Bradley Buie

Manager, Communications and Engagement

Faculty of Health and Social Development, School of Health and Exercise Sciences, School of Nursing, Social Work
Office: ARTS 360C
Email: brad.buie@ubc.ca


Biography

 

 

Responsibilities

In my role as Manager, Communications and Engagement, I lead the development, implementation and evaluation of communications and engagement strategies for the Faculty.

 

Dr. Rachel Ollivier

 

Congratulations, Dr. Rachel Ollivier, 2016 BSN alumnus, on being recognized as one of Canada’s Top 100 Most Powerful Women by the Women’s Executive Network.

Dr. Ollivier is a nurse practitioner and women’s health scientist at BC Women’s Hospital + Health Centre and the Women’s Health Research Institute. In these roles, she provides care to underserved populations in the areas of cardiac health and complex gynecology while leading the development of a world-class menopause program. She is also an Adjunct Professor at UBC Vancouver’s School of Nursing and serves on the Board of Directors for the Canadian Association of Perinatal and Women’s Health Nurses and Options for Sexual Health. Last year, she was named one of North America’s Top 25 Women of Influence.

Dr. Ollivier’s research and education activities focus on postpartum sexual health and global maternal health. Her experience has included collaborating with local care providers in Zambia to develop updated neonatal fluid resuscitation practice policies, conducting hypertension research in Zambia and maternal health research in Tanzania, and teaching in graduate courses at the Muhimbili University of Health & Allied Sciences in Dar es Salaam. She also co-authored two systematic reviews exploring the timing of global maternal and neonatal morbidity and mortality (2022), which informed the World Health Organization’s latest maternal health guidelines. For more on Dr. Ollivier’s achievements areas of research and publications, visit her Adjunct Professor profile at UBC Vancouver’s School of Nursing.

As Dr. Ollivier had the honour of serving as valedictorian for her Bachelor of Science in Nursing class in 2016, the UBCO School of Nursing asked her to once again reflect on her time in the program, her approach to health, and the future of the nursing profession.

What were highlights from your time at UBCO doing your BSN? What are some of the learnings or experiences that have contributed to your career and approach today?

I look back on my time at UBCO very fondly. The BSN program offered such a variety of experiences and opportunities to be involved in activities, clubs, events, programs, and research both on and off-campus. For example, I was fortunate to partake in an international placement in rural Zambia as part of my final practicum in fourth year, something I worked towards and looked forward to throughout the program.

I also volunteered with Swimming with a Mission Okanagan (formerly Making Waves Okanagan), Options for Sexual Health, and the YMCA’s Beyond the Bell program, worked as a Peer Mentor and Research Assistant, served on the School of Nursing’s Comprehensive Practice Committee, and acted in various executive roles for the Global Nursing Citizens and the Nursing Course Union.

Completing my undergraduate degree at UBCO meant having the varied and meaningful opportunities of a large institution paired with sense of community of a smaller institution. I made some lifelong friends while in the program and, as a young adult at the time who was transitioning into a professional career, I learned a lot. Nursing is a program that goes beyond teaching theory in lectures or laboratories—you are expected to be very engaged in your environment and to think critically. You realize quickly that nurses can and do wear so many hats and truly walk hand in hand alongside their patients and communities. I really enjoyed feeling like what I was learning in the classroom was directly contributing to something or someone in a positive way. The BSN program taught me the importance of maintaining an informed and global perspective while providing me with the skills to effectively engage with others and enact change.

Do you have a philosophy of, or approach to, health and wellness?

Health is grounded in our social and physical environment(s), our relationships, our rights, and our ability to adapt. Health is also grounded in community—it takes a community to achieve and a community to maintain. Wellness, to me, is the ability to live fully and prosper in your endeavours, to have a sense of purpose in your life and the ability to pursue your dreams, to know love and connection, and to enjoy each day. Nursing has long viewed health in a multi-faceted way and was one of the first health professions to do so. Even today, nurses have an understanding that is informed directly by their work with people from all walks of life.

What are your thoughts on the nursing profession now and in the near future? What advice might you have for young nursing students or those contemplating entering the profession?

As the largest health profession in the world (29 million and counting), nurses are the pillar of health care and health systems. Nurses are also positioned in more diverse roles now than ever before- from serving on the Senate, to leading transformational change as the Chief Executive Officer, Chief Operating Officer, or VP of Research & Innovation of a health authority, to forensic nursing—opportunities in the profession are always expanding.

