Posted on April 7, 2026 by douglascollegeblog
Mindfully preparing for exam season: from a fourth-year student
By Delaney Northgraves, Child and Youth Care practicum student, Wellness Team
Exam season arrives faster than I feel ready for. You’d think by fourth year I’d have it down to a science, but every semester still feels like a lot. Classes, practicum, work and life are a balancing act, and some weeks feel better than others. I became especially aware of this during a busy point in the semester when multiple deadlines and exams overlapped. I remember sitting at my desk with lecture slides, notes and a half-finished to-do list spread out in front of me, feeling like no matter what I focused on, something else was being neglected.
That was when I realized that balance isn’t about doing everything perfectly, but about making choices and adjusting.
One of the most valuable things I’ve learned is to give myself grace. I can’t be perfect all the time. Grades matter to me, and I want to do well, but I also have to be realistic about what I can handle. Some days I’m on top of things. Other days I’m just doing my best. And I’m learning to be OK with that.

What I tell myself when everything feels like ‘too much’
- I’m doing the best I can with what I have. Telling myself that I am doing the best I can helps me shift from self-criticism to problem-solving. Instead of focusing on what I didn’t get done, I try to notice what I did accomplish, even if it feels small.
- Progress matters more than perfection. Reminding myself that I don’t need to be perfect to succeed takes some pressure off. I used to think success meant pushing nonstop, but now I see that consistency and effort matter more than flawless performance. This mindset makes it easier to start tasks instead of avoiding them out of fear of not doing them well enough.
- This is temporary; I’ve done hard things before. When I think, “I’ve gotten through every exam season before; I’ll get through this one, too,” it helps me refocus. Exam stress can make everything feel permanent and overwhelming, but remembering past semesters reminds me that this is temporary and survivable.
Calming my mind and body during exam season
When my thoughts start racing, I try to use strategies that calm both my body and my mind. One technique I use is “hot cocoa breathing,” where I imagine holding a warm mug, breathing in as if I’m smelling it, and breathing out as if I’m cooling it down. It sounds simple, but slowing my breathing helps settle the physical tension that builds up when I’m anxious.
I also use the 5–4–3–2–1 grounding exercise, where I name things I can see, touch, hear, smell and taste. This pulls my attention back to what’s happening around me. These strategies help my body relax enough for my thoughts to feel manageable, especially when I feel stuck in my head.
Taking real breaks instead of pushing through
I used to think breaks didn’t count unless I was half-studying through them. Now I try to take actual breaks that give me energy instead of draining it. Lately, that looks like taking a short walk in the green spaces on or around campus where I can get some fresh air.
It also means stretching when I notice I’ve been in the same position for hours, drinking water and taking two or three slow breaths before jumping into the next task. These breaks don’t solve everything, but they help me avoid feeling like I’m running on fumes.

Keeping things simple helps more than I expected
When my schedule is packed, the most helpful thing I can do is simplify it. Instead of overwhelming myself with long to-do lists, I try to focus on one priority each day. On days when my energy is low, I make a bare minimum plan so I still feel I’ve accomplished something, without pushing myself too hard. I also set things up the night before, like packing my bag or choosing what I’ll work on first, so my mornings feel less chaotic. Keeping things simple makes my workload feel manageable and gives me a greater sense of control.
Showing up as I am
Something I’ve been working on this year is listening to what my body is telling me. If I’m exhausted, I try to rest instead of pushing harder. If I’m anxious, I ground myself. If I’m overwhelmed, I simplify. I don’t always get it right, but I’m trying.
Exam season is never easy, but every year I surprise myself by making it through. And if you’re reading this while juggling your own mix of classes, work, life, and everything else, you will, too.
As you head into this exam season, pause and reflect on what helps you feel calm or focused when things get stressful. Whether it’s music, movement, talking to someone or taking a quiet moment for yourself, noticing what works for you can be one small way to care for yourself during a busy time.
Learn about Douglas College wellness resources and activities.
Posted on April 1, 2026 by douglascollegeblog
Wellness, One Step at a Time: Exploring the 8 dimensions (part 2)
By Haley Lam, Wellness Coordinator
Wellness is an ongoing journey, and taking care of your wellness is an important part of your experience at Douglas College and beyond. Part 1 of this blog explored physical, emotional, social and academic wellness. But what about the stress that can come with managing money, feeling a lack of connection with your values and spiritual beliefs, climate change anxiety or difficulties connecting your academic skills to career goals? Part 2 will explore the financial, spiritual, environmental and occupational dimensions of wellness. As you read each dimension, I invite you to reflect on what areas of wellness you want to improve in and recognize the areas you are already taking care of.
Financial wellness
Financial wellness means living within your budget, saving for the future and being in control of your finances.
Here are some ways you can practise financial wellness:
- Use a budgeting app or write down your expenses so you are aware of where your money is going and where you can save.
