Beats to business: Finding a passion for human resource management
By Angelica Largo, Marketing and Communications
Kiyan Sheikh’s post-secondary journey was a winding path to discovering his passion and purpose. He began with an interest in music production, dabbled in computing science and even took a deep dive into psychology. Each of these unique experiences lead him to find his true passion for human resource (HR) management.
When Kiyan graduated from high school, he was buzzing with excitement to explore the world of music production. The rise of electronic music had him hooked, so he jumped into a music production program at Nimbus School of Recording and Media and even scored an internship at a local studio.
“A recording studio has many formalized processes,” he says. “During that time, I learned how to take initiative and developed strong leadership skills.”
The internship was a turning point in Kiyan’s life as it helped him realize that music production wasn’t the career path that he wished to pursue. However, unbeknownst to him, the leadership skills he gained would later help him throughout his journey in HR management.
Serving up leadership and engagement
After his internship, Kiyan stepped away from music production and began working at a local restaurant chain as a supervisor. He dedicated much of his time to improving employee engagement initiatives by identifying environmental norms, values and group behaviour.
“I wanted to find ways to ensure the team performed consistently at a high level while reducing burnout and maintaining good mental health,” he says. “I didn’t realize it, but that’s where my inherent desire to help teams grow and succeed began.”
Kiyan eventually felt the urge to return to school to further his education and explore different areas of study. With smaller class sizes and its proximity to home, choosing Douglas was an easy decision for him. He began studying part-time while he worked at the restaurant, taking a number of courses that piqued his interest to discover what program he wanted to pursue.
Kiyan was initially drawn to Computing Science at Douglas. “The Computing Science courses that I took taught me how to look at people’s problems in a scalable manner, almost algorithmically and with logic,” he says. But ultimately, his curiosity and desire to understand human behaviour led him to complete a Bachelor of Arts in Applied Psychology.
From minds to management
During his time in the Psychology program, Kiyan’s program coordinator helped him realize that the work he was doing at the restaurant was essentially HR management.
“My interest in learning about human behaviour intertwined with my desire to help others,” he says. “I went on to specialize in Leadership and Management during my Psychology program because I wanted to apply what I learned in class to my workplace,” he says.
The positive outcomes he achieved at work inspired him to take his career to the next level and study HR management formally. The Post-Baccalaureate Diploma in Advanced Human Resource Management at Douglas was the perfect fit for Kiyan, as it’s designed for students without a business background.
As he embarks on his new educational journey, Kiyan continues to be an active member of the Douglas community. Since he joined in early 2023, his involvement with the Human Resource Management Club has been particularly rewarding in developing his social and networking skills. Kiyan’s leadership experience quickly propelled him to the role of VP of Organizational Development and eventually to president of the club.
Passion and purpose
Looking ahead, Kiyan aims to leverage his knowledge in talent and organizational development to foster enriching work environments.
“You spend half your day at work; it should reflect your values and empower you to succeed,” he says.
He is dedicated to driving positive change in the workplace, advocating for a people-focused approach in HR.
“Douglas gave me the freedom to explore my interests and the guidance to discover what I wanted to do in my career,” he says. “It’s where my passion for helping others turned into a clear sense of purpose.”
Interested in Business or Psychology at Douglas? Visit our website to learn more about our programs:
Overcoming financial barriers: A journey to becoming an education assistant
Delaney Northgraves always wanted to be an educator. Despite financial challenges, she found her path through Douglas College’s Classroom and Community Support program with financial support, balancing work and studies to achieve her dream role as an Education Assistant.
By Tanta Siriporn Na Rajasima, Marketing and Communications
Growing up, Delaney Northgraves witnessed the power of compassion and support of the educators in her community and knew she wanted to be a part of that positive change herself. But it wasn’t until she got involved with a high school club that she realized what kind of educator she wanted to become.
With Best Buddies Canada, a non-profit that fosters friendships between individuals with and without intellectual and developmental disabilities, what began as casual lunchtime hangouts evolved into meaningful interactions, where she assisted students with special needs in various ways.
“Best Buddies helped me narrow down into the decision of working with children,” says Delaney. Through supporting students, she realized that she could make a tangible difference in their lives, especially those who benefit from inclusive educational practices.
Saving up for education
Despite knowing she wanted a career in education, Delaney’s plans took a turn after high school due to financial hurdles. Without guidance on student loans or available resources, she focused on working various jobs to save money. “I didn’t have anyone to explain how student loans worked or where to find financial aid,” she recalls.
She worked in the restoration industry in various roles and as a house cleaner, gradually setting aside her goal of continuing her education. This work was physically demanding and left her feeling drained and exhausted, but she pursued it as it was the highest-paying job she could find without higher education.
