top of page

Resources

*Please note this resource list is not exhaustive, rather a sampling of resources for further consideration.*

  • Ahmed, N., & Schwind, J. K. (2018). Supporting middle-school students’ sense of well-being through mindfulness and the Narrative Reflective Process. Reflective Practice, 19(3), 412-425.

  • Aksenchuk, K. (2013). Patients’ experiences of interprofessional care: A narrative inquiry. (Unpublished master’s thesis). Toronto Metropolitan University, Canada.

  • Aksenchuk, S. (2019). Personal illness experience of my adolescent self: An arts-informed Narrative Inquiry self-study. (Unpublished master’s thesis). Toronto Metropolitan University, Canada.

  • Allen, P. B. (1995). Art is a way of knowing: A guide to self-knowledge and spiritual fulfillment through creativity. Shambhala Publications, Inc.

  • Allen, P. B. (2005). Art is a spiritual path: Engaging the sacred through the practice of art and writing. Shambhala Publications, Inc.

  • Barker, P. (2001). The tidal model: Developing a person-centred approach to psychiatric and mental health nursing. Perspectives in Psychiatric Care37(3), 79-87.

  • Barker, P. (2002). The tidal model. Journal of Psychosocial Nursing & Mental Health Services40(7), 42-50.

  • Baumann, M., Peck, S., Collins, C., & Eades, G. (2013). The meaning and value of taking part in a person-centred arts programme to hospital –based stroke patients: Findings from a qualitative study. Disability & Rehabilitation35(3), 244-256. doi: 10.3109/09638288.2012.694574

  • Beanlands, H., McCay, E. Fredericks, S. Newman, K., Rose, D., Santa Mina, E., Schindel Martin, L., Schwind, J., Sidani, S., Aiello, A., & Wang, A.  (2019). Decreasing stress and supporting emotional well-being among senior nursing students: A pilot test of an evidence-based intervention.  Nurse Education Today, 76, 222-227. https://doi.org/10.1016/j.nedt.2019.02.009

  • Beanlands, H., McCay, E., Wang, A., Aiello, A., Schwind, J., Schindel Martin, L., Santa Mina, E., Rose, D., Fredericks, S., & Newman, K. (2020). Exploring undergraduate nursing students’ experiences of engaging with a Dialectical Behavior Therapy-Skills Group intervention: Findings of a thematic analysis. Canadian Journal of Nursing Research, Jan 7, 0(0), 1-8.  https://doi.org/10.1177%2F0844562119896487

  • Bennett, L. (2008). Narrative methods and children: Theoretical explanations and practice issues. Journal of Child and Adolescent Psychiatric Nursing, 21(1), 13-23.

  • Bergum, V., Godkin, D., 2008. Nursing research and the transformative value of art. (pp.603-612). In: J. G. Knowles, J., Cole, A. (Eds.), Handbook of the ARTS in qualitative research. Sage. 

  • Beuthin, R., (2014). Stories of aging with HIV: (Un)certainity and sense making, (Unpublished doctoral dissertation). University of Victoria, Canada.

  • Bevis, E. O., & Watson, J. (1989). Toward a caring curriculum: A new pedagogy for nursing.  National League for Nursing.

  • Bickel, B., McConachy, Jordan, N. A., & Bartley, W. (2011). Gestating art in the matrixial labyrinth. Mothering and the Environment: The Natural, The Social, The Built: The Journal of the Motherhood Initiative for Research and Community Involvement, 2(1), 148-170.

  • Bickel, B., Springgay, S., Beer, R., Irwin, R. L., Grauer, K., & Xiong, G. (2010).  A/r/tographic collaboration as radical relatedness. International Journal of Qualitative Methods, 10(1), 86-102.

  • Binder, M. J., Martin, J., & Schwind, J. K. (2018). Exploring teaching-learning scholarship through mindful conversations. (pp. 83-98). In N. Lemon & S. McDonough, The mindful scholar-practices and perspectives. Springer. 

  • Black, A. (2011). Making meaning with narrative shapes: What arts-based research methods offer educational practitioners and researchers. Studies in Learning, Evaluation Innovation and Development, 8(2), pp. 67-82.

  • Bohm, D. (2010). On dialogue. Routledge. (Original work published 1996)

  • Boomer, C., Collin, I., & McCormack, B. (2008). “I have a dream”: A process for visioning in practice development. Practice Development in Health Care, 7(2), 70-78.

  • Boykin, A., & Raines, D. A. (2006). Design and structure as an expression of caring. International Journal of Human Caring, 10(4), 45-49.

  • Braine, M. (2008). Exploring new nurse teachers perception and understanding of reflection: An exploratory study. Nurse Education in Practice, 9, 262-270.

  • Buber, M. (1996). I and thou. (W. Kaufmann, Trans.). Touchstone. (Original work published 1970)

  • Buila, S., & Swanke, J. R. (2010). Patient-centered mental health care: Encouraging caregiver participation. Care Management Journals, 11(3), 146-50.

  • Butterwick, S. & Lawrence, R. L. (2009). Creating alternative realities: Arts-based approaches to transformative learning. (pp. 35-45).  In J. Mezirow, E. W. Taylory, & Associates (Eds.), Transformative Learning in practice: Insights from community, workplace, and higher education. Jossey-Bass.

  • Campana, A. (2011). Agents of possibility: Examining the intersections of art, education, and activism in communities. Studies in Art Education: A Journal of Issues and Research in Art Education, 52(4), 278-291.

  • Campbell, L. (2011). Holistic art education: A transformative approach to teaching art. Art Education, 64(2), 18-24.

  • Carper, B. A. (1978). Fundamental patterns of knowing in nursing. Advances in Nursing Science, 1(1), 13-23.

  • Carr, G. (2007). Changes in nurse education: Being a nurse teacher. Nurse Education Today, 27, 893-899.

  • Casey, B. (2009). Arts-based inquiry in nursing education. Contemporary Nurse, 32(1-2), 69-82.

  • Cautillo, F. P. (2008). Teaching the whole child during the times of accountability. In J. K. Schwind & G. M. Lindsay (Eds.), From experience to relationships: Reconstructing ourselves in education and healthcare. (pp. 97-114). Information Age Publishing Inc.

  • Chan, E. A., & Schwind, J. K. (2006). Two nurse-teachers reflect on acquiring their nursing identity. Reflective Practice, 7(4), 303-314.

  • Charon, R. (2001). Narrative medicine: Form, function, and ethics. Annals of Internal Medicine, 134(1), 83-87.

  • Charon, R. (2006). Narrative medicine: Honoring the stories of illness. Oxford University Press.

  • Charon, R. (2009). Narrative medicine as witness for the self-telling body. Journal of Applied Communication Research, 37(2), 118-131.

  • Cheng, I. K. S. (2010). Transforming practice: Reflections on the use of art to develop professional knowledge and reflective practice. Reflective Practice: International and Multidisciplinary Perspectives, 11(4), 489-498.

  • Chopra, D. (1990). Quantum healing: Exploring the frontiers of mind/body medicine. Bantam Books.

  • Clandinin, D. J., & Connelly, F. M. (1998). Personal experience methods. In N. K. Denzin, & Y. S. Lincoln (Eds.), Collecting and interpreting qualitative materials. (pp. 150-177). Sage Publications Inc.

  • Clandinin, D. J., & Connelly, F. M. (2000). Narrative inquiry: Experience and story in qualitative research. Jossey-Bass Publishers.

