Assistant Professor

ART 142
phone: 2508079963

BIOGRAPHY

I have a broad generalist nursing background in acute care, residential care, and community care, and specialized knowledge in the area of health support for those aging with chronic disease and disabilities. I am an experienced clinical practice teacher in the School of Nursing and have guided undergraduate students in clinical practicums on multiple general medical/surgical nursing units and in residential care. I am actively engaged in teaching undergraduate and graduate nursing theory courses and have led, or am involved in, multiple studies focused on teaching and learning in nursing.

The primary goal of my research program is to contribute to the body of knowledge used by nurse educators who teach in undergraduate nursing programs. I work collaboratively with instructors in the school of nursing to study teaching practices, learning environments, and implications of curricular changes. Current studies emphasize measuring skills, knowledge, and clinical judgments of nursing students using a variety of assessments such as online virtual simulation scores, questionnaires, and standardized classroom tests. Methods for data collection include the Delphi process, repeated measures, and convergent mixed methods.

A secondary goal of my research program to explore the complexities of care and the effects of changing staffing patterns in nursing homes. I am especially interested in the working conditions and expanded roles of more marginalized employees (care aides). Care aides are a valuable human resource and I am interested in their working environments, their knowledge, skills, and efforts.  Knowledge of their contributions as well as the conditions that strain their competencies is important because all of these factors affect quality of life for residents and families


EDUCATIONAL BACKGROUND

PhD Nursing, University of Alberta – 2012
MN Nursing, University of Calgary – 2005
BTSN Nursing Specialty Perinatal, British Columbia Institute of Technology – 2002
RN Nursing, Vancouver Community College – 1982


AWARDS & HONOURS

Awards for Teaching

  • 2016: Campus Health Golden Apple Award. To recognize faculty who support the health and well-being of students.
  • 2016: Centre for Teaching and Learning: Thank a Prof Program Recognition. This program provides an opportunity for students to thank instructors publicly for their support and efforts.
  • 2013: Teaching Honour Roll, Office of the Provost and Vice Principle, Academic and Research, University of British Columbia, Okanagan Campus
  • 2012: Teaching Honour Roll, Office of the Provost and Vice Principle, Academic and Research, University of British Columbia, Okanagan Campus
  • 2011: Teaching Honour Roll, Office of the Provost and Vice Principle, Academic and Research, University of British Columbia, Okanagan Campus

Awards for Scholarship

  • 2012: W. and H.E. Trusdale Graduate Award in Gerontology, Alberta Centre on Aging (value $500.00)
  • 2008: The Queen Elizabeth II Graduate Academic Scholarship Doctoral Level, University of Alberta (value $15,000)
  • 2008: Herman and Elly de Jongh Graduate Academic Scholarship in Gerontological Nursing, University of Alberta (value $1,000)
  • 2006: Provost Doctoral Entrance Award, University of Alberta (value $5,000)
  • 2005: Canadian Association on Gerontology Travel Award for presentation of research at the 18th Congress of Gerontology in Rio de Janeiro, Brazil, University of Calgary (value $1,000)
  • 2003: Graduate Student Academic Scholarship – Alberta Learning, University of Calgary (value $3,000)

RESEARCH AND TEACHING

Courses Taught:

  • N111: Undergraduate Nursing Theory Course
    • 2018 – 2019 (scheduled)
    • 2017 – 2018
    • 2016 – 2017
  • N122: Undergraduate Nursing Theory Course
    • 2014 – 2015
  • N130: Direct Supervision of Undergraduate Students in Clinical Practice in Residential Care or Rehabilitation Medicine (Consolidated Practice)
    • 2011 – 2012
    • 2010 – 2011
    • 2009 – 2010
  • N211: Undergraduate Nursing Theory Course
    • 2015 – 2016
  • N214: Direct Supervision of Undergraduate Students in Clinical Practice on a Surgical or Medical Nursing Unit
    • 2011 – 2012
    • 2010 – 2011
    • 2009 – 2010
    • 2008 – 2009
    • 2007 – 2008
    • 2006 – 2007
  • N221: Undergraduate Nursing Theory Course
    • 2011 – 2012
    • 2010 – 2011
    • 2009 – 2010
    • 2008 – 2009
    • 2007 – 2008
  • N224: Direct Supervision of Undergraduate Students in Clinical Practice on a Surgical or Medical Nursing Unit
    • 2014 – 2015
    • 2012 – 2013
    • 2011 – 2012
    • 2010 – 2011
    • 2009 – 2010
    • 2008 – 2009
    • 2007 – 2008
  • N230: Indirect Supervision of Undergraduate Students in Clinical Practice on Surgical or Medical Nursing Units (Consolidated Practice)
    • 2009 – 2010
    • 2008 – 2009
  • N335: Undergraduate Nursing Theory Course
    • 2016 – 2017
    • 2015 – 2016
  • N424 and N430: Indirect Supervision of Undergraduate Students in Clinical Practice on Surgical or Medical Nursing Units (Consolidated Practice)
    • 2018 – 2019 (scheduled)
    • 2017 – 2018
  • N521: Graduate Nursing Theory Course
    • 2014 – 2015
  • N523: Graduate Nursing Theory Course (Online)
    • 2018 – 2019 (scheduled)
    • 2017 – 2018
    • 2016 – 2017
    • 2015 – 2016

Research Lab: Complexities of Care in Nursing Homes Research Lab

Research Lab: Innovation in Nursing Education Research Lab

 


CURRENT AREAS OF RESEARCH
Populations:
Nursing students
Older people
Approaches:
Quantitative/qualitative
Delphi process
Repeated measures
Topics:
Teaching and learning
Innovations in nursing education

RESEARCH PROJECTS

Funded research projects:

