An educator's anthology of virtual simulation applications for nursing curricula : a mapping review
- Authors: Cant, Robyn , Ryan, Colleen
- Date: 2023
- Type: Text , Journal article , Review
- Relation: Clinical Simulation in Nursing Vol. 74, no. (2023), p. 87-97
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- Description: Virtual (screen-based) simulations have been utilized to help progress pre-licensure nursing students’ remote clinical learning during the recent pandemic. This mapping review, reports an anthology of virtual simulation technology sources from simulation education web sites and library sources. Two authors verified available sources and categorized these based on cost; either open access, or subscription-based. A list of 40 virtual simulation sources including virtual simulations, virtual reality simulations and virtual games, is presented. These provide faculty with a choice of virtual simulation modalities for various levels of nurse learners. Numerous virtual simulation technology applications are available for educators to utilize in teaching nursing students. Results from this review meet a need for educators to access virtual simulation applications to include in their education curricula. © 2022
Patient safety elements taught to preregistration nurses using simulation designs : an integrative review
- Authors: Ryan, Colleen , Kurup, Chanchal , Cant, Robyn , Reid-Searl, Kerry , Johnson, Trish , Barlow, Melanie , Heaton, Leeanne
- Date: 2023
- Type: Text , Journal article , Review
- Relation: Clinical Simulation in Nursing Vol. 84, no. (2023), p.
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- Description: This integrative literature review aimed to examine preregistration nursing simulation-based education aligned to patient safety. Understanding quality standards and simulation best practices used to guide the simulation activities also featured. Eight data bases were searched using a standardized search strategy. A total of 33 studies met the inclusion criteria. Six patient safety standards featured in over 38 simulation scenarios, particularly the management of deteriorating patients. Students’ patient safety knowledge and simulated performances consistently returned significant gains following the interventions. Manikin-based, face to face delivery was the most commonly described simulation modality, followed by virtual simulation and virtual reality programmes. The evidence supports simulation as a beneficial technique for teaching patient safety in nursing education. In future, well planned controlled experimental studies are needed to deliver more evidence. Simulation design best practices aligned to international guidelines could be reported in more depth. © 2023
Predictors of nursing student satisfaction as a key quality indicator of tertiary students' education experience : an integrative review
- Authors: Cant, Robyn , Gazula, Swapnali , Ryan, Colleen
- Date: 2023
- Type: Text , Journal article , Review
- Relation: Nurse Education Today Vol. 126, no. (2023), p.
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- Description: Introduction: Student satisfaction is an important quality indicator in higher education, impacting student retention and institutional rankings. Healthcare education literature lacks factors related to student satisfaction. Reporting these elements might assist educators in curriculum design that helps to retain students. This is imperative for nursing education with the current global need for graduates. Objectives: To explore, synthesize and report available evidence on conceptual elements underlying the formation of higher education students' satisfaction, with a focus on nursing education. Design: Integrative review. Data sources: Six databases were searched for learner experiences of satisfaction: MEDLINE, Academic Search Complete, CINAHL Complete, ERIC, APA PsychArticles, PsychInfo. Articles were screened, assessed for quality and 12 nursing student studies and 10 conceptual studies of mixed student cohorts were reviewed. Review methods: Peer-reviewed literature in English during the period 2012 to 2022 was reviewed using methods documented for an integrative review. Results: Twenty-two included studies were mostly quasi-experimental, based on statistical analysis of higher education student surveys. Antecedent elements affecting satisfaction in mixed student cohorts were Service Quality, Institutional Image and perceived Value. These studies identified up to seven dimensions underlying student satisfaction. Nursing studies were focused on the quality of service delivery related to teaching and confirmed five elements: Faculty, Learning environment, Curriculum, Social interaction and Development. Conceptual studies also reported ‘consequent’ elements, high satisfaction resulting in positive student behavioural intent, loyalty and positive word of mouth. The details of antecedent and consequent elements that underlie student satisfaction are described. Conclusion: Conceptual studies of mixed student cohorts identified nine elements that inform student satisfaction with learning experiences. Nursing student studies tested fewer variables and confirmed up to five elements forming student satisfaction. There is a need to investigate the impact of additional key elements in nursing students - perceptions of value, institutional image and administrative support. © 2023 The Authors
Review article : use of the team emergency assessment measure in the rating of emergency teams' non-technical skills : a mapping review
- Authors: Cooper, Simon , Connell, Clifford , Cant, Robyn
- Date: 2023
- Type: Text , Journal article , Review
- Relation: EMA - Emergency Medicine Australasia Vol. 35, no. 3 (2023), p. 375-383