Driven by her passion for the field, Delaney applied to Douglas College with only a small amount of savings. She managed to pay for one semester part-time by herself but found it unsustainable and had to leave due to financial constraints and lack of preparedness.
Setting up success
Eager to figure out a way to continue her studies, Delaney sought out every possible help she could by reaching out to Douglas College’s student services. With help from Douglas College’s financial aid, she was able to secure a government student loan every semester. This financial support enabled her to return to her studies with renewed focus.
She decided to enrol in the two-year Classroom and Community Support (CCS) diploma program for its flexibility and practical experience.
“I loved how the different teaching styles and how the instructors incorporated real-world scenarios into the curriculum. The mix of in-person and online courses also allowed me to connect with my cohort while managing my busy schedule,” she shares.
Delaney not only overcame her financial challenges but also thrived academically, achieving both honour roll and Dean’s list distinctions.
“These honours mean so much to me,” Delaney says. “I didn’t do that well academically in high school, so this is a validation of my hard work in a college-level program. Managing a full-time job alongside full-time school each semester and achieving high grades verifies the work I’m doing now. It shows I’m in the right position, doing the right thing.”
Starting a career in youth care
The highlights of Delaney’s time in the CCS program were her practicums at Urban Academy, which allowed her to shadow an education assistant and gain valuable insights into the field. Subsequently, she was hired as an employee at School District 40, where she completed her second practicum during regular working hours.
While still completing her studies, Delaney sought more practical experience and additional income by applying for a full-time Educational Assistant position at New Westminster Secondary School. Here, she applies the skills gained from her CCS program daily, drawing on her practicum experience to feel confident and prepared. “What I learned from my practicums was to avoid making assumptions and to approach each situation with an open mind,” Delaney reflects. “Every student is unique. It’s about being yourself and handling situations in a way that feels genuine to you.”
Delaney further emphasizes the importance of confidence and adaptability in connecting with students effectively. “I learned to trust my abilities and adapt my approach based on the individual needs of each student. No assumption, no expectation, just dive right in.”
Stepping up to new challenges
Delaney’s academic successes in the CCS program made her eligible to transfer directly into the third year of the Child and Youth Care (CYC) program, focusing on supporting children and youth’s well-being in diverse settings. This opportunity allows her to earn a degree with just two more years of study.
Envisioning a long career as an Education Assistant, continuing her studies offers Delaney flexibility for future career shifts. “The CYC degree provides me with more options to explore different career paths, especially since I’ve heard that burnout can be quite high in the field,” she adds.
Set to start the CYC program in September, Delaney is ready to tackle new challenges and seize new opportunities.
“The financial support I received truly made a difference in being able to pursue a career in education,” Delaney says. “If anyone is in a similar position, make sure to reach out to Financial Aid for support. They’re there to help you navigate everything.”
Learn more about Douglas College’s Classroom and Community Support Diploma and Child and Youth Care programs.
Five easy steps to upgrade your English at Douglas College
By Tanta Siriporn Na Rajasima, Marketing and Communications
Applying to post-secondary can be challenging, especially when you need to upgrade your English skills to meet entrance requirements.
If you’re considering the Early Childhood Education (ECE) or Child and Youth Care (CYC) programs at Douglas College and haven’t met the English requirement, you can enroll in English Upgrading courses without taking a placement test. These courses provide a one-stop solution to help you meet program language requirements.
And that’s not all: English upgrading courses are tuition-free for domestic applicants, and – if you start the pathway to ECE or CYC in September 2024 or May 2025 – the College application fee will be covered for you.
Here’s a step-by-step guide to help you apply for the English Upgrading pathway to ECE or CYC – from getting started with your application to registering for a course.
Step 1: Tell them you are interested
Email Chris-Anne Stumpf, an English Upgrading coordinator, at stumpfc@douglascollege.ca or English Upgrading at upgrading@douglascollege.ca and tell them you are interested in the ECE or CYC pathway. If your application to ECE or CYC was previously rejected because of the English requirement you definitely need to email us – we can help!
Step 2: Keep an eye out for a follow-up email
You’ll get a follow-up email from the English Upgrading team with all the details on:
- Which ENGU course to sign up for
- When and where the classes are
- Confirmation that you don’t need a placement test for this pathway
Step 3: Check out the fees and passing criteria
To meet the College’s language requirement and qualify for the ECE or CYC program next term, you’ll need to score at least 70% in the ENGU course.
The best part? ENGU courses are free for domestic students, though you’ll have to pay student fees.
Step 4: Apply for English Upgrading
If you’re good with the requirements and want to move forward, you’ll get a code to skip the application fee. Use this code to apply for the recommended English Upgrading course.
