Background: This paper reports on our use of open educational practices (OEPs) with online students in nursing. Purpose: Our aim was to provide nurse educators with knowledge about (and examples of) OEPs they could use to enhance student learning and their career satisfaction. Method: Using collaborative autoethnography, we probed our open teaching strategies. With Swanson’s middle-range theory of caring as a theoretical framework and thematic analysis of our data set (which included literature annotations, dialogic conversation transcripts, individual reflections, and course evaluations), we uncovered 5 themes relevant to nursing education. Results: The themes are student achievement of affective domain learning outcomes, our values as a blueprint for action, alignment of our OEPs and relational pedagogy, mutuality of the experience, and the ongoing process of learning to be an open educational practitioner. Conclusion: Using OEPs can help develop skilled and caring nurses.

Background: Open pedagogy increases access to equitable nursing education with its commitment to the scholarship of “teaching and learning” and critically framed, student-centered, relational, and open knowledge principles. Purpose: This study examined the operation of and factors that nurture and challenge the practice of open pedagogy in an undergraduate digital distance nursing education program. Methods: An exploratory qualitative methodology was used to examine linkages between open pedagogy and a nursing education program in an open digital distance Canadian university. A critical realist research paradigm provided the framework for the study. Results: Our findings shed light on how open pedagogy is practiced in relation to its 5 principles and delve into the major themes of nurse educator agency, course design, and institutional structure. Conclusions: The study addresses a dearth in the literature by exploring the potential of open pedagogy to increase access to meaningful and critically framed nursing education.

This paper provides a distinctive analysis of the value of international intermediation alliances for co-production, based on the way they operate in practice. While much attention is paid to ideal or normative models of co-production, there is less understanding of the complexities that pervade co-production practices in specific contexts or how this shapes outcomes. Despite longstanding critiques and reflection, international partnerships can reinforce unequal power dynamics embedded in already unequal global research and knowledge production circuits. However, such partnerships, despite their structural problems, can also give rise to more informal relations wherein the long-term value of international co-production inheres. We call for a re-examination of these complex sets of informal relations, beyond the structures of partnerships, that enable co-production across local and global divides. Drawing on comparative international evidence, we propose a framework for understanding and action based on the concepts of alliances, allyship and activism. These three characteristics of international co-production partnerships can constitute socio-material infrastructures that help maintain relationships of solidarity and care over time beyond the remit of individual projects. While this is relevant in any co-production context it becomes particularly important in international research projects so that they do not paradoxically reproduce colonising structures of knowledge production in the search for more just cities.

Co-production is increasingly embraced as a means to combine forms of urban expertise to address complex and uncertain societal problems. Conventional city-regional intelligence processes rely on epistemic monocultures that prioritize certain forms of expertise over others. Co-production challenges dominant conceptualizations of city-regional intelligence through questioning what and whose knowledge matters. We suggest that the co-production of city-regional intelligence is a political epistemic practice comprised of strategies of intermediation and tactics of unsettling. We draw on experiences working in Cape Town (South Africa) and Greater Manchester (UK) to critically reflect on how different strategies and tactics can open up the concept of city-regional intelligence.

Compassionate care is elemental in maintaining excellence in the nursing profession. Yet compassion in some nurses can be depleted by repeated exposure to the suffering of others and result in compassion fatigue (CF) (Gustafsson & Hemberg, 2022). This paper explores why some exemplary nurses seem to forestall CF. Specifically, we investigate the attitudes of outstanding oncology nurses and the strategies they employ to sustain compassionate care in their professional lives. First, we searched through research reports from peer-reviewed journals and articles from grey literature to better understand compassionate nursing, compassion satisfaction (CS), and CF. Then we added reflections from oncology nurses who maintain compassion in their care through challenging working conditions, including during the COVID-19 pandemic. The literature reveals that exceptional oncology nurses can sustain empathy and compassion in their care due to their outlook on life, the specific strategies they use for self-care, and their unique approaches to caring for patients and families. The nurses’ reflections help us understand the coping strategies these nurses employ and how they mitigate the effects of CF and maintain an exemplary practice. We aim to encourage nurses and organizational leaders to use (and nurse educators to teach) strategies to help increase CS, reduce CF, and restore enthusiasm for practicing nursing.

This paper presents the findings of our exploration of our open educational practices (OEP) with graduate students. As reflective practitioners, we used a self-study methodology and collaborative autoethnographic methods to interrogate our open approaches to teaching and supervision. We draw on our developing competencies to support the wisdom, critical thinking, resilience, and adaptability of our graduate students. The article extends preliminary findings about graduate education and open practices in relation to and emerging from earlier work (Ives et al., 2022), which committed us to further exploration of our practices. Using our definition of OEP which expands on the work of several open scholars, we report new findings from our in-depth collaborative analysis of data collected over two years. We found a gap in the literature examining the use of OEP with graduate students. Findings include OEP and their alignment with our values and competencies, as well as OEP within our teaching, course design, and graduate supervisory practices. We offer insights into the outcomes of our practices for students and ourselves, and ways we can improve.