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- Description: The present study aims to explore the utility of the Team Emergency Assessment Measure (TEAM) in relation to the enhancement of emergency team non-technical skills based on research conducted over the last decade. In this mapping review, a citation mining process identified 22 primary studies for inclusion, published between 2012 and 2022. It provides outcome data on emergency teams' non-technical skills following team training and/or real-life patient emergencies. Emergency team studies related to resuscitation teams (adult, paediatric, newborn and obstetric cases) and medical emergency team (MET) management of patient deterioration. Team performance ratings varied, ranging from approximately 90% for experienced clinical teams down to 38% for students. Statistically significant improvements in performance were notable following training and/or repeated practice. Validity evidence, across 11 studies that provided change data described positive learning outcomes and moderate intervention effects. However, according to Kirkpatrick's model of educational evaluation the studies were limited to professional development phases of learning and immediate post-training assessments rather than care quality improvement. The review highlights a lack of studies evidencing quality improvement or clinical impact such as change of patient care practice or health service performance. There is a need to conduct well-designed studies that explore both technical and non-technical skills of resuscitation teams and METs. Currently, non-technical skills training and repeated performance evaluations using the TEAM contribute immensely to the proficiency of emergency teams. © 2023 The Authors. Emergency Medicine Australasia published by John Wiley & Sons Australia, Ltd on behalf of Australasian College for Emergency Medicine.
The PNG midwifery leadership buddy program : an evaluation
- Authors: Hall, Helen , Mahmood, Mohammad , Sitaing, Mary , Aines, Paula , Cant, Robyn , Crawford, Kimberley
- Date: 2023
- Type: Text , Journal article
- Relation: Women and Birth Vol. 36, no. 5 (2023), p. e536-e543
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- Description: Problem: Papua New Guinea (PNG) has a high rate of preventable maternal and neonatal deaths. Background: Developing midwifery leadership is vital to addressing the current deficits in health outcomes for women and their babies. The PNG Midwifery Leadership Buddy Program responds to this need through leadership training and partnering of midwives across PNG and Australia. Participants in the program undertake a workshop in Port Moresby and commit to a 12-month peer support relationship with a midwife ‘buddy’. Aim: To evaluate participants’ experiences of the Buddy Program and the impact of the program on leadership skills. Methods: All 23 midwives who had completed the program were invited to participate in the evaluation. The study used a concurrent mixed methods approach. Qualitative data were collected via interviews and then thematically analysed. Quantitative data were collected via a survey and analysed with descriptive statistics, then findings were triangulated. Findings: Participants reported increased confidence for leadership, action and advocacy. Numerous quality improvement projects were implemented in health services in PNG. Challenges to the success of the program included technological limitations, cultural differences and the COVID-19 pandemic. Discussion: Participants reported the PNG Midwifery Leadership Buddy Program was successful in increasing their leadership skills and collaborative opportunities, as well as strengthening midwifery more broadly. While there were barriers, most participants valued the experience and believed it benefited them professionally and personally Conclusion: The Buddy Program provides a practical model for building midwifery leadership capacity that may be transferrable to other contexts. © 2023 The Authors
Use and effectiveness of virtual simulations in nursing student education : an umbrella review
- Authors: Cant, Robyn , Ryan, Colleen , Kelly, Michelle
- Date: 2023
- Type: Text , Journal article
- Relation: CIN - Computers Informatics Nursing Vol. 41, no. 1 (2023), p. 31-38
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- Description: Computer-based virtual simulation in nursing is a rapidly developing field. A summary of current research could benefit nursing faculty who are incorporating this pedagogy into online teaching due to social distancing requirements. This umbrella review aimed to explore the use and effectiveness of virtual simulations in prelicensure nursing education. Our umbrella review approach was informed by The Johanna Briggs Institute guidelines. The 18 included reviews captured the experiences of over 7600 nursing students who engaged with five different virtual (screen-based) simulation modalities. Results indicated that virtual simulations can be effective in developing nursing students' knowledge and psychomotor and psychosocial skills, for example, in medication administration and communication. There was no study that showed a conclusive benefit of virtual simulations for developing clinical reasoning. Students enjoyed virtual simulations, claiming they were accessible, fun, and engaging ways to learn. Many benefits of virtual simulations and some technological challenges were identified in a mapped model. In the future, more rigorous and experimental studies are needed to confirm effects on learning outcomes. Nursing curriculum designers need to define the place and purposes of the pedagogy to ensure that knowledge and skills learned during virtual simulations can be applied to real-world, patient-centered care. © Lippincott Williams & Wilkins.
