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Leading the way in teaching and learning

The recipients of the 2019 Principal’s Teaching and Learning Awards have been announced, recognizing excellence in the areas of educational leadership, student support, promoting student inquiry, international innovation, and curriculum development.

Administered by the Centre for Teaching and Learning (CTL), the awards are presented to individuals and teams for their innovation and leadership in teaching and learning at Queen’s.

“This year’s award winners are a dedicated group of faculty and staff who have shown a deep commitment to enhancing the student learning experience at Queen’s,” said Principal and Vice-Chancellor Daniel Woolf when the awards announcement was made last month. “There is a great deal of innovative work that goes into fostering excellence in teaching and learning across the university and I am delighted that these awards not only recognize these efforts but also help raise the profile of this initiative.”

Formal presentation of the awards will take place at the Teaching Awards Reception to be held in early 2020.

The recipients are:

Principal’s Educational Leadership Award

Dr. Michael Adams

Dr. Michael Adams is an exemplary educational and academic leader. His insight and desire to transform the experience for the learner in higher education is remarkable. He has positively influenced educational change throughout his career. His contribution to the renewal of the undergraduate medical education curriculum resulted in his being a member of the MD Program Executive Committee from 2010-2018, while in 2012 he became the inaugural Department Chair of the Department of Biomedical and Molecular Sciences. In addition to the multiple responsibilities Dr. Adams has as a department chair, he has assumed the role of Director of the Bachelor of Health Sciences. In 2012 the Faculty of Health Sciences established an eLearning Advisory Committee regarding the potential to develop an online degree program. From the outset Dr. Adams assumed responsibility for putting all of the necessary pieces in place to achieve success. This included an environmental scan and a needs assessment, the creation of a business plan, the establishment of an organizational chart and the required appointments that would meet the needs of a new online program. He also established and participates as an ex officio member of the Faculty of Health Sciences Online Curriculum Committee. Dr. Adams provided oversight to every piece of the creation of this new degree program through to its implementation in 2016.

Principal’s Curriculum Development Award ­

Competency-Based Medical Education (CBME) Executive Team
Dr. Richard Reznick
Dr. Leslie Flynn
Dr. Ross Walker
Dr. Denise Stockley
Dr. Damon Dagnone
Dr. Laura McEwen
Dr. Richard van Wylick
Dr. Rylan Egan
Dr. Jena Hall
Jennifer Railer

Queen’s School of Medicine’s Strategic Plan (2012-2016) identified developing and evaluating new models of training as one of its core educational deliverables. To meet this, the Competency-Based Medical Education (CBME) Team set an ambitious goal: to transition Queen's entire post-graduate medical education program (29 residency specialties in all) from its existing time- based curriculum to a CBME curriculum by July 1, 2017. The intended learning outcomes are based on the opportunities provided in a CBME curriculum to integrate high-impact practices while addressing residents’ ongoing and emerging needs. The team designed the program to ensure that CBME results in a well-defined and mutually co-created learning experience. Outcomes to date have exceeded expectations on all fronts: learners have received earlier and more targeted feedback, assessments are aligned and tracked to specific competencies, and residents are gaining valuable skills as independent responsible lifelong learners prepared for medical practice and also for their future careers as health care educators. An accreditation review performed in March 2018 by The Royal College of Physicians and Surgeons of Canada (RCPCS), reviewed, analyzed, and evaluated all 29 residency programs during the first year of their curricular change. As a result, the RCPCS not only endorsed the change that was done ahead of their mandated process, they identified Queen’s as a national leader in medical education.

Principal’s Promoting Student Inquiry Teaching Award

Dr. Petra Fachinger

Dr. Petra Fachinger has been a fierce champion of diversity in her teaching for the Department of English, offering courses in Asian-Canadian and Indigenous literature. However, with her creation of ENGL 466 – Racism, Islamophobia, and Violence against Indigenous People in Yung Adult Novels Written in Canada, she has taken that work to a new level. Understanding that students engage more deeply and meaningfully with issues that they research themselves, Dr. Fachinger designed a course that supports and guides student inquiry while raising awareness of the complex issues of racism in contemporary Canadian society. In developing the course processes Dr. Fachinger unites an ethical commitment to principles of Equity, Diversity, and Inclusion with an equally powerful pedagogical commitment to Inquiry-Based Learning. Her practice of collaborative classroom exploration of texts combined with individual assignments designed to encourage reflection and conversation exemplifies the pedagogical cycle. This in-class discussion work fosters a community of inquiry that is further developed through individual research.

