Authors:Jaouad Alem, Hakim Hariti Pages: 10 - 10 Abstract: In a context of confinement, to what extent is it possible to teach physical, motor or emotional learning in synchronous mode' A closed question, the responses of which were encoded on a four-point Lickert scale, made it possible to measure the perception of social actors involved in the physical, motor and emotional development of the participants. The sample was made up of 102 sports social actors from Morocco or Algeria aged between 9 and 64 years old. The actors were trainers, administrators, practitioners or parents. The question was subjected to an analysis of variance according to three nominal variables (gender, status, country) and a Pearson correlation between the age of social actors and the three desired types of development. It appears that physical and emotional development are perceived to be significantly more difficult to assess by Moroccan social actors than by their Algerian counterparts. The gender effect is only significant for the assessment of emotional development in favor of females. In contrast, the effect of social actor status is not significant for physical development, motor development, or emotional development. Finally, 'young' social actors perceive it less difficult to teach APS synchronously, but the correlation is rather weak (R = - 0.22 *). Some hypotheses of action are considered to face the didactic challenges posed by this particular type of teaching in a confinement situation. PubDate: 2021-01-06 Issue No:Vol. 4, No. 1 (2021)
Authors:Danielle Aubin, Nancy Lightfoot, Alain P. Gauthier, Daniel Côté, Victoria Arrandale Pages: 13 - 13 Abstract: Background From 1943 to 1980, some underground gold and uranium workers in Ontario, Canada were required to inhale aluminum dust daily for silicosis prevention. This study explored the perceived personal impact of aluminum dust exposure for some Northeastern Ontario workers. Methods This qualitative descriptive study included 16 respondents who participated in individual semi-structured interviews. All respondents were Northeastern Ontario workers who were exposed to aluminum dust prophylaxis for at least one year. Interviews were transcribed verbatim and analyzed thematically. Results Themes that emerged included: 1) compulsory exposure, 2) hesitancy to complain, 3) feelings of betrayal, and 4) concerns about health impact and dying. Conclusion Exposed workers perceived that their long-term health was impacted on a personal level. The results will contribute to the literature about workplace aluminum dust exposures and to better inform workers and companies about exposure impact and management of aluminum dust. PubDate: 2021-01-06 Issue No:Vol. 4, No. 1 (2021)
Authors:Roger Couture Pages: 15 - 15 Abstract: Distractions are often associated with negative outcomes however, distractions can also benefit people. Using the hypothesis of internal-external distractions in the competition for cue, this study examined the effects of an active (controlled) and passive (uncontrolled) distraction on three endurance tasks. Participants (N=42), aged 20 to 23 years were assigned to three groups. Tasks and conditions were counterbalanced across groups to minimize the residual effects of fatigue, learning an intervention and other confounding variables. Performance time, heart rate, ratings of perceived exertion and perceived fatigue were measured. Results showed that active distraction significantly improved performance and lowered Rate of Perceived Exertion in one task. As expected, the active distraction group was the least accurate for estimating time spent. Passive distraction caused minimal performance change. More investigation is needed to understand why an active distraction only affected one trial. Future studies should delve into means for better understanding the hypothesis of competition for cue. PubDate: 2021-01-06 Issue No:Vol. 4, No. 1 (2021)
Authors:Christopher Stevens, Judith Horrigan, Irene Koren, Roberta Heale Pages: 16 - 16 Abstract: E-learning is a common method of continuing education for hospital staff registered nurses and there have been many studies related to the value of e-learning. However, no systematic review of studies on nurses’ e-learning could be found. An integrative review was conducted on the published literature between 2010 and 2018 on e-learning for registered nurses. The review’s goal was to systematically analyze and summarize what is known about nurses’ e-learning and elucidate where future research could explore. The final review included 21 out of 497 potential articles. Analysis revealed key themes of: Benefits of e-learning to the nurse, the patient, and the hospital, Barriers to e-learning, and Improvements for e-learning. E-learning has many suggested benefits for continuing education for registered nurses, but there are also barriers and areas for improvement. Additional research with a focus on specific jurisdictions is needed to explore how nurses perceive e-learning in specific contexts. PubDate: 2021-01-06 Issue No:Vol. 4, No. 1 (2021)
