Research and education

The Canadian Institute for Seniors Care addresses knowledge-to-practice gaps through inter-related strategies, including: innovation in education, innovation in practices and products, and innovation in applied research.


New strategies to optimize education and increase student expertise, readiness and interest in providing seniors’ care:

Best Practice Spotlight Organization

In 2018, the Registered Nurses' Association of Ontario (RNAO) named Conestoga as a pre-designate Best Practice Spotlight Organization. 

Best Practice Spotlight Program The RNAO Best Practice Spotlight Program started in 2003 as a partnership between RNAO and academic or clinical organizations to enhance patient care through evidence-informed best practice. As a pre-designate, Conestoga will implement and evaluate five RNAO Best Practice Guidelines (BPG) over three years. BPGs provide evidence-informed recommendations for health care professionals and promote excellence in clinical care, health policies and health education.

Under the guidance of Dr. Veronique Boscart and the support of the Schlegel Centre for Advancing Seniors Care, the School of Health & Life Sciences will implement five BPGs focused on seniors care. Conestoga is one of the first academic organizations to integrate the RNAO BPGs at an interprofessional level across health and community services programming. 

Best Practice Guidelines for Implementation (2018-2021):

Principles for seniors’ care curriculum

Principles for seniors’ care curriculum include curriculum mapping surveys, program and professional competencies, gerontological curricula resources, teaching materials and simulated experiential learning strategies. 

These principles have been used in the School of Health & Life Sciences and other schools at Conestoga College to expand student and faculty awareness and knowledge of seniors’ care.  

Hands-on experience for students

We lead education, quality improvement and research projects with the goal to improve the gerontological curriculum as well as implement and evaluate changes to competencies, courses and teaching standards. 

Examples of projects include learning residencies and placements for BScN students in long-term care environments and simulated learning experiences for personal support workers working in seniors' homes.

Student engagement in learning with, and about, seniors

A college-wide structure offering students the opportunity to engage and be involved in elective courses regarding care for seniors. 

PSW Education Fund for Long-Term Care

From 2017-2020, the PSW Education Fund for Long-Term Care funded the delivery of the Excellence in Resident-Centred Care (ERCC) course to over 17,000 PSWs and other team members working in long-term care homes in Ontario. The ERCC courses provide personal support workers and other team members working in senior living with practical skills in person-centred care. There are 15 modules covering key topics, including dementia, nutrition, and infection control. ERCC uses a train-the-trainer model to build internal capacity. The program has been shown to increase team member self-confidence, job satisfaction and morale. ERCC was co-developed by Conestoga College and the Schlegel-UW Research Institute for Aging.

Agency: Ministry of Health and the Ministry of Long-Term Care
Funding period: November 2019 – March 2020
Funding amount: $4,000,000 annually
Location: Ontario Centres for Learning, Research & Innovation in Long-Term Care (CLRI) at the Schlegel UW Research Institute for Aging


Improving the quality of seniors care through innovation in education and research.

Funded projects

Title: Canadian Remote Access for Dementia Learning Experiences (CRADLE) 

Summary: Unregulated care workers (UCWs) are the largest paid workforce in the Canadian healthcare system supporting people living with dementia at home, nursing or retirement homes. UCWs receive a basic education in high school or college but are not always well prepared to address complexities in dementia care. Employers are responsible for training of their staff; but they do not always have the resources to develop or access training, leading to UCW job dissatisfaction and attrition problems. Accessible dementia care training has the potential to increase UCWs’ knowledge and skills and, in extension, UCWs’ job satisfaction, retention and care outcomes (Jang et al., 2017). We therefore aim to develop and deliver a course: Canadian Remote Access for Dementia Learning Experiences, that is complete with brief, interactive, online modules, video clips and discussion forums. UCWs’ knowledge of dementia care; 2) increase UCWs job satisfaction and intent to stay in the job; and 3) support employers to increase UCW retention. 

Impacts of this project include increased knowledge and job satisfaction among UCWs and retention of the workforce. Three targeted groups will be the primary beneficiaries: newcomers to Canada working as UCWs, UCWs working in rural and remote areas, and nursing homes across Canada. This reflects current employment trends in community care agencies including: 42% of UCWs are newcomers to Canada and are visible minorities (Lum et al., 2010), up to 33% of seniors live in rural regions where care providers have disparate access to learning resources (Government of Canada, 2008), and nursing home and home care sectors struggle with short staffing. This project has the potential to change the landscape of future dementia care in Canada. 