Principal’s Educational Technology Award

Dr. Marian Luctkar-Flude
Dr. Deborah Tregunno

Dr. Marian Luctkar-Flude and Dr. Deborah Tregunno have led the way in designing, implementing and evaluating simulation scenarios for nursing students and interprofessional groups of health professionals and students. Over the years, they recognized the need to better engage learners during the presimulation preparation phase, as well as the need for faculty development to support nurse educators in doing so. In 2013-2014 the duo led an unprecedented province-wide collaboration of nurse educators from 13 schools of nursing to create 26 peer-reviewed scenarios for senior nursing students to better prepare them for their transition to professional practice and enhance patient safety. This effort led to the formation of an ongoing online community of practice for nurse educators, the Ontario Simulation Alliance (OSA). As subsequent scenarios were designed a learning outcomes assessment rubric was incorporated into each scenario to support self-regulated learning and assessment. However, in the simulation lab, instructors were still reporting many students were not well-prepared to participate in simulation. As a result there was a recognition of the changing learning styles of learners, and a need to develop innovative and cost-effective approaches they would find engaging and would support their learning. The response was the use of online virtual simulation games to enhance presimulation preparation for nursing students for the simulation labs. Faculty involved in the project have gained expertise in the virtual simulation game design process.

Principal’s Michael Condra Outstanding Student Service Award

Dr. Martin Hand

Throughout his career at Queen’s, Dr. Martin Hand, Associate Professor in the Department of Sociology, has exemplified the spirit of the Michael Condra Outstanding Student Service Award through his advising, support and mentorship of undergraduate students, specifically the time he devotes to listening to students – in and outside of the classroom – and helping them navigate their way through their studies. He is described as caring, respectful, encouraging, fair, approachable and thoughtful. He creates an environment that encourages critical thinking, one in which students feel comfortable contributing to the discussion and exploring their ideas. Dr. Hand challenges students to grow as independent scholars through his engaging teaching style and commitment to student learning. He also has participated in undergraduate recruitment events on behalf of his department, meeting with perspective students and their families, and he supports the departmental student council by attending events and providing much valued advice. Many students wrote about the significant impact he has had on their intellectual lives, and their student experience. 

Jennifer Medves steps down after second term as Vice-Dean (Health Sciences) and Director, School of Nursing

Jennifer Medves has stepped down from her position as Vice-Dean (Health Sciences) and Director, School of Nursing, as of July 1, 2019.

Dr. Medves provided leadership for the Faculty of Health Sciences and the School of Nursing for the past 10 years, over two five-year terms.

To learn more about Dr. Medves and her contributions to Queen’s, Health Science, and the School of Nursing, read this blog written by Dr. Richard Reznick, Dean, Faculty of Health Sciences.

Succeeding Dr. Medves in the roles of Vice-Dean (Health Sciences) and Director, School of Nursing, is Erna Snelgrove-Clarke, who arrives at Queen’s from Dalhousie University.


Working Toward Inclusion: Listening to LGBTQI2S+ Student Voices in Medicine

David Messenger is an emergency and intensive care physician and head of the Department of Emergency Medicine.

This guest blog, written by Dr. David Messenger, an emergency and intensive care physician and head of the Department of Emergency Medicine at Queen’s University, was first published on the Faculty of Health Sciences Dean’s Blog.

Recently, I took part in a panel discussion organized by Queen’s medical students. A small group of faculty and resident physicians came together to speak about our individual experiences as LGBTQI2S+ persons in medical school, residency training and early practice. As the oldest panelist, I looked forward to learning how different becoming an LGBTQI2S+ doctor must be now compared to my own experience. 