  • Clandinin, D. J., & Connelly, F. M. (2004). Knowledge, narrative and self-study. In J. Loughran, M. L. Hamilton, V. LaBoskey, & T. Russell (Eds), International handbook of self study of teaching and teacher education practices (pp. 575-600). Kluwer Academic.

  • Clandinin, D. J., Pushor, D., & Murray Orr, A. (2007). Navigating sites for narrative inquiry. Journal of Teacher Education, 58(21), 21-35.

  • Clarke, A., Hanson, E.J., & Ross, H. (2003). Seeing the person behind the patient: Enhancing the care of older people using a biographical approach. Journal of Clinical Nursing, 12, 697-706.

  • Clayton, A.R. (2013). How person-centred care helped guide me toward recovery from mental illness. Health Affairs, 32(3), 622-626. doi: 10.1377/hlthaff.2012.046

  • Condon, B. B. (2012). Metaphorically speaking … Nursing Science Quarterly, 25(4), 316-317.

  • Connelly, F. M., & Clandinin, D. J. (1988). Teachers as curriculum planners. Teachers College Press.

  • Connelly, F. M., & Clandinin, D. J. (1990). Stories of experience and narrative inquiry. Educational Researcher, 19(5), 2-14.

  • Connelly, F. M., & Clandinin, D. J. (Eds.). (1999). Shaping a professional identity: Stories of educational practice. Teachers College Press.

  • Connelly, F. M., & Clandinin, D. J. (2006). Narrative inquiry. In J. L. Green, G. Camilli, P. B. Elmore, A. Skukauskaite, & E. Grace (Eds.),  Handbook of complementary methods in education research. (pp. 477-487). Lawrence Erlbaum Associates, Inc.

  • Cook, P. R., & Cullen, J. A. (2003). Caring as an imperative for nursing education. Nursing Education Perspectives, 24(4), 192-197.

  • Cooper, L. A., Roter, D. L., Carson, K. A., Bone, L. R., Larson, S. M., Miller, E. R. …Levine, D.M. (2011). A randomized trial to improve patient-centered care and hypertension control in underserved primary care patients. Journal of General Internal Medicine, 26(11), 1297-304.

  • Couser, G. H. (1997). Recovering bodies: Illness, disability, and life writing. University of Wisconsin Press.

  • Cousins, N. (1979). Anatomy of an illness as perceived by the patient. Bantam Books.

  • Cranton, P. (2006). Understanding and promoting transformative learning: A guide for educators of adults. Jossey-Bass.

  • Cutcliffe, J., & Herth, K. (2002). The concept of hope in nursing 2: Hope and mental health nursing. British Journal of Nursing, 11(13), 885-885.

  • Daniel, S. L. (1986). The patient as text: A model of clinical hermeneutics. Theoretical Medicine, 7, 195-210.

  • Davis, A., & G. Horobin, G. (Eds.). (1977). Medical encounters: The experience of illness and treatment. Biddles Ltd.

  • Daykin, N., Byrne, E., Soteriou, T., & O’Connor, S. (2008). The impact of art, design and environment in mental healthcare: a systematic review of the literature. Journal of The Royal Society for The Promotion of Health, 128(2), 85-94.

  • DeCoux Hampton, M. Constructivism applied to psychiatric-mental health nursing: An alternative to supplement traditional clinical education. International Journal of Mental Health Nursing, 21(1), 60-68. http://dx.doi.org/10.1111/j.1447-0349.2011.00755.x

  • Dewey, J. (1963). Experience and education. Macmillan Publishing Co. (Original work published 1938)

  • Dewing, J. (2002). From ritual to relationship: A person-centred approach to consent in qualitative research with older people who have dementia. Dementia, 1(2), 157-171.

  • Dewing, J. (2010). Moments of movement: Active learning and practice development. Nurse Education in Practice, 10(1), 22-26.

  • Diamond, C. T. P., & Mullen, C. A. (1999). The postmodern educator: Arts-based inquiries and teacher development. Peter Lang.

  • Di Rezze, G., & Mantas, K. (2006). The art of box-ing in/out: Co-creative process and artful inquiry in women educators’ Learning. New Zealand Journal of Adult Learning, 34 (2), 59 -70.

  • Dirkx, J. M. (1997). Nurturing soul in adult learning. New Directions for Adult and Continuing Education 74, 79-88.

  • Dirkx, J. M. (2001). Images, transformative learning and the work of soul. Adult Learning, 12, 15-16.

  • Dirkx, J. M. (2001). The power of feelings: Emotion, Imagination, and the construction of meaning in adult learning. In S. B. Merriam (Ed.), The new update on adult learning theory. (pp. 63-72). Jossey-Bass.

  • Dirkx, J. M. (2006). Authenticity and imagination. New Directions for Adult and Continuing Education, 111, 27-39. doi: 10.1002/ace.225

  • Dirkx, J. M. (2006). Engaging emotions in adult learning: A Jungian perspective on emotion and transformative learning. New Directions for Adult and Continuing Education, 109, 15-26. doi: 10.1002/ace.204

  • Dirkx, J. M., Mezirow, J., & Cranton, P. (2006). Musings and reflections on the meaning, context, and process of transformative learning: A dialogue between John M. Dirkx and Jack Mezirow. Journal of Transformative Education, 4, 123-139. doi:  10.1177/1541344606287503

  • De Stasi, C. (2019). The reciprocal relationship of self and practitioner: A Narrative Inquiry self-study, (Unpublished master’s thesis). Toronto Metropolitan University, Canada.

  • Downing, C. (1999). The goddess: Mythological images of the feminine. Continuum.

  • Dubose Brunner, D. (1994). Inquiry and reflection: Framing narrative practice in education. State University of New York Press.

  • Duit, R. (1991). On the role of analogies and metaphors in learning science. Science Education, 75(6), 649-672.

  • Evans, L.K. (1996). Knowing the patient: The route to individualized care. Journal of Gerontological Nursing, 22(3), 15-19.

  • Edson, M. (1999). Wit. Faber and Faber, Inc. (Original work published 1993)

  • Eisner, E. W. (2002). The arts and the creation of mind. Yale University Press.

  • Epstein, M. (1995). Thoughts without a thinker. Basic Books.

  • Fay-Hillier, T. M., Regan, R. V., & Gallagher-Gordon, M. (2012). Communication and patient safety in simulation for mental health nursing education. Issues in Mental Health Nursing, 33(11), 718-726.

  • Frank, A. W. (1997). The wounded storyteller. University of Chicago Press. (Original work published 1995)

  • Frank, A. W. (2002). At the will of the body: Reflections on illness. Houghton Mifflin Company. (Original work published 1991)

  • Frank, A. W. (2010). Why doctors’ stories matter. Canadian Family Physician, 56, January, 51-54.

  • Frank, A. W. (2011). Metaphors of pain. Literature and Medicine, 29(1), 182-196.

  • Fraser, R. A. K. (2005). All the workplace is a stage - Work as discourse: A narrative inquiry into workers' professional development (Unpublished doctoral dissertation). OISE/University of Toronto, Canada. 

  • Fraser, R. A., & Schwind, J. K. (2011). Advancement of guided creative critical reflection in the professional development of enterprising individuals in business and nursing. Reflective Practice, 12(5), 645-661.