An update on the most influential nursing simulation studies : a bibliometric analysis
- Authors: Cant, Robyn , Cooper, Simon , Liaw, Sok
- Date: 2022
- Type: Text , Journal article
- Relation: Clinical Simulation in Nursing Vol. 69, no. (2022), p. 7-17
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- Description: Background: Simulation studies in nursing education are increasing, highlighting the need to identify the most cited and influential studies. Method: A bibliometric analysis aimed to describe performance characteristics of the top 40 cited nursing simulation studies within the last three years, mined from the Scopus database. Results: The top 40 studies were published between 2003 and 2017. There was a median study age of 13 years and citations ranged from 674 down to 70. Overall, using 2019 citations as a baseline, extracted articles showed strong citation gains of a median 21% over the last three years. The top cited studies focused on development of simulation-based education and associated learning outcomes. Literature reviews emerged as key information sources, accruing significantly higher citation counts than primary research and descriptive studies. Conclusions: The scholarship of evidenced based simulation is still maturing. Findings from this study enable an understanding of citation outcomes and foci for future impactful research. Additional mapping is required to further understand relationships between the research constituents. © 2022
Digital serious games in developing nursing clinical competence : a systematic review and meta-analysis
- Authors: Thangavelu, Dhivya , Tan, Apphia , Cant, Robyn , Chua, Wei , Liaw, Sok
- Date: 2022
- Type: Text , Journal article , Review
- Relation: Nurse Education Today Vol. 113, no. (2022), p.
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- Description: Objective: This review aimed to synthesise evidence from experimental studies of the application of digital serious games in developing nursing clinical competence. Design: Systematic review and meta-analysis. Data sources: Eight databases were searched for randomized controlled trials and quasi-experimental studies published in English from 2000 to 2021. Review methods: Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines were adopted in this review. Quality appraisal was conducted using Cochrane's Risk of Bias tool and the Joanna Brigg's Institute Critical Appraisal Tool for Quasi-Experimental Designs. A narrative synthesis of studies, and a meta-analysis and subgroup analysis, was performed on the study outcomes. Results: 22 experimental studies including 13 randomized controlled trials and nine quasi-experimental studies were included. Of these, 19 studies examined nursing students and three examined qualified nurses. These studies applied serious games to develop nursing competencies in management of nursing care, clinical reasoning skills, procedural skills, legal practice and quality improvement. Compared with control groups, serious games improved knowledge (SMD = 1.30, 95% CI [0.75, 1.86]) and skills (SMD = 0.38, 95% CI [0.17, 0.60]). Subgroup analysis for both knowledge and skills outcomes demonstrated that serious games were more effective than control groups with either no intervention or other educational interventions. A large effect size (SMD = 1.13, 95% CI [0.91, 1.34]) was found in favour of serious games for improving knowledge scores in management of nursing care. Conclusion: The reviewed studies identified a broad application of digital serious games for developing nursing competencies. The knowledge and skills performance outcomes supported the use of serious games, which were found to be superior to conventional educational interventions. More serious games are required to be incorporated into undergraduate and continuing nursing education for workplace training, with more rigorous studies examining the effect of serious games in improving the quality and safety of clinical nursing practice. © 2022 Elsevier Ltd
Evaluation of interprofessional student teams in the emergency department : opportunities and challenges
- Authors: Hood, Kerry , Cross, Wendy , Cant, Robyn
- Date: 2022
- Type: Text , Journal article
- Relation: BMC Medical Education Vol. 22, no. 1 (2022), p.
