The development of an online instrument for prior learning assessment and recognition of internationally educated nurses: A pilot study
Author(s)Santa Mina, Elaine Elizabeth; Ryerson University
Eifert, Carol; Ryerson University
Ireland, Martha; Ryerson University
Fine, Carol; Ryerson University
Wilson, Gail; St Michael's Hospital
Micevski, Vaska; Ryerson University
Wojtiuk, Ruth; Ryerson University
Valderrama, Martha; Ryerson University
Contributor(s)Canada Immigration and Citizenship
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AbstractA fully online prior learning assessment and recognition (PLAR) tool for internationally educated nurses (IENs) was developed and tested by an inter-professional team at Ryerson University. The tool consisted of two stages: a self-assessment component followed by a multiple-choice examination and narrative (vignette) evaluation. The purposes of the study were to describe the demographic profile of the IEN registered nurse (RN), to develop the benchmark responses that demonstrate competency at the entry-to-practice level of the typical IEN RN, and to describe the experience of completing an online PLAR tool. A mixed-method approach was used. Findings demonstrated that IEN RNs who immigrate to Ontario, Canada, are of various ages and come from a wide spectrum of countries. The PLAR process holds promise for an objective assessment of IEN’s eligibility to write the Canadian Registered Nurses Examination (CRNE) and to meet a global need. Further testing of the tool across a broader sample is required.
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Academic Librarianship: A Crisis or an Opportunity?Granfield, Diane; Ryerson University; Kandiuk, Mary; York University; Sonne de Torrens, Harriet; University of Toronto (The Partnership, 2011-11-23)“Academic Librarianship: A Crisis or an Opportunity?” was a one day symposium held at the University of Toronto on November 18, 2011. The symposium provided a forum for stakeholders to consider recent troubling events and developments in the academic library community. The hiring of postdoctoral fellows at McMaster University to replace librarians, the strike by professional librarians at University of Western Ontario in 2011 and threats to the academic freedom of librarians at McGill University have all served as bellwethers and have been rich locations for debate of late. The symposium was intended to provide an opportunity to bring more coherence to the discourse and to consider further initiatives, increased activism, and to begin a process for providing greater leadership around issues relating to academic librarians and academic librarianship. The day was organized around a series of panels. A number of key stakeholders spoke to specific themes: 1) the role of national and provincial labour organizations and local faculty associations; 2) trends and challenges in education and curriculum at library schools; 3) the role of library associations and professional accreditation; and 4) librarians on the front lines. The Symposium emerged with a clear call to action, that it was time to become more pro-active in a collective manner, and to use the tremendous interest generated by this event as an opportunity to seek solutions to the crisis threatening academic librarianship in Canada. There was overwhelmingly support for the creation of a virtual forum to continue the discourse, and also to bring in those who are interested and willing to become engaged but who were unable to participate in the Symposium.
Sanism, �Mental Health�, and Social Work/Education: A Review and Call to ActionWork/Study Research Assistant Program and a Seed Grant from the; Poole, Jennifer M.; Ryerson University, Toronto; Jivraj, Tania; Ryerson University, Toronto; Arslanian, Araxi; Ryerson University, Toronto; Bellows, Kristen; Ryerson University, Toronto; Chiasson, Sheila; Ryerson University, Toronto; Hakimy, Husnia; Ryerson University, Toronto; Pasini, Jessica; Ryerson University, Toronto; Reid, Jenna; York University, Toronto (Memorial University of Newfoundland, 2012-09-12)Sanism is a devastating form of oppression, often leading to negative stereotyping or arguments that individuals with �mental health� histories are not fit to study social work. However, the term sanism is rarely used, understood, or interrogated in the social work academy, even in anti-oppressive spaces. Indeed, social work has been so loyal to the medical model that sanist aggressions, such as pathologizing, labelling, exclusion, and dismissal have become a �normal� part of professional practice and education. We query the moral integrity of a profession that at its foundational core could play a role in such a discriminatory tactic as sanism. We wonder what the effect of this has been on social work and its education. We ask, who has been excluded, what has been silenced or denied because of the privileging of medical conceptualizations of madness, and how can we work toward anti-sanist social work today? In this paper we provide an overview of sanism. We offer a more critical review of the literature on �mental health� and social work. We report on our anti-sanist participatory pilot research, and aligned with current Canadian rights work, we call for action with respect to how social workers theorize, research, and respond to madness now.
The Effect of Classroom Diversity on Conceptual Learning in Physics<vcard>BEGIN:vCard\nVERSION:3.0\nFN:Tetyana Antimirova\nTITLE:\nORG:Ryerson University\nADR;TYPE=WORK,POSTAL,PARCEL:;;;;Toronto;Other;M5B 2K3;CA\nTEL;TYPE=:+(416) 979-5000\nTEL;TYPE=:+\nTEL;TYPE=FAX:+\nEMAIL;TYPE=INTERNET,:email@example.com\nEMAIL;TYPE=INTERNET,:\nEND:vCard</vcard>; <vcard>BEGIN:vCard\nVERSION:3.0\nFN:Andie Noack\nTITLE:\nORG:Ryerson University\nADR;TYPE=WORK,POSTAL,PARCEL:;;;;Toronto;Ontario;M5B 2K3;CA\nTEL;TYPE=Office:+4169795000-2249\nTEL;TYPE=:+\nTEL;TYPE=FAX:+\nEMAIL;TYPE=INTERNET,Work:firstname.lastname@example.org\nEMAIL;TYPE=INTERNET,:\nEND:vCard</vcard>; <vcard>BEGIN:vCard\nVERSION:3.0\nFN:Marina Milner-Bolotin\nTITLE:Dr.\nORG:Ryerson University\nADR;TYPE=WORK,POSTAL,PARCEL:;;Department of Physics/Ryerson University;350 Victoria Street;Toronto;Ontario;M5B 2K3;CA\nTEL;:+(416)979-5000\nEMAIL;:email@example.com\nEND:vCard</vcard>Hundreds of students are required to take introductory physics each year at our mid-size Canadian university. These students enter the course with diverse educational histories and demographic characteristics that reflect the diversity of the large, metropolitan city that the university is located in. In this project, we investigate how students’ demographic and educational diversity is related to their conceptual learning in introductory university physics. Students’ learning outcomes in introductory sciences courses often impact their later learning in undergraduate science degree programs. As expected, we found that the completion of a senior high school physics course is positively related to students' conceptual understanding of physics. The unexpected result was that gender remained a predictor of the students' conceptual understanding, even when the completion of high school physics was accounted for. Interestingly, other demographic characteristics, such as students’ mother tongue and country of birth, seem not to matter. The results suggest that the impact of completing high school physics may extend far beyond the first year and that the gender gap continues to persist in SMET disciplines.