Gregory, David

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Now showing 1 - 5 of 9
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    Exploring Collaboration and Building Community Organization Capacity for Population Health Promotion in an Inner-City Neighbourhood
    (2010) Scruby, Lynn; Ferguson, Evelyn; Gregory, David M.; Thiele, Tracy
    Community organizations are essential to inner-city neighbourhoods. They have a fundamental role to play in promoting the health and social well-being of community members. However, it is not well known how these organizations work together and within their community to promote health equity and social justice. The goal of this study was to make visible the connections, collaboration, and linkages existing between two organizations and to disseminate the results from the study to both the service and academic communities to further the growth of research on this topic.
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    Grow Along with Me Project. Client Pathway Audit. Exploring Child Developmental Checkups and Follow-up Services Jan. 2008 – Sept. 2009
    (2010-01) Jensen-Ross, Christine; Gregory, David M.
    INTRODUCTION: Coordination of services and activities among diverse and geographically dispersed partners is essential for seamless service delivery and optimal quality of care for children and families residing in the Alberta Health Services South Zone (formerly the Chinook Health Region). Exploring developmental check-ups and service “client pathways” is a significant first step in improving service delivery and outcomes for the child and family. RESEARCH QUESTION: The research question of interest was, “What were the system flow processes (client pathways) experienced by children 18-36 months of age who completed the Ages and Stages Questionnaire (ASQ) between Jan. 1, 2008 and Sept. 30, 2009 as part of the Grow Along with Me project?” METHODOLOGY: Flow maps of the processes experienced by children and their families completing the ASQ were depicted. Key indicators were defined and integrated into the evaluation plan. Information was used to inform strategic planning and decision-making. RESULTS: This pathway audit identified the flow or movement of children through the system and it has provided the ability to improve efficiencies, and identify successes, misperceptions (e.g. gateway intervals), inconsistencies (e.g. in the flow process between and within provider groups) and gaps (e.g. in client subpopulations).
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    Cultural Competence and Cultural Safety in First Nations, Inuit and Métis Nursing Education: An Integrated Review of the Literature
    (Aboriginal Nurses Association of Canada, 2009) Hart-Wasekeesikaw, Fjola; Gregory, David M.
    There is a pressing and moral need to redress the health, economic, and social inequities experienced by the First Nations, Inuit and Métis people of Canada. Education is integral to the future of Canada’s Aboriginal people. Nursing has the opportunity to actively educate First Nations, Inuit and Métis students at the baccalaureate, master’s and doctoral levels. Ensuring safe passage through these programs entails, in part, the inclusion of indigenous worldviews, academic and personal supports for students, and curricula which foster competence among Aboriginal and non-Aboriginal graduates in the provision of care to Aboriginal peoples. The First Nations, Inuit and Métis youth population is a significant and potential human resource to address the national and global nursing shortage. Unfortunately, Aboriginal youth remain mostly marginalized from nursing programs in Canada. Increasing their numbers is the first challenge for nursing education; beyond admissions, retaining First Nation, Inuit and Métis students warrant action. There is at present sufficient evidence for best practices regarding the education of First Nation, Inuit, and Métis nursing students. Programs adopting these best practices not only foster success among Aboriginal students, but create safe learning environments for all nursing students. Moreover, graduates of these programs are educated in the provision of culturally safe care to the Aboriginal peoples of Canada. The purpose of this document is to address these nursing education challenges by integrating the literature and consequently developing a best practice framework. This framework will assist educators to foster cultural competence and safety among students and particularly in relation to First Nations, Inuit and Métis contexts. The Aboriginal Nurses Association of Canada (A.N.A.C.) in partnership with the Canadian Association of Schools of Nursing (CASN), and the Canadian Nurses Association (CNA) are working to strengthen First Nation, Inuit and Métis health human resources in Canada. Funding for the development of this document and the subsequent nursing education framework is provided by the Aboriginal Health Human Resources Initiative (AHHRI) of Health Canada.
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    Cultural Competence and Cultural Safety in Nursing Education: A Framework for First Nations, Inuit and Métis Nursing
    (Aboriginal Nurses Association of Canada, 2009) Hart-Wasekeesikaw, Fjola; Gregory, David M.
    The document, Cultural Competence and Cultural Safety in First Nations, Inuit and Métis Nursing Education: Integrated Review of the Literature was developed to assist educators to foster cultural competence and cultural safety among students, particularly those students who are First Nations, Inuit and Métis. In addition, the paper is a synthesis of the literature and best practice framework. It provided the basis for identifying concepts related to core nursing education competencies. These concepts were presented at a discussion session, Cultural Competency in Nursing Education Making It Happen: Focus on the Conceptual Framework, attended by nursing educators, nursing students, nurses and an Elder.
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    The Question of Safety: An Exploration of Errors among Undergraduate Nursing Students Placed on Clinical Learning Contracts
    (A Research Report Submitted to the Manitoba Institute for Patient Safety (MIPS), 2008-10-31) Gregory, David M.; Guse, Lorna; Dick, Diana Davidson; Davis, Penny; Russell, Cindy
    This study was conducted to understand patient safety from an educationsystems perspective (Gregory, Guse, Davidson Dick, Russell, 2007). Within the health care system, addressing patient safety from a systems perspective is receiving increasing attention and action. In contrast, nursing education has primarily addressed patient-safety matters from an individual student, rather than a systems-based perspective. Understanding the impact of nursing education systems on students, with respect to patient safety, remains significantly under-researched. A systems perspective entails “looking within” and reviewing how existing program structures and processes (eg., curriculum, sequencing of courses, student access to skills labs, clinical practice models, math calculation tests, etc.) foster or undermine patient safety among nursing students. The findings from this study revealed that patient safety was narrowly understood by the majority of stakeholder groups as “safe patient care.” With few exceptions among the participants, patient safety was equated to safe medication administration (notably, the Five Rights).