Agency: Future Skills Centre: Future Skills Centre 2019 – Innovation stream 

Funding period: March 2020 – June 2022

Funding amount: $1,185,522

Location: Conestoga College 

Investigators: V. Boscart 

Title: Taking Interest in People: Intergenerational Bridges Between Youth and Those Living with Dementia (TIP-Bridge)  

Summary: In this project, college and high school students, faculty, community partners, and personals living with dementia (PLWD) and caregivers across the Kitchener/Waterloo region will be invited to participate in a self-led 10-week program with virtual, guided group activities. A leadership committee of PLWD, caregivers, students, faculty and teachers will recruit amongst their peers, colleagues and friends to attend these sessions. Each 45-minute session will begin with a 5-minute ice-breaker activity followed by a specific activity (storytelling, demonstration of a skill, sharing of experiences, anecdotes, and guided activities). The session will be closed off by a reflection on learning experiences. Teachers and faculty will provide support for the sessions, yet students and PLWD and their care partners (where appropriate) will lead the sessions to promote engagement of all. The 10-week program will be repeated (with a different Leadership Committee) three times a year (called cycles), for two years. 

Agency: Government of Canada (Employment and Social Development Canada): New Horizons for Seniors Program: Supporting Inclusion through Intergenerational Partnerships (SIIP) 

Funding period: November 2020 – November 2024 

Funding amount: $376,965

Location: Conestoga College

Investigators: V. Boscart 

Title: Promoting Hand Hygiene in Long-Term Care to Reduce the Transmission of COVID-19 

Summary: Improving hand hygiene (HH) is one of the most effective solutions for reducing the spread of COVID-19 in long-term care (LTC) homes. Unfortunately, caregivers in LTC homes do not consistently practice HH before and after resident interaction. Hygienic Echo Inc., a company led by Dr. Geoff Fernie, has developed a device: Buddy Badge that detects HH opportunities, and provides individual and group-level HH feedback. Buddy Badge has shown to prompt and sustain significant improvements in staff HH performance in hospitals. The aim of this project is to explore the use and impact of the Buddy Badge System in LTC, where HH practices are more complex. 

Agency: Natural Sciences and Engineering Research council of Canada College and Community Innovation Program Applied Research Rapid Response to COVID-19 

Funding period: June 2020 – June 2021 

Funding amount: $75,000 

Location: Conestoga College 

Investigators: V. Boscart, Cross, S.F., M. Davey, L. Sheiban Taucar, M. Heyer 

Title: Learning together: Bridging the generation gap 

Summary: The Government of Canada awarded Conestoga’s Schlegel Centre for Advancing Seniors Care $20,043 through its New Horizons for Seniors Program to expand Conestoga College's community and facilitate intergenerational mentoring and learning. Learning Together: Bridging the Generation Gap aims to encourage seniors to engage with their community, support volunteerism among seniors and foster the social participation and inclusion of seniors by providing them opportunities to interact with students and faculty. ; 

Agency: Government of Canada (Employment and Social Development Canada): New Horizons for Seniors Program 

Funding period: March 2020 – December 2020 

Funding amount: $20,043 

Location: Conestoga College 

Investigators: V. Boscart 

Title: Best Practice Spotlight Organization 

Summary: A Best Practice Spotlight Organization is designated by the Registered Nurses’ Association of Ontario (RNAO) to implement and evaluate RNAO best practice guidelines (BPG). At Conestoga College, an emphasis will be placed on evidence-based practice through the implementation of multiple BPGs into inter-professional curriculum. 

Agency: Registered Nurses’ Association of Ontario 

Funding period: April 2018-April 2021 

Funding amount: $105,000

Location: Conestoga College 

Investigators: Boscart, V., Sheiban Taucar, L., Heyer, M. 

Title: Supporting Care Partners of Persons Living with Dementia During COVID-19: Understanding Their Experiences and Identifying Solutions

Summary: This project aimed to understand how COVID-19 is affecting the daily lives and social connections of persons living with dementia (PLWD) and care partners (CP), to identify technological and other creative strategies used by PLWD and CP to remain connected and support each other; and to co-design knowledge translation (KT) resources to share these strategies more widely. ;Given the current circumstances in long-term care/retirement homes (LTC/RHs) and the inability to conduct research in these settings at this time, we will be focusing on PLWD in the community and CP of PLWD in both the community and LTC/RHs. 

This will involve: 1) understanding the experiences and impacts of COVID-19 on PLWD and staff members (particularly in LTC/RH), and the LTC/RH sector overall and 2) gaining an appreciation for what and how these populations access resources in order to inform best-practices as well as provide inspiration for innovative solutions to enhancing the holistic wellbeing of PLWD and CP. Findings from this research could also support remote participation by PLWD and CP in research studies in the future. 