When I started medical school at Queen’s in 1998, the landscape looked much different than it does today. Sexual orientation had only just been added to the Canadian Human Rights Act; same-sex marriage rights were still seven years away. At 21, I had yet to come out to my family and many friends, and I had just started my first gay relationship (with my now-husband). I was keenly aware of a need to tread very carefully as I took my first tentative steps out of a meticulously-constructed closet.

As a gay medical student, I felt relatively isolated. Rather than seek community with the tiny group of visible LGBTQI2S+ med students, I avoided associations that might result in my being “outed”. I felt certain that coming out would be a liability to any number of my ambitions in medicine, particularly matching to a competitive specialty residency program. I worried about how I’d be viewed and treated by preceptors, colleagues, and by patients if I presented as anything other than the norm that was modeled for me in medicine. Gay clinical faculty exemplars or mentors? None were visible to me through my decade of training at Queen’s. Normalization of LGBTQI2S+ patients in the curriculum? Other than being taught to ask “do you have sex with men, women, or both?” when taking a sexual history, and discussions about gay patients in the context of HIV, I don’t recall much explicit reassurance that medicine welcomed the inclusion of the LGBTQI2S+ experience in its ranks.

Despite a sense of isolation, my actual lived experience at Queen’s has been mostly positive. My coming out has been a gradual and continuing experience that started during residency. I feel immensely grateful for the acceptance and support that I’ve received from many peers and mentors here who have proved to be committed allies as I’ve become more open with my identity. But my experience has always felt more like good luck than it has deliberate institutional culture.

Two decades later, it’s clear that much has changed. Listening to the contemporary stories and experiences of my co-panelists and others revealed that LGBTQI2S+ students are more comfortable living that identity openly among their peers today. A more visible and supportive LGBTQI2S+ medical student community exists for those who seek it out. This community is finding a voice that is helping to promote the inclusion of more diversity in the curriculum.

But, even now, LGBTQI2S+ students describe considerable apprehension about if and how to be themselves when applying for residency training. They search for subtle signals during electives and interviews that prospective programs are safe to join. They consider redacting their CVs to exclude activities that brand them as “too political” (code for “too gay”). They speak of ruling out entire disciplines from their career choices because of worry that as LGBTQI2S+, they won’t fit with the culture of the specialty. Despite unique individual experiences, many learners describe being victim to assumptions, misunderstandings, and a hidden curriculum that can make them feel like outsiders within their disciplines. And finally, they expose an ongoing scarcity of accessible and visible LGBTQI2S+ mentors and role models within Queen’s Medicine.

June is Pride month – among other things, a celebration of diversity. At Queen’s, we often discuss a need to foster diversity and inclusion in medicine, but the stories of our LGBTQI2S+ students and trainees bring to light how much work remains for diversity and inclusion to become lived values.

An inclusive medical school welcomes and normalizes as many different populations of students as possible. An inclusive medical school does not explicitly or implicitly marginalize people or label them as “other”, including the patients our graduates will go on to care for. As one of a small number of gay faculty members in a position of leadership, my visibility and accessibility to students is an important contribution I can make to help us be a more inclusive community. I have a tendency to shelter behind my ability to visibly “blend into the crowd” and to obscure my identity – some habits die hard – and that tendency might be sending the wrong message to my students and colleagues.

Change begins with recognition. We all need to pay attention to the stories of LGBTQI2S+ students, stories as diverse as the individuals who tell them. We can and must do better as allies, and this starts by listening to, learning from, and advocating for our students and colleagues’ experiences in medicine at Queen’s.

A new group of leaders emerges

A program for Queen's staff members is training the next generation of campus leaders.

[Emerging Leaders talking]
Participants in the Emerging Leaders Program discuss what they have learned over the past seven months

Karen Zuliniak loves the work that she does as Program Manager of the MBA at Smith School of Business, and she had recently been looking to prepare herself to take on greater responsibilities at work. When applications opened for the Emerging Leaders Program last fall, she knew that she wanted to pursue the opportunity.

Along with the rest of her cohort, Zuliniak graduated from the seven-month Emerging Leaders Program on Friday, June 14. Looking back on the program, she believes that she got exactly what she wanted out of it.

