2. Marco jurídico internacional
2.4. La cuarta conferencia mundial sobre la mujer
Following is the School of Community and Health Studies Strategic Research Plan which was referenced to in Section 6.5.4.
STRATEGIC
RESEARCH PLAN
SCHOOL OF COMMUNITY AND
HEALTH STUDIES
The School of Community and Health Studies has a multi-
disciplinary approach to research that fits with the broad view of
scholarship defined in Boyer’s Model of Scholarship (1997).
Boyer’s model suggests that scholarship arises from work
related to discovery, integration, application and teaching. It is
our belief that when faculty engage in these activities, our
students are better prepared for the future workplace, we are
better equipped to meet program accreditation standards and
we make an important contribution to Ontario’s economic and
social development.
2011
-
2015
SCHOOL OF COMMUNITY AND HEALTH STUDIES 2011-2015
Table of Contents
Executive Summary ...
Background ...
Response to Change: Current Activity in the SCHS ...
Broader Response to Change ...
Relationship to the College’s Strategic Plan and SCHS Business Plan ...
Major Objectives of the Strategic Research Plan ...
Research Areas and Themes ...
Health Communication ...
Inter-professional Disaster Preparedness and Management ...
Evaluation Research ... Role Transition ... Assessment ...
Research Exemplars ...
Discovery ... Scholarship of Teaching ...Scholarship of Practice (Application) ...
Scholarship of Integration...
Service
Emerging Area of Research and Scholarship ...
Making our Ideas Happen ...
Measures of Our Success ...
Executive Summary
The School of Community and Health Studies has a multi-disciplinary approach to research that fits with the broad view of scholarship defined in Boyer’s Model of Scholarship (1997). Boyer’s model suggests that scholarship arises from work related to discovery, integration, application and teaching and service. It is our belief that when faculty engage in these activities, our students are better prepared for the future workplace, we are better equipped to meet program accreditation standards and we make an important contribution to Ontario’s economic and social development.
Our school is made of up academic departments: Collaborative and Joint programs
Nursing
Health and Wellness Community Services Child and Family Studies
In addition, our school also has an Emergency Management and Public Safety Institute, two public clinics (Esthetics and Massage Therapy), two child care centres (East York and Progress) and a simulated health studies lab.
Historically, our School made a strong start in applied research and we are in a good position to further develop our research capacity and obtain funding. Our goal is to support scholarship that leads to better education, best practice in the workplace and innovation for a better society.
Background
In 1996 Centennial College faculty developed and tested an online course in Care Coordination for nurses; the project was funded by The Change Foundation. This was the first online
program for nurses in the province and the first externally funded research project in Health Studies at Centennial. In 2004, Centennial established the Applied Research and innovation Centre, previously known as the Centre for Applied Research Technology and Innovation, to support faculty work and to link the college’s applied research teams with industry and
community partners. In the past 15 years faculty and administrators have completed numerous projects independently and in collaboration with university partners. The amount of applied research has increased exponentially in recent years. A sample of funding sources includes:
Canadian Patient Safety Institute and Emergency Medical Services Chiefs of Canada: $35,000 CANARIE: $690,300; $893,431 CHSRF: $50,000 SSHRC: $142,000 Health Canada: $792,011; $177,313 Healthforce Ontario: $613,000 Inukshuk: $336,000
Ministry of Citizenship and Immigration: $353,544; $383,800 Office of Learning Technology (HRDC)¨$178,000
Ontario Innovation Trust: $690,300
The Change Foundation: $100,000; $100,000 Sick Kids Foundation: $100,684
Holistic Health Research Foundation of Canada: $11,000; $14,793 Ontario Ministry of Citizenship and Immigration: $95,777; $231,593 College of Massage Therapists of Ontario: $114,722; $70,000
