Browsing by Author "Danyluk, Patricia J."

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    Post-Secondary Student Services and the Truth and Reconciliation Commission of Canada: Exploring how Non-Indigenous Student Services Leaders Can Respond to the Calls to Action
    (2020-05-14) McLeod, Kyla Jean; Mendaglio, Salvatore; Poitras Pratt, Yvonne; Winchester, Ian; Danyluk, Patricia J.; Gaudry, Adam James Patrick‏
    In June 2015, the Truth and Reconciliation Commission of Canada (TRC), a federal commission chaired by Senator Murray Sinclair, issued a final report that includes 94 calls to action (TRC, 2015d). The report also identifies the moral obligation of educators and educational leaders to facilitate systemic change. There is a direct correlation between several of these recommendations and calls to action and the work of post-secondary student services practitioners. However, most student services practitioners in Canada have been raised in Western colonial systems of education that have excluded Indigenous Knowledges and offered limited understanding of the experiences of Indigenous people in Canada. Therefore, many non-Indigenous student services practitioners have a knowledge gap that may impede their interest and ability to engage in reconciliatory work. This research paper explores how non-Indigenous student services practitioners can be guided to respond to the call for reconciliation and Indigenization of post-secondary education that has been made in the TRC’s final report. Research took place on the lands of the Lekwungen, Xwsepsum, and W̱SÁNEĆ families and involved participants from the three public post-secondary institutions within these regions. The research methodology integrated qualitative participatory research methods with Indigenous methodology and methods. A total of 14 participants were engaged in the study, including seven Elders, six student services practitioners, and one faculty member. The study resulted in the identification of six findings that offer direction and support for student services practitioners to engage in reconciliatory work: learn the history and reality of colonization in Canada; build relationships with local Indigenous communities; view Indigenous students holistically; examine and reduce barriers to Indigenous student retention; become consciously aware of the complexity of reconciliation; support the development of cultural allies. These findings identify a need for significant training and education of non-Indigenous student services practitioners about the impact and legacy of colonization on Indigenous people. In order to effectively respond to the calls to action, non-Indigenous student services practitioners develop an understanding of, and respect for, the histories, diverse cultures, and knowledges of Indigenous people. They also need to consider the lived experiences of the non-Indigenous students that they serve.
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    The State of Patient Education in the Emergency Department of a Western Canadian Urban Hospital: A Case Study
    (2019-01-16) Niayesh, Mehran; Kawalilak, Colleen; Shanahan, Marie Claire; Kawalilak, Colleen; Danyluk, Patricia J.; Field, James C.; Winchester, Ian; Rohatinsky, Noelle K.
    In this qualitative, instrumental case study, I sought to determine the state of patient education regarding present illness and care plan of patients, while they stayed in the emergency department for treatment and care in a Western Canadian urban hospital. I explored the state of patient education in an emergency department from the perspective of social constructivism. In this research, several sets of data were collected to increase the variety of data and participants. I gathered data from healthcare professionals (physicians and nurses) of the emergency department via questionnaires and also from patients by semi-structured interviews. Also I added my own observations as researcher to the data and used for analysis and discussion. Further, looking through a constructivism lens, I identified the factors that were experienced as challenges to the education processes and I suggested ways in which they might be ameliorated. Likewise, I determined the concerns of physicians, nurses, and patients regarding the process of patient education such as language barrier, time constraints, and lack of educational materials and equipment in the emergency department. In addition, this research sought suggestions from the healthcare professionals and patients to improve the process of patient education. After careful analysis of the findings of this research, I presented recommendations for healthcare professionals, for patients, for managers of the emergency department, and for further research in the area of patient education in the emergency department.
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    The Transition of the Practitioner to the Instructor: Exploring the Possibility of Transformative Learning of Former Police Officers Who Have Become College Justice Studies Instructors
    (2018-07-23) Urasaki, Jim Masaya; Jubas, Kaela; Danyluk, Patricia J.; Patterson, Margaret; Burns, Amy M.; Etmanski, Catherine
    In this qualitative case study, I explored the learning experiences of individuals who have moved from a career in policing to a career in the post-secondary sector. Transformative learning theory as described by Mezirow (1978, 1981, 1996, 1997, 2000, 2003) is a useful paradigm to explore the experience of individuals going through this period of transition, especially when Illeris’ (2009, 2014a, 2014b, 2014c) focus on socially contextualized identity construction is added into the framework. In relation to my findings, I discuss insights into the development of new perspectives and roles that characterize the transformative process experienced by individuals who left their policing jobs to become justice studies instructors. In interviews with 12 participants and a brief review of curricular documents, I found that transformative learning can result in a change in identity while allowing for the maintenance of core identity. After presenting these findings, I close with a discussion of implications of this inquiry for professional programs and instructors in them in the college sector, as well as contributions to the continued development of the transformative learning framework.