List of Titles

The lived experience of Australian opioid replacement therapy recipients in a community-based program in regional Victoria

- Patil, Tejaswini, Cash, Penelope, Cant, Robyn, Mummery, Jane, Penney, Wendy

Authors: Patil, Tejaswini , Cash, Penelope , Cant, Robyn , Mummery, Jane , Penney, Wendy
Date: 2019
Type: Text , Journal article
Relation: Drug and Alcohol Review Vol. 38, no. 6 (2019), p. 656-663
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Description: Introduction and Aims Treatment of opioid dependence through opioid replacement therapy is widely recognised as effective. Nonetheless, while there has been a community-based program in the state of Victoria for over two decades, consumer experiences have received little attention. This study aimed to describe the experiences of opioid replacement therapy consumers living in rural and regional areas of the state. Design and Methods A qualitative design employed an interpretative phenomenological approach. Sixteen consumers were interviewed. Thematic analysis was conducted by the researchers to examine the phenomena of consumers ' experiences and findings were verified by a stakeholder group. Results Findings centred on themes of consumers ' experience of becoming recipients; consumer perceptions of pharmacists and pharmacy settings and psychosocial impacts on consumers. A majority of participants believed opioid replacement therapy brought increased normality to their life, however systemic and psychosocial barriers impacted on well-being. The pharmacy setting itself as a public dosing space commonly provoked feelings of stigma and discrimination among consumers. Other barriers prominently reported were restrictions on number of takeaways, cost of dispensing and lack of access to medical practitioners and allied supports. Discussion and Conclusions There were psychosocial impacts on opioid replacement therapy consumers relating to financial and social burdens, stigma and discrimination. Access to medical care and a choice of pharmacy appeared to be restricted in rural regions. The findings suggest a need to address, in particular, the financial and dispensing point burdens experienced by consumers to facilitate program retention.

Deconstructing contributing factors to bullying and lateral violence in nursing using a postcolonial feminist lens

- Croft, Rhonda, Cash, Penelope

Authors: Croft, Rhonda , Cash, Penelope
Date: 2012
Type: Text , Journal article
Relation: Contemporary Nurse Vol. 42, no. 2 (2012), p. 226-242
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Description: Bullying and lateral violence is a reality in the workplace for many nurses and has been explored in nursing literature for at least three decades. Using a postcolonial feminist approach this paper examines what contributes to bullying and lateral violence in the nursing workplace by deconstructing the fi ndings from a British Columbia Nurses Union and Union of Psychiatric Nurses study. Theories of oppression and organizational context which have appeared in the literature serve to inform the discussion. A postcolonial lens provides an opportunity to come to grips with the insidiousness of bullying and lateral violence. An adaption of Phillips, Lawrence, and Hardy's (2004) framework is used to unpack discourses, actions, texts, and organizational practices to challenge taken-for-granted hegemonies in the workplace. Taking this different view has enabled new prisms of understanding to emerge from the contributing factors identifi ed in the study. Based on this analysis it is clear that bullying and lateral violence is deeply institutionalized. Nurses, managers, and organizations need to interrupt and interrogate the embeddedness of bullying and lateral violence in order to create a civil workplace. © eContent Management Pty Ltd.

Enhancing care for older people living in nursing homes in rural Australia using action learning as a catalyst for change

- Penney, Wendy, Meyer, Julienne, Cash, Penelope, Clinnick, Lisa, Martin, Louise

Authors: Penney, Wendy , Meyer, Julienne , Cash, Penelope , Clinnick, Lisa , Martin, Louise
Date: 2017
Type: Text , Journal article
Relation: Action Learning: Research and Practice Vol. 14, no. 1 (2017), p. 62-71
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Description: The implementation of action learning workshops in three nursing homes in rural Victoria, Australia has been critical in the re-visioning of how care can be enhanced for residents. The workshops were designed with the intent of improving quality of care for residents by providing health care staff with opportunities to learn together and effect cultural change. Valuing what was accomplished well in these nursing homes was the starting point. The project was funded by a Commonwealth Government Rural Education Grant and was based on ‘My Home Life’ a popular programme that promotes quality of life and delivers positive change in care homes for older people across the United Kingdom. This paper provides an account of the project including key components of the action learning workshops and subsequent evaluation of the programme conducted in Australia. The lessons learnt throughout this project have provided the impetus to continue using appreciative inquiry and action learning to involve participants in reflecting on their practice, valuing what they do well while identifying areas that require change. Working together in a safe and respectful space provides participants with opportunity to harness their own collective wisdom and as the health professionals in this project experienced, also learn valuable skills that support progressive action that makes a difference to older people’s lives. © 2017 Informa UK Limited, trading as Taylor & Francis Group.

