Laurence Espallardo

Welcome to my metaphorical hospital!

I'm Laurence (he/him), a current Master of Science in Aging and Health student at Queen's University (offered through a hybrid, distance learning program). I am also a graduate of the Bachelor of Science in Human Ecology program, with a major in Family Science, at the University of Alberta.

Within the walls of this ePortfolio, I invite you to explore the various 'units' of my journey, digging deeper into my metaphorical story, discovering different aspects of my experiences through each room (artefacts).

I initially created this ePortfolio as part of an undergraduate course requirement, and have found the iterative process of updating this site useful in my professional career.

As you explore this page (the lobby and reception desk), you can find my hospital's directory, a brief introduction to me, my mission statement and philosophy of practice as an aspiring human ecologist, my definition of the field, and an explanation of my theme for this ePortfolio.

I respectfully acknowledge that I created this website, and currently work, on the traditional land of Treaty 6, specifically within Amiskwaciwâskahikan / ᐊᒥᐢᑲᐧᒋᐋᐧᐢᑲᐦᐃᑲᐣ (Beaver Hills House). Treaty 6 is historically recognized as the meeting grounds, gathering place, and travel route of the Cree, Saulteaux, Blackfoot, Métis, and Nakota Sioux. Additionally, this land is home to Metis Region 4. I express gratitude to these communities for their historical and ongoing connection to this land, nurturing an environment that symbolizes growth and hope and fosters a profound sense of belonging.

Welcome to the Reception Desk!

Hospital Directory

Visit various hospital units by using the navigation bar at the top of your screen or clicking the hyperlinks below. I have outlined contents and artefacts found within each unit:

Reception Desk (in the Lobby): Introduction, About Me, Mission Statement, Philosophy of Practice, Defining Human Ecology, and ePortfolio Theme Explanation.
Heart Care: My Story (more about me), Résumé, Knowledge, and Activities.
Family Care: Queer Family Members (HECOL 313), How I Plan to Parent (HECOL 410), Policy Briefing Note (HECOL 440), and Certificate in Sustainability Integrative Project.
Aging and Later Life: Research Papers on Aging and Later Life (HECOL 100 and HECOL 415), and Research Assistant for Healthy Aging.
Human Services: Program Plan (HECOL 301), Interviewing and Counseling Reflections (HECOL 315), Practicum with Alberta Health Services, and Achievements (certificates, awards, scholarships).
Volunteer Services: Student Clubs (HESA and SFW), Community Service Work, and Professional Support.
Transitions of Care: Conclusion, Thank You, and Invitation to Connect.

About Me

Originally from Manila, Philippines, I moved to Edmonton, Alberta, Canada, with my family at age seven, seeking better opportunities for ourselves and our extended family back home.

Passionate about the intersection of healthcare and public policy, I aspire to be a Family Physician, Health Promoter and Educator, or a Health/Social Policy Analyst, aiming to make a positive impact on individuals and communities.

Explore my story in the Heart Care unit of my ePortfolio for insights into my journey, values, and the intersection of my cultural roots with my healthcare aspirations.

Photo of myself from my graduation photoshoot.

Mission Statement

Supporting individuals, families, and communities through collaborative learning for holistic well-being and social equity.

Philosophy of Practice

Navigating immigration challenges provides a unique perspective on the importance of culturally sensitive support. My lived experience shapes my commitment to supporting individuals, families, and communities through collaborative learning for holistic well-being and social equity. Moreover, my philosophy adopts a holistic perspective, centering on three interconnected pillars: supporting individuals, collaborating with families, and advocating for equitable communities, all viewed through a systems-thinking, human-ecological lens.

Supporting individuals.

Informed by human-ecological systems theories like Bronfenbrenner's model, my approach recognizes the intricate relationship between individuals and their environments (Hamilton & Luster, 2003, pp. 84-89). Tailoring my support to address intersectional influences on well-being, I aim for holistic growth by considering diverse factors shaping individual experiences. Holistic well-being integrates body, mind, social, and spirit elements, aspiring toward health and fulfillment across all dimensions (Stoewen, 2017, p. 861). Using an interconnected lens, I implement personalized support for a harmonious balance of well-being dimensions. In my role, I strive to support individuals sustainably, respecting their autonomy and understanding of well-being, and fostering continuous learning through collaborative efforts.

Collaborating with families.

Recognizing that individuals often exist within the intricate unit of families, my philosophy adopts a systems-thinking lens, acknowledging the pivotal role of family dynamics in individual well-being. I advocate for collaborative and reciprocal engagements within diverse types of families, aiming to fortify the interconnected threads woven through the family system. Collaborative learning occurs when multiple people "learn or attempt to learn something together" (Dillenbourg, 1999, p. 2). Collaborative ethos extends beyond the confines of families. Still, I acknowledge such learning as integral to the socialization and understanding of well-being from childhood and beyond. Moreover, I recognize the vast knowledge I can gain through collaborative efforts with others and look forward to lifelong learning in my professional journey.

Building equitable communities.