Agency: University of Waterloo Network for Aging Research: COVID-19 and Aging 

Funding period: May 2020 – April 2021 

Funding amount: $20,000 

Location: University of Waterloo 

Investigators: C. McAiney (PI), J. Boger (Co-PI), K Dupuis, J. Kuepfer, S. Dupuis, H. Keller, L. Lee, V. Boscart, L. Sheiban Taucar, L. Middleton, M. Koch, E. Conway 

Title: Development of a Rapid Guideline to Address the Mental Health Impact of COVID-19 Among Canadian Paramedics  

Agency: Natural Sciences and Engineering Research council of Canada College and Community Innovation Program Applied Research Rapid Response to COVID-19 

Funding period: June 2020 – June 2021 

Funding amount: $75,000 

Location: Conestoga College 

Investigators: A.Yazdani, M. Yung, B. Du, V. Boscart, P. Bigelow, B. Nowrouzi-Kia 

Title: Improving the quality of life for long-term care residents living with frailty: A mixed methods exploration of factors affecting healthcare provision and outcomes.  

Summary: The aim of this study is to establish effective data collection systems, collect baseline data for future comparative studies, and explore the relevance of factors identified in the national and international literature as being associated with preventable ED transfers.

Agency: Canadian Institutes of Health Research: Catalyst Grant: Strategy for Patient-Oriented Research 

Funding period: March 2020 – February 2021 

Funding amount: $99,500 

Location: University of Saskatchewan 

Investigators: R. M. Compton (PI), M. Barlow, J. Berger, V. Boscart, et al. 

Title: User feedback of transfer device  

Agency: Ontario Centres of Excellence (funded by the Government of Ontario) 

Funding period: April 2019 – March 2020 

Funding amount: $10,000 

Location: Conestoga College 

Investigators: V. Boscart, M. Heyer, M. Davey, J. Singh, M. Taye 

Title: Person-centered continence care for nursing home residents using void-sensitive technology  

Summary: An increasing majority of Canadian seniors within nursing homes experience Alzheimer's Disease or Related Dementia (ADRD), a brain disease that gradually degrades their physical and cognitive functioning. TENA (R) Identifi, a sensor technology that tracks individuals' voiding patterns, can help provide person-centred continence care by supplying care providers with information needed to make evidence-informed decisions. To support its implementation and continued use, Conestoga and Essity Canada Inc conducted focus groups with care providers to understand their experiences and perspectives on using Identifi. A content analysis of findings will be used to determine what changes could be made to guidelines and resources to facilitate care providers' provision of evidence-based, person-centred continence care for seniors living in nursing homes with ADRD. 

Agency: Ontario Centres of Excellence (funded by the Government of Ontario) 

Funding period: April 2019 – March 2020 

Funding amount: $10,000 

Location: Conestoga College 

Investigators: V. Boscart, M. Heyer, M. Davey, L. Crutchlow, L. Gunter, K. Burt & A. Douglas 

Title: Case-based, tailored online learning to meet compliance with practice standards in nursing homes  

Summary: Long-term care providers in Ontario must use standardized assessments provided by interRAI to collect patient data on each of their patients. These assessments are designed to help frontline workers make decisions about care and provide data for province-wide benchmarking and policy development; however, current health-care education does not always include training on this tool. Elora-based Health eTraining International (HeTI) developed a web-based program to assist with this learning but wanted to explore ways to enhance the content and improve the user experience. ;Through an applied research collaboration with HeTI, Conestoga’s Schlegel Centre for Advancing Seniors Care carried out focus groups with registered nurses, registered practical nurses, Resident Assessment Instrument (RIA) coordinators, and faculty in the college’s Bachelor of Science in Nursing program. Leveraging funding through an OCE program, researchers gathered information about overall impressions, and perspectives on content, delivery and usability. Findings were provided to HeTI and will be used to make decisions about future content creation and engagement strategies. 

Agency: Ontario Centres of Excellence (funded by the Government of Ontario) 

Funding period: April 2019 – March 2020 

Funding amount: $10,000 

Location: Conestoga College 

Investigators: V. Boscart, J. Hirdes, M. Heyer, L. Crutchlow & B. Hirdes 

Title: Microlearning for Care Providers in Canadian Home Care Agencies  

Summary: A growing number of seniors require home care services but unregulated care providers (UCPs; e.g., personal support workers) are challenged to meet seniors’ complex needs. Short, focused bursts of tailored education that guides UCPs through best practices has the potential to empower UCPs and enhance care. The Schlegel Centre for Advancing Seniors’ Care and Axonify, a Waterloo-based software company with an award-winning education platform interviewed home care stakeholders to identify UCPs’ learning needs and develop microlearning on a priority area. Resulting microlearning on professional ;boundaries, situations that threaten professional boundaries and appropriate responses for these situations ;will be uploaded to ;Axonify’s ;online library so ;that home care agencies can ;provide this education to ;UCPs in home care. 

