Research

Proposed study: From Sea to Soil – Sowing Queer and Trans Ecojoy for Nature: A Multi-Site Constructivist Grounded Theory Study 

• Awarded SSHRC-CGS-Doctoral

Student and faculty perspectives if gender inclusive and affirming curricula in nursing: An interpretive description study

Completed October 2024: Read the full thesis here: https://mspace.lib.umanitoba.ca/items/48cd6525-2b7a-410e-8ffb-aec79bf4e3e2

Project Funding: 

• Canadian Institute of Health Research Canada Graduate (Master’s) Scholar 

• Canadian Nurses Foundation (Tylenol® Fund to Advance Diversity in Nursing and Health Equity Research Scholarship) Scholar 

• University of Manitoba’s College of Nursing Endowment Fund Graduate Student Research Grant

Resulting Publications:

Crawford, J., Kramer, M., Ristock, J., Schultz, A. S. H., Antonaaci, R., Cervantes, A., Killam, L. A., & Tsui, J. (2026). “How Are People Going to Teach This if They Don’t Know About It?”: An Interpretive Descriptive Study of Undergraduate Nurse Educators’ Experiences With Gender Inclusive and Affirming Practices. Quality Advancement in Nursing Education - Avancées En Formation Infirmière, 12(2). https://doi.org/10.17483/fjjd8k39 

Crawford, J., Kramer, M., Ristock, J., & Schultz, A. S. H. (2025). “It’s Very Cisnormatively Structured”: An Interpretive Description of Undergraduate Nursing Students’ Experiences of Gender Inclusive and Affirming Practices. Nursing Inquiry, 32(2), e12701. https://doi.org/10.1111/nin.12701 

Crawford, J., Brandt, A., Kramer, M., Ristock, J., & Schultz, A. (2024). Gender inclusive and affirming practices across undergraduate nursing curriculum: A scoping review. Nurse Education Today, 141, 106320. https://doi.org/10.1016/j.nedt.2024.106320