{"id":327,"date":"2021-04-27T04:35:31","date_gmt":"2021-04-27T08:35:31","guid":{"rendered":"https:\/\/on-linelearning.ca\/sherrimelrosepublications\/front-matter\/my-publications-2\/"},"modified":"2023-01-18T11:31:19","modified_gmt":"2023-01-18T16:31:19","slug":"my-publications","status":"publish","type":"front-matter","link":"https:\/\/on-linelearning.ca\/sherrimelrosepublications\/front-matter\/my-publications\/","title":{"raw":"My Publications","rendered":"My Publications"},"content":{"raw":"
\r\n\r\n[caption id=\"attachment_24\" align=\"alignleft\" width=\"244\"]\"Dr.<\/a> Dr. Sherri Melrose[\/caption]\r\n\r\nWelcome to my Virtual Memory Box! A memory box is something where people put keepsakes so that they are all in one place and are easy to find. My memory box is virtual and it contains a selection of academic keepsakes that I have created during my career as both a psychiatric nurse and a teacher. I divided my academic keepsakes into three general sections: books<\/strong> (Open Education Resources - or OER e-books that are available for free); journal articles<\/strong> from a variety of refereed publications; and teaching resources<\/strong>.\r\n<\/span>\r\n\r\nWith a background in both psychiatric mental health nursing and education, I worked on forensic, acute assessment and day hospital pychiatric units; and taught in traditional diploma schools of nursing, community colleges and universities. I have been an Associate Professor at Athabasca University for nearly twenty years, where I authored and instructed in both undergraduate and graduate classes.\r\n\r\nDuring my tenure at Athabasca University, I served as Chair of the Research Ethics Review Board for two terms. I also chaired the Canada-wide Clinical Teaching Interest Group for four terms and served as President of Western and Northern Region Canadian Association of Schools of Nursing (WRCASN). I am a winner of the Canadian Association of Schools of Nursing (CASN) Award for Excellence in Nursing Education <\/em>and the WNRCASN Educational Innovation Award<\/em>.\r\n\r\nMy research projects have been funded by the Social Sciences and Humanities Council (SSHRC), the Collaborative Research Grant Initiative (CRGI), WNRCASN and Athabasca University. In the community, I am an active volunteer with my local United Church of Canada, community kitchen and animal rescue shelter.\r\n\r\nMy Teaching Philosophy<\/strong><\/a>\r\n\r\nMy Teaching Journey<\/a><\/strong>\r\n\r\nMy Curriculum Vitae<\/strong><\/a>\r\n\r\n<\/div>\r\n

Books<\/h1>\r\n\r\n\r\n\r\n\r\n
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Creative Clinical Teaching in the Health Professions<\/h2>\r\n<\/td>\r\n<\/tr>\r\n

\r\n\r\n[caption id=\"attachment_303\" align=\"aligncenter\" width=\"160\"]\"Creative<\/a> Read Book<\/a>[\/caption]<\/td>\r\nSherri Melrose, Caroline Park, and Beth Perry<\/em>\r\n\r\nFor healthcare professionals, clinical education is foundational to the learning process. However, balancing safe patient care with supportive learning opportunities for students can be challenging for instructors and the complex social context of clinical learning environments makes intentional teaching approaches essential. Clinical instructors require advanced teaching knowledge and skills as learners are often carrying out interventions on real people in unpredictable environments.\r\n\r\nCreative Clinical Teaching in the Health Professions is an indispensable guide for educators in the health professions. Interspersed with creative strategies and notes from the field by clinical teachers who offer practical suggestions, this volume equips healthcare educators with sound pedagogical theory. The authors focus on the importance of personal philosophies, resilience, and professional socialization while evaluating the current practices in clinical learning environments from technology to assessment and evaluation. This book provides instructors with the tools to influence both student success and the quality of care provided by future practitioners.\r\n

Melrose, S., Park, C., & Perry, B. (2021). Creative clinical teaching in the health professions<\/i>. AU PRESS. https:\/\/www.aupress.ca\/books\/creative-clinical-teaching-in-the-health-professions\/<\/a><\/small><\/p>\r\nCC BY-NC-ND 4.0<\/small>\r\n\r\n <\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n\r\n\r\n\r\n\r\n
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Centring Human Connections in the Education of Health Professionals<\/h2>\r\n<\/td>\r\n<\/tr>\r\n