This special issue of Urban Geography makes an important contribution to understanding the politics of urban expertise. It draws attention to a counter-movement for urban epistemic justice through examining how politics matter in valuing different forms of expertise. Yet systematic consideration of the institutions of knowledge production is often missing from many debates on the politics of urban expertise. Expertise is not free-floating, but is produced in particular and specific contexts. Beyond methods, the production of urban expertise involves strategies and tactics that constitute a critical urban praxis, one that navigates between critique and engagement for the just city. Whilst battlelines may be drawn between traditional and citizen experts, as demonstrated in the pandemic, such a praxis needs to navigate carefully between the wholesale embrace or dismissal of different forms of expertise.

Purpose The purpose of this qualitative research study is to explore health-care providers’ perspectives and experiences with a specific focus on supports reported to be effective during the COVID-19 pandemic. The overarching goal of this study is to inform leaders and leadership regarding provision of supports that could be implemented during times of crisis and in the future beyond the pandemic. Design/methodology/approach Data were collected by semi-structured, conversational interviews with a sample of 33 health-care professionals, including Registered Nurses, Nurse Practitioners, Registered Psychologists, Registered Dieticians and an Occupational Therapist. Findings Three major themes emerged from the interview data: (1) professional and personal challenges for health-care providers, (2) physical and mental health impacts on health-care providers and (3) providing supports for health-care providers. The third theme was further delineated into three sub-theses: formal resources and supports, informal resources and supports and leadership strategies. Originality/value Health-care leaders are advised to pay attention to the voices of the people they are leading. It is important to know what supports health-care providers need in times of crisis. Situating the needs of health-care providers in the Carter and Bogue Model of Leadership Influence for Health Professional Wellbeing (2022) can assist leaders to deliberately focus on aspects of providers’ wellbeing and remain cognizant of the supports needed both during a crisis and when circumstances are unremarkable.

Co-production of research has been promoted, but raises many challenges for academic research, including how to balance between scientific methods and the normative values associated with co-production. Involving the public and other stakeholders can imply different purposes for undertaking research, and different perspectives on how to do it. Who leads, and how, can influence how these disputed issues of purpose, practice, and power, are handled. A gap has been identified on the ‘hidden politics’ of leadership in co-produced research. The Q-methodology study presented in this paper offered a means to interrogate the different perspectives on leadership in co-produced research. Through systematic, comparative and empirically-grounded analysis, we identified four distinct viewpoints on leadership in co-production, offering competing perspectives on the practice of leadership, how questions of power should be addressed and contrasting purposes, emphasizing: creativity, outcomes, vision or equality. In reflecting on their divergence, as well as points of commonality, we demonstrate the value of centring questions of otherwise ‘hidden’ politics in debates on co-production and leadership. Our research offers theoretical advance in understanding how leadership in co-production is contested, and practical utility in offering heuristics to help navigate the messy realities of co-production.

Background: There is a need to increase access to nursing education that is meaningful and socially just. Purpose: To investigate the alignment of critical and open pedagogy in nursing education with nursing principles of ethics. Method: Narrative thematic synthesis literature review of Canadian and American sources related to nursing education. Results: Thematic analysis of 29 full-text sources that align nursing ethical principles with critical and open pedagogy in nursing education. Conclusion: Critical and open pedagogy aligns with nursing practice ethics and facilitates meaningful and socially just nursing education experiences.

Chapter 17: In this chapter, we contrast rational and relational approaches to policy-making in local and urban governance. A rational approach to policy-making is premised on fairness, consistency, evidence, and transparency, but may have resulted in unintended consequences of neglecting human relationships. Relational forms of public administration, and policy-making processes that reflect them, are seen as needed to redress some of these past failures. The relational lexicon emphasises multiple voices, relationships, values, responsiveness and local adaption in policy. The landscape these two trends represent is of a complex, multi-actor environment in which control and standardisation is at risk, but there is potential for greater tailoring and effectiveness. This chapter asks what are opportunities and risks for local policy-making in this context? It looks at examples of how local policy-making processes and actors have attempted to address tensions and challenges, and the features of policy and institutional design which could enhance local policy-making.

BACKGROUND:The focus of this paper is exemplary gerontological nursing interventions that effectively supported families and long-term care residents in Canada during visiting restrictions resulting from COVID-19.OBJECTIVE:The aim was to describe exemplary gerontological nursing interventions that families and long-term care residents in Canada found supportive during visiting restrictions resulting from COVID-19.METHODS:An analysis of data artefacts including news reports, blogs and social media postings was completed.RESULTS:Thematic analysis resulted in four themes: dedication amidst challenge, innovation and continuous learning, living their nursing values and purposeful knowledge sharing. These themes are described using a framework that depicts four pillars of exemplary nursing practice: professionalism, scholarly practice, leadership and stewardship (Riley, Beal, & Ponte, 2021).CONCLUSIONS/IMPLICATIONS FOR PRACTICE:A link is made between these pillars of exemplary practice and enactment of family-focused care. Recommendations focused on gerontological nursing approaches that facilitate family-focused care for older adults residing in long-term care are included.