Agency: Ontario Centres of Excellence (funded by the Government of Ontario) 

Funding period: April 2019 – March 2020 

Funding amount: $10,000 

Location: Conestoga College 

Investigators: V. Boscart, M. Heyer, L. Crutchlow, M. Rojas, M. Mowaski 

Title: Evaluation of In Place software 

Agency: Ministry of Health and Long-Term Care: Council of Ontario Universities ; 

Funding period: August 2019 – June 2020 

Funding amount: $12,000 

Location: Conestoga College 

Investigators: V. Boscart 

Title: Bed rest in older adults accelerates “aging-like” changes 

Summary: Extremes of physical inactivity with hospitalization, with experimental manipulations including enforced bed rest, and with human spaceflight can rapidly advance an “aging-like” deconditioning of multiple physiological and social systems. The current study will place healthy 55-65-year-old men and women, who must exercise regularly in their daily lives, in head-down bed rest (HDBR), an analog of spaceflight, for 14 days. Half of the participants will simply rest in bed while the other half will complete three exercise sessions per day. Our team of experts in space physiology and geriatric research will explore indices and potential mechanisms that capture the dynamic rate of change in Biological Aging, and the effect of inactivity on health outcomes. 

Agency: Canadian Institutes of Health Research: Operating Grant 

Funding period: December 2018 – May 2020 

Funding amount: $200,000 

Location: University of Waterloo 

Investigators: Hughson, R. (PI), Amelard, R., Au, J., Beltrame, T., Boger, J., Boscart, V., et al. 

Title: Implementing Participatory Organizational Change (IPOC): Evaluating a participatory intervention in long term care  

Agency: Centre of Research Expertise for the Prevention of Muscoskeletal Disorders: Research Seed Grant Funding 

Funding period: September 2018 – October 2019 

Funding amount: $9,880 

Location: Conestoga College 

Investigators: S. Hogg-Johnson (PI), T. d’Elia, B. Amick III, D. Van Erd, V. Boscart

Title: Better tArgetting, Better outcomes for frail ELderly patients (BABEL)  

Summary: BABEL stands for Better tArgetting, Better outcomes for frail ELderly. The purpose of this project is to evaluate innovative approaches to Advance Care Planning (ACP) in long-term care. It is important to ensure that residents’ wishes are followed with their end-of-life care. ;There is a need for effective advance care planning and end-of-life care for residents living in long-term care homes. As residents go through their end-of-life journey, their health and the symptoms they experience will change. It is the responsibility of LTC team members to make sure that their end-of-life wishes are honoured. 

Agency: Canadian Frailty Network: Transformative Grant Program 

Funding period: April 2017-March 2020 

Funding amount: $2,996,168

Location: Conestoga College 

Investigators: Hebert, P., Hirdes, J., Garland, A., Costa, A., Heckman, G., Boscart, V., et al. 

Title: Improving clinical care outcomes for Canadian seniors 

Summary: This project aimed to develop five educational modules on gerontological care with a pedagogical framework used to educate and empower home care workers, and pilot test their efficacy and feasibility of improving home care workers’ care beliefs and attitudes. 

Agency: Ontario Ministry of Advanced Education and Skills Development 

Funding period: August 2017-November 2017 

Funding amount: $49,980

Location: Conestoga College 

Investigators: Boscart, V., Humphreys, J., Schelling, S., Sheiban, L. 

Title: Transforming primary health care for frail elderly Canadians  

Agency: Canadian Frailty Network Transformative Grant 

Funding period: April 2017- March 2020 

Funding amount: $2,557,818

Location: Conestoga College 

Investigators: Stolee, P., Giguére, A., Rockwood, K., Sims-Gould, J., Suter, E., Boscart, V., et al. 

Title: the DIVERT-CARE Collaboration Action Research & Evaluation study: A multi-provincial pragmatic trial of cardio-respiratory management in home care.  

Summary: The purpose of this project was to ;evaluate a cardio-respiratory disease management model in home care to manage symptoms and avoid emergency department use. The main objective is to evaluate the effectiveness and preliminary cost-effectiveness of a targeted, person-centered cardio-respiratory management model. 

Agency: Canadian Institutes of Health Research Project Scheme: 2016 

Funding period: July 2016- June 2019 

Funding amount: $688,051

Location: Conestoga College 

Investigators: Costa, A., Agarwal, G., Bell, C., Boscart, V., et al. 