\r\n\r\n[caption id=\"attachment_26\" align=\"aligncenter\" width=\"160\"]\"Centring<\/a> Read Book<\/a>[\/caption]<\/td>\r\nSherri Melrose, Caroline Park, and Beth Perry<\/em>\r\n\r\nMany of today\u2019s learning environments are dominated by technology or procedure-driven approaches that leave learners feeling alone and disconnected. The authors of Centring Human Connections in the Education of Health Professionals argue that educational processes in the health disciplines should model, integrate, and celebrate human connections because it is these connections that will foster the development of competent and caring health professionals.\r\n\r\nCentring Human Connections in the Education of Health Professionals equips educators working in clinical, classroom, and online settings with a variety of teaching strategies that facilitate essential human connections. Included is an overview of the educational theory that grounds the authors\u2019 thinking, enabling the educators who employ the strategies included in the book to assess their fit within curriculum requirements and personal teaching philosophies and understand how and why they work.\r\n

Melrose, S., Park, C., & Perry, B. (2020). Centring human connections in the education of health professionals.<\/i> AU PRESS. https:\/\/www.aupress.ca\/books\/120289-centring-human-connections-in-the-education-of-health-professionals\/<\/a><\/small><\/p>\r\nCC BY-NC-ND 4.0<\/small>\r\n\r\n <\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n\r\n\r\n\r\n\r\n
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Creative Clinical Teaching in the Health Professions<\/h2>\r\n<\/td>\r\n<\/tr>\r\n

\r\n\r\n[caption id=\"attachment_2261\" align=\"aligncenter\" width=\"160\"]\"Creative<\/a> Read Book<\/a>[\/caption]<\/td>\r\nMelrose, Sherri, Park, Caroline, Perry, Beth<\/em>\r\n\r\nThis peer reviewed e-book is a must-read for nurses and other health professionals who strive to teach with creativity and excellence in clinical settings. Each chapter presents current evidence informed educational practice knowledge. Each topic is also presented with text boxes describing \u2018Creative Strategies\u2019 that clinical teachers from across Canada have successfully implemented. For those who are interested in background knowledge, the authors provided a comprehensive literature base. And, for those interested mainly in 'what to do,' the text box summaries offer step-by-step directions for creative, challenging activities that both new and experienced instructors can begin using immediately.\r\n

Melrose, S., Park, C. & Perry, B. (2015). Creative clinical teaching in the health professions<\/em>. Retrieved from https:\/\/clinicalteaching.pressbooks.com<\/a><\/small><\/p>\r\nCreative Commons Attribution NonCommercial ShareAlike<\/small>\r\n\r\n <\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n\r\n\r\n\r\n\r\n
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Teaching Health Professionals Online<\/h2>\r\nFrameworks and Strategies<\/strong><\/td>\r\n<\/tr>\r\n

\r\n\r\n[caption id=\"attachment_2263\" align=\"aligncenter\" width=\"155\"]\"Teaching<\/a> Read Book<\/a>[\/caption]<\/td>\r\nSherri Melrose, Caroline Park, and Beth Perry<\/em>\r\n\r\nTeaching Health Professionals Online is a must-read for professionals in the health care field who strive to deliver excellence in their online classes. Intended for a wide range of professionals, including nurses, social workers, occupational and radiation therapists, chiropractors, dietitians, and dental hygienists, this compendium of teaching strategies will inspire both new and experienced instructors in the health professions. In addition to outlining creative, challenging activities with step-by-step directions and explanations of why they work, each chapter in the text situates practice within the context of contemporary educational theories such as instructional immediacy, invitational theory, constructivism, connectivism, transformative learning, and quantum learning theory. The authors also address other issues familiar to those who have taught online courses. How can a distance instructor build teacher-student relationships? How does one transform the assumptions often held by students in the health fields from the confines of the virtual classroom? Most importantly, how can the instructor support his or her students in their future pursuits of knowledge and their development as competent professionals? By considering these and other concerns, this handbook aims to help instructors increase student success and satisfaction, which, the authors hope, will ultimately produce the best possible patient care.\r\n

Melrose, S., Park, C. L., & Perry, B. (2013). Teaching health professionals online: Frameworks and strategies<\/i>. AU Press. https:\/\/www.aupress.ca\/books\/120234-teaching-health-professionals-online\/<\/a><\/small><\/p>\r\nCC BY-NC-ND 2.5 CA<\/small>\r\n\r\n <\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n\r\n\r\n\r\n\r\n
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Supporting Individuals with Intellectual Disabilities & Mental Illness<\/h2>\r\nWhat Caregivers Need to Know<\/strong><\/td>\r\n<\/tr>\r\n