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- Description: Background: Interprofessional education opportunities are commonly university-based and require further development during clinical practice. Many clinical contexts offer the potential for meaningful learning of both collaborative and discipline-specific practice. The emergency department (ED) demands efficient teamwork, so presents a logical location for interprofessional learning. Methods: An interprofessional clinical placement program was implemented with the aim to enhance students’ capacity and self-efficacy for collaborative practice. Fifty-five medical and nursing students participated as interdisciplinary pairs in a two-week clinical placement in the ED. Students’ perceptions of the learning environment were measured pre- and post-placement with the Self-efficacy for Interprofessional Experiential Learning Scale and the Interprofessional Clinical Placement Learning Inventory was completed post-placement. Non-parametric tests were used to establish change differences. Results: The Placement Learning Inventory revealed positive outcomes; the majority (16/19) agreed/agreed strongly that the placement provided sufficient learning opportunities, was interesting, and made them feel as if they belonged and most (14/19) reported they achieved the discipline specific learning objectives set by the university. Self-efficacy improved significantly (p = 0.017), showing promise for future use of the placement model Challenges were identified in the organisation and supervision of students. In the absence of additional dedicated student supervision, this model of interprofessional student pairs in the ED was challenging. Conclusions: Interprofessional clinical placements in ED are an effective clinical learning approach for final year undergraduate medicine and nursing students. Recommendations for improvements for students’ clinical supervision are proposed for the placement model. © 2022, The Author(s).
Students’ perceptions and experiences of assessment and feedback in three years of a biomedicine degree
- 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.
Transformative learning theory applications in health professional and nursing education : an umbrella review
- Authors: Ryan, Colleen , Cant, Robyn , McAllister, Margaret , Vanderburg, Robert , Batty, Craig
- Date: 2022
- Type: Text , Journal article , Review
- Relation: Nurse education today Vol. 119, no. (2022), p. 105604
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- Description: OBJECTIVES: This review intended to synthesise existing evidence on the application of transformative learning theory in nursing education. DESIGN: An umbrella review, or review of reviews. DATA SOURCES: Six databases were systematically searched: CINAHL, Cochrane Reviews, Ebscohost, OVID, ProQuest Central, and PubMed. The structured framework of PCC: Population/Concept/Context was employed to identify relevant literature, published in English between 2012 and March 1st, 2022. REVIEW METHODS: Elements of the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guided this review. A modified version of the Johanna Briggs Institute Critical Appraisal Checklist for Systematic Reviews and Research Synthesis was applied to determine final inclusions. RESULTS: Sixteen (16) reviews were included. Most reviews were scoping reviews. Nursing featured in 10 of the 16, medicine in half (8/16) and various allied health disciplines were reported in seven reviews. Studies reported on differing scholarly approaches to transformative learning theory. Curricula design and evaluation, developing leadership skills and a professional identity were common applications. Critical reflection and learning experiences that challenge students' and professionals' existing ideologies also featured. Few reviews reported on studies of models and tools for educators to guide them in applying the theory in lesson design and teaching practice. CONCLUSION: Applying transformative learning theory in curriculum design, program evaluation and healthcare professional education can be beneficial. There were reported successes and some critiques. Researchers should design more rigorous studies to evaluate the theory in practice and to develop and test frameworks that guide educators in teaching with transformative learning theory. Copyright © 2022 Elsevier Ltd. All rights reserved.