  • Fredericks, S., Lapum, J., Schwind, J., Beanlands, H., Romaniuk, D., & McCay, E. (2012). Discussion of patient centered care in health organizations. Quality Management in Health Care, 21(3), 127-134. doi: 10.1097/QMH.0b013e31825e870d

  • Frentz, T. S., & Hocker, J. L. (2010). Layered reflections on a written story through real-time conversation. Qualitative Inquiry, 16(8), 621-629.

  • Freshwater, D., & Stickley, T. (2004). The heart of the art: Emotional intelligence in nurse education. Nursing Inquiry, 11(2), 91-98.

  • Froggatt, K. (1998). The place of metaphor and language in exploring nurses’ emotional work. Journal of Advanced Nursing, 28(2), 332-338.

  • Gamez, G.G. (2009). The nurse-patient relationship as a caring relationship. Nursing Science Quarterly, 22(2), 126-127. doi:10.1177/0894318409332789

  • Gaudite, V., (2015). Perioperative nurses’ experience of point-of-care nursing leadership: A narrative inquiry. (Unpublished master’s thesis). Toronto Metropolitan University, Canada.

  • Gillam, T. (2013). Creativity and mental health care. Mental Health Practice, 16(9), 24-30.

  • Glesne, C. (1999). Becoming qualitative researchers: An introduction, second edition. Longman.

  • Gold, K. (2007). Crossing the quality chasm: Creating the ideal patient care experience. Nursing Economics, 25(5), 293-298.

  • Gough, H. (2019). Stories of experience of nurse-teacher educators: A Narrative Inquiry. (Unpublished doctoral dissertation). Glasgow Caledonian University, UK.

  • Gosselin, A. (2013). The epistemic function of narratives and the globalization of mental disorders. International Journal of Feminist Approaches to Bioethics, 6(1), 46-67.

  • Green, M. (1995). Releasing the imagination: Essays on education, the arts, and social change. Jossey Bass.

  • Greenberg, L. (2009). The body broken: A memoir. Random House.

  • Greene, M. (1978). Landscapes of learning. Teachers College Press.

  • Greenhalg, T., & Hurwitz, B. (1999). Narrative based medicine: Why study narrative? British Medical Journal, 318(7175), 45-50.

  • Hacking, S., Secker, J., & Kent, L. (2006). Mental health and arts participation: The state of the art in England. Journal of The Royal Society for the Promotion of Health, 126(3), 121-127. doi: 10.1177/1466424006064301

  • Hagerman, L. A., Manankil-Rankin, L., & Schwind, J. K. (2020). Self-compassion in undergraduate nursing education: An integrative review. International Journal of Nursing Education Scholarship, 17(1). https://doi.org/10.1515/ijnes-2020-0021

  • Hagerman, L. A., Manankil-Rankin, L., & Schwind, J. K. (2022). A narrative inquiry into the experiences of nursing faculty engaging in mindful practices. International Journal of Teaching and Learning in Higher Education, 34(2), 4438-4442. https://doi.org/10.1080/0309877X.2021.1895092

  • Hanh, T. N. (2011). The long road turns to joy: A guide to walking meditation (2nd ed.). Parallax Press.

  • Hanh, T. N. (2013). Love letter to the earth. Parallax Press.

  • Hart, T. (2004). Opening the contemplative mind in the classroom. Journal of Transformative Education, 2(1), 28-46.

  • Hawkins, A. H. (1999). Reconstructing illness: Studies in pathography. Purdue University Press.

  • He, M. F. (2000). A river forever flowing: Cross-cultural lives and identities in the multicultural landscape. Information Age Publishing.

  • Hebblewaite, S. (2013). “I think that it could work but…”: Tensions between the theory and practice of person-centred and relationship–centred care. Therapeutic Recreation Journal, 47(1), 13-34.

  • Heshusius, L. (2009). Inside chronic pain: An intimate and critical account. Cornell University Press.

  • Himes, M. (2002). The sacred body: A therapist’s journey. Stoddart Publishing Co. Limited.

  • Hinds, L. E. (2013). Patient-centered care: A nursing priority. The Journal of Continuing Education in Nursing, 44(1), 10-11.

  • Hodges, H., Keeley, A., Grier, E., 2001. Masterworks of art and chronic illness experiences in the elderly. Journal of Advanced Nursing, 36(3), 389-398.

  • Hope, K.W., Easby, R., & Waterman, H. (2004). Finding the person, the disease has: The case for multisensory environments. Journal of Psychiatric and Mental Health Nursing, 11, 554-561.

  • Irwin, R. S., & Richardson, N. D. (2006). Patient-focused care. Chest, 130(1), 73S-82S.

  • Ives-Baine, L., Lindsay, G., Vander Wel, E., Barker, C., Saini, J. & Cross, N. (2013). Essential engagement: NICU nurses’ relationships within end-of-life care. Illness, Crisis & Loss, 21(4), 297-314.

  • Jensen, A.L., Vedelo, T.W., & Lomborg, K. (2013). A patient-centred approach to assisted personal body care for patients hospitalised with chronic obstructive pulmonary disease. Journal of Clinical Nursing, 22, 1005-1015. doi: 10.111/jocn.12050

  • Johns, C. (2001). Reflective practice: Revealing the [he]art of caring. International Journal of Nursing Practice, 7, 237-245.

  • Johns, C. (2005). Reflection on the relationship between technology and caring. British Association of Critical Care Nurses, Nursing in Critical Care, 10(3), 150-155.

  • Kabat-Zinn, J. (1990). Full catastrophe living: Using the wisdom of your body and mind to face stress, pain, and illness. Delta Books.

  • Kabat-Zinn, J. (1994). Wherever you go, there you are: Mindfulness meditation in everyday life. Hyperion.

  • Kelly, B. (1998). Preserving moral integrity: A follow-up study with new graduate nurses. Journal of Advanced Nursing, 28, 1134-1145. doi: 10.1046/j.1365-2648, 1998.00810.x

  • Kind, S. (2008). Learning to listen: Traces of loss, vulnerability, and susceptibility in art/teaching. In S. Springgay, R. L. Irwin, C. Leggo & P. Gouzouasis (Eds.), Being with A/r/tography (pp. 167 – 178). Sense Publishers.

  • Kinget, G. M. (1975). On being human: A systematic view. Harcourt Brace Jovanovich, Inc.

  • Kitson, A., Marshal, A., Bassett, K., & Zeitz, K. (2013). What are the core elements of patient-centred care? A narrative review and synthesis of the literature from health policy, medicine and nursing. Journal of Advanced Nursing, 69(1), 4-15.

  • Klausen, R.K., Haugsgjerd, S., & Lorem, G.F. (2013). “The lady in the coffin”: Delusions and hearing voices: A narrative performance of insight. Qualitative Inquiry, 19(6), 431-440. doi: 10.1177/1077800413482096

  • Klein, S. (2000). Curriculum as sacred space. Encounter, 13 (1), 5-10.

  • Kleinman, A. (1988). The illness narratives. Basic Books, Inc.

  • Kleiman, S. (2007). Revitalizing the humanistic imperative in nursing education. Nursing Education Perspectives, 28(4), 209. doi: 10.1111/j.1365-2648.2012.06064.x

  • Knowles, J. G., & Cole, A.L. (2002). Transforming research: Possibilities for arts-informed scholarship? In E. O’Sullivan (Ed.), Expanding the boundaries of transformative learning (pp. 199-214). Palgrave.

  • Knowles, J. G., & Cole, A. L. (2008). Handbook of the arts in qualitative research: Perspectives, methodologies, examples, and issues. Sage Publications, Inc.