\r\n\r\n[caption id=\"attachment_2264\" align=\"aligncenter\" width=\"185\"]\"Supporting<\/a> Read Book<\/a>[\/caption]<\/td>\r\nSherri Melrose, Ph.D. and Melrose, S., Dusome, D., Simpson, J., Crocker, C., Athens, E.<\/em>\r\n\r\nThis multidisciplinary resource develops topics of interest to all those who care about and for individuals with co-occurring intellectual disabilities and mental illness. Each chapter presents current evidence informed practice knowledge. Each topic is also presented with audio enabled text boxes emphasizing 'Key Points for Caregivers.' For those who are interested in background knowledge, we provided the comprehensive literature base. And, for those interested mainly in 'what to do,' we provided text box summaries for reading and listening.\r\n

Melrose, S., Dusome, D., Simpson, J., Crocker, C., Athens, E. (2015). Supporting Individuals with Intellectual Disabilities & Mental Illness: What Caregivers Need to Know<\/em>. Vancouver, British Columbia, Canada: BCcampus. Retrieved from http:\/\/opentextbc.ca\/caregivers\/<\/a><\/small><\/p>\r\nCC-BY 4.0<\/small>\r\n\r\n <\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n

Journal Articles<\/h1>\r\n

Education<\/h2>\r\n\r\n\r\n\r\n\r\n
<\/td>\r\n\r\n

Pre-Service Learners<\/span><\/h2>\r\n<\/td>\r\n<\/tr>\r\n

\r\n\r\n[caption id=\"attachment_1689\" align=\"aligncenter\" width=\"150\"]\"Education<\/a> Vdub144 \/ CC-BY-NC-SA 2.0<\/span>[\/caption]<\/td>\r\n\r\n

Classroom<\/h3>\r\nFacilitating Constructivist Learning Environments Using Mind Maps and Concept Maps as Advance Organizers<\/a>\r\n\r\nBalancing Reflection and Validity in Health Profession Students\u2018 Self-Assessment<\/a>\r\n\r\nPass\/Fail and Discretionary Grading: A Snapshot of Their Influences on Learning<\/a>\r\n

Clinical<\/h3>\r\nMentoring non-traditional students in clinical practicums: Building on strengths<\/a>\r\n\r\nLunch with the theorists: A clinical learning activity<\/a>\r\n\r\nWhat works? A personal account of clinical teaching strategies in nursing<\/a>\r\n\r\nThe role of the clinical instructor<\/a>\r\n

Online<\/h3>\r\nPeer E-Mentoring Podcasts in a Self-Paced Course<\/a>\r\n\r\nInstructional immediacy online<\/a><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n \r\n\r\n\r\n\r\n\r\n
<\/td>\r\n\r\n

In-Service Learners<\/span><\/h2>\r\n<\/td>\r\n<\/tr>\r\n

\r\n\r\n[caption id=\"attachment_1686\" align=\"aligncenter\" width=\"150\"]\"Education<\/a> Pereira \/ CC-0<\/span>[\/caption]<\/td>\r\n\r\n
\r\n\r\nPractical Teaching Strategies for Diabetes Educators<\/a>\r\n\r\nCommentary: Posing questions to support and challenge -- A guide for mentoring staff<\/a>\r\n\r\nKeeping clients safe on the night shift<\/a>\r\n\r\nSelf-Mentoring: Five practical strategies to improve retention of long-term care nurses<\/a>\r\n\r\nImmunizing Children Who Fear and Resist Needles: Is it a Problem for Nurses?<\/a>\r\n\r\nMalawian Health Care Workers' Perceptions of Western Midwives: Towards Becoming a Welcome Guest<\/a>\r\n\r\nMandatory Practice Hours<\/a>\r\n\r\nProfessional Development Needs of Non-Radiology Nurses: An Exploration of Nurses\u2019 Experiences Caring for Interventional Radiology Patients<\/a>\r\n\r\n<\/div><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n \r\n\r\n\r\n\r\n\r\n
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LPN to BN Learners<\/span><\/h2>\r\n<\/td>\r\n<\/tr>\r\n