“I learned very practical management skills that I will be able to apply as my career moves forward. It was also great to work with other aspiring leaders on campus and learn about our different approaches to similar challenges,” Zuliniak says. “I really value the opportunities that Queen’s provides to continue to learn and grow as a professional. It’s fantastic to have this level of support.”  

The Emerging Leaders Program is one of a number of different courses offered by Human Resources that staff members can take part in to expand their skill sets and develop their careers. The course is designed for new and future managers who would like to build skills, such as communication, collaboration, coaching, and relationship building, that will help them develop into effective supervisors.

Over a period of seven months, starting last November, the participants in the program took seven full-day training sessions that were broken into three different modules. The first module, “Managing Self,” helps participants to identify their leadership styles and introduces the essential skills required for management. In the second module, “Managing Relationships,” participants learn how to manage both conflict and change. Finally, the third module focuses on the theme of “Managing the Organization,” and it teaches skills such as managing within the frameworks of the Human Rights Code and employee and labour relations standards.

In addition to these day-long sessions, participants in the Emerging Leaders Program are also paired with a mentor. These mentors are all graduates of the Foundational Leadership Program, which is also offered by Queen’s Human Resources. Over the course of the program, mentors meet with their mentees at least once a month to provide informal feedback and help them work on the practical application of the skills they are learning in the program.

Shannon Hill, Learning and Development Specialist in Human Resources, is one of the organizers of the program.

“Each year, I am astounded by the energy and creativity of all of our participants,” she says. “The people who take this course will be helping Queen’s fulfil a wide range of its goals – everything from advancing financial sustainability to improving equity, diversity, and inclusion – and I think the Emerging Leaders program is setting up participants to succeed, no matter what area of the university they work in.”

Applications for the next cohort of the Emerging Leaders Program will be available in the fall, and they will be posted to the Learning and Development website. Queen’s employees interested in the program need to secure the support of their direct supervisor in order to apply. Through the office of Learning and Development, Queen’s employees have access to a variety of resources, including the Tuition Assistance Program and the Lending Library

Distinguished Service Award recipients announced

This year’s recipients of the Distinguished Service Awards are a group of faculty and staff members who have made a lasting impact throughout their outstanding careers at Queen’s University.

The 2019 recipients of the Distinguished Service Awards are:

Sue Blake: Queen’s alumna, dedicated staff member since 1975, current Assistant Dean (Studies) in the Faculty of Arts and Science, and tireless advocate for students.

Yolande Chan: Multifaceted Smith School of Business Professor and Associate Dean (Research, PhD and MSc Programs), distinguished researcher, and champion of equity, diversity, and inclusion at the university.

Merv Daub: Queen’s alumnus, former Trustee and University Councillor, dedicated football coach, historian and Gaels expert, and Professor Emeritus in the Smith School of Business.

Tom Harris: Queen’s alumnus, dedicated educator and senior administrator, oversaw the most successful fundraising campaign in Queen’s history.

Janean Sergeant: Queen’s alumna, retired Manager of High Performance Sport Operations with 38 years of service at the university, influential leader in provincial and national interuniversity sport, and devoted to student-athlete success.

Chris Tabor: Long-serving Manager of the Queen’s Campus Bookstore, committed to providing accessible and cost-effective course materials to students, innovator and leader within the bookstore industry.

The Distinguished Service Awards will be presented at a special evening reception on Friday, Nov. 1. Ticket information will be available in late summer.

Inaugurated by the Executive Committee of the University Council in 1974, the Distinguished Service Award recognizes individuals who have made the university a better place through their exemplary service and extraordinary contributions. The University Council was established by statute in 1874. It is one of the three governing bodies of the university and all elective members are elected by and from Queen’s alumni. The University Council serves as both an advisory and an ambassadorial body to the university as a whole and is responsible for the election of the chancellor.

Questions about the Distinguished Service Awards can be directed to the University Secretariat at ucouncil@queensu.ca or 613-533-6095.  