Centennial College is continually working to prepare students for a rapidly changing workplace and to help them lead full, productive lives in society. In the past 10 years, the Community Colleges of Applied Arts and Technology (CAAT) have been influenced by numerous factors. Several initiatives in particular have led the School of Community and Health Studies (SCHS) to develop a strategic research plan to support quality education for students, faculty scholarship and research capacity in particular. The purpose of this report is to outline our research plan. Recent initiatives that have influenced our research plan include:
The introduction of College Degrees by MTCU in 2000;
Provincial government support (2002) for college applied research. The government noted in its update to the Ontario Colleges of Applied Arts and Technology Act, that applied research could indeed be an activity that colleges could engage in as part of their mandate of providing comprehensive, career-oriented post-secondary education while supporting much needed economic and social innovation and development in the province;
Legislation by the College of Nurses of Ontario (2005) requiring new nurses to graduate with a baccalaureate degree in nursing granted by a university;
Colleges Ontario’s current response to the College Nursing Degree Proposal; The Ministry of Training, Colleges and Universities, (MTCU) in consultation with the
universities, has estimated that 53,000 to 86,000 more university spaces will be needed by 2021 to meet student demand. With the government’s support, Ontario’s colleges could provide space for tens of thousands of students in high-quality, career-oriented baccalaureate programs over the coming decade and beyond.16
The development of the Colleges Ontario Network for Industry Innovation provincial initiative designed to support applied research that addresses real-world technical problems and to adapt new technologies for the marketplace. Over a three-year period between 2006-2009, the ten colleges that comprised the Colleges Ontario Network for Industry Innovation (CONII) received 766 requests for research assistance from industry, started 270 applied research projects, and completed 126;
A report by the Conference Board of Canada, Innovation Catalysts and
Accelerators, (2010) called on Colleges tobuild applied research capacity to
strengthen economic growth in Ontario and contribute to the development of
highly skilled, innovation-ready graduates
Response to Change: Current Activity in the SCHS
The School of Community and Health Studies will contribute to meeting the imperatives of the “Reaching Higher” plan17
by providing access to students who have the potential to benefit from baccalaureate education in two areas: Emergency Management and Child Welfare. These two College degree programs will commence the fall of 2012. Centennial College, in partnership with Ryerson University and George Brown College,
offers a four year baccalaureate nursing degree program. In 2010, the college sector submitted comments to an implementation plan in response to the Opening Doors to Nursing Degrees proposal. The proposal stated that the colleges applying to offer nursing degrees would continue to meet accreditation standards as well as Ontario’s Postsecondary Education Quality Assessment Board (PEQAB) requirements. The current PEQAB guidelines and Canadian Association of Schools of Nursing (CASN) accreditation standards present challenges for colleges to offer a stand-alone nursing degree in relation to terminal credential and research requirements. Colleges Ontario, (2011) in a Briefing Note, is recommending that PEQAB take into consideration a broader interpretation of academic capacity when assessing a college. This has led to a renewed interest in supporting scholarship in our School.
The Undergraduate Degree Level Expectations (UDLEs) developed by the Ontario Council of Academic Vice-Presidents (OCAVP), subsequently endorsed by the Council
16
MTCU, (2008). Presentation to the Long-term Planning Technical Advisory Group (October 16, 2008) and Presentation to the Long-term Capital Planning Technical Advisory Group (November 21, 2008).
17
Colleges Ontario (2009). Expanding Degree Opportunities to Meet the Needs of the New Economy: A Proposal from Ontario’s Colleges (August 2009).
of Ontario Universities, (2005) represent a framework to reflect expectations of performance by the graduates of the Baccalaureate/Bachelors programs of Ontario’s publicly assisted universities. The Council of Ontario Universities requires all programs such as the Collaborative BScN and the Joint Paramedicine degree program with University of Toronto-Scarborough, to include research in the curriculum. The curricular expectations of “Depth and Breadth of Knowledge” for all programs includes: “ a
developed, detailed knowledge of and experience in research in an area of the discipline”.
