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Salamonson Y, Maneze D, Smith BW, Duff J, Theobald KA, Montayre J, McTier L, Donnelly F. Are men treated differently in clinical placements during nursing studies? A cross-sectional study. J Clin Nurs 2023; 32:6354-6365. [PMID: 37269058 DOI: 10.1111/jocn.16760] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/03/2022] [Revised: 01/12/2023] [Accepted: 05/02/2023] [Indexed: 06/04/2023]
Abstract
AIM AND OBJECTIVE To explore the perceptions of nursing students regarding the treatment of men in nursing during their clinical placement. BACKGROUND Negative placement experiences of men who are nursing students is a risk factor for student attrition. Hence, exploring gender disparity in treatment during placement from both men and women studying nursing will contribute to improving student experience and reducing attrition. DESIGN Survey capturing both quantitative and qualitative data. METHODS Nursing students were surveyed between July and September 2021 across 16 Schools of Nursing in Australia. In addition to the Clinical Learning Environment Inventory (CLEI-19), an open-ended question explored if men received different treatment during clinical placement. RESULTS Those who expressed difference in treatment of men were less satisfied with their clinical learning experience (p < .001). Of the 486 (39.6%) who responded to the open-ended question, 152 (31%) indicated a difference in the treatment of men, reporting that men received: (a) better (39%); (b) different, not exclusively better or worse (19%); and (c) worse (42%) treatment from either the clinical facilitator or ward staff. While both men and women perceived gender differences in the treatment of men during placement, men were more likely to report worse treatment. CONCLUSION Despite the advances achieved in recruiting men in nursing, negative experiences during clinical placement are characterised by stereotypes, prejudice and discrimination, adversely impact retention. RELEVANCE TO CLINICAL PRACTICE Nurse educators need to recognise specific support students require during placement regardless of gender. Our findings reinforce the adverse impacts of inequitable treatment on both men and women nursing students on learning, clinical performance, morale and ultimately on retention in the nursing workforce. Addressing gender stereotyping and discrimination in the undergraduate nursing program is an important step in promoting diversity and inclusivity in the nursing workforce.
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Affiliation(s)
- Yenna Salamonson
- School of Nursing, University of Wollongong, Wollongong, New South Wales, Australia
- School of Nursing and Midwifery, Western Sydney University, Penrith, New South Wales, Australia
| | - Della Maneze
- School of Nursing, University of Wollongong, Wollongong, New South Wales, Australia
- School of Nursing and Midwifery, Western Sydney University, Penrith, New South Wales, Australia
| | - Brandon W Smith
- School of Nursing, University of Wollongong, Wollongong, New South Wales, Australia
- School of Nursing and Midwifery, Western Sydney University, Penrith, New South Wales, Australia
| | - Jed Duff
- Centre for Healthcare Transformation, Queensland University of Technology, Brisbane, Queensland, Australia
| | - Karen A Theobald
- School of Nursing, Queensland University of Technology, Brisbane, Queensland, Australia
| | - Jed Montayre
- School of Nursing and Midwifery, Western Sydney University, Penrith, New South Wales, Australia
- School of Nursing, The Hongkong Polytechnic University, Hung Hom, Hongkong SAR, China
| | - Lauren McTier
- School of Nursing and Midwifery, Centre for Quality and Patient Safety Research, Institute for Health Transformation, Deakin University, Geelong, Victoria, Australia
| | - Frank Donnelly
- Adelaide Nursing School, University of Adelaide, Adelaide, South Australia, Australia
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McTier L, Phillips NM, Duke M. Factors Influencing Nursing Student Learning During Clinical Placements: A Modified Delphi Study. J Nurs Educ 2023; 62:333-341. [PMID: 37279976 DOI: 10.3928/01484834-20230404-01] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/08/2023]
Abstract
BACKGROUND Factors identified as important to nursing student clinical learning include the environment, the clinical facilitator, and student human factors. METHOD A modified Delphi study generated clinical nurse educators' expert consensus of the importance of factors that influence student learning during clinical placements. Short-answer questions exploring facilitation of learning were also provided. RESULTS Thirty-four nurse educators participated in the first round, and 17 nurse educators participated in the second round. Final consensus of at least 80% agreement was reached for all factors. Enablers of student learning included a positive workplace culture, student attitude, and clear communication between facilitator and student. Barriers to student learning included lack of time for teaching, short placement duration, and poor student and facilitator attitude. CONCLUSION Further investigation is needed on how these factors are addressed during placements including a review of the quality of resources provided to students and clinical facilitators for student learning. [J Nurs Educ. 2023;62(6):333-341.].
