Faculty of Health Sciences Projects

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https://opus.uleth.ca/handle/10133/3718

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Browsing Faculty of Health Sciences Projects by Author "Lokanc-Diluzio, Wendi"

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    Non-pharmacological intervention to reduce responsive behaviours in seniors with dementia at an assisted living facility in Calgary, Alberta
    (Lethhbridge, Alta. : University of Lethbridge, Faculty of Health Sciences, 2025) Braimoh, Edith E.; University of Lethbridge. Faculty of Health Sciences; Lokanc-Diluzio, Wendi
    Responsive behaviours such as agitation, aggression, and wandering among seniors with dementia remain a challenge for healthcare staff. While medications are commonly used, they carry risks, making non-pharmacological interventions (NPIs), such as music and physical exercise, safer, person-centred alternatives that enhance quality of life. Despite policy mandates and mandatory dementia education, a gap persists between theoretical knowledge and practical application in care settings. Standardizing education across academic and workplace programs, with emphasis on tailoring interventions to individual preferences and life history, is essential. To address this gap, a 30-minute education session was delivered to staff at Cogir Senior Living McKenzie Towne. The session connected theory to practice, and staff reported a deeper understanding of responsive behaviours and the role of NPIs in dementia care. Findings highlight the importance of ongoing, evidence-based, and standardized training to improve care quality and support the well-being of individuals living with dementia.
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    The development of a mindfulness curriculum for nursing education
    (Lethbridge, Alta. : University of Lethbridge, Faculty of Health Sciences, 2024) Goforth, Amanda Lee; University of Lethbridge. Faculty of Health Sciences; Haight, Katherine; Lokanc-Diluzio, Wendi
    In post-secondary education, nursing students face many challenges and demands in completing their programs. Unfortunately, this leads to high rates of stress and anxiety in students, which negatively impacts health and academic performance (Linden, 2021). This project aims to address the growing mental health concerns the students are experiencing and work towards developing mindfulness lesson plans within the nursing curriculum. There was a 90-minute activity presented to faculty at the College of the Rockies to outline the purpose of the project, relevant literature, and allow participation in one of the seven lessons created, followed by reflection and debriefing opportunities. Data was collected verbally through discussion and written through feedback forms. The findings concluded that the College of the Rockies nursing faculty found the lesson plan beneficial and would utilize it in future Professional Practice classes with nursing students as a means to address stress and anxiety.
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    The impact of trauma-informed care on patients in the emergency department
    (University of Lethbridge, Faculty of Health Sciences, 2025) Lewis, Annabelle; University of Lethbridge. Faculty of Health Sciences; Lokanc-Diluzio, Wendi
    Trauma is highly prevalent within the Emergency Department (ED). The Centre for Addiction and Mental Health ([CAMH], n.d.) defines trauma as the emotional response and physical reaction to a distressing event. Since 2019, ED’s have experienced increased incidence and severity of clinical presentations (Finkelstein et al., 2021; Powers et al., 2024). An increase in clinical presentations to the ED, increases incidence of trauma-exposure and prevalence of trauma. Despite a high incidence of trauma exposure and increasing prevalence of trauma in the ED, healthcare providers lack appropriate knowledge surrounding psychosocial care (Afzal et al., 2022). Patients who have experienced traumatization in health settings, are at risk of decreased future engagement with health services and an increase in high-risk behaviours (Reid et al., 2022; Whetten et al., 2012; Vallieres et al., 2025). Trauma-Informed Care (TIC) is a new emerging framework adopted by health practitioners to recognize and reduce impacts of trauma on patients (Brown et al., 2022). This quality improvement project aimed to pilot an education session to increase emergency nurses (EN) awareness surrounding TIC and its implementation in practice via an educational session. The project’s findings suggest ENs affirm the need for TIC education in clinical practice, within the ED.