Fanshawe College

The Canadian Stroke Best Practice Recommendations 7 th edition update of the Rehabilitation, Recovery and Community Participation module is presented in three parts. This publication, Part Two of the series, reflects the growing and changing body of research evidence available to guide direct stroke rehabilitation therapies, screening, assessment, interventions, and strategies. Topics in this module include rehabilitation of upper and lower extremity, aerobic function, balance, mobility, activities of daily living, spasticity, fall risk, communication, dysphagia, nutrition, central pain, visual and visual-perceptual issues, and bladder and bowel function. This module provides guidance in the delivery of coordinated and seamless systems of care that support timely access to rehabilitation therapies, building on progress achieved during initial recovery, enabling people to achieve as much independence as possible and successfully resume social roles and leisure activities. Successful recovery, transitions and community participation require integrated and coordinated people-centered efforts by all members of care teams involved, and the broader community. These recommendations were developed with active involvement of people with lived experience of stroke throughout the care continuum. Evidence for effective rehabilitation therapies and support for individuals with stroke and their families continues to emerge and gaps in knowledge should drive future research.

Emerging as a commercial category in 2016, 'femtech' has been publicly celebrated as a category of consumer-based digital health technologies designed to support the unmet and systemically marginalized health needs of women in areas such as menstruation, fertility, pregnancy, postpartum, and menopause, through data-driven apps, wearables, and self-diagnostic tools. Since its emergence, the term femtech has become culturally significant and has taken on a life of its own across commercial, public, and healthcare discourses. Despite the growth of femtech scholarship, clarity is lacking on how different disciplines have challenged the assumptions about sex, gender, health, technology, and innovation that shape dominant understandings of 'who' femtech is for (i.e. fem) and 'what' it constitutes (i.e. tech). Motivated by this research gap, a critical conceptual review was conducted to provide new entry points into critical debates. This article novelly adapts 'diffractive reading' as a methodological approach to bring disciplinary perspectives on femtech into conversation with one another across anthropology, computer science, cultural studies, gender studies, information studies, law, media studies, medicine, and science and technology studies. This article focuses on insights drawn between critiques of femtech which trouble the ideologies, discourses, and practices that shape dominant understandings of 'fem' and 'tech'. In thinking through and with the conceptual boundaries of femtech, this review underscores the ongoing need to examine femtech's role in shaping global dynamics of reproductive, labor, and environmental justice, in addition to neoliberal approaches to healthcare more broadly.

This qualitative study examined the perspectives of educational professionals on integrating H5P technology to foster self-regulated learning (SRL) in blended learning environments at a post-secondary institution in Ontario, Canada. Using a phenomenological approach, data were collected through semi-structured interviews with five educators, five instructional designers, and five educational technologists, and analyzed thematically through the lens of Zimmerman’s SRL framework. The findings highlight key challenges in fostering learners' motivational processes (e.g., self-efficacy and autonomy), metacognitive processes (e.g., monitoring and planning), and behavioural processes (e.g., strategy execution) within blended contexts. The study evaluated the pedagogical applications, limitations, and potential of various H5P tools, such as interactive books, branching scenarios, and drag-and-drop activities, in supporting SRL. While advancements in H5P functionalities were noted, significant gaps were identified in aligning the technology with SRL best practices. These insights contribute to bridging gaps in literature and practice by offering actionable recommendations for optimizing H5P to enhance learners' SRL strategies. This research provides valuable implications for educators, instructional designers, and policymakers, laying the groundwork for future studies on leveraging educational technologies to support SRL in blended learning environments. Keywords: self-regulated learning; H5P technology; motivational; metacognitive; behavioural; pedagogy; blended learning Favoriser l’apprentissage autorégulé avec la technologie H5P : Les expériences pédagogiques des professionnels de l’éducation Résumé : Cette étude qualitative a examiné les perspectives des professionnels de l’éducation concernant l’intégration de la technologie H5P pour favoriser l’apprentissage autorégulé (AAR) dans des environnements d’apprentissage hybride au sein d’un établissement postsecondaire en Ontario, Canada. En adoptant une approche phénoménologique, des données ont été recueillies à travers des entretiens semi-structurés auprès de cinq enseignants, cinq concepteurs pédagogiques et cinq technologues éducatifs, puis analysées thématiquement à travers le cadre de l’AAR de Zimmerman. Les résultats mettent en lumière des défis clés pour encourager les processus motivationnels des apprenants (par exemple, l’auto-efficacité et l’autonomie), les processus métacognitifs (par exemple, la planification et l’auto-observation) et les processus comportementaux (par exemple, l’exécution de stratégies) dans des contextes hybrides. L’étude a évalué les applications pédagogiques, les limites et le potentiel de divers outils H5P, tels que les livres interactifs, les scénarios à embranchements et les activités de glisser-déposer, pour soutenir l’AAR. Bien que des progrès aient été observés dans les fonctionnalités de H5P, des lacunes importantes ont été identifiées quant à l’alignement de la technologie avec les meilleures pratiques de l’AAR. Ces résultats contribuent à combler les lacunes dans la littérature et la pratique en offrant des recommandations concrètes pour optimiser H5P afin d’améliorer les stratégies d’AAR des apprenants. Cette recherche fournit des implications précieuses pour les enseignants, les concepteurs pédagogiques et les décideurs, en jetant les bases d’études futures sur l’utilisation des technologies éducatives pour soutenir l’AAR dans des environnements d’apprentissage hybride. Mots-clés : Apprentissage autorégulé ; technologie H5P ; motivationnel ; métacognitif ; comportemental ; pédagogie ; apprentissage hybride