Title: The Neighbourhood Team Development Program: Promoting resident centredness in long-term care 

Summary: The purpose of the NTD study was to redesign the way care is delivered in long-term care homes so that residents feel more at home. For example, rather than ask residents to wear simple clothes which are easy for staff to assist residents with, residents are instead encouraged to wear the outfits they prefer, even if it may take an extra minute to put on. NTD also changed the way team members work together. Team members used to operate from a top-down approach, where PSWs were responsible for personal care, while RPNs and RNs provided residents with medications and treatments. Now, NTD has allowed for a more horizontal, team approach where team members communicate with each other and respond to residents’ needs even if that job was initially someone else’s responsibility (i.e. help resident to toilet). As part of the changes to staff teamwork, NTD introduced a new position: the neighborhood coordinator. This role helps to coordinate staff on the unit and is the primary contact for residents and families. This study found links between residents’ quality of life and NTD, suggesting that reorganizing care the way NTD does really makes a difference to residents. The research team has found that on units where there are more team members available to help residents, residents have improved clinical outcomes. This important finding supports the idea that all team members play an important role in contributing to resident care and that a team approach is needed to better meet residents’ needs. The research team would like to now look at the sustainability and scalability of NTD. 

Agency: Canadian Institutes of Health Research: Operating Grant 

Funding period: April 2014- March 2019 

Funding amount: $547,976

Location: Conestoga College 

Investigators: Boscart, V., Sidani, S., Heckman, G., Ploeg, J., Dupuis, S., Costa, A., d’Avernas, J. 

Title: Improving outcomes for frail seniors: Impact of the ASILA program for long-term care staff  

Summary: The purpose of this initiative was to create the Applied Simulated and Integrated Learning Approach (ASILA) to provide education to personal support workers (PSWs) in long-term care (LTC). ASILA is a training method in which PSWs are educated, engaged and empowered to improve outcomes for LTC residents to avoid ER use. The approach consists of working through evidence-informed case simulations (videos and interactive discussion) related to cognitive and physical challenges common among frail residents in LTC. These simulations include specific training on the use if RAI-MDS as a comprehensive assessment. 

Agency: Technology Evaluation in the Elderly Network: Catalyst Grant 

Funding Period: May 2014-April 2015 

Funding amount: $99,375

Location: Conestoga College 

Investigators: Boscart, V., Heckman, G., Hirdes, J. 

Title: Enhancing care of seniors in long-term care: Impact of a Living Classroom on the education of personal support workers  

Summary: The Living Classroom was created through a partnership between Conestoga College, the Research Institute for Aging and Schlegel Villages. The ;Living Classroom is a dedicated learning program and environment that embraces interactions among students, faculty, LTC team and residents and provides students with first-hand experience in LTC and retirement living environments. Key components of the Living Classroom include: (1) a specifically designed gerontological curriculum; (2) intentional exposure to and mastery of knowledge, skills and behaviours; (3) fostering learning and mentoring environment. This study aimed to evaluate outcomes of the Living Classroom on PSW students, faculty and LTC team and residents. 

Agency: Canadian Institutes of Health Research: Catalyst Grant 

Funding period: February 2013-February 2014 

Funding amount: $87,598

Location: Conestoga College 

Investigators: Boscart, V., McCleary, L., Stolee, P. 

