Lakehead University Knowledge Commons

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Fostering compassionate care in long-term care settings
(2026) Iwanicki, Ryan; Bédard, Michel; Mazmanian, Dwight; Schoales, Cathy
Compassion is recognized as a catalyst for quality in healthcare. While the empirical study of compassion in healthcare has been facilitated by the emergence of the Sinclair Compassion Questionnaire (SCQ), its patient-reported design precludes its use among patients whose conditions prevent them from answering questions about the care they receive. This presents a particular barrier to compassion research in long-term care settings, where the prevalence of cognitive impairment is high, and increasing (Ng et al., 2020). Informal care-partners may be the sole source of information about compassionate care in these settings, but no tool is currently available to measure this construct from that perspective. To address this gap, this research sought to validate a new version of the Sinclair Compassion Questionnaire (SCQ-CP) which has been semantically adapted for use with care-partners. In the first phase of the study, the SCQ-CP was administered to a pilot sample of care-partners using Collin’s pre-testing framework (2003) to verify that the tool is comprehensible, acceptable, and user-friendly. In the second phase of the study, samples of individual care-partners and care-partner/resident dyads were recruited. Care-partners completed two questionnaire batteries, separated by a delay of 30 days. The first battery consisted of the SCQ-CP and the Canadian Health Care Evaluation Project (CANHELP) Lite Long-Term Care Questionnaire; the second, the SCQ-CP alone. Residents completed a single questionnaire battery consisting of the original SCQ. Statistical analyses evaluated internal consistency, convergent validity, SCQ/SCQ-CP congruence, and test-retest reproducibility. Results provided initial support for the use of the SCQ-CP as a psychometrically-sound measure of compassionate care in long-term care settings, thereby enabling further research on compassionate care in a setting that was previously out of reach.
Evaluating burnout and mental health among nurses in Northwestern Ontario: a 3-manuscript dissertation
(2026) Miller, Ainsley; Kristman, Vicki; Martin, Lynn; Scharf, Deborah
An evaluation of educators in Canada's acceptance of digital mental health tools
(2026) Stern, Amy; Mushquash, Aislin; Rawana, Edward; Maranzan, Amanda
Children and youth in Canada are experiencing rising mental health concerns, which increases their risk for further mental and physical health problems throughout their life (Beauchaine & Cicchetti, 2019). Given the varying severity of mental health difficulties in children and youth, it is imperative that mental health promotion and prevention efforts address these mental health difficulties before they progress or worsen. Mental health promotion and prevention interventions can strengthen one’s ability to regulate emotions, build resiliency, and promote positive social environments and networks (World Health Organization, 2024). Schools provide a community that can act as a venue for mental health promotion and delivery of care (Hoover & Bostic, 2021; Short et al., 2022; Vaillancourt, 2021). A possible cost-effective and innovative solution for mental health services in schools are digital mental health technologies (DMHTs). DMHTs can offer an easily accessible tool to increase mental health literacy and education to complement the mental health efforts already in place in schools (Wiguna et al., 2025). Currently, there is a lack of research examining educators' perspectives on these DMHTs and their acceptance of using these tools to promote student well-being (Sakellari et al., 2021). The current study recruited 141 educators throughout Canada and evaluated their acceptance of DMHTs in their (a) professional work and (b) personal lives using the Extended Unified Theory of Acceptance and Use of Technology 2 (UTAUT2) framework (Venkatesh et al., 2012); and examined relationships between educators’ individual differences variables (e.g., demographics, attitudes towards technology, personality, well-being, and digital self-efficacy) and their acceptance of DMHTs. Partial Least Squares Structural Equation modeling analyses were conducted to test the hypothesized relationship between the UTAUT2 constructs and acceptance of DMHTs in educators’ professional work and personal lives. We found that the constructs of Habit and Hedonic Motivation significantly predicted acceptance in their professional work, with age having a moderating effect with Habit on acceptance. Performance Expectancy was a significant and positive predictor of intent to use DMHTs in their personal lives. Regression analyses revealed that digital self-efficacy was a significant predictor of acceptance in both educators’ professional work and personal lives. General attitudes towards technology also predicted Behavioural Intention to use DMHTs in educators’ professional work. This study has the potential to inform future development and integration of DMHTs to promote well-being and emotion regulation within schools.
University students’ utilization and attitudes toward crisis lines/text services
(2026) Saxena, Arushi; Maranzan, Amanda; Tan, Josephine; Oinonen, Kirsten
There are growing concerns about the significant rise of mental health-related problems, symptoms of mental illness, and suicide attempts among postsecondary students in Canada. Expanding global research shows that initiatives focused on promotion, prevention, and early intervention yield positive results, such as reducing mental distress. The present study assessed postsecondary students’ attitudes toward and usage of crisis lines, including phone and text services. A sample of 221 students completed validated measures of current distress, attitudes towards crisis lines, help-seeking attitudes and behaviours, perceived helpfulness and usage of informal and formal mental health supports, as well as levels of self-stigma, self-reliance, and shame. Overall, students perceived crisis line/text services as significantly more helpful than they reported being likely to use them, and perceived crisis line and text services as most helpful for suicide-related concerns. Students used mental health and other health professionals, and internet resources, more frequently than crisis line/text services. The most common reason for non-use of crisis line/text services was a preference for self-reliance: wanting to solve the problem themselves, believing that the problem was not serious enough, or expecting that it would improve on its own. Positive attitudes towards seeking psychological help, and older age, were predictors of likelihood to use crisis line/text services in the future. Language also seemed to play a role, as participants reported the greatest likelihood of using a support line, followed by a help line, and a crisis line. Given the high levels of distress among university students and their limited engagement with crisis services, further research is needed to understand how postsecondary students perceive these services and what influences their decisions not to use them.
Evaluating Indigenous post-secondary student acceptance of The Aaniish Naa Gegii: The Children’s Health and Well-being Measure
(2026) Neufeld, Teagan; Mushquash, Aislin; Mushquash, Christopher; Spadoni, Michelle-Marie
Indigenous post-secondary students require access to culturally relevant tools to support their health and well-being. The Aaniish Naa Gegii: The Children's Health and Well-being Measure (ACHWM) is a culturally relevant tool developed and validated to measure the health and well-being of Indigenous children and youth aged 8-18. However, such a measure for Indigenous post-secondary students has yet to be created. The ACHWM may be a relevant tool to explore for Indigenous post-secondary students. This study assessed whether Indigenous post-secondary students accept the ACHWM and determined whether revision or adaptation is needed for this population. Overall, it was hypothesized that the ACHWM would be psychometrically reliable and valid, and that the Indigenous student population would accept the ACHWM, finding the measure relevant with minimal revision and no additional questions needed. Indigenous students (N = 91) were recruited using non-purposive sampling methods to complete an online questionnaire and an optional follow-up one-on-one cognitive interview to review the ACHWM items. The online questionnaire included the ACHWM, the WHOQOL-BREF, the WHO-5, an adapted UTAUT measure and individual item assessment of the ACHWM. The cognitive interviews included reviewing the ACHWM items to better understand Indigenous post-secondary students' acceptance. Results were consistent with most hypotheses such that the ACHWM is psychometrically reliable and valid amongst Indigenous post-secondary students, participants found items of the ACHWM relevant and needing minor revisions. However, unexpectedly, students suggested additional questions were needed to reflect their health and well-being better. Findings will inform future adaptation of the ACHWM to better support Indigenous students, with the goal of addressing the need for greater access to culturally relevant support.