- Seek support from on-campus food programs, such as the Douglas Students’ Union Food Bank and take advantage of student discounts and Enrolment & Advising Services’ financial aid resources to help stretch your budget.
- Have a look at the Library’s financial literacy guide to help build a financial plan.
Spiritual wellness
Spiritual wellness is about finding inner peace and balance by aligning your actions with your core values and beliefs.
Here are some ways you can practise spiritual wellness:
- Identify your top 5 values and write them down.
- Create space to ground yourself in your values and beliefs through mindful activities such as journalling, colouring or taking a walk.
- Find meditation tools or groups to gain a deeper understanding of yourself and others, or to practise compassion to relieve undue pressure you may be putting on yourself and others.
Environmental wellness
Environmental wellness means balancing your time between the physical and digital worlds and maintaining safe and healthy communal spaces for everyone.
Here are some ways you can practise environmental wellness:
- Take a break from technology and go outside to walk or sit in nature.
- Clean up after yourself when you use a communal space, whether it’s the cafeteria or an on-campus study space.
- Take part in community initiatives such as neighbourhood clean-ups, community gardening or attending art and cultural festivals.
Occupational wellness
Occupational wellness involves setting career goals, building connections, developing new skills and seeking opportunities that bring growth and fulfilment to your career.
Here are some ways you can practise occupational wellness can be practiced:
- Book an appointment with the Career Centre to get help clarifying your career goals and translating your academic skills and knowledge onto your resumé, cover letter, and/or portfolio.
- Attend networking events to connect with employers you might be interested in working for.
- Get experience through volunteer and work opportunities that are aligned with your career goals (in moderation – make sure you have enough time for your studies).
It’s important to remember that all the dimensions of wellness are connected. If your financial wellness is being disrupted, your emotional wellness will be affected, as money problems can cause anxiety and stress. This can also affect your environmental wellness, as you may not be motivated to participate in community initiativesbecause you are instead doom scrolling to avoid having to sit with your feelings of insecurity and anxiety over money. Likewise, if you do not get a good night’s sleep, you may disrupt your social wellness by lashing out at your friends and family, or you may disrupt your emotional wellness by becoming more easily overwhelmed.
Every step of your wellness journey is complex and will look different day to day. So be gentle with yourself, recognize when you need support, and know where to find it.
Douglas College offers many services to support your wellness:
For more information on how Douglas College supports wellness in the College community visit the Wellness Resources & Activities webpage, Mental Wellness Strategy webpage, or contact saswellness@douglascollege.ca.
Posted on April 1, 2026 by douglascollegeblog
Wellness, One Step at a Time: Exploring the 8 dimensions (part 1)
By Haley Lam, Wellness Coordinator
The pressure to do well in school can make it easy to neglect taking care of yourself. But things like getting a good night’s rest, eating healthy and spending time with your friends actually benefit your academic performance.
Taking care of your wellness means making lifestyle choices that help you feel healthy and whole. It’s a personal journey for each student to discover what wellness means for them, and the DC Wellness Team is here to make sure you are informed about all the resources and supports at Douglas to help you make healthy choices on and off campus.
There are many ways to take care of your wellness. The DC Wellness Team uses the 8 Dimensions of Wellness framework to help students break down the concept of wellness into actionable items you can use to improve your health and wellbeing. The first four dimensions are physical, emotional, social and academic. As you read about each dimension, reflect on what areas of wellness you want to improve, and acknowledge the areas you are already taking care of.
Physical wellness
Physical wellness involves listening to your body and taking care of it by engaging in regular movement, practising healthy eating habits and having a good sleep routine.
Here are some ways you can practise physical wellness:
- Stretch or go for a walk after class.
- Pack fruit with your lunch instead of processed, sugary snacks such as candy or cookies.
- Reduce screen time, and make space for calming activities such as reading, drawing or stretching, before going to bed.
Emotional wellness
Emotional wellness means having the tools to manage stress and adapt to change.
Here are some ways you can practise emotional wellness:
- Accept both the positive and negative feelings that have emerged from your day. Feelings are messages that communicate your needs. No feeling is bad or wrong.
- Listen to music to soothe yourself and find a sense of calm.
- Express your feelings by journalling, allowing yourself to cry or talking to someone you trust.
Social wellness
Social wellness means cultivating connections with friends, family and your community, and creating a supportive network that uplifts you during times of stress.
Here are some ways you can practise social wellness:
- Join a club or collective that aligns with your values and interests where you can meet likeminded people.
- Add significant dates for your family and friends to your calendar so you can remember to check in with them on those days to celebrate or offer support.
- Let go of unhealthy relationships that are draining or no longer serve you.
- Be curious and listen – instead of judging – when interacting with people who do not share your perspective.
Academic wellness
Academic wellness is about finding personal fulfilment in your studies while maintaining a healthy balance with other areas of life.
Here are some ways you can practise academic wellness:
- Ask for help from instructors, tutors or peers when you need academic support.