Peer-reviewed articles
  1. 1. Boscart, V., Sheiban Taucar, L., Heyer, M., Kellendonk, T., Johnson, K., Davey, M., Peel, N., Heckman, G., Hirdes, J. (2020). The interRAI acute care instrument for seniors in Canadian hospitals: findings of an inter-rater reliability pilot study. Canadian Journal of Nursing Research. Doi: 10.1177/0844562120920513:
  2. McGilton, K., Pinol, A., Gordon, A., Bowers, B., Chu, C., Zúñiga, F., Sanchez, M.,Boscart, V., Meyer, J., Corazzini, K., Jacinto, A., Spilsbury, K., Backman, A., Scales, K., Fagertun, A., Wu, B., Edvardsson, D., Lepore, M., Leung, A., Siegel, E., Noguchi-Watanabe, M., Wang, J. (2020). Uncovering the devaluation of nursing home staff during COVID-19: are we fuelling the next health care crisis? Journal of the American Medical Directors Association, 21(7), 962-965.
  3. Boscart, V.,McCleary, L., Stolee, P., Sheiban Taucar, L., Wilhelm, J., Johnson, K., d’Avernas, J., Brown, P., Raasok, M. (2020). Enhancing nursing home care for seniors: Impact of a living classroom on nursing assistants’ education.Educational Gerontology, 46(8), 461-172.
  4. Estabrooks, C., Straus, S., Flood, C., Keefe, J., Armstrong, P., Donner, G.,Boscart, V., Ducharme, F., Silvius, J., Wolfson, M. (2020). Restoring trust: COVID-19 and the future of long term care in Canada. FACETS, 5, 651-691. Doi:
  5. Meisner, B.,Boscart, V., Gaudreau, P., Stolee, P., Ebert, P., Heyer, M., Kadowaki, L., Kelly, C., Levasseur, M., Massie, A., Menec, V., Middleton, L., Sheiban Taucar, L., Loken Thornton, W., Tong, C., van den Hoonaard, D.,Wilson, K. (2020). Interdisciplinary and Collaborative Approaches Needed to Determine Impact of COVID-19 on Older Adults and Aging: CAG/ACG and CJA/RCV Joint Statement. Canadian Journal on Aging / La Revue Canadienne Du Vieillissement, 1-31. DOI:
  6. Boscart, V., Crutchlow, L., Sheiban Taucar, L., Johnson, K., Heyer, M., Davey, M., Costa, A., Heckman, G. (2020). Chronic disease management models and best practices in nursing homes: A scoping review. BMJ Open, 10(2), 1-7.
  7. Boscart, V., Davey, M., Crutchlow, L., Heyer, M., Johnson, K., Sheiban Taucar, L., Costa, A.P., & Heckman, G. (2020). Effective interventions in long-term care: A scoping review based on the Knowledge-to-Action Framework.Clinical Gerontologist, 1-14. Doi: 10.1080/07317115.2019.1707339:
  8. Costa, A., Schumacher, C., Jones, A., Dash, D., Campbell, G., Junek, M.,Agarwal, G., Bell, C.,Boscart, V., Bronskill, S., Feeny, D., Hérbert, P., Heckman, G., Hirdes, J., Lee, L., McKelvie, R., Mitchell, L., Sinha, S., Davis, J., Priddle, T., Rose, J., Gillian, R., Mills, D., Haughton, D. (2019). DIVERT - Collaboration Action Research and Evaluation (CARE) Trial Protocol: A multi-provincial pragmatic cluster randomised trial of cardiorespiratory management in home care. BMJ Open, 9, e030301.
  9. Boscart, V., Sidani, S., Ploeg, J., Dupuis, S., Heckman, G., Luh Kim, J., d’Avernas, J. & Brown, P. (2019). Neighbourhood Team Development to promote resident centred approaches in nursing homes: A protocol for a multi component intervention. BMC Health Services Research, 19(922), 1-7.
  10. Boscart, V., Crutchlow, L., Sheiban Taucar, L., Schelling, S., Fung, E., Betini, R., Heckman, G., Hirdes, J. (2019). Improving clinical care outcomes for Canadian seniors: Findings of a pilot study evaluating an Applied Simulated and Integrated Learning Approach (ASILA) for home care workers. Educational Gerontology, 45(10), 612-623.
  11. Boscart, V., McNeill, S., Grinspun, D. (2019). Dementia care in Canada: Nursing recommendations. Canadian Journal on Aging, 38(3), 407-418.
  12. Boscart, V., d’Avernas, J., van der Horst, M.L., Garbutt, K., Sheiban Taucar, L., Raasok, M. (2019). Shared learning environments for unregulated care provider education in long-term care: Innovative approaches and key considerations. Gerontology & Geriatrics Education. doi:10.1080/02701960.2019.1645015.
  13. Heckman, G., Crutchlow, L.,Boscart, V., Hillier, L., Franco, B., Lee, L., Molnar, F., Seitz, D., Stolee, P. (2019). Quality assurance as a foundational element for an integrated system of dementia care: Perspectives from physicians and geriatricians. International Journal of Health Care Quality Assurance, 32(6), 978-990.
  14. Gray, L., Beattie, E.,Boscart, V., Henderson, A., Hornby-Turner, Y., Hubbard, R., Wood, S. & Peel, N. (2018). Development and testing of the InterRAI Acute Care: A standardized assessment administered by nurses for patients admitted to acute care. Health Services Insight, 11, 1-7.
