Laura welcomes new MSc and PhD students
Beginning July 2015, Dr. Nimmon has been an Assistant Professor in the Department of Occupational Science and Occupational Therapy, Faculty of Medicine, UBC. Since this time, she has also held a concurrent appointment as a Scientist at the Centre for Health Education Scholarship (CHES), Faculty of Medicine, UBC.
Dr. Nimmon is the recipient of the prestigious Arthritis Society New Investigator Salary Award (2015-2018) in support of her study that examines the nature of relational power as an enabler and barrier to enacting coordinated patient centered care. She is also the recipient of a research award funded by donors to St. Paul’s Foundation (2016-2017) for her study that explores the meaning of relationships in end of life care and a co-recipient of a research grant from the Canadian Respiratory Research Network (2017-2018) for a study that explores knowledge translation mechanisms for educating COPD patients.
Dr. Nimmon’s scientific interests are in the intersection of meaning making, power, language and relationships, particularly in the contexts of team based chronic disease care and end of life care. She has expertise in social network theory, communication, qualitative research, and health professions education research. Outside of work, Dr. Nimmon enjoys spending time with her family on the southern gulf islands.
Laura brings a perspective to the broad field of health professional education research that is shaped by her training in the fields of medicine, sociology, anthropology, and sociolinguistics. Her approach emphasizes how social interactions, power relations, cognition, language, and identity are always co-produced and bound to context. In her current program of research, she uses ethnographic methods, social network analysis, activity theory and genre theory to explore how distributed chronic disease healthcare teams enact patient-centered care within webs of power and influence. Laura enjoys working together with interdisciplinary research teams to solve complex sociological problems that occur in various health professions practice contexts.
Laura has a teaching background in adult education and has taught various linguistic and cultural groups around the world. She currently teaches graduate level sessions on qualitative research as a method of inquiry.
Reviewer, Perspectives on Medical Education
Reviewer, Teaching and Learning in Medicine
Consultant, Foundation for Advancement of International Medical Education and Research
Member, Canadian Association for Medical Education
Member, Early Career Medical Educators
Laura has over twenty peer-reviewed publications.
Selected publications in 2016
Nimmon, L. & Stenfors-Hayes, T. (2016). The “handling” of power in the physician-patient encounter: Perceptions from experienced physicians. BMC Medical Education, 16(114), 1-9.
Nimmon, L., Paradis, E., Schrewe, B., Mylopoulos, M. (2016). Integrating theory into qualitative medical education research. Journal of Graduate Medical Education, July, 8(3), 437-438.
Poureslami, I., Nimmon, L. Rootman, I. & Fitzgerald, M. (2016). Health literacy and chronic disease management: Drawing from expert knowledge to set an agenda. Health Promotion International. 1-12.
Paradis, E., O’Brien, B, Nimmon, L., Bandiera, B. ., Martimianakis, T. (2016). Design: Selection of data collection methods. Journal of Graduate Medical Education. May, 8(2), 263-264.
Wright, S., O’Brien, B., Nimmon, L., Law, M., Mylopoulos (2016). Qualitative research design considerations. Journal of Graduate Medical Education. February, 8(1), 97-98.
Nimmon, L., Poureslami, I., Shum, J., FitzGerald, M. (2016). The experts’ perspectives on domains, definitions and measurements of health literacy in chronic disease management. Atlas of Science.