  • Koerner, J. G. (2007). Healing presence: The essence of nursing. Springer Publishing Company.

  • Kokanovic, R., Butler, E., Halilovich, H., Palmer, V., Griffiths, F., Dowrick, C., & Gunn, J. (2013). Maps, models, and narratives: The way people talk about depression. Qualitative Health Research, 23(1), 114-125. doi: 10.1177/1049732312467231

  • Kwok, H. (2017). Early childhood educator’s experience of working with immigrant children and their families: An Ars-Informed Narrative Inquiry self-study. (Unpublished master’s research paper). Toronto Metropolitan University, Canada.

  • Lakoff, G., & Johnson. M. (2003). Metaphors we live by. University of Chicago Press. (Original work published 1980)

  • Landers, M. G., & McCarthy, G. M. (2007). Person-centered nursing practice with older people in Ireland. Nursing Science Quarterly, 20(1), 78-84.

  • Lapum, J., Church, K., Yau, T., David, A. M., Ruttonsha, P. (2012). Arts-informed research dissemination: Patients’ perioperative experience of open-heart surgery. Heart and Lung, 41, E4-E14. doi: 10.1016/j.hrtlng.2012.04.012

  • Lapum, J., Fredericks, S., Beanlands, H., McCay, E., Schwind, J., & Romaniuk, D. (2012). A cyborg ontology in healthcare: Traversing into the liminal space between technology and person-centred practice. Nursing Philosophy, 13(4), 276-288.

  • Lapum, J., Ruttonsha, P., Church, K., Yau, T., & Matthews David, A. (2012). Employing the arts in research as an analytical tool and dissemination method: Interpreting experience through the aesthetic. Qualitative Inquiry, 18(1), 100-115.

  • Lapum, J. L., & Schwind, J. K. (2016) “My Aesthetic Moment” – Interprofessional narratives. In A. Peterkin and P. Brett-MacLean (Eds.), Keeping reflection fresh: A practical guide for clinical educators. (pp. 250-253). Kent State University Press.

  • Lawton, P.H. & La Porte, A. M. (2013). Beyond traditional art education: Transformative lifelong learning in community-based settings with older adults. Studies in Art Education: A Journal of Issues and Research in Art Education, 54(4), 310-320.

  • Lein, C., & Wills, C. E. (2007). Using patient-centered interviewing skills to manage complex patient encounters in primary care. American Academy of Nurse Practitioners, 19, 215-220.

  • Leplege, A., Gzil, F., Cammelli, M., Lefeve, C., Pachoud, B., & Ville, I. (2007). Person-centredness: Conceptual and historical perspectives. Disability & Rehabilitation, 29(20-21), 1555-1565. doi:10.1080/09638280701618661

  • Lindsay, G. & Smith, F. (2003). Narrative inquiry in a nursing practicum. Nursing Inquiry, 10(2), 121-129.

  • Lindsay, G. (2004). As others see us: How nurses are conceptualized in healthcare reform literature. Canadian Nurse, 100(7), 16-20.

  • Lindsay, G. in collaboration with J. W. D. Bjarnason. (2005). Pioneers past and present: Curriculum insights from stories that link through generations. McGill Journal of Education: Narrative Perspectives in Education, 40(1), 189-199.

  • Lindsay, G. (2006). Experiencing nursing education research: Comparing Narrative Inquiry and Interpretive Phenomenology. Nurse Researcher, 13(4), 30 -47.

  • Lindsay, G. (2006). Constructing a nursing identity: Reflecting on and reconstructing experience. Reflective Practice, 7(1), 59-72.

  • Lindsay, G. (2006). Reading journals: Recovery and reconstruction of meaning for nursing praxis. Journal of Nursing Education, Syllabus selections: Innovative learning activities, 45(3), 143.

  • Lindsay, G. (2008). Thinking narratively: Artificial persons in nursing and healthcare. Nurse Education Today, 28(3), 348-353.

  • Lindsay, G. (2008). Who you are as a person is who you are as a nurse: Construction of identity and knowledge. In J. Schwind & G. Lindsay (Eds.), From experience to relationships: Reconstructing ourselves in education and healthcare. (pp. 19-36). Information Age Publishing.

  • Lindsay, G., Jeffrey, J. & Singh, M. (2009). Paradox of a graduate human science curriculum experienced online: A faculty perspective. Journal of Continuing Education in Nursing, 40(4), 181-6.

  • Lindsay, G., Kell, L., Ouellette, J. & Westall, H. (2010). Using “I” in scholarly writing: How does reflecting on experience matter? Reflective Practice, 11(3), 271-283.

  • Lindsay, G. (2011). Patterns of inquiry: Curriculum as life experience. Nursing Science Quarterly, 23(4), 237-244.

  • Lindsay, G., Cross, N., & Ives-Baine, L. (2012). Narratives of NICU Nurses: Experience with end-of-life care. Illness, Crisis & Loss, Theme issue with Pregnancy Loss and Infant Death Alliance, 20(3), 239-253.

  • Lindsay, G. & Schwind, J. K. (2014) Arts-informed narrative inquiry into nurse-teachers’ legacy for the next generation. Reflective Practice: International and multidisciplinary perspectives. 1-11. http://dx.doi.org/10.1080/14623943.2014.992405

  • Lindsay, G. & Schwind, J. (2015). Arts-Informed Narrative Inquiry as a practice development methodology in mental health. International Practice Development Journal, 5(1), 1-12.

  • Lindsay, G., & Schwind, J. K. (2016). Narrative Inquiry: Experience matters. Canadian Journal of Nursing Research, 48(1), 14-20.  doi: 10.1177/0844562116652230

  • Lindsay, G. M., Mior, S. A., Côté, P., Carroll, L. J., & Shearer, H. M. (2016). Patients’ experiences with vehicle collision to inform the development of clinical practice guidelines: a narrative inquiry. Journal of Manipulative and Physiological Therapeutics, 39(3), 218-228.

  • Lindsay, G., Schwind, J. K., Papaconstintanou, E. Smye, V., & Cross, N. (2016). Autobiographical reflection on what it means to experience disruption. Reflective Practice, 17(5), 583-591. doi: 10.1080/14623943.2016.1184635

  • Longo, F. & Lindsay, G. (2011). Knowing nursing through inquiry: Engaging students in knowledge creation. Journal of Nursing Education, 50(12), 703-705.

  • Lowenfeld, V., & Lambert Brittain, W. (1987). Creative and mental growth (8th ed). Prentice Hall.

  • Lown, B. A., Rosen, J., & Marttila, J. (2011). An agenda for improving compassionate care: A survey shows about half of patients say such caring is missing. Health Affairs, 30(9), 1772-1778. doi: 10.1377/hlthaff.2011.0539

  • Lusk, J.M., & Fater, K. (2013). A concept analysis of patient centred care. Nursing Forum, 48(2), 89-98.

  • Lyons, N., & Kubler LaBoskey, V., (2002). Why narrative inquiry or exemplars for a scholarship of teaching? In N. Lyons & V. Kubler LaBoskey (Eds.), Narrative inquiry in practice: Advancing the knowledge of teaching. (pp. 11-30). Teachers College Press.

  • MacGregor, E. (2021). Women's Experiences of Their First Pelvic Exam: An Arts-Informed Narrative Inquiry. (Unpublished master’s thesis). Toronto Metropolitan University, Canada. 