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Fitzgerald S, McTier L, Whitehead C, Masters K, Wynne R. Inter-rater reliability of descriptors for the classification of mucosal pressure injury: A prospective cross-sectional study. Aust Crit Care 2023; 36:179-185. [PMID: 34991951 DOI: 10.1016/j.aucc.2021.12.004] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/04/2021] [Revised: 12/06/2021] [Accepted: 12/06/2021] [Indexed: 10/19/2022] Open
Abstract
BACKGROUND Mucosal pressure injuries (PIs) are usually caused by pressure from essential medical devices. There is no universally accepted criterion for assessment, monitoring, or reporting mucosal PI. Reliable descriptors are vital to benchmark the frequency and severity of this hospital-acquired complication. OBJECTIVES The objective of this study was to determine whether modified Reaper Oral Mucosa Pressure Injury Scale (ROMPIS) descriptors improved the reliability of mucosal PI assessment. Secondary aims were to explore nurses' knowledge of and attitudes toward mucosal PI. METHODS A prospective cross-sectional survey was distributed to nurses from two tertiary affiliated intensive care units via REDCap® to capture demographic data, knowledge, attitudes, and inter-rater reliability (IRR) measures. Nurses were randomised at a 1:1 ratio to original or modified ROMPIS descriptors and classified 12 images of mucosal PI. IRR was assessed using percentage agreement, Fleiss' kappa, and intraclass correlation coefficients. RESULTS The survey response rate was 20.9% (n = 98/468), with 73.5% (n = 72/98) completing IRR measures. Agreement was higher with modified (75%) than original ROMPIS descriptors (69.4%). IRR was fair for the original (κ = 0.30, 95% confidence interval [CI] [0.28, 0.33], z 26.5, p < 0.001) and modified ROMPIS (κ = 0.29, 95% CI [0.26, 0.31], z 25.0, p < 0.001). Intraclass correlation coefficient findings indicated ratings were inconsistent for the original (0.33, 95% CI [0.18, 0.59], F 18.8 (11 df), p < 0.001) and modified ROMPIS (0.31, 95% CI [0.17, 0.57], F 17.6 (11 df), p < 0.001). PI-specific education and risk factor recognition were common. CONCLUSION Modified descriptors had marginally better agreement. Participants understand management and prevention but need to strengthen their perceived capacity for mucosal PI risk assessment. This work provides a foundation for future benchmarking and a platform from which further research to refine and test descriptors specific to mucosal PI can be generated.
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Affiliation(s)
- Simone Fitzgerald
- School of Nursing & Midwifery, Deakin University, 1 Geringhap Street, Geelong, Victoria, Australia; Intensive Care Unit, Austin Health, Studley Road, Heidelberg, Victoria, Australia
| | - Lauren McTier
- School of Nursing & Midwifery, Deakin University, 1 Geringhap Street, Geelong, Victoria, Australia; Centre for Quality & Patient Safety Research, Institute for Health Transformation, Deakin University, Geelong, Australia
| | | | - Kristy Masters
- Intensive Care Unit, Nepean Hospital, Penrith, NSW, Australia
| | - Rochelle Wynne
- School of Nursing & Midwifery, Deakin University, 1 Geringhap Street, Geelong, Victoria, Australia; Western Sydney Nursing & Midwifery Research Centre, Blacktown Clinical & Research School, Western Sydney University & Western Sydney Local Health District, Blacktown Hospital, Marcel Crescent Blacktown, NSW, Australia.
