanisantes et d'améliorer la qualité des soins offerts. De plus, la présente étude représente un premier pas afin de briser la culture de silence qui existe dans les milieux de soins et qui contribue à l'apparition de pratiques déshumanisantes. Il s'avère primordial de contrer les pratiques déshumanisantes en favorisant, notamment, l'utilisation de la pratique réflexive dans les milieux de soins. Finalement, les valeurs humanistes devraient occuper une place plus importante dans les soins, mais aussi dans la formation des infirmières ainsi que dans la gestion des soins de santé.

The birth of a child diagnosed with congenital diaphragmatic hernia (CDH) involves significant intensive care at the beginning of life and the need for surgery. Parents’ experiences during the acute phase of hospitalization for a critically ill infant not born premature is currently limited in the literature; in particular, there is no literature describing parents’ experiences of nursing care for having a infant with CDH in the Neonatal Intensive Care Unit (NICU). Using narrative inquiry this study explores stories of parents’ early experiences of nursing care in the NICU for an infant born with CDH. A thematic analysis revealed a main overarching theme of “not knowing” with three interrelated subthemes related to parents’ need for information and open communication; participation, power and partnership; and nursing presence to transition from not knowing to knowing their infant. The findings from this study suggest that parents want to be recognized as key members within the multidisciplinary team and that the nurse has the ability to facilitate aspects of care to impact parents positively or negatively. Implications for practice focus on supporting parents through evolving empowerment and participation in the care of their infant. / Graduate / 0569

This narrative inquiry explores teacher professional identity and curriculum making (Connelly & Clandinin, 1988) in the experiences of three itinerant band teachers. The narrative experiences of Grace, Cole, and Denise reflect the complexity of teaching in multiple schools and working within a curricular framework that is diverse and multi-faceted. While most classroom teachers work with one group of students in a single school, the travelling nature of itinerancy sets them apart from this standard. Benson (2001) argued that “limited involvement in any one single school site, places her or him in a significantly different position than the regular classroom teacher” (p. 3). Staying in tune with students, parents, and colleagues, while concurrently working in several school settings, can be a challenge for managing relationships, assessment practices, concert obligations, and school events (Roulston, 1998). An itinerant band program is a collection of stories with individual narratives being interwoven into a patchwork of identities, or narratively speaking, as people’s stories to live by (Clandinin & Connelly, 2000). Clandinin, Huber, Huber, Murphy, Murray-Orr, Pearce, and Steeves (2006) explained that curriculum making and identity making, acts that shape the stories to live by of teachers and children, are closely aligned. Students are immersed in musicking (Small, 1998) and curriculum making alongside their teacher. As stories are composed in unison, curriculum making represents "teachers' and students' lives together" (Clandinin & Connelly, 1992). Curriculum, viewed as a course of life (Connelly & Clandinin, 1988), involves the composition of identities and stories to live by. It is wrapped up with assessment making and identity making, with school stories intersecting with personal experience (Huber, Murphy, & Clandinin, 2011). Individual identities dance with the collective identity of the group as curriculum-as-lived (Aoki, 2012) is brought to life in the ensemble experience. Beyond the study of notes, rhythms, and technique, there is a web of interaction that pervades curriculum as it is embodied in the lives of students and teachers. It encompasses routine happenings in a rehearsal space, personal exchanges during recess breaks, recollections of events from past experiences, and future plans for the ensemble. It is coloured by the experience of itinerant teachers who weave parallel storylines across a series of learning landscapes. The complex nature of teaching initiates an ingrained inter-connectedness between personal and professional lives (Hargreaves, Meill, & MacDonald, 2002). Plotlines are blurred, making it difficult to distinguish between the two as they are inextricably linked by experience and emotion (Connelly, Clandinin, & He, 1997). Lack of a single, permanent teaching space calls for deeper exploration into implications for curriculum and teacher identity. Narratively inquiring into stories of itinerant band teachers is one approach that studies the contextual nature of identity. Storytelling represents a mode of knowing (Bruner, 1986). Each story is told from “a particular vantage point in the lived world” (Greene, 1995, p. 74), holding a plurality of experience and interpretation. Stories are closely tied to how teachers conceive themselves in the place of school (Connelly & Clandinin, 1999). Working on the periphery of collegial connections and the school community imparts physical and emotional tolls on professional identity. These factors contribute to an overall perception about the nature of itinerant teaching (Roulston, 1998). The shifting framework of itinerancy compounds the variable nature of teacher identity. Gathering artifacts and conversations about the storied existence of three itinerant band teachers, tensions appear over curriculum hierarchy, loss of instructional time and place, and collegial isolation. These are plotlines that exist within these school "borderlands" (Anzaldua, 1987). Contrapuntal lines of temporality, sociality, and place (Clandinin & Connelly, 2006) intersect with one another, some moving in relative harmony, while others create bumping points that influence perceptions of personal practical knowledge. Itinerant band teachers experience temporary shifts in self as they make sense of the fluid and changing world around them.

