Insights from the 2024 Knowledge Translation Student Award Recipients

Join the winners of the 2024 National Collaborating Centre for Public Health (NCCPH) Knowledge Translation Student Awards and get a first-hand look at their crucial work in bridging the gap between research and practice. These students are leading innovative knowledge translation strategies. This session highlights their academic excellence and features unique and transferable strategies to address today’s public health priorities.

Hannah Bayne, University of Alberta - Supporting Tomorrow’s Stewards: A Knowledge Mobilization Project for Climate-Health Literacy in Alberta Elementary Schools

Miranda Field, University of Regina - Decolonized Theory of Place

Jordan Chin, McMaster University - The Art of Creation: an Arts-Based Knowledge Translation Method to Promote and Advocate for a Healthy Start to Life

1. Welcome! This webinar will be recorded. ​ Your microphone and camera will be turned off for the duration of the webinar. ​ To ensure accessibility, live captions can be enabled from the control panel.

2. Insights from the 2024 Knowledge Translation Student Award Recipients Presenters:  Hannah Bayne Miranda Field Jordan Chin Facilitator:  Robyn Traynor May 23, 2024

3. Disclosures  Funded by the Public Health Agency of Canada. Affiliated with McMaster University. Production of this presentation has been made possible through a financial contribution from the Public Health Agency of Canada. The views expressed here do not necessarily reflect the views of the Public Health Agency of Canada.

4. McMaster University recognizes and acknowledges that it is located on the traditional territories of the Mississauga and Haudenosaunee nations, and within the lands protected by the Dish With One Spoon wampum agreement. Land Acknowledgement

5. Housekeeping

6. Access After Today Recording:  youtube.com/nccmt   Slides: slideshare.net/NCCMT/presentations

7. Today! Introduction to NCCs Student presentations Q&A More resources

8. Pre-webinar polling questions

9. nccph.ca

10. Award Goals and Selection knowl·edge trans·la·tion   /ˈ näləj tranzˈlāSH ( ə )n/ noun A dynamic and iterative process that includes synthesis, dissemination, exchange and ethically-sound application of knowledge to improve the health of Canadians, provide more effective health services and products and strengthen the health care system. cihr-irsc.gc.ca/e/29418.html#2 Selection Process Relevance to knowledge translation in public health Creativity / innovation shown in the project Scholarliness of the project Potential impact of the project Quality and degree of support of academic supervisor To recognize the work of graduate students regarding  knowledge translation  in public health in Canada.

11. 2024 NCCPH KT Student Award Winners! nccmt.ca/about/students/knowledge-translation-student-award-winners

12. 13 Supporting Tomorrow’s Stewards: A Knowledge Mobilization Project for Climate-Health Literacy in Alberta Elementary Schools Hannah Bayne, MSc Student University of Alberta

13. Land Acknowledgement 14 Photos by Hannah Bayne

14. Introductions: Climate Change and Global Health Outreach Team 15

15. 16

16. Children Are More Vulnerable To These Impacts 17 Physical ↑ Vulnerability Developing bodies and organ systems Spend more time outside than adults Depend on adults for their safety Cannot take many adaptation actions Ahdoot et al., 2015; Bell et al., 2016

17. Helpless Anxious Sad Fear Powerless 18 Burke et al., 2018; Hickman et al., 2021; Lee et al., 2020

18. Climate Change Education in Alberta 19 There is some understanding of climate change amongst children (overall climate literacy remains low) AND Misinformation and Disinformation contribute to Misconceptions Eco-Anxiety Fatalism Lee et al., 2020; Rousell et al., 2020; Shaw et al., 2020

19. 20 Students and teachers want climate change education And this education can promote healthy coping strategies for eco-anxiety, and inspire action both in young people and in their families Galway & Field, 2023; Shaw et al., 2020; Leger-Goodes et al., 2022; Lawson et al., 2019

20. 21 Summer 2022: Literature review and lesson development of grades 4-6 lessons Fall/Winter 2022-3: Pilot lessons and feedback from key stakeholders Summer 2023: Improvements to elementary lesson and beginnings of grades 7-12 lessons Fall/Winter 2023-4: Regularly teaching grade 4-6 lesson; piloting grades 7-12 lessons Now: Connecting within schools and community a few times a month

21. The Results! enhancing climate-health literacy combating misconceptions and mis/disinformation co-creating safe spaces with students to engage with fears and anxieties about climate change 22 90-minute, curriculum-relevant lesson for grades 4-6! Goals:

22. 23 Monroe, 2019

23. 24 reached with USchool, Community Marketplace, and CHOICES Conference Awarded Sustainability Leaders Award 2024 Within the community with ~1000 attendees at each 750 Students 3 Events

24. 25 “It was very fun! I hope to do that again!” “We moved around a lot which was nice. It was very different from all the other presentations.” “[They] were very nice! And the sitting places were very cool.” “They really care about public health and climate change. I learned about the greenhouse effect, climate change and how to help mental and physical public health.”

