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Kuliukas L, Brown J, Bosco A, Bradfield Z. Continuity or team-teaching approach for midwifery education? An exploratory qualitative study of student and academic preferences. Women Birth 2023; 36:177-183. [PMID: 36336569 DOI: 10.1016/j.wombi.2022.10.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/14/2022] [Revised: 10/24/2022] [Accepted: 10/29/2022] [Indexed: 11/06/2022]
Abstract
BACKGROUND The content of midwifery courses is very similar across universities. The teaching approach is not, with universities adopting a variety of pedagogical methods. AIM To explore views of midwifery students, midwifery academics and senior academic managers comparing a continuity approach where one main academic provides the majority of midwifery content plus pastoral care compared with a team-teaching approach of midwifery education where lecturers change throughout the course. METHODS Semi-structured interviews and focus groups were used to discover thoughts, benefits and disadvantages of two teaching approaches. Data were analysed using thematic analysis. FINDINGS Midwifery students and academics valued relationship building, consistency of advice and assessment expectations of the continuity approach but also appreciated a variety of teaching styles and content found in the team-teaching approach. Senior academic managers favoured a team-teaching approach due to workload concerns. DISCUSSION Continuity and team-teaching pedagogical approaches offer different advantages. Continuity in midwifery education may provide students with a meaningful trusting relationship with their teacher and consistency of information, which could aid learning. A team-teaching approach provides students with diversity of teaching styles and midwifery 'stories'. A combination of both pedagogies offering both a mix of teachers and a named 'go-to' mentor might help meet student requirements for both continuity and variety. CONCLUSION Relationship building, consistency and trust, were all evident in the continuity approach whereas the team-teaching approach was considered to be a more sustainable workload model.
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Affiliation(s)
- Lesley Kuliukas
- Curtin University School of Nursing, GPO Box U1987, Perth, Western Australia 6845, Australia.
| | - Janie Brown
- Curtin University School of Nursing, GPO Box U1987, Perth, Western Australia 6845, Australia.
| | - Anna Bosco
- Curtin University School of Nursing, GPO Box U1987, Perth, Western Australia 6845, Australia.
| | - Zoe Bradfield
- Curtin University School of Nursing, GPO Box U1987, Perth, Western Australia 6845, Australia.
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Exploring Midwifery Students’ Experiences of Professional Identity Development During Clinical Placement: A Qualitative Study. Nurse Educ Pract 2022; 63:103377. [DOI: 10.1016/j.nepr.2022.103377] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/23/2022] [Revised: 05/08/2022] [Accepted: 06/03/2022] [Indexed: 11/22/2022]
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Ekström‐Bergström A, Thorstensson S, Bäckström C. The concept, importance and values of support during childbearing and breastfeeding - A discourse paper. Nurs Open 2022; 9:156-167. [PMID: 34741500 PMCID: PMC8685869 DOI: 10.1002/nop2.1108] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/19/2021] [Revised: 10/07/2021] [Accepted: 10/14/2021] [Indexed: 02/02/2023] Open
Abstract
BACKGROUND Professional support in childbearing has beneficial effects on childbirth experience, interactions within the family, breastfeeding and medical outcomes. However, more knowledge is needed about prerequisites for professional support to be valuable and satisfactory during childbearing. AIM The aim of this discourse paper is to describe and explore prerequisites for professional support that are of value for women and their families during childbearing as well as how healthcare organizations can be formed to facilitate these prerequisites. DESIGN Discourse paper. METHODS This discourse paper is based on our own experiences and is supported by literature and theory. RESULTS Well-functioning structures and processes facilitate professional support that leads to safe, secure, calm and prepared parents with the ability to handle the challenges of childbearing and parenting. When organizing care in childbearing, prerequisites for support needs must also be considered.