Authors:Alexie Godin, Michèle Minor-Corriveau, Roxanne Bélanger Pages: 16 - 16 Abstract: A series of French leveled readers called Escalire was created to allow children to have access to books corresponding to their own reading skills (Éditions Passe-Temps, 2014). This series contains a total of 156 books, divided into 15 levels, from A to O. This scale corresponds to the levels established by Fountas and Pinnell (2012). This series of leveled readers is a reading intervention program targeting elementary students grades 1 to 4. Reading recovery programs such as this can lead students to acquire and improve reading abilities according to his or her skill and grade level. The objective of this study was to determine the correlation between the reading levels attributed to the books in the Escalire series, as well as the level of complexity of these books as indicated by SATO, a text-based computer analysis system. The results indicated a significant correlation of 0.668 and a percentage of agreement of 35.26%. In total, 95.51% of the books in the Escalireseries were either at the level corresponding to the SATO scale or within one level (either one level higher or lower than what has been proposed by SATO). Keywords : Escalire, leveled readers, Fountas and Pinnell, level of complexity, SATO PubDate: 2021-01-06 Issue No:Vol. 4, No. 1 (2021)
Authors:Nicole Naccarato, Noah Wacker, Lissa Gagnon Pages: 16 - 16 Abstract: The province of Ontario is currently engaged in a public health crisis centered around the use of opioids. As the number of opioid-related harms continues to grow, reports have identified a need for further investigation and understanding of opioid use. The purpose of this qualitative study was to examine the differences in motives for opioid use amongst a diverse population. Data collection occurred by interviewing 14 participants at an Addictions Treatment Centre in Northern Ontario. Theoretical thematic analysis and an interpretive framework were used to analyze participants’ lived experiences with opioid use. Analysis of the results revealed the theme of financial influence in addiction and recovery. These insights are helpful in strengthening effective prevention and treatment strategies. PubDate: 2021-01-05 Issue No:Vol. 4, No. 1 (2021)
Authors:Diana Coholic, Amanda Hardy, Goeldner Patricia, McMahon Stephanie Pages: 16 - 16 Abstract: Mindfulness-based interventions (MBIs) teach practices that encourage the development of present moment awareness through paying attention on purpose and non-judgmentally to one’s experiences, feelings, thoughts, and behaviors. We describe three graduate student research thesis projects that explored the suitability and benefits of an arts-based MBI with three different populations; teachers, university students, and women survivors of intimate partner violence. These three populations have been identified as experiencing heightened levels of stress and in need of resilience building supports. All three projects were qualitative pilot studies that explored whether participants would experience increased understanding and development of mindfulness-based skills, and improved coping with stress through participating in the program. Pre- and post-MBI group interviews were conducted, and interview data was analyzed using thematic analysis. Across the three projects, the student researchers found self-reported benefits with no adverse effects. Developing mindfulness-based skills helped the participants to build their self-awareness/understanding which in turn helped to develop emotion regulation. This is consistent with our understanding of how MBIs can build people’s capacity to make conscious choices about their feelings rather than reacting to emotional triggers. Improved coping with stress was also reported in all three projects. Developing present-moment awareness and mindfulness can help people appreciate life’s moments, and cope better with daily life stressors. Also important was the growth of self-compassion and acceptance. The results are promising and indicate that further exploration with these populations is warranted. Future research could explore an arts-based approach to facilitating mindfulness with larger numbers of participants and using control and/or comparison groups. PubDate: 2021-01-05 Issue No:Vol. 4, No. 1 (2021)
Authors:Sylvie Larocque, Anne Marise Lavoie, Kalum Muray, Chamberline Waja Pages: 17 - 17 Abstract: Une recherche de nature qualitative basée sur une conception phénoménologique a été utilisée pour explorer les expériences vécues au cours de leur première année par des étudiants francophones venant d’ailleurs inscrits au programme de baccalauréat en sciences infirmières (BSI). Onze entrevues individuelles ont été effectuées auprès d’eux. Des entrevues collectives de comparaison, auprès des étudiants de souche canadienne, ont permis de discerner les défis propres aux étudiants venus d’ailleurs inscrits au programme de sciences infirmières. Toutes les entrevues ont été analysées en utilisant un devis qualitatif de type phénoménologique. Trois thèmes principaux ont résulté de l’analyse : les enjeux qu’imposent les études du BSI, les conséquences de ces enjeux et les soutiens reçus ou ceux pouvant aider. Les résultats ont servi de soubassement aux recommandations qui contribueraient à aider les étudiants d’ailleurs à surmonter leurs difficultés reliées aux études, notamment le contexte linguistique et culturel différent. PubDate: 2021-01-05 Issue No:Vol. 4, No. 1 (2021)