25. 26 Why can’t we just send all our garbage to space? Is the Earth going to die? If the governments know what to do, why aren’t they doing it? There are so many people working on this, why can’t they get anything done? How are allergies and public health and climate change related? What is going to happen because there was no snow this winter?

26. Climate Change Education… 27 Supports student’s mental health by having a safe place to share emotions Inspires action in children and their grown-ups Promotes public health through climate adaptation Combats misconceptions and disinformation Lee et al., 2020; Rousell et al., 2020; Shaw et al., 2020 Galway & Field, 2023; Leger-Goodes et al., 2022; Lawson et al., 2019

27. 28 Thank You! Questions? Hannah Bayne [[email protected]] www.climatechangeandglobalhealth.com

28. References Bell, J.E., et al. (2016). Ch. 4: Impacts of extreme events on human health . In: The impacts of climate change on human health in the United States: A scientific assessment . U.S. Global Change Research Program, Washington, DC, p. 108. Gamble, J.L., et al. (2016). Ch. 9: Populations of concern . In: The impacts of climate change on human health in the United States: A scientific assessment. U.S. Global Change Research Program, Washington, DC, p. 255-256. Public Health Agency of Canada. Chief Public Health Officer of Canada’s Report on the State of Public Health in Canada 2022: Mobilizing Public Health Action on Climate Change in Canada. Public Health Agency of Canada; 2022. Public Health Agency of Canada. Chief Public Health Officer of Canada’s Report on the State of Public Health in Canada 2023: Creating the Conditions for Resilient Communities: A Public Health Approach to Emergencies. Public Health Agency of Canada; 2023. Burke SEL, Sanson A V., Van Hoorn J. The Psychological Effects of Climate Change on Children. Curr Psychiatry Rep. 2018;20(5):35. doi:10.1007/s11920-018-0896-9 Ahdoot S, Pacheco SE, Paulson JA, et al. Global Climate Change and Children’s Health. Pediatrics. 2015;136(5):e1468-e1484. doi:10.1542/peds.2015-3233 Galway LP, Field E. Climate emotions and anxiety among young people in Canada: A national survey and call to action. The Journal of Climate Change and Health. 2023;9:100204. doi:10.1016/j.joclim.2023.100204 Lee K, Gjersoe N, O’Neill S, Barnett J. Youth perceptions of climate change: A narrative synthesis. WIREs Climate Change. 2020;11(3). doi:10.1002/wcc.641 Rousell D, Cutter-Mackenzie-Knowles A. A systematic review of climate change education: giving children and young people a ‘voice’ and a ‘hand’ in redressing climate change. Child Geogr. 2020;18(2):191-208. doi:10.1080/14733285.2019.1614532 Shaw C, Bennett A, Wang S. Youth Narrative and Voice: Principles for Effective Climate, Energy and Environmental Education in Alberta. Oxford: Climate Outreach; 2020. Léger-Goodes T, Malboeuf-Hurtubise C, Mastine T, Généreux M, Paradis PO, Camden C. Eco-anxiety in children: A scoping review of the mental health impacts of the awareness of climate change. Front Psychol. 2022;13. doi:10.3389/fpsyg.2022.872544 Lawson DF, Stevenson KT, Peterson MN, Carrier SJ, L. Strnad R, Seekamp E. Children can foster climate change concern among their parents. Nat Clim Chang. 2019;9(6):458-462. doi:10.1038/s41558-019-0463-3 Monroe MC, Plate RR, Oxarart A, Bowers A, Chaves WA. Identifying effective climate change education strategies: a systematic review of the research. Environ Educ Res. 2019;25(6):791-812. doi:10.1080/13504622.2017.1360842 29

29. A Decolonized Theory of Place Miranda Field, PhD CIHR-IHSPR Health System Impact Fellow 23 May 2024 National Collaborating Centres for Public Health Knowledge Translation Award Presentation

30. this research seeks to answers calls from the TRC, Indigenous scholars, and community organizations rooted in relationships with First Nations and Metis children, youth, knowledge keepers, and communities, seeking to reclaim their health and wellness seeking to better understand how place impacts healing and learning 02 Field - Spring 2024 The Intersection of Healing and Learning for Indigenous Mental Health

31. Need for Decolonized Perspectives in Public Health Blended Qualitative-Indigenous Paradigm emphasizes a decolonized lens incorporation Indigenous methodologies expands the understanding of spatialized and place-based processes Critical Place Inquiry examines the complex interactions between physical spaces, human experiences, sociocultural contexts, and power dynamics exploration of how places shape and are shaped by individuals and communities Field –Spring 2024 03