- Have regular check-ins with your Student Success Advisor to ensure you are on the right track to completing your program requirements and that your academic goals are clear and up to date.
- Take study breaks when you need them, whether that involves taking a walk, listening to a feel-good playlist, cuddling with your pet or making a cup of tea.
Wellness is a lifelong journey you can explore in small ways each day, one step at a time. What you feel one day – even in one moment – will keep changing. The important thing is to recognize when you need support and know where to get it.
Douglas College services that support your wellness
For more information on how Douglas College supports wellness in the College community visit the Wellness Resources & Activities webpage, Mental Wellness Strategy webpage, or contact saswellness@douglascollege.ca.
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References:
Substance Abuse and Mental Health Services Administration. (2016, April). Creating a healthier life: A step-by-step guide to wellness. https://library.samhsa.gov/product/creating-healthier-life-step-step-guide-wellness/sma16-4958
National Institutes of Health. (2023, May 19). Your healthiest self: Wellness toolkits. https://www.nih.gov/health-information/your-healthiest-self-wellness-toolkits
Posted on March 6, 2026 by douglascollegeblog
How the power of hope carried an Afghan women’s doctor through war, exile and education
By Aline Bouwman, Marketing and Communications
“Hope is an act of resistance. I always have hope,” Dr. Nasrin Oryakhil says. “If you lose your hope, it means you have lost your life.”
From Kabul to Canada, Dr. Nasrin Oryakhil has dedicated her life to defending the rights of Afghan women and girls. A gynecologist and obstetrician – and recent Douglas College grad – she provided critical care to women’s health through years of war, political upheaval and threats to her safety in Afghanistan.
When Nasrin began medical school in Kabul in the 1970s, women filled more seats in her classes than men. Education was not only accessible to women, it was encouraged. Now, decades later, Afghan girls and women are barred from education beyond elementary school. They are forbidden from leaving their homes without a male chaperone and prohibited from seeking medical care from male doctors.
Nasrin has lived through this reversal. She has also spent her life pushing back against it.
Becoming a doctor
From a young age, Nasrin knew she wanted to become a physician specializing in gynecology and obstetrics. Growing up as one of two daughters in her family, she was acutely aware of the social stigma attached to families without sons. Rather than accept it, she resolved to challenge it.
She enrolled in medical school and went on to build a career that made her a pillar of Afghanistan’s medical community.
But the work was never easy. Political instability, shortages of medical supplies and increasing threats to her safety as a woman doctor were her constant reality.
Nevertheless, Nasrin committed to providing the best possible patient care.
During the Afghan Civil War (1978 – 1996), Nasrin once treated a patient with a uterine rupture in critical condition when the hospital’s blood bank was empty due to wartime casualties. Without hesitation, she donated 500 ml of her own blood. After a brief recovery period, she returned to the operating room that same night and saved the patient’s life.
Later, under the first Taliban regime (1996-2001), her work became even more dangerous.
With increasing restrictions on women’s work and travel out of their homes independently, her ability to work as a doctor was compromised. She recalls a night when members of the Taliban entered her clinic and demanded she go to the mosque immediately, despite there being no service for women at that time. When Nasrin tried to reason with them, several men physically assaulted her, causing permanent injuries to her neck.
That same night, Nasrin went on to perform 17 successful surgeries.
“As a doctor, I have a responsibility to my patients. Violence and threats can’t change that,” Nasrin says. “If we want change in Afghanistan, the people have to know their mission and responsibility. It starts with us and our responsibility to one another, especially women for women.”
Read more: this Professional Communications alum fights for Afghan women’s right to education
Women’s health advocacy
With limited reproductive health education and family planning options throughout the country, Afghanistan has a very high birth rate and elevated rate of maternal complications.
In 2005, Nasrin became director of the Malalai Maternity Hospital, where she herself was born in 1964. Malalai Maternity is the busiest hospital in Kabul, delivering approximately 85 babies per day.
Nasrin contributed to numerous other advancements in women’s health, opening the first clinic for obstetric fistula repair in the country and founding the Medical Council of Afghanistan. She also served as president for the not-for-profit Afghan Family Guidance Organization, which provides crucial services to women and girls, including reproductive health programs and shelters for women experiencing domestic violence.

In recognition of her courage and leadership in maternal health, Nasrin received the U.S. State Department’s International Women of Courage Award, conferred to her by former First Lady Michelle Obama on International Women’s Day in 2014.
As of now, the Taliban has systematically erased much of the progress in women’s health that Nasrin worked to achieve. The Afghan Family Guidance Organization’s school programs have been banned, and all 26 women’s shelters across Afghanistan are closed.
“Before the second rise of the Taliban regime, we educated more than 10,000 adolescent girls about their reproductive health, menstrual hygiene and bodily autonomy,” Nasrin says. “We were flooded with requests from schools across the country. All that work is now lost.”
