Exploring the factors that influence equitable access to and social participation in dementia care programs by foreign-born population living in Toronto and Durham region.

This paper reports the findings of a qualitative study conducted in Ontario, Canada with the purpose of identifying the barriers and facilitating factors of access to dementia care by foreign-born individuals, including immigrants and refugees. Interview data revealed seven overarching themes related to access and participation in dementia care programs by migrants, including structural, process, and outcome barriers. Our study findings suggest that incorporating culturally inclusive activity components in recreational dementia care programs will promote program participation by individuals from ethno-cultural backgrounds.

A single mindfulness session with informal caregivers of seniors living with dementia: a pilot qualitative descriptive study.

Background: Evidence suggests that informal caregivers who are providing care for seniors with dementia experience daily stressors due to their demanding caregiving roles. Current research recognizes the positive impact of mindfulness on caregivers' well-being. However, there is an existing gap in the current literature about informal caregivers' own perceptions and understanding of mindfulness intervention.

Simulated experiences: nursing students share their perspectives.

In an attempt to address a shortage of clinical nursing placements, the rising complexity of care and to increase preparedness of students entering clinical settings, the provincial government of Ontario invested significant funding for the purchase of simulation equipment in undergraduate Schools of Nursing. What students believe about simulation and learning can influence how it is used and can also provide faculty with a better understanding of how it can best be implemented. This study explored nursing students' viewpoints about the use of simulation in their nursing programs.

Nurse faculty perceptions of simulation use in nursing education.

In this study nursing faculty perceptions of the implementation of simulation in schools of nursing across Ontario, Canada, were explored using the Q-methodology technique. Following Q-methodology guidelines, 104 statements were collected from faculty and students with exposure to simulation to determine the concourse (what people say about the issue). The statements were classified into six domains, including teaching and learning, access/reach, communication, technical features, technology set-up and training, and comfort/ease of use with technology.