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Wynne R, Rendell G, Sorrell J, McTier L. Health literacy of critical care patients in a remote area health service: A cross-sectional survey. Aust Crit Care 2022:S1036-7314(22)00116-3. [PMID: 36182541 DOI: 10.1016/j.aucc.2022.08.007] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/27/2022] [Revised: 08/04/2022] [Accepted: 08/04/2022] [Indexed: 10/14/2022] Open
Abstract
BACKGROUND Lower life expectancy, higher rates of chronic disease, and poorer uptake of health services are common in remote patient populations. Patients with poor health literacy (HL) are less likely to attend appointments, adhere to medications, and have higher rates of chronic illness. Evidence underpinning the relationship between HL and inequity in remote critical care populations is sparse. OBJECTIVES The primary study aim was to explore a multidimensional HL profile of patients requiring critical care in a remote area health service. Secondary aims were to explore HL in subgroups of the sample and to explore associations between HL and emergency department representation and discharge against medical advice. METHODS This was a cross-sectional study of consecutive eligible patients admitted to the Mount Isa Base Hospital intensive care unit. The Health Literacy Questionnaire was administered in a semistructured interview. RESULTS In a 5-month period, there were 141 patient admissions to the five-bed intensive care unit, 67 patients (47.5%) met inclusion criteria and were not discharged prior to recruitment, and 37 (26.2%) agreed to participate. Participants felt understood and supported by healthcare providers, had sufficient information to manage their health, proactively engaged with healthcare providers, and had strong social supports. More challenging was their capacity to advocate on their own behalf, to explore and appraise information and to navigate healthcare systems. Patients who represented to the emergency department (n = 8, 21.6%) felt more empowered to seek healthcare advice. Of the 11 patients that discharged against medical advice, only one participated in the study. CONCLUSION Trends in the data showed that Aboriginal and Torres Strait Islander participants were marginally less likely to be information explorers and to understand all written information. Findings provide guidance for the development of interventions to progress a reduction in health disparities experienced by this population.
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Affiliation(s)
- Rochelle Wynne
- The Royal Melbourne Hospital, Grattan Street, Parkville, VIC, 3010, Australia; School of Nursing & Midwifery, Deakin University, Gheringhap Street, Geelong, VIC, 3220, Australia.
| | - Georgia Rendell
- School of Nursing & Midwifery, Deakin University, Gheringhap Street, Geelong, VIC, 3220, Australia; Royal Adelaide Hospital, Adelaide, South Australia, Australia
| | - Julie Sorrell
- North West Hospital & Health Service, Mt Isa, QLD, 4825, Australia
| | - Lauren McTier
- School of Nursing & Midwifery, Deakin University, Gheringhap Street, Geelong, VIC, 3220, Australia; Centre for Quality & Patient Safety Research, Institute for Health Transformation, Deakin University, Geelong, Australia
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Coffey E, McTier L, Phillips M. Final Year Undergraduate Nursing Students' Experience of High-Fidelity Simulation: Results of a Survey. Contemp Nurse 2022; 58:355-364. [PMID: 35880888 DOI: 10.1080/10376178.2022.2107039] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
Abstract
BACKGROUND Within a Bachelor of Nursing program, high fidelity simulation optimises student preparation for the clinical environment and promotes consolidation of clinical skills. It is important to research evaluate high fidelity simulation experiences as satisfied students engage in more meaningful learning, which in turn facilitates active and purposeful participation in their simulation experiences. OBJECTIVE The aim of this study was to describe undergraduate nursing students' experience of high-fidelity simulation. DESIGN An exploratory descriptive design. SETTING Three simulation centres within a university located across metropolitan, regional and rural Victoria. PARTICIPANTS Undergraduate students (n= 567) from three campuses completing their final clinical nursing unit were invited to participate in the study. METHODS Students participated in a high-fidelity simulation scenario and immediately after the experience completed a survey that included the Satisfaction with Simulation Experience Scale. Data were analysed using the Statistical Package for the Social Sciences for Windows version 27.0. RESULTS A total of 288 students participated in this study. The majority of students strongly agreed or agreed that high fidelity simulation enhanced their learning (98.9%), developed their clinical reasoning skills (97.2%) and clinical decision making ability (96.9%), and that simulation was a valuable learning experience (99.3%). CONCLUSION Students perceived high-fidelity simulation positively and considered high-fidelity simulation to be a useful teaching and learning strategy.