  • MacGregor, E., Serre, N., Cozzella, T., McGovern, B., & Schindel Martin, L. (2021). Quilting emergent advanced practice nursing educator identity: An arts-informed approach. International Journal of Nursing Education Scholarship, 18(1) doi:10.1515/ijnes-2020-0088

  • Madhavi, A. V. P., Guruge, S., Schwind, J., & Schindel Martin, L. (2014) Exploring the experiences of loneliness among older Sinhalese immigrant women in Canada. Perspectives, 37(1), 6-14.

  • Madjar, I. (1997). The body in health, illness and pain. In J. Lawler (Ed.), The body in nursing. (pp. 53-74). Churchill Livingstone.

  • Malchiodi, C. A. (2002). The soul’s palette: Drawing on art’s transformative powers for health and well-being. Shambhala Publications, Inc.

  • Malinski, V.M. (2009). Intentionality, consciousness, and creating community. Nursing Science Quarterly, 22(1), 13-14.

  • Manankil-Rankin, L. (2015).  Understanding how nurses experience living their values amidst organizational change: A Narrative Inquiry (Unpublished doctoral dissertation). McMaster University.

  • Manankil-Rankin, L. (2016). Moving from field text to research text in narrative inquiry: A study exemplar. Canadian Journal of Nursing Research, 48(3-4), 62-69.

  • Manankil-Rankin, L., Schwind, J., & Aksenchuk, S. (2021). Understanding how nursing students experience becoming relational practitioners: A Narrative Inquiry. Canadian Journal of Nursing Research, 54(23), 272-282. https://doi.org/10.1177/08445621211034358

  • Mantas, K. (2004). Becoming AIR-BORNe: Women Co-creating, Ex-pressing and In-forming our Lives. (Unpublished doctoral dissertation). University of Toronto.

  • Mantas, K. (2007). Meeting mermaids: Co-creating images and process in inquiry. In G. Knowles, T. C. Luciani, A. L. Cole & L. Neilsen (Eds.), The art of visual inquiry. (Vol. 3, pp. 153 – 166). Backalong Books and the Centre for Arts-Informed Research.

  • Mantas. K., & Miezitis, S. (2008). The dance of co-creation continues. In J. G. Knowles, S. Promislow, & A. L. Cole (Eds), Creating Scholartistry: Imagining the Arts-informed Thesis or Dissertation. (pp. 169 – 178). Backalong Books and the Centre for Arts-Informed Research.

  • Mantas, K. (2012). Through the silences, gaps, spaces, and pauses. In S. Thomas, A. L. Cole, & S. Stewart (Eds.), The Art of Poetic Inquiry. (pp. 227-240). Backalong Books and the Centre for Arts-Informed Research Series.

  • Mantas, K. & Di Rezze, G. (2011, July). On becoming ‘wide-awake’: Artful re-search and co-creative process as teacher development. Arts and Learning, 12(1.4), 1 – 21.

  • Mantas, K. & Miezitis, S. (2014). Mermaid (a/be)-musings from/on/into/through the in-between. Cultural Studies – Critical Methodologies (Special Issue: Critical Arts-based Inquiry: The Pedagogy and Performance of a Radical Ethical Aesthetic), 14(6).

  • Mantas, K., & Schwind, J. K. (2014) Fostering transformative learning through co-creative artmaking processes and emerging artful forms: Two educators reflect on and dialogue about a shared arts-based workshop experience. The Journal of Transformative Education, 12(1), 74-94. doi: 10.1177/1541344614541327

  • Mazor, K.M., Beard, R.L., Alexander, G.L., Arora, N.K., Fierno, C., Gaglio, B., … Gallagher, T.H. (2013). Patients’ and family members views on patient centred communication during cancer care. Psycho-Oncology, 22,2487-2495. doi: 10.1002/pon.3317

  • McCaffrey, R. & Purnell, M. (2007). From experience to integration: The Arts in nursing education. Nursing Education Perspectives, 28(2), 72-76.

  • McCance, T.V., McKenna, H.P., & Boore, J.R.P. (2001). Exploring caring using narrative methodology: An analysis of the approach. Journal of Advanced Nursing, 33(3), 350-356.

  • McCance, T., Slater, P., & McCormack, B. (2008). Using the caring dimensions inventory as an indicator of person-centred nursing. Journal of Clinical Nursing, 18, 409-417.

  • McCarthy, B. (2006). Translating person-centred care: A case study of preceptor nurses and their teaching practices in acute care areas. Journal of Clinical Nursing, 15, 629-638.

  • McCormack, B. (2002). The person of the voice: Narrative identities in informed consent. Nursing Philosophy, 3, 114-119

  • McCormack, B. (2003). A conceptual framework for person-centred practice with older people. International Journal of Nursing Practice, 9(3), 202-209.

  • McCormack, B. (2004). Person-centredness in gerontological nursing: An overview of the literature. Journal of Clinical Nursing, 13(3a), 31-38.

  • McCormack, B. (2006). Critical creativity: Melding, exploding, blending. Educational Action Research, 14(2), 239-266.

  • McCormack, B. (2006). Development of a framework for person-centred nursing. Journal of Advanced Nursing, 56(5), 472-479.

  • McCormack, B. & McCance, T. V. (2006). Development of a framework for person-centred nursing. Journal of Advanced Nursing, 56(5), 472-479.

  • McCormack, B., & Titchen, A. (2006). Critical creativity: Melding, exploding, blending. Educational Action Research, 14(2), 239-266.

  • McCormack, B., Dewing, J., Breslin, L., Coyne-Nevin, A., Kennedy, K., Manning, M., Peelo-Kilroe, L., & Tobin, C. (2009). Practice development: Realising active learning for sustainable change. Contemporary Nurse, 32(1-2), 92-104.

  • McCormack, B., Dewing, J., & McCance, T. (2011). Developing person-centered care: Addressing contextual challenges through practice development, Online Journal of Issues in Nursing, 16(2), 3.

  • McCown, D., Reibel, D. & Micozzi, M. (2011). Teaching mindfulness: A practical guide for clinicians and educators. Springer.

  • McKeon, L. M., Norris, T., Cardell, B., & Britt, T. (2009). Developing patient-centered care competencies among prelicensure nursing students using simulation. Journal of Nursing Education,48(12), 711-5.

  • McLellan, M. F. (1998). The given moment. The Lancet, 352, 828.

  • McKie, A., Adams, V., Gass, J. & Macduff, C. (2008). Windows and mirrors: Reflections of a module team teaching the arts in nurse education. Nurse Education in Practice, 8, 156-164.

  • McNiff, S. (1998). Trust the process: An artist’s guide to letting go. Shambhala Publications, Inc.

  • McNiff, S. (2003). Creating with others: The practice of imagination in life, art, and the workplace. Shambhala Publications, Inc.

  • McNiff, S. (2004). Art heals: How creativity cures the soul. Shambhala Publications, Inc.

  • Medvene, L., Grosch, K., & Swink, N. (2006). Interpersonal complexity: A cognitive component of person-centred care. The Gerontologist, 46(2), 220-226.

  • Metersky, K., & Schwind, J. K., (2015). Interprofessional person centered care: Stories and metaphors of experience. International Journal of Person-Centered Medicine, 5(2), 78-87. http://www.ijpcm.org/index.php/IJPCM/article/view/528

  • Miller, J. P. (1990). Holistic learning: A teacher’s guide to integrated studies. OISE Press.