  • 2018 Collaborative Research Mobility Award Competition ($9000.00).  Expanding the Centre for Health Education Scholarship (CHES) to UBC Okanagan and the Southern Medical Program. Principal Investigators: Cheryl Holmes and Glenn Regehr. Co Investigators: Andersen, E., Baylis, J., Crichton, S., Epp, S., Labun, C., Oyedele, O., Rasmussen, B., Rush, K., Ting, D., & Willis-Stewart, S.
  • 2016 Canadian Institutes of Health Research (CIHR) Project Grant ($1,065,8837.00). Safer Care for Older Persons in Residential Environments (SCOPE). Co-Principal Investigators: Adrian Wagg and Carole Estabrooks. Co Investigators: Andersen, E., Anderson, C., Anerson, M., Anderson R., Baumbusch, J., Berta, W., Clement, F., Collins, M., Cranley, L., Cummings, G., Dewar, D., Dearing, J., Doupe, M., Forbes, H., Ginsburg, L., Holroyd-Leduc, J., Keefe, J., Knopp-Sihota, J., Kozak-Campbell, C., Lamont, L., Lanham, H., Mackenzie, I., Mansell, L., McGregor, M., McLeod, D., Norton, P., Profetto-Mcgrath, J., Regier, C., Reid, C., Risling, E., Taylor, D., Trinidad, G.  This project is a randomized controlled trial designed to examine the effect of a quality improvement intervention which empowers Care Aides to take the lead on improvement strategies within their nursing homes. The project has a 3.5 year timeline. Study sites are secured and data collection is scheduled to begin in 2018.
  • 2015 Collaborative Team Building Award: Rural Health Services Research Network of British Columbia ($5000.00). Investigating the Potential for A Dementia Friendly Community in the District of Sicamous, British Columbia. Sicamous City Council and The University of British Columbia (Okanagan). Elizabeth Andersen and Gareth Jones (Co Principal Investigators), with Mary Ann Murphy, Social Work; Keith Culver, Management and Chair of the Regional Social and Economic Development Institute; and Betty Brown, Interior Health Authority .
  • 2015 Canadian Institutes of Health Research (CIHR) Open Operating Grant ($756,827.00). Improving Nursing Home Care through Feedback On PerfoRMance Data (INFORM).  Principal Investigator: Estabrooks, C.A., Co Principal Investigator: Wagg, A., Co Investigators: Andersen, E., Anderson, R., Baumbusch, J., Berta, W., Doupe, M., Keefe, J.,  Cranley, L., Cummings, G., Dearing, J., Ginsburg, L., Hoben, M., McGregor, M., Norton, P., Lanham, H., Profetto-McGrath, J., Reid, C., Senthilselvan, A., Smith, M., Squires, J., Teare, G., Thompson, G., (KUs): Anderson, C., Anderson, M., Bloemink, K., Cook, H., Collins, M., Dacombe Dewar, L., Davidson, H., Klaasen, K., Lamont, L., Mansell, L., McBain, K., Regier, C., Risling, E., Schalm, C., Taylor, D., Trinidad, G. (Collaborators): Nicklin W., Schutz, M. The purpose of this study is to systematically evaluate a tailored intervention targeting the leaders in nursing home settings. The intervention is designed to feed back performance data from research findings to initiate improvement. The study sites are 45 urban nursing homes in Manitoba, Alberta, and British Columbia. Leaders in the nursing homes were randomly assigned to one of three groups: standard feedback, basic assisted feedback, and enhanced assisted feedback. The project has a 3.5 year timeline.
  • 2015 Innovations in Teaching and Learning Research Grant ($8350.00). Principal Investigator: Elizabeth Andersen, Co Investigator: Lisa Moralejo.  The purpose of this study is to measure undergraduate nursing students’ cumulative knowledge, skills, and perceptions of confidence in pharmacology and microbiology pre and post curriculum changes. Undergraduate-nursing students complete pharmacology and microbiology testing – pre and post curriculum changes. Data collection began in n April 2015 (current program) and will occur in April each year until April 2018.
  • 2015 BC Cancer Foundation. Improving Communication and Decision-making in Cancer Patients ($98,425.00). Carole Robinson and Kathy Rush (Co-Principal Investigators), with Gillian Fyles, Michael McKenzie, Doris Barwich, Kathy L. Rush, and Elizabeth Andersen (Co-Investigators). The purpose of this study is to investigate how prepared cancer patients are to engage in conversations with their oncologists. This study will compare three tools currently available to cancer patients to help them prepare for these difficult conversations. The ultimate goal is to increase the quality and quantity of advanced care planning in ambulatory cancer care.
  • 2014 Peter Wall Institute for Advanced Studies – Wall Solutions ($49,976.00). Carole Robinson and Kathy Rush (Co-Principal Investigators), with Barb Pesut, Joan Bottorff, and Elizabeth Andersen (Co-Investigators). This study is a pilot study of a family palliative caregiver decision support guide developed to support decision-making over time. The utility and effectiveness of the guide will be evaluated in a rural setting using volunteers and in an urban setting using palliative nurses. Optimal implementation strategies will be identified. Data collection techniques include: semi-structured interviews with family caregivers, pre-post questionnaires and end-of-study survey for family caregivers, and end-of-study focus groups with volunteers and palliative nurses. Data collection began in January 2015.
  • 2013 Rural Health Services Research Network Collaborative Team Award  ($5000.00). Princeton – UBC – SOHC Healthcare Research. Principal Investigator Barb Pesut, with Princeton community members, Nelly Oelke, Elizabeth Andersen, Kathy Rush, and Carole Robinson. The purpose of this team project was to build knowledge about how to improve care for individuals living with life-limiting chronic illness in the rural community of Princeton, BC. The team: a) surveyed resources that support individuals and their families living with life-limiting chronic illness to identify resource gaps in the community so that priority problems for research could be identified; b) completed a literature review of current rural healthcare models and resources compiled in an annotated bibliography used to inform team discussions; c) completed a gap analysis and identification of the top three priorities for research in the community.
  • 2013 Canadian Institutes of Health Research (CIHR) Planning Grant ($23,785.00). Principal Investigator: Elizabeth Andersen. Co Investigator Maura MacPhee, with Heather Cook and Farinaz Havaei.  This project was an environmental scan of nursing homes in BC and included: a) a comprehensive review of the literature to determine structures and processes associated with contemporary staffing models; b) development of a Staffing Model Structures and Processes survey based on the literature review; c) a survey of nursing home administrators to determine structures and processes associated with staffing models. The scan deliverables were an annotated bibliography of key literature on LTC staffing models, collated data from the provincial survey distributed to all LTC facility administrators and key stakeholders, and a review of models and modes of care.
  • 2013 UBC Internal Individual Research Grant ($4,944.50). Principal Investigator: Elizabeth Andersen, Co Investigator Farinaz Havaei.  This pilot study was designed to test a Canadian tool developed to measure the relational care that care aides provide to residents living in nursing homes (from the residents’ perspectives). To ensure convergent and discriminant validity as well as ease of use, we administered the RCS and two known tools to 62 eligible and consenting residents who lived in five nursing homes in BC. Expanded testing demonstrated its recurring reliability and validity.

