Contextual determinants impacting final year nursing students' emergency team communication during deteriorating patient simulations : a grounded theory study
- Bourke, Sharon, McKenna, Lisa, Cooper, Simon, Lam, Louisa
- Authors: Bourke, Sharon , McKenna, Lisa , Cooper, Simon , Lam, Louisa
- Date: 2024
- Type: Text , Journal article
- Relation: Nurse Education Today Vol. 138, no. (2024), p.
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- Reviewed:
- Description: Background: Ability to focus on development of students' team communication and non-technical skills may be reduced in content saturated nursing curricula. Even when communication and simulation-based education is provided, students' utilisation of non-technical skills remains challenging. Although simulation is a recognised means to learn communication skills, little is known about nursing students' team communication in simulated settings. Objective: To understand the process by which final year undergraduate nursing students communicate in simulated team emergencies. Design: Using constructivist grounded theory, data was collected using semi-structured interviews and student observations and analysed using constant comparative analysis. Setting: Simulation laboratories in one university nursing school in Australia. Participants: 21 final year nursing students in seven teams. Methods: Data were gathered from interviews and video observations of final year nursing students during simulated team emergencies. Results: Interview data and observations of video-recordings revealed contextual determinants that influence communication within teams: the simulation context, the student context and the team context. Team member characteristics, such as cultural and linguistic background, life experiences, gender and age, the ability to shift from leadership to followership as well as environmental factors such as mask wearing and simulation fidelity, contributed to uncertainty in communicating that nursing team effectiveness. Conclusions: Improvement of contextual conditions necessitates implementation of supportive strategies. These include development of educational initiatives, and further research in experiential learning as a modality for learners to experience team communication. Further, simulation context, student context and team context are important considerations. Meeting clinical communication learning needs of students allows better preparation to care for deteriorating patients as graduates. © 2024
- Authors: Bourke, Sharon , McKenna, Lisa , Cooper, Simon , Lam, Louisa
- Date: 2024
- Type: Text , Journal article
- Relation: Nurse Education Today Vol. 138, no. (2024), p.
- Full Text:
- Reviewed:
- Description: Background: Ability to focus on development of students' team communication and non-technical skills may be reduced in content saturated nursing curricula. Even when communication and simulation-based education is provided, students' utilisation of non-technical skills remains challenging. Although simulation is a recognised means to learn communication skills, little is known about nursing students' team communication in simulated settings. Objective: To understand the process by which final year undergraduate nursing students communicate in simulated team emergencies. Design: Using constructivist grounded theory, data was collected using semi-structured interviews and student observations and analysed using constant comparative analysis. Setting: Simulation laboratories in one university nursing school in Australia. Participants: 21 final year nursing students in seven teams. Methods: Data were gathered from interviews and video observations of final year nursing students during simulated team emergencies. Results: Interview data and observations of video-recordings revealed contextual determinants that influence communication within teams: the simulation context, the student context and the team context. Team member characteristics, such as cultural and linguistic background, life experiences, gender and age, the ability to shift from leadership to followership as well as environmental factors such as mask wearing and simulation fidelity, contributed to uncertainty in communicating that nursing team effectiveness. Conclusions: Improvement of contextual conditions necessitates implementation of supportive strategies. These include development of educational initiatives, and further research in experiential learning as a modality for learners to experience team communication. Further, simulation context, student context and team context are important considerations. Meeting clinical communication learning needs of students allows better preparation to care for deteriorating patients as graduates. © 2024
International students' perspectives on factors impacting psychological well-being and early help-seeking behaviours in undergraduate nursing programs
- Abdelkader, Amany, Joseph, Bindu, Anish, Ligi, Kaur, Muskandeep, Bourke, Sharon, Hayes, Claire, Thong, Matthew, Plummer, Virginia, Jacob, Sini
- Authors: Abdelkader, Amany , Joseph, Bindu , Anish, Ligi , Kaur, Muskandeep , Bourke, Sharon , Hayes, Claire , Thong, Matthew , Plummer, Virginia , Jacob, Sini
- Date: 2024
- Type: Text , Journal article , Journal Article
- Relation: Nursing Open Vol. 11, no. 9 (2024), p.