  • Miller, J., Cassie, B.J. R., & Drake, S. M. (1990). Holistic learning: A teacher’s guide to integrated studies. OISE Press.

  • Miller, J. P. (1993). The holistic teacher. OISE Press.

  • Miller, J. P. (1994). The contemplative practitioner: Meditation in education and the professions. OISE Press.

  • Miller, J. P. (1996). The holistic curriculum. OISE Press.

  • Miller, J. P. (1999). Making connections through holistic learning. Educational Leadership, 56(4), 46-48.

  • Miller, J. P. (2005). Seeking wholeness. In J. P. Miller, S. Karsten, D. Denton, D. Orr & I. Kates (Eds.), Holistic learning and spirituality in education. (pp. 233-236). State University of New York Press.

  • Miller, J. P. (2006). Educating for wisdom and compassion: Creating conditions for timeless learning. Corwin Press.

  • Mitchel, G., & Halifax, N. D. (2005). Feeling respected-not respected: The embedded artist in Parse method research. Nursing Science Quarterly, 18(2), 105-112.

  • Mitchell, G., Dupuis, S., Jonas-Simpson, C., Whyte, C., Carson, J., & Gillis, J. (2011). The experience of engaging with research-based drama: Evaluation and explication of synergy and transformation. Qualitative Inquiry, 17(4), 379-392.

  • Mizock, L., & Russinova, Z. (2013). Racial and ethnic cultural factors in the process of acceptance of mental illness. Rehabilitation Counselling Bulletin, 56(4), 229-239. doi: 10.1177/0034355213475823

  • Moore, T. (1994). Care of the soul: A guide for cultivating depth and sacredness in everyday life. Harper Perennial.

  • Moretz, J.G., & Abraham, M. (2012). Implementing patient- and family-centered care: Part II – Strategies and resources for success. Pediatric Nursing, 38(2), 106-171.

  • Morgan, S. & Yoder, L.H. (2012). A concept analysis of person-centered care. Journal of Holistic Nursing, 30(1), 6-15. doi: 10.1177/0898010111412189

  • Mullen, C. A. & Diamond, C. T. P. (1999). Art is a part of us: From romance to artful story. In C. T. P. Diamond & C. A. Mullen (Eds.), The postmodern educator: Arts-based inquiries and teacher development. (pp. 15-32). Peter Lang Publishing, Inc.

  • Nachmanovitch. S. (1990). Free play: Improvisation in life and art. Penguin Putnam Inc.

  • Newman, M. A. (2008). Transforming presence: The difference that nursing makes. F.A. Davies Company.

  • Nisker, J., Martin, D. K., Bluhm, R., & Daar, A. S. (2006). Theatre as a public engagement tool for health policy development. Health Policy, 78(2), 258-271.

  • Nolan, M. (2001). Successful ageing: Keeping the person in person-centred care. British Journal of Nursing, 10(7), 450-454.

  • Okri, B. (1996). Birds of heaven. Phoenix.

  • O’Neill, E. (2004). Holding flames: Women illuminating knowledge of s/Self-transformation. In E. V. O’Sullivan & M. M. Taylor (Eds.), Learning toward an ecological consciousness: Selected transformative practices. (pp. 183-199). Palgrave Macmillan.

  • O’Shaughnessy, R., Dallos, R., & Gough, A. (2013). A narrative study of the lives of women who experience anorexia nervosa. Qualitative Research in Psychology, 10, 42-62. doi:10.1080/14780887.2011.586100

  • O’Sullivan, E. V. & Taylor, M. M. (2004). Glimpses of an ecological consciousness. In E. V. O’Sullivan & M. M. Taylor (Eds.), Learning toward an ecological consciousness: Selected transformative practices. (pp. 5-23). Palgrave Macmillan.

  • Paley, N. (1995). Finding arts place: Experiments in contemporary education and culture. Routledge.

  • Palmer, P. J. (1998). The courage to teach: Exploring the inner landscape of a teacher’s life. Jossey-Bass Publishers.

  • Parse, R (2012). “The things we make, make us.” Nursing Science Quarterly, 25(2), 125.

  • Peek, C., Higgins, I., & Milson-Hawke, S. (2007). Towards innovation: The development of a person-centred model of care for older people in acute care. Contemporary nurse, 26, 164-176.

  • Pettle, A. (2000). Therac 25. J. Gordon Shillingford Publishing Inc.

  • Phillion, J., He, M. F., & Connelly, F. M. (2005). Narrative and experience in multicultural education. Sage Publications, Inc.

  • Picard, C. & Jones, D. (2005). Giving voice to what we know: Margaret Newman’s theory of Health as Expanding Consciousness in nursing practice, research and education. Jones and Bartlett Publishers.

  • Picard, C., & Henneman, E. A. (2007). Theory-guided evidence-based reflective practice: An orientation to education for quality care. Nursing Science Quarterly, 20(1), 39-42. doi:10.1177/0894318406296783

  • Piotrowsky, S. A., Binder, M., & Schwind, J. K. (2017). Primary teachers’ perceptions of mindfulness practices with young children. LEARNing Landscapes: Fostering Health and well-being in Education, 10(2), 225-240.

  • Poindexter, S. (2003). The case for holistic learning. Change, 35(1), 24-30.

  • Polanyi, M. (2009). The tacit dimension. University of Chicago Press. (Original work published 1966)

  • Power, A.K. (2009). A public health model of mental health for the 21st century. Psychiatric Services, 60(5), 580-584.

  • Price, B. (2006). Exploring person-centred care. Nursing Standard, 20(50), 49-56

  • Pryer, A. (2011). Embodied wisdom: Meditations on memoir and education. Information Age Publishing Inc.

  • Rapport, M.J., Rodriguez, J., & Bade, M. (2010). Use of a community volunteer program to develop value for patient-centered care in physical therapist professional education. Journal of Physical Therapy Education, 24(2), 53-59.

  • Rijke, R. P. (1985). Cancer and the development of will. Theoretical Medicine, 6, 133-142.

  • Ritchie, L. D. (2010). “Everybody goes down”: Metaphors, stories, and simulations in conversations. Metaphors and Symbol, 25, 123-143.

  • Rolfe, G. (2001). Reflective Practice: Where now? Nurse Education in Practice, 2, 21-29.

  • Ruddick, F. (2010). Person-centred mental health care: myth or reality? Mental Health Practice, 13(9), 24-28.

  • Sakalys, J. A. (2000). The political role of illness narratives. Journal of Advanced Nursing, 31(6), 1469-1475.

  • Salzberg, S. (2010). Real happiness: The power of meditation. Workman Publishing.

  • Sawatsky, J.V., Enns, C.L., Ashcroft, T.J., Davis, P.L., & Harder, B.N. (2009). Teaching excellence in nursing education: A caring framework. The Journal of Professional Nursing, 25(5), 260-266.

  • Scheckel, M. & Ironside, P. (2006). Cultivating interpretive thinking through enacting narrative pedagogy. Nursing Outlook, 54(3), 159-165.

  • Schön, D. A. (1983). The reflective practitioner. Basic Books Inc.

  • Schoenhofer, S.O. (2002). Choosing personhood: Intentionality and the theory of nursing as caring. Holistic Nursing Practice, 16(4), 36-40.

  • Schwind, J. K. (2003). Reflective process in the study of illness stories as experienced by three nurse-teachers. Reflective Practice, 4(1), 19-32.

