Exploring emotional and social competencies in undergraduate students: Perspectives from CALD and non-CALD students
- Yu, Mong-Lin, Brown, Ted, Hewitt, Alana, Cousland, Robert, Lyons, Carissa, Etherington, Jamie
- Authors: Yu, Mong-Lin , Brown, Ted , Hewitt, Alana , Cousland, Robert , Lyons, Carissa , Etherington, Jamie
- Date: 2023
- Type: Text , Journal article
- Relation: Australian Educational Researcher Vol. 50, no. 3 (2023), p. 601-624
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- Description: With the internationalisation of higher education, students from culturally and linguistically diverse (CALD) backgrounds represent a significant proportion of the university student body in Australia. Research literature indicates that the unique cultural and linguistic challenges experienced by these students may adversely impact their academic performance and social integration in university settings. However, less is known about how the socio-emotional competencies of undergraduate CALD and non-CALD domestic English-speaking students compare. This cross-sectional quantitative study compares the emotional and social competencies in a cohort of CALD and non-CALD occupational therapy undergraduates. Data were collected at one Australian university from a group of 360 students enrolled in the Bachelor of Occupational Therapy (Honours) course. Participants completed the Emotional and Social Competency Inventory– University edition (ESCI-U). Multivariate regression analyses were used to compare between CALD and non-CALD students, controlling for students’ year level of study, age, and gender. Key findings from the regression analysis included the observation of indicate that non-CALD students having significant higher scores than CALD students on all the ESCI-U socio-emotional subscales, especially the Emotional Self-control, Achievement Orientation, Empathy and Teamwork from western perspectives. No difference was found between CALD and non-CALD student on two cognitive competencies- systems thinking and pattern recognition. These findings should be interpreted with caution considering CALD students may interpret the questions differently and demonstrate the competencies in different ways. Specific emotional and social competencies that need to be strengthened in students are discussed and recommendations are made to inform the preparation of evidence-based curricula.
- Authors: Yu, Mong-Lin , Brown, Ted , Hewitt, Alana , Cousland, Robert , Lyons, Carissa , Etherington, Jamie
- Date: 2023
- Type: Text , Journal article
- Relation: Australian Educational Researcher Vol. 50, no. 3 (2023), p. 601-624
- Full Text:
- Reviewed:
- Description: With the internationalisation of higher education, students from culturally and linguistically diverse (CALD) backgrounds represent a significant proportion of the university student body in Australia. Research literature indicates that the unique cultural and linguistic challenges experienced by these students may adversely impact their academic performance and social integration in university settings. However, less is known about how the socio-emotional competencies of undergraduate CALD and non-CALD domestic English-speaking students compare. This cross-sectional quantitative study compares the emotional and social competencies in a cohort of CALD and non-CALD occupational therapy undergraduates. Data were collected at one Australian university from a group of 360 students enrolled in the Bachelor of Occupational Therapy (Honours) course. Participants completed the Emotional and Social Competency Inventory– University edition (ESCI-U). Multivariate regression analyses were used to compare between CALD and non-CALD students, controlling for students’ year level of study, age, and gender. Key findings from the regression analysis included the observation of indicate that non-CALD students having significant higher scores than CALD students on all the ESCI-U socio-emotional subscales, especially the Emotional Self-control, Achievement Orientation, Empathy and Teamwork from western perspectives. No difference was found between CALD and non-CALD student on two cognitive competencies- systems thinking and pattern recognition. These findings should be interpreted with caution considering CALD students may interpret the questions differently and demonstrate the competencies in different ways. Specific emotional and social competencies that need to be strengthened in students are discussed and recommendations are made to inform the preparation of evidence-based curricula.
Navigating the neo-academy : experiences of liminality and identity construction among early career researchers at one Australian regional university
- Larsen, Ellen, Brandenburg, Robyn
- Authors: Larsen, Ellen , Brandenburg, Robyn
- Date: 2023
- Type: Text , Journal article
- Relation: Australian Educational Researcher Vol. 50, no. 4 (2023), p. 1069-1087
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- Description: Across the world, many university-based early career researchers (ECRs) are experiencing an unprecedented intensification of research expectations on transition from doctoral research to academic life. Countries such as Australia have put into place national frameworks of research excellence to remain globally competitive. Pressure on universities to elevate global research rankings has soared, with many regional universities and disciplines such as education responding with a rapid escalation of research performance expectations for academics. Consequently, concerns have been raised for ECRs embroiled in intensified research agendas in these contexts. Framed by concepts of liminality and identity construction, we argue that intensified expectations do not take account of liminality experienced by ECRs during times of transition, compromising perceived academic progress. We report on the identity journeys of ECRs in a School of Education at one regional Australian university. Data was collected from nine ECRs using online focus groups and analysed using a hybrid thematic approach. Key findings indicate that ECRs transition into the Academy post-doctorate with varying experiences of identity liminality that impact their capacity to manage research expectations. ECRs experiencing shorter periods of liminality are best positioned to manage the intensified expectations of academic life while ECRs experiencing persistent liminality and identity ‘struggle’ are more likely to perceive a diminished sense of achievement and support. These findings have significant implications for university leadership and research supervisors, in Australia and globally, regarding the ways they support ECRs to productively navigate the hyper-invigilated audit cultures of what we have termed the neo-academy. © 2022, The Author(s).
- Authors: Larsen, Ellen , Brandenburg, Robyn
- Date: 2023
- Type: Text , Journal article
- Relation: Australian Educational Researcher Vol. 50, no. 4 (2023), p. 1069-1087
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- Description: Across the world, many university-based early career researchers (ECRs) are experiencing an unprecedented intensification of research expectations on transition from doctoral research to academic life. Countries such as Australia have put into place national frameworks of research excellence to remain globally competitive. Pressure on universities to elevate global research rankings has soared, with many regional universities and disciplines such as education responding with a rapid escalation of research performance expectations for academics. Consequently, concerns have been raised for ECRs embroiled in intensified research agendas in these contexts. Framed by concepts of liminality and identity construction, we argue that intensified expectations do not take account of liminality experienced by ECRs during times of transition, compromising perceived academic progress. We report on the identity journeys of ECRs in a School of Education at one regional Australian university. Data was collected from nine ECRs using online focus groups and analysed using a hybrid thematic approach. Key findings indicate that ECRs transition into the Academy post-doctorate with varying experiences of identity liminality that impact their capacity to manage research expectations. ECRs experiencing shorter periods of liminality are best positioned to manage the intensified expectations of academic life while ECRs experiencing persistent liminality and identity ‘struggle’ are more likely to perceive a diminished sense of achievement and support. These findings have significant implications for university leadership and research supervisors, in Australia and globally, regarding the ways they support ECRs to productively navigate the hyper-invigilated audit cultures of what we have termed the neo-academy. © 2022, The Author(s).