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Affiliation(s)
- Anette Ekström‐Bergström
- Department of Health SciencesUniversity WestTrollhättanSweden
- Research Group Family Centered Health (FamCeH)University of SkövdeSkövdeSweden
- School of Health SciencesUniversity of SkövdeSkövdeSweden
| | - Stina Thorstensson
- Research Group Family Centered Health (FamCeH)University of SkövdeSkövdeSweden
- School of Health SciencesUniversity of SkövdeSkövdeSweden
| | - Caroline Bäckström
- Research Group Family Centered Health (FamCeH)University of SkövdeSkövdeSweden
- School of Health SciencesUniversity of SkövdeSkövdeSweden
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Sheehan A, Elmir R, Hammond A, Schmied V, Coulton S, Sorensen K, Arundell F, Keedle H, Dahlen H, Burns E. The midwife-student mentor relationship: Creating the virtuous circle. Women Birth 2021; 35:e512-e520. [PMID: 34702668 DOI: 10.1016/j.wombi.2021.10.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/27/2021] [Revised: 09/22/2021] [Accepted: 10/08/2021] [Indexed: 11/18/2022]
Abstract
BACKGROUND Good mentoring is important for students to support their adjustment to and learning in the clinical environment. The quality of the mentoring relationship is key for students but there is a lack of evidence explaining how a good mentor/mentee relationship establishes and develops over time. AIM To explore the developing relationship between mentors and mentees participating in a structured midwifery mentoring program in one Local Health District in Sydney, Australia. METHODS A qualitative interpretive descriptive research design was utilised. Data were collected using 10 focus groups with midwife mentors (n = 31) and seven focus groups and four interviews with Bachelor of Midwifery student mentees (n = 24), over a 12-month period. Thematic analysis using an inductive approach was applied incorporating constant comparison to identify themes and sub-themes. FINDINGS Three overarching themes and three sub-themes were identified. The first theme was 'The great unknown'. Within the second theme 'Building the relationship' were three subthemes: trying to connect; becoming known; and an insider on your side. The final theme 'the virtuous circle' described the reciprocal relationship and benefits that developed between mentor and mentee. DISCUSSION The mentor/mentee relationship took time to develop and went through a number of phases. A positive mentor/ mentee relationship flattened hierarchical differences, increased student confidence and capacity for learning, and reflected the midwifery continuity of care relationship between midwife and woman built on respect and partnership. CONCLUSION Developing a successful midwifery mentoring relationship takes persistence, reassurance, and mutual disclosure ultimately resulting in a recurring cycle of encouragement and support.
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Affiliation(s)
- A Sheehan
- School of Nursing and Midwifery, Parramatta South Campus, Western Sydney University, NSW, Australia.
| | - R Elmir
- School of Nursing and Midwifery, Parramatta South Campus, Western Sydney University, NSW, Australia.
| | - A Hammond
- School of Nursing and Midwifery, Parramatta South Campus, Western Sydney University, NSW, Australia.
| | - V Schmied
- School of Nursing and Midwifery, Parramatta South Campus, Western Sydney University, NSW, Australia.
| | - S Coulton
- School of Nursing and Midwifery, Parramatta South Campus, Western Sydney University, NSW, Australia.
| | - K Sorensen
- South Western Sydney Local Health District, Australia.
| | - F Arundell
- School of Nursing and Midwifery, Parramatta South Campus, Western Sydney University, NSW, Australia.
| | - H Keedle
- School of Nursing and Midwifery, Parramatta South Campus, Western Sydney University, NSW, Australia.
| | - H Dahlen
- School of Nursing and Midwifery, Parramatta South Campus, Western Sydney University, NSW, Australia.
| | - E Burns
- School of Nursing and Midwifery, Parramatta South Campus, Western Sydney University, NSW, Australia.
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Newton M, Faulks F, Bailey C, Davis J, Vermeulen M, Tremayne A, Kruger G. Continuity of care experiences: A national cross-sectional survey exploring the views and experiences of Australian students and academics. Women Birth 2021; 35:e253-e262. [PMID: 34120862 DOI: 10.1016/j.wombi.2021.05.009] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/16/2021] [Revised: 05/26/2021] [Accepted: 05/28/2021] [Indexed: 10/21/2022]
Abstract
BACKGROUND Continuity of Care Experiences (CoCEs) are a component of all entry-to-practice midwifery programs in Australia and facilitate an understanding of the central midwifery philosophy of woman-centred care and continuity of the therapeutic relationship. The aim of this research was to explore how CoCEs are viewed and experienced by students and academics across Australia. METHODS Students enrolled in Australian midwifery programs and academics who teach into these programs were invited to participate in a cross sectional, web-based survey. Data were analysed using descriptive statistics and free text responses were analysed using content analysis. FINDINGS Four hundred and five students and 61 academics responded to the survey. The CoCE was viewed as a positive and unique learning experience, preparing students to work in midwifery-led continuity models and developing confidence in their midwifery role. Challenges in recruitment, participation in care, and balancing the workload with other course requirements were evident in reports from students, but less understood by academics. Significant personal impact on finances, health and wellbeing of students were also reported. DISCUSSION The value of CoCEs as an experiential learning opportunity is clear, however, many students report being challenged by elements of the CoCE within current models as they try to maintain study-work-life balance. CONCLUSION Innovative course structure that considers and embeds the CoCE requirements within the curricula, in addition to a collective commitment from regulatory bodies, the maternity care sector and Universities to facilitate CoCEs for students may address some of the significant student impacts that are reported by this research.
