Jacqueline Avanthay Strus

This rapid review is designed to identify existing tools in the Canadian literature that assess the impacts of climate change on the health of perinatal families, particularly those who are equity-denied. Addressing the needs of equity-denied perinatal populations in the face of climate change is crucial to promoting equitable and inclusive perinatal care in Canada. Rapid review methodology was selected to provide evidence in a timely and cost-effective manner. PubMed/MEDLINE and gray literature (Google and Google Scholar) were searched for English and French papers published from 2013 onward. The original research question, focused on climate change and health, yielded very few relevant results. Therefore, the search was broadened to include environmental health. Garrity et al.’s (J Clin Epidemiol 130:13–22, 2021) nine-stage process was used to identify 11 relevant papers, extract the relevant data, and complete the narrative synthesis. Synthesis. This review revealed a significant lack of tools for comprehensively assessing climate-health impacts on perinatal families and equity-denied perinatal families. While Canadian perinatal health screenings focus on equity via indicators of several social determinants of health (e.g., income, social support), they largely omit climate considerations. Environmental health factors are more commonly included but remain minimal. Climate-health screening tools are lacking yet needed in routine perinatal healthcare. Given the seriousness of climate change, urgent engagement of health systems and healthcare workers is essential to help mitigate and adapt to climate-health challenges, particularly for perinatal families experiencing health inequities.

Background: The Canadian Association of Schools of Nursing (CASN) Community Health Nurse Educators Interest Group has witnessed an erosion of community/population health content in baccalaureate curricula across Canadian schools of nursing in the last decade. A scarcity of community practice placements during the COVID-19 pandemic, with schools opting to prioritize acute care opportunities for students, exacerbated an erosion in practice hours for this important component of baccalaureate nursing education. Community nursing educators across Canada are greatly concerned by the reduction of nursing education content and relational practice framed in health equity; social, ecological, and structural determinants of health; and intersectionality, which are vital to nursing and the health of Canadians. With these concerns in mind, the purpose of this study was to gain an understanding about the current state of community health/population health theoretical and practice education in baccalaureate nursing programs in Canada. Method: A cross-sectional survey using open- and closed-ended questions was administered to all accredited nursing programs across Canada in November 2021. Quantitative data were analyzed using descriptive statistics, and qualitative data were analyzed using Clarke and Braun’s (2021) thematic analysis. Results: Data were analyzed from 28 completed surveys submitted from nine provinces. The results showed that community health nursing (CHN) theory and practice opportunities are delivered across all four years of baccalaureate nursing curricula. There is a diversity among the practice experiences, hours, and theoretical frameworks in CHN education. The precarity of community placements and limited opportunities for CHN practice education is a major concern. A variety of simulation opportunities are increasingly being used in schools of nursing in response to this and the COVID-19 pandemic. CHN standards and competencies provide the needed structure and outcomes for nursing programs. Conclusion: The survey was identified as a helpful way for CHN educators to have their voices heard regarding the troubling trend of eroding CHN education in baccalaureate nursing programs. Given the findings, there is a need for continued advocacy and leadership for CHN education’s place within accredited baccalaureate programs. CHN champions and CHN faculty are needed to advocate for and facilitate quality CHN education opportunities. The development of partnerships with community practice sites and the support for student learning in community health provide transformational experiences for students with diverse populations. These experiences supported the development of learning cultural safety, working with diverse populations, and inclusive practice. However, there was a strong message of concern about the erosion and devaluing of CHN education in Canada—necessitating timely advocacy and collaborative strategizing in order to remedy this troubling trend.

This article presents partial results of a larger mixed methods study about consensual non-monogamists’ perceptions of their parenting and sexual lifestyle, particularly those involving the transition to parenthood, intimacy and communication. Using The Expanding the Movement for Empowerment and Reproductive Justice lens, six participants completed an online questionnaire and a semi-structured interview guide. Consensual non-monogamists are like other parents, yet they prioritise sexual intimacy over emotional intimacy. Communication is very important for them. The quantitative results support the qualitative ones: the participants had a higher level of parenting sense of competence, and the means for emotional and sexual intimacy were lower for primary partners than for secondary ones. Perinatal health care professionals including nurses need to know more about parenting consensual non-monogamists and their partner(s). More research is warranted with this particular group of parents, especially on their experiences of minority stress, resilience and taking a more intersectional research approach.

A scoping review was undertaken to inform the development of a peer mentoring program in the nursing faculty of an official-language francophone minority post-secondary institution in Western Canada. Semi-structured interviews were conducted with mentorship coordinators in seven undergraduate nursing programs across Canada. The results of the semi-structured interviews were used to corroborate the information gathered during the scoping review. Analysis of the scoping review showed that the mentoring programs were designed based on a perceived need expressed by faculty and students. All programs involved a multi-stage implementation and evaluation process. Many articles focused on the benefits of implementing mentoring programs based on the mentees’ and mentors’ perspectives. The scoping review revealed that, in general, the mentoring program reduced mentees’ stress and anxiety, that they felt guided and supported, and that they experienced a sense of well-being in the presence of their mentors; they also found that mentees thought they performed better academically. Several authors found that mentors participating in the mentoring program improved and developed their leadership and communication skills, sense of well-being, and self-confidence. The semi-structured interviews with mentoring coordinators corroborate these findings. This examination revealed that nursing students—mentors and mentees—generally found the peer mentoring program beneficial and that their participation enhanced their learning abilities and individual development. Recommendations include proper orientation for mentors and mentees, including role expectations and clarity. The selection process and pairing of mentors and mentees is essential, and the dyads need to be compatible for the program's success. Open communication between all parties involved and a feedback system must be implemented and encouraged for improvement.

Nursing scholarship and practice has been historically complicit in the (re)production of racial inequities by not acknowledging and countering their part in the legacy of colonization . This paper will discuss the implementation of an experiential transformative learning project, RéconciliACTION, grounded in critical social justice theory. Four elements – testimonial authority, experiential learning, reciprocity, and relationality - can be implemented in nursing education that value lived experience to create change toward address anti-Indigenous racism in educational settings and health institutions. Lessons from the RéconciliACTION Project reinforce the need to increase nursing educators' knowledge of such methods and practices. Essential to this process is the recognition of lived experience as knowledge via Testimonial Authority. The process of transformation begins with the integration of anti-racist practices and Indigenous content. This project seeks to create leaders and allies in the journey towards reconciliation, reducing anti-racist attitudes and practices in educational and medical facilities

The intersecting identities of those identifying with multiple minorities, such as 2SLGBTQ + and ethnolinguistic minorities, bring individuals to have unique experiences, especially concerning health and wellness. This topic is particularly poorly understood among French-speaking official language minority 2SLGBTQ + populations in Canada. Hence, this study was conducted to generate insights into their needs and experiences, through the lens of intersectionality. This quantitative community-based study, a first of its kind in Western Canada, describes the sociodemographic profile, experiences of discrimination and stigmatisation, and needs and challenges pertaining to mental health and social supports of this double minority group. Data were obtained by an online survey conducted in the Canadian province of Manitoba in June 2020. The participant sample was largely homogenous: most were under the age of 55 years, white, educated, and from urban areas. Many reported experiencing dual marginalisation, feeling unaccepted by both of their minority communities (Francophone and 2SLGBTQ+). A sense of isolation, as well as a lack of social connectedness and psychological support, were often reported. Social initiatives and mental health support within environments proactively affirming of the official language of the minority and inclusive of diverse 2SLGBTQ + identities are needed.