\r\n\r\n[caption id=\"attachment_1698\" align=\"aligncenter\" width=\"150\"]\"Education<\/a> Thompson Rivers \/ CC-BY-NC-SA 2.0<\/span>[\/caption]<\/td>\r\n\r\n
\r\n\r\nAsynchronous online peer assistance: Telephone messages of encouragement in post licensure nursing programs<\/a>\r\n\r\nResisting, Reaching Out and Re-imagining to Independence: LPN\u2019s Transitioning towards BNs and Beyond<\/a>\r\n\r\nLicensed Practical Nurses becoming Registered Nurses: Conflicts and responses that can help<\/a>\r\n\r\nBecoming Socialized into a New Professional Role: LPN to BN Student Nurses\u2019 Experiences with Legitimation<\/a>\r\n\r\nFrom vocational college to university: How one group of nurses experienced the transition<\/a>\r\n\r\nLPN to BN Nurses: Introducing a New Group of Potential Health Care Leaders<\/a>\r\n\r\nOvercoming barriers to role transition during an online post LPN to BN program<\/a>\r\n\r\nOnline Post LPN to BN Students\u2019 Views of Transitioning to a New Nursing Role<\/a>\r\n\r\n\"RN means Real Nurse\": Perceptions of Being a \"Real\" Nurse in a Post LPN-BN Bridging Program<\/a>\r\n\r\n<\/div><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n \r\n\r\n\r\n\r\n\r\n
<\/td>\r\n\r\n

Psychiatric Mental Health Learners<\/span><\/h2>\r\n<\/td>\r\n<\/tr>\r\n

\r\n\r\n[caption id=\"attachment_1784\" align=\"aligncenter\" width=\"150\"]\"Psychiatric<\/a> CC-0<\/span>[\/caption]<\/td>\r\n\r\n
\r\n\r\nCreating a psychiatric mental health portfolio: An assignment that works<\/a>\r\n\r\nClinical teaching in mental health nursing<\/a>\r\n\r\nLearning psychiatric mental health nursing: One student's experience<\/a>\r\n\r\nAn exploration of students' personal constructs: Implications for clinical teaching in psychiatric mental health nursing<\/a>\r\n\r\nStudents\u2019 perceptions of their psychiatric mental health clinical nursing experience: A personal construct theory exploration<\/a>\r\n\r\nA clinical teaching guide for psychiatric mental health nursing: A qualitative outcome analysis project<\/a>\r\n\r\nA message from Simone<\/a>\r\n\r\nChallenge and opportunity in an inner-city practicum<\/a>\r\n\r\nClinical instruction in mental health nursing: students\u2019 perceptions of best practices<\/a>\r\n\r\n<\/div><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n \r\n\r\n\r\n\r\n\r\n
<\/td>\r\n\r\n

Graduate Studies Learners<\/span><\/h2>\r\n<\/td>\r\n<\/tr>\r\n

\r\n\r\n[caption id=\"attachment_1705\" align=\"aligncenter\" width=\"150\"]\"Education<\/a> Yourdon \/ CC-BY-NC-SA 2.0<\/span>[\/caption]<\/td>\r\n\r\n
\r\n\r\nOnline Graduate Study Health Care Learners\u2019 Perceptions of Instructional Immediacy<\/a>\r\n\r\nResearch Ethics Review Processes: Potential Teaching Tools for Health Professions Students<\/a>\r\n\r\nSkills for succeeding in online graduate studies<\/a>\r\n\r\nMentoring online graduate students: Partners in scholarship<\/a>\r\n\r\nGraduate students' experiences with research ethics in conducting health research<\/a>\r\n\r\nOnline Interest Groups: Virtual Gathering Spaces to Promote Graduate Student Interaction<\/a>\r\n\r\nInstructor immediacy strategies to facilitate group work in online graduate study<\/a>\r\n\r\nOnline Graduate Study Health Care Learners' Perceptions of Group Work and Helpful Instructional Behaviors<\/a>\r\n\r\nHelp-Seeking Experiences of Health Care Learners in a WebCT Online Graduate Study Program<\/a>\r\n\r\nFacilitating help-seeking through student interactions in a WebCT online graduate study program<\/a>\r\n\r\n<\/div><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n \r\n