Nurses are also being increasingly recognized as experts and their knowledge is more valued, something that is long overdue and that we still need to improve on within health care. For those entering the profession or considering the profession, it is important to know that there are so many ways to ‘be a nurse’. Find what fuels you and what you can contribute while feeling valued. As a nurse, you bring your personal experiences, relationality, and unique perspectives to what you do. When patients can see themselves in their health care providers and feel understood, that is what allows us to provide best possible care.

Erika Wicklund

2017 BSN alumnus Erika Wiklund practiced in a variety of nursing roles before finding her bliss as co-owner and operator of Organic Glow Medical Aesthetics. 

Our skin’s health is more than skin deep. As Erika Wiklund, 2017 Bachelor of Science in Nursing alumnus, explains, “So much is connected to our skin’s health. It is a reflection of our general wellbeing, both physically and mentally, and plays a major role in confidence and feeling like our best selves.”

Pairing skin care with sound science is Erika’s passion. So much so that in 2019 she transitioned from her nursing position with Interior Health Outreach Urban Health to co-owning and operating her own business, Organic Glow Medical Aesthetics.

Her decision to take an entrepreneurial path stemmed from a few factors.

“I am the daughter of entrepreneurs and grew up with, and worked in, my family’s business,” says Erika. “I love the ability to create freely, build an intentional community, and develop a team that makes sense for us.”

“I view each piece of my career as a unique learning experience that shaped me into the nurse I am today.”

Additionally, while Erika had practiced in various roles, including in community nursing, long-term care and acute care, she didn’t feel she had yet found her niche and admits feeling a lot of guilt.

“You start to ask yourself, ‘Am I still a nurse?’” says Erika. “But I think what I learned is that we each need to find the role that reflects the best in ourselves and allows us to flourish. I view each piece of my career as a unique learning experience that shaped me into the nurse I am today.”

It’s no exaggeration to say that Erika glows as she talks about her work at Organic Glow. She relates stories of clients who first come to her in tears over skin issues and end up in tears of gratitude at having these issues resolved.

Erika Wiklund showing a client skin products at her business Organic Glow

Erika spent several years working in acute and primary care nursing before launching her business. A registered nurse, she is also a member of the Dermatology Nurses Association and is certified through the Canadian Association of Medical Aesthetics.

“Medical aesthetics can be viewed by some as a frivolous thing,” says Erika, “But there is so much to know about our skin and it’s many processes and the effects of such factors as sleep and diet. With my clients, I am an educator first, listening to their health needs and ensuring they understand their skin. I am also a big proponent of sun safety and helping clients protect themselves against skin damage and cancers.”

As Erika reflects on the changing landscape of nursing, she advises prospective and current students to keep an open mind and not be afraid to step out of stereotypes: “The education you receive is a great foundation that opens doors to many different paths.”

MSN student Ali Bawamia and Dr. Lise Olsen standing together.

“My goal is to contribute to a healthcare system that is inclusive, equitable, and responsive to the diverse needs of all individuals.”

Meet Ali Rashid Bawumia, UBC Okangan School of Nursing Master’s student. Ali came to the program with a strong background as a Senior Research Assistant and Nursing skills instructor at the University for Development Studies in Tamal, Ghana. With Dr. Lise Olsen he found a supervisor who aligned with his research interests in inclusive recreation participation and safety and injury prevention.

What is your background and what brought you to the Master in Science in Nursing program here at UBC Okanagan?

My name is Ali Rashid Bawumia, and I am from Kubugu in the North East Region of Ghana. Fluent in several languages, including English, Mamprusi, Twi, Hausa, and Dagbani, I pursued my Bachelor of Science in Nursing at the University for Development Studies (UDS) in Tamale. After completing my studies, I served as a Nursing Officer at Tamale Teaching Hospital, where I honed my clinical skills and developed a deep understanding of patient care. Currently, I am pursuing graduate studies here in the School of Nursing, where I also work as a Graduate Academic Assistant under the supervision of Dr. Lise Olsen.

