Learning Outcomes

1. Pop culture in the classroom: Inspiring students to take action against intimate partner violence

2. Learning Outcomes • To influence nursing students to situate their nursing practice in the context of their values and beliefs; • To influence nursing educators to use innovative teaching strategies to engage and inform nursing students; • To inspire nurses to accurately assess and consistently screen for intimate partner violence across community health settings.

3. MRU Nursing Framework • Third year undergraduate nursing students • Curriculum • Family newborn course • Teaching and learning philosophy

4. Professional Attributes Primary Health Care PERSON Individual Family Community Population Professional Knowledge Professional Practices NURSING ENVIRONMENTAL CONTEXT OF CARE Physical Environment Historical Education & Literacy Gender Health Care Services Culture Sociocultural Social Environment and Support Networks Biology & Genetics Ethical Political Employment & Working Conditions Socioeconomic Status Legal Economic Personal Health Practices and Coping Skills Spirituality Local, National, Global Early ChildhoodDevelopment Psychological Technological Ecological Practice Setting

5. Context(s): Intimate Partner Violence Pregnancy/Postpartum Statistics • Intimate partner violence often starts in pregnancy. • Violence escalates during pregnancy. • If a woman has been abused during pregnancy, she will be abused in the postpartum. (Hart & Jamieson, 2001)

6. Context(s): Intimate Partner Violence and Screening • Calgary is the “domestic violence capital” of Canada; • Nurses tend to screen inconsistently and inaccurately; • Students tend to be nervous about screening; • Students see a range of screening practices; Innovative teaching strategies help address these contexts.

7. All men are…All women are… • People can be…

8. Cycle of Violence • Eminem and Rihanna: Love the way you lie (Walker, 1979, 2009)

9. Millennials: Teaching and Learning • Millennials (1982-2002) • Use innovative teaching strategies that include: • Creative, interactive exercises • Group activities • Popular culture • Media/Digital literacy (Johnson & Romanello,2005;Shepherd, 2012; Skiba & Barton, 2006, Trier, 2006).

10. Screening Questions

11. Screening Questions:Open-ended • Open-ended and General: • How have things been going between you and your partner since the baby’s birth? • Open-ended and More Specific: • Having a baby is a big change. Tell me about how you and your partner are dealing with your changing body and changing feelings? (Campbell, & Furniss, 2002; Nelson, Nygren, McInemey, & Klein, 2004).

12. Screening Questions:Closed-ended • Closed-ended and General: • You seem anxious and nervous. Is everything alright? • Closed-ended and More Specific: • At times, some women are afraid of their partners. Are you ever afraid that your partner will hurt you? • Closed-ended and Very Specific: • Has your partner ever: Hurt you? Hit you? Punched you? Kicked you? Pushed you? Slapped you? (Campbell, & Furniss, 2002; Nelson, Nygren, McInemey, & Klein, 2004).

13. The Question is the Intervention.

14. Responding to Intimate Partner Violence Family Guy: Horton Hears Domestic Violence

15. Feedback from Students • Anecdotal • Formal evaluations • Clinical stories

16. Contact Information • Genevieve Currie RN, MN • gcurrie@mtroyal.ca • 403-440-6904 • Lynn Corcoran RN, MN • lynnc@athabascau.ca • 403-282-2088; 1- 888-281-5812

17. References • Bloom, T., Bullock, L.F.C., Sharps, P., Laughon, K., & Parker, B.J. (2011). Intimate partner violence during pregnancy. In J. Humphreys & J.C. Campbell (Eds.), Family violence and nursing practice (2nd ed., pp. 155-179). New York, NY: Springer. • Campbell, J.C. & Furniss, K.K. (2002). Violence against women: Identification, screening, and management of intimate partner violence. Association of Women’s Health, Obstetric, and Neonatal Nurses. • Hart, L. & Jamieson, W. (2001). Responding to abuse during pregnancy: Overview Paper. National Clearinghouse on Family Violence. Ottawa, Canada: Health Canada. • Johnson, S.A. & Romanello, M.L. (2005). Generational diversity: Teaching and learning approaches. Nurse Educator, 30(5), 212-216.

18. References • Nelson, H.D., Nygren, P., McInemey, & Klein, J. (2004). Screening women and elderly adults for family and intimate partner violence: A review of the evidence for the U.S. Preventive Services Task Force. Annals of Internal Medicine 140(5) , 387-396Shepherd, L.J. (2012). Popular culture and world politics: Gender violence and popular culture. Florence, KY: Routledge. • Skiba, D.J. & Barton, A.J. (2006). Adapting your teaching to accommodate the Net Generation of learners. The Online Journal of Issues in Nursing, 11(2), 1-9. • Trier, J. (2006). Teaching with media and popular culture. Journal of Adolescent and Adult Literacy, 49 (5), 434-438. • Walker, L. E. (1979). The battered woman. New York, NY: William Morrrow Harper Collins. • Walker, L. E. (2009). The battered woman syndrome (3rd ed.). New York, NY: Springer.

19. Resources Alberta Health Services • http://www.connectnetwork.ca/ National Clearinghouse on Family Violence, publications • http://www.phac-aspc.gc.ca/ncfv-cnivf/index.php Family Violence Info Line 310-1818 (Alberta Government) • http://www.child.alberta.ca/home/593.cfm

20. Resources Art Works for Change: Violence, Women, and Art • http://www.artworksforchange.org/exhibition/off-the-beaten-path-violence-women-and-art/ Humphreys, J. & Campbell, J.C. (2011). Family Violence and Nursing Practice (2nd ed.). New York, NY: Springer