Roxie Thompson-Isherwood

Dalhousie University, Halifax, Nova Scotia, Canada

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Publications (2)1.13 Total impact

  • Josephine B Etowa, Sarla Sethi, Roxie Thompson-Isherwood
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    ABSTRACT: Using the grounded theory method, a substantive theory of surviving on the margin of a profession emerged as the core variable that explains the patterns of behavior of black nurses in Canada. Data were collected through audiotaped in-depth interviews of 20 black nurses. The three phases of this theory are realizing, surviving, and thriving and the three critical transitions points are the center, the margin, and the proving ground. The phases and transitions points, as well as the conditions that influence variations in the theory are the focus of this paper. These conditions include racism, diversity, and worklife issues such as healthy workplaces.
    Nursing Science Quarterly 05/2009; 22(2):174-81.
  • Brenda Paton, Roxie Thompson-Isherwood, Lorraine Thirsk
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    ABSTRACT: Preceptors teach students within complex, unpredictable, and often chaotic environments. The teaching expertise that preceptors acquire as they guide, facilitate, and evaluate student learning often is overlooked by both academia and service. The purpose of this triangulated research was to create a profile of nurse preceptors and reveal teaching expertise through the interpretation of preceptors' everyday experiences and challenges. The findings of this research are brought forward through the three main understandings of discovering, learning, and engaging. Dissemination occurred through the development of a collaborative Centralized Preceptorship Education Project that included three health regions, seven academic institutions, and professional regulating bodies, as well as the development of a preceptor educational framework, entitled Preceptors Matter. Our intent throughout the research and dissemination process was to legitimize the preceptor role by revealing expertise, connecting conversations, and offering opportunities for extension.
    Journal of Nursing Education 05/2009; 48(4):213-6. · 1.13 Impact Factor