Upskilling Australian registered nurses to enhance students’ clinical placement experiences : a contemporary discussion
- Authors: Ryan, Colleen , Cant, Robyn , Hughes, Lynda , Luders, Elise , Cooper, Simon , Ossenberg, Christine , Ahchay, Darrelle , Fitzgerald, Megan
- Date: 2022
- Type: Text , Journal article
- Relation: Australian Journal of Advanced Nursing Vol. 39, no. 3 (2022), p. 54-59
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- Description: Objective: To present and discuss options for upskilling registered nurse supervisors to ultimately improve the quality and consistency of nursing student placements. Background: Many studies have examined clinical learning in nursing, with evidence that student learning and registered nurse clinical supervision experiences can be improved. An independent review of nursing education in Australia confirmed gaps in the preparation and support of supervising registered nurses that may negatively impact students’ learning. Study design and methods: This paper discusses contemporary insights around 1) the current situation in Australian nursing student clinical placements regarding learning, 2) registered nurse clinical supervisor experiences and 3) professional options for recognising role excellence, offered by Australian and international nursing and healthcare specialities. Discussion: Nursing students’ placement experiences are at times sub-optimal. One way to improve learning experiences could be to offer clinical supervisors professional development programs. Now is the time to consider a certification process to recognise excellence in registered nurses’ education capabilities and to better support students’ clinical learning. Conclusion: Upskilling registered nurses for clinical supervision may be assisted through formal and informal education programs specific to the professional nursing context in Australia. Implications for research policy and practice: Upskilling registered nurse clinical supervisors should be a priority on the national agenda of improving students’ clinical learning experiences. This commentary provides contemporary insights to the current situation regarding Australian students’ clinical placement and supervisor experiences. The ways that some nursing specialities recognise excellence in practice are discussed as options for improving clinical supervision. What is already known about the topic • Nursing students’ clinical placements need improvement; students continue to report less than optimal experiences. • There are no requirements in Australia for registered nurse clinical supervisors to undertake assessment of capability for the role. • National and international processes exist to recognise supervisor capabilities and role excellence. What this paper adds • Options for recognising capability and practice excellence in nursing clinical supervision. • A discussion around clinical supervisors engaging with formal and informal education and processes that recognise excellence in role capabilities. © 2022, Australian Nursing Federation. All rights reserved.
Using virtual simulation to teach evidence-based practice in nursing curricula : a rapid review
- Authors: Cant, Robyn , Cooper, Simon , Ryan, Colleen
- Date: 2022
- Type: Text , Journal article
- Relation: Worldviews on Evidence-Based Nursing Vol. 19, no. 5 (2022), p. 415-422
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- Description: Background: Virtual simulation is an interactive teaching and learning strategy used in undergraduate nursing student education, especially since the onset of the COVID-19 pandemic. Few published studies have reviewed the impact of virtual simulation as a strategy for teaching nursing students the elements of evidence-based practice. Aim: To describe types of virtual simulation that are relevant to nursing student education and examine how these modalities are applied to teach elements of evidence-based practice. Methods: A rapid review of literature was conducted to discern the use and impact of virtual simulation. Thirty-seven studies published between 2017 and May 2021 that addressed nursing students' educational outcomes were reviewed and summarized as a narrative analysis. Results: Virtual simulation and virtual reality simulation engage learners in role-plays via a computer screen or hand-held phone. Various levels of realism and immersion were apparent across different modalities and with the utilization of educational games. Most studies related to the teaching of best practice evidence-based clinical nursing topics. Twenty primary studies reported objective measures of students' improvement such as knowledge, performance, better documentation, or communication accuracy. Sixteen studies that measured knowledge identified significant knowledge gains. All studies endorsed virtual simulation as a teaching method. Linking Evidence to Action: Virtual simulation approaches offer an innovative and feasible option for teaching nursing students. Such approaches should be included in undergraduate nursing curricula. While it is apparent that evidence-based practice guidelines inform the design of the virtual simulation scenarios, the effectiveness of the modality for teaching specific elements of evidence-based practice to nursing students is not yet confirmed. Nursing curricula need to include ways of teaching nursing students to search for and critically appraise trustworthy sources of knowledge for clinical practice. © 2022 Sigma Theta Tau International.
Virtual simulation studies in nursing education : a bibliometric analysis of the top 100 cited studies, 2021
- Authors: Cant, Robyn , Ryan, Colleen , Kardong-Edgren, Suzan
- Date: 2022
- Type: Text , Journal article
- Relation: Nurse Education Today Vol. 114, no. (2022), p.