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- Description: Background: Studying in a foreign country can be accompanied by challenges, including difficulty understanding the curriculum, culture shock, and a new language. These additional challenges place international students at risk and predispose them to developing mental health problems compared to domestic student. Aims: This study explores psychological well-being and help-seeking behaviours of international nursing students who commenced their program onshore or in a remote learning capacity. Materials & Methods: This paper reports the findings of the mixed-methods study. Research was conducted among international students enrolled in the Bachelor of Nursing programs across multiple campuses at two Victorian universities in 2022. Data was collected using a survey questionnaire with open-response questions and incorporated a validated Student Stress Survey. Results: Findings indicated that international students require support financially and to settle in Australia upon arrival. Participants highlighted that they require additional support to keep up with academic workloads and require further academic support tailored for international students. There was no patient or public contribution in the design, conduct, analysis or preparation of this manuscript. Discussion & Conclusion: Participants highlighted that they require additional support to keep up with academic workloads and require further academic support tailored for international students. There was no patient or public contribution in the design, conduct, analysis or preparation of this manuscript. © 2024 The Author(s). Nursing Open published by John Wiley & Sons Ltd.
- Authors: Abdelkader, Amany , Joseph, Bindu , Anish, Ligi , Kaur, Muskandeep , Bourke, Sharon , Hayes, Claire , Thong, Matthew , Plummer, Virginia , Jacob, Sini
- Date: 2024
- Type: Text , Journal article , Journal Article
- Relation: Nursing Open Vol. 11, no. 9 (2024), p.
- Full Text:
- Reviewed:
- Description: Background: Studying in a foreign country can be accompanied by challenges, including difficulty understanding the curriculum, culture shock, and a new language. These additional challenges place international students at risk and predispose them to developing mental health problems compared to domestic student. Aims: This study explores psychological well-being and help-seeking behaviours of international nursing students who commenced their program onshore or in a remote learning capacity. Materials & Methods: This paper reports the findings of the mixed-methods study. Research was conducted among international students enrolled in the Bachelor of Nursing programs across multiple campuses at two Victorian universities in 2022. Data was collected using a survey questionnaire with open-response questions and incorporated a validated Student Stress Survey. Results: Findings indicated that international students require support financially and to settle in Australia upon arrival. Participants highlighted that they require additional support to keep up with academic workloads and require further academic support tailored for international students. There was no patient or public contribution in the design, conduct, analysis or preparation of this manuscript. Discussion & Conclusion: Participants highlighted that they require additional support to keep up with academic workloads and require further academic support tailored for international students. There was no patient or public contribution in the design, conduct, analysis or preparation of this manuscript. © 2024 The Author(s). Nursing Open published by John Wiley & Sons Ltd.
The impact of COVID 19 restrictions on Australian nurse academics attitudes to technology : a survey of technology readiness index 2.0
- Browning, Mark, Banik, Biswajit, Bourke, Sharon, Abdelkader, Amany, Anish, Ligi, Muduwa, Miriam
- Authors: Browning, Mark , Banik, Biswajit , Bourke, Sharon , Abdelkader, Amany , Anish, Ligi , Muduwa, Miriam
- Date: 2023
- Type: Text , Journal article
- Relation: Nurse Education in Practice Vol. 71, no. (2023), p.
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- Description: Aim: This study aimed to determine the attitude of Australian nursing lecturers to the use of technology applied to the teaching and learning of nursing students. Background: The use of technology in teaching was accelerated in reaction to the COVID-19 restrictions whereby measures, including social distancing and lockdowns, forced many higher education courses to transition online. Lecturers play a key role in the integration of technology in teaching, as it is the lecturer, not the technology, who facilitates the students’ learning experience. Design: A cross sectional survey design was used for this study, distributed from April to June of 2022. The purpose of the survey was to gather technology readiness data (via the TRI 2 questions) and descriptive data representative of the nursing academic population in Australia. Results: There was no statistically significant differences between participants based on demographic data (such as gender or age). There was an association between TRI 2 score and: the sum of elearning technologies engaged with; the frequency of engagement with technology and self-rated confidence with elearning. Of note were statistically significant differences of TRI between states/territories. Finally, there was an inverse relationship between the impact of COVID-19 restrictions and TRI 2 score. Conclusion: The study found that there was significant variation between states/territories and self-reported impact of TRI. Given that increased frequency and increased number of technologies engaged with are associated with technology readiness the variation between states/territories lockdowns which required engagement with technology, may have had an impact on the nursing academics attitude to technology. Importantly, this study found those who were highly technology ready found COVID-19 restrictions had less impact on them, suggesting that technology readiness may have assisted their transition to online learning. © 2023 The Authors
- Authors: Browning, Mark , Banik, Biswajit , Bourke, Sharon , Abdelkader, Amany , Anish, Ligi , Muduwa, Miriam
- Date: 2023
- Type: Text , Journal article
- Relation: Nurse Education in Practice Vol. 71, no. (2023), p.