Nurses, physicians and patients' knowledge and attitudes about nurse prescribing
- Haririan, Hamidreza, Seresht, Deniz Manie, Hassankhani, Hadi, Porter, Joanne E., Wytenbroek, Lydia
- Authors: Haririan, Hamidreza , Seresht, Deniz Manie , Hassankhani, Hadi , Porter, Joanne E. , Wytenbroek, Lydia
- Date: 2022
- Type: Text , Journal article
- Relation: BMC Nursing Vol. 21, no. 1 (2022), p. 112-112
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- Description: One of the roles that nurses have acquired in recent years is the role of prescribing. This study aimed to investigate the knowledge and attitudes of critical care nurses, physicians and patients about nurse prescribing. A descriptive cross-sectional study with the participation of 152 nurses, 53 physicians and 75 patients was carried out. Participants were selected by stratified random sampling from the critical care units of six hospitals in Tabriz, Iran. Demographics and participants' knowledge and attitudes about nurse prescribing questionnaires were used to collect data. The collected data were analyzed using SPSS-22 software. The mean scores of total knowledge about nurse prescribing in nurses, patients and physicians' were 15.41 ± 1.85,16.45 ± 2.31, 14.74 ± 1.7 respectively (from a range of 10 -20), and the mean score of knowledge by physicians was significantly higher than others (P = 0.000) and they had more knowledge about nurse prescribing. The mean scores of the attitudes towards nurse prescribing in nurses, physicians and patients were 40.62 ± 3.68, 37.98 ± 5.92 and 39.38 ± 4.39 respectively (from a range of 10 -50). However, the total mean score of attitudes among nurses was significantly higher than others (P = 0.000) and nurses had more positive attitudes toward prescribing. The results showed that the participants have a good understanding and attitudes toward nurse prescribing. Nurse prescribing as a new duty and authority can be considered in providing more effective care by specialist nurses. The results of this study can also be used in the future planning of health policy for nurses to have the right to prescribe and ultimately improve the quality of patient care.
- Authors: Haririan, Hamidreza , Seresht, Deniz Manie , Hassankhani, Hadi , Porter, Joanne E. , Wytenbroek, Lydia
- Date: 2022
- Type: Text , Journal article
- Relation: BMC Nursing Vol. 21, no. 1 (2022), p. 112-112
- Full Text:
- Reviewed:
- Description: One of the roles that nurses have acquired in recent years is the role of prescribing. This study aimed to investigate the knowledge and attitudes of critical care nurses, physicians and patients about nurse prescribing. A descriptive cross-sectional study with the participation of 152 nurses, 53 physicians and 75 patients was carried out. Participants were selected by stratified random sampling from the critical care units of six hospitals in Tabriz, Iran. Demographics and participants' knowledge and attitudes about nurse prescribing questionnaires were used to collect data. The collected data were analyzed using SPSS-22 software. The mean scores of total knowledge about nurse prescribing in nurses, patients and physicians' were 15.41 ± 1.85,16.45 ± 2.31, 14.74 ± 1.7 respectively (from a range of 10 -20), and the mean score of knowledge by physicians was significantly higher than others (P = 0.000) and they had more knowledge about nurse prescribing. The mean scores of the attitudes towards nurse prescribing in nurses, physicians and patients were 40.62 ± 3.68, 37.98 ± 5.92 and 39.38 ± 4.39 respectively (from a range of 10 -50). However, the total mean score of attitudes among nurses was significantly higher than others (P = 0.000) and nurses had more positive attitudes toward prescribing. The results showed that the participants have a good understanding and attitudes toward nurse prescribing. Nurse prescribing as a new duty and authority can be considered in providing more effective care by specialist nurses. The results of this study can also be used in the future planning of health policy for nurses to have the right to prescribe and ultimately improve the quality of patient care.
Peer educators in the facilitation of sexuality and respectful relationship education for people with an intellectual disability : a scoping review and narrative synthesis
- James, Michelle, Porter, Joanne, Kattel, Sumitra, Prokopiv, Valerie, Hopwood, Peter
- Authors: James, Michelle , Porter, Joanne , Kattel, Sumitra , Prokopiv, Valerie , Hopwood, Peter
- Date: 2022
- Type: Text , Journal article
- Relation: Sexuality and Disability Vol. 40, no. 3 (2022), p. 487-502
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- Description: A scoping review was conducted to identify how peer-education models are being used in sexuality and respectful relationship education for people with a disability. The search was conducted in August 2021 using the Joanna Briggs framework to scope and map the literature and research activity. Using strict criteria, 7 online databases, grey literature and reference lists were searched for resources written or published in the last 15 years (2006–2021). Relevant sources were shortlisted and assessed by the two authors. Six sources met the criteria for inclusion in this review. In total, four educational programs are described and discussed. The results identify four sexuality and respectful relationship programs that met screening criteria: (1) “Telling it like it is!”, (2) “Sexual Lives and Respectful Relationships”, (3) “Talking about sex and relationships: the views of young people with learning disabilities”, and (4) “Health, Safety & Sexuality Training for You & Me”. Peer-educators experienced increased confidence and feelings of empowerment, while people without an intellectual disability reported a greater understanding of the challenges and experiences of people with a disability. The use of peer educators to deliver sexuality and respectful relationship education for people with intellectual disability is a promising education model with multiple potential benefits for participants. However, more research is needed to understand the consequences and limitations of such programs. © 2022, Crown.
- Authors: James, Michelle , Porter, Joanne , Kattel, Sumitra , Prokopiv, Valerie , Hopwood, Peter
- Date: 2022
- Type: Text , Journal article
- Relation: Sexuality and Disability Vol. 40, no. 3 (2022), p. 487-502
- Full Text:
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- Description: A scoping review was conducted to identify how peer-education models are being used in sexuality and respectful relationship education for people with a disability. The search was conducted in August 2021 using the Joanna Briggs framework to scope and map the literature and research activity. Using strict criteria, 7 online databases, grey literature and reference lists were searched for resources written or published in the last 15 years (2006–2021). Relevant sources were shortlisted and assessed by the two authors. Six sources met the criteria for inclusion in this review. In total, four educational programs are described and discussed. The results identify four sexuality and respectful relationship programs that met screening criteria: (1) “Telling it like it is!”, (2) “Sexual Lives and Respectful Relationships”, (3) “Talking about sex and relationships: the views of young people with learning disabilities”, and (4) “Health, Safety & Sexuality Training for You & Me”. Peer-educators experienced increased confidence and feelings of empowerment, while people without an intellectual disability reported a greater understanding of the challenges and experiences of people with a disability. The use of peer educators to deliver sexuality and respectful relationship education for people with intellectual disability is a promising education model with multiple potential benefits for participants. However, more research is needed to understand the consequences and limitations of such programs. © 2022, Crown.
Policies and practices of early childhood education and care during the COVID-19 pandemic: Perspectives from five countries
- Visnjic-Jevtic, Adrijana, Varga Nagy, Anikó, Ozturk, Gulsah, Şahin-Sak, İkbal, Toran, Mehmet, Sánchez-Pérez, Noelia
- Authors: Visnjic-Jevtic, Adrijana , Varga Nagy, Anikó , Ozturk, Gulsah , Şahin-Sak, İkbal , Toran, Mehmet , Sánchez-Pérez, Noelia
- Date: 2021
- Type: Text , Journal article
- Relation: Journal of Childhood, Education & Society Vol. 2, no. 2 (2021), p. 200-216
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- Description: The COVID-19 pandemic, which affects all areas of life, has also affected children in need of education and care. It is of great importance to develop policies that take into account the best interests of children in this process. In this review article, the policies developed for early childhood education and care during the pandemic period in five countries (Australia, Croatia, Hungary, Spain, and Turkey), how they are implemented, the problems that arose, and the solutions produced are discussed. As a result, the COVID-19 pandemic has revealed that we need to focus on eliminating the educational inequalities, set policies for the welfare of children on foundations that are more realistic, rebuild teacher training, and improve the welfare of families. Priorizating the best interests of the child in the policies to be developed and building the social ecology on justice will ease overcoming the crises that will be faced.