My journey into nursing was driven by a passion for helping others and making a positive impact on my community. I am committed to continuous learning and professional development. My dedication to nursing is reflected in my efforts to provide high-quality healthcare, advocate for patients, and promote health and wellness. I believe in the importance of equity and justice in healthcare and strive to ensure that all individuals have access to the care they need.

What research are you currently undertaking with your supervisor, Dr. Lise Olsen?

I was particularly attracted to Dr. Lise Olsen’s research due to its strong focus on child and family health promotion, especially in the context of children with neurodevelopmental disabilities.

My background in nursing, combined with my role as a Senior Research Assistant and Nursing skills instructor at the University for Development Studies under Dr. Vida Yakong, provided me with extensive experience in teaching nursing skills, research skills and a keen interest in promoting health and well-being for children and families.

Dr. Olsen’s work on inclusive and safe recreation for families of children with autism spectrum disorders aligns with my research interests in inclusive recreation participation and safety and injury prevention. Her projects, such as implementing physical activity programs in communities for children with neuro-disabilities and assessing the feasibility and effectiveness of online resources to support active recreation for children with autism, resonate with my goals of contributing to community-based health initiatives and leveraging online programs to enhance child development and wellbeing.

What are some top learnings thus far?

Throughout my graduate program in Nursing, I have gained valuable insights both in the research area and the research process itself. Engaging in courses such as qualitative and quantitative research, health policy and nursing theories, and finding and integrating this knowledge has provided a solid foundation in understanding the multifaceted nature of nursing research.

My role as a Graduate Academic Assistant on Dr. Olsen’s projects— including Assessing Feasibility and Effectiveness of an Online Parent Resource to Support Safe and Active Sport and Recreation for Children with Autism Spectrum Disorders and the KidsAction project—has given me hands-on experience relevant for my upcoming thesis work. Being involved in these research projects has improved my practical research skills, such as data collection, analysis, and interpretation, which will be essential for my thesis. I have also gained insights into challenges faced by families whose children are experiencing neurodevelopmental challenges, and the importance of providing inclusive recreational opportunities to them to take part in recreational opportunities.

What is your vision for the future?

My vision for the future is to become a leader in nursing research and community health, leveraging my diverse background and experiences to make a meaningful impact on child and family health, particularly in underserved communities.

I envision myself continuing to collaborate on innovative research projects, such as those led by Dr. Lise Olsen, that explore inclusive recreation and support systems for autistic children and other neurodevelopmental conditions as well as for their families. Through these endeavors, I aspire to develop evidence-based interventions and policies that enhance the quality of life for families facing these challenges, both locally and globally.

Additionally, I am committed to fostering the next generation of nurses and researchers by engaging in teaching and mentorship roles. By sharing my knowledge and experiences, I hope to inspire others to pursue careers in nursing.

Ultimately, my goal is to contribute to a healthcare system that is inclusive, equitable, and responsive to the diverse needs of all individuals.

Where can people follow your work?

People can find me on my Ali Rashid Bawumia LinkedIn account.

Nomawn in front of Haida Gwaii Hospital and Health Centre in Daajing Giids.

For recent UBC Okanagan School of Nursing graduate Nomawn Shahzad, doing a rural and remote practicum in Haida Gwaii turned out to be a life-changing decision.

On the morning walk to his shift at the hospital, Nomawn watches the clouds glide along the shoreline. He passes the wharf where fishers prepare for their day. He hears the ravens and songbirds make their calls and breathes the crisp air, ripe with the smell of sea and cedar. All timeless reminders of the Haida Gwaii People, despite the upheavals of the past two centuries.

Called Daajing Giids, the village only recently restored its ancestral name. From 1891 to 2022 it was known as Queen Charlotte. Such examples of the Haida People’s resiliency are what most stand out for Nomawn.

“The efforts to preserve Haida culture, language, land, and ways of life were present everywhere,”  says Nomawn. “I’m grateful to have had the opportunity to learn about them.”

The close-knit, welcoming community was a decisive factor in Nomawn’s choice to do a Rural and Remote Practicum. Haida Gwaii had been recommended to him by some of his peers in the School of Nursing.

Nomawn and Friend

Nomawn and fellow nurse, Bronwyn, geared up for a boating adventure with Moresby Explorers.

“I was greeted and welcomed warmly wherever I went, and I quickly felt like I was part of the community,” says Nomawn. “It’s the kind of place where everyone always waves at one another.”