Co-production refers to a reciprocal process of exchange between diverse stakeholders, in order to generate outcomes that are only possible because of this deliberate intersection of difference. Whilst the concept of co-production appeals within and for futures studies, foresight and anticipatory politics, its conceptual messiness has been widely critiqued. Drawing upon an integrative literature review of co-production and concept formation in the social sciences, we identify three approaches that scholars of co-production have sought to mobilise in order to address this critique. Each approach offers a different perspective on what makes a 'good' social scientific concept: clarification, elucidation and provocation. Our analysis illuminates the value of holding different approaches to conceptualisation in tension, as a means of developing a richer and more contingent understanding of co-production to future studies' debates. In doing so, we open up new conceptual imaginaries for co-production and its prefigurative value within futures studies, offering more pluralistic ways of knowing in a context of radical uncertainty

Arts-based pedagogy (ABP) helps nursing students attain affective domain outcomes that are linked to ethical and moral development and professional value acquisition. This literature review identifies theoretical foundations of ABP, examples of art-inspired strategies that helps students achieve affective domain outcomes, and recommendations for using ABP to enrich nursing education. ABP enhanced student engagement, group connectivity, social-emotional learning, and critical thinking. Educators using ABP need to be sensitive to possible student vulnerability and emotional distress. Crown Copyright (C) 2021 Published by Elsevier Inc. on behalf of Organization for Associate Degree Nursing. All rights reserved.

AbstractObjectiveThe purpose of this study was to understand the experiences of families, residents, and staff around visitor restriction policies in long‐term care during the COVID‐19 pandemic in Canada.BackgroundBeginning in March 2020, public health orders across Canada restricted visitors to long‐term care facilities to curb the spread of the infection. This included family caregivers who provide significant support to residents to meet their physical, psychological, social, and safety needs.MethodWe collected data from publicly available news and social media. News articles, blogs, and tweets from Canada were collected from March 2020 to April 2021. In total, 40 news articles, eight blogs, and 23 tweets were analyzed using generic qualitative description.ResultsReports from family members indicate that some residents may have died from malnutrition, dehydration, and isolation, rather than from COVID‐19, because of the sudden and prolonged absence of family caregivers. There are long‐term impacts on family suffering and long‐term care worker burnout. Policy and structural issues were identified.ConclusionExperiences in long‐term care reflected not only impacts of pandemic‐related visitor restrictions, but also long‐standing funding and workforce issues.ImplicationsInvolvement of family, and specifically family caregivers, is crucial in policy decisions, even in unusual circumstances, such as the pandemic.

This paper takes as its starting point the question of whether there is an inherent tension between co-production and critique. Whilst the former requires engagement, proximity, situatedness, an inclusive definition of expertise and an action-orientation, the latter has traditionally been equated with disengagement, distance, academic expertise and theory-building. Tracing both the critique of co-production and the critique of critique, I suggest that co-producing critique could be one basis for rescuing both from their detractors. Drawing on my experiences in the Realising Just Cities programme (2010–2020), I argue that co-producing critique from within the university requires designing boundary spaces, intermediating between knowledge claims and balancing between articulated and attributed values for co-production. This gives rise to co-production as an epistemic praxis, not method, characterised by boundary work, epistemic choreography and triple shifting. I argue that whilst academics should argue for altogether different kinds of institutions, there is also value in recognising how we are tethered to our institutions. More attention should be paid to choreographing universities into, rather than out, of critical-engaged work, in order to mobilise their privilege and position for social justice.

How can students in an online classroom of one, often sitting in solitude in front of a computer, experience community? Theauthors suggest that in part, the answer lies in creating invitational online educational spaces through the use of ArtisticPedagogical Technologies (ATPs), particularly Photovoice (PV) a teaching strategy. A Zen paradox (or Zen koan) discussionis undertaken utilizing Palmer’s (2007) six paradoxes of pedagogical design as a framework for understanding how PV createsinvitational classrooms through the presence of paradox.

The purpose of this study was to understand the experiences of families, residents, and staff around visitor restriction policies in long-term care during the COVID-19 pandemic in Canada. Beginning in March 2020, public health orders across Canada restricted visitors to long-term care facilities to curb the spread of the infection. This included family caregivers who provide significant support to residents to meet their physical, psychological, social, and safety needs. We collected data from publicly available news and social media. News articles, blogs, and tweets from Canada were collected from March 2020 to April 2021. In total, 40 news articles, eight blogs, and 23 tweets were analyzed using generic qualitative description. Reports from family members indicate that some residents may have died from malnutrition, dehydration, and isolation, rather than from COVID-19, because of the sudden and prolonged absence of family caregivers. There are long-term impacts on family suffering and long-term care worker burnout. Policy and structural issues were identified. Experiences in long-term care reflected not only impacts of pandemic-related visitor restrictions, but also long-standing funding and workforce issues. Involvement of family, and specifically family caregivers, is crucial in policy decisions, even in unusual circumstances, such as the pandemic.