- Authors: Visnjic-Jevtic, Adrijana , Varga Nagy, Anikó , Ozturk, Gulsah , Şahin-Sak, İkbal , Toran, Mehmet , Sánchez-Pérez, Noelia
- Date: 2021
- Type: Text , Journal article
- Relation: Journal of Childhood, Education & Society Vol. 2, no. 2 (2021), p. 200-216
- Full Text:
- Reviewed:
- Description: The COVID-19 pandemic, which affects all areas of life, has also affected children in need of education and care. It is of great importance to develop policies that take into account the best interests of children in this process. In this review article, the policies developed for early childhood education and care during the pandemic period in five countries (Australia, Croatia, Hungary, Spain, and Turkey), how they are implemented, the problems that arose, and the solutions produced are discussed. As a result, the COVID-19 pandemic has revealed that we need to focus on eliminating the educational inequalities, set policies for the welfare of children on foundations that are more realistic, rebuild teacher training, and improve the welfare of families. Priorizating the best interests of the child in the policies to be developed and building the social ecology on justice will ease overcoming the crises that will be faced.
The kids are alright : outcome of a safety programme for addressing childhood injury in Australia
- Authors: Peck, Blake , Terry, Daniel
- Date: 2021
- Type: Text , Journal article
- Relation: European Journal of Investigation in Health Psychology and Education Vol. 11, no. 2 (Jun 2021), p. 546-556
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- Description: Globally, injuries are the leading cause of death and represent the highest burden of ongoing disease amongst children 1–16 years of age. Increasingly, prevention programmes are recognising a growing need for intervention strategies that target children. The purpose of this study was to determine the efficacy of the SeeMore Safety Programme, designed to teach children (4–6 years of age) how to make conscious decisions about their own capabilities related to safety and how to manage risk. This retrospective study examined de-identified pre- and post-programme data from a sample of 1027 4 to 6-year-old pre-school children over the four-year period who participated in the SeeMore Safety Programme. Results show a significant improvement in each of the post-test scores and when compared to the pre-test scores (p < 0.001). Children from rural areas, as well as those from areas of greater disadvantage, also showed significant improvement in their pre- and post-test scores (p < 0.001). Overall, the findings highlight that the SeeMore Safety Programme over the four-year period demonstrates an increase in the children’s capacity to recognise and identify danger and safety amongst all children, offering great promise for reducing the burden of injury on children, their families and society.
- Authors: Peck, Blake , Terry, Daniel
- Date: 2021
- Type: Text , Journal article
- Relation: European Journal of Investigation in Health Psychology and Education Vol. 11, no. 2 (Jun 2021), p. 546-556
- Full Text:
- Reviewed:
- Description: Globally, injuries are the leading cause of death and represent the highest burden of ongoing disease amongst children 1–16 years of age. Increasingly, prevention programmes are recognising a growing need for intervention strategies that target children. The purpose of this study was to determine the efficacy of the SeeMore Safety Programme, designed to teach children (4–6 years of age) how to make conscious decisions about their own capabilities related to safety and how to manage risk. This retrospective study examined de-identified pre- and post-programme data from a sample of 1027 4 to 6-year-old pre-school children over the four-year period who participated in the SeeMore Safety Programme. Results show a significant improvement in each of the post-test scores and when compared to the pre-test scores (p < 0.001). Children from rural areas, as well as those from areas of greater disadvantage, also showed significant improvement in their pre- and post-test scores (p < 0.001). Overall, the findings highlight that the SeeMore Safety Programme over the four-year period demonstrates an increase in the children’s capacity to recognise and identify danger and safety amongst all children, offering great promise for reducing the burden of injury on children, their families and society.
Communities of practice : a systematic review and meta-synthesis of what it means and how it really works among nursing students and novices
- Terry, Daniel, Nguyen, Hoang, Peck, Blake, Smith, Andrew, Phan, Hoang
- Authors: Terry, Daniel , Nguyen, Hoang , Peck, Blake , Smith, Andrew , Phan, Hoang
- Date: 2020
- Type: Text , Journal article , Review
- Relation: Journal of Clinical Nursing Vol. 29, no. 3-4 (2020), p. 370-380
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- Description: Aims and objectives: To evaluate the enablers, barriers and impact that communities of practice have on novice nurses and students learning to become registered nurses. Background: Communities of practice have formed the basis for conceptualising the process of learning that occurs among groups of people within a place of work—a mainstay of healthcare practice. There is a dearth of literature that focuses specifically on the outcomes from student and novice engagement with existing communities of practice. Design: Systematic review and Meta-synthesis. Methods: MEDLINE, PubMed, EMBASE, CINAHL, ProQuest, Scopus and PsycINFO databases were accessed between 1997–2019. The screening and selection of studies were based on eligibility criteria and methodological quality assessment using the Critical Appraisal Skills Programme tool for qualitative research. Meta-synthesis was grounded in the original experiences and collectively synthesised into meaningful themes. The review follows the PRISMA reporting guidelines and PRISMA checklist. Results: The findings highlight three major themes and included enablers for successful communities of practice, barriers to successful communities of practice, and success in action as described by students and novice nurses. Discussion: We suggest successful communities of practice occur when safe and supported spaces ensure students and novices feel comfortable to experiment with their learning, and we emphasise the benefits of having more novice nurses situated within close proximity and under the direct influence of the established practices of more experienced or core group of peers. Relevance to clinical practice: Communities of practice that function successfully create an environment that prioritises the embedding of novices into the broader group. In so doing, students and novice nurses feel supported, welcomed, empowered, and able to make the transition from student to colleague and novice nurse to more experienced nurse. It allows them to experiment with ever new ways of fulfilling the role, while aiding better clinical outcomes. © 2019 John Wiley & Sons Ltd
- Authors: Terry, Daniel , Nguyen, Hoang , Peck, Blake , Smith, Andrew , Phan, Hoang
- Date: 2020
- Type: Text , Journal article , Review
- Relation: Journal of Clinical Nursing Vol. 29, no. 3-4 (2020), p. 370-380
- Full Text:
- Reviewed:
- Description: Aims and objectives: To evaluate the enablers, barriers and impact that communities of practice have on novice nurses and students learning to become registered nurses. Background: Communities of practice have formed the basis for conceptualising the process of learning that occurs among groups of people within a place of work—a mainstay of healthcare practice. There is a dearth of literature that focuses specifically on the outcomes from student and novice engagement with existing communities of practice. Design: Systematic review and Meta-synthesis. Methods: MEDLINE, PubMed, EMBASE, CINAHL, ProQuest, Scopus and PsycINFO databases were accessed between 1997–2019. The screening and selection of studies were based on eligibility criteria and methodological quality assessment using the Critical Appraisal Skills Programme tool for qualitative research. Meta-synthesis was grounded in the original experiences and collectively synthesised into meaningful themes. The review follows the PRISMA reporting guidelines and PRISMA checklist. Results: The findings highlight three major themes and included enablers for successful communities of practice, barriers to successful communities of practice, and success in action as described by students and novice nurses. Discussion: We suggest successful communities of practice occur when safe and supported spaces ensure students and novices feel comfortable to experiment with their learning, and we emphasise the benefits of having more novice nurses situated within close proximity and under the direct influence of the established practices of more experienced or core group of peers. Relevance to clinical practice: Communities of practice that function successfully create an environment that prioritises the embedding of novices into the broader group. In so doing, students and novice nurses feel supported, welcomed, empowered, and able to make the transition from student to colleague and novice nurse to more experienced nurse. It allows them to experiment with ever new ways of fulfilling the role, while aiding better clinical outcomes. © 2019 John Wiley & Sons Ltd
Measuring the quality of nursing clinical placements and the development of the Placement Evaluation Tool (PET) in a mixed methods co-design project
- Cooper, Simon J., Cant, Robyn, Waters, Donna, Luders, Elise, Henderson, Amanda, Willetts, Georgina, Tower, Marion, Reid-Searl, Kerry, Ryan, Colleen, Hood, Kerry
- Authors: Cooper, Simon J. , Cant, Robyn , Waters, Donna , Luders, Elise , Henderson, Amanda , Willetts, Georgina , Tower, Marion , Reid-Searl, Kerry , Ryan, Colleen , Hood, Kerry
- Date: 2020
- Type: Text , Journal article
- Relation: BMC Nursing Vol. 19, no. 1 (2020), p.