32. Field – Spring 2024 04 A Decolonized Theory of Place RESEARCH CONTEXT Mental Health approaching from a broad wholistic lens of healing across the lifespan Indigenous Peoples no differentiation between First Nations and Metis specific to Treaty 4 Indigenous Research building and expanding on current literature privileging Indigenous ways of knowing and being Critical Place Inquiry place as more than the physical setting enables exploration of diverse settings

33. Field – Spring 2024 05 diverse sites that included both healing and learning opportunities diverse age perspectives maximum variation from decolonized to colonial institution settings A Decolonized Theory of Place DEVELOPMENT

34. Field – Spring 2024 06 Comparative Case Study allows for the study of different locations allows for the use of multiple data collection methods allows the view from three theoretical axis: similarities and differences between cases relationships between situates within historical context A Decolonized Theory of Place DEVELOPMENT

35. Field –Spring 2024 07 A Decolonized Theory of Place visual model allowing for mapping specific elements within given sites flexibility of potential application provides guiding questions to assist evaluating meaning, environments, relationships, and learning serves as a comprehensive framework that allows for practical application and thoughtful interpretation

36. Field – Spring 2024 08 A Decolonized Theory of Place USING THE THEORY assess current practices identify areas for improvement implement changes that promote culturally responsive care framework for advocacy to establish or evaluate spaces from patient and client perspectives

37. provides a framework for analyzing and identifying decolonized aspects within physical spaces and places, allowing us to view existing work and identify current gaps in different environments despite the age, location, and functional differences of each site, the similarities of principles and elements are significant and notable differences that did occur, appear to be better explained by structural and strategical differences between the sites and how much emphasis each site puts forth on a specific principle Field – Spring 2024 09 A Decolonized Theory of Place WHY THIS MATTERS

38. Miranda Field, PhD CIHR-IHSPR Health System Impact Fellow [email protected] A Decolonized Theory of Place

39. The Art of Creation: an Arts-Based Knowledge Translation Method to Promote and Advocate for a Healthy Start to Life Jordan Chin May 23, 2024

40. Land Acknowledgement McMaster University is located on the traditional territories of the Mississauga and Haudenosaunee nations, and within the lands protected by the “Dish with One Spoon” wampum agreement. https://education.afn.ca/afntoolkit/web-modules/plain-talk-1-pre-contact/histories-cultures-and-languages/

41. Non-communicable diseases represent the leading cause of death in Hamilton The Developmental Origins of Health and Disease (DOHaD) explain one factor which increases non-communicable disease risk: (City of Hamilton, 2022) (WHO, 2016)

42. Most healthcare workers, policymakers, and community members are unaware of DOHaD . New forms of knowledge translation are required. ( Caut et al, 2020), (Stephenson et al, 2018), (McKerracher et al, 2019)

43. Art is accessible to different cultures, genders, ages, education and income levels Art evokes emotion Art strengthens community relationships which inspires & empowers change Arts-based Knowledge Translation is a Potential Solution ( Fancourt and Finn, 2019), (Jones, 2006), (Kennet, 2000), (Lawrence et al., 2016)

44. What is the Art of Creation? The Art of Creation is an arts-based science translation program and public exhibition project that uses art to explain the importance of health before and during pregnancy to the public, policy makers, and social and healthcare providers.

45. Arts-Based Support Groups 01

46. Art-based support groups with pregnant individuals 1 DOHaD Workshop 6 art-based support groups + surveys of health/DOHaD knowledge Survey of experience using art in workshops 6 month follow up survey 1 year follow up survey 1 art making workshop

47. 47 pregnant individuals who have a gestational age of at least 25 weeks Aged 22 to 38 (median = 32) 68% Caucasian, 32% members of racialized groups Education status: 17% completed up to a high school degree 83% completed at least a college diploma/university degree Represents 20 postal codes across Hamilton Our participants

48. Participants’ DOHaD Knowledge Improved After Engaging in the Arts-based Support Groups

49. Art as a tool for expression and discussion 81% 91% Agreed that doing art during group discussions helped them talk about and/or understand sensitive or difficult topics Agreed that doing art during focus groups helped them express themselves

50. —Art of Creation participant “[The workshops] encouraged me to do something that I enjo y and set aside time… to like just do something and have conversations, and connect with other people, and talk about similar experiences. I think it was really calming too. Because we’re all feeling the same thing…like wow, thank God I’m not alone.” —Art of Creation participant “When I first signed up, I was like “Yeah I’m going to participate in a research study”… But when I reflected on the last couple weeks, I feel like I’m the one that benefitted from being here…Like from like taking a break from my regular life that feels so busy - just to be here inspires me. And actually being around other moms who are pregnant – this is really like my only space to be around other moms at the same stage ya know?” Developing a support system while having opportunities for self care and play

