Laura Nimmon

Associate Professor

Research Classification

Occupational therapy
Rehabilitation medicine

Research Interests

Adult Education and Continuing Education
Adult education
Chronic Diseases in Elderly
Chronic disease care
Collaborative pratice
End of life care
Families and Caregivers
Family and Care Givers
Health Care Organization
Health Professions Education
Interdisciplinary team communication
Interpersonal Communication
Palliative Care
Patient centered care
Power and Organization
Qualitative research
Teamwork

Relevant Degree Programs

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Affiliations to Research Centres, Institutes & Clusters

Centre for Health Education Scholarship
 
 

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Research Methodology

Social network analysis; qualitative research, ethnography, social network analysis

Recruitment

Doctoral students
Postdoctoral Fellows
Any time / year round

Negotiation and power dynamics on chronic disease healthcare teams; Team coordination of health literacy for chronic disease patients; Patient centered collaborative practice in chronic disease care.

I support public scholarship, e.g. through the Public Scholars Initiative, and am available to supervise students and Postdocs interested in collaborating with external partners as part of their research.
I support experiential learning experiences, such as internships and work placements, for my graduate students and Postdocs.
I am open to hosting Visiting International Research Students (non-degree, up to 12 months).

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Attend an information session

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Supervision Enquiry

If you have reviewed some of this faculty member's publications, understand their research interests and have reviewed the admission requirements, you may submit a contact request to this supervisor.

Great Supervisor Week Mentions

Each year graduate students are encouraged to give kudos to their supervisors through social media and our website as part of #GreatSupervisorWeek. Below are students who mentioned this supervisor since the initiative was started in 2017.

 

Thank you for your expert guidance, encouragement, and support. Thank you for challenging me to think further, work harder and opportunities for growth.

Ibukun Kayode (2019)

 

Can't begin to tell you how much I appreciate your willingness to co-supervise me in my PhD program. I am grateful for your commitment to providing a conducive academic environment to learn from your wealth of knowledge and experience. Thank you for being so extra supportive. You are amazing!

Ibukun Kayode (2018)

 

Graduate Student Supervision

Doctoral Student Supervision (Jan 2008 - May 2021)
Being blind and belonging in academia (2021)

Belonging is an essential human need. Developing a sense of belonging is important for people for whom academia is a place of learning, teaching, and employment. Academia – also known as educational institutions, higher education, post-secondary, college, or university – is a site of particular interest given the privilege engagement in this environment may imbue on individuals and communities. Moreover, academia is also problematic from the perspective of disabled people due to the ableist expectations embedded within it. Academia, and developing a sense of belonging there, may be particularly important for people from equity-seeking groups, including blind people. The general topic of this dissertation is an exploration of belonging in academia, from non-blind and blind perspectives. Following the introduction, chapter 2 presents a model – the Belonging in Academia Model - that explicates how sense of belonging develops in academia through five dimensions: affiliation, familiarity, acceptance, trusting connections & interdependent relationships, and equity. The dissertation goes on to examine blind and partially blind peoples’ experiences of belonging and non-belonging in academia, elucidating key nuances such as the importance of interdependence, feeling like a burden, and needing to perform as a disabled person. In chapter 3 this dissertation highlights scholarly teaching in the form of a workshop designed using research-based theatre as an affective pedagogical tool. Finally, preceding the conclusion, chapter 4 shares a brief exploration of doing ‘insider’ research as a blind scholar with blind people. Supplementary materials available at: http://hdl.handle.net/2429/77292.

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Publications

 
Laura Nimmon's Profile
Publications on Google Scholar
ORCID Profile
Other link
Supervision Enquiry

Membership Status

Member of G+PS
View explanation of statuses

Program Affiliations

Rehabilitation Sciences
Occupational Therapy

Department(s)

Department of Occupational Science & Occupational Therapy
 

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