Step 5: Register for the course
After applying, you’ll get a student number. Email this number to the English Upgrading Department, and they’ll give you your enrolment permission so you can sign up for the ENGU course.
Don’t worry if you’re late! The College usually accommodates students until the end of late registration, and you might even get placed in the first or second week of the term.
Learn more about English Upgrading at Douglas College.
A fine line: Douglas student develops a drawing robot using Raspberry Pi
By Angelica Largo, Marketing and Communications
Whether it is gaming, coding or creating new projects with his 3D printer, Nicholas Brough’s interests have always been tied to his love for computers. This led him to study engineering at UBC Okanagan (UBCO) in Kelowna. However, his interests evolved as he took various courses in his curriculum.
Introductory computing science courses at the university solidified his passion for technology and made him reconsider his academic focus. “I really enjoyed the programming courses; they instantly sparked my interest in computing science,” he says. This newfound enthusiasm prompted him to rethink his career path.
The decision to leave UBCO was not made lightly, but Nicholas had several motivating factors. Many of his loved ones lived in the Lower Mainland, making it practical for him to relocate closer to them. After researching computing science programs in the area, Nicholas decided to attend Douglas College. The Certificate in Computing Science stood out to him as it offered a solid educational foundation in a short time frame.
The art of coding
Transitioning to a new school and city can be challenging, but Nicholas found a sense of community at Douglas. “I met people who share similar interests as me, making the experience enjoyable and enriching,” he says.
Once he started the Certificate in Computing Science at Douglas, Nicholas found that the hands-on learning approach was particularly rewarding. A stand-out course within his program was Designing with Raspberry Pi, which focuses on designing and developing practical applications with Raspberry Pi, a single-board computer. “It was immensely rewarding to see my code working in real life, not just on a computer screen,” he says.
Inspired by his hobby of 3D printing and through watching YouTube videos about the Raspberry Pi computer, he designed a drawing robot that translates images into motor movements to control a pen for an assignment in his course. This project required him to design mechanical parts and write the code to control them – a process that involved trial and error, resulting in a successful second prototype.
The course’s open-ended nature meant students could design any project of their choice using Raspberry Pi. From a handheld snake game to toy cars that automatically avoid walls, the projects demonstrated the diverse applications of computing science.
The future of machine learning
Nicholas is particularly drawn to the use of artificial intelligence. He envisions a future where AI plays a critical role in various industries, making it an exciting field to be part of. “AI seems like something very useful that will have a dramatic impact on people’s lives,” he says.
He aspires to become a machine-learning engineer, a specialist who creates AI algorithms that enable computers to learn from data, recognize patterns and make autonomous decisions. Throughout his time at Douglas College, Nicholas has honed invaluable technical skills and gained a deep understanding of computing science principles. As he approaches the end of his program, he is considering furthering his education by pursuing a degree in computing science.
Nicholas’ journey from studying engineering at a university to Computing Science at Douglas is a testament to the importance of following one’s interests and being open to change. “Don’t be afraid to change paths to find what you’re truly passionate about,” he says. “Studying at Douglas allowed me to explore my interests and untap my potential in the field of computing science.”
Interested in Computing Science at Douglas? Learn more at douglascollege.ca/computingscience.
Earning college credits in high school: A dual-credit course that paved the way to Child and Youth Care for this Douglas College student
Aspiring to pursue a career in childcare, Karamjot Malli seamlessly transitioned into Douglas College’s Child and Youth Care program after high school with the help of a dual-credit course.
By Tanta Siriporn Na Rajasima, Marketing and Communications
Karamjot Malli didn’t know what she wanted to study after high school. While she knew it could be related to childcare, it wasn’t until she discovered the partnership between Surrey School District 36 and Douglas College’s Child and Youth Care (CYC) program that she had more of a sense of direction. The partnership, which allows grade 11 students to earn both high school and post-secondary credits during the summer* through an introductory Child and Youth Care course, ignited her passion for helping youth and gave her a head start on her degree.
Now completing the CYC program at Douglas, Karamjot is more determined than ever to make a difference in the field. In an interview with Douglas, she shares her journey of gaining confidence to work with children and offers advice to prospective students who are still hesitant to pursue a career in child and youth care.
What did you like most about the CYC dual-credit course?
My instructors were extremely helpful in creating a supportive learning environment, which made the program approachable and comfortable to be a part of. They showed genuine empathy for youth and a keen interest in the subject matter. As a high school student, I appreciated this approach, because it allowed me to learn collaboratively and navigate the course content easily. It wasn’t solely about doing individual assignments or attending lectures, but it involved a lot of group activities, too. The course load was manageable and prepared me for the demands of college courses, where independent learning and collaboration are essential.