51. Traveling Art Exhibition 02

52. AoC Artist Residency Program Artist Selection Workshop on DOHaD Visit the Sloboda Lab x4 Art Creation

53. Data Collection in the Exhibition Ethnographic Notes Written Reflections QR Code Scans Interactive Activities

54. —Art of Creation Exhibition Visitor " The exhibition made me question how my environment was affecting [me] physically and mentally...Thank you for making me think." —Art of Creation Exhibition Visitor “Kinesthetic learning is underrated,  under demonstrated and underappreciated. I love that questions are asked without a concrete answer  as a way to  make you think and feel and reflect. This was fun." ​

55. Facilitating Conversation Ethnographic notes suggest that the Exhibition facilitates conversations about health and how communities remain healthy However, conversations focus on the importance of motherhood The Exhibition was a starting point for various workshops

56. Tailoring the Exhibition to the Needs of Hamiltonians The Exhibition should be shown in locations accessible to a diverse set of the Hamilton population Interactive activities should provide accurate feedback while being engaging

57. Art-based methods may improve the accessibility and inclusivity of the knowledge translation of various scientific concepts This project aims to: At an individual level: improve health behaviours At a community level: foster future health promotion innovation and advocate for public health systems which facilitate improved health outcomes for future generations Implications for the Future

58. Thank you! [email protected] @aoc_study

59. Caut , C., Leach, M., & Steel, A. (2020). Dietary guideline adherence during preconception and pregnancy: A systematic review. Maternal & child nutrition, 16(2), e12916. https://doi.org/10.1111/mcn.12916 City of Hamilton. City of Hamilton Public Health Diseases and Conditions. 2022 [cited 2024 Apr 3]. Health Information for Communicty Partners and Residents. Available from: https://www.hamilton.ca/people-programs/public-health/diseases-conditions Fancourt , D., & Finn, S. (2019). What is the evidence on the role of the arts in improving health and wellbeing? A scoping review. World Health Organization Health Evidence Network Synthesis Report 67. https://www.euro.who.int/en/publications/abstracts/what-is-the-evidence-on-the-role-of-the-arts-in-improving-health-and-well-being-a-scoping-review-2019 Jones, K. (2006). A biographic researcher in pursuit of an aesthetic: the use of arts-based (re) prensentations in “ performatiive ” dissemination of life stories. Qualitative Sociology Review, 2(1), 66-85. http://www.qualitativesociologyreview.org/ENG/Volume3/QSR_2_1_Jones.pdf Kennett C. E. (2000). Participation in a creative arts project can foster hope in a hospice day centre . Palliative medicine, 14(5), 419–425. https://doi.org/10.1191/026921600701536255 Lawrence, W., Black, C., Tannaze , T., Cradock, S., Begum, R., Jarman, M., Pease, A., Margetts, B.; Davies, J., Inskip , H., Cooper, C., Baird, J., Barker, M. et al. (2016) Making every contact count: longitudinal evaluation of the impact of training in behaviour change on the work of health and social care practitioners. Journal of Health Psychology, 26: 131-151. https://doi.org/ 10.1177/1359105314523304 McKerracher, L., Moffat, T., Barker, M., Williams, D., & Sloboda, D. M. (2019). Translating the Developmental Origins of Health and Disease concept to improve the nutritional environment for our next generations: a call for a reflexive, positive, multi-level approach. Journal of developmental origins of health and disease, 10(4), 420–428. https://doi.org/10.1017/S2040174418001034 Stephenson, J., Heslehurst , N., Hall, J., Schoenaker , D., Hutchinson, J., Cade, J. E., Poston, L., Barrett, G., Crozier, S. R., Barker, M., Kumaran, K., Yajnik , C. S., Baird, J., & Mishra, G. D. (2018). Before the beginning: nutrition and lifestyle in the preconception period and its importance for future health. Lancet (London, England), 391(10132), 1830–1841. https://doi.org/10.1016/S0140-6736(18)30311-8 World Health Organization. Report of the commission on ending childhood obesity. Accessed February 1, 2024. https://www.who.int/publications-detail-redirect/9789241510066 References

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64. 68 Thank You! nccmt.ca [email protected] Funded by the Public Health Agency of Canada | Affiliated with McMaster University. Production of this presentation has been made possible through a financial contribution from the Public Health Agency of Canada. The views expressed here do not necessarily reflect the views of the Public Health Agency of Canada. S can for access to the NCCMT website!