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- Description: Objectives: Bibliometrics is an emerging science in nursing. Quantitative methods were used to conduct a bibliometric analysis of highly cited virtual simulation nursing education articles to describe rank order, breadth of topics and authorship patterns. Design and data sources: A desktop analysis of publication performance was conducted using the Scopus database as the source of article citation data. Results and Discussion: The top 100 cited articles clustered over 14-years, 2008 to 2021. Citations per paper ranged from 88 to a low of 3 (median 18, mean 22.1) and in the top 10 studies, from 88 to 41. The citation trajectory was moderately correlated with article maturity (r =
An evidence-based checklist for improving scoping review quality
- Authors: Cooper, Simon J. , Cant, Robyn , Kelly, Michelle , Levett-Jones, Tracy , McKenna, Lisa
- Date: 2021
- Type: Text , Journal article
- Relation: Clinical Nursing Research Vol. 30, no. 3 (2021), p. 230-240
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- Description: A scoping review aims to systematically explore and map the research available from a wide range of sources. The objective of this study was to produce a scoping review checklist to guide future scoping studies to enable rigorous review and critique of phenomena of interest. The methods used included a review of literature, expert consensus group meetings, a modified Delphi survey and, finally, verification against recent scoping study examples. Results showed that the checklist was able to identify key elements of scoping reviews. The 22-item Scoping Review Checklist (SRC), which includes two optional stakeholder consultation items, has been developed using rigorous recommended approaches. The checklist can be used to guide the conduct and critique of scoping studies. **Please note that there are multiple authors for this article therefore only the name of the first 5 including Federation University Australia affiliate “Simon Cooper and Robyn Cant” is provided in this record**
Building empathy awareness in undergraduate traditional Chinese Medicine students via an undercover ‘mystery shopper’ experience
- Authors: Dean, Sue , Razavy, Shohreh , Walsh, Sean , Zaslawski, Christopher , Levett-Jones, Tracy , Cant, Robyn
- Date: 2021
- Type: Text , Journal article
- Relation: Advances in Integrative Medicine Vol. 8, no. 4 (2021), p. 267-271
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- Description: Objective: To measure empathy within the therapeutic relationship between fourth year Traditional Chinese Medicine (TCM) intern practitioners and their patients, who are first-year students within the same program. Methods: An observational design was used to examine the interns’ empathic communication, evaluated by first year students ‘mystery shoppers’ using the Consultation and Relational Empathy Measure (CARE). First year TCM students went undercover to experience a clinical treatment (acupuncture) by a fourth-year intern in a public Chinese Medicine clinic attached to a metropolitan university in Sydney, Australia. Results: Thirty-nine consultations were assessed by 39 undercover shopper students. The Intern practitioners’ consultation and relational empathy was rated as a mean 76.4% (38.2 points of a possible 50 (median 78%; 39); range 24–50. Significant response differences were found between female and male interns with males rated higher. The underlying elements are presented and discussed. Conclusion: The intern practitioners’ level of empathy averaged 76.4% which is consistent with empathy ratings for international studies of healthcare students. Results showed that males were rated higher for empathy than females, indicating further studies examining the specific behaviours that characterise empathy of different genders would be a useful addition to knowledge and assist teaching. © 2021 Elsevier Ltd
Building empathy through a design thinking project : a case study with middle secondary schoolboys
- Authors: Dawbin, Benjamin , Sherwen, Matthew , Dean, Sue , Donnelly, Samantha , Cant, Robyn
- Date: 2021
- Type: Text , Journal article
- Relation: Issues in Educational Research Vol. 31, no. 2 (2021), p. 440-457
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- Description: Adolescents' empathy is an essential socio-emotional concept that helps mediate friendships and family relationships. Year 10 boys, aged 14-15 years, were invited to participate in a five-day experiential education program (Design Week) based on a social equity challenge using a Design Thinking concept. Students worked in small groups, mentored by experts. Student groups developed innovative solutions to support women who experienced domestic and family violence. As a key outcome, students' empathy measured by the Comprehensive State Empathy Scale increased significantly from a baseline of 63% to 75% at post-test, representing a large effect size (d= 1.06). Six empathy subscale factors were also significantly increased (p= <0.05). The program was feasible and was rated by teachers and students as engaging, relevant to learning, and learning about complex social issues. This paper presents a case study of the Design Week program, shown to be worthy of further testing with secondary school adolescents. © 2021, Western Australian Institute for Educational Research Inc. All rights reserved.