Queen’s welcomes new University Archivist and Associate University Librarian

Queen’s University is welcoming Ken Hernden as the new University Archivist and Associate University Librarian starting July 1. Coming to Queen’s from Algoma University, Hernden brings tremendous experience in library leadership, archival work, and collaboration with Indigenous communities to preserve Indigenous knowledge and records related to residential schools in Canada.

Ken Hernden
Ken Hernden arrives at Queen's as the new University Archivist and Associate University Librarian.

“We are very pleased to have Ken joining us in the Queen’s Archives,” says Michael Vandenburg, Acting Vice-Provost (Digital Planning) and University Librarian. “Ken brings with him considerable expertise, with a particular focus on Indigenous records and building inclusive collections, and I am certain he will be a key player in enhancing the work we are doing here in the Queen’s Library and in our role as a cultural heritage organization.”

As one of the oldest research libraries in Canada, Queen’s University Library is distinguished by archives that document the rich history and culture of the region and the university, by remarkable special collections and rare books, and by strong historical collections across the disciplines. The library and its passionate experts contribute to a network of cultural heritage institutions – galleries, libraries, archives and museums – that spans Queen’s campus, connects with the local community, and advances national heritage strategies.

“I am very excited to join Queen’s University Library, and to work with the university’s world-class collections and colleagues who hold a wealth of knowledge in different areas,” Hernden says. “I am energized by this fresh opportunity and the chance to blend my previous experience into this new work at Queen’s.”

Hernden was a member of Algoma University’s senior management team for more than a decade, as library director and later as university librarian. He served on numerous academic and administrative committees, as a director and past executive member of the Ontario Council of University Libraries, and as a voting member of the Canadian Research Knowledge Network.

While at Algoma, Hernden was responsible for creating the university’s first archives, from previously unorganized records and gifts of private papers and rare books that had accumulated for more than 40 years. Working with a small staff, he focused on establishing physical control of Algoma’s holdings and making records available online as much as possible. This led to the acquisition of important regional records, such as the Anglican Diocese of Algoma’s archives, which later complemented the university’s archival work concerning residential schools.

During his time at Algoma, Hernden secured significant funding that enabled the university and its partners to digitize tens of thousands of photographs and documents concerning the Shingwauk Indian Residential School (Algoma now operates on the site of the former school), as well as those of most of the residential schools across Canada. The rapid digitization of these records, starting in 2010, occurred at a critical moment in time when residential school survivors, the federal government, and the Truth and Reconciliation Commission of Canada all needed access to these materials.

In 2017, Hernden was seconded from Algoma University to its Aboriginal Institute partner, Shingwauk Kinoomaage Gamig, which was creating a “Teaching Wigwam” with an overall goal of providing education to Anishinaabe students. While there, Hernden secured funding for and developed the National Chiefs’ Library, a combined library, archives, and gallery that is now the official repository for the records of the National Chiefs and the Assembly of First Nations.

“I’ve always approached the work with a community-based focus – essentially saying, we’re here, we have this expertise, is there anything we do that is of use to you, and what can we do that blends naturally with what you are already doing,” Hernden says, of his work at Algoma. “We were not taking anything from anybody, and I was always very clear that if records were shared with us that we would only do things with those records that the community wanted done with them.”

Prior to his time at Algoma, Hernden held archivist positions at the Anglican Diocese of Huron, the University of Huron College, Rush University, and York University, and was head of reference and information systems at the North Bay Public Library.

“I would like to thank Paul Banfield for his many years of service to the Queen’s Library as University Archivist,” says Vandenburg. “His dedication and diligent work has provided a strong foundation for the Archives, and with Ken’s new position overseeing Archives as well as the W.D. Jordan Special Collections and Rare Books Library, we will build on that foundation and grow in new directions.”

Making time for learning

Queen’s supports employees in attending Indigenous celebrations on national day of recognition.

In striving to promote a deeper understanding of Indigenous histories, knowledge systems, and experiences, Queen’s is affording time off for employees to attend National Indigenous Peoples Day events.  The new Human Resources initiative will grant employees up to four hours of paid time off, should they choose to join in local gatherings marking the annual day of recognition.

Canada’s National Indigenous Peoples Day falls on June 21 annually, and celebrates the heritage, diverse cultures, and outstanding achievements of First Nations, Inuit, and Métis people across the country.