  • Schwind, J. (2004). When nurse-teachers become ill: A Narrative Inquiry into the personal illness experience of three nurse-teachers. (Unpublished doctoral dissertation), OISE/University of Toronto. Sigma Repository. Retrieved from Sigma Repository: http://hdl.handle.net/10755/23124 

  • Schwind, J. K. & Lindsay, G. M. (Eds.) (2008). From experience to relationships: Reconstructing ourselves in education and healthcare. Information Age Publishing Inc. 

  • Schwind, J. K. (2008). Accessing humanness: From experience to research, from classroom to praxis. In J. K. Schwind & G. M. Lindsay (Eds.), From experience to relationships: Reconstructing ourselves in education and healthcare. (pp. 77-94). Information Age Publishing Inc.

  • Schwind, J. K. (2009). Metaphor-reflection in my healthcare experience. Aporia. (www.aporiajournal.com), 1(1), 15-21.

  • Schwind, J. K. (2010). Finding meaning through metaphors: Following a narrative thread from experience to research to classroom. In I. Lange & Z. Norridge (Eds.), Illness, bodies & contexts: Interdisciplinary perspectives. (pp. 113-121). Inter-Disciplinary Press.

  • Schwind, J. K., Cameron, D., Franks, J., Graham, C., & Robinson, T. (2012). Engaging in narrative reflective process to fine tune Self-as-Instrument of Care. Reflective Practice, 13(2), 223-235. doi: 10.1080/14623943.2011.626030. 1-13, iFirst Article, 2011.

  • Schwind, J. K., & Mantas, K. (2012) Co-constructing holistic knowing through reflective dialogues on a co-creative artmaking experience. The International Journal of Holistic Education, 1(1), 9-22.

  • Schwind, J., Zanchetta, M., Aksenchuk, K., & Gorospe, F. (2013) Nursing students’ international placement experience: An Arts-Informed Narrative Inquiry. Reflective Practice, 14(6), p. 705-716. doi:10.1080/14623943.2013.810619

  • Schwind, J. K.  (2014). Narrative Reflective Process: Giving voice to experience of illness. In C. McLean (Ed.), Creative arts in humane medicine. (pp. 125-140). Brush Education Inc. 

  • Schwind, J. K., McCay, E., Lapum, J., Fredericks, S., Beanlands, H., Romaniuk, D., LeGrow, K., & Edwards, S. (2014). The experience of developing a faculty research cluster using the creativity of the Narrative Reflective Process. Creative Nursing, 20(3), 164-170.

  • Schwind, J. K., Lindsay, G., Coffey, S., Morrison, D. & Mildon, B. (2014). Opening the black-box of person-centred care: An arts-informed narrative inquiry into mental health education and practice. Nurse Education Today, Special Issue NET 2013, 34(8), 1167-1171. doi: 10.1016/j.nedt.2014.04.010

  • Schwind, J., Beanlands, H., Lapum, J., Romaniuk, D., Fredericks, S., LeGrow, K., Edwards, S., McCay, E., & Crosby, J. (2014). Fostering person-centred care among nursing students: Creative pedagogical approaches to developing personal knowing. Journal of Nursing Education, 53(6), 343-347. doi: 10.3928/01484834-20140520-01

  • Schwind, J. K., Fredericks, S., Metersky, K., & Gaudite Porzuczek, V. (2015). What can be learned from patient stories about living with the chronicity of heart illness? A Narrative Inquiry. Contemporary Nurse Journal, 1-32. doi:10.1080/10376178.2015.1089179

  • Schwind, J. K., Santa Mina, E., Metersky, K., & Patterson, E. (2015). Using the Narrative Reflective Process to explore how students learn about caring in their nursing program: An arts-informed Narrative Inquiry. Reflective Practice, 16(3), p. 390-402. doi: 10.1080/14623943.2015.1052385

  • Schwind, J. K.  (2016). Narrative Reflective Process: A creative experiential path to personal-knowing in teaching-learning scholarship. In J. Gingras, P. Robinson, J. Waddell, L. & Cooper (Eds.), Teaching as scholarship: Preparing students for professional practice in community services. (pp. 137-154). Wilfrid Laurier University Press. 

  • Schwind, J. K., McCay, E., Metersky, K., & Martin, J. (2016). Development and implementation of an advanced therapeutic communication course: An inter-professional collaboration. Journal of Nursing Education, 55(10), 592-597.  doi: 10.3928/01484834-2016

  • Schwind, J. K., & Lindsay, G. (2016). Arts-Informed Narrative Inquiry: Crossing boundaries of research and teaching-learning. LEARNing Landscapes, 9(2), p. 473-487.

  • Schwind, J. K., McCay, E., Beanlands, H., Schindel Martin, L., Martin, J., & Binder, M. (2017). Mindfulness practice as a teaching-learning strategy in higher education: A qualitative exploratory pilot study. Nurse Education Today, 50, 92-96. doi: 10.1016/j.nedt.2016.12.017

  • Schwind, J. K., Beanlands, H., McCay, E., Schindel Martin, L., Wang, A., Fredericks, S., Newman, K., Santa Mina, E., Aiello, A., & Rose, D. (2019). A river journey: Metaphoric reflection on a study exploring Dialectical Behaviour Therapy – Skills Group with senior nursing students. Reflective Practice, 20(4), 469-482. doi: 10.1080/14623943.2019.1638245

  • Schwind, J. K., & Manankil-Rankin, L. (2020). Using Narrative Reflective Process to augment personal and aesthetic ways of knowing to support holistic person-centred relational practice. Reflective Practice, 21(4), 473–483. https://doi.org/10.1080/14623943.2020.1777958

  • Schwind, J., Gheorghe, R., MacGregor, E., & Walker, C. (2020). Exploring the Narrative Reflective Process (NRP): A creative self-expression tool. https://www.youtube.com/watch?v=zNHZjEFWLrg&ab_channel=TheArtofExperience 

  • Schwind, J. K., & Kwok, O-L. H. (2021). Two educators reflect on their immigration experience through creative writing. International Health Trends and Perspectives, 1(1), 17-28. https://doi.org/10.32920/ihtp.v1i1.1416

  • Schwind, J. K., Beanlands, H., McCay, E., Wang, A., Binder, M., Aksenchuk, S., & Martin, J. (2021). Mindful practices to support university faculty sense of wellbeing and enhance their teaching-learning scholarship: A mixed-method pilot study. Journal of Further and Higher Education,  https://doi.org/10.1080/0309877X.2021.1895092

  • Schwind, J. K., MacGregor, E., Beanlands, H., Schindel Martin, L., & Romaniuk, D. (2021). Alamus: Singing together for selfcare and wellbeing within higher education context. In N. Lemon (Ed.). Healthy relationships in higher education: Promoting wellbeing across academia. (pp. 92-106). Routledge. doi: 10.4324/9781003144984-9

  • Schwind, J. K., Beanlands, H., Wang, A., & Aksenchuk, S. (2023). Mindful practices in higher education classrooms: Impact on student experiences. International Health and Trends Perspectives, 3(2), 204-215. doi: 10.32920/ihtp.v3i2.1807

  • Schwind, J. K. (2024). Arts-Informed Narrative Inquiry: Patient’s re-presentation of personal illness experience through poetic prose. https://youtu.be/Ec0PZjjh-FY 

  • Schwind, J. K., Beanlands, H., Wang, A., & MacGregor, E. (2024). Using Mindful Practices to Support Capacity for Empathy and Compassion Among Senior Undergraduate Health and Social Services Students: A Mixed Methods Study. The Canadian Journal for the Scholarship of Teaching and Learning, 15(1). https://doi.org/10.5206/cjsotlrcacea.2024.1.14932  

  • Secker, J., Spandler, H., Hacking, S., Kent, L., & Shenton, J. (2007). Empowerment and arts participation for people with mental health needs. Journal of Public Mental Health, 6(4), 14-23.

