Jasna Schwind

Dr. Schwind, an award-winning educator, is an Associate Professor in the Daphne Cockwell School of Nursing at Toronto Metropolitan University. Guided by constructivist philosophy of experience, arts-informed narrative research, person-centred care, patterns of knowing, and reflective practice, she explores humanness-of-care within professional and therapeutic relationships in education and praxis. To that end Dr. Schwind has developed Narrative Reflective Process, which may serve as a qualitative data collection tool, a teaching-learning approach, or a professional development instrument. This creative self-expression approach includes mindful self-awareness, storytelling, metaphors, drawing, creative writing and reflective dialogue. Based in person-centred relational framework of mutual inclusivity, she strives to build stronger communities within the context of higher education.

Please also see full biography (external link) .

• Knowledge development in nursing (MN - graduate core course)
• Qualitative research (MN - graduate core course) 
• Advanced therapeutic communication from an interprofessional perspective (FCS Dean's - graduate elective) - open to all FCS graduate students 
• Year 4 clinical practice (BScN)

Research Interests:

• Human experience of illness: Humanness of Care
• Professional and therapeutic relationships in education and practice: Person-Centred Care
• Reconstruction of personal and professional experiences: Narrative Reflective Process
• Metaphors as vehicles to personal and professional understanding of self and others: Personal Knowing
• Qualitative research methods for healthcare professionals: Arts-Informed Narrative Inquiry

• Schwind, J. K., & Manankil-Rankin, L. (2020). Personal and aesthetic ways of knowing in relational practice to support person-centred practice (external link) , Reflective Practice, 21(4).
• Schwind, J. K., Beanlands, H., McCay, E., Wang, A., Binder, M., Aksenchuk, S., & Martin, J. (submitted). Mindful practices to support university faculty sense of wellbeing and enhance their teaching-learning scholarship: A mixed method pilot study. Nurse Education Today,
• Beanlands, H., McCay, E., Wang, A., Aiello, A., Schwind, J., Schindel Martin, L., Santa Mina, E., Rose, D., Fredericks, S., & Newman, K. (2020). Undergraduate nursing students’ experiences of engaging with a Dialectical Behaviour Therapy-Skills Group intervention to decrease stress and support emotional well-being. Canadian Journal of Nursing Research, Jan 7
• Schwind, J. K., Beanlands, H., McCay, E., Schindel Martin, L., Wang, A., Fredericks, S., Newman, K., Santa Mina, E., Aiello, A., & Rose, D. (2019). A river journey: Metaphoric reflection on a study exploring Dialectical Behaviour Therapy – Skills Group with senior nursing students (external link) . Reflective Practice Journal, 20(4), 469-482.
  
• Beanlands, H., McCay, E. Fredericks, S. Newman, K., Rose, D., Santa Mina, E., Schindel Martin, L., Schwind, J., Sidani, S., Aiello, A., & Wang, A.  (2019). Decreasing stress and supporting emotional well-being among senior nursing students: A pilot test of an evidence-based intervention.  Nurse Education Today, 76, 222-227.
• Ahmed, N., & Schwind, J. K. (2018). Supporting the wellbeing of inner-city middle-school students through mindfulness and creative reflective activities. Reflective Practice, 19(3), p. 412-425.
• Binder, M. J., Martin, J., & Schwind, J. K. (2018). Exploring mindfulness in teaching-learning scholarship through a reflective conversation. In N. Lemon & S. McDonough (Eds.), Mindfulness in the academy: Practices and perspectives from scholars. (pp. 83-98). New York, NY: Springer.
• Walji-Jivraj, N., & Schwind, J. K. (2017). Nurses’ experience of creating an artistic instrument as a form of professional development: An Arts-Informed Narrative Inquiry (external link) . International Practice Development Journal, 7(1).
  
• Schwind, J. K., McCay, E., Beanlands, H., Schindel Martin, L., Martin, J., & Binder, M. (2017). Mindfulness practice as a teaching-learning strategy in higher education: A qualitative exploratory pilot study (external link) . Nurse Education Today, 50, 92-96.
  
• Piotrowsky, S. A., Binder, M., & Schwind, J. K. (2017). Primary teachers’ perceptions of mindfulness practices with young children. LEARNing Landscapes: Fostering Health and well-being in Education, 10(2), 225-240.
• Lindsay, G., & Schwind, J. K. (2016). Narrative Inquiry: Experience matters (external link) . Canadian Journal of Nursing Research, 48(1), 14-20.
  
• Schwind, J. K., McCay, E., Metersky, K., & Martin, J. (2016). Development and implementation of an advanced therapeutic communication course: An inter-professional collaboration. Journal of Nursing Education, 55(10), 592-597.
  
• Lindsay, G., Schwind, J. K., Papaconstintanou, E. Smye, V., & Cross, N. (2016). Autobiographical reflection on what it means to experience disruption (external link) . Reflective Practice, 17(5), 583-591.
  
• Schwind, J. K., & Lindsay, G. (2016). Arts-Informed Narrative Inquiry: Crossing boundaries of research and teaching-learning. LEARNing Landscapes, 9(2), p. 473-487.
• Schwind, J. K.  (2016). Narrative Reflective Process: A creative experiential path to personal-knowing in teaching-learning scholarship. In J. Gingras, P. Robinson, J. Waddell, L. & Cooper (Eds.), Teaching as scholarship: Preparing students for professional practice in community services. (pp. 137-154). Wilfrid Laurier University Press.
• Lapum, J. L., & Schwind, J. K. (2016) “My Aesthetic Moment” – Interprofessional narratives. In A. Peterkin and P. Brett-MacLean (Eds.), Keeping reflection fresh: A practical guide for clinical educators. (pp. 250-253). Kent, OH: Kent State University Press.
• Metersky, K., & Schwind, J. K., (2015). Interprofessional person centered care: Stories and metaphors of experience (external link) . International Journal of Person Centered Medicine, 5(2), 78-87.
  