“Providing time for Queen’s employees to attend National Indigenous Peoples Day events is a positive way to encourage the campus community to learn about the cultures and past experiences of Indigenous peoples in a welcoming environment,” says Kanonhsyonne (Janice Hill), Associate Vice- Principal (Indigenous Initiatives and Reconciliation). “Joining in ceremonies and celebrations can offer new perspectives, and reveal ways we can all continue to learn and grow together.”

Aligning with recommendations from the Queen’s Truth and Reconciliation Task Force, the support for employee time off expands on the university’s ongoing efforts to build campus-wide awareness and understanding of Indigenous history, cultures, and perspectives. Employees will receive up to four hours of paid time to attend events during work hours, and can arrange with their respective managers for lieu, flex, or vacation, should additional time be required. Employees must provide as much notice as possible of such plans so managers can ensure operational needs are met.

The new initiative arrives following discussions held in late May at the inaugural meeting of a committee created by the university and USW, Local 2010 to discuss the recognition of Indigenous Peoples in the Collective Agreement. The committee which includes Indigenous representatives from both the bargaining unit and management, was struck to formulate how best to include this recognition.

“I’m very pleased to share this important initiative with Queen’s employees, as it allows each of us time to pursue a wider knowledge of the country in which we live, and to build stronger ties within our community,” says Steven Millan, Associate Vice-Principal (Human Resources). “I want to thank the joint committee for bringing this suggestion forward.”

The new arrangement aligns with the University’s Observed Holidays Policy with respect to time off for attending Remembrance Day ceremonies.

Among events Queen’s employees could attend in Kingston, is a National Indigenous Peoples Day event at Confederation Basin; the Enlightening Learning Event: Indigenous Medicine Knowledge by Tim Yearington, Indigenous Curricular Innovation Coordinator in the Faculty of Health Sciences; and a screening at the Tett Centre of acclaimed film The Grizzlies.

Learn more about the array of Indigenous supports available on campus.

Final week for Campus Wellness Project survey

Queen's students, staff, and faculty are encouraged to participate online by June 24th.

Launched in fall 2018, the Campus Wellness Project aims to advance, encourage, and support a culture of wellbeing for all who live, learn, and work at Queen’s.

Consultations with students, staff, and faculty, across campus and online, have taken place over the past five months. To date, more than 1,700 voices – half of them students – have contributed comments and ideas related to health and wellbeing at Queen’s. The project has received input about policies, procedures, practices, programs, resources, culture, opportunities, and challenges.

The online survey for the Campus Wellness Project will soon close to allow for review and analysis of information by the Campus Wellness Council and the Provost’s Advisory Committee on Wellness, as part of the development of a campus-wide wellness framework.

Students, staff, and faculty are invited to contribute their ideas online until 5 p.m. on June 24th. For more information and to complete the short survey, visit queensu.ca/campuswellnessproject.

Rethinking the way that we create positive spaces for our LGBTQI2S+ patients

Kathryn Allwright
In her research, Kathryn Allwright, right, seen here during convocation with Katie Goldie, Assistant Professor in the School of Nursing, looked into how humility can be more effective than competency in making positive health care spaces for people from LGBTQI2S+ community. (Supplied Photo)

This article was first published on the Faculty of Health Sciences Dean’s Blog.

We live in an era where it is increasingly important for health care practitioners to create safe spaces for their lesbian, gay, bisexual, transgender, queer and questioning, intersex and two-spirit (LGBTQI2S+) patients.

Discrimination and marginalization are huge barriers to healthcare for people of diverse sexual or gender identities. Not feeling welcome or understood hinders the therapeutic relationship and affects how people access care, or whether they access care at all. And we know that working towards positive spaces is a way to foster safer health care environments for patients from LGBTQI2S+ communities; studies confirm this again and again.

So how do we create those positive spaces for both practitioners and patients? The traditional approach is through cultural competency training. The tools in such training focus on the provider developing a set of attitudes, knowledge, and skills that will support them in caring for and showing respect for clients of different cultures.

