Andrea Chircop

Moving Canadian governmental policies beyond a focus on individual lifestyle: some insights from complexity and critical theories

This paper explores why Canadian government policies, particularly those related to obesity, are ‘stuck’ at promoting individual lifestyle change. Key concepts within complexity and critical theories are considered a basis for understanding the continued emphasis on lifestyle factors in spite of strong evidence indicating that a change in the environment and conditions of poverty isare needed to tackle obesity. Opportunities to get ‘unstuck’ from individual-level lifestyle interventions are also suggested by critical concepts found within these two theories, although getting ‘unstuck’ will also require cross-sectoral collective action. Our discussion focuses on the Canadian context but will undoubtedly be relevant to other countries, where health promoters and others engage in similar struggles for fundamental government policy change.

Women living with environmental illness

We used a case study approach to explore the experiences of 4 women who live with environmental illness (EI). From the unstructured interviews we found a variety of themes that pointed to the complexity of EI and its severe impact on the lives of these women, their families, and their significant others. The methodology was guided by an ecofeminist approach, which enabled a critical analysis of the data to move beyond the personal to the broader sociopolitical forces shaping society. We identified the following themes from the womens stories: indirect exposure to incitants through people with whom these women come in close physical contact; the phenomenon of burden of proof, meaning that these women are forced to explain and legitimize their illness on a continuous basis; taking refuge from a hostile environment in social isolation to a more controlled environment, not as a matter of choice, but because of the severity of the illness; and, finally, a change in value system was integral to the entire process of living with EI.

Evidence on how to practice intersectoral collaboration for health equity: a scoping review

The persistence of health inequities is reflected in repeated calls for intersectoral collaboration on the social determinants of health, specifically through public policy action. Yet, how to do intersectoral collaboration specifically for policy action toward health equity is articulated rather scarcely in the scientific literature. With this scoping review, we intended to generate insight into current peer-reviewed literature to identify gaps about evidence-based approaches to practices of intersectoral collaboration for health equity-oriented policy action. Seven search engines were used: Proquest, Web of Science, CINAHL, Pubmed, Sociological Abstracts, Project Muse and ERIC. Social determinants of health, including public policy and intersectoral collaboration, are related concepts for the health equity agenda and were used as a conceptual framework to map selected literature. Out of 227 articles, our review identified 64 articles describing intersectoral collaboration specifically in relation to public policy. Of those articles with a policy topic, 10 had a focus on broad public policy areas, while 51 publications articulated specific policies relevant to the determinants of health and only three articles examined effective practices of intersectoral collaboration in public policy through phenomenology, literature review and case study research. The majority of policy-focused publications described that collaboration was used as a strategy to address intersectoral public policy issues, but failed to report how the process of collaboration unfolded. Perhaps it is time to re-direct the gaze onto collaborative teams to generate evidence of effective intersectoral collaboration practices in public policy.

Evaluating the Impact of a North American Nursing Exchange Program on Student Cultural Awareness

As the demand for cultural awareness in the provision of nursing care continues to increase, nursing programs must develop creative and effective teaching strategies and curricula to address this need. The evaluation of a five year, funded, North American nursing exchange project developed and implemented by six partner universities in Canada, Mexico and the United States of America is described in this article. The project was designed to enable nursing students to increase cultural awareness, redefine their role relationships with nurses from the partner countries, and increase knowledge regarding the health care systems and role of the nurse in those countries. Findings provide evidence that teaching nursing through a prism of cultural awareness, using both a jointly taught online course and student and faculty exchanges across the three countries is an effective strategy to increase the level of cultural awareness in nursing students.

Exploring nursing roles across North American borders

Professional nurses are challenged by the increasing complexity of their own healthcare delivery systems and by the growing interconnectivity of healthcare systems worldwide. There are increasing calls for practice across boundaries; however, the role and scope of nursing practice within individual countries are often unclear, ill-defined, and misunderstood by nurses from other countries. In this collaborative educational project among six schools of nursing located in Canada, México, and the United States, nursing students and faculty are exploring the role of the nurse within each countrys healthcare system while striving to develop their multicultural awareness. Participating faculty describe the process, challenges, and keys to success found in creating and living this international project. They share strategies for addressing challenges, which included meeting deadlines, time differences, differing academic schedules, writing joint documents in two languages, designing and presenting a shared course, and creating an exchange process between the six partner schools. They describe the evolution of their working relationships, the language challenges, and the joy of coming together as newfound colleagues and friends.

An ecofeminist conceptual framework to explore gendered environmental health inequities in urban settings and to inform healthy public policy

This theoretical exploration is an attempt to conceptualize the link between gender and urban environmental health. The proposed ecofeminist framework enables an understanding of the link between the urban physical and social environments and health inequities mediated by gender and socioeconomic status. This framework is proposed as a theoretical magnifying glass to reveal the underlying logic that connects environmental exploitation on the one hand, and gendered health inequities on the other. Ecofeminism has the potential to reveal an inherent, normative conceptual analysis and argumentative justification of western society that permits the oppression of women and the exploitation of the environment. This insight will contribute to a better understanding of the mechanisms underlying gendered environmental health inequities and inform healthy public policy that is supportive of urban environmental health, particularly for low-income mothers.

Evaluating the integration of cultural competence skills into health and physical assessment tools: a survey of Canadian schools of nursing

Currently used audiovisual (AV) teaching tools to teach health and physical assessment reflect a Eurocentric bias using the biomedical model. The purpose of our study was to (a) identify commonly used AV teaching tools of Canadian schools of nursing and (b) evaluate the identified tools. A two-part descriptive quantitative method design was used. First, we surveyed schools of nursing across Canada. Second, the identified AV teaching tools were evaluated for content and modeling of cultural competence. The majority of the schools (67%) used publisher-produced videos associated with a physical assessment textbook. Major findings included minimal demonstration of negotiation with a client around cultural aspects of the interview including the need for an interpreter, modesty, and inclusion of support persons. Identification of culturally specific examples given during the videos was superficial and did not provide students with a comprehensive understanding of necessary culturally competent skills.