Suzanne Fredericks

Suzanne Fredericks

Dr. Fredericks is a Nurse Scientist whose program of research focuses on designing and evaluating interventions to support patients undergoing invasive surgical procedures. She has received advanced research methods training through the Canadian Institute of Health Research Randomized Controlled Trials Mentorship Training Program and the Cochrane Collaboration. Dr. Fredericks is an active researcher within the Cochrane Heart Group.

Dr. Fredericks is a Professor in the Daphne Cockwell School of Nursing at Ryerson University. She is an active member of the Maurice Yeates School of Graduate Studies and functions as a graduate student thesis supervisor. As of July 1, 2016, she will assume the role of Program Director for the Master of Nursing Program at Ryerson University.

Presently, Dr. Fredericks is a member of the Board of Directors for the Canadian Council of Cardiovascular Nurses. She is currently the Director of Publications. Within this role, Dr. Fredericks serves as the Editor for the Canadian Journal of Cardiovascular Nursing.
Dr. Fredericks research program aims to develop and evaluate interventions to support individuals after experiencing invasive procedures. To this end, she has examined educational interventions delivered to patients following invasive surgical procedures, in order to determine their overall effectiveness in enhancing self-care behaviour performance and reducing the rate of complications, onset and/or exacerbation of symptoms, mortality rates and hospital readmissions. She has also designed and led studies to improve our understanding of how and when to deliver educational interventions to patients postoperatively. In these studies, she examined different characteristics of educational interventions including their timing, dosage, medium and mode of delivery. The findings of these studies have led to the realization that not only do the characteristics of an intervention impact its effectiveness, but the characteristics of an individual also play a vital role in influencing the effectiveness of these interventions. Consequently, Dr. Fredericks has designed and implemented studies to examine the influence of various demographic characteristicssuch as culture, age, sex, marital status, educational level, and co-morbid conditions (i.e. anxiety and stress)on outcomes of interest. Awareness of the effect of these characteristics on the effectiveness of educational interventions has led to a call for revising how nurses engage with and mentor their patients. Several discussion papers have been written in response to these studies that focus solely on intervention redesign and reformatting of mentorship models.
 

Related Links

Clin Nurs Res. 2016 Apr 25;
Fredericks S, Guruge S
ANS Adv Nurs Sci. 2015 Oct-Dec;38(4):E13-20
Fredericks S, Guruge S
Contemp Nurse. 2015 Sep 28;:1-14
Schwind JK, Fredericks S, Metersky K, Porzuczek VG
Comput Inform Nurs. 2015 Jul;33(7):273-7
Fredericks S
Nurse Res. 2015 Jul;22(6):8-10
Fredericks S
Int J Nurs Pract. 2015 May;21 Suppl 2:157-63
Fredericks S, Martorella G, Catallo C
Br J Nurs. 2015 Apr 9-22;24(7):394-400
Fredericks S, Lapum J, Hui G
J Cardiovasc Nurs. 2015 Mar 13;
Lapum JL, Fredericks S, Liu L, Yau TM, Retta B, Jones VM, Hume S
Creat Nurs. 2014;20(3):164-70
Schwind JK, McCay E, Lapum J, Fredericks S, Beanlands H, Romaniuk D, LeGrow K, Edwards S

Pages


Professor, Daphne Cockwell School of Nursing, Ryerson University
Program Director, Master of Nursing Program, Ryerson University