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- Description: Background: The quality of nursing clinical placements has been found to vary. Placement evaluation tools for nursing students are available but lack contemporary reviews of clinical settings. Therefore, the aim of this study was to develop a feasible, valid and reliable clinical placement evaluation tool applicable to nursing student placements in Australia. Methods: An exploratory mixed methods co-design project. Phase 1 included a literature review; expert rating of potential question items and Nominal Group Technique meetings with a range of stakeholders for item development. Phase 2 included on-line pilot testing of the Placement Evaluation Tool (PET) with 1263 nursing students, across all year levels at six Australian Universities and one further education college in 2019–20, to confirm validity, reliability and feasibility. Results: The PET included 19-items (rated on a 5-point agreement scale) and one global satisfaction rating (a 10-point scale). Placements were generally positively rated. The total scale score (19 items) revealed a median student rating of 81 points from a maximum of 95 and a median global satisfaction rating of 9/10. Criterion validity was confirmed by item correlation: Intra-class Correlation Co-efficient ICC =.709; scale total to global score r =.722; and items to total score ranging from.609 to.832. Strong concurrent validity was demonstrated with the Clinical Learning Environment and Supervision Scale (r =.834). Internal reliability was identified and confirmed in two subscale factors: Clinical Environment (Cronbach’s alpha =.94) and Learning Support (alpha =.96). Based on the short time taken to complete the survey (median 3.5 min) and students’ comments, the tool was deemed applicable and feasible. Conclusions: The PET was found to be valid, reliable and feasible. Use of the tool as a quality assurance measure is likely to improve education and practice in clinical environments. Further international evaluation of the instrument is required to fully determine its psychometric properties. © 2020, The Author(s).
- Description: This work was funded by the Council of Deans of Nursing and Midwifery (Australia and New Zealand) – 2019. The funding body had no role in the design of the study and collection, analysis, and interpretation of data, or in writing the manuscript.
- Authors: Cooper, Simon J. , Cant, Robyn , Waters, Donna , Luders, Elise , Henderson, Amanda , Willetts, Georgina , Tower, Marion , Reid-Searl, Kerry , Ryan, Colleen , Hood, Kerry
- Date: 2020
- Type: Text , Journal article
- Relation: BMC Nursing Vol. 19, no. 1 (2020), p.
- Full Text:
- Reviewed:
- Description: Background: The quality of nursing clinical placements has been found to vary. Placement evaluation tools for nursing students are available but lack contemporary reviews of clinical settings. Therefore, the aim of this study was to develop a feasible, valid and reliable clinical placement evaluation tool applicable to nursing student placements in Australia. Methods: An exploratory mixed methods co-design project. Phase 1 included a literature review; expert rating of potential question items and Nominal Group Technique meetings with a range of stakeholders for item development. Phase 2 included on-line pilot testing of the Placement Evaluation Tool (PET) with 1263 nursing students, across all year levels at six Australian Universities and one further education college in 2019–20, to confirm validity, reliability and feasibility. Results: The PET included 19-items (rated on a 5-point agreement scale) and one global satisfaction rating (a 10-point scale). Placements were generally positively rated. The total scale score (19 items) revealed a median student rating of 81 points from a maximum of 95 and a median global satisfaction rating of 9/10. Criterion validity was confirmed by item correlation: Intra-class Correlation Co-efficient ICC =.709; scale total to global score r =.722; and items to total score ranging from.609 to.832. Strong concurrent validity was demonstrated with the Clinical Learning Environment and Supervision Scale (r =.834). Internal reliability was identified and confirmed in two subscale factors: Clinical Environment (Cronbach’s alpha =.94) and Learning Support (alpha =.96). Based on the short time taken to complete the survey (median 3.5 min) and students’ comments, the tool was deemed applicable and feasible. Conclusions: The PET was found to be valid, reliable and feasible. Use of the tool as a quality assurance measure is likely to improve education and practice in clinical environments. Further international evaluation of the instrument is required to fully determine its psychometric properties. © 2020, The Author(s).
- Description: This work was funded by the Council of Deans of Nursing and Midwifery (Australia and New Zealand) – 2019. The funding body had no role in the design of the study and collection, analysis, and interpretation of data, or in writing the manuscript.
Supervision in healthcare : a critical review of the role, function and capacity for training
- Terry, Daniel, Nguyen, Hoang, Perkins, Alicia, Peck, Blake
- Authors: Terry, Daniel , Nguyen, Hoang , Perkins, Alicia , Peck, Blake
- Date: 2020
- Type: Text , Journal article
- Relation: Universal Journal of Public Health Vol. 8, no. 1 (2020), p. 1-14
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- Reviewed:
- Description: This paper examines the notion of clinical supervision and takes a close look at what it means from the perspective of both the supervisee and the supervisor, considering how it can be of benefit to the learner, the teacher and the patient. Clinical supervision has been shown to be vital for the development and consolidation of undergraduate and postgraduate education, while having a positive impact on patient outcomes and as such is a fundamental component in healthcare education. Central to supervision is achieving the best outcomes for the supervisee, and effective supervision ensures the development of confidence, professional identity, and the consolidation of therapeutic knowledge. Clinical supervision provides a platform for extending the supervisor-supervisee relationship beyond the student-teacher model to one of mutual personal development in contemporary knowledge and skills for clinical practice. Despite the perceived importance of clinical supervision for healthcare more broadly, there is evidence to suggest that few supervisors are adequately prepared with the theory and practice of clinical supervision to adequately fulfill the expectations that the role entails. It follows therefore, that in many cases, there is an expectation that the health professionals will supervise without adequate preparation. This paper, although not a panacea, may assist those who are supervising and who seek or require some guidance and support.
- Authors: Terry, Daniel , Nguyen, Hoang , Perkins, Alicia , Peck, Blake
- Date: 2020
- Type: Text , Journal article
- Relation: Universal Journal of Public Health Vol. 8, no. 1 (2020), p. 1-14
- Full Text:
- Reviewed:
- Description: This paper examines the notion of clinical supervision and takes a close look at what it means from the perspective of both the supervisee and the supervisor, considering how it can be of benefit to the learner, the teacher and the patient. Clinical supervision has been shown to be vital for the development and consolidation of undergraduate and postgraduate education, while having a positive impact on patient outcomes and as such is a fundamental component in healthcare education. Central to supervision is achieving the best outcomes for the supervisee, and effective supervision ensures the development of confidence, professional identity, and the consolidation of therapeutic knowledge. Clinical supervision provides a platform for extending the supervisor-supervisee relationship beyond the student-teacher model to one of mutual personal development in contemporary knowledge and skills for clinical practice. Despite the perceived importance of clinical supervision for healthcare more broadly, there is evidence to suggest that few supervisors are adequately prepared with the theory and practice of clinical supervision to adequately fulfill the expectations that the role entails. It follows therefore, that in many cases, there is an expectation that the health professionals will supervise without adequate preparation. This paper, although not a panacea, may assist those who are supervising and who seek or require some guidance and support.
