List of Titles

Nursing degree students’ clinical placement experiences in Australia: A survey design

- Luders, Elise, Cooper, Simon J., Cant, Robyn, Waters, Donna, Tower, Marion

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**

Nurse educator knowledge, attitude and skills towards using high-fidelity simulation : a study in the vocational education sector

- Akhter, Zainab, Malik, Gulzar, Plummer, Virginia

Authors: Akhter, Zainab , Malik, Gulzar , Plummer, Virginia
Date: 2021
Type: Text , Journal article
Relation: Nurse Education in Practice Vol. 53, no. (2021), p.
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Description: High-fidelity simulation has become an essential educational approach in nurse education globally. Several studies have explored the experience of undergraduate nursing students and educators with high-fidelity simulation; however, none have explored the experience of students in the vocational educational sector. The aim of the study was to explore nurse educators’ knowledge, attitude and skills toward using high-fidelity simulation in the setting of vocational education. An anonymous on-line survey design was conducted at three campuses of a major Australian Technical and Further Education vocational education setting. Forty-eight nurse educators teaching into Diploma of Nursing program for at least six months were invited to participate, 29 participated in the study, a response rate of 60%. Participants expressed lack of knowledge in managing technological issues, simulation facilitation procedures and conducting scenarios. Most participants had positive attitude towards high-fidelity simulation and rated their skills as ‘novice’. An urgent need for nurse educator training was identified to enhance knowledge and skills in technical and scenario management of high-fidelity simulation. A program of supportive mentoring by nurse educator mentors experienced in high-fidelity simulation, engaging with existing simulation associations, will enhance and sustain nurse educator knowledge, attitude and skills in a protected environment further, so that they can optimise training they provide to students for safe quality care of patients in the future. © 2021 Elsevier Ltd

Cloud-assisted gamification for education and learning – recent advances and challenges

- Hakak, Saqib, Noor, Nurul, Ayub, Mohamad, Affal, Hannyzurra, Imran, Muhammad

Authors: Hakak, Saqib , Noor, Nurul , Ayub, Mohamad , Affal, Hannyzurra , Imran, Muhammad
Date: 2019
Type: Text , Journal article
Relation: Computers and Electrical Engineering Vol. 74, no. (2019), p. 22-34
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Description: Gamification has gained considerable interest in education circles due to its capability of enhancing the learning process among students. In the future, it is expected that gamification will overtake the traditional way of learning resulting in issues such as scalability, upgradation of learning modules. To address these issues, merging gamification with cloud computing seems a viable solution. However, the employability of gamification through cloud computing is still in its infant stage. Hence, this article investigates the applicability of gamification through cloud computing and presents a comprehensive survey of state-of-the-art gamification in education and learning. We also identify the subject areas that can be gamified and taught using the cloud service. The critical elements and minimum requirements necessary to gamify education are also identified. Moreover, a specific cloud-assisted gamification architecture is proposed and discussed together with its possible applications. The article is concluded with the research challenges and suggestions for future work. © 2019 Elsevier Ltd. **Please note that there are multiple authors for this article therefore only the name of the first 5 including Federation University Australia affiliate “Muhammad Imran” is provided in this record**

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The Australian nursing and midwifery academic workforce : a cross-sectional study

- East, Leah, Halcomb, Elizabeth, Terry, Daniel, Jackson, Debra, Hutchinson, Marie

Authors: East, Leah , Halcomb, Elizabeth , Terry, Daniel , Jackson, Debra , Hutchinson, Marie
Date: 2024
Type: Text , Journal article
Relation: Nurse Education in Practice Vol. 81, no. (2024), p.
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Description: Aim: To explore the demographics, employment characteristics, job satisfaction and career intentions of the Australian nursing and midwifery academic workforce. Background: The academic workforce is crucial in preparing the next generation of nurses and midwives. Thus, understanding current satisfaction, challenges, opportunities and intentions is important for recruitment and succession planning. Design: Cross-sectional online Australian academic nursing and midwifery survey. Method: Respondents were invited to complete an online survey via social media platforms, advertisements on professional websites and circulation via professional associations. Descriptive and inferential statistics were used to analyse the data. Results: Of the 250 respondents, most were Registered Nurses (n=212), female (n=222), held tenured teaching and research positions (n=126) and were over the age of 50 (n=130). Almost half of respondents held a PhD (n=98), with 55 (43.7 %) of those without a Doctoral qualification indicating no intention in undertaking doctoral studies. Over 85 % (n=213) of respondents indicated working regular unpaid hours. Female respondents had a significantly higher mean annual teaching allocation compared with males who had higher research workload allocations (p=0.033). Job satisfaction and intention to leave academia were linked with workload and perceived value. Job satisfaction was significantly higher among teaching-only and research-only academics (p=0.005). Conclusion: The sustainability of the Australian nursing and midwifery workforce is at risk due to an ageing workforce and some academics' lack of intention in pursuing doctoral studies. Gender inequities emerged as a finding in this study. Workforce strategies are required to address gender disparities and workload imbalances that have an impact on job satisfaction. © 2024

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