- Full Text:
- Reviewed:
- Description: Aim: This study aimed to determine the attitude of Australian nursing lecturers to the use of technology applied to the teaching and learning of nursing students. Background: The use of technology in teaching was accelerated in reaction to the COVID-19 restrictions whereby measures, including social distancing and lockdowns, forced many higher education courses to transition online. Lecturers play a key role in the integration of technology in teaching, as it is the lecturer, not the technology, who facilitates the students’ learning experience. Design: A cross sectional survey design was used for this study, distributed from April to June of 2022. The purpose of the survey was to gather technology readiness data (via the TRI 2 questions) and descriptive data representative of the nursing academic population in Australia. Results: There was no statistically significant differences between participants based on demographic data (such as gender or age). There was an association between TRI 2 score and: the sum of elearning technologies engaged with; the frequency of engagement with technology and self-rated confidence with elearning. Of note were statistically significant differences of TRI between states/territories. Finally, there was an inverse relationship between the impact of COVID-19 restrictions and TRI 2 score. Conclusion: The study found that there was significant variation between states/territories and self-reported impact of TRI. Given that increased frequency and increased number of technologies engaged with are associated with technology readiness the variation between states/territories lockdowns which required engagement with technology, may have had an impact on the nursing academics attitude to technology. Importantly, this study found those who were highly technology ready found COVID-19 restrictions had less impact on them, suggesting that technology readiness may have assisted their transition to online learning. © 2023 The Authors
Undergraduate nursing students’ team communication skills within a simulated emergency setting : a grounded theory study
- Authors: Bourke, Sharon
- Date: 2022
- Type: Text , Thesis , PhD
- Full Text:
- Description: Recognising and managing clinical deterioration is considered a high priority in health care with ineffective communication being a significant contributing factor to poor clinical outcomes for patients. Nurses are in a unique position to make a difference in influencing improvements in team communication. In Australia, nurse education has become more complicated and demanding with nursing students focus on behaviour skills, such as communication, becoming more difficult in a saturated curriculum. Simulation-based education has provided an experiential way to learn these complex skills. Although there has been much work in the healthcare literature on clinical teamwork, including communication and its intersection with patient safety, there is still a gap in explaining how individuals within the team contribute to communication. The purpose of this study was to explore and explain how nursing students communicate in simulated emergency settings and how factors, such as culture, language, gender, age and power, affect nursing students’ team communication. This study investigated how transitioning nursing students are prepared with the necessary skills to achieve effective team communication at the point of transition to clinical practice as registered nurses. In order to address the aims of the study, a constructivist grounded theory methodology, informed by Kathy Charmaz (2006), was employed. Using purposive sampling, third year nursing students were recruited from one Australian university, to undertake a structured team simulation experience. Participants worked in teams of three or four to experience the team communication whilst working together to care for a deteriorating patient in the form of a mannequin. Simulations were video recorded after which individual, in-depth, semi-structured interviews were conducted with 21 participants. In line with a grounded theory approach, data collection and analysis were conducted concurrently until theoretical saturation was achieved. In response to the central problem of how nursing students communicate in simulated emergency settings, a core process was established that explained the factors that affect team communication. This problem is conceptualised as Navigating uncertainty: Explaining communication of nursing students within an emergency setting. This theoretical construct helps to explain nursing students’ actions and insights into factors that influence their communication within emergency teams. The core process is represented in three transitional stages of the theory comprising: Finding a place in the team, Understanding and working out differences and Looking to the future: Developing strategies to improve communication. This process was mediated by contextual conditions of the student, the simulation and the team. The phases are reinforced by the three main categories of Having a place in the team, Knowing yourself, and Transitioning from student to registered nurse. These categories represent the key activities that nursing students were engaged with that led to the development of the core category and process. The generated findings and theory offer valuable insights into factors that influence team communication skills within emergency settings. The theory raises awareness of social processes undertaken by nursing students during team communication, and highlights obstacles that can assist educators and academics to structure team communication education to better meet the needs of nursing students transitioning to practice settings.