"Had I been there, which am a silly woman" : dealing with gendered casting in an Australian tertiary setting
- Authors: Durban, Kim
- Date: 2019
- Type: Text , Journal article
- Relation: Fusion journal Vol. , no. 15 (2019), p. 142-153
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- Reviewed:
- Description: Margaret of Anjou's reference to herself as a 'silly woman' in Henry VI is a political ploy to draw attention to her gender, yet indicate her limitless power in the face of male dominance. This paper will map the trajectory of repertoire selection in my 18 years of working as a director and artistic director of actor training in the regional city of Ballarat. I have witnessed a profound shift in the demographic, political and financial realities that shape my practice. Intake numbers have doubled the age of candidates has dropped mental health problems for young actors have increased and budgets have plummeted. After the main struggle to maintain adequate studio time in order to create effective models of actor pedagogy, gender considerations follow. When choosing repertoire for training purposes, issues of equity and the cultural appropriateness of repertoire and teaching tools arise. Linda Walsh Jenkins and Susan Ogden -Malouf suggest 'a feminist critique of theatre shifts the gaze from product to process'. In Ballarat I have programmed female playwrights and directors, double-cast women and men, and staged obscure classical works. I will explore the queries to actor-training orthodoxy inherent in such choices and the challenges faced by actor-trainers working in a #MeToo environment.
- Authors: Durban, Kim
- Date: 2019
- Type: Text , Journal article
- Relation: Fusion journal Vol. , no. 15 (2019), p. 142-153
- Full Text:
- Reviewed:
- Description: Margaret of Anjou's reference to herself as a 'silly woman' in Henry VI is a political ploy to draw attention to her gender, yet indicate her limitless power in the face of male dominance. This paper will map the trajectory of repertoire selection in my 18 years of working as a director and artistic director of actor training in the regional city of Ballarat. I have witnessed a profound shift in the demographic, political and financial realities that shape my practice. Intake numbers have doubled the age of candidates has dropped mental health problems for young actors have increased and budgets have plummeted. After the main struggle to maintain adequate studio time in order to create effective models of actor pedagogy, gender considerations follow. When choosing repertoire for training purposes, issues of equity and the cultural appropriateness of repertoire and teaching tools arise. Linda Walsh Jenkins and Susan Ogden -Malouf suggest 'a feminist critique of theatre shifts the gaze from product to process'. In Ballarat I have programmed female playwrights and directors, double-cast women and men, and staged obscure classical works. I will explore the queries to actor-training orthodoxy inherent in such choices and the challenges faced by actor-trainers working in a #MeToo environment.
Efficacy of a compulsory homework programme for increasing physical activity and improving nutrition in children: A cluster randomised controlled trial
- Duncan, Scott, Stewart, Tom, McPhee, Julia, Borotkanics, Robert, Prendergast, Kate, Zinn, Caryn, Meredith-Jones, Kim, Taylor, Rachael, McLachlan, Claire, Schofield, Grant
- Authors: Duncan, Scott , Stewart, Tom , McPhee, Julia , Borotkanics, Robert , Prendergast, Kate , Zinn, Caryn , Meredith-Jones, Kim , Taylor, Rachael , McLachlan, Claire , Schofield, Grant
- Date: 2019
- Type: Text , Journal article
- Relation: International Journal of Behavioral Nutrition and Physical Activity Vol. 16, no. 1 (2019), p.
- Full Text:
- Reviewed:
- Description: Background: Most physical activity interventions in children focus on the school setting; however, children typically engage in more sedentary activities and spend more time eating when at home. The primary aim of this cluster randomised controlled trial was to investigate the effects of a compulsory, health-related homework programme on physical activity, dietary patterns, and body size in primary school-aged children. Methods: A total of 675 children aged 7-10 years from 16 New Zealand primary schools participated in the Healthy Homework study. Schools were randomised into intervention and control groups (1:1 allocation). Intervention schools implemented an 8-week applied homework and in-class teaching module designed to increase physical activity and improve dietary patterns. Physical activity was the primary outcome measure, and was assessed using two sealed pedometers that monitored school- and home-based activity separately. Secondary outcome measures included screen-based sedentary time and selected dietary patterns assessed via parental proxy questionnaire. In addition, height, weight, and waist circumference were measured to obtain body mass index (BMI) and waist-to-height ratio (WHtR). All measurements were taken at baseline (T0), immediately post-intervention (T1), and 6-months post-intervention (T2). Changes in outcome measures over time were estimated using generalised linear mixed models (GLMMs) that adjusted for fixed (group, age, sex, group x time) and random (subjects nested within schools) effects. Intervention effects were also quantified using GLMMs adjusted for baseline values. Results: Significant intervention effects were observed for weekday physical activity at home (T1 [P < 0.001] and T2 [P = 0.019]), weekend physical activity (T1 [P < 0.001] and T2 [P < 0.001]), BMI (T2 only [P = 0.020]) and fruit consumption (T1 only [P = 0.036]). Additional analyses revealed that the greatest improvements in physical activity occurred in children from the most socioeconomically deprived schools. No consistent effects on sedentary time, WHtR, or other dietary patterns were observed. Conclusions: A compulsory health-related homework programme resulted in substantial and consistent increases in children's physical activity - particularly outside of school and on weekends - with limited effects on body size and fruit consumption. Overall, our findings support the integration of compulsory home-focused strategies for improving health behaviours into primary education curricula. Trial registration: Australian New Zealand Clinical Trials Registry, ACTRN12618000590268. Registered 17 April 2018. © 2019 The Author(s).
- Authors: Duncan, Scott , Stewart, Tom , McPhee, Julia , Borotkanics, Robert , Prendergast, Kate , Zinn, Caryn , Meredith-Jones, Kim , Taylor, Rachael , McLachlan, Claire , Schofield, Grant
- Date: 2019
- Type: Text , Journal article
- Relation: International Journal of Behavioral Nutrition and Physical Activity Vol. 16, no. 1 (2019), p.
- Full Text:
- Reviewed:
- Description: Background: Most physical activity interventions in children focus on the school setting; however, children typically engage in more sedentary activities and spend more time eating when at home. The primary aim of this cluster randomised controlled trial was to investigate the effects of a compulsory, health-related homework programme on physical activity, dietary patterns, and body size in primary school-aged children. Methods: A total of 675 children aged 7-10 years from 16 New Zealand primary schools participated in the Healthy Homework study. Schools were randomised into intervention and control groups (1:1 allocation). Intervention schools implemented an 8-week applied homework and in-class teaching module designed to increase physical activity and improve dietary patterns. Physical activity was the primary outcome measure, and was assessed using two sealed pedometers that monitored school- and home-based activity separately. Secondary outcome measures included screen-based sedentary time and selected dietary patterns assessed via parental proxy questionnaire. In addition, height, weight, and waist circumference were measured to obtain body mass index (BMI) and waist-to-height ratio (WHtR). All measurements were taken at baseline (T0), immediately post-intervention (T1), and 6-months post-intervention (T2). Changes in outcome measures over time were estimated using generalised linear mixed models (GLMMs) that adjusted for fixed (group, age, sex, group x time) and random (subjects nested within schools) effects. Intervention effects were also quantified using GLMMs adjusted for baseline values. Results: Significant intervention effects were observed for weekday physical activity at home (T1 [P < 0.001] and T2 [P = 0.019]), weekend physical activity (T1 [P < 0.001] and T2 [P < 0.001]), BMI (T2 only [P = 0.020]) and fruit consumption (T1 only [P = 0.036]). Additional analyses revealed that the greatest improvements in physical activity occurred in children from the most socioeconomically deprived schools. No consistent effects on sedentary time, WHtR, or other dietary patterns were observed. Conclusions: A compulsory health-related homework programme resulted in substantial and consistent increases in children's physical activity - particularly outside of school and on weekends - with limited effects on body size and fruit consumption. Overall, our findings support the integration of compulsory home-focused strategies for improving health behaviours into primary education curricula. Trial registration: Australian New Zealand Clinical Trials Registry, ACTRN12618000590268. Registered 17 April 2018. © 2019 The Author(s).
