From College to University: Nursing Students\u27 Experience of Transition

Increasingly complex healthcare systems require nurses to have a greater depth of knowledge and theory application to care for patients safely and competently. To prepare nurses for rapidly changing health care systems, the baccalaureate degree was accepted by the Canadian Nurses Association (CNA) as the standard for entry to Registered Nurse practice across Canada and became the entry-to-practice requirement starting in 2005 (Wood, 2011). In Ontario, this entry-to-practice standard required the development of college and university collaborative partnerships to respond to the resulting implementation and capacity challenges in nursing education (MacMillan & Mallette, 2004). Although these partnerships have been in place for some time, little can be found in the literature regarding issues and challenges of collaboration over time, particularly for nursing students (Cameron, 2003; Cameron, 2005; Landeen et al, 2017, Montague, et al., 2022, Molzahn & Purkis, 2004; Zorzi et al., 2007). The purpose of this study is to add to what is known about transitions in nursing education for students by using case study methodology to explore how students experience the transition from the college to the university in a hybrid collaborative baccalaureate program. Understanding the transfer experience of collaborative program nursing students can enable faculty to develop strategies that ease the transition and facilitate student success in the upper years of the program. By uncovering the experience of students, nursing academicians can deepen their understanding of the complexity of student transition in entry-level collaborative nursing education, enabling student success, program completion, and transition to graduate nurse

Breathing Life into the Syllabus: The Collaborative Development of a First-Year Writing Course for Nursing Students

In this essay, we tell the story of how a team of English and nursing professors came together to develop curriculum for a mandatory first-semester writing course in the collaborative Bachelor of Science, Nursing (BScN) at Fanshawe College and Western University, both in London, Ontario. The discussion focuses on the implementation of the course at the Fanshawe site. Following a review of literature that has informed our thinking about writing in nursing, we discuss how the team, consisting of both English/writing and nursing faculty, solved curriculum problems to develop an effective course. We also look forward to areas for future development. *** In this essay, we tell the story of how a team of English and nursing professors came together to develop curriculum for a mandatory first-semester writing course in the collaborative Bachelor of Science, Nursing (BScN) at Fanshawe College (hereafter Fanshawe) and Western University (hereafter Western). The need to build this course resulted in ongoing discussions among educators of very different disciplinary backgrounds about topics ranging from the basic mission of the course to the development of discipline-relevant assignments. Our reflections on this process will likely interest educators interested in developing a similar course; however, these reflections also raise larger questions regarding students’ needs, interdisciplinary and cross-institutional collaboration, and curriculum development processes

2nd Annual Faculty Research & Innovation Day Program

https://first.fanshawec.ca/cri_cripublications/1001/thumbnail.jp

Historical criteria that distinguish syncope from seizures

We prospectively sought evidence-based criteria that distinguished between seizures and syncope

FOXE1 association with both isolated cleft lip with or without cleft palate, and isolated cleft palate

Nonsyndromic orofacial clefts are a common complex birth defect caused by genetic and environmental factors and/or their interactions. A previous genome-wide linkage scan discovered a novel locus for cleft lip with or without cleft palate (CL/P) at 9q22–q33. To identify the etiologic gene, we undertook an iterative and complementary fine mapping strategy using family-based CL/P samples from Colombia, USA and the Philippines. Candidate genes within 9q22–q33 were sequenced, revealing 32 new variants. Concurrently, 397 SNPs spanning the 9q22–q33 2-LOD-unit interval were tested for association. Significant SNP and haplotype association signals (P = 1.45E − 08) narrowed the interval to a 200 kb region containing: FOXE1, C9ORF156 and HEMGN. Association results were replicated in CL/P families of European descent and when all populations were combined the two most associated SNPs, rs3758249 (P = 5.01E − 13) and rs4460498 (P = 6.51E − 12), were located inside a 70 kb high linkage disequilibrium block containing FOXE1. Association signals for Caucasians and Asians clustered 5′ and 3′ of FOXE1, respectively. Isolated cleft palate (CP) was also associated, indicating that FOXE1 plays a role in two phenotypes thought to be genetically distinct. Foxe1 expression was found in the epithelium undergoing fusion between the medial nasal and maxillary processes. Mutation screens of FOXE1 identified two family-specific missense mutations at highly conserved amino acids. These data indicate that FOXE1 is a major gene for CL/P and provides new insights for improved counseling and genetic interaction studies