Showing items 1 - 5 of 5

Anxiety, flipped approach and self-efficacy : exploring nursing student outcomes

- Croy, Glen, Garvey, Loretta, Willetts, Georgina, Wheelahan, Jamie, Hood, Kerry

  • Authors: Croy, Glen , Garvey, Loretta , Willetts, Georgina , Wheelahan, Jamie , Hood, Kerry
  • Date: 2020
  • Type: Text , Journal article
  • Relation: Nurse Education Today Vol. 93, no. (2020), p.
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  • Description: Background: Self-efficacy is crucial for student success. Studies have demonstrated a positive relationship between flipped learning approach and self-efficacy. Anxiety, however, can reduce self-efficacy. Objective: Testing the relationship between the flipped approach and self-efficacy by flipping a nursing module within an externally-imposed and once-off anxiety-inducing context. Method: Students completed a self-efficacy survey before (n = 71) and after (n = 91) a compressed semester, which provided the anxiety-inducing context. Results: Pre-semester self-efficacy was 2.93/4, and post-semester was 2.98/4. The results demonstrated no significant change in students' self-efficacy. Conclusion: We argue the flipped approach counters anxiety-inducing effects to maintain self-efficacy. In less anxiety-inducing contexts, we argue the flipped approach would develop students' confidence, capability, persistence and strength beliefs, collectively enhancing self-efficacy perceptions. © 2020 Elsevier Ltd

Exploring adaptations to the clinical reasoning cycle for forensic mental health nursing : a qualitative enquiry

- Maguire, Tessa, Garvey, Loretta, Ryan, Jo, Levett-Jones, Tracy, Olasoji, Michael, Willetts, Georgina

  • Authors: Maguire, Tessa , Garvey, Loretta , Ryan, Jo , Levett-Jones, Tracy , Olasoji, Michael , Willetts, Georgina
  • Date: 2023
  • Type: Text , Journal article
  • Relation: International Journal of Mental Health Nursing Vol. 32, no. 2 (2023), p. 544-555
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  • Description: Forensic mental health nurses (FMHN) provide care to address the needs of people who have mental illnesses across a range of diverse settings. The Clinical Reasoning Cycle (CRC) has been identified as a potential framework to assist FMHNs; however, adaptations were required to reflect the unique nature of the clinical setting. This study aimed to explore adaptations made to determine suitability prior to implementation in practice. Nominal Group Technique was used to explore suggested adaptations determined from a previous study and reach a consensus on the changes. Fourteen senior nurses from a state-wide Forensic mental Health (FMH) service participated. A consensus was reached for two proposed changes. Data were analysed using thematic analysis. Three main themes were interpreted from the data; FMH adaptations are warranted, the focus of the CRC, and who owns the cycle? Nurses in this study considered the need to include offence and risk issues due to the impact these factors have on the therapeutic relationship and cognitive bias; however, they also identified the need to focus on recovery-oriented care while engaging in clinical reasoning. Nurses in this study also expressed some reluctance for nursing to ‘own' the model, due to concern that ownership may cause division among the team or result in inconsistency in care. However, some participant's suggested the CRC with adaptations assisted FMH nurses to articulate their specialist skills and knowledge to others and highlight the nursing contribution to care. Further work is needed to finalize adaptations with a focus on engaging the consumer carer workforce and interdisciplinary team. © 2022 The Authors. International Journal of Mental Health Nursing published by John Wiley & Sons Australia, Ltd.

Students’ perceptions and experiences of assessment and feedback in three years of a biomedicine degree