Still, Nasrin maintains hope for the future of Afghan women.
“Hope is an act of resistance. I always have hope,” she says. “If you lose your hope, it means you have lost your life.”
Read more: This Sociology instructor is advocating for menstrual equity
Life in Canada
Nasrin was forced to flee her country when the second Taliban regime rose to power in 2021. She and her family spent several years in political asylum, uncertain where they might find a long-term home before managing to immigrate to Canada as refugees.
Connecting with the Afghan community in British Columbia, she learned about the high regard for the English Language Learning and Acquisition (ELLA) program at Douglas College, which offers English language classes tuition free for refugees.
Although she was nearly 60 years old and the mother of four adult daughters, Nasrin says that going back to school made her feel young again.
“Some of my classmates had only just graduated high school, but I fit right in,” she says. “I felt 16 again! Your mind stays young as long as you are invested in learning and growing in your education.”
The ELLA instructors helped Nasrin settle into the Canadian academic system and acquire a strong grasp of formal and professional English over the course of the short program. After completing the program, Nasrin immediately explored pathways to put her medical skills into action in the Canadian workforce as a medical sonographer.
She remembers her time at Douglas fondly, and from time to time still helps one of her daughters – now also enrolled at the College – navigate the online learning platform used in many courses.
“Education is a privilege and a source of hope,” Nasrin says. “Education and hope are the foundation for all personal and societal development. The Taliban knows this. It’s why women are cut off from education in Afghanistan. I have four daughters, so I will never give up on education.”
Learn more about the ELLA program.
Posted on December 1, 2025 by douglascollegeblog
Winter weather is here
‘Tis the season for ice and snow! Winter weather is here and it’s time to prepare for colder commutes and slippery sidewalks. Learn how to stay safe and up-to-date on campus conditions.
Campus closures
Douglas College continuously monitors the weather and makes decisions about campus operations with the safety of students and employees as our primary consideration.
If weather takes a turn for the worse and a campus closure seems likely, Douglas will inform the College community prior to 6:30am for morning and afternoon closures and 2:30pm for evening closures.
The College website homepage is the best source for up-to-date information. Information is also available from the College information line (toll free 1 877 679 0823) and DC Alerts. DC Alerts subscribers get rapid campus closure updates sent via text, email and/or phone messages. Douglas College students automatically receive these alerts through their College email address; if you want to receive alerts to a different address or to a phone number, sign up for DC Alerts now.
When the campus is closed, you should check your College email and/or Blackboard to determine the status of your in-person classes, as they may move online or be cancelled. Online classes will continue as scheduled.
Campus buildings will remain open; however, all in-person services including, but not limited to, food, library, Bookstore and Enrolment Services will be unavailable. Some student services may be available at reduced levels online, and you are encouraged to check with individual service areas if you have a pre-scheduled appointment during the time of the closure.
What happens if the College is open but I’m unable to travel due to severe weather conditions in my area?
Douglas College serves a large and diverse geographic area. We make decisions based on the impacts to the largest portion of our population. But we understand this will never include every student or employee. It is the responsibility of each individual to make decisions about what is safe for them. If this means you are unable to travel to class, please notify your instructor as soon as possible.
Instructors have been requested to consider weather conditions when making decisions about attendance during winter weather. Ultimately, these decisions are at the sole discretion of individual instructors.
Sidewalk conditions
The College takes all precautions to ensure our campuses are safe. We will be keeping sidewalks and pathways on campus clear of snow and will apply salt to help melt any ice. If you feel sidewalk conditions on campus are unsafe, please contact the appropriate campus:
New Westminster Campus: facilities_nw@douglascollege.ca
Coquitlam Campus: facilitiescoq@douglascollege.ca
We understand sidewalks off campus can be treacherous when icy. Keeping city sidewalks clear is the responsibility of local businesses. If you feel sidewalk conditions are unsafe, please contact the appropriate city:
City of New Westminster: 604 519 2010 or parking@newwestcity.ca
City of Coquitlam: Snow Response Request
Winter weather preparedness tips
- Allow extra time to get to campus (whether by car, bus, SkyTrain, etc.)
- Wear appropriate footwear and winter clothing, especially if regularly moving between the New Westminster Campus and the Anvil Office Tower.
- If driving, use caution, and ensure you have winter tires that are in good condition.
- If walking, use caution and consider driving conditions while watching for vehicles (even at crosswalks).
- If taking transit, ensure you check your route before travelling to campus. TransLink posts service outages and updates on their website. You can also create a Transit Alerts Account to be notified by text message and/or email about disruptions, updates, or changes to the transit services you use.
Posted on September 26, 2025 by douglascollegeblog
Truth before reconciliation: Historian researches closing down of the residential school system
By Aline Bouwman, Marketing and Communications
Content warning: This blog story contains information related to residential schools. If you are a survivor and need emotional or crisis support, contact the 24-Hour National Residential School Crisis Line at 1 866 925 4419.