- Description: Doctor of Philosophy
- Authors: Bourke, Sharon
- Date: 2022
- Type: Text , Thesis , PhD
- Full Text:
- Description: Recognising and managing clinical deterioration is considered a high priority in health care with ineffective communication being a significant contributing factor to poor clinical outcomes for patients. Nurses are in a unique position to make a difference in influencing improvements in team communication. In Australia, nurse education has become more complicated and demanding with nursing students focus on behaviour skills, such as communication, becoming more difficult in a saturated curriculum. Simulation-based education has provided an experiential way to learn these complex skills. Although there has been much work in the healthcare literature on clinical teamwork, including communication and its intersection with patient safety, there is still a gap in explaining how individuals within the team contribute to communication. The purpose of this study was to explore and explain how nursing students communicate in simulated emergency settings and how factors, such as culture, language, gender, age and power, affect nursing students’ team communication. This study investigated how transitioning nursing students are prepared with the necessary skills to achieve effective team communication at the point of transition to clinical practice as registered nurses. In order to address the aims of the study, a constructivist grounded theory methodology, informed by Kathy Charmaz (2006), was employed. Using purposive sampling, third year nursing students were recruited from one Australian university, to undertake a structured team simulation experience. Participants worked in teams of three or four to experience the team communication whilst working together to care for a deteriorating patient in the form of a mannequin. Simulations were video recorded after which individual, in-depth, semi-structured interviews were conducted with 21 participants. In line with a grounded theory approach, data collection and analysis were conducted concurrently until theoretical saturation was achieved. In response to the central problem of how nursing students communicate in simulated emergency settings, a core process was established that explained the factors that affect team communication. This problem is conceptualised as Navigating uncertainty: Explaining communication of nursing students within an emergency setting. This theoretical construct helps to explain nursing students’ actions and insights into factors that influence their communication within emergency teams. The core process is represented in three transitional stages of the theory comprising: Finding a place in the team, Understanding and working out differences and Looking to the future: Developing strategies to improve communication. This process was mediated by contextual conditions of the student, the simulation and the team. The phases are reinforced by the three main categories of Having a place in the team, Knowing yourself, and Transitioning from student to registered nurse. These categories represent the key activities that nursing students were engaged with that led to the development of the core category and process. The generated findings and theory offer valuable insights into factors that influence team communication skills within emergency settings. The theory raises awareness of social processes undertaken by nursing students during team communication, and highlights obstacles that can assist educators and academics to structure team communication education to better meet the needs of nursing students transitioning to practice settings.
- Description: Doctor of Philosophy
- Bourke, Sharon, Cooper, Simon, Lam, Louisa, McKenna, Lisa
- Authors: Bourke, Sharon , Cooper, Simon , Lam, Louisa , McKenna, Lisa
- Date: 2021
- Type: Text , Journal article , Review
- Relation: Clinical Simulation in Nursing Vol. 60, no. (2021), p. 42-63
- Full Text: false
- Reviewed:
- Description: Team communication problems have been reported to be responsible for up to 80% of medical errors in healthcare settings. Although simulation is a recognized means to learn communication skills, little is known about students’ team communication in a simulated setting. This review sought to explore what is known about undergraduate health professionals team communication in simulated emergency settings. The Joanna Briggs Institute framework was used to identify studies through five databases. After titles and abstracts and full texts review, 22 studies were identified for analysis and synthesis using inductive thematic analysis. Three key themes emerged: the context of simulation, teamwork and communication, and student interpretations. Simulation is a successful tool to experience communication and teamwork for students. Non-technical skills enhanced students’ performance of clinical skills based on expert rating and in understanding shared values, collaboration, and respect for each other, and improving confidence. Simulation is a suitable approach to measure and enhance team communication and teamwork. Exploration of gender, age, and ethnicity and other factors to assess their impact on communication should be the focus of future research in this area. © 2021
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