Mental Health<\/h2>\r\n\r\n\r\n\r\n\r\n
<\/td>\r\n\r\n

Depressive Disorders<\/span><\/h2>\r\n<\/td>\r\n<\/tr>\r\n

\r\n\r\n[caption id=\"attachment_1677\" align=\"aligncenter\" width=\"150\"]\"Mental<\/a> Hodan \/ CC-0 1.0<\/span>[\/caption]<\/td>\r\n\r\n
\r\n\r\nLate life depression: nursing actions that can help<\/a>\r\n\r\nPersistent Depressive Disorder or Dysthymia: An Overview of Assessment and Treatment Approaches<\/a>\r\n\r\nRecognizing and Responding to Depression in Dementia<\/a>\r\n\r\nSeasonal Affective Disorder: An Overview of Assessment and Treatment Approaches<\/a>\r\n\r\nPerfectionism and Depression: Vulnerabilities Nurses Need to Understand<\/a>\r\n\r\nPaternal postpartum depression: How can nurses help?<\/a>\r\n\r\nHow to uncover post-stroke depression<\/a>\r\n\r\nPost-stroke depression: How can nurses help?<\/a>\r\n\r\nPractical approaches in treating depression: Alleviating the debilitating symptoms of depression in LTC<\/a>\r\n\r\n<\/div><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n \r\n\r\n\r\n\r\n\r\n
<\/td>\r\n\r\n

Addictions<\/span><\/h2>\r\n<\/td>\r\n<\/tr>\r\n

\r\n\r\n[caption id=\"attachment_1727\" align=\"aligncenter\" width=\"150\"]\"Addictions\"<\/a> CC-0<\/span>[\/caption]<\/td>\r\n\r\n
\r\n\r\nUnderstanding and Supporting Adults with Fetal Alcohol Spectrum Disorder - Strategies for Health Professionals: an Opinion Piece<\/a>\r\n\r\n\"It was worse than my son passing away.\" The experience of grief in recovering crack cocaine addicted mothers who lose custody of their children<\/a>\r\n\r\nWhen the Worst Imaginable Becomes Reality: The Experience of Child Custody Loss in Mothers Recovering from Addictions<\/a>\r\n\r\n<\/div><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n \r\n\r\n\r\n\r\n\r\n
<\/td>\r\n\r\n

Developmental Disabilities<\/span><\/h2>\r\n<\/td>\r\n<\/tr>\r\n

\r\n\r\n[caption id=\"attachment_1745\" align=\"aligncenter\" width=\"150\"]\"Developmental<\/a> CC-0<\/span>[\/caption]<\/td>\r\n\r\n
\r\n\r\nSupporting Persons with Developmental Disabilities and Co-occurring Mental Illness: An Action Research Project<\/a>\r\n\r\nBeyond Physical Inclusion: A Grounded Theory of Belonging<\/a>\r\n\r\nDevelopmental disabilities co-occurring with Mental illness<\/a>\r\n\r\nAction research: Supporting the developmentally disabled and their caregivers<\/a>\r\n\r\n<\/div><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n \r\n

GENERAL ISSUES<\/h2>\r\n\r\n\r\n\r\n\r\n
<\/td>\r\n\r\n

Topics of Interest<\/span><\/h2>\r\n<\/td>\r\n<\/tr>\r\n

\r\n\r\n[caption id=\"attachment_1744\" align=\"aligncenter\" width=\"150\"]\"Other\"<\/a> CC-0<\/span>[\/caption]<\/td>\r\n\r\n
\r\n\r\nRelocation stress in long term care: How staff can help<\/a>\r\n\r\nReducing relocation stress syndrome in long term care facilities<\/a>\r\n\r\nSchizophrenia: A Brief Review of What Nurses Can Do and Say to Help<\/a>\r\n\r\nNaturalistic generalization<\/a>\r\n\r\n<\/div><\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n \r\n

Teaching Resources<\/h1>\r\n\r\n\r\n\r\n\r\n
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Open Educational Resources<\/h2>\r\n<\/td>\r\n<\/tr>\r\n

\r\n\r\n[caption id=\"attachment_2334\" align=\"aligncenter\" width=\"185\"]\"OER<\/a> Read Book<\/a>[\/caption]<\/td>\r\nMelrose, Sherri, Swettenham, Steve<\/em>\r\n\r\nThis collection of Open Educational Resources (OERs) was created for deployment in a graduate course at Athabasca University. They are available free of charge and can be repurposed as per the Creative Commons license. This project\/resource was Funded by the Alberta Open Educational Resources (ABOER) Initiative, which is made possible through an investment from the Alberta government.\r\n

Melrose, S., & Swettenham, S. (2016). Open Educational Resources. Retrieved from http:\/\/epub-fhd.athabascau.ca\/oer\/<\/a><\/small><\/p>\r\nCreative Commons Attribution NonCommercial ShareAlike<\/small>\r\n\r\n <\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n