Assessment of, as and for learning : the challenges of assessment terminology
- Cameron, Monica, McLachlan, Claire, Rawlins, Peter, McLaughlin, Tara
- Authors: Cameron, Monica , McLachlan, Claire , Rawlins, Peter , McLaughlin, Tara
- Date: 2018
- Type: Text , Journal article
- Relation: Early education Vol. 64, no. 64 (2018), p. 18-23
- Full Text:
- Reviewed:
- Description: Assessment, teaching and learning are intertwined concepts and are at the heart of quality teaching (Absolum, Flockton, Hattie, Hipkins and Reid, 2009 Ministry of Education (MoE), 2011). With its shifts in assessment-related content, the revision of Te Whariki (MoE, 2017), provides timely opportunity to explore early childhood teachers' understandings and practices related to assessment (McLachlan, 2018).
- Authors: Cameron, Monica , McLachlan, Claire , Rawlins, Peter , McLaughlin, Tara
- Date: 2018
- Type: Text , Journal article
- Relation: Early education Vol. 64, no. 64 (2018), p. 18-23
- Full Text:
- Reviewed:
- Description: Assessment, teaching and learning are intertwined concepts and are at the heart of quality teaching (Absolum, Flockton, Hattie, Hipkins and Reid, 2009 Ministry of Education (MoE), 2011). With its shifts in assessment-related content, the revision of Te Whariki (MoE, 2017), provides timely opportunity to explore early childhood teachers' understandings and practices related to assessment (McLachlan, 2018).
Do simulation studies measure up? A simulation study quality review
- Cant, Robyn, Levett-Jones, Tracy, James, Ainsley
- Authors: Cant, Robyn , Levett-Jones, Tracy , James, Ainsley
- Date: 2018
- Type: Text , Journal article , Review
- Relation: Clinical Simulation in Nursing Vol. 21, no. (2018), p. 23-39
- Full Text:
- Reviewed:
- Description: Simulation-based education has become a ubiquitous teaching approach in nursing. However, ensuring the quality of simulation research is critical. We reviewed the methodological quality of 26 quantitative studies published in Clinical Simulation in Nursing, 2017. The Medical Education Research Study Quality Instrument and Simulation Research Evaluation Rubric showed that nearly all studies were of moderate to high quality (rated ≥50%). Correlation coefficients showed that interrater agreement was high overall (≥0.94). In conclusion, this was a valid approach for examining simulation study quality. Although most included studies were of high quality, some elements of study reporting can be improved upon.
- Authors: Cant, Robyn , Levett-Jones, Tracy , James, Ainsley
- Date: 2018
- Type: Text , Journal article , Review
- Relation: Clinical Simulation in Nursing Vol. 21, no. (2018), p. 23-39
- Full Text:
- Reviewed:
- Description: Simulation-based education has become a ubiquitous teaching approach in nursing. However, ensuring the quality of simulation research is critical. We reviewed the methodological quality of 26 quantitative studies published in Clinical Simulation in Nursing, 2017. The Medical Education Research Study Quality Instrument and Simulation Research Evaluation Rubric showed that nearly all studies were of moderate to high quality (rated ≥50%). Correlation coefficients showed that interrater agreement was high overall (≥0.94). In conclusion, this was a valid approach for examining simulation study quality. Although most included studies were of high quality, some elements of study reporting can be improved upon.
“Undoing” Gender: how the School of Science, Engineering and Information Technology SEIT Women’s group works across university and community lines to promote inclusive STEM
- Goriss-Hunter, Anitra, Echter, Adele, Firmin, Sally, Oseni, Taiwa
- Authors: Goriss-Hunter, Anitra , Echter, Adele , Firmin, Sally , Oseni, Taiwa
- Date: 2018
- Type: Text , Journal article
- Relation: Studies in Adult Education Vol. 24, no. 3 (2018), p. 3-9
- Full Text:
- Reviewed:
- Description: Research on gender and education in industrialised and developing countries suggests that schools and universities are sites of ‘doing’ rather than ‘undoing’ gender. Deutsch (2007) contends that ‘doing gender’ refers to social interactions that reproduce conventional and limiting notions of gender construction and that ‘undoing gender’ refers to social interactions that reduce gender difference and open up other possibilities. In this paper we consider how educational institutions can be strategic sites of influence in undoing gender and we investigate some ways that gender is ‘undone’ through the example of the work of the Science, Engineering and Information Technology Women’s Group (SEITWG) located in the Faculty of Science and Technology at Federation University Australia. For this purpose, a self-study methodology understood as a professional reflection was used. The paper explores how the informal coalition of SEITWG works as ‘wilful subjects’, on the one hand, coming up against some of the ‘brick walls’ of dominant discourse that attempt to limit women’s participation in STEMM (science, technology, engineering, mathematics, and medicine). On the other hand, SEITWG attempts to move beyond the restrictions of conventional gender narratives to encourage more women to participate in STEMM by foregrounding the presence of women already active in the area; mentoring women students and staff; supporting a range of their colleagues’ endeavours to research and teach for inclusion; embedding gender analysis into the curriculum; and promoting workplace cultural change.
- Authors: Goriss-Hunter, Anitra , Echter, Adele , Firmin, Sally , Oseni, Taiwa
- Date: 2018
- Type: Text , Journal article
- Relation: Studies in Adult Education Vol. 24, no. 3 (2018), p. 3-9
- Full Text:
- Reviewed:
- Description: Research on gender and education in industrialised and developing countries suggests that schools and universities are sites of ‘doing’ rather than ‘undoing’ gender. Deutsch (2007) contends that ‘doing gender’ refers to social interactions that reproduce conventional and limiting notions of gender construction and that ‘undoing gender’ refers to social interactions that reduce gender difference and open up other possibilities. In this paper we consider how educational institutions can be strategic sites of influence in undoing gender and we investigate some ways that gender is ‘undone’ through the example of the work of the Science, Engineering and Information Technology Women’s Group (SEITWG) located in the Faculty of Science and Technology at Federation University Australia. For this purpose, a self-study methodology understood as a professional reflection was used. The paper explores how the informal coalition of SEITWG works as ‘wilful subjects’, on the one hand, coming up against some of the ‘brick walls’ of dominant discourse that attempt to limit women’s participation in STEMM (science, technology, engineering, mathematics, and medicine). On the other hand, SEITWG attempts to move beyond the restrictions of conventional gender narratives to encourage more women to participate in STEMM by foregrounding the presence of women already active in the area; mentoring women students and staff; supporting a range of their colleagues’ endeavours to research and teach for inclusion; embedding gender analysis into the curriculum; and promoting workplace cultural change.
