SDG Progress Report 2023

The SDGs provide a universal and ambitious framework for addressing the world’s most urgent challenges. The SDGs aim to end poverty, protect the planet and ensure peace and prosperity for all global citizens by 2030 and they require significant traction in the next seven years to meet their targets. As institutions at the forefront of knowledge access, dissemination and mobilization, academic libraries are uniquely positioned to support and advance sustainable development through their collections, services, and programming, as well as through their operational practices at the heart of campus. In 2021, Sheridan became Ontario’s first institution to sign the SDG Accord, the postsecondary sector’s collective international response to the SDGs. In support of the Accord, Sheridan library has committed resources over the past two years to support Sheridan in meeting its commitment. This report examines the ways in which Sheridan library is specifically taking action on the SDGs and includes a roadmap on how the library will continue its SDG work moving forward. We recognize that the challenges being addressed by the SDGs are interconnected and complex and require a holistic approach. In recognition of this, a collective effort is necessary in addressing this shared global responsibility. Sheridan library is leveraging existing partnerships and continuously building new collaborations in support of the goals. We invite readers of this report to identify potential points of collaboration with our library team. Be assured that our team is ready, capable and willing to work with you to design and implement creative and impactful solutions for SDG challenges. Together, we can achieve the goals and ensure a better future for current and future generations

Why we need more research into Interprofessional education

Interprofessional education (IPE) has long been considered an important means of improving communication and interaction between health professionals and of addressing patient safety concerns. This study aimed to explore whether a high-fidelity (HF) simulator could enhance a postgraduate IPE session on team-working and communication skills. A convenience sample of six doctors and six nurses, all recently qualified and working in an acute care setting, participated in teams of one nurse and one doctor in a typical clinical case scenario using a HF simulator. Pre-and post-test questionnaires and two focus groups were used to gather views on the IPE session. All of the participants agreed that all aspects of the IPE activity—the HF simulation, the scenarios and the debriefing—were ‘effective’ in attracting and retaining interest and attention. Future larger-scale research needs a more objective approach, such as a consideration of patient-related impact and outcomes

Promoting and Supporting Academic Integrity at Sheridan College

Library and Learning Services (LLS) at Sheridan College is committed to supporting first year students through orientations and information literacy instruction. One area that is often overlooked is introducing students to the importance of academic integrity (AI). In 2016, LLS welcomed an academic integrity facilitator to its staff. This role supports faculty with academic integrity and works with the first year academic skills librarian to support student understanding and awareness of AI, particularly in the first year. This discussion will demonstrate how the library team reorganized itself to support first year students. Conference participants will get a sneak peak of the library’s brand new academic integrity tutorial

The impact of a simulated intervention on attitudes of undergraduate nursing and medical students towards end of life care provision

BACKGROUND: The concerns of undergraduate nursing and medical students’ regarding end of life care are well documented. Many report feelings of emotional distress, anxiety and a lack of preparation to provide care to patients at end of life and their families. Evidence suggests that increased exposure to patients who are dying and their families can improve attitudes toward end of life care. In the absence of such clinical exposure, simulation provides experiential learning with outcomes comparable to that of clinical practice. The aim of this study was therefore to assess the impact of a simulated intervention on the attitudes of undergraduate nursing and medical students towards end of life care. METHODS: A pilot quasi-experimental, pretest-posttest design. Attitudes towards end of life care were measured using the Frommelt Attitudes Towards Care of the Dying Part B Scale which was administered pre and post a simulated clinical scenario. 19 undergraduate nursing and medical students were recruited from one large Higher Education Institution in the United Kingdom. RESULTS: The results of this pilot study confirm that a simulated end of life care intervention has a positive impact on the attitudes of undergraduate nursing and medical students towards end of life care (p < 0.001). CONCLUSIONS: Active, experiential learning in the form of simulation teaching helps improve attitudes of undergraduate nursing and medical students towards end of life. In the absence of clinical exposure, simulation is a viable alternative to help prepare students for their professional role regarding end of life care

Simulation education: challenges and suggested practices as nursing faculty members’ experience in the Malaysian nursing curriculum

INTRODUCTION: The benefits of utilizing simulation in nursing education to mimic clinical environments are well known. Simulation education has been readily embraced and is increasingly expanding as an innovative approach to the teaching and learning process involved in preparing nursing students for clinical placement. To date, little of the research specifically addresses, in the Malaysian context, the experiences of nursing faculty members (NFMs) in terms of their preparation for the use of this approach. Objective: The aim was to explore NFMs’ experiences of simulation education implemented in the curriculum. Methodology: This study adopted a qualitative design. Focus group discussions were conducted with 23 NFMs in Malaysia and recruited using purposeful sampling. The participants took part in focus group discussions and audio-recorded interviews. The data were analysed using the NVIVO software and the thematic analysis approach. The data analysis indicated they valued its positive impact on learning outcomes, the student experience and the ability to simulate more complex scenarios during training. Results: Inadequate training, lack of resources and lack of prior planning, negatively influenced the intention to use and effectively implement simulation in the curriculum. Discussion & Conclusion The study indicated that NFMs perceived simulation education as a learning pedagogy that can improve students' learning if used effectively. They believed that to realise the potential of simulation, more support should be provided through training, the availability of necessary resources, and improved planning and organisatio