  15. Boscart, V.,Sidani, S., Poss, J., Davey, M., d'Avernas, J., Brown, P., Heckman, G., Ploeg, J. & Costa, A. (2018). The associations between staffing hours and quality of care indicators in Long-Term Care. BMC Health Services Research, 18(1), 750.
  16. Shumacher, C., Lackey, C., Haughton, D., Peirce, T.,Boscart, V., Davey, M., Harkness, K., Heckman, G., Junek, M., McKelvie, R., Mitchell, L., Sinha, S., Costa, A. (2018). A chronic disease management intervention for home care patients with cardio-respiratory symptoms: The DIVERT-CARE Intervention. Canadian Cardiovascular Nursing Journal, 28(3), 18-26.
  17. Heckman, G., Shamji, A., Ladha, R., Stapleton, J.,Boscart, V., Boxer, R. S., Bruyn Martin, L., Crutchlow, L., McKelvie, R. S. (2018). Heart failure management in nursing homes: A scoping literature review. Canadian Journal of Cardiology, 34, 871-880.
  18. Dash, D., Heckman, G.,Boscart, V., Costa, A., Killingbeck, J., d'Avernas, J. (2018). Using powerful data from the interRAI MDS to support care and research for older adults in long-term care. Healthcare Management Forum, 31(4), 153-159.
  19. Boscart, V., Davey, M., Ploeg, J., Heckman, G., Dupuis, S., Sheiban, L., Luh Kim, J., Brown, P., Sidani, S. (2018). Psychometric evaluation of the Team Member perspectives of Person-Centered Care (TM-PCC) survey for long-term care homes. Healthcare, 6(59), 1-14.
  20. Sheiban, L., Stolee, P., McAiney, C. & Boscart, V. (2018). Health care provider experiences in primary care memory clinics. BMC Family Practice, 19(68), 1-9.
  21. Boscart, V., Heckman, G., Davey, M., Heyer, M., Hirdes, J. (2018). Impact of the applied simulated and integrated learning approach on nursing assistants' knowledge and confidence caring for frail seniors in nursing homes. BMJ Pilot and Feasibility Studies, 4(77), 1-7.
  22. Afzal, A., Stolee, P., Heckman, G.,Boscart, V. & Sanyal, C. (2018). The role of unregulated care providers in Canada: A scoping review. International Journal of Older People Nursing, 13(3), e12190.
  23. McCleary, L., Boscart, V., Donahue, P., Harvey, K. (2017). Educator readiness to improve gerontological curricula in health and social service education. Canadian Journal on Aging36(4), 501-513.
  24. Boscart, V., Heckman, G., Huson, K., Brohman, L., Harkness, K., Hirdes, J., McKelvie, R. & Stolee, P. (2017). Implementation of an interprofessional communication and collaboration intervention to improve care capacity for heart failure management in long-term care. Journal of Interprofessional Care, 31(5), 583-592.
  25. Heckman, G.A.,Boscart, V.M., Huson, K., Hirdes, J.P., McKelvie, R.S. & Stolee, P. (2018). Enhancing knowledge and interprofessional care for heart failure in long-term care (EKWIP-HF): A pilot study. Pilot and Feasibility Studies, 4(1), 9.
  26. Flynn, S., Richards, J.Boscart, V. (2017). Simulated learning for Nursing Assistant program. CGNA Perspectives39(4), 6-13.
  27. Boscart, V.,McCleary, L., Huson, K., Sheiban, L., & Harvey, K. (2017). Integrating gerontological competencies in Canadian health and social service education: An overview of trends, enablers, and challenges. Gerontology & Geriatrics Education38(1), 17-46 .
  28. Boscart, V., d’Avernas, J., Brown, P. & Raasok, M. (2017). Changing the impact of nursing assistants’ education in seniors’ care: The living classroom in long-term care. Canadian Geriatrics Journal,20(1), 1-7.
  29. Heckman, G.A., Boscart, V.M., Franco, B., Hillier, L., Crutchlow, L., Lee, L., Molnar, F., Stolee, P. (2016). Quality of dementia care in the community: Identifying key quality assurance components. Canadian Geriatrics Journal,19(4), 164-181.
  30. Hirst, S., Penney, T., McNeil, S.,Boscart, V.M., Sinha, S., Podnieks, E. (2016). Best-practice guideline on preventing and addressing abuse and neglect of older adults. Canadian Journal on Aging, 35(2), 242-260.
  31. Boscart, V., Pringle, D., Wynn, F., Peter, E., & McGilton, K. (2016). Development and psychometric testing of the Humanistic Nurse-Patient Scale.Canadian Journal on Aging, 35(1), 1-13.
  32. Stolee, P., Elliott, J., McNeil, H., Boscart, V., Heckman, G., Hutchinson, R., Hedley, M., Glouberman, S., & Judd, M. (2015). Choosing healthcare options by involving Canada’s elderly: A protocol for the CHOICE realist synthesis project on engaging older persons in healthcare decision-making. British Medical Journal Open, 5(11), E008190.