“The history of residential schools is not just about the past – it’s about the present. The intergenerational impacts are still being felt today and the responsibility to respond belongs to all of us.”
– Carling Beninger
When History instructor Carling Beninger tells her students the last residential school in Canada didn’t close until 1996, they often react with shock.
How could it take so long? And why did it?
Although Canada officially announced in 1951 that Indigenous children would be integrated into public schools, the last residential school did not fully close until decades later.
Carling, who specializes in Indigenous education and activism, researches why it took so long for the residential school system to be completely shut down – and why understanding the delays is crucial to truth and reconciliation today.
The Canadian government first committed to desegregating Indigenous education in 1951 and started to place children into provincial schools, a process called school integration.
“But the federal government really dragged its heels,” Carling says. “They cited a lack of infrastructure and human resources to integrate children into the public school system.”
The result was devastating. The slow progress on school integration led to the creation of the hostel and home boarding programs, which forced thousands more Indigenous children into systems where they were subjected to the same harms of cultural genocide and abuse as their family members before them.
“The process of integration still served to separate children from their families,” she says. “In these institutional settings, the same assimilation and abuse children suffered at residential schools continued to be perpetuated.”
The long road to closure
Carling, a settler historian with French, British, Irish and German ancestry, says it was the pressure from Indigenous activists that finally led the government to shut the residential school system down. The federal government was persuaded because the residential school system was expensive to operate, and a segregated educational system did not fit into a world more focused on human rights and equality post-WWII.
“But it took protests from Indigenous leaders, parents and communities, who demanded this change,” she emphasizes.
She points to the 1972 policy paper “Indian Control of Indian Education” as a landmark moment. Adopted by the National Indian Brotherhood (now known as the Assembly of First Nations), it asserts the right of Indigenous peoples to control their children’s education and challenged the federal government to recognize self-determination in schooling.
Carling’s current research focuses on protests against school integration staged by the Kainai Nation (Treaty 7). Through petitions and community organization, they fought to have their children remain on reserve to receive education to keep their families together.
“The Kainai Nation was active in demanding rights and justice, even when the government ignored or resisted those demands,” Carling explains.
Due to the activism, a high school was opened on the reserve, and in 1971 and a kindergarten was added. In 1986 Mi;kai’sto – Red Crow College opened as the fourth Indigenous college in Canada on the reserve.
Read more: This Applied Psychology alum looks at ways to combat anti-Indigenous racism
The role of education
For Carling, the lesson is clear: truth and reconciliation, in that order.
“Truth means hearing from survivors, acknowledging the full scope of these systems and centering Indigenous perspectives,” she says. “That’s the work we all have to keep doing.”
She believes education plays a pivotal role in ensuring this work continues. “When students leave my classes with a deeper understanding, they carry that knowledge into their families, workplaces and communities. That’s how broader social change starts.”
Carling’s teaching methodology is rooted in fostering reconciliation through historical research and educating others on Indigenous history. Required reading for her courses draws heavily on survivor testimonies, newspaper articles, class action cases and government archives. Her students also hear directly from Elders who survived the residential school system and experienced school integration.
Oral histories and community narratives, she stresses, are not secondary evidence. They are essential voices in understanding the past.
“We need to include Indigenous storytelling practices in our course curriculums. It is part of reconciliation to honour those ways of knowing.”
Creating this awareness allows students to bear witness to those stories and testimonies, Carling says.
“Students respond to this kind of learning with a lot of emotion. They’re angry, and they want to know why it took so long for the residential school system to be shut down.”
That anger, she says, can be constructive. “It drives them to understand the deeper structures that allowed these schools to persist.”
Classroom discussions often lead to broader questions about reconciliation. Carling notes that many students are eager to know what concrete actions they can take.
“Education is one of those steps. Learning the truth is a form of action in itself, and it helps create accountability,” she says. She also highlights the importance of engaging with local Indigenous communities and supporting Indigenous-led initiatives.
Ultimately, her research and teaching return to one central point: Reconciliation is not a destination but an ongoing process.
“The history of residential schools is not just about the past – it’s about the present. The intergenerational impacts are still being felt today and the responsibility to respond belongs to all of us,” Carling says.
Learn more about the History program at Douglas College: douglascollege.ca/program/aahist
Posted on August 29, 2025 by douglascollegeblog
Sound ambition: How Music alum Jackson Poling became a professional pianist
Jackson Poling never expected a music career to be a part of his life, but a surprising spark of curiosity led him to change his mind and in time, his entire future.
By Maggie Clark, Marketing and Communications
Since graduating from Douglas College’s Diploma in Music, Jackson Poling’s performances have been heard across the province of British Columbia.
As an accomplished pianist, he has filled his life with musical opportunities, performing with indie pop band Orchid Orchestra, teaching piano and collaborating with school choirs. He even recently had his own orchestral composition performed and recorded by the Vancouver Symphony Orchestra as part of the Jean Coulthard Readings.