This study examined the content knowledge and pedagogical content knowledge (PCK) constructed by a group of 24 pre-service elementary teacher participants as they learned about the moon’s phases, inquiry learning, and use of the Internet message boards as a teaching tool as a part of their science teaching methods course. The MOON Project (More Observations On Nature), an exploration of inquiry teaching via e-learning, matched the pre-service elementary teacher participants with schoolchildren in grades 4-8 around the world. Upon completion of a 4-week moon observation phase, the participants led the schoolchildren in a discussion of their observations via Blackboard™. This mixed methods study followed a quasi-experimental non-equivalent control group design. The participants’ content knowledge, pedagogical content knowledge and perceptions about their knowledge were documented using questionnaires, essays, and tests as they entered this experience and again as they exited. Qualitative and quantitative methods and analysis established that the increase in pre-service teachers’ content and pedagogical content knowledge (PCK) as well as their perceptions of the knowledge gained was statistically significant at the conclusion of the project. However, they took away understandings of why the moon changes shape that were basic at best and fraught with a statistically significant increase in misconceptions. None of the instruments supported the pre-service teachers’ perceptions of increased PCK. The pre-service teachers had mixed perceptions about teaching over the Internet, mostly due to the degree to which their elementary student groups responded with focus to questions and discussions or, in some cases, participated at all. The findings and recommendations speak to teacher educators about the methodology used in teacher education programs. / Department of Biology

Hypokaliämie ist bei Kühen mit Labmagenverlagerung und zusätzlichen Komplikationen eines der klinischen Probleme. Besonders bei Kühen mit rechtsseitiger Labmagenverlagerung werden Beziehungen des Kaliums zum Krankheitsverlauf deutlich. Serum-Kalium-Konzentrationen < 2 mmol/l sind prognostisch infaust. Durch Begleiterkrankungen werden bei Kühen mit Labmagenverlagerung Kalium sowie Cholesterol, Protein, Albumin, Bilirubin und Beta-Hydroxybutyrat zusätzlich negativ beeinfllusst.

This work is a collectivist engagement between researcher and participants in a knowledge quest for self-hood through engaged bodily awareness and sense. The world of the teen girl is explored from a philosophical, social, and political perspective that emphasizes expression of self through embodied knowing and being. The process is performative where yoga is used as an arts-based method to explore the self through bodily awareness. The body is reclaimed as a way to know oneself. Yoga is the expression of the living, being, and knowing body. The asana practice, the still of meditation, and the flow of the breath are emancipatory discourse where each of us moves, changes, and grows; and ultimately becomes. This becoming is a consciousness raising experience that finds and grows voice. The transformative process engages a physical expression where participants’ and researcher’s individual sense of self is connected with their universal sense of self hereby replacing current patterns of harmful thinking with new consciousness that is reflective of self awareness and realization. Found poetry is used to explore the experience of the participants. The poetic representation brings the reader into the world of the teen girl. Voices that have been secret and silenced are celebrated. The body is the instrument through which power and ownership of the moment and the self are expressed through emotion and experience. The participants and researcher move collectively and intuitively from passive objects to self-knowing subjects; subjects who are thoroughly engaged in the world and aware of their highest potential as liberated selves. The findings of this collectivist and activist research approach indicate that embodied engagements elicit the space where flesh speaks and external and internal become unified as one. Yoga is an artful, embodied expression that is about experiencing the world without being enslaved by the world. This is not a passive engagement but an activist engagement that challenges hegemonic ideas of girls in the world and in the world of a girl. This further embraces the idea of the unity of whole-self and mind-body interconnectedness where we are not passive observers of the body with awareness of self located in the head watching over the body as object. Subject and object as separate dissolve and mindfulness is the present. The end result is one where we become; we become fully engaged in a creative and fluid self-hood enabling self-knowledge, self-acceptance, and self-love. / Graduate / 0727 / 0525 / 0273 / kyte_d@yahoo.ca

