School of Nursing
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This collection contains pre-prints and post-prints of journal articles written by selected York University Nursing faculty.
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Browsing School of Nursing by Author "epstein, iris"
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Item Open Access Nursing students’ experiences on blogging in the classroom: Linking between ethics and pedagogy(Sciedu Press, 2014-01) epstein, iris; Ray, AshleighThis paper reports students’ perspectives on using blogging in an undergraduate nursing classroom. Blogging refers to a series of entries with limited word count. Several anecdotal reports focus on the potential advantages (e.g., increasing students' writing, reflecting, collaborating, participation and critical thinking skills) of blogging in education. Yet limited reports discuss its challenges. We argue that in order to better understand the use of blogging in the classroom we need to look more closely at students’ values, beliefs and expectations. Thus, to better understand teaching and learning and evaluate blogging we used Gesler’s theory of therapeutic landscape. Students’ retrospective accounts revealed two overarching themes: students’ experiences and students’ responses to blogging. Despite the fact that students experienced and valued blogging in their everyday lives, their responses to in-class blogging were not always positive.Item Open Access Photo Elicitation Interview (PEI): Using Photos to Elicit Children’s Perspectives(Sage Journals, 2006-09) epstein, iris; Baruchel, Sylvain; Stevens, Bonnie; McKeever, PatriciaWhen conducting photo elicitation interviews (PEI), researchers introduce photographs into the interview context. Although PEI has been employed across a wide variety of disciplines and participants, little has been written about the use of photographs in interviews with children. In this article, the authors review the use of PEI in a research study that explored the perspectives on camp of children with cancer. In particular, they review some of the methodological and ethical challenges, including (a) who should take the photographs and (b) how the photographs should be integrated into the interview. Although some limitations exist, PEI in its various forms can challenge participants, trigger memory, lead to new perspectives, and assist with building trust and rapport.Item Open Access The practice and teaching of palpation of the head and neck: A scoping review(Sciedu Press, 2017-07) epstein, iris; Herne, P.; Masita, S.; Peisachovich, E.; Eliadis, M.; Robinson, B.; Lee, C. P.; Grosman-Rimon, L.; Silva, C.Objective: To explore how palpation of the head and neck is practiced and taught. Methods: The scoping review methodology was guided by Arksey and O’Malley’s five-stage approach. Three experienced and independent reviewers searched nine databases according to a predetermine inclusion and exclusion criteria. Results: A total of 15 articles from medicine, chiropractic and dentistry published between 1987 and 2016 were included. Two overarching themes emerged, a Cartesian and a Pragmatic perspective in practicing and teaching palpating of the head and neck. Although both perspectives are valuable, we advocate to practice and teach palpation of head and neck from a Pragmatic perspective particularly with the increase use of ultrasound technology to detect masses. A pragmatic perspective takes into account the patient’s context, the ethics of care and highlights the importance of health care providers fostering interpersonal relationships with others during physical assessment. Conclusions: Although nursing studies were absent from this review we believe nurses play a vital role when they are aware of the Cartesian and Pragmatics perspectives when practicing and teaching head and neck palpation as part of a physical assessment. Learning how other disciplines are practicing and teaching head and neck palpation skills will improve interdisciplinary collaboration.Item Open Access Refugee smartphone access to health care in Canada: Concept analysis(Sciedu Press, 2019-01) epstein, iris; Nguyen, Jade; Balaquiao, Lorivie; Chang, Kai YaObjective: With the ever-changing smartphone healthcare technology also comes nurses’ responsibilities to recognize its ethical implications particularly among vulnerable population. The aim of this paper is to explore what we know about the use of smartphone to access health care among refugees and new immigrants. Methods: We were guided by Walker and Avant (2011) concept analysis methodology. Concept analysis is a rigorous method to better understand ethical implications, meaning, attributes, antecedents and consequences of smartphone access to health care. Diverse databases were included such as CINAHL, Journals@Ovid, ProQuest Nursing & Allied Health Source, ProQuest Psychology Journals, PsychINFO, ERIC, and Education Full Text. Results: The concept analysis retrieved 23 studies. Overarching themes included the physical (e.g. income, geographical location) and social (generation; access to regular internet; digital literacy; relationship with practitioners) that were attributed to refugee and new immigrant access to health care. Conclusions: Some of the ethical implication when using smartphone to access health care technology with refugees and new immigrants are discussed and the skills needed for nursing practice are identified and recommendations for nurse education and research are made.Item Open Access “A video of myself helps me learn”: A scoping review of the evidence of video-making for situated learning(Georgia Southern University, 2020) epstein, iris; Baljko, Melanie; Thumlert, Kurt; Kelly, Evadne; Smith, James Andrew; Su, Yelin; ZakiAzat, Justeena; May, Natasha M.Nursing, dance and studio-based arts, engineering, and athletic therapy are viewed as practice-oriented professions in which the teaching and situated learning of practical skills are central. In order to succeed, students must perform a series of performance-based assessments, which seemingly require an “able” body to enact complex tasks in situated and/or simulation-based contexts (for example, “safe nursing practice”). Our interdisciplinary research seeks to intervene within the culture of professional learning by investigating what we know about the use of smartphone video recording for situated, practice-based learning, and for supporting interactive video-based assessment as a means of accommodation and extending access for students, including students with performance anxiety, mature students, ESL learners, students with disabilities, and students in remote communities. In this paper we employ a scoping review methodology to present our findings related to students’ and instructors’ perspectives on the use of smartphone video to demonstrate and document practical knowledge and practice-oriented competencies across fields in the arts and sciences. We also examine broader research, as well as the ethical and design implications for the development of our technology-based toolbox project – an online resource created to advance pedagogies deploying smartphones as tools for practical skills acquisition - and for accommodation - within multidisciplinary practical learning environments.