He found the same supportive environment at the Haida Gwaii Hospital and Health Centre. A typical shift might involve providing care to a combination of acute inpatients, long-term care patients, and some Emergency Department patients. He also assisted a public health nurse and community health nurse with a high school vaccine clinic and home health visits. Other days he worked in Emergency for the entirety of his shift.

“The hospital was a supportive, positive learning environment,” says Nomawn. “I found it easy to build relationships with the healthcare team and with patients and their families. I felt like I was blooming there.”

“Compassion and connection were always at the forefront of my interactions. The biggest reward is knowing you made a difference in someone’s life.”

The physicians and nurse preceptor he worked alongside routinely asked him to share his patient assessments and perspectives on triage and treatment options. These collegial conversations helped him consolidate his problem-solving and nursing skills.

When off shift, Nomawn and fellow nurses he befriended hiked, toured the many islands by zodiac, fished and crabbed.

“I really enjoyed learning how to flyfish with my preceptor,” says Nomawn. “That’s a skill unto itself.”

Nomawn with cutthroat trout

Nomawn bonded with his preceptor flyfishing in the Yakoun River.

When asked what was most rewarding about the rural and remote practicum, Nomawn is quick to answer.

“Compassion and connection were always at the forefront of my interactions,” says Nomawn. “The biggest reward is knowing you made a difference in someone’s life.”

The health care team obviously took notice of Nomawn’s commitment to care. They offered him a full time position at the hospital, which he has gratefully accepted and will start in September 2024.

For Nomawn, what once seemed far and away has become home.

“Ultimately, my experiences thus far in the MSN program have served to solidify my passion for the discipline of nursing and nursing research.”

Meet Karlee Fonteyne, UBC Okanagan School of Nursing Master’s student.  Karlee came to the program after working as an operating room nurse in her home province of Alberta. She found the program and her supervisor, Dr. Laura Struik, a perfect fit, and is currently researching augmented reality as a vaping cessation tool for youth. Karlee has received a number of awards, including most recently the CGS-M Canadian Institutes of Health Research (CIHR) award.

What is your background and what brought you to the Master in Science in Nursing program here at UBC Okanagan?

I was born and raised in a rural Alberta community. From a young age, I knew I wanted to work in healthcare in some aspect; I enjoyed supporting others and felt a natural pull to the health sciences. At the start of my undergraduate journey, I was unsure about the path to take as there are many health professions. It was when I spent time studying in the nursing building at the University of Alberta and sat in on a few classes that I first felt connected to the discipline of nursing. I loved how the professor explained that a key part of nursing is supporting the health of the whole individual with complex lived experiences and viewing the person as an active participant in their own care.

I transferred to the nursing faculty at U of A the following term and completed my Bachelor of Science Honours . Participating in the honours program afforded me a firsthand experience of the research aspects within nursing and sparked a passion. After graduating, I spent some time working in the operating room to gain some acute care experience as a registered nurse. My time there taught me a lot about interdisciplinary team dynamics, communication strategies, and how to better approach stressful situations.

Due to the nature of my husband’s job, we currently spend much of the year living outside Canada. Going with him, it was important to me that I could continue to develop and progress toward my professional goals. The UBC Okanagan Master in Nursing (MSN) thesis-based program was a perfect fit for me!

I greatly appreciate the program’s transparency and flexibility and the multifaceted support I have received from the Faculty of Health and Social Development and the School of Nursing. I have been fortunate to be the recipient of several awards throughout my first year, including the Joseph and Molly Degrazio Graduate Masters Entrance Award in Nursing, the Nursing Leadership Award, and the UBC Okanagan Graduate Research Scholarship. These awards and the CGS-M Canadian Institutes of Health Research (CIHR) award continue to facilitate my development as an emerging nursing scholar.

I am heading into my last course of the program, after which my focus will shift primarily to completing my thesis project. Throughout the courses, I have benefited significantly from the expertise shared by my professors and the diverse perspectives my peers offer. I have built some great professional connections that I hope to foster in the years to come. Ultimately, my experiences thus far in the MSN program have served to solidify my passion for the discipline of nursing and nursing research further.

 

Tell us about the research you’re undertaking with your supervisor, Dr. Laura Struik?