Broader Response to Change
In response to the changing workplace, which will see an increased need for highly qualified workers and to the changing educational landscape, the School of Community and Health Studies formally adopted Ernest Boyer’s (1990) model of scholarship which supports a broad view of scholarship. Scholarship is viewed as teaching (teaching practice, curriculum
development etc), integration (multidisciplinary research, literature reviews), application (clinical/field practice and community service) and discovery (research). Always interested in promoting excellence in teaching practice, the SCHS is particularly keen to advance disciplinary knowledge and build scholarship. Increasingly, faculty members are either, in a self-directed manner, or because of a cultural change in the college, engaging in a wider range and greater number of scholarly activities. This movement is occurring across numerous college programs. While the Boyer model supports scholarship, the model does not address the need for
innovation. Current funding models, which reflect the type of work society wants and needs, emphasize the need to bring ideas to the marketplace and to those who will benefit from, and use, new ideas. Discovery is important but it must be connected to continuous innovation in a global and competitive market place by improving products, process and services. Canada’s major funding groups such as the Ministry of Research and Innovation, the Ontario Centres of Excellence and NSERC all support an innovation agenda. The real value in developing
scholarship in faculty is that more students will engage in applied research and innovation and therefore be better qualified for future careers that contribute to a better society. When students work on real world problems and issues, which is the nature of applied research, they are more innovation and job ready. Our School’s program mix is particularly well suited to identifying problems that are best addressed through applied research. Our School includes:
Early Childhood Education Social Service Worker Pre-service Firefighter Paramedic
Nursing
Practical Nursing
Personal Support Worker Police Foundations
RPN Bridging to University Nursing Food Service Worker
Food and Nutrition Management Massage Therapy
OTA/PTA
Workplace Wellness and Health Promotion Esthetics
Community Justice Service Worker
Fitness and Health Promotion (under development) Community Development (under development) Child and Youth Worker
Recreation and Leisure Services
Emergency Management and Public Safety (under development)
Our task, in the SCHS is to support scholarship that leads to innovation. Increasingly, we recognize that while individual faculty characteristics play an important role in scholarly productivity, institutional characteristics are equally, and some would argue, more important. Those institutions that develop a ‘culture of scholarship’ are those where peers and
administrators emphasize scholarship and identify it as a core value; it is embedded in the strategic mission and plan for the organization. It is one thing to claim to value scholarship, it is quite another to actually create the conditions to support that work. Three key factors that influence scholarship productivity: time, funding and technical expertise/training. We are currently taking a leadership position in identifying specific institutional barriers to more robust scholarship in Ontario’s community colleges.
Relationship to the College’s Strategic Plan and SCHS
Business Plan
Research is an essential component of our College’s Strategic Plan, the School of Community and Health Studies (SCHS) Business Plan, the SCHS Strategic Plan for Professional
Development and Education, and the SCHS Emergency Management and Public Safety Institute’s Strategic Plan. Our School’s planning exercises are all aimed at being consistent with, and supportive of, the Centennial College’s Strategic Plan, titled, “The Book of
Commitments (1st Ed; June 2009) and the goals as set out in the Centennial College’s Business Plan.
Centennial College’s Strategic Plan emphasizes research and scholarship throughout the various college commitments, for example:
Commitment 01. We will embrace global citizenship, social justice and equity. We will excel in environmental programming and initiatives through enhancing applied research and innovation capacity, with increased student involvement;
Commitment 03. Be a community leader. And we will work with local businesses community leaders and organizations to address community issues through initiatives such as enhancement of local businesses’ applied research and innovation capacity; Commitment 04. Help students grow into leaders. We will do so by increasing the
number of students engaged in applied research;
Commitment 06. Stand behind our promise to students. We will continue to invest in learning excellence by providing faculty with opportunities to continually hone their skills through scholarly pursuits.
The School of Community and Health Studies has incorporated the following goal within our SCHS Business Plan and we have identified initiatives and measures of success in our school’s
contributions to the Centennial College Business Plan: Applied Research and Innovation: accelerate student, employee and industry partner engagement in real world applied research and commercialization.
Major Objectives of the Strategic Research Plan
Our major purpose for developing this Strategic Research Plan is because we believe that by building applied research capacity we will better prepare our students and faculty for the future workplace, we will make an important contribution to Ontario’s economic and social
development and we will be well-positioned for emerging changes in Ontario’s education system. Our objectives include:
Increase opportunities for discovery;
Foster excellence in selected areas of research that are currently underdeveloped (i.e. Scholarship in Community Colleges and Emergency Management) while continuing to build on our areas of strength;
Enhance collaborations across departmental, disciplinary and institutional boundaries (i.e. Ryerson, Centennial, George Brown and Centennial, UTSC); Strengthen capacity to disseminate new knowledge;
Advocate for increased research and scholarship resources; Enhance student research opportunities;
Enhance our ability to attract, retain and develop research faculty;
Encourage and facilitate inter-professional research initiatives among the faculty and students;
Pursue collaboration and partnerships with the Community (regional, national and international communities, industries, institutions and government agencies to develop research activities;
Provide increased financial resources and infrastructure to foster research engagement and increase capacity.