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Affiliation(s)
- Michelle Newton
- School of Nursing and Midwifery, La Trobe University, Bundoora, Victoria, Australia.
| | - Fiona Faulks
- Rural Department of Nursing and Midwifery, La Trobe University, Bendigo, Victoria, Australia.
| | - Carolyn Bailey
- Nursing and Midwifery, Federation University, Gippsland, Victoria, Australia.
| | - Jenny Davis
- School of Nursing and Midwifery, La Trobe University, Bundoora, Victoria, Australia.
| | - Monique Vermeulen
- School of Nursing and Midwifery, Deakin University, Burwood, Victoria, Australia.
| | - Anne Tremayne
- Nursing and Midwifery, Monash University, Frankston, Victoria, Australia.
| | - Gina Kruger
- College of Health and Biomedicine, Victoria University, Australia.
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Adnani QES, Gilkison A, McAra-Couper J. Strengthening midwifery education through clinical experience: Findings from a qualitative study in Indonesia. Women Birth 2021; 35:87-95. [PMID: 33745822 DOI: 10.1016/j.wombi.2021.03.002] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/14/2020] [Revised: 02/27/2021] [Accepted: 03/02/2021] [Indexed: 11/26/2022]
Abstract
BACKGROUND One of the Indonesian Government's strategies to reduce maternal mortality rates has been to place a midwife in every village to provide midwifery care and facilitate essential primary healthcare services. To increase the numbers of midwives, the Indonesian Government began opening midwifery schools. However, Indonesia's maternal mortality rates remained high. This raises the question of the quality of midwifery education in Indonesia and how this education could be strengthened so that midwifery plays a key role in reducing maternal mortality rates. AIM OF THE RESEARCH The aim of this study was to identify the barriers and enablers to strengthening midwifery education in Indonesia. METHODS A qualitative descriptive approach and in-depth interviews was the method used with 37 participants from 12 midwifery schools in eight cities situated in six provinces in Indonesia. Indonesian midwives, midwifery lecturers, midwifery students, newly graduated midwives, and obstetricians were interviewed in Bahasa Indonesia. Interviews were transcribed, translated, and thematically analysed following Braun and Clark (2006). FINDINGS This article focuses on findings on "midwifery clinical experience", a theme which contained four sub-themes: "effective hands-on clinical experience", "theory-practice gap", "role of the mentor in practice", and "the system in the clinical environment". CONCLUSION This study highlights barriers to preparing midwifery students for obtaining adequate midwifery knowledge and skills during clinical placement. Quality clinical experience would improve knowledge and skills for better preparedness for students to competently meet their role as midwives, contributing to the strengthening of midwifery education in Indonesia.
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Affiliation(s)
- Qorinah Estiningtyas Sakilah Adnani
- Department of Midwifery, Faculty of Health and Environmental Sciences, Auckland University of Technology, South Campus, Auckland 2104, New Zealand; Department of Midwifery, Karya Husada Institute of Health Science, Jl Soekarno Hatta P.O. Box 153, Kediri, East Java 64225, Indonesia.
