Managing multiple chronic conditions in the community: a Canadian qualitative study of the experiences of older adults, family caregivers and healthcare providers.

Background: The prevalence of multiple chronic conditions (MCC) among older persons is increasing worldwide and is associated with poor health status and high rates of healthcare utilization and costs. Current health and social services are not addressing the complex needs of this group or their family caregivers. A better understanding of the experience of MCC from multiple perspectives is needed to improve the approach to care for this vulnerable group.

Nursing students' perceptions of effective problem-based learning tutors.

Aim To explore baccalaureate nursing students' perceptions of what makes an effective tutor in problem-based learning courses, and the influence of effective teaching on students' learning and experience. Method Students enrolled in all four years of a baccalaureate nursing programme completed online surveys (n=511) and participated in focus groups (n=19). Data were analysed and combined using content analysis.

The impact of curricular changes on BSCN students' clinical learning outcomes.

Ongoing curricular renewal is a necessary phenomenon in nursing education to align learning with ever-changing professional practice demands. The McMaster Mohawk Conestoga BScN Program in Hamilton, Ontario, Canada recently engaged in a comprehensive curriculum renewal. The purpose of this study was to evaluate the impact of curricular changes on students' deep learning.

Designing, Implementing, and Evaluating Mobile Health Technologies for Managing Chronic Conditions in Older Adults: A Scoping Review.

Background: The current landscape of a rapidly aging population accompanied by multiple chronic conditions presents numerous challenges to optimally support the complex needs of this group. Mobile health (mHealth) technologies have shown promise in supporting older persons to manage chronic conditions; however, there remains a dearth of evidence-informed guidance to develop such innovations.

Objectives: The purpose of this study was to conduct a scoping review of current practices and recommendations for designing, implementing, and evaluating mHealth technologies to support the management of chronic conditions in community-dwelling older adults.

The effect of nursing staff on student learning in the clinical setting.

Aim To explore baccalaureate nursing students' perspectives of the influence of nursing staff on their learning and experience in the clinical setting. Method A qualitative description approach was used. Thirty nursing students were interviewed individually or in focus groups.

Student perceptions of effective nurse educators in clinical practice.

Aim: To explore baccalaureate nursing student perceptions of what makes an effective nurse educator in the clinical practice setting and the influence of effective teaching on student experiences.

Method: Online surveys (n=511) and focus groups (n=7) were completed by nursing students enrolled in all four years of the baccalaureate programme. Data were analysed using content analysis.

Leading on the frontlines with passion and persistence: a necessary condition for Breastfeeding Best Practice Guideline uptake.

Aims And Objectives: The research question explored was what are the processes and strategies used by frontline leaders to support the uptake of the Breastfeeding Best Practice Guideline by nurses in maternity care practice settings?

Background: Best Practice Guidelines have been shown to enhance client care and outcomes. Leadership is known to have a key role in moving Best Practice Guidelines into nursing practice yet how this happens is poorly understood. This insight is needed to consistently and efficiently facilitate Best Practice Guideline uptake into clinical practice.

Supporting the Uptake of Nursing Guidelines: what you really need to know to move nursing guidelines into practice.

Background: There is a current push to use best practice guidelines (BPGs) in health care to enhance client care and outcomes. Even though intensive resources have been invested internationally to develop BPGs, a gap in knowledge exists about how to consistently and efficiently move them into practice.

Methods: Constructivist grounded theory was used to explore the complex processes of a breastfeeding BPG implementation and uptake in three acute care hospitals.

A comprehensive faculty development model for nursing education.

Professional nursing education has undergone profound legislative changes requiring a university baccalaureate in nursing as entry to practice as a registered nurse (RN) in Ontario, Canada. Subsequent partnerships between colleges and universities were mandated by the ministry of post secondary education in order to maximize existing resources, such as faculty, and capitalize on the strenghts of both sectors. Faculty, in partnered collaborative undergraduate nursing programs, are challenged by the ever-evolving transition in conceptualization, development, and delivery of nursing education; consequently, the design, dissemination, and evaluation of effective faculty development programs is of paramount importance (Steinert, 2000).

Transformative learning and research utilization in nursing practice: a missing link?

Background: Poor or inconsistent research utilization into clinical practice is a recurrent theme across study contexts, rendering leaders disillusioned with how best to foster the uptake of research into nursing practice. This makes it imperative to look to new approaches. Research utilization involves a learning process engaging attitudes, beliefs, and behaviors; yet, this is often overlooked in approaches and models used to facilitate research use.

Evolving as nurse educators in problem-based learning through a community of faculty development.

Effective faculty development programs are of paramount importance in this era of profound change in nursing education driven by baccalaureate-degree entry to practice and the concurrent implementation of college/university collaborative partnerships in Ontario, Canada. The overall purpose of this study was to design, disseminate, and evaluate a faculty development program involving nursing faculty from the McMaster University, Mohawk College, and Conestoga College. In keeping with selected conceptual models and responses to a needs assessment, faculty participated in a collaborative faculty development program that included a planned workshop, a mentorship program, and regular faculty development activities.