I am extremely fortunate to have Dr. Laura Struik as a mentor and supervisor. I connected with Laura through the recommendation of a faculty member who thought we would be a good fit, and they were right! Under Laura’s feedback and guidance, I have grown in skill and confidence as a young nursing researcher. Her unwavering passion for the field of nursing serves as a constant source of inspiration, propelling me forward in my academic and professional journey.

Dr. Struik’s research on understanding and addressing the complexities of the vaping epidemic grabbed my interest. I am excited to participate in vaping research as it is such an emerging issue. While many long-term health effects are suspected, it will be interesting to see in the years ahead. I think it is an issue with health implications that may define part of my generation. As such, I am proud to be doing research that can contribute to saving and improving lives through vaping prevention and cessation strategies.

I am currently working on my thesis project titled Youth and Young Adult-Driven Augmented Reality for Vaping Cessation: An Interpretive Description. Leveraging Augmented Reality (AR), this study pioneers an innovative approach to engage and empower young Canadians in their journey toward vaping cessation. The findings will inform the development of a mobile-based AR application that resonates with those affected by vaping. We are set to begin data collection this summer, pending ethics approval. I am also involved as a graduate research assistant with Dr. Struik and her team on a threefold project examining the socioenvironmental influences on quitting vaping.

 

What are some top learnings for you thus far?

Two big things come to mind. Firstly, research is very much a team effort; everyone brings a unique combination of their background, perspective, and skill set. This diversity fosters a rich environment for generating innovative ideas. As such, learning how to be a good collaborator is an essential component of success.

Secondly, it’s good to be pushed outside your comfort zone. This point, for me, has probably been the most impactful. I had the opportunity to participate in the Create in Immersive Technologies (CITech) program at UBCO in the fall 2023 term. This program brought together students in Master’s and PhD programs across various disciplines, including computer science, engineering, and the health sciences. It challenged us to work together on immersive technology and design thinking projects in small groups and with an industry partner. For me, it was a step in a different direction towards emerging technologies while trying to keep a foothold in nursing to relate what I was learning to the uses for healthcare. The coding and development aspect of the program was new for me and pushed me particularly far outside of my comfort zone to a new way of thinking; I learned a lot about myself and how I approach problem-solving. I also learned a great deal about immersive technologies, which will help inform my future research.

 

What is your vision for the future?

I plan to continue my thesis research in the Nursing PhD program. In addition to vaping research, I am fascinated by the intersection between healthcare and technology and plan to build my own research portfolio around this eventually. My end goal is to become a professor. I am interested in teaching as well as research and would love to be able to do both. This spring term, I have the opportunity to work as a teaching assistant for two courses in the School of Nursing. After so many years as a student, I am excited to taste the hard work that goes into a course from a different perspective.

 

Where can people follow your work?

I will be sharing my work on my LinkedIn account.

Man and woman in health care setting conversing.

Foundations for a Restorative Approach: Health Care Harm and Wellbeing, a new UBC Okanagan micro-credential course answers the urgent call from health care leaders across BC to shift towards a more holistic and healing approach to address health care harm and promote wellbeing in our health care system.

“A Restorative Approach is respectful and relational – it restores healing and raises understanding, which is critical for patient safety and quality care in today’s health care system. UBCO’s Foundations for a Restorative Approach course will help push us toward building a more respectful environment for quality care, which aligns with Health Quality BC’s commitment and purpose – to improve health care quality across British Columbia.” —Christina Krause, Chief Executive Officer, Health Quality BC

The current approach to address health care harm tends towards the defensive and adversarial, does not adequately consider context or complexity, and may re-traumatize all involved. By applying a restorative lens we can uncover the systemic roots of harm and illuminate the connection between individual experiences and larger structural issues to catalyze change within the health care system.

“Understanding how a restorative approach fits within an individual and organizational response to healthcare harm is invaluable learning for any healthcare professional or administrator. This is learning that has the potential to truly transform our transactional processes into something that is centred around the needs of patients/clients and providers. There is a better way, and learners from this program will be well-positioned to guide us.” —Shari McKeown,  Director, Patient Care Quality, Safety & Accreditation, Interior Health

This approach acknowledges the interdependence and interconnectness of people, systems, and structures. It recognizes the importance of relationships where wellbeing is deeply intertwined within the quality of relationships.