| | - Andrea Gilkison
- Department of Midwifery, Faculty of Health and Environmental Sciences, Auckland University of Technology, North Campus, Auckland 0627, New Zealand
| | - Judith McAra-Couper
- Department of Midwifery, Faculty of Health and Environmental Sciences, Auckland University of Technology, South Campus, Auckland 2104, New Zealand
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Towards a conceptualisation of woman centred care - A global review of professional standards. Women Birth 2021; 35:31-37. [PMID: 33676876 DOI: 10.1016/j.wombi.2021.02.005] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/08/2020] [Revised: 02/21/2021] [Accepted: 02/22/2021] [Indexed: 11/21/2022]
Abstract
BACKGROUND Woman centred care is purported to underpin Midwifery philosophy. However, the evidence and focus of this concept within midwifery professional standards has yet to be verified. Further to this, woman centred care is, at this time, mostly depicted as a way of assisting, supporting and interacting with a woman and her family. It is however, without a substantive universally accepted definition. OBJECTIVE This study aimed to review midwifery standards documents. An organised and targeted methodology was conducted to identify the approaches to woman centred care that currently underpin midwifery governance. METHODS A comprehensive and specific search for 'woman centred care' was conducted across a global collection of midwifery standards. A professional document was included if it represented either or all of the underpinnings of midwifery education, contained statements related to standards of practice, overall governance or any equivalence. Individual documents were initially searched for the words 'woman centred care', followed by 'women centred care', 'patient/person centred care' and 'client centred care'. FINDINGS An extensive review of 142 documents was undertaken. These included: thirty independent nations, thirty represented by the European Midwives Association and a further twenty-one identified through the International Confederation of Midwives (ICM). The World Health Organisation (WHO), yielded midwifery information from a further sixty-one nations. The phrase 'woman centred care' was located within 3.5% of the documents reviewed. Overall, five examples were found that directly referred to the actual phrase 'woman centred care' and one to the use of 'person centred care'. Therefore, it was established, that at the time of this review, there was limited formal depiction of the concept of woman centred care.
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Kuliukas L, Hauck Y, Sweet L, Vasilevski V, Homer C, Wynter K, Wilson A, Szabo R, Bradfield Z. A cross sectional study of midwifery students' experiences of COVID-19: Uncertainty and expendability. Nurse Educ Pract 2021; 51:102988. [PMID: 33601117 PMCID: PMC7870440 DOI: 10.1016/j.nepr.2021.102988] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/11/2020] [Revised: 01/20/2021] [Accepted: 01/31/2021] [Indexed: 01/09/2023]
Abstract
The impact of COVID-19 on midwifery students is anticipated to be multi-faceted. Our aim was to explore Australian midwifery students' experiences of providing maternity care during the COVID-19 pandemic. In a cross-sectional study 147 students were recruited through social media. Data were collected through an online survey and semi-structured interviews. Surveys were analysed using descriptive statistics; interviews and open text responses were interpreted through qualitative analysis. Findings revealed students found communication from hospitals and universities to be confusing, inconsistent and they relied on mass media and each other to remain updated. Moving to online learning and being isolated from peers made learning difficult. During clinical placements, students felt expendable in terms of their value and contribution, reflected in essential equipment such as personal protective equipment not always being available to them. Witnessing perceived compromised midwifery care increased students' emotional burden, while personal household responsibilities and financial concerns were problematic. One silver lining witnessed was women's appreciation of an improved ‘babymoon’, with fewer visitors, allowing uninterrupted time to establish breastfeeding and connection with their baby. Findings may guide management of midwifery education during future pandemics or health crises for universities and hospitals.
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Affiliation(s)
- Lesley Kuliukas
- Curtin University, Kent St, Bentley, Western Australia, 6102, Australia.
| | - Yvonne Hauck
- Curtin University, Kent St, Bentley, Western Australia, 6102, Australia.
| | - Linda Sweet
- Deakin University, 221 Burwood Hwy, Burwood, Victoria, 3125, Australia.
| | | | - Caroline Homer
- Burnet Institute, 85 Commercial Rd, Melbourne, VIC, 3004, Australia; University of Technology Sydney, 15 Broadway, Ultimo, NSW, 2007, Australia.
| | - Karen Wynter
- Deakin University, 221 Burwood Hwy, Burwood, Victoria, 3125, Australia.
| | - Alyce Wilson
- Burnet Institute, 85 Commercial Rd, Melbourne, VIC, 3004, Australia.
| | - Rebecca Szabo
- University of Melbourne, Parkville, Victoria, 3010, Australia.
| | - Zoe Bradfield
- Curtin University, Kent St, Bentley, Western Australia, 6102, Australia.