Unfunded research projects: 

  • 2017 Measuring Undergraduate Nursing Students’ Clinical Judgments Pre and Post Curriculum Revision. Principal Investigator Elizabeth Andersen. Co-Investigators: Lisa Moralejo, Lindsay Kennedy, and Colleen DuManoir. In this study, we use virtual simulation to compare the clinical judgments and perceptions of confidence of fourth year nursing students in the current integrated nursing curriculum to the clinical judgments and perceptions of confidence of fourth year nursing students in the intentional learning curriculum. Data collection began in late 2017 and will end in late 2018.
  • 2017 Measuring Student Responses in and Instructors’ Perceptions of Teacher Evaluation Questionnaires (TEQs), Pre-and Post InterventionPrincipal Investigator Lisa Moralejo. Co-Investigators: Elizabeth Andersen, Lindsay Kennedy, and Norma Hilsmann.  In this study we investigate if an intervention for students, focused on providing effective feedback to peers and others, will influence the aggregate numerical responses and the nature (tone and content) of the students’ TEQ comments, and if an intervention for instructors focused on providing peer support and contemplation of experiences receiving TEQ feedback will influence their perceptions of TEQs overall, their perceptions of their own TEQs and their physical and emotional responses to your TEQ results. Data collection began in January 2018.
  • 2016 Investigating the Potential of the Unconscious Mind and the Concept of Distraction To Enhance the Reflective Capacities of Nursing Students Principal Investigator: Elizabeth Andersen. Co-Investigators: Lise Olsen, Jackie Denison, Manuela Reekie, and Heather Hurren. In this multi-site study, we used a randomized crossover (repeated measures) design to explore the effectiveness of a teaching intervention designed to refresh and inspire undergraduate nursing students and enhance their capacities to generate ideas during reflective, debriefing discussions facilitated by nursing instructors. We collected data from 15 clinical groups to test the feasibility and acceptability of the intervention, the proposed protocol, the related data collection instruments, and materials with 1st year students.
  • 2015 Constructing a Theory of Planned Behaviour Questionnaire (TPBQ). Principal Investigator: Elizabeth Andersen. Co-Investigators: Lise Olsen, Jackie Denison, Manuela Reekie, and Heather Hurren. A TCBQ must be created for each and every study that it is applied to, so that it is compatible with the behaviour to be tested.  Between September and December 2015, we developed a TPBQ by administering an open-ended elicitation questionnaire based on the theoretical main constructs to 50 consenting undergraduate nursing students who had recent experiential knowledge of post-clinical discussions.  A content analysis of their responses enabled us to construct items in the form of a 7-point Likert scale (1 = disagree to 7 = agree) for use in the pilot study. The TPBQ will be potentially useful to nurse researchers who wish to measure how changing the teaching context, methods, or practices, affect nursing students’ reflective capacities and intentions to participate in reflective discussions. At present, there are no instruments designed specifically for this purpose.