The Canadian Stroke Best Practice Recommendations (CSPR) 7th edition includes this new module on the diagnosis and management of vascular cognitive impairment (VCI) with or without neurodegenerative disease. An expert writing group and people with VCI lived experience (PWLE) reviewed current evidence. Existing recommendations were reviewed and revised, and new recommendations added. Sections include definitions, signs and symptoms, screening, assessment, diagnosis, pharmacological and non‐pharmacological management, secondary prevention, rehabilitation, and end‐of‐life care. PWLE were actively involved in all aspects of the development, ensuring their experiences are integrated. A unique VCI journey map, developed by PWLE, is included, and helped to motivate and anchor the recommendations. We encourage it to be displayed across healthcare settings to raise awareness and support persons with VCI. These VCI CSBPRs emphasize the need for integrated multidisciplinary care across the continuum. Evidence for the diagnosis and management of VCI continues to emerge and gaps in knowledge should drive future research.HighlightsThis Canadian Stroke Best Practice Recommendations module focuses specifically on VCI using a structured framework and validated methodology.A comprehensive set of evidence‐based recommendations is presented that addresses the continuum from symptom onset to diagnosis, management, and end of life.The recommendations consider individuals who experience VCI because of stroke or because of other vascular pathologies such as atrial fibrillation or heart failure.A journey map of an individual's experience with VCI has been developed by individuals with lived experience. It is a valuable guide to inform educational content, approaches to caring for individuals and families with VCI, and systems planning.

Abstract This study explores the use of online resources by women who experienced intimate partner violence (IPV) and were living in second-stage shelters. Given the ubiquity of online access across all aspects of everyday life—from health care and education to job searching and social support—ensuring equitable digital access is essential for everyone. This study used purposive sampling and thematic analysis of in-depth, in-person interviews with women residing in second-stage shelters across Alberta, Canada, to explore their experiences with online resources for support and information. Thematic analysis identified three main themes: Proactive Preparation, Staying Connected to Support Networks, and Barriers to Online Access - highlighting the critical role of digital resources in empowering participants but also underscoring significant challenges, such as financial constraints, internet reliability, and privacy concerns. Participants emphasized the importance of online resources for maintaining relationships, preparing for meetings with service providers, and accessing information and support. However, they faced significant challenges, including financial constraints, lack of reliable internet access, and privacy concerns. The findings underscore the need for improved digital access, health equity, and tailored digital literacy programs to support IPV survivors effectively. While social media and online platforms provide vital support and information, they also pose risks of digital surveillance and stalking. The study advocates for a collaborative effort from government agencies, service providers, healthcare providers, technology companies, and community organizations to create comprehensive support systems. Addressing these barriers can enhance the accessibility of crucial information and resources, empowering women on their journey towards recovery and independence. IntroductionAuthor SummaryThe researchers shed light on the experiences of women who have experienced IPV who seek information and support through online resources while residing in second-stage shelters. Recognizing that digital access has become a staple of modern life, our research investigates how these women navigate online spaces to support their journey towards recovery. Through interviews with women across Alberta, Canada, we identified critical themes: the need for proactive information gathering, maintaining connections with support networks, and the challenges posed by limited online access. Participants spoke to the value of digital resources for maintaining relationships and preparing for important interactions with service providers, while also facing significant barriers like financial constraints, unreliable internet, and privacy risks. Our findings call for collaborative efforts from service providers, policymakers, and technology companies to improve digital accessibility, privacy safeguards, and tailored literacy programs. By addressing these obstacles, we aim to empower women in second-stage shelters, helping them build self-efficacy and resilience through secure and supportive online environments.

