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Contributor(s): Katherine J. Janzen; Joanna Szabo; Sonya L. Jakubec
Date issued: 2016
Description: In a senior-baccalaureate nursing program, a student’s journey of transition to becoming a Registered Nurse is fraught with institutional and relational tensions. In a fourth-year capstone theory course focused on issues and trends in nursing leadership, we explored these tensions through arts-based learning activities. Through the theoretical lens of Janzen’s (2013) Quantum Perspective of Learning, reflective narratives illuminated student experiences of the transition and into the unknown. Our goal to inspire, to nurture, and to empower students to take their own quantum leaps took them into finite career spaces and the infinite spaces in-between and beyond.
Type: article
Appears in collection(s): Health, Community and Education

Contributor(s): Christina Volstad; Jean Hughes; Sonya L. Jakubec; Sonya Flessati; Lois Jackson; Ruth Martin-Misener
Date issued: 2020; 2020
Description: Mental health is central to overall wellbeing and, for students attending university, mental health is critical for learning and academic success. A wealth of research has focused on young people who experience psychosocial declines during academic and developmental transitions, but little is known about how young people flourish in this transition. The first to explore the experiences of flourishing among first-year Canadian university students making the transition directly from high school, this study sought to develop an understanding of: 1) the factors that promote flourishing amidst this academic and developmental transition, and 2) how first-year students define and experience...
Type: article
Appears in collection(s): Health, Community and Education

Contributor(s): Joanna Szabo; Sonya L. Jakubec; Katherine J. Janzen
Date issued: 2016
Description: Recruitment and retention issues continue to be prevalent in all domains of nursing practice. Nursing students’ transition into practice is an understudied area of this concern. This study specifically explored the question: How do fourth year nursing students make meaning of their transition to professional practice? Data was collected from twenty-two field note journals and seven face-to-face interviews emerging from a capstone nursing theory course focused on nursing leadership, relational ethics, complex healthcare contexts and responsive action. For the participants of this study, the meaning of transitioning to practice manifested as: developing complex identity awareness, mediating...
Type: article
Appears in collection(s): Health, Community and Education

MROAR: Mount Royal Open Access Repository