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Affiliation(s)
- Elyse Coffey
- Associate Professor, Associate Head of School, Teaching and Learning, School of Nursing and Midwifery, Deakin University, Geelong Victoria, 3220 Australia
| | - Lauren McTier
- Associate Professor, Associate Head of School, Teaching and Learning, School of Nursing and Midwifery, Deakin University, Geelong Victoria, 3220 Australia .,Professor Nicole (Nikki), Head of School, Centre for Quality and Patient Safety Research, Deakin University, Geelong Victoria, 3220 Australia
| | - M Phillips
- Associate Professor, Associate Head of School, Teaching and Learning, School of Nursing and Midwifery, Deakin University, Geelong Victoria, 3220 Australia .,Professor Nicole (Nikki), Head of School, Centre for Quality and Patient Safety Research, Deakin University, Geelong Victoria, 3220 Australia
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Montayre J, Alananzeh I, Bail K, Barnewall K, Beament T, Campbell S, Carmody C, Chan A, Donnelly F, Duff J, Ferguson C, Gibson J, Harbour P, Ireland CJ, Liu XL, Luyke P, Maneze D, McDonall J, McTier L, Mulquiney T, O'Brien J, Pelentsov LJ, Ramjan LM, Reedy N, Richards GM, Roche MA, Smith BW, Benjamin JY, Theobald KA, Tori KE, Wall P, Wallis E, Yokota L, Zugai J, Salamonson Y. Development and psychometric testing of the gender misconceptions of men in nursing (GEMINI) scale among nursing students. Contemp Nurse 2022; 58:253-263. [PMID: 35881770 DOI: 10.1080/10376178.2022.2107041] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
Abstract
BACKGROUND Misconceptions about men in nursing may influence recruitment and retention, further perpetuating the gender diversity imbalance in the nursing workforce. Identifying misconceptions and implementing early intervention strategies to address these deep-rooted stereotypes remain challenging but is considered critical to support students who are commencing a nursing career. OBJECTIVE To develop and evaluate the psychometric properties of the 'Gender Misconceptions of meN in nursIng (GEMINI) Scale. DESIGN Cross-sectional survey. METHODS Pre-registration nursing students enrolled in undergraduate nursing programs across 16 nursing institutions in Australia were surveyed from July to September 2021. The 17-item self-report GEMINI Scale measured the gender misconceptions of men in nursing. RESULTS Of the 1410 completed surveys, data from 683 (45%) women were used for exploratory factor analysis showing a one factor structure, while data from 727 men (47%) were used for confirmatory factor analysis of the 17-item GEMINI Scale, which showed a good model fit. The scale demonstrated high internal consistency (Cronbach's alpha of 0.892). Men were found to have higher gender misconceptions (p < 0.001) while respondents who: a) identified nursing as their first career choice (p = 0.002); b) were in their final year of program enrolment (p = 0.016); and c) engaged in health-related paid work (p = 0.002) had lower gender misconceptions. CONCLUSION The GEMINI Scale is a robust, valid, reliable, and easy to administer tool to assess misconceptions about men in nursing, which may potentially influence academic performance and retention. Identifying and addressing specific elements of misconceptions could inform targeted strategies to support retention and decrease attrition among these students. IMPACT STATEMENT Genderism harms nursing, as well as the men and women working in the profession. Recruitment and retention of men into nursing is needed to cultivate male role models and diversify the workforce, however this is impeded by negative portrayals in popular culture and misconceptions entrenched in society.
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Affiliation(s)
- Jed Montayre
- Senior Lecturer, Western Sydney University, School of Nursing and Midwifery, Locked Bag 1797, Penrith NSW 2751, , Twitter: @JedMontayre
| | | | - Kasia Bail
- Associate Professor, University of Canberra, Discipline of Nursing, Ageing Research Group,
| | - Kate Barnewall
- Lecturer, Griffith University, School of Nursing and Midwifery,
| | - Tania Beament
- Director International, Edith Cowan University, School of Nursing and Midwifery,
| | - Steve Campbell
- Professor of Clinical Redesign, Nursing, University of Tasmania, School of Nursing, College of Health and Medicine,
| | - Cathy Carmody
- Lecturer, Griffith University, School of Nursing and Midwifery,
| | - Alex Chan
- Lecturer, University of Wollongong, School of Nursing,
| | - Frank Donnelly
- Head of School, University of Adelaide, Adelaide Nursing School,
| | - Jed Duff
- Chair of Nursing Royal Brisbane and Women's Hospital, Queensland University of Technology, Centre for Healthcare Transformation,
| | - Caleb Ferguson
- Associate Head of School (Research), University of Wollongong, School of Nursing,
| | - Jo Gibson
- Senior Lecturer - Nursing, University of Canberra, School of Nursing, Midwifery & Public Health,
| | - Peta Harbour
- Deputy Head of School, Australian Catholic University, School of Nursing, Midwifery and Paramedicine,
| | - Colin J Ireland
- Lecturer, University of South Australia, Clinical and Health Sciences,
| | - Xian-Liang Liu
- Undergraduate Honours Academic Lead
- Charles Darwin University, College of Nursing and Midwifery,
| | - Patricia Luyke
- Associate Lecturer, University of Southern Queensland, School of