  33. Chu, C., McGilton, K.,Boscart, V., & Bowers, B. (2015). Support care coordinators: A unique approach to managing Personal Support Workers in long-term care. Journal of the American Medical Directors Association, 16(3), B29.
  34. Gibbs, J. C., McArthur, C., Milligan, J., Clemson, L., Lee, L.,Boscart, V.M., Heckman, G., Rojas-Fernandez, C., Stolee, P., & Giangregorio, L.M. (2015). Measuring the implementation of a group-based Lifestyle-integrated Functional Exercise (Mi-LiFE) intervention delivered in primary care for older adults aged 75 years or older: A pilot feasibility study protocol .Pilot and Feasibility Studies, 20(1), 1-17.
  35. Baecker, R., Sellen, K., Crosskey, S.,Boscart, V., & Neves, B. (2014). Technology to reduce social isolation and loneliness. 16th International ACM SIGACCESS Conference on Computers & Accessibility.ASSETS’14, 27-34.
  36. Levchenko, A.,Boscart, V., & Fernie, G. (2014). Automated monitoring - A potential solution for achieving sustainable improvement in hand hygiene practices. CIN: Computers, Informatics, Nursing,32(8), 397-403.
  37. Heckman, G., Boscart, V., McKelvie, R., D’Elia, T., Osman, O., Kaasalainen, S., Kelly, M., McAiney, C., Stolee, P., & Strachan, P. (2014). Perspectives of primary care providers on heart failure in long-term care homes. Canadian Journal on Aging, 33(3), 1-16.
  38. McGilton, K., Heath, H., Chu, C., Bostrom, A., Mueller, C.,Boscart, V., McKenzie-Green, B., Moghabghab, R., & Bowers, B. (2012). Moving the agenda forward: A person-centred framework in long-term care. International Journal of Older People Nursing, 7(4), 303-309.
  39. Boscart, V.M., Fernie, G.R., Lee, J.H., & Jaglal, S.B. (2012).Using psychological theory to inform methods to optimize the implementation of a hand hygiene intervention. Implementation Science, 7(77), 77-88.
  40. McCormick, B., Roberts, T., Meyer, J., Morgan, D., &Boscart, V.M. (2012). Practice development - the role of the nurse in long-term residential care. Appreciating the ‘person’ in long-term care. International Journal of Older People Nursing, 7(4), 284-294.
  41. McGilton, K.M., Sidani, S.,Boscart, V., Guruge, S., & Brown, M. (2012). The relationship between care providers’ relational behaviors and residents mood and behavior in long-term care settings. Aging and Mental Health, 16(3-4), 507-515.
  42. McCleary, L., Donahue, P., Woo, T.,Boscart, V., & McGilton, K. (2011). Knowledge Exchange Institute for geriatric nursing, medical & social work education: Enhancing Canadian Gerontological Education. Journal of theBritish Society of Gerontology (Generations Review), 21(3).
  43. Boscart, V.M.,Levchenko, A.I., & Fernie, G.R. (2010).Defining the configuration of a hand hygiene monitoring system. American Journal of Infection Control, 38(7), 518-522.
  44. Levchenko, A.I., Hufton, G.C.,Boscart, V.M., & Fernie, G.R. (2010). Embedded system for hygiene compliance monitoring. IEEE Transactions on Automation Science and Engineering, 7(3),695-698
  45. McGilton, K.,Bowers, B., McKenzie-Green, B.,Boscart, V., & Brown, M. (2009). How do charge nurses view their roles in long-term care? Journal of Applied Gerontology, 28(6), 723-742.
  46. McCleary, L., McGilton, K.S.,Boscart, V., & Oudshoorn, A. (2009). Improving gerontology content in baccalaureate nursing education through knowledge transfer to nurse educators. Canadian Journal of Nursing leadership, 22(3), 33-46.
  47. Boscart, V., Levchenko, A., & Fernie, G. (2009).Automated hand hygiene monitoring: Perspectives for healthcare staff, management, and infection control specialists. Invited manuscript for Journal of the European Association of Hospital Managers, 11(2), 15-16.
  48. McGilton, K.S.,Boscart, V., Fox, M., Sidani, S., Rochon, E., & Sorin-Peters, R. (2009). A systematic review of the effectiveness of communication interventions for health care providers caring for patients in residential care settings. Worldviews of Evidence Based Nursing, 6(3), 149-159.
  49. Boscart, V.(2009). A communication intervention for nursing staff in chronic care. Journal of Advanced Nursing, 65(9), 1823-32.
  1. Touhy, T., Jett, K., Boscart, V., McCleary, L. (2018). Ebersole and Hess' Gerontological Nursing and Healthy Aging in Canada, 2nd Edition. St. Louis: Mosby Elsevier.
  2. Boscart, V., McCleary, L. (2011). Gerontological Nursing and Healthy Aging, 1st Canadian Edition. St. Louis: Mosby Elsevier.