• Schwind, J. K., Fredericks, S., Metersky, K., & Gaudite Porzuczek, V. (2015). What can be learned from patient stories about living with the chronicity of heart illness? A Narrative Inquiry (external link) . Contemporary Nurse Journal, 1-32.
• Lindsay, G., & Schwind, J. K. (2015). Arts-Informed Narrative Inquiry as a practice development methodology in mental health (external link) . International Practice Development Journal, 5(1).
  
• Schwind, J. K., Santa Mina, E., Metersky, K., & Patterson, E. (2015). Using the Narrative Reflective Process to explore how students learn about caring in their nursing program: An arts-informed Narrative Inquiry (external link) . Reflective Practice, 16(3), p. 390-402.
  
• Schwind, J. K.  (2014). Narrative Reflective Process: Giving voice to experience of illness. In C. McLean (Ed.), Creative arts in humane medicine.  (pp. 125-140). Edmonton, AL: Brush Education Inc.
• Lindsay, G., & Schwind, J. K. (2014) Arts-informed narrative inquiry into nurse-teachers' legacy for the next generation (external link) . Reflective Practice, 16(2), p. 195-205.
  
• Schwind, J. K., McCay, E., Lapum, J., Fredericks, S., Beanlands, H., Romaniuk, D., LeGrow, K., & Edwards, S. (2014). The experience of developing a faculty research cluster using the creativity of the Narrative Reflective Process. Creative Nursing, 20(3), 164-170.
• Mantas, K., & Schwind, J. K. (2014) Fostering transformative learning through co-creative artmaking processes and emerging artful forms: Two educators reflect on and dialogue about a shared arts-based workshop experience (external link) . The Journal of Transformative Education, 12(1), 74-94.
  
• Schwind, J. K., Lindsay, G., Coffey, S., Morrison, D. & Mildon, B. (2014). Opening the black-box of person-centred care: An arts-informed narrative inquiry into mental health education and practice (external link) . Nurse Education Today, Special Issue NET 2013, 34(8), 1167-1171.
  
• Frankel, E., & Schwind, J. (2012). Voices of diversity: Digital narratives in the classroom. (includes Instructor Guide) on Ryecast
• Schwind, J., Beanlands, H., Lapum, J., Romaniuk, D., Fredericks, S., LeGrow, K., Edwards, S., McCay, E., & Crosby, J. (2014). Fostering person-centred care among nursing students: Creative pedagogical approaches to developing personal knowing (external link) . Journal of Nursing Education, 53(6), 343-347.
  
• Schwind, J., Zanchetta, M., Aksenchuk, K., & Gorospe, F. (2013) Nursing students’ international placement experience: An Arts-Informed Narrative Inquiry (external link) . Reflective Practice, 14(6), p. 705-716.
  
• Schwind, J. K., & Mantas, K. (2012) Co-constructing holistic knowing through reflective dialogues on a co-creative artmaking experience. The International Journal of Holistic Education, 1(1), 9-22.
• Schwind, J. K., Cameron, D., Franks, J., Graham, C., & Robinson, T. (2012). Engaging in narrative reflective process to fine tune Self as Instrument-of-Care (external link) . Reflective Practice, 13(2), 223-235.
  
• Schwind, J. K. (2010). Finding meaning through metaphors: Following a narrative thread from experience to research to classroom. In I. Lange & Z. Norridge (Eds.), Illness, bodies & contexts: Interdisciplinary perspectives. (pp. 113-121). Oxford, UK: NC: Inter-Disciplinary Press.
• Schwind, J. K. (2009). Metaphor-reflection in my healthcare experience. Aporia, 1(1), 15-21.
  
• Schwind, J. K. (2008). Accessing humanness: From experience to research, from classroom to praxis. In J. K. Schwind & G. M. Lindsay (Eds.), From experience to relationships: Reconstructing ourselves in education and healthcare. (pp. 77-94). Charlotte, NC: Information Age Publishing Inc.
• Schwind, J. K. & Lindsay, G. M. (Eds.) (2008). From experience to relationships: Reconstructing ourselves in education and healthcare. Charlotte, NC: Information Age Publishing Inc.
• Chan, E. A., & Schwind, J. K. (2006). Two nurse-teachers reflect on acquiring their nursing identity. Reflective Practice, 7(3), 303-314.
• Schwind, J. K. (2003). Reflective process in the study of illness stories as experienced by three nurse-teachers. Reflective Practice, 4(1), 19-32.

• 2020 Sue Williams Excellence in Teaching Award, Faculty of Community Services, Ryerson University, Toronto, ON Canada
• 2019 President’s Award for Teaching Excellence, Ryerson University, Toronto, ON Canada
• 2018 Dean’s Teaching Excellence Award, Faculty of Community Services, Ryerson University, Toronto, ON Canada
• 2016 Teaching Innovation Award, Council of Ontario University Programs in Nursing (COUPN), Ontario, Canada
• 2012 Provost’s Experiential Teaching Award, Ryerson University, Toronto, ON Canada
• 2012 Gail J. Donner Award for Excellence in Nursing Education, Sigma Theta Tau International Honor Society, Lambda Pi-At-Large Chapter, Toronto, ON Canada