The bridges and barriers model of support for high-functioning students with ASD in mainstream schools
- Holcombe, Wendy, Plunkett, Margaret
- Authors: Holcombe, Wendy , Plunkett, Margaret
- Date: 2016
- Type: Text , Journal article
- Relation: Australian Journal of Teacher Education Vol. 41, no. 9 (2016), p. 27-47
- Full Text:
- Reviewed:
- Description: Abstract: National statistics indicate the ongoing challenge of catering for the unique needs of students with Autism Spectrum Disorder (ASD) within the context of inclusive education. Higher rates of difficulty and poorer outcomes are experienced by this cohort when compared to both the general population and others within the disability sector. The perspectives of educators from a variety of roles were examined to identify factors impacting upon the educational experience of high-functioning students with ASD to determine how they could be supported more effectively. Findings indicate despite extensive educational experience and considerable knowledge of ASD, many educators lack an understanding of how to identify individual student needs, and also of specific impacts of ASD and appropriate supportive strategies. Emerging from the data, the Bridges and Barriers Model of Support (BBMS) provides inclusive school communities with a framework for planning a shared understanding of student strengths, identified challenges, supportive strategies and specific targets for success.
- Authors: Holcombe, Wendy , Plunkett, Margaret
- Date: 2016
- Type: Text , Journal article
- Relation: Australian Journal of Teacher Education Vol. 41, no. 9 (2016), p. 27-47
- Full Text:
- Reviewed:
- Description: Abstract: National statistics indicate the ongoing challenge of catering for the unique needs of students with Autism Spectrum Disorder (ASD) within the context of inclusive education. Higher rates of difficulty and poorer outcomes are experienced by this cohort when compared to both the general population and others within the disability sector. The perspectives of educators from a variety of roles were examined to identify factors impacting upon the educational experience of high-functioning students with ASD to determine how they could be supported more effectively. Findings indicate despite extensive educational experience and considerable knowledge of ASD, many educators lack an understanding of how to identify individual student needs, and also of specific impacts of ASD and appropriate supportive strategies. Emerging from the data, the Bridges and Barriers Model of Support (BBMS) provides inclusive school communities with a framework for planning a shared understanding of student strengths, identified challenges, supportive strategies and specific targets for success.
The impact of web-based and face-to-face simulation on patient deterioration and patient safety : Protocol for a multi-site multi-method design
- Cooper, Simon J., Kinsman, Leigh, Chung, Catherine, Cant, Robyn, Boyle, Jayne, Bull, Loretta, Cameron, Amanda, Connell, Cliff, Kim, Jeong-Ah, McInnes, Denise, McKay, Angela, Nankervis, Katrina, Penz, Erika, Rotter, Thomas
- Authors: Cooper, Simon J. , Kinsman, Leigh , Chung, Catherine , Cant, Robyn , Boyle, Jayne , Bull, Loretta , Cameron, Amanda , Connell, Cliff , Kim, Jeong-Ah , McInnes, Denise , McKay, Angela , Nankervis, Katrina , Penz, Erika , Rotter, Thomas
- Date: 2016
- Type: Text , Journal article
- Relation: BMC Health Services Research Vol. 16, no. 1 (2016), p. 1-8
- Full Text:
- Reviewed:
- Description: Background: There are international concerns in relation to the management of patient deterioration which has led to a body of evidence known as the 'failure to rescue' literature. Nursing staff are known to miss cues of deterioration and often fail to call for assistance. Medical Emergency Teams (Rapid Response Teams) do improve the management of acutely deteriorating patients, but first responders need the requisite skills to impact on patient safety. Methods/design: In this study we aim to address these issues in a mixed methods interventional trial with the objective of measuring and comparing the cost and clinical impact of face-to-face and web-based simulation programs on the management of patient deterioration and related patient outcomes. The education programs, known as 'FIRST2ACT', have been found to have an impact on education and will be tested in four hospitals in the State of Victoria, Australia. Nursing staff will be trained in primary (the first 8 min) responses to emergencies in two medical wards using a face-to-face approach and in two medical wards using a web-based version FIRST2ACTWeb. The impact of these interventions will be determined through quantitative and qualitative approaches, cost analyses and patient notes review (time series analyses) to measure quality of care and patient outcomes. Discussion: In this 18 month study it is hypothesised that both simulation programs will improve the detection and management of deteriorating patients but that the web-based program will have lower total costs. The study will also add to our overall understanding of the utility of simulation approaches in the preparation of nurses working in hospital wards. (ACTRN12616000468426, retrospectively registered 8.4.2016). © 2016 The Author(s).
- Authors: Cooper, Simon J. , Kinsman, Leigh , Chung, Catherine , Cant, Robyn , Boyle, Jayne , Bull, Loretta , Cameron, Amanda , Connell, Cliff , Kim, Jeong-Ah , McInnes, Denise , McKay, Angela , Nankervis, Katrina , Penz, Erika , Rotter, Thomas
- Date: 2016
- Type: Text , Journal article
- Relation: BMC Health Services Research Vol. 16, no. 1 (2016), p. 1-8
- Full Text:
- Reviewed:
- Description: Background: There are international concerns in relation to the management of patient deterioration which has led to a body of evidence known as the 'failure to rescue' literature. Nursing staff are known to miss cues of deterioration and often fail to call for assistance. Medical Emergency Teams (Rapid Response Teams) do improve the management of acutely deteriorating patients, but first responders need the requisite skills to impact on patient safety. Methods/design: In this study we aim to address these issues in a mixed methods interventional trial with the objective of measuring and comparing the cost and clinical impact of face-to-face and web-based simulation programs on the management of patient deterioration and related patient outcomes. The education programs, known as 'FIRST2ACT', have been found to have an impact on education and will be tested in four hospitals in the State of Victoria, Australia. Nursing staff will be trained in primary (the first 8 min) responses to emergencies in two medical wards using a face-to-face approach and in two medical wards using a web-based version FIRST2ACTWeb. The impact of these interventions will be determined through quantitative and qualitative approaches, cost analyses and patient notes review (time series analyses) to measure quality of care and patient outcomes. Discussion: In this 18 month study it is hypothesised that both simulation programs will improve the detection and management of deteriorating patients but that the web-based program will have lower total costs. The study will also add to our overall understanding of the utility of simulation approaches in the preparation of nurses working in hospital wards. (ACTRN12616000468426, retrospectively registered 8.4.2016). © 2016 The Author(s).
A descriptive study of health, lifestyle and sociodemographic characteristics and their relationship to known dementia risk factors in rural Victorian communities
- Ervin, Kaye, Pallant, Julie, Terry, Daniel, Bourke, Lisa, Pierce, David, Glenister, Kristen
- Authors: Ervin, Kaye , Pallant, Julie , Terry, Daniel , Bourke, Lisa , Pierce, David , Glenister, Kristen
- Date: 2015
- Type: Text , Journal article
- Relation: Aims Medical Science Vol. 2, no. 3 (2015), p. 246-260
- Full Text:
- Reviewed:
- Description: It is essential to determine the key health risk factors among populations to specifically plan future services and explore interventions that modify risk factors for communities. This aims to reduce risks and delay the onset of chronic conditions, which frequently results in dementia, particularly for small rural communities which experience health workforce shortages, a higher proportion of those in the chronic conditions age group, and reduced access to care. The aim of the study was to determine existing rates of chronic disease, and current lifestyle and sociodemographic factors which may predispose the population to higher risk of dementia. Residents from three shires in rural Victoria, Australia were recruited by random and non-random sampling techniques to complete a survey regarding health perceptions, pre-existing illnesses, health behaviors and social activity in their community. A total of 1474 people completed the survey. Positive factors reported were social participation and low rates of smoking. Negative factors included low rates of physical activity, high rates of obesity and high rates of chronic conditions that indicate significant risk factors for dementia in these communities. Although some factors are modifiable, these communities also have a large population of older residents. This study suggests that community interventions could modify lifestyle risk factors in these rural communities. These lifestyle factors, age of residents and the current chronic conditions are also important for rural service planning to increase preventive actions, and warn of the likely increase in the number of people developing chronic conditions with predispositon to dementia.
