https://orcid.org/0000-0003-1089-344X
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ABSTRACT
By engaging in regular reflective writing and dialogue, individuals puzzle through life events, while nurturing the curiosity for further learning and discovery. In research contexts, reflection that includes creative self-expression augments sense-making of study findings. In our work, we use metaphoric reflection to expand our thinking and understanding of how senior nursing students engage in and respond to Dialectical Behaviour Therapy – Skills Group intervention and the impact this has on their sense of perceived stress and anxiety. We explicate how we, as research team, extended our thinking and understanding of our mixed-method study, using metaphoric reflection approach.
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No potential conflict of interest was reported by the authors.
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Notes on contributors
Jasna K. Schwind
Dr. Jasna K. Schwind is an Associate Professor of nursing at Ryerson University, Toronto, Canada. Her Arts-Informed Narrative Inquiry focuses on reconstruction of experience within professional and therapeutic relationships in education and practice. She developed Narrative Reflective Process, which may be used in qualitative data collection, teaching-learning, and professional-development. This creative self-expression approach includes mindful self-awareness, storytelling, metaphors, drawing, creative writing and reflective dialogue.
Heather Beanlands
Dr. Heather Beanlands is an Associate Professor in the Daphne Cockwell School of Nursing at Ryerson University. Her program of research focuses on psychosocial response, health behaviors and quality of life in chronic illness; with a particular interest in chronic kidney disease. She is also interested in developing novel interventions to support self-management and treatment decision making, as well as promoting psychosocial well-being.
Elizabeth McCay
Dr. Elizabeth McCay is a Professor in the Daphne Cockwell School of Nursing at Ryerson University. She has held a number of research grants as a principal investigator from national funding agencies with a specific focus on implementing and evaluating evidence-based mental health interventions to promote resilience and adaptive capacity in young vulnerable populations. Dr. McCay’s teaching interests include conceptualizations of health and illness across a broad range of vulnerable populations and settings.
Lori Schindel Martin
Dr. Lori Schindel Martin is a mixed methods researcher and Associate Professor at the Daphne Cockwell School of Nursing, Ryerson University. Lori is an advanced practice nurse with a specialty in gerontology. She believes older people deserve inter-professional care that is person-centred, humanistic, evidence-informed, tailored, safe and effective. Lori’s research program focuses on development of theory-driven educational programs to mitigate responsive behavior in dementia. Lori is President-Elect of the Canadian Gerontological Nursing Association (CGNA).
Angel He Wang
Angel He Wang is a practicing Registered Nurse in acute care as well as a Clinical Instructor for undergraduate nursing students. She is currently enrolled in the Master’s in Nursing program in the thesis stream at Ryerson University. Her research interests include nursing education, healthy work environments, mental health, and gerontechnology.
Suzanne Fredericks
Dr. Suzanne Fredericks is a Professor and Graduate Program Director in the Daphne Cockwell School of Nursing at Ryerson University. She is a quantitative researcher with expertise in the area of designing and evaluating cardiovascular surgical nursing interventions.
Kristine Newman
Dr. Kristine Newman is an Associate Professor at the Daphne Cockwell School of Nursing at Ryerson University. Her research interests lie in three themes: (1) Knowledge Translation – Health Evidence, (2) Assistive Technologies to detect agitation in persons with dementia and (3) Dementia: Awareness, Intergenerational relations, and caregivers. She has built a research program surrounding her expertise in gerontological nursing, and knowledge translation.
Elaine Santa Mina
Dr. Elaine Santa Mina is Associate Professor in the Daphne Cockwell School of Nursing at Ryerson University, in which she teaches undergraduate research and statistics courses. Elaine has held academic leadership positions in the School, which supports her research on the education and integration of Internationally Educated Nurses. Her concurrent research foci extend to include Best Practice Guideline Implementation and Mental Health.
Andria Aiello
Andria Aiello is a Master’s prepared, CNA certified psychiatric/mental health Nurse. She specializes in the delivery of evidence-based psychotherapeutic interventions for mental health challenges, including emotion dysregulation, anxiety and depression. Her background includes individual therapy, group facilitation, and health care provider training. She has lent her knowledge and experience to studies implementing psychotherapeutic interventions, such as Dialectical Behavior Therapy, for a range of populations.
Donald Rose
Dr. Donald Rose is an Associate Professor at the Daphne Cockwell School of Nursing, Ryerson University, Toronto, Canada. He has held several leadership positions in clinical practice, administration and education throughout his career. Currently, Donald teaches practice and leadership in the Post Diploma Degree Program. His research foci include: caring science, nursing ethics, and issues in forensic/mental health nursing. Donald is the Sigma Theta Tau North America Region 10 Coordinator, 2017–2019.