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Faculty of Community Services

Jasna Schwind

Title:

RN, PhD

Telephone:

416-979-5000, ext. 6321

Email Address:

jschwind@ryerson.ca

Specialization:

  • Qualitative research – Arts-Informed Narrative Inquiry
  • Teaching-learning
  • Narrative Reflective Process
  • Metaphors
  • Person-centred care in education and practice
  • Mindfulness in education

Biography:

Dr. Schwind is an Associate Professor at the Daphne Cockwell School of Nursing at Ryerson University. Her Arts-Informed Narrative Inquiry (AINI), focuses on reconstruction of experience within professional and therapeutic relationships in education and practice. To that end Dr. Schwind has developed Narrative Reflective Process (NRP), which is both a qualitative data collection tool and a professional development instrument. This creative self-expression method includes mindful self-awareness, storytelling, metaphors, drawing, creative writing and reflective dialogue. Using NRP, she explores humanness-of-care, defined as mindful presence with self and with persons in our care.

Research Interests:

Research interests:

  • Human experience of illness: Humanness of Care
  • Professional and therapeutic relationships in education and practice: Person-Centred Care
  • Reconstruction of personal and professional experiences: Narrative Reflective Process
  • Metaphors as vehicles to personal and professional understanding of self and others: Personal Knowing
  • Qualitative research methods for healthcare professionals: Arts-Informed Narrative Inquiry

Current Courses:

  • Knowledge development in nursing (MN - graduate core course)
  • Qualitative research (MN - graduate core course) 
  • Advanced therapeutic communication from an interprofessional perspective (FCS Dean's - graduate elective) - open to all FCS graduate students 
  • Year 4 clinical practice (BScN)

Selected Publications:

Books:

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

Chapters:

  • Binder, M. J., Martin, J., & Schwind, J. K. (2018). Exploring teaching-learning scholarship through mindful conversations. In N. Lemon & S. McDonough, The mindful scholar-practices and perspectives. New York: Springer.
  • 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, OH: Kent State University Press.
  • 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). Waterloo, ON: Wilfrid Laurier University Press.
  • 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). Edmonton, AL: Brush Education Inc.

Peer-reviewed journal articles:

  • Ahmed, N., & Schwind, J. K. (2018). Supporting middle-school students’ sense of well-being through mindfulness and the Narrative Reflective Process. Reflective Practice,
  • 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
  • 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.
  • 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
  • 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
  • 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.
  • Lindsay, G., & Schwind, J. K. (2016). Narrative Inquiry: Experience matters. Canadian Journal of Nursing Research, 48(1), 14-20.  doi: 10.1177/0844562116652230
  • 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
  • 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
  • Schwind, J. K., & Lindsay, G. (2016). Arts-Informed Narrative Inquiry: Crossing boundaries of research and teaching-learning. LEARNing Landscapes, 9(2), p. 473-487.
  • 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
  • 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
  • Lindsay, G., & Schwind, J. K. (2015). Arts-Informed Narrative Inquiry as a practice development methodology in mental health. International Practice Development Journal, 5(1), http://www.fons.org/library/journal.aspx
  • 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
  • Lindsay, G., & Schwind, J. K. (2014) Arts-informed narrative inquiry into nurse-teachers' legacy for the next generation. Reflective Practice, 16(2), p. 195-205. doi:10.1080/14623943.2014.992405
  • 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.
  • 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.
  • 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
  • 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., 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
  • 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

Websites:

  • Schwind, J. K., & Manankil-Ranking, L. (May 2018). Arts-Informed Narrative Inquiry: Constructing Person-Centred Care www.theartofexperience.ca
  • Lindsay, G. & Schwind, J.K. (2014 - 2018). Arts-Informed Narrative Inquiry: Constructing Person-Centred Care www.theartofexperience.ca (website © 2014).

Professional Affiliations:

  • Dean’s Teaching Excellence Award, Faculty of Community Services, Ryerson University, 2018
  • Teaching Innovation Award, Council of Ontario University Programs in Nursing, Ontario, Canada, 2016
  • Best Poster: Frankel, E., & Schwind, J. Voices of diversity: Digital narratives in the classroom. Ryerson Faculty Conference: Connect, Engage, Inspire: Strategies and Tools for Today’s Classroom. (May) Ryerson University, 2013
  • Provost’s Experiential Teaching Award, Ryerson University, 2012
  • Gail J. Donner Award for Excellence in Nursing Education, Sigma Theta Tau International, Lambda Pi-At-Large, 2012

Position Currently Held:

Associate Professor

Biography
Teaching
Research
Creative Activity
Publications
Awards and honours

Contact details

Office details

  • POD-460-C, Podium Building