- Authors: Ervin, Kaye , Pallant, Julie , Terry, Daniel , Bourke, Lisa , Pierce, David , Glenister, Kristen
- Date: 2015
- Type: Text , Journal article
- Relation: Aims Medical Science Vol. 2, no. 3 (2015), p. 246-260
- Full Text:
- Reviewed:
- Description: It is essential to determine the key health risk factors among populations to specifically plan future services and explore interventions that modify risk factors for communities. This aims to reduce risks and delay the onset of chronic conditions, which frequently results in dementia, particularly for small rural communities which experience health workforce shortages, a higher proportion of those in the chronic conditions age group, and reduced access to care. The aim of the study was to determine existing rates of chronic disease, and current lifestyle and sociodemographic factors which may predispose the population to higher risk of dementia. Residents from three shires in rural Victoria, Australia were recruited by random and non-random sampling techniques to complete a survey regarding health perceptions, pre-existing illnesses, health behaviors and social activity in their community. A total of 1474 people completed the survey. Positive factors reported were social participation and low rates of smoking. Negative factors included low rates of physical activity, high rates of obesity and high rates of chronic conditions that indicate significant risk factors for dementia in these communities. Although some factors are modifiable, these communities also have a large population of older residents. This study suggests that community interventions could modify lifestyle risk factors in these rural communities. These lifestyle factors, age of residents and the current chronic conditions are also important for rural service planning to increase preventive actions, and warn of the likely increase in the number of people developing chronic conditions with predispositon to dementia.
Management of Maternal and Child Health Services in Victoria Australia : Education or Health Portfolio
- Breach, Rayleen, Jones, Linda, Sheeran, Leanne
- Authors: Breach, Rayleen , Jones, Linda , Sheeran, Leanne
- Date: 2014
- Type: Text , Journal article
- Relation: International Journal of Nursing Vol. 1, no. 2 (2014), p. 103-114
- Full Text:
- Reviewed:
- Description: In Victoria, Maternal and Child Health (MCH) service is currently located within the State Government’s Department of Education and EarlyChildhood Development (DEECD) portfolio. This department is accountable for the planning and provision of early childhood services in partnership with local government. The MCH service has experienced many changes in State Government departmental portfolios over the years.It was therefore considered relevant to explore the knowledge, attitudes and beliefs held by the MCH workforce in regards to the portfolio that they considered should manage the MCH service.A qualitative exploratory descriptive approach was used to explore the Knowledge, attitudes and beliefs of the Victorian MCH nurses regarding the positioning portfolio for the service. The involved interviewing 12 key stakeholders and 36 MCH nurses until data saturation was reached. Presented are the findings that indicated that the majority of the participants believed that the service did not belong well currently in either Victorian Government Education or Health portfolio. The strength of this opinion, however, highlights the need for some collaborative discussion with all concerned parties in order to appropriately position the MCH service in order to achieve optimum outcomes for children in Victoria.
- Authors: Breach, Rayleen , Jones, Linda , Sheeran, Leanne
- Date: 2014
- Type: Text , Journal article
- Relation: International Journal of Nursing Vol. 1, no. 2 (2014), p. 103-114
- Full Text:
- Reviewed:
- Description: In Victoria, Maternal and Child Health (MCH) service is currently located within the State Government’s Department of Education and EarlyChildhood Development (DEECD) portfolio. This department is accountable for the planning and provision of early childhood services in partnership with local government. The MCH service has experienced many changes in State Government departmental portfolios over the years.It was therefore considered relevant to explore the knowledge, attitudes and beliefs held by the MCH workforce in regards to the portfolio that they considered should manage the MCH service.A qualitative exploratory descriptive approach was used to explore the Knowledge, attitudes and beliefs of the Victorian MCH nurses regarding the positioning portfolio for the service. The involved interviewing 12 key stakeholders and 36 MCH nurses until data saturation was reached. Presented are the findings that indicated that the majority of the participants believed that the service did not belong well currently in either Victorian Government Education or Health portfolio. The strength of this opinion, however, highlights the need for some collaborative discussion with all concerned parties in order to appropriately position the MCH service in order to achieve optimum outcomes for children in Victoria.
At last count : Engineering undergraduates in 21st Century Australia
- Authors: Dobson, Ian
- Date: 2013
- Type: Text , Journal article
- Relation: World Transactions on Engineering and Technology Education Vol. 10, no. 4 (2013), p. 253-257
- Full Text:
- Reviewed:
- Description: The number of enrolments in undergraduate programmes in engineering has grown at more than the national average this century. The main areas of enrolment growth in Australian higher education have been of women and overseas students, and the latter group has been particularly relevant in the case in engineering. The analysis undertaken for this article is based on statistical data from the ministry responsible for Australia's tertiary education. However, women remain underrepresented in engineering programmes, and there is a risk that the high proportion of overseas students means that Australia is exporting engineering talent at a cost to the development of its own knowledge-intensive labour force. © 2012 WIETE.
- Description: 2003010825
- Authors: Dobson, Ian
- Date: 2013
- Type: Text , Journal article
- Relation: World Transactions on Engineering and Technology Education Vol. 10, no. 4 (2013), p. 253-257
- Full Text:
- Reviewed:
- Description: The number of enrolments in undergraduate programmes in engineering has grown at more than the national average this century. The main areas of enrolment growth in Australian higher education have been of women and overseas students, and the latter group has been particularly relevant in the case in engineering. The analysis undertaken for this article is based on statistical data from the ministry responsible for Australia's tertiary education. However, women remain underrepresented in engineering programmes, and there is a risk that the high proportion of overseas students means that Australia is exporting engineering talent at a cost to the development of its own knowledge-intensive labour force. © 2012 WIETE.
- Description: 2003010825
Promoting the development of children's emotional and social wellbeing in early childhood settings : How can we enhance the capability of educators to fulfil role expectations?
- Temple, Elizabeth, Emmett, Susan
- Authors: Temple, Elizabeth , Emmett, Susan
- Date: 2013
- Type: Text , Journal article
- Relation: Australasian Journal of Early Childhood Vol. 38, no. 1 (2013), p. 66-72
- Full Text:
- Reviewed:
- Description: This article discusses the expectations implicit in both Early Years Learning and National Quality Frameworks regarding the role of early childhood educators in promoting the development of children's social and emotional wellbeing. There is a specific focus on factors that may impact on the ability of early childhood educators to successfully adjust their practice to meet these expectations. Suggestions are made in relation to the training and education of pre-service teachers and the professional development of the current early childhood workforce to ensure that all early childhood educators are able to promote the development of social and emotional wellbeing in children. Copyright 2013. All rights reserved by Early Childhood Australia Inc.
- Description: 2003011108
- Authors: Temple, Elizabeth , Emmett, Susan
- Date: 2013
- Type: Text , Journal article
- Relation: Australasian Journal of Early Childhood Vol. 38, no. 1 (2013), p. 66-72
- Full Text:
- Reviewed:
- Description: This article discusses the expectations implicit in both Early Years Learning and National Quality Frameworks regarding the role of early childhood educators in promoting the development of children's social and emotional wellbeing. There is a specific focus on factors that may impact on the ability of early childhood educators to successfully adjust their practice to meet these expectations. Suggestions are made in relation to the training and education of pre-service teachers and the professional development of the current early childhood workforce to ensure that all early childhood educators are able to promote the development of social and emotional wellbeing in children. Copyright 2013. All rights reserved by Early Childhood Australia Inc.
- Description: 2003011108