Enhancing nursing and midwifery students' clinical placements : development of the National Placement Evaluation Centre
- Authors: Cooper, Simon , Cant, Robyn , Ryan, Colleen
- Date: 2021
- Type: Text , Journal article
- Relation: Australian Nursing & Midwifery Journal Vol. 27, no. 5 (2021), p. 52
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Maternal mental health and partner-delivered massage : a pilot study
- Authors: Hall, Helen , Munk, Niki , Carr, Bethany , Fogarty, Sarah , Cant, Robyn , Holton, Sara , Weller, Carolina , Lauche, Romy
- Date: 2021
- Type: Text , Journal article
- Relation: Women and Birth Vol. 34, no. 3 (2021), p. e237-e247
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- Description: Background: Anxiety and depression affects many pregnant women. Massage may be beneficial for supporting mental wellbeing during this time. The aim of this study was to assess the feasibility and acceptability of a partner-delivered relaxation massage program for pregnant women, and its impact on symptoms of antenatal anxiety, stress and depression. Methods: A feasibility randomised controlled trial was conducted to compare partner-delivered relaxation massage (intervention) with self-directed stress management (control). Women attended an initial workshop at 28–32 weeks gestation followed by completion of a self-directed massage or stress management program. Qualitative data about the feasibility and acceptability (primary outcomes) were collected via online participant diaries and post-birth interviews. Anxiety, depression and stress symptoms (secondary outcomes) were assessed using the Depression and Anxiety Stress Scale (DASS-21). Birth outcomes were collected at the post- birth interview. Results: A total of 14 women/partner dyads in the massage group and 13 women in the self-directed stress management group, attended the initial workshops. When interviewed, participants from both groups reported that the programs were feasible and acceptable. Women's mean scores on all subscales of the DASS-21significantly decreased over time in both the intervention and the control group. Conclusion: Pregnant women found the partner-delivered massage program to be feasible and acceptable. Both programs decreased women's symptoms of anxiety, depression and stress with no significant differences identified between the two groups. An adequately powered experimental study with a large representative sample is needed to determine whether partner-delivered relaxation massage reduces pregnant women's symptoms of anxiety, depression and stress. © 2020 Australian College of Midwives
Nursing degree students’ clinical placement experiences in Australia: A survey design
- Authors: Luders, Elise , Cooper, Simon J. , Cant, Robyn , Waters, Donna , Tower, Marion
- Date: 2021
- Type: Text , Journal article
- Relation: Nurse Education in Practice Vol. 54, no. (2021), p.
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- Description: Aim: This study aimed to evaluate Australian nursing students’ views of placements at seven tertiary education institutions with the use of the Placement Evaluation Tool (PET). Background: Clinical placements are a core element of healthcare education programs around the world (Chuan and Barnett, 2012) with undergraduate nursing students required to complete a prescribed number of hours as part of their degree. The quality of nursing clinical placements varies with a range of positive and negative learning experiences. Design: A survey design was used with a contemporary survey tool– the Placement Evaluation Tool (PET). Using Qualtrics software (Qualtrics, 2005) the on-line survey was distributed to approximately 6265 undergraduate nursing students at six Australian universities and one Technical and Further Education (TAFE) college where Bachelor of Nursing degree students were enrolled. Three Australian States were covered. Sites were selected where a project team member was employed. Methods: A total of 1263 nursing students completed the Placement Evaluation Tool (PET) − 19 items (rated 1–5), one global rating (rated 1–10) − following placement in three Australian States (July 2019−February 2020). Most - 618 (48.9%) completed a placement in acute care with placements positively rated overall. Results: The total PET mean score was 78.3% with 29.8% being ‘extremely satisfied’ (10 out of 10 – Item 20). However, 11.0% were dissatisfied with global ratings of four or less, whilst ratings between States differed significantly (p = <0.001). One third of respondents answered a free text statement relating to placement experiences, with significantly more comments from older students (p = <0.001) and from those with ratings in the lower range (p = <0.001). Three core themes emerged: 1. Staff Attitudes to Students, 2. Environment and 3. Lifestyle. Conclusions: Whilst students’ clinical experiences in Australia tend to be positive a minority reported exposure to negative staff attitudes, in unsafe environments, with lifestyle detriments. Further work is required to understand and enhance student experiences. © 2021. **Please note that there are multiple authors for this article therefore only the name of the first 5 including Federation University Australia affiliate “Elise Luders, Simon Cooper, Robyn Cant" is provided in this record**