Strengthen Centennial College position as an institution with a strong research history and potential
Research Areas and Themes
Our high-priority research themes are: health communication, inter-professional disaster preparedness and management, educational evaluation research, student role transition and assessment.
Health Communication
The largest area of research concentration has been health communication. Centennial faculty have been very active developing program of research related to the use of online technology to enhance patient care and to develop healthcare providers’ skills. Projects under this theme include: Telehomecare Practice Project (CANARIE), Telehomecare Education Project (CANARIE), PEPTalk, a tailored online health education for patients (Inukshuk and the
Canadian Council on Learning) and an online course in infection control (Ministry of Health and LTC; The Change Foundation) and an online course in Care Coordination (The Change
Research and Promotion focuses on developing communications technologies that address healthcare professionals' need for critical information in time-sensitive situations (en route to an emergency, in the OR, etc.); patients' increased interactive engagement in the management of their chronic conditions; and in health promotion. These advanced technologies have the
potential to foster better health practices and to support new generations of health professionals who will increasingly turn to digital technology to provide situation-specific information for clinical decision-making.
Inter-professional Disaster Preparedness and Management
Recognizing the essential need for health and allied teams to work together and the critical need to prepare for disasters and emergencies, inter-professional disaster management has emerged as a recent research focus. Recent projects include IDEAS, a patient-centered, inter- professional care program in disaster management for health care students (Health Canada) and IDEAS @Work, an interprofessional disaster management program for practicing
health/allied professionals (Health Force Ontario). These projects continue to grow in scope. In March 2011, Centennial College has completed their ninth large scale Mock Disaster exercise with more than 300 students and professionals from over five institutions.
Education Evaluation Research
Curriculum innovation is an ongoing process at Centennial. Recognizing the need for rigour in our work, we have recently completed several large evaluation research projects for the ministry of Citizenship and Immigration and the Ministry of Health and Long Term Care in relation to bridging programs for internationally-educated nurses, pharmacists, and massage therapists. Extensive evaluation of programs for internationally-trained professionals has focused on the effectiveness of academic upgrading (using traditional and online/hybrid formats), occupation- specific language training work placements, mentoring, employment services and examination preparation.
Student Role Transition
Recent research has focused on role transition of internationally-trained professionals (nurses, pharmacists and massage therapists) as skilled and confident practitioners in their field to gain employment in the Canadian workforce. A study is currently underway, in collaboration with Ryerson University, the focus of which is to study role transition in Registered Practical Nurses to the role of the Registered Nurse. The research team will examine the effectiveness of enhanced degree-completion programs for Registered Practical Nurses and also measure outcomes such as academic success, engagement, satisfaction with the learning experience, professional socialization, and post-graduation success with registration exams.
Assessment
The assessment of clinical performance in health professions education continues to be a priority. Establishing reliable, valid and authentic programs of assessment, including appropriate measurement strategies and devices, ensures graduates are ready for entry to practice, promotes patient safety and aligns well with commitment #6, Stand behind our promise to students. In partnership with leading education research teams and community partners,
assessment approaches are currently being studied using a variety of strategies to reduce the number of classification/assessment errors made by faculty.
Scholarship in the School of Community and Health Studies
Our school supports scholarship as defined by Boyer’s (1997) Model of Scholarship: discovery, teaching, application, integration and service.
Discovery
Within our school, the scholarship of discovery takes the form of original and/or applied research related to the faculty’s discipline or profession. Measures of the scholarship of discovery include:
Peer-reviewed publications of research; Research presentations;
Research grants
Scholarship of Teaching
Our school believes that the scholarship of teaching is inquiry that produces knowledge that fosters a learner-centered educational environment and encourages the use of innovative teaching methods. The scholarship of teaching goes beyond the development of teaching and learning methods, program development, annual program evaluation/review processes and includes an evaluation of the effectiveness of new approaches, generating reports and disseminating findings to broad audiences. The focus for several instructional technique past and future projects has been interprofessional education and simulation.
One example is technology innovation within the academic environment to create an opportunity for further inquiry. Relying on the common pedagogical principles in the works of Chickering and Gamson’s, Seven Principles for Good Practice in Undergraduate Education, Bloom’s Taxonomy of Intellectual Behaviours and Gagne’s Nine Events of Instruction, faculty discover the interrelationship of e-learning and the student centered classroom. This is evidenced with