- Hodgson, Yvonne, Cant, Robyn, Tighe, Josephine, Garvey, Loretta

  • Authors: Hodgson, Yvonne , Cant, Robyn , Tighe, Josephine , Garvey, Loretta
  • Date: 2022
  • Type: Text , Journal article
  • Relation: Journal of Further and Higher Education Vol. 46, no. 9 (2022), p. 1212-1228
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  • Description: A student’s experience of assessment has an important determining effect on the way in which they approach learning. This case study examines students’ experience of assessment and feedback in a biomedicine degree programme. A mixed-method approach combined with an assessment audit and an analysis of formative assessment use provided a holistic view of students’ experience of assessment and feedback across years 1–3 of the degree. The Assessment Experience Questionnaire was utilised together with data from open-ended narrative responses to give insight into students’ assessment and feedback experiences. Students (N = 960) reported diverse views about their experiences of assessment across the three years. Third-year students rated their assessment experience significantly lower than did second-year students but not as low as did first-year students. Analysis revealed significant differences in six of eight subdimensions between year 1 and year 3. The trend was downwards, with third-year students reporting lower agreement for the categories of ‘Quantity of effort’, ‘Coverage of syllabus’, ‘Use of feedback’, ‘Appropriate assessment’, ‘Clear goals and standards’ and ‘Overall satisfaction with the course’. An assessment audit revealed a high assessment load and high dependence on exams. Frequent assessment schedules were seen as positive and formative assessments were utilised by most students. A major issue was a lack of clarity concerning goals and standards for assessments. To enable an improvement in the student experience of assessment and feedback, a dialogue about assessment tasks involving good clear communication between teachers, policy makers and students is needed. © 2022 Crown Copyright.

Using the nominal group technique to determine a nursing framework for a forensic mental health service : a discussion paper

- Maguire, Tessa, Garvey, Loretta, Ryan, Jo, Olasoji, Michael, Willets, Georgina

  • Authors: Maguire, Tessa , Garvey, Loretta , Ryan, Jo , Olasoji, Michael , Willets, Georgina
  • Date: 2022
  • Type: Text , Journal article
  • Relation: International Journal of Mental Health Nursing Vol. 31, no. 4 (2022), p. 1030-1038
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  • Description: The Nominal Group Technique is a method used to explore issues, generate ideas, and reach consensus on a topic. The Nominal Group Technique includes individual and group work and is designed to ensure participants have the same opportunity to engage and provide their opinions. While the technique has been used for around six decades to assist groups, in industry, and government organizations to examine issues and make decisions, this technique has received limited attention in nursing research, particularly in mental health. This discussion paper describes the use of a modified Nominal Group Technique for a study designed to determine a nursing decision-making framework for a state-wide forensic mental health service. Modifications were made to the traditional technique, to enable participants to make an informed and collective decision about a suitable framework for the novice to expert nurses, across secure inpatient, prison, and community forensic mental health settings. The Nominal Group Technique generated rich data and offered a structured approach to the process. We argue that the Nominal Group Technique offers an exciting and interactive method for nursing research and can increase opportunity for minority group members to participate. This technique also offers a time efficient way to engage busy clinical nurses to participate in research, with the advantage of members knowing the decision on the day of the group. Consideration, however, needs to be given to the duration and effect on participant concentration, and if not actively managed by facilitators, the possible emergence of group dynamics affecting individuals' decisions. © 2022 The Authors. International Journal of Mental Health Nursing published by John Wiley & Sons Australia, Ltd.

Wearable activity trackers and health awareness : nursing implications

- Edward, Karen-Leigh, Garvey, Loretta, Rahman, Muhammad Aziz

  • Authors: Edward, Karen-Leigh , Garvey, Loretta , Rahman, Muhammad Aziz
  • Date: 2020
  • Type: Text , Journal article
  • Relation: International Journal of Nursing Sciences Vol. 7, no. 2 (2020), p. 179-183
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  • Description: Purpose: Wearable devices are commonly used to measure physical activity. However, it remains unclear the effect of wearing these devices on health awareness. Our aim was to provide evidence related to wearing physical activity trackers and health awareness. Methods: A quantitative comparison study design was used comparing participants who wore physical activity tracking devices (n = 108) and those who did not (n = 112). A paper-based Physical Health Knowledge survey designed for the purpose of this research was used for data collection in 2018. Results: A difference between participants who wore physical activity tracking devices and those that did not was identified in relation to activity levels and physical health awareness. Wearable devices are suggested as an opportunity for nurses to engage people in physical activity with the potential to improve their health awareness. Conclusions: Nurses are well placed in the healthcare landscape to work with patients who own an activity tracker device concerning increasing activity self-monitoring. This information the patient has from the device can also form the basis of health discussions between nurses and the people in their care. © 2020 Chinese Nursing Association
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