  • Sharma, P., (2015). Voices of Punjabi immigrant women experiencing symptoms of postpartum depression: A narrative inquiry, (Unpublished master’s thesis). Toronto Metropolitan University, Canada.

  • Sharoff, L. (2009). Expressiveness and creativeness: Metaphorical images of nursing. Nursing Science Quarterly, 22(4), 312-317.

  • Shields, C., Novak, N., Marshall, B. & Guiney Yallop, J. (2011). Providing visions of a different life: Self-study narrative inquiry as an instrument for seeing ourselves in previously unimagined places. Narrative Works: Issues, Investigations, & Interventions, 1(1), 63-77.

  • Shinebourne, P., & Smith, J. A. (2010). The communicative power of metaphor: An analysis and interpretation of metaphors in accounts of the experience of addiction. Psychology and Psychotherapy: Theory, Research and Practice, 83, 59-73.

  • Sjogren, K., Lindkvist, M., Sandman, P., Zingmark, K., & Edvardsson, D. (2013). Person-centredness and its association with resident well-being in dementia care units. Journal of Advanced Nursing, 69(10), 2196-2206. doi: 10.1111/jan.12085

  • Slater, L. (2006). Person-centredness: A concept analysis. Contemporary Nurse, 23(1), 135-144.

  • Sontag, S. (1990). Illness as metaphor and AIDS and its metaphors. Doubleday.

  • Spencer, J., Blackmore, D., Heard, S., McCorie, P., McHaffe, D., Scherpbier, A. …Southgate, L. (2000). Patient-oriented learning: a review of the role of the patient in the education of medical students. Medical Education, 34(10), 851-857.

  • Springgay, S. Irwin, R. & Kind, S. (2005). Artography as living inquiry through art and text. Qualitative Inquiry, 11(6), 897-912.

  • St. Amant, O., & Schwind, J. (2021). Mothers caring for adult children with substance use disorder: Understanding lived experience. Canadian Journal of Nursing Research, doi.org/10.1177/08445621211037476

  • Sullivan, G. (2005). Art practice as research: Inquiry in the visual arts. Sage Publications, Inc.

  • Sullivan, G. (2010). Art practice as research: Inquiry in the visual arts, second edition. Sage Publications, Inc.

  • Surrey, J. L. (1991). Relationship and empowerment. In J. V. Jordan, A. G. Kaplan, J. Baker Miller, I. P. Stiver, & J. L. Surrey, Women’s growth in connection: Writings from the Stone Center. (pp. 162-180). Guilford Press.

  • Taylor, E. W. (2009). Fostering transformative learning. In J. Mezirow, E. W. Taylor, & Associates (Eds.), Transformative learning in practice: Insights from community, workplace, and higher education. (pp. 3-17). Jossey-Bass.

  • Thavakugathasaligam, M. (2016). Reconstructing Experience of Childhood Cancer: A Narrative Inquiry (Unpublished master’s thesis). University of Ontario Institute of Technology.

  • Thavakugathasalingam, M., & Schwind, J. K. (2022). Experience of childhood cancer: A narrative inquiry. Journal of Specialists of Pediatric Nursing, 27(2) https://doi.org/10.1111/jspn.12367  

  • Terada, S., Oshima, E., Yokota, O., Ikeda, C., Nagao, S., Takeda, N. …Uchitomi, Y. (2013). Person centered care and the quality of life of patients with dementia in long-term care facilities. Psychiatry Research, 205, 103-108. http://dx.doi.org/10.1016/j.psychres. 2012.08.028

  • Thayer-Bacon, B. J. (2003). Relational “(e)pistemologies”. Peter Lang Publishing, Inc.

  • Titchen, A. (2003). Critical companionship: Part 1. Nursing Standard, 18(9), 33-40.

  • Tonuma, M., & Winbolt, M. (2000). From rituals to reason: Creating an environment that allows nurses to nurse. International Journal of Nursing Practice, 6, 214-218.

  • Toombs, S. K. (1988). Illness and the paradigm of lived body. Theoretical Medicine, 9, 201-226.

  • Twardzicki, M. (2008). Challenging stigma around mental illness and promoting social inclusion using the performing arts. Journal of Royal Society for the Promotion of Health, 128(2), 68-72. doi: 10.1177/1466424007087804

  • Uhl,T., Fisher, K., Docherty, S.L., & Brandon, D.H. (2013). Insights into patient and family-centered care through the hospital experiences of parents. Journal of Obstetric, Gynecological, Neonatal Nursing, 42, 121-131.

  • Van Lith, T. (2014). “Painting to find my spirit”: Art making as the vehicle to finding meaning and connection in the mental health recovery process. Journal of Spirituality in Mental Health, 16, 19-36. doi: 10.1080/19349637.2013.864542

  • Waddell, J., Martin, J., Schwind, J. K., & Lapum, J. (2016). A faculty-based mentorship circle: Positioning new faculty for success. Canadian Journal of Higher Education, 46(4), 60-75.

  • Walji, N., (2014). Nurses’ experiences of creating an artistic instrument for their nursing practice and professional development: An arts-informed narrative inquiry, (Unpublished master’s thesis). Toronto Metropolitan University, Canada.

  • Walji-Jivraj, N., & Schwind, J. K. (2017). Nurses’ experience of creating an artistic instrument as a form of professional development: An Arts-Informed Narrative Inquiry. International Practice Development Journal, 7(1), doi: 10.19043/ipdj.71.003

  • Watson, J. (1999). Postmodern nursing and beyond. Churchill Livingstone.

  • Watson, J. (2009). Assessing and measuring caring in nursing and health sciences. Springer Publishing Company, LLC.

  • Wilson, V., McCormack, B., & Ives, G. (2006). Re-generating the self in learning: Developing a culture of supportive learning practice. Learning in Health and Social Care, 5(2), 90-105.

  • Winawer, S. J. (1998). Healing lessons. Little Brown.

  • Woods, A. (2013). The voice-hearer. Journal of Mental Health, 22(3), 263-270. doi: 10.3109/09638237.2013.799267

  • Zanchetta, M., Schwind, J., Aksenchuk, K., Gorospe, F., & Santiago, L. (2013). An international internship on social development led by Canadian nursing students: Empowering learning. Nurse Education Today, 33(7), 757-764. doi: 10.1016/j.nedt.2013.04.019

  • Zanchetta, M. S., Bailey, A., Baku, L., Kolisnyk, O., Schwind, J., Mohamed, M., Aksenchuk-Metersky, K., Osino, E., Mehari, N., Babalola, O., Christopher, J., Hassan, A., Leong, N., Nemhbard-Wedderbrun, P., Rodrigues, A., Sales, R., Salvador-Watts, L., Santiago, L., Sizto, T., Stevenson, M., & Yu, L. (2017). Mentors’ and mentees’ intellectual-partnership through the lens of the transformative learning theory. Nurse Education in Practice, 25, 111-120. doi:10.1016/j.nepr.2017.05.009

  • Zwicky, J. (2008). Wisdom & Metaphor. Gaspereau Press.

bottom of page