GRADUATE SUPERVISION
  • Start Date August 2017 Cheryl Van Vliet-Brown, Master of Science in Nursing (Scholarly Paper): Committee Member
  • Start Date April 2017 Cheryl Daniels, Master of Science in Nursing (Scholarly Paper): Supervisor
  • Start Date February 2017 Gail Crockford, Master of Science in Nursing (Thesis): Committee Member
  • Start Date November 2016 Akamdeep (Niki) Kandola, Master of Science in Nursing (Thesis): Committee Member
  • Start Date April 2016 Renee’ Gauthier, Master of Science in Nursing (Thesis): Supervisor. Completed June 2018
  • Start Date January 2016 Manu Gill, Master of Science in Nursing (Scholarly Paper): Supervisor. Completed June 2018
  • Start Date May 2015 Monique Karlstrom, Master of Science in Nursing (Thesis): Supervisor. Completed June 2018
  • Start Date May 2015 Jane Mushta, Master of Science in Nursing (Scholarly Paper): Committee Member. Completed June 2017
  • Start Date September 2014 Lynn Kulchyski, Master of Science in Nursing (Scholarly Paper): Supervisor. Completed June 2017
  • Start Date January 2014 Nicole Seyl, Master of Science in Nursing (Scholarly Paper): Committee Member. Completed December 2014
  • Start Date September 2013 Louise McIntosh, Master of Science in Nursing (Scholarly Paper): Supervisor. Completed June 2014
  • Start Date January 2014 Natalia Elisa Duarte, Doctoral Sandwich Program in partnership with Federal University of Rio de Janeiro (Canadian Supervisor). Completed December 2014

 


PUBLICATIONS

Refereed Publications:

Policy on Authorship: The first author listed has made the most significant contributions to the publication, most often in the role of primary investigator. If an author is listed after the first author, the author played an essential role in the theoretical development and/or interpretation of the findings and/or writing of the published material – as a colleague, supervisor or committee member. The symbol * denotes an undergraduate or graduate student under my supervision.

Scientific Journal Ranking (SJR): H index is a measure of influence of scholarly journals while quartile ranking is a meaure of the journal rank in a particular category. Q1 = top 25%, Q2 = top 50%

*Karlstrom, M., Andersen, E., Olsen, L., & Moralejo, L. (2018). Unsafe student nurse behaviours: The perspectives of expert clinical  nurse educators. Currently in review by Nurse Education Today. H index 57; Q1

Palfreyman, S., Andersen, E., Doupe, M., Knopp-Sihota, J., Poss, J., & Wagg, A. (2018). The association between obesity and wounds: A cross-sectional study of Western Canadian nursing home residents. Currently in review by the Journal of American Medical Directors Association. H index 67; Q1

Andersen, E., Olsen, L., Denison, J., Zerin, I., & Reekie, M. (2018). “I will go if I don’t have to talk”: Nursing students’ perceptions of reflective, debriefing discussions and intent to participate. Currently in review by Nurse Education Today. H index 57; Q1

*Gill, M., Andersen, E., & Hilsmann, N. (2018). Best practices for teaching pharmacology to undergraduate nursing students: A systematic review of the literature. Currently in review by Nurse Education Today. H index 57; Q1

*Friesen, L. & Andersen, E. (2018). Best practices in collaborative and interdisciplinary palliative education for healthcare assistants: A qualitative metasummary. Currently in review by Journal of Nursing Management. H index 56; Q1

*Mushta, J., Rush, K., & Andersen, E. (2017). Failure to rescue as a nurse sensitive indicator. Nursing Forum (Wiley Online Library early view ahead of publication): doi: 10.1111/nuf.12215  H index 28; Q2

Andersen, E., & Spiers, J.  (2016) Care aides’ relational practices and caring contributions. The Journal of Gerontological Nursing, 42(11). 24-30.  DOI: 10.3928/00989134-20160901-03       Article includes a Continuing Nursing Education Activity (CNE). H index 44; Q2

Andersen, E. (2016). Enhancing the clinical reflective capacities of nursing students. Nurse Education in Practice, 19, 31e-35e. http://dx.doi.org/10.1016/j.nepr.2016.04.004  H index 33; Q1