“I believe the restorative approach to healing from harm is critical to the health and well-being of patients, families and providers. We know that the ‘unfinished business’ of conversations left unhad or questions left unasked continue the pain and trauma as much as the event itself. Coming together in a safe and supported way to express apology and commit to learning is restorative for all parties and in fact is the only way to improve the system for the next patient and create some safety for the next encounter for the patient and family who was harmed. Healing happens for the provider as well, as long as hearts and minds are open.”Kathy MacNeil, Chief Executive Officer, Island Health

The course is founded on the work of scholars, such as Dr. Jennifer Llewellyn, Professor of Law, and Chair in Restorative Justice at the Schulich School of Law. She has advised governments and NGOs including the South African Truth and Reconciliation Commission, the United Nations and the Assembly of First Nations and Canadian Truth and Reconciliation Commission on the response to Residential School abuse.

In the micro-credential course, participants will apply the restorative approach to identify opportunities, analyze issues, and design principle-based strategies tailored to their context. This micro-credential is a strategic investment for healthcare professionals seeking to committed to positive change in how we address harm and promote wellbeing.

Learning outcomes include:

  1. Gain a comprehensive understanding of a restorative approach grounded in and guided by relational principles;
  2. Determine how a restorative approach applies to your work with attention to its potential to address injustices and inequalities of access and inclusion in health and other social care settings;
  3. Analyze and better understand systemic, structural and relational patterns and impacts related to harm and wellbeing in health and other social-care contexts;
  4. Assess existing policies and processes based on a restorative approach;
  5. Explore the application of a restorative approach to organizational culture with particular attention to the development of policy and processes; and
  6. Identify opportunities and design principle-based restorative approaches in your day-to-day practice.

Learn more about the course and apply for Foundations for a Restorative Approach: Health Care Harm and Wellbeing before March 13. The first course offering will be comprised of a cohort of 20 students and will run from March 20 to May 29.

If you have any questions on the course, please email Dr. Nelly Oelke (Nelly.Oelke@ubc.ca) Professor in the School of Nursing, UBC Okanagan.

Meet one of the School of Nursing’s newest postdoctoral fellows, Dr. Jelena Komanchuk. Jelena is passionate about the health inequities experienced by children facing adversity and is interested in conducting research to support children’s health.

 

“As a paediatric registered nurse, I observed developmental and health inequities experienced by children exposed to early adversity, such as neglect and abuse, but felt limited in my capacity to effect change,” says Jelena. “This led me to pursue a doctoral degree at the University of Calgary under the supervision of Dr. Nicole Letourneau and Dr. Judy Cameron, a neuroscientist at the University of Pittsburgh.”

 

For her doctoral research, she evaluated the effectiveness of the First Pathways Game—an online parenting program developed by Dr. Cameron—on children’s developmental outcomes and parent-child interactions. “The game has potential for widespread, sustainable use because it is freely available online,” says Jelena.

 

In her doctoral longitudinal study, Jelena retained 99% of a sample recruited from Calgary community organizations providing various services, such as support after experiences of family violence. Since comparable studies have reported 40% attrition, Jelena led a publication  on the recruitment and retention strategies utilized in her research. “These successes seem to be in large part due to the flexibility that I could offer with digital data collections and the knowledge and relational skills that I have developed as a paediatric nurse,” Jelena explained.

 

“I hope that this research encourages community agencies, health-care professionals and other researchers to utilize digital strategies to increase their reach to families who are underserved by traditional, in-person services,” says Jelena.

 

For her postdoctoral research fellowship, Jelena has joined Dr. Elizabeth Keys at her SLUMBER lab to learn about the sleep health of young children and their caregivers in foster and kinship care and how sleep relates to the caregiver-child relationship. “Research has shown that sleep is important for health and development, but we’re lacking information on the sleep of families in foster and kinship care,” explained Jelena. “It’s particularly important to prioritize this research as we have seen that children in foster and kinship care often experience other health and developmental inequities.”

 

She is in the early stages of this research and has been engaging with community partners in British Columbia to develop an advisory panel to receive feedback on the study plan. Jelena conveyed that she is “hearing from individuals who work with families in foster and kinship care that sleep is coming up frequently in discussions with these families and that this research is timely.”

 

If undergraduate students are interested in learning more about Jelena’s research or volunteering on the project, please reach out to her at jelena.komanchuk@ubc.ca.