Advocating for equitable communities aligns with my social justice and sustainability principles. Informed by the belief that sustainable communities require equitable well-being and intergenerational equity, I am dedicated to dismantling systemic barriers and promoting inclusivity (Summers & Smith, 2014, p. 718). Through community-based initiatives, I strive to foster environments where everyone, especially minority individuals and families like those from the LGBTQ2SIA+ community or immigrants, enjoys fair access to resources and opportunities (Summers & Smith, 2014, p. 718). My commitment links with my lifelong dedication to fostering collaborative learning for holistic well-being and universal social equity and is especially useful in careers within health care.

As I approach the end of my undergraduate journey, my human-ecological lens becomes a guiding force in my pursuit of supporting minority individuals and families within the healthcare field. Whether as a Family Physician, Health Promoter and Educator, or Health Policy Analyst, my aspirations align with collaborative efforts to enhance holistic well-being and advocate for equitable communities. Through all three career paths, I can engage with my mission statement and philosophy of practice. With an unwavering commitment to continuous learning, I envision navigating the dynamic landscape of my professional journey, contributing meaningfully to the evolving narrative of holistic well-being and social equity.

What is Human Ecology?

In my approach, human ecology is a guiding principle, providing a systems-thinking perspective that underscores the interconnectedness between individuals and their environments (Westney, Brabble, & Edwards, 1988, p. 129). Aligned with my philosophy, human ecology is an applied discipline employing a holistic and interdisciplinary lens to enhance the well-being of families and individuals (McGregor, 2011, p. 31).

My human-ecological lens is integral to supporting individuals, collaborating with families, and advocating for equitable communities in my professional journey. My holistic lens promotes cultural competency, recognizing "culture" broadly as the shared set of beliefs, practices, and behaviours (Gollnick & Chinn, 2005, as cited in Sweitzer & King, 2019, p. 95). As a human ecologist, I emphasize the awareness and integration of diverse cultures for effective communication, collaboration, and service provision (Sweitzer & King, 2019, p. 96).

My ePortfolio Theme: Explained

My hospital motif in my ePortfolio is not merely a visual theme; it serves as a narrative anchor deeply rooted in my mission statement, philosophy of practice, and the principles of human ecology. Drawing inspiration from the various units of the Misericordia Community Hospital (in Edmonton, Alberta), I aim to weave a professional story that reflects my commitment to supporting individuals, collaborating with families, and advocating for equitable communities.

As a symbol, Misericordia Community Hospital holds a personal resonance for me, stemming from my time spent in its halls during junior high school. Waiting in the cafeteria and lobby for my mother, a dedicated nurse, I absorbed the essence of supportive care and compassion that healthcare professionals provide. These early experiences left an enduring mark, cultivating a profound appreciation for the human aspect of healthcare.

In alignment with human ecology, my hospital motif becomes a metaphor for the interconnected systems that shape well-being. Using Bronfenbrenner's ecological systems model, each unit represents the microsystems, the interactions with healthcare professionals mirror the mesosystem, and the hospital reflects the exosystem and macrosystem influences (Hamilton & Luster, 2003, pp. 84-89). My thematic lens, then, becomes a vehicle to express my values and experiences in a way that resonates with the compassionate and committed environment of the hospital.

As I showcase diverse abilities and experiences in my ePortfolio, each element is carefully curated to mirror the ethos I witnessed in that hospital setting. My ePortfolio becomes a canvas where my philosophy of supporting individuals, collaborating with families, and advocating for equitable communities unfolds. The hospital theme encapsulates my professional narrative, the essence of my journey, and the interconnected systems that shape my approach to engaging in collaborative education for holistic well-being and social equity.

References

Dillenbourg, P. (1999). Introduction: What do you mean by “collaborative learning”? In P. Dillenbourg (Ed.), Collaborative learning: Cognitive and computational approaches (1st ed., pp. 1–19). Elsevier Science.

Flaticon. (n.d.). Retrieved from http://www.flaticon.com/ *All icons on this page were made by Freepik from www.flaticon.com*

Hamilton, S. F., & Luster, T. (2003). Bronfenbrenner, Urie. In J. R. Miller, R. M. Lerner, L. B. Schiamberg, & P. M. Anderson (Eds.), Encyclopedia of Human Ecology (Vol. 1, pp. 84- 89). ABC-CLIO.

McGregor, S. L. T. (2011). Home economics as an integrated, holistic system: Revisiting Bubolz and Sontag's 1988 human ecology approach. International Journal of Consumer Studies, 35(1), 26- 34. DOI: 10.1111/j.1470-6431.2010.00920.x

Stoewen, D. L. (2017). Dimensions of wellness: Change your habits, change your life. The Canadian Veterinary Journal/La Revue Veterinaire Canadienne, 58(8), 861–862.

Summers, J. K., & Smith, L. M. (2014). The role of social and intergenerational equity in making changes in human well-being sustainable. AMBIO, 43(6), 718–728. https://doi-org.login.ezproxy.library.ualberta.ca/10.1007/s13280-013-0483-6

Sweitzer, H.F., & King, M.A. (2019). The successful internship: Personal, professional, and civic development in experiential learning (5th ed.). Cengage Learning.

Westney, O. E., Brabble, E. W., & Edwards, C. H. (1988). Human ecology: Concepts and perspectives. In R. J. Borden, & J. Jacobs (Eds.), Human ecology: Research and applications (pp. 129-137). Second International Conference of the Society for Human Ecology (SHE). College Park, MD: Society for Human Ecology.

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