Was there a particular moment that was memorable to you?
The dual-credit course is an introduction to the history of child and youth care practice in North America. It was interesting to hear different perspectives from other students in class. Being among like-minded peers was comforting because it helped me realize that there are many more people in this world who want to help youth just like me.
What has your experience been in the program?
I have felt quite confident in the CYC program because it allows me to progress at my own pace. Unlike typical programs that feature a lot of reading and research, this program is more experience-based, with many interesting case studies that provide challenging scenarios to prepare us for real-world settings.
The courses emphasize professional skills, such as showing empathy without trauma dumping on clients. The fact that this degree is tailored to one specific job benefits me more than getting a more general degree, as it increases employment prospects through practical experience. This program has provided a great foundation in Child and Youth Care. In the future, I hope to use the knowledge and skills that I’ve gained to pursue a master’s degree and become a registered counselor.
Are there particular courses you have liked in the program so far?
One standout class was a family violence course looking into different types of global violence. Another favourite was a substance use course. It was eye-opening because I knew little about harm reduction or helping those battling substance use. This course resonated with me on a personal level, as I’ve lost many close relationships due to their struggles with substance use, which motivated me to be more involved and interested in this course. It sparked my desire to help others and equipped me with useful techniques. The CYC courses have shaped me in ways I never expected.
What influenced you to ultimately choose the CYC program over others? How did this course impact your future career goals?
I wasn’t sure whether to pursue psychology or childcare before enrolling in the CYC program, so I was mostly influenced by the people around me. I know a few people with a psychology degree who ended up teaching or not doing anything with it, which isn’t what I want. I’d rather be assured that I could fully work with youth after my degree without wasting my time. Douglas’s CYC program meets this need. I don’t want to keep going back to school. I just want to get it done in one go. Plus, gaining hands-on experience working with kids and directly learning from supervisors through the program’s three practicums is ideal.
How did the introductory course help you explore and commit to the CYC degree program?
The dual-credit course was a short taste of the CYC degree, featuring introductory concepts essential for success in the larger program. The gap between assignments and readings was quick, yet they structured it in a way that students could learn effectively and in a balanced manner.
The dual-credit course prepared me well for studying in a post-secondary environment. I knew what to expect from the program and life as a college student, which gave me the familiarity I needed to proceed along the road with relative confidence.
Any advice that you want to share with prospective students who are considering the dual-credit course?
Don’t stress! The course is straightforward; treat it like any other. It offers valuable insights into childcare and a space for exploration. It prepares you for post-secondary even if you decide not to pursue this pathway. Earning three transferable credits is also beneficial. This course has motivated me to learn without being forced to do so, and you will feel the same way if you are really interested in working with youth. The overall experience has clarified what I truly wanted to do or be, strengthening my self-awareness and passion while affirming how fulfilling careers in youth care are.
Learn more about Douglas College’s partnership with Surrey School District 36 and Child and Youth Care programs.
*The dual-credit course is offered from July to August at Princess Margaret Secondary School, aligning with students’ summer schedules without interfering with their regular academic year.
Embracing neurodiversity in life for a successful, uplifting career
After experiencing his own struggles in education as a child with ADHD, Patrick Fowler grew up with an interest in helping those like him. Douglas College’s Diploma in Classroom and Community Support program gave Patrick a chance to support adults with disabilities at Community Ventures Society.
By Maggie Clark, Marketing and Communications
Growing up with undiagnosed ADHD, a neurodevelopmental disorder, Patrick Fowler found it difficult to stay engaged in school. The topics held no appeal, and he didn’t have a strong personal connection with his teachers. Without any motivation to continue studying, he found himself spending more time in hallways and around the school than in classrooms, repeating at least two grades in the process. It was an experience that left him wanting to pursue teaching, thinking there must be a better way to educate kids like himself.
But Patrick found himself drawn to his other interests, from the thrill of producing photojournalism, chasing news stories and more. He went from shooting photos for a local B.C. newspaper to working as a City Hall reporter to eventually starting an airline with a partner. These experiences gave Patrick the opportunity to travel, heading to Tuktoyaktuk in the Arctic by icebreaker and reporting on war-torn cities in Bosnia and Herzegovina.
For Patrick, these seemingly diverse moments all shared one common detail – they allowed him to connect with others.
“All of the work I’ve done has been related to people in some way,” says Patrick. “Whether it’s been telling someone’s story or managing an airline, I’ve had to work with others to make it happen. These experiences have shaped how I work, allowing me to learn how to give people a voice for their stories and adapt to their needs.”