This dissertation documents a doctoral endeavor to explore both the potential of theatre as a means to enable students to practice vulnerability and the potential curricular impact of such a practice, using an in-depth narrative study of six theatre and drama for the young specialists. The researcher attempts to gain understanding and create a discourse on the vulnerability of the every-student as a curricular concern as well as make a connection to the potential of theatre as a means to practice navigating vulnerability. This not only involves a reconsideration of the term vulnerability to be seen as a path to strength, but also a reconsideration of educator responsibilities. The researcher sought stories of the everyday vulnerabilities that a student might encounter during school and specifically did not seek stories of vulnerabilities from extreme or exceptional traumatic events. While this study does not produce specific curriculum planning, it yields a better understanding of the concept of vulnerability, including the acknowledgment that practicing navigating vulnerability and practicing vulnerability can be accepted as useful terminology in educational pursuits. A key component of the research is the development of a Métissage Circle Theatre Script entitled “To Practice Vulnerability?” as a method of data analysis and research dissemination. It is the researcher’s intent that this script be available for readings by non-actors at school board meetings, parent-teacher meetings, teacher organizations, departments of education, theatre and drama organizations, theatre artist groups, and educational policy decision-makers. The script gently invites readers to begin to explore, ask questions, and discuss the educational possibilities, and provides a low-risk opportunity to navigate the vulnerability experienced when simply encountering the very subject of our own vulnerability. / Graduate / 0727 / 0465 / cclement@uvic.ca

Echoes of Experience: The Narrative Forces of the Qu’Appelle Valley explores the possibility of playing on the picturesque notion of a ‘folly’ within this Southern Saskatchewan valley. By incorporating an understanding of the physical and narrative forces that have shaped the valley as both place and space, speculative interventions are proposed that generate an awareness of past conditions in order to provide some trace of those narratives within the future of the valley. This practicum endeavors to use landscape narrative inquiry as a tool that helps one to understand the landscape experience by harkening to the ‘echoes’ that beckon people to the Qu’Appelle Valley’s hills and lakes. The valley is a setting for exploration and for experience. Working within a narrative when designing allows those key experiences to be extracted, along with subsequent narratives, and developed into a three-dimensional space. This results in a meandering yet defined direction of thought and reflection during the course of design. By revealing what was once previously hidden within the landscape, the spirit of place reemerges, and the new design becomes integral in the experience and understanding of self and of place.

The impact of Internet technology on critical thinking is of growing interest among researchers. However, there still remains much to explore in terms of how critical thinking can be fostered through online environments for higher education. Ten years ago, Garrison, Anderson, and Archer (2000) published an article describing the Community of Inquiry (CoI) framework which provided an outline of three core elements that were able to describe and measure a collaborative and positive educational experience in an online learning environment, namely teaching presence (design, facilitation, and direct instruction), social presence (the ability of learners to project themselves socially and emotionally), and cognitive presence (the extent to which learners are able to construct and confirm meaning through sustained reflection and discourse). This dissertation extends the body of research surrounding the CoI framework and also the literature on developing critical thinking in online environments by examining and exploring the extent to which teaching and social presence contribute to cognitive presence. The researcher was able to do this by offering 189 learners enrolled in 10 research methods courses and educational research courses an opportunity to use an innovative online resource (Research Design Learning Resource – RDLR) to assist them in learning about educational research and developing research proposals. By exploring how participants used this resource the researcher was able to gain insight into what factors contributed to a successful online learning experience and fostered cognitive presence. Quantitative and qualitative research approaches (mixed methods) were used in this study. The quantitative results indicated that both social and teaching presence had a strong positive relationship with cognitive presence and that learners generally perceived to have a positive learning experience using the RDLR. The qualitative findings helped elaborate the significant quantitative results and were organised into the following themes: making connections, multiple perspectives, resource design, being a self-directed learner, learning strategies, learning preferences, and barriers to cognitive presence. Future directions for critical thinking in online environments are discussed.

Consolidation of Acute Care Surgical Services (ACSS) as a response to multiple challenges in providing timely and high-quality emergency services is a growing interest among healthcare policymakers. However, very little is known about patient experiences within this system. This study explores patient perceptions of their acute care surgical experiences within a consolidated ACSS program. A qualitative study guided by the tenets of Appreciative Inquiry was conducted. Data were collected by means of semi-structured interviews and personal stories. Thirteen participants were involved, seven females and six males of varying ages; all underwent emergency surgeries including appendectomy, cholecystectomy, and small bowel obstruction surgery. Findings suggest that clear and effective communication, excellent nursing care, timely access to surgical services, continuity of care, patient safety, transfer to an Acute Care Surgical (ACS) site, communication regarding transportation, and process of admission to an ACS site play important roles in patient experiences within a consolidated ACSS.