Welcoming Students to a Graduate Course 'Dissemination<\/em>'\r\n<\/strong><\/p>\r\n[video width=\"368\" height=\"272\" mp4=\"https:\/\/on-linelearning.ca\/sherrimelrosepublications\/wp-content\/uploads\/sites\/22\/2020\/11\/611_Welcome-Video.mp4\" poster=\"https:\/\/on-linelearning.ca\/sherrimelrosepublications\/wp-content\/uploads\/sites\/22\/2020\/11\/611_Welcome-Video.png\"][\/video]\r\n

Welcoming Students to a Graduate Course 'Clinical Teaching & Learning<\/em>'\r\n<\/strong><\/p>\r\n[video width=\"368\" height=\"272\" mp4=\"https:\/\/on-linelearning.ca\/sherrimelrosepublications\/wp-content\/uploads\/sites\/22\/2020\/11\/623_Sherri_Welcome-Video.mp4\" poster=\"https:\/\/on-linelearning.ca\/sherrimelrosepublications\/wp-content\/uploads\/sites\/22\/2020\/11\/623_Sherri_Welcome-Video.png\"][\/video]\r\n

Welcoming Students to a Graduate Course 'Teaching in Health Disciplines<\/em>'\r\n<\/strong><\/p>\r\n[video width=\"368\" height=\"272\" mp4=\"https:\/\/on-linelearning.ca\/sherrimelrosepublications\/wp-content\/uploads\/sites\/22\/2020\/11\/624-Welcome-Video.mp4\" poster=\"https:\/\/on-linelearning.ca\/sherrimelrosepublications\/wp-content\/uploads\/sites\/22\/2020\/11\/624-Welcome-Video.png\"][\/video]\r\n

Lesson on 'Collaborative Relationships and Group Dynamics<\/em>'\r\n<\/strong><\/p>\r\n[video width=\"368\" height=\"272\" mp4=\"https:\/\/on-linelearning.ca\/sherrimelrosepublications\/wp-content\/uploads\/sites\/22\/2020\/11\/Wk-3-Me-to-You.mp4\" poster=\"https:\/\/on-linelearning.ca\/sherrimelrosepublications\/wp-content\/uploads\/sites\/22\/2020\/11\/Wk-3-Me-to-You.png\"][\/video]\r\n

Lesson on 'Creating a Teaching Toolbox<\/em>'<\/strong><\/p>\r\n[video width=\"368\" height=\"272\" mp4=\"https:\/\/on-linelearning.ca\/sherrimelrosepublications\/wp-content\/uploads\/sites\/22\/2020\/11\/Wk-8-Me-to-You_Toolbox.mp4\" poster=\"https:\/\/on-linelearning.ca\/sherrimelrosepublications\/wp-content\/uploads\/sites\/22\/2020\/11\/Wk-8-Me-to-You_Toolbox.png\"][\/video]\r\n

Lesson on 'Reflection in Teaching<\/em>'<\/strong><\/p>\r\n[video width=\"368\" height=\"272\" mp4=\"https:\/\/on-linelearning.ca\/sherrimelrosepublications\/wp-content\/uploads\/sites\/22\/2020\/11\/Wk-11-Me-to-You.mp4\" poster=\"https:\/\/on-linelearning.ca\/sherrimelrosepublications\/wp-content\/uploads\/sites\/22\/2020\/11\/Wk-11-Me-to-You.png\"][\/video]\r\n

Supporting Individuals with Intellectual Disabilities & Mental Illness\r\nhttps:\/\/opentextbc.ca\/caregivers\/<\/a><\/strong><\/p>\r\n[video width=\"368\" height=\"272\" mp4=\"https:\/\/on-linelearning.ca\/sherrimelrosepublications\/wp-content\/uploads\/sites\/22\/2020\/11\/2018-08-Sherri-Intro-E-Learning-Product.mp4\" poster=\"https:\/\/on-linelearning.ca\/sherrimelrosepublications\/wp-content\/uploads\/sites\/22\/2020\/11\/2018-08-Sherri-Intro-E-Learning-Product.png\"][\/video]\r\n\r\n \r\n

Sirius Radio Interview on 'Seasonal Depression<\/em>'<\/strong><\/p>\r\n[audio mp3=\"https:\/\/on-linelearning.ca\/sherrimelrosepublications\/wp-content\/uploads\/sites\/22\/2020\/11\/Seasonal-Depression.mp3\"][\/audio]\r\n

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