This strong people-centric focus is what brought Patrick back to his first passion. Curious about how he could advocate for others with neurodivergent traits like himself, he enrolled in Douglas College’s Classroom and Community Support program, leading him to a successful uplifting career in advocacy.
Discovering the joys of accessibility in education
By the time Patrick had decided to apply to Douglas, he’d been formally diagnosed with ADHD. This diagnosis made him realize that the traditional schooling model wasn’t a fit for him.
“I’ve realized that not everybody learns in a linear fashion,” says Patrick. “The way I was taught, where we had to memorize and then reiterate material, didn’t work for me.”
Patrick realized he needed a program that would accept and accommodate his need for more dynamic learning methods and treat him as an equal. That’s exactly what he found at Douglas.
“Compared to my time in school as a kid, going to Douglas was like night and day,” says Patrick. “I really enjoyed the interactions I had with my instructors there. They made me feel like I was more than just another student. They respected my thoughts, opinions and experiences. Now, many of them are my peers who I remain in touch with. I’ve even come back to Douglas as a guest speaker.”
Motivated to get the most out of his time at Douglas, Patrick was more willing than ever to dedicate his time and effort to the program’s two practicums.
When the first practicum placed him at an elementary school, Patrick found it easy to bond with the children, including ones that had a hard time connecting with others. It strengthened his interest in teaching children, but it was his second practicum that made him shift focus. Placed at an adult day program alongside a mentor, Patrick often took to getting into lively debates with the mentor on a variety of disability topics.
“As we debated, I learned my mentor started out in the ’70s where individuals that I worked with in the day program would have been institutionalized,” says Patrick. “Today, these people are artists, musicians and part of the fabric of the community. They aren’t put away in a box. I love that. But we’re not done. There is still more advocating to do. Many places are still not as accessible as they could be. It’s why I consider it my role to advocate for adults like that.”
Making life more accessible for others
His newfound zest for assisting adults with finding the accessibility support they deserve led Patrick to Community Ventures Society, an organization dedicated to supporting children and adults with developmental disabilities, as well as their families. It only added to his interest when the organization offered to pay for his final term at Douglas. That turned out to be a rewarding experience for both parties, with Patrick finding the work fulfilling enough to stay on with the organization.
Now, he uses the knowledge and insight from his program to oversee a team of support workers, assisting 14 individuals with differing accessibility needs so they can enjoy recreational activities and more at their own pace. Recently, he even advocated for more comfortable lifts in the organization’s washrooms. Along with several other Douglas College graduates who also work at CVS, Patrick dedicates himself to enhancing the quality of life for the individuals he serves.
“I’m just so happy that there is something that I’ve been able to do to effect change for the better for the folks we support,” says Patrick. “Douglas really prepared me for this work. It helps that the program I took there doesn’t just focus on schools but also on community, inclusivity, business and life skills, group homes, personal care and even the history of disability support. It’s made me more aware of how to incorporate accessibility into my everyday life and has given me the tools to give adults with disabilities the dignity and support they deserve in life.”
Interested in the Diploma in Classroom and Community Support at Douglas College? Visit our website to learn more: douglascollege.ca/program/dpccs.
Entering the digital landscape: Uncovering a passion for marketing
By Angelica Largo, Marketing and Communications
When Mia visited Canada for the first time at age 15, she was instantly drawn to the natural beauty of the country and the friendliness of its people. At the time Mia was still exploring future career options, so she set her sights on travelling while searching for the right profession. She left her home in the Philippines to study in Beijing and learn Mandarin, then went to New York to study fashion. But still, something was missing and the idea of studying in Canada lingered in the back of her mind.
While working as an employee engagement specialist for a tech company in the Philippines, Mia realized she still didn’t feel fulfilled in her career and decided it was time to return to school and try something new. She had already dipped her toe into the realm of social media management but sought a deeper understanding of the digital landscape. With the aspiration of returning to Canada and the goal of gaining more knowledge about digital marketing, Mia made the decision to leave her home country to pursue her dreams.
Broadening horizons through international education
Eager to explore new opportunities, Mia found that Douglas’s Post-Baccalaureate Diploma in Digital Marketing offered a quick and practical education.
“As soon as I saw courses included in the program, like social media, digital marketing and promotions, I was hooked,” she says. “I knew that I’d have the opportunity to learn about topics that would prepare me for the real world, so it was an easy choice.”
With an eye for emerging trends and an interest in the world of social media marketing, she immersed herself in her classes and was eager to find her place in the dynamic field of digital marketing.
Mia’s journey at Douglas took a transformative turn when she seized the opportunity to participate in the Baden-Württemberg Cooperative State University (DHBW) field school – another international opportunity that shaped her professional trajectory. During the 12-day guided study tour at the German university, Mia met other students from around the world, visited multinational companies like Microsoft and explored nearby cities Paris and Karlsruhe.
“The field school was a game changer for me,” she says. “Being in unfamiliar territory pushed me out of my comfort zone, but it’s in those moments of discomfort that we truly grow.”
From learning how businesses operate abroad to cultural immersion in Germany, Mia took every opportunity to expand her worldview and refine her digital marketing skills. The field school not only enriched Mia’s academic journey but also catalyzed her professional development, instilling valuable skills such as adaptability, cultural competency and effective time management. Armed with a newfound sense of confidence and a broader perspective, Mia returned to Douglas ready to tackle new challenges.
Elevating the digital landscape
Mia’s academic journey continued to flourish as she delved into courses like e-commerce marketing, which equipped her with practical skills essential for the workforce like global market analysis. Through hands-on projects, Mia learned the intricacies of digital marketing strategies, from search engine optimization to Shopify implementation.
Her professional journey intertwined seamlessly with her studies as she assumed the role of Marketing Manager at the Vancouver Circus School, where she applied her newfound digital marketing skills with ease. “My employer trusts my suggestions because I am in such a specialized program. It’s rewarding to directly apply what I’m learning in the classroom to my workplace,” she says.
As Mia approaches the end of her program at Douglas College, her sights are set on a future filled with possibilities. “While studying in Canada initially seemed daunting, it’s led to so many opportunities where I’ve learned to grow outside of my comfort zone,” she says.
With aspirations to establish her own digital marketing agency and empower fellow Filipinos through meaningful employment opportunities, Mia is poised to make a lasting impact in the world of digital marketing.
Interested in Marketing at Douglas College? Visit our website to learn more:
Shaping tomorrow: How this Nursing student is part of a new health-care generation focused on mental well-being
By Maggie Clark, Marketing and Communications
In recent years, the challenge of nursing as a career has only become more difficult. From heavy workloads and overtime to environments that can easily become toxic without the right precautions, nurses have a lot to manage while also caring for their patients.
When Nursing student Saina Yarzadeh-Dehkordi first applied to Douglas, she knew about the challenges the health-care field faced and was prepared to invest every last ounce of energy into her studies. What surprised her is how the program is determined to change the narrative.
“The program really encourages students to think of their own health and well-being, and not just the health of others,” says Saina, who has already completed several projects that focus on key aspects of personal wellness. These include assessing mental and physical wellness, setting SMART goals for self-care and presenting solutions to common self-care obstacles. “I’ve learned how important it is to take care of yourself as a health-care provider. If you don’t, it can be dangerous when you’re responsible for taking care of others.”
That mindset opened her eyes to a new way of thinking about nurses and the patients they care for, preparing her for success in the health-care industry.
Prioritizing empathy
Initially, Saina was drawn to the nursing profession because it offered more opportunities to connect with patients.
“I’ve always wanted to help people, get to know them and to be the one holding their hand through tough times,” says Saina. “At first, I thought of becoming a doctor for that experience, but due to time constraints, doctors, unfortunately, just don’t get to be as close to patients as nurses are.”
While true, it became clear once she entered the Nursing program that the profession would focus on a broader, stronger emotional connection to everyone around her. It focuses on an empathetic view for both health-care professionals and patients, which subsequently changed how Saina perceived and interacted with everyone.
“I’ve grown and learned so much,” says Saina. “I don’t look at people the same way now. Whether I come across an elderly person, a new mom or someone struggling with substance use, I feel for them in a way that I was never able to feel before. It’s changed the way I handle interactions. Now, I can appreciate all sides of the picture and think more critically, recognizing the shades of grey in each situation. Every individual is appreciated by someone, and they have so much to offer. I’m forever grateful to the program for broadening my horizons.”
That perspective was further strengthened for Saina during the Nursing program’s clinical practicums. From helping a mother give birth to working at Insite, a safe injection site in downtown Vancouver, Saina has been able to connect with people from different circumstances and see their humanity.
These situations can be difficult to weather alone, but Saina and her peers have found ways to bond more closely over these challenges, finding the space to respect the need to care for themselves despite the demands of nursing.
“It’s hard to share your experiences with family because they don’t understand exactly what you’re going through,” says Saina. “That’s why it’s nice to have like-minded people around you who you can freely talk to about these moments and decompress with.”
Encouraging brighter futures in nursing
Lately, Saina has been putting her self-care, empathy and clinical skill set to good use in a paid position as an employed student nurse at Vancouver General Hospital in the Burns, Trauma and High-Acuity unit. Although her work comes with plenty of stressors, as she maintains support for adults who have severe health complications that may require surgery, Saina has found it to be fulfilling, appreciating how her skillset can help people in need of quality care.
This experience has been rewarding enough that she aims to turn into a full-time career after she’s transferred to BCIT for high-acuity training, giving her specialized knowledge for helping people with multiple severe health challenges.
“I feel like I have an insider perspective and a voice now that I can use to shake up the health-care system and leave a positive impact on my patients,” says Saina.
Interested in the Bachelor of Science in Nursing program at Douglas College? Visit our website to learn more: douglascollege.ca/nursing
This playwright is telling the stories missing from stages
Aline Bouwman, Marketing and Communications
Elaine Ávila is reclaiming space for stories missing from the stage, one play at a time.
As an undergraduate student, the playwright and Creative Writing instructor questioned why her theatre classes did not feature plays about women and other disenfranchised people. When she was told there was no time to cover those stories, she decided to start telling them herself.
Ávila’s award-winning plays have premiered around the world in multiple languages, and always center voices from the margins. She was awarded the prestigious Fulbright Scholar Award to write and research at the University of the Azores, and she has taken up teaching appointments from Portugal to Panamá. Her recent play To Please the Audience, based on a true story about France’s first openly gay king, was presented at Douglas College in November.
Theatre and storytelling, to Ávila, bear a central role in creating a more equitable, just and creative society. She founded the Vancouver Arts Club LEAP Playwriting Intensive to remove barriers for young writers and co-founded the International Climate Change Theatre Action, a bi-annual worldwide festival of short plays about the climate crisis with over 45,000 participants.
Her latest passion? Making the Douglas College classroom more inclusive for all students.
We spoke with Ávila about her work as a playwright, her passion for unheard stories and how she plans to create a more representative curriculum.
What inspires your work as a playwright?
When I was an undergraduate student, my theatre and theatre history courses almost exclusively featured stories with male protagonists by male authors. When I asked if we could cover women playwrights, I was told that there was no space for that on the curriculum. That was – and continues to be – a common response to anyone who calls for equitable representation in theatre education and on the stage.
Since then, my work as a playwright has been to investigate why there are so many other voices missing from the theatre. I want to shine a light on stories that people don’t seem to be paying attention to, because they are often the stories most worth hearing.
Why is it important to tell previously untold – or unheard – stories?
It is important to create space for people who have historically been excluded from the theatre. I realized there were so many stories missing from the curriculum and from our stages because of this persistent claim that there is no space or time for them. That’s just a made-up argument for exclusion. The stories and plays I assign in my own classes about women, LGBTQ2S+ and IBPOC folk are strong, beautiful and worth studying.
Read more: How the pandemic helped this theatre grad rediscover the power of story
How does your own cultural background inform how you tell these stories?
My mother was part of the Baby Scoop Era, which attempted to erase all trace of her birth parents. My father was Portuguese-Azorean, but due to the enormous pressure to assimilate into American culture at that time, I grew up outside the community without access to my ancestral language, history and traditions.
After I immigrated to Canada, I became aware of the Indigenous movement to retrace connections to ancestral lands and recover generational stories after colonial attempts to sever connections to Indigenous heritage. I worked with Inuk storyteller and children’s writer Arvaaluk (Michael) Kusugak, whose books strongly encourage everyone to interrogate their own past and uncover their family’s generational stories – whether they are Indigenous or not. Ask yourself: “How did I get here? What are the stories of my ancestors?” because we all have stories that powerfully inform who we are.
Those questions set me on a journey to learn more about my ancestry, which culminated in my travels to the University of the Azores as its first Fulbright Scholar in 2019. Speaking with scholars in Lisbon, I learned that my ancestors were among the first people killed in the Portuguese Inquisition. Now I know that’s where my family’s history of displacement began, and that informs my interest in stories of diaspora.
Read more: Stagecraft grad creates high-end custom carpentry
Why is it important that students see themselves represented on the syllabus and on the stage, particularly in theatre?
Both academia and theatre have historically marginalized many people. Even if they were allowed in the doors, they often didn’t see a place for themselves. My goal is to welcome everyone and to begin transforming traditions from the inside so that they become something that everyone feels welcome to participate in.
I’ve always felt that Vancouver stages should look like Vancouver’s population. Wherever I teach, I research who the students are, what their demographics look like, and then I assign plays that constitute a welcome sign to those students.
How are students responding to this type of learning?
Students are always so excited when they see themselves represented in the course material.
Last semester a student approached me to say that they loved the range of readings on the syllabus. Then they said something quite funny, “It’s awesome, you’re doing the bare minimum!” Students understand why representation matters. They are excited when instructors “get it,” but that enthusiasm also illustrates how rare it is that students feel included in the classroom.
One of my favorite books, How to Suppress Women’s Writing by Joanna Russ, mentions many issues related to exclusion as well as the burdens of representation and exceptionalism. I have an ongoing practice of re-educating myself and balancing this on my syllabi. For example, wherever possible, I now assign at least two to three trans authors per course, so no one author is meant to represent all trans people. I do the same for Indigenous, neurodiverse, LGBTQ2+ and IBPOC authors.
Tell us more about your recent and upcoming projects.
There are so many! Two of my plays, The Ballad of Ginger Goodwin & Kitimat, were just published by Talonbooks. Both of those plays are about labour and environmental issues in B.C. municipalities that garnered international attention and turned small towns into sites of global politics.
Talonbooks is also about to publish my newest play, Hummingbird, based on a true story of how one of the smallest birds on earth stopped a pipeline near the Brunette River, not far from Douglas College’s New Westminster Campus. It premiered on Granville Island last summer.
Now I’m working on two other plays about some powerful women in history. One of them is Hypatia of Alexandria, the first acknowledged woman mathematician and astronomer, who was brutally murdered in the fifth century. I’m writing it for an all-women jazz ensemble in Vancouver, the Hypatia Creative Women’s Jazz Orchestra. The other play is called A Woman of the Cape and is based on Azorean women – my ancestors – who wore a traditional Portuguese form of head covering akin to a burqa. I’m excited to see where the creative process will take me.
Learn more about Douglas College’s Creative Writing program on our website.
The virtual advantage: Equipping next-gen nurses to build a stronger health care system
By Elizabeth Douglas, Marketing and Communications
Nursing instructor Lisa Kirk is preparing future and current nurses across Canada to tackle the complexities of their field through virtual simulations.
A Douglas College Nursing instructor is virtually equipping a new generation of nurses with the knowledge and experience to be agile and prepared for any situation that comes their way.
Lisa Kirk, along with Veterinary Technology instructor Rhonda Benke and 147 Bachelor of Health Sciences in Nursing students from Douglas, have trialed simulations for the Virtu-WIL project, an open resource library of virtual simulations available across Canada. Aimed at students and working nurses, the simulations include videos, images and quizzes that guide the user through practical scenarios in clinical training and the workplace.
To date, Lisa has reviewed more than 120 simulations. Now, she’s writing a process for best practice standards to help nursing faculty at Douglas and at colleges and universities across Canada integrate this work into their curriculum.
“It’s about creating good pedagogy, sharing these resources and making them widely accessible to create a stronger overall health education landscape in North America,” she says.
Putting theory into practice
From dealing with complicated childbirth, to communicating in high-stress situations, Virtu-WIL contains over 120 simulations that cover everything from patient care to self-conduct as a working nurse.
The benefit for nursing students is that the sims allow them to do the virtual work ahead of time, and then come to class prepared to apply the knowledge they learned from the simulation into their learning, says Lisa.
“This means that students gain experiential learning and knowledge before even stepping into a lab or clinical setting.”
She also points out that virtual sims can offer a more captivating, hands-on learning approach for Gen Z students.
“Nursing is heavy in theory, but turning that theory into a virtual simulation helps engage our learners, because this generation of students doesn’t just want to be talked at.”
In some cases, the simulations cover topics that a traditional curriculum may not include in depth – like how to communicate with a patient that uses hearing aids.
“We’ve had students come back after their clinical training who were able to apply what they learned in the hearing aid simulation into their clinical work. One student was even able to share their knowledge with a practising nurse on how to communicate with the patient using what they learned from the simulation.”
But nursing students aren’t the only ones benefitting. Lisa says the sims can also help working nurses refresh their knowledge in areas they may not have the chance to practise in frequently.
“I used to do nasal swabs all the time when I worked in the ER,” says Lisa, who is also a registered nurse, “but that was mainly with children. We started performing them on adults when COVID started, but many of us had never done one on an adult before. It would have been invaluable to review a short simulation video to walk me through the process, paperwork and protective equipment to prepare me for that work efficiently.”
Potential for growth
Lisa has seen how virtual sims can accommodate different learning styles, but she believes there is room for improvement to make them even more accessible.
“Many of the platforms I’ve worked on with Virtu-WIL don’t have subtitle options. Once closed captions are added, it will be great for accessibility of all kinds. Viewers can pause the simulation, read the caption, review supporting documents and take notes without missing out on the experience.”
The Virtu-WIL project was made possible through federal funding and in collaboration with Colleges and Institutes Canada and Simulation Canada.
Learn more about the Bachelor of Science in Nursing program at Douglas College.
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