<p>In Toronto Ontario, infrastructure changes were implemented to improve public streetcar use within the King Street Transit corridor. There exists a link between how people perceive the environment and their travel behaviour. This research focuses on changes to perceived safety, the environment and if changes were perceived differently by each gender. Intercepted travellers, residents and local employees (n=548) completed a survey about environmental perceptions and travel behaviours. Binary logistic regression analyses examined the effect of multiple factors on gender and safety, and full multi-variate logistic regression was conducted to identify key measures of perceptions. Gender did not have an association with perceived safety or environmental factors. There were several significant relationships (CI=95%, p=0.0001) between environmental perceptions and mobility. The logistic multivariate analysis for safety and built environment, included rated air quality, noise levels, transit system rating, car ownership, and the likelihood of walking to work as positive predictors of mobility.</p>

PurposeIn the knowledge management (KM) literature, there are umpteen discussions on knowledge sharing; however, the scholarly community still faces a dearth of literature on knowledge hiding behavior (KHB) and its determinants. The current study aims to examine the direct effect of dark triad (DT) personality dimensions (machiavellianism, narcissism and psychopathy) on KHB dimensions (rationalized hiding, evasive hiding and playing dumb). Drawing on social control theory, this study also explores the moderating effect of workplace spirituality (WS) on the direct relationship between DT and KHB.Design/methodology/approachUsing purposive sampling, 281 matched-pair datasets from faculty members working with higher education institutions (HEI) in India have been obtained. The direct relationship has been tested through regression analysis and moderation analysis has been performed using the PROCESS macro for SPSS.FindingsThe study has successfully mapped DT dimensions with KHB dimensions, and it is observed that machiavellians mostly use evasive hiding, narcissists believe in rationalized hiding and paying dumb is mostly used by psychopaths. Workplace spirituality (WS) weakens the direct relationship between DT and KHB.Practical implicationsHEIs are advised to foster a climate conducive to WS by getting faculty to realize that their job is something larger than themselves through developing a sense of community among faculty members.Originality/valueThis empirical study extends the KM literature and expands the scope of bridging the gaps on KHB. It is one of the few studies to examine the impact of DT on KHB with WS as a moderator in HEIs.

IntroductionEspecially during the COVID-19 pandemic, parents were expected to understand increasingly sophisticated information about health issues and healthcare systems and access online resources as a part of their caregiving role. Yet little is known about parents' online digital technology use and digital health literacy skill. This study aimed to investigate parents' digital technology use, their self-reported digital health literacy skill, and demographic information as potential factors influencing their use of digital technologies.MethodsAn online survey utilizing convenience sampling was administered to new parents during the COVID-19 pandemic that inquired about their demographic information, digital technology use, and digital health literacy skills within Ontario, Canada.ResultsA total of 151 individuals responded to the survey; these were primarily mothers (80%) who self-reported as white (72%), well-educated 86%), heterosexual (86%) females (85%) with incomes over $100,00 per year (48%). Participants reported consistent and persistent online activity related to their parenting role and mostly via mobile smartphone devices (92%). Participants had moderate to high digital health literacy skills, greater than the Canadian national average. Almost half of participants reported negative health and well-being consequences from their digital online behaviours. There were no significant relationships between technology use, digital health literacy skill, and demographic variables.DiscussionThe COVID-19 pandemic has reinforced the need for and importance of effective and equitable digital health services. Important opportunities exist within clinical practice and among parenting groups to proactively address the physical and mental health implications of digital parenting practices. Equally important are opportunities to insert into clinical workflow the inquiry into parents' online information-seeking behaviours, and to include digital health literacy as part of prenatal/postnatal health education initiatives.