Andersen, E. & Moralejo, L. (2016). Using the Delphi process to attain expert concensus on bioscience concepts, topics, and skills in undergraduate nursing curricula. Journal of Nursing Education and Practice, 6(1), 67- 75. doi: 10.5430/jnep.v6n1p67 (Open Access)

*McIntosh, L., Andersen, E., & Reekie, M.  (2015).  Conservative treatment of stress urinary incontinence in women: A Scoping Review of the Literature. Urologic Nursing 35(4), 179-186, doi: 10.7257/1053-   816X.2015.35.4. H index 20; Q3

Andersen, E., & Spiers, J. (2015).  Alone in Eden: Care aides’ perceptions of consistent assignments.  Western Journal of Nursing Research, 37(3), 394-410.  DOI: 10.1177/019394591452190  H index 50; Q1

Andersen, E., & Havaei, F.  (2015).  Measuring relational care in nursing homes:  Psychometric evaluation of the relational care scale.  The Journal of Nursing Measurement. 23(1), 82-95. DOI: 10.1891/1061-3749.23.1.82  H index 30; Q3

Andersen, E., *Smith, M., & Havaei, F.  (2014).  Nursing Home Models and Modes of Service Delivery: Review of Outcomes. Healthy Aging Research, 3(13).  DOI: 10.12715/har.2014.3.13

Andersen, E., Raffin-Bouchal, S., & Marcy-Edwards, D. (2013).  “Do they think I am a pack rat?” The misery of compulsive acquisition.  Journal of Elder Abuse and Neglect, 25(5), 438-452. DOI: 10.1080/08946566.2013.770317   H index 30; Q2

Andersen, E., Strumpel, C., Fensom, I., & Andrews, W.  (2011).  Implementing team based learning in large classes: Nurse educators’ experiences.  The International Journal of Nursing Education Scholarship, 8(1),   1-16. DOI: 10.2202/1548-923X.2197   H index 25; Q1

Andersen, E.  (2009).  Nurse aides working in long-term residential care: A qualitative metasummary encompassing roles, working environments, work satisfaction, and factors affecting recruitment and retention.  The Global Journal of Health Science, 1(2), 2-41. Retrieved from: http://www.ccsenet.org/journal/index.php/gjhs  H index 12; Q3

Andersen, E., Silvius, J., Slaughter, S., Dalziel, W., & Drummond, N.  (2008).  Lay and professional expectation of  cholinesterase inhibitor treatment in the early stage of Alzheimer’s disease.  Dementia: The International  Journal of Social Research and Practice, 7(4), 545-558.  DOI: 10.1177/1471301208096634 H index 26; Q3

Andersen, E., Raffin-Bouchal, S., & Marcy-Edwards, D. (2008).  Reasons to accumulate excess:  Older adults who hoard possessions.  Home Health Care Services Quarterly, 27(3), 187-216.  DOI: 10.1080/01621420802319993   H index 23; Q2

Andersen, E. (2008).  Being below the horizon:  The dwelling place of the nurse aide.  The International Journal for Human Caring, 12(4), 15-20. Retrieved from: https://iafhc.wildapricot.org/

Andersen, E.  (2007).  Participant retention in randomized, controlled trials: The value of relational engagement.  The International Journal for Human Caring, 11(4), 46-51. Retrieved from: https://iafhc.wildapricot.org/

Non-Refereed Publications:

*Taschuk, B., *Zhang, W., *Flint, R., *Howlett, C., & Andersen, E. (2017). Gaining awareness: Cultivating clinical relection in nursing students. Nurse Education in Practice, 23, A1-A2. DOI: 10.1016/j.nepr.2016.09.004

Andersen, E., & Spiers, J. (2014). Authors’ response to commentary by Cheryl Kruschke and Denise Hyde. Western Journal of Nursing Research, 37(3). 415-416. DOI: 10.1177/0193945914558671

Andersen, E., MacPhee, M., Havaei, F., Cook, H., & *Smith, M. (2014). Report of Research for Nursing Home Managers: An Environmental Scan of Provincial Nursing Home Models and Modes of Service Delivery.