Authors:Dominique Bérubé, Sophie Laurence Pages: 19 - 19 Abstract: Literacy skills such as reading comprehension are essential in order to understand written information and complete daily tasks. Low literacy skills are common in the aging population thus affecting quality of life, independence and social integration. Reading comprehension is a complex activity that requires processing at many different levels. According to Kintsch’s construction-integration model, three levels of representations of a text must be achieved in order to fully comprehend a text. Previous studies often considered the aging population as a single group and compared this group to young adults. However, few studies examined the variability in reading comprehension abilities within the aging population. Studies examining the variability in the construction of a situation model in older adults are even more scarce. The main objective of this study is to examine the effect of age on reading comprehension abilities at the surface model, text-based model and situation model in the aging population with high education level. Participants were recruited in northern Ontario and were grouped into three age intervals (60-69 years; 70-79 years; ≥ 80 years). Participants’ cognitive functions were assessed using the Montreal Cognitive Assessment (MoCA) and health literacy was assessed using the Short Test of Functional Health Literacy in Adults (STOFHLA). Reading comprehension abilities were evaluated using the Woodcock Reading Mastery Tests - third edition (WRMT-III) as well as the Gray Oral Reading Test – fifth edition (GORT5). Results indicated no significant differences in performance of reading comprehension abilities among the three age groups at the surface level, text-based level, and situation model level of reading comprehension. These findings suggest no age-related effect on reading comprehension abilities in adults with high levels of education. The lack of differences observed may be explained by the absence of differences in cognitive functions between the three age groups as well as the high level of education which may have acted as a protective factor. Future studies should examine reading comprehension in Anglophone adults with lower levels of education to better understand whether education is a protective factor against a decline in reading comprehension abilities in the aging population. PubDate: 2021-01-06 Issue No:Vol. 4, No. 1 (2021)
Authors:Sandra Hoy, Jay Harrison, Amber Craig, Ginette Lafrenière Pages: 22 - 22 Abstract: International health bodies have called for nations to invest more in the promotion and support of breastfeeding. Peer models of breastfeeding support have shown to be an effective modality for a diversity of populations. A synthesis of in-person, peer breastfeeding support interventions in-hospital has not been done. This scoping review aimed to describe the nature and outcomes of hospital-based breastfeeding peer support reported in academic publications. The process included identifying research questions and relevant studies, selecting studies for analysis, charting data, and collating and summarizing results. We identified 24 articles for analysis, with descriptions of 12 peer breastfeeding interventions from the US and the UK. Through a qualitative content analysis of the studies, six categories emerged related to the interventions: intervention goals, theory, components, role of peers, program development and sustainability and evaluation. Most interventions were designed and implemented with a top-down approach, and utilized psychological theories of peer support. Findings from the quantitative and qualitative evaluations indicated the interventions demonstrated the capability to increase initiation, duration and exclusivity of breastfeeding. Positive psychosocial benefits were reported by mothers and positive health impacts for infants were detected. Hospital-based peer model is a promising practice that merits further implementation and study, in particular for families facing barriers to breastfeeding. PubDate: 2021-01-06 Issue No:Vol. 4, No. 1 (2021)
Authors:Vivianne Claude, Eric Hammer, Mikèla Lemieux, Georges Kpazaï Pages: 35 - 35 Abstract: In Canada, there are more than 350,000 childbirths per year (Statistics Canada, 2019). In the final phase of pregnancy, women can have a birth with or without complications (WHO, 2018; Public Health Agency of Canada, 2018). According to several researchers, physical activity in several cases helps prevent some of these complications (Public Health Ontario, 2015 ; Government du Québec, 2019). The present study aimed to determine whether physical activity plays a part in reducing the etiological factors of three delivery complications: macrosomia, perineal tears as well as caesarean section and, through this analysis, determine whether physical activity acts as a preventative measure. The results obtained underline the key preventative role of a physical activity intervention and of leisure with regard to macrosomia and caesarean section. As for the contribution of physical activity in reducing the risk of perineal tears, more research is needed to determine if its role is significant. PubDate: 2021-01-06 Issue No:Vol. 4, No. 1 (2021)
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