Shannon Vandenberg PhD, RN
WNRCASN Nursing Education Research Grant
Victoria Froelich
WNRCASN Graduate Student Research Grant
Research Details
Nursing Education Research Grant
Shannon Vanderber
AN ANALYSIS OF THE KNOWLEDGE, ATTITUDES, AND PRACTICES OF NURSING STUDENTS TOWARD CLIMATE-DRIVEN VECTOR BORNE DISEASES
Abstract
Planetary health challenges, including climate change and the spread of vector-borne diseases, are creating emerging health risks for Canadians and the global population. Nurses, as the largest group of regulated healthcare professionals, are positioned to play a critical role in addressing these climate-related health impacts; however, evidence indicates they are not yet adequately prepared for this responsibility. This study aims to examine the knowledge, attitudes, and practices of undergraduate nursing students in Canada related to climate-sensitive vector-borne diseases. Using a quantitative, cross-sectional design guided by a Planetary Health framework, an anonymous 45-item online survey will be distributed through nursing student organizations, schools of nursing, and social media. Descriptive and comparative statistical analyses will explore differences in student responses by program year, province/territory, and Indigeneity. Findings from this study may inform curricular decisions to strengthen the integration of planetary health concepts in nursing education and better prepare graduates for emerging environmental and health challenges.
Graduate Student Research Grant
Victoria Froelich
Clinical Experiences and Perceived Influences on Retention Among Generation Z Nursing Students
Abstract
This study will use a qualitative descriptive design,
informed by a constructivist perspective, to explore how clinical learning environments influence nursing students’ experiences and retention intentions. Participants will be Generation Z (born 1997 – 2012) nursing students in their third or fourth year of a four-year BSN program, who have completed at least one medical/surgical clinical placement. Data will be collected from two semi-structured focus groups via Zoom (60-90 minutes), supported by a demographic questionnaire. Focus groups will be audio-recorded, transcribed verbatim, and participants will be offered transcript review for accuracy. Where needed, optional follow-up interviews may be conducted to clarify or expand on emerging themes. Data will be analyzed using inductive thematic analysis. This study will generate insights into student experiences of support, stress, and psychological safety within clinical environments and examine how these experiences influence retention intentions. Findings will inform nursing education
and clinical practice by identifying strategies to better support students and strengthen retention of the future nursing workforce.