And yet even for the most well-meaning, creating those safe spaces and experiences isn’t as simple as relying on knowledge gained from prior trainings, such as an introduction to LGBTQI2S+ terminology.  

Kathryn Allwright, who recently graduated from Queen’s Master of Nursing Science (MNSc), explored this simple yet striking nuance: humility can be more effective than competency in making positive health care spaces for people from LGBTQI2S+ community.

According to Kathryn and her research, humility requires a different approach than competency.

Rather than aiming to have health care practitioners ‘know’ the issues and concerns faced by their colleagues and patients from LGBTQI2S+ communities, humility aims to have practitioners understand that knowing is a process, rather than a destination. Each person has a unique lived experience; if we can resist assumptions and instead seek to understand each individual and their unique situation, we can shift to a state of constant learning -- and act accordingly.

Exactly how humility might be embedded into nursing practice was the focus of Kathryn’s thesis. In her initial research, Kathryn found literature demonstrating that public health nurses could make public health unit spaces safer for sexually and/or gender diverse people through a cultural humility approach. However, she found something was missing. There was no way to measure this. Public health nurses needed to be able to assess whether they were in fact using a cultural humility approach and creating positive spaces.

So, she set out to validate the effectiveness of existing self and workplace assessment tools made available by the Ontario Public Health Association. “Despite these tools being used in practice, I was unable to find any psychometric testing to support that these were valid and reliable measures for positive spaces,” Kathryn explained.

In the end, Kathryn set her sights on testing modified version of the tools that reflected cultural humility rather than competence “A cultural humility approach encompasses critical self-reflection, a commitment to lifelong learning, and a recognition of power imbalances. It was important to ensure that these components were reflected in the positive space tools” Kathryn shared. Her work yielded a 40-item self-assessment tool with 15 underlying dimensions and a 38-item workplace tool with 10 underlying dimensions.

“This Exploratory Factor Analysis is a step in the direction toward having validated and reliable tools,” Kathryn said. The next step is testing the tools with different samples to assess generalizability of the results.”

Although Kathryn has now graduated, this won’t be the end of her work on LGBTQI2S+ healthcare topics. Kathryn, alongside project partners, have launched a podcast series on trans health care topics called TransForming Rounds. You can find all episodes of TransForming Rounds.

Seeing the important work that Kathryn is doing to support diversity and inclusion is not just inspiring but brave and thought-provoking. I hope that it inspires those of you reading – whether you are a nurse, doctor, rehabilitation therapist, trainee, staff member or working outside the healthcare field altogether.

How are you incorporating humility and the idea of building safe spaces into the work that you do? I would love to hear your thoughts in the comments. Or better yet, please stop by the Macklem House: my door is always open.

Queen’s University offers positive space training through its Positive Space Program. Find out more at: queensu.ca/positivespace.

Pride flag to fly on campus

Flag to welcome Queen's community back to campus following parade weekend.

This time last year, Historica Canada debuted a new Heritage Minute focused on LGBTQ+ history in Canada. Queen’s researcher, Steven Maynard – a social historian specializing in the history of sexuality – worked with Historica Canada for over a year to help accurately and respectfully develop the piece. Read more about that project and watch the heritage minute now.

The Pride flag will fly on campus on Monday, June 17, in solidarity and celebration with the LGBTQ+ community across Queen’s, Kingston, Canada, and the globe.

“Queen’s is a community that welcomes and celebrates sexual and gender diversity, and strives for an equitable and inclusive future,” says Stephanie Simpson, Associate Vice-Principal (Human Rights, Equity, and Inclusion). “I want to wish our campus community a happy Pride ahead of this weekend’s festivities in Kingston, and encourage faculty, staff, and students to explore the variety of programs and groups here on campus working to bring us all closer together.”

The Inclusive Queen’s website brings together information on a variety of initiatives aimed at building a campus environment in which everyone feels engaged, respected, and safe – including resources working to positively advance inclusivity and equity as they relate to gender and sexuality.

Among those resources are the Positive Space Program, counselling services for LGBTQ+ students, the Education on Queer Issues Project (EQuIP), and the soon-to-re-launch Queen’s University Association for Queer Employees (QUAQE).


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