Writing reflexively to illuminate the meanings in cultural safety

- Cash, Penelope, Moffitt, Pertice, Fraser, Joanna, Grewal, Sukhdev, Holmes, Vicki, Mahara, Star, Ross, Charlotte, Nagel, Dan

Authors: Cash, Penelope , Moffitt, Pertice , Fraser, Joanna , Grewal, Sukhdev , Holmes, Vicki , Mahara, Star , Ross, Charlotte , Nagel, Dan
Date: 2013
Type: Text , Journal article
Relation: Reflective Practice Vol. 14, no. 6 (2013), p. 825-839
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Description: With the introduction of cultural safety into nursing curricula, educators are grappling with ways to take their own understanding of the concept to create culturally safe places in their educational environments. The purpose of this paper is to share a process of writing as inquiry to surface new meanings in what might ontologically be understood as culturally safe environments. The writing illuminates individual and collective meanings of cultural safety from the perspectives of eight Canadian nurse educators. Using aesthetic texts and hermeneutic approaches, the meaning of cultural safety is exposed. Fluid depictions of the self as other, along with politicized taken for granted practices and multiple fields of meaning, bring clarity to a view that knowledge is always partial. Since knowledge is co-constructed, situated and socially produced, the representations of our evolving stories and cycles of reflection hold to an element of partiality in epistemological privilege The various texts shared offer insight into thinking about culturally safe spaces as horizons of new meaning. The implications for nursing education are in recognizing locations for both the educators and the learners. These writing and interpretive processes can be integrated into curricula to strengthen reflexive and relational practice. © 2013 Taylor & Francis.

Stigma and developmental disabilities in nursing practice and education

- Whiteley, Annette, Kurtz, Donna, Cash, Penelope

Authors: Whiteley, Annette , Kurtz, Donna , Cash, Penelope
Date: 2016
Type: Text , Journal article
Relation: Issues in Mental Health Nursing Vol. 37, no. 1 (2016), p. 26-33
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Description: Individuals with developmental disabilities (DD) experience stigma, discrimination, and barriers, including access to appropriate health care, that restrict their ability to be equal participants in society. In this study, underlying contexts, assumptions, and ways of acting are investigated that perpetuate inequalities and pejorative treatment toward those with disabilities. Several nurse researchers and educators suggest specific content for, or approaches to, education about DD. Critical pedagogy that employs cultural competency and a disability studies' framework to guide curriculum and course development will allow assumptions underlying common health care practices that oppress and other people with disabilities to be exposed and changed.

A narrative review of pharmacotherapy treatment for opioid addiction and application in a community-based model in Victoria, Australia

- Vishwanath, Tejaswini, Cash, Penelope, Penney, Wendy, Cant, Robyn

Authors: Vishwanath, Tejaswini , Cash, Penelope , Penney, Wendy , Cant, Robyn
Date: 2020
Type: Text , Journal article
Relation: International Journal of Mental Health and Addiction Vol. 18, no. 1 (2020), p. 66-76
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Description: To review the literature regarding the value and consumer focus of research on opioid replacement therapy (ORT) programs, relevant to the Australian rural context and community pharmacy. We conducted a narrative review of literature published between 1995 and 2015, searching EBSCOhost, PubMed and Google Scholar. Three authors collaborated to screen and synthesise studies. Effectiveness, cost affordability, diversion and retention benefits were reported from pharmacological or prescribers’ or dispensers’ standpoint. Research was fragmented and evaluated contributions of these individual types of stakeholders with less discussion of consumers, or consumers’ everyday experiences of ORT. No studies took into account consumers’ psychosocial aspects or power discourses. We found ORT as a beneficial treatment for opioid dependence is well researched, although overall Australian program evaluation was lacking. A gap within ORT literature should be addressed by making consumer experiences central in designs for future research and for program evaluation. © 2018, Springer Science+Business Media, LLC, part of Springer Nature.

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