While success has continued to follow his career, music didn’t always strike a chord with him.
Starting off on the wrong note
When Jackson first picked up a trumpet in elementary school, he couldn’t have imagined that music would one day become the centre of his life. Uncomfortable with expressing himself creatively at the time and uncertain about the point of playing music, Jackson didn’t understand why so many of his peers chose to pursue it.
It took a new experience for Jackson to see why others found playing music so compelling.
A playful discovery
Jackson’s musical awakening arose from an interest in video games. While indifferent to picking up a physical instrument, he found himself drawn to virtual ones in apps like Magic Piano. It was his first exposure to classical music, sparking an appreciation for the genre and presenting him with a life-changing decision.
“I remember falling in love with Beethoven’s Symphony No. 3 and many other classical pieces like it,” Jackson says. “The only way to really recreate those pieces myself was through the piano that my family had at home, so I thought ‘Why not just start learning to play right here?’”
Unable to read sheet music, he strove to recreate his favourite melodies by ear.
What started out as curiosity quickly became a passion. By the time he entered high school, Jackson was already writing his own music, taking a class in composition taught by his high school’s band teacher while also studying the Royal Conservatory of Music at the Langley Community Music School.
Read more: Music Technology grad finds dream music-related career in sound therapy through Douglas
Fine-tuning a music career
Determined to pursue a career in music after graduating high school, Jackson enrolled in Douglas’s Diploma in Music. Except this time, classical pieces were not his focus.
“I actually chose Douglas’s program because it was less classical and offered a look at a diverse range of genres like fusion and jazz,” Jackson says. “I wanted to cover my bases and explore these new genres.”
That variety became a cornerstone of his experience. He jammed with several bands, playing a variety of music, including funk, learned to improvise musically, and even joined a small jazz group to perform at the College’s graduation ceremonies, which Jackson continues to do to this day alongside a rotating group of Douglas alumni.
“My time at Douglas gave me the confidence to perform with bands outside of a school setting,” he says. “It wouldn’t have been possible without the Performance-Based Tuition Scholarship.”
This scholarship helped support both years of Jackson’s education and encouraged him to take as many courses as possible, opening the doors to a stronger musical skill set and additional networking.
Read more: Empowered with a Douglas scholarship, this Music alum transfers to UBC with plans to teach music
Creating a symphony of success
After graduation, Jackson made good use of his skills and networking, leading him to teach piano at Prelude Piano Studios, perform with Orchid Orchestra and play with elementary school choirs through the Vancouver Extracurricular Music Society. He even has plans to play piano for a ballet studio.
But one of the biggest highlights of his career has been having his work performed by the Vancouver Symphony Orchestra. He now aims to further specialize in the field with a master’s degree in composition.
“Writing music is what’s most fulfilling to me,” Jackson says. “It’s my dream, and to hear a full orchestra bring my composition to life was amazing. Pursuing a master’s degree could open doors to join music committees, where I’d have even more opportunities to see my work performed by orchestras.”
Learn more about the Diploma in Music program at Douglas College.
Posted on August 28, 2025 by douglascollegeblog
Five common misconceptions about psychiatric nursing
By Afreen Kaur Gill, Bachelor of Science in Psychiatric Nursing student
As a psychiatric nursing student, I’ve come to realize that this area of health care is both vital and deeply misunderstood. Psychiatric nursing isn’t just about “talking to people” or “dealing with mental illness” – it’s a complex, skilled practice that requires extensive medical knowledge, compassion and critical thinking. Unfortunately, many myths continue to shape how people view psychiatric nurses and the patients we serve.
Here are five widespread fallacies about psychiatric nursing, and some reality checks I’ve learned through my training and experience as a third-year Bachelor of Science in Psychiatric Nursing student at Douglas College.
Myth: Psychiatric nurses are not real nurses
Reality check: We are trained extensively in both physical and mental health, and we work closely with other registered nurses (RNs) and health-care professionals to provide holistic, patient-centered care. Our expertise bridges the gap between mental and physical health, ensuring that individuals receive comprehensive support.
Suggesting that registered psychiatric nurses (RPNs) are “not real nurses” or “less important than RNs” is not only inaccurate but also stigmatizing. It implies that mental health care is secondary to physical health care, when in reality they are deeply interconnected. Such assumptions diminish the critical role psychiatric nurses play in promoting recovery, dignity and overall patient well-being.
Read more: This Psychiatric Nursing grad became a Vancouver mental health services leader
Myth: You don’t need much medical knowledge to be a psychiatric nurse
Reality check: Many patients have co-occurring medical conditions such as diabetes, cardiovascular disease or medication side effects that require close monitoring. We are able to identify and respond to changes in physical health alongside mental health symptoms.