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Kuliukas L, Bayes S, Geraghty S, Bradfield Z, Davison C. Graduating midwifery students' preferred model of practice and first job decisions: A qualitative study. Women Birth 2020; 34:61-68. [PMID: 32814673 DOI: 10.1016/j.wombi.2020.07.005] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/11/2020] [Revised: 06/30/2020] [Accepted: 07/19/2020] [Indexed: 11/17/2022]
Abstract
OBJECTIVES To explore and describe the preferred model of practice and first job decisions of final stage midwifery students from three Western Australian universities. DESIGN Qualitative descriptive. SETTING Three Western Australian (WA) universities offering courses leading to registration as a midwife. PARTICIPANTS Twenty-seven midwifery students from undergraduate and postgraduate (pre-registration) courses. METHODS Data were collected from recorded interviews and focus groups. Thematic analysis of interview transcripts was used to identify commonalities. Data saturation guided when recruitment ceased and final sample size was achieved. FINDINGS Participants' preferred model of maternity care was influenced by learning about and witnessing both autonomous midwifery practice and collaborative care during their studies. The greatest influence was clinical experience, with most preferring a continuity of midwifery model (CoM) but first consolidating their practice in a public hospital. Most students reported that they would not choose a private hospital as their first option. Work/life balance was also considered, with some accepting that family commitments and a need to work close to home may prevent them from choosing a CoM model. CONCLUSION AND IMPLICATIONS Although many Australian midwifery students start their midwifery course with preconceived ideology of their eventual workplace, the influences of their educators, clinical placement environment, preceptors and continuity of care experience relationships with women helped determine their final direction. To provide students with the experiences to become woman-centred autonomous practitioners it is important for universities and all maternity care providers to carefully consider their responsibility in how they influence midwifery students in education and practice.
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Affiliation(s)
- Lesley Kuliukas
- Curtin University School of Nursing, Midwifery & Paramedicine, GPO Box U1987, Perth, Western Australia 6845, Australia.
| | - Sara Bayes
- Edith Cowan University, School of Nursing & Midwifery, 270 Joondalup Drive, Joondalup, Western Australia 6027, Australia.
| | - Sadie Geraghty
- Edith Cowan University, School of Nursing & Midwifery, 270 Joondalup Drive, Joondalup, Western Australia 6027, Australia.
| | - Zoe Bradfield
- Curtin University School of Nursing, Midwifery & Paramedicine, GPO Box U1987, Perth, Western Australia 6845, Australia.
| | - Clare Davison
- Edith Cowan University, School of Nursing & Midwifery, 270 Joondalup Drive, Joondalup, Western Australia 6027, Australia.
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Bradfield Z, Hauck Y, Duggan R, Kelly M. Midwives' experiences of learning and teaching being 'with woman': A descriptive phenomenological study. Nurse Educ Pract 2020; 43:102699. [PMID: 32088574 DOI: 10.1016/j.nepr.2020.102699] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/15/2019] [Revised: 12/21/2019] [Accepted: 01/13/2020] [Indexed: 10/25/2022]
Abstract
Being 'with woman' is a fundamental concept of midwifery philosophy. Minimal evidence explicates ways this important construct is learned or taught. This paper reflects one part of a larger study and explored midwives' experiences of learning and teaching related to the phenomenon of being 'with woman'. Using a descriptive phenomenological approach, 31 midwives working in a variety of models in Western Australia were interviewed to explore the phenomenon of being 'with woman'. Rich descriptions of how midwives learned and taught others to be 'with woman' were obtained. Descriptive phenomenology is useful in revealing features of the phenomenon through description of lived experiences of purposively sampled participants. Giorgi's method was used to analyse data from the two main interview questions. The themes for learning to be 'with woman' were observing midwives; inspirational leaders; learning from the women; a variety of experiences enhances learning; and, develops over time. The themes for teaching being 'with woman' were, approaches for teaching; teaching is implicit; reliance on observation, comprehension and assimilation. Insights into the learning and teaching of practices supported by professional philosophy offer educators and leaders new knowledge and ways to enhance the transfer of knowledge and skills of being 'with woman'.
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Affiliation(s)
- Zoe Bradfield
- Curtin University, Hayman Road Bentley, Perth, Western Australia, 6845, Australia; King Edward Memorial Hospital, Subiaco, Bentley, Western Australia, 6845, Australia.
| | - Yvonne Hauck
- Curtin University, Hayman Road Bentley, Perth, Western Australia, 6845, Australia; King Edward Memorial Hospital, Subiaco, Bentley, Western Australia, 6845, Australia
| | - Ravani Duggan
- Curtin University, Hayman Road Bentley, Perth, Western Australia, 6845, Australia
| | - Michelle Kelly
- Curtin University, Hayman Road Bentley, Perth, Western Australia, 6845, Australia
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