At Douglas, we undertake multiple placements in both medical and psychiatric care settings throughout the program. We also undertake weekly clinical procedures classes where we practice our clinical skills, including IV insertion, catheter care, injections, wound care and more.
Our psychiatric nursing skills are especially important in areas where physical and mental health care overlap, such as in the treatment of eating disorders that require both medical stabilization and psychiatric assessment.
Myth: Psychiatric nurses only work with “crazy people”
Reality check: My patients are not “crazy” – they are human beings navigating mental health challenges, each with a unique story that deserves to be heard and respected. They are individuals enduring real pain, distress or illness, similar to someone experiencing hardships due to a physical health condition. They need compassion, support and care – not judgment or stigmatizing labels. My job as a psychiatric nurse is to comprehend what each patient is going through, advocate for them and help them progress in their journey to heal.
Also, I have never heard anyone refer to a patient dealing with medical conditions such as diabetes as “crazy.” I’ve never heard anyone ask, “why can’t they just control their blood sugar on their own? Why do they need treatment or medication?” That approach would be seen as utterly inappropriate because we understand diabetes as a medical condition that demands prompt care. Similarly, this principle should extend to mental health. I do not see a client with schizophrenia as “crazy” because of their diagnosis. I see them as someone living with a serious health condition that affects their mind and body. Patients facing mental health challenges deserve the same compassion, support and access to care as anyone managing a chronic medical condition.
Read more: This Nursing grad is part of a new health care generation focused on mental well-being
Myth: Psychiatric nursing is more dangerous than other health-care professions
Reality check: Assuming psychiatric patients are dangerous solely on the basis of their mental health diagnosis is stigmatizing and false. Psychiatric care settings have explicit safety protocols, strong teamwork and structured environments to ensure staff and patient safety. Labelling the psychiatric nursing profession as unsafe disregards the preparation and collaboration that go into establishing therapeutic and secure spaces.
While psychiatric nursing can present strenuous situations, the extensive and specialized training we receive at Douglas equips us to handle such situations safely. Our education includes de-escalation techniques, crisis intervention, trauma-informed care, risk assessment and managing seclusion rooms. We also gain first-hand experience through acute psychiatric unit placements, where we observe how teams respond collaboratively to maintain safety.
Myth: Psychiatric nurses have limited career options
Reality check: Psychiatric nursing presents a broad and growing range of career opportunities. RPNs work in hospitals, emergency departments, acute psychiatric units, community mental health programs, corrections, addiction services, forensic settings, schools, Indigenous health settings and more. They can specialize in areas like crisis response, trauma care, geriatrics, substance use, leadership and management roles.
Many students also continue their education through graduate programs in psychiatric nursing, clinical psychology, education, counselling careers or health-care leadership. Some also pursue medical school. There are also paths to become mental health supervisors, clinical professors, policy advisors and leaders in health-care organizations. Psychiatric nursing is a versatile and dynamic field with many opportunities for advancement, specialization and leadership.
Final thoughts
Psychiatric nursing is a highly skilled, evidence-based and compassionate profession that plays a critical role in health care. The myths about it do not reflect the rigorous education, responsibility and positive impact psychiatric nurses have. Whether in hospitals, communities or academia, psychiatric nurses provide holistic care that supports the whole person – mind and body. The Bachelor of Science in Psychiatric Nursing program at Douglas unlocks various career paths and opportunities that can advance you academically and financially, while empowering you to make a meaningful, positive impact in your community.
Learn more about the Bachelor of Science in Psychiatric Nursing.
Posted on August 19, 2025 by douglascollegeblog
Breaking barriers for disability in the fitness industry
By Elizabeth Douglas, Marketing and Communications
Kat Lee is a Bachelor of Physical Education and Coaching student carving not only a path for her career as a personal trainer, but toward a more accessible fitness industry for all.
After being diagnosed with hypermobile Ehlers-Danlos Syndrome (hEDS) at 16 years old, she found herself adapting to a new way of life and rethinking her original career choice of marine biology.
Ehlers-Danlos syndromes are a group of 13 connective tissue disorders that can cause joint hypermobility and instability, fatigue, dizziness, digestive issues and bruise-prone skin, often presenting alongside other comorbidities.
“When I was diagnosed, the doctors told me that my career prospects in marine biology had to be dropped. I wouldn’t be able to tolerate diving or the cold water,” she says. “I had to think logically about what I could do with my life.”
Everything changed when a high school visit from the Douglas College Sports Institute led her to the Diploma in Sport Science – Kinesiology program.
“I changed my career from one field of biology to another, but I knew I wanted to do something physically active for my employment. Kinesiology felt like the logical choice,” she says.
Defying expectations
At only 25 years old, Kat has close to 10 years of experience working in the fitness industry and 31 active clients. Still, she gets asked how it’s possible for her to be a personal trainer with a chronic illness.
She’s eager to explain.
A comorbidity of her hEDS is dysautonomia, a nervous system dysfunction that can cause spikes in her blood pressure, followed by a plummeting heart rate. Working in an active environment combats these symptoms.
“When you pump your muscles, you’re moving lymphatic fluid through your body and pushing blood back to the heart and lungs,” she says. “So, when I’m exercising, I’m totally fine. Ask me to stand in line at the store? Not happening.”
Training a diverse range of clients – from others with EDS, to seniors, and even clients just looking to build some muscle – stems from an acute awareness that fitness doesn’t have a universal approach. Kat’s process centres around building client knowledge on muscle and joint function so that they can exercise safely and more efficiently on their own.
“I try to be as educational as possible. I know some of my clients could care less about anatomy, but I want them to understand how their body works,” she says. “This is why the Sport Science program’s emphasis on teaching was really attractive to me. A big component of that is getting trainers more familiar with muscular anatomy, ergonomics and biomechanics. If they know it, then they can teach their clients.”
While EDS affects so many aspects of her life, it has allowed her to relate to her clients and find efficient solutions to their own fitness challenges. She focuses on what her clients can do, while being attentive to their limitations.
“I had a client who never felt sore in his muscles after lifting heavy weights but always did in his joints. Then I noticed that his elbows were hypermobile and turned backwards, like mine. All it took to alleviate his joint pain was a simple grip adjustment,” she says. “It’s all about adapting the exercises to people’s anatomy, regardless of their ability or disability.”

Raising awareness
According to the EDS Canada Foundation, there are more than 126,000 Canadians living with hEDS. But obtaining that diagnosis is far from straightforward.
“Your connective tissue is everywhere – cartilage, ligaments, tendons, blood, bone, everything. Anything and everything can be affected, so you kind of sound like a hypochondriac,” she says. “I’m extremely lucky to have had a doctor who noticed my hypermobile elbows. The average diagnosis time is 21 years, but I got mine in just three.”
Kat uses her Instagram account to raise awareness for EDS and hopes that bringing attention to it will allow more people to obtain a diagnosis in a shorter period of time.
During Ehlers-Danlos Syndromes Awareness Month in May, Kat showed support for the Ehlers-Danlos Society’s “Light it Up” challenge, organizing for Science World, BC Place and New Westminster City Hall to be lit orange.
While working on a reflective Instagram post about achieving small wins, Kat noted her petition to get Science World to light up. Her partner insisted it was more than a small win.

“All I did was send an email, but he said it didn’t matter, that I did it anyway. Some people with my condition don’t have the energy, the means or the function of their hands to type that email,” she says. “I acknowledge the vast amount of privilege I have as someone with a milder case of Ehlers-Danlos, because I’m able to do all of this. I have the capacity physically and energy-wise to advocate,” she says.
An accessible education
For Kat, coming to Douglas wasn’t just about strengthening her sport science skills, it was about choosing a post-secondary that placed importance on accommodating her needs in pursuit of success.
Meeting with Accessibility Services helped Kat obtain a student loan, disability grant and technology like a laptop and a smart pen to help with notetaking, as well as assisting her plan for her future British Columbia Association of Kinesiologists (BCAK) certification.
“It was important to me that coming to Douglas meant accessing good accessibility services,” she says. “When my friends decide to go to post-secondary, one of the main reasons I urge them to come to Douglas is because of the accommodations.”
Read more: Student researcher unveils why mirrors could affect dancers’ body image
Posted on August 11, 2025 by douglascollegeblog
Staying safe in a heat wave
With temperatures rising, it’s important to be mindful of potential risks and learn how to prepare yourself when commuting to and from campuses, and at home. Follow these tips to keep cool and safe during a heatwave:
Hydrate: Drink plenty of water throughout the day, even if you don’t feel thirsty. Avoid sugary drinks and excessive caffeine, as they can contribute to dehydration.
Stay cool indoors: Close blinds during the day to block direct sunlight. Use fans or air conditioning to circulate cool air. If you don’t have AC, consider visiting a local cooling centre, library or coffee shop.
Dress appropriately: Wear loose-fitting, light-colored clothing. A wide-brimmed hat and sunglasses can also provide significant protection.
Take breaks: If you’re spending time outside, ensure rest breaks in cool, shaded areas are taken regularly. Be sure to use them to allow your body to recover.
Check on others: Remember to check on vulnerable family members, neighbors and friends who may be at a higher risk, such as the elderly or those with chronic health conditions. If you’re studying with peers, monitor each other for signs of heat-related illness, such as dizziness, nausea or excessive sweating.
Adjust your schedule: If possible, schedule physically demanding tasks for the cooler parts of the day, such as the early morning.
Recognize the signs: Be aware of the symptoms of heat exhaustion (heavy sweating, weakness, cold/clammy skin) and heat stroke (high body temperature, hot/red skin, confusion, loss of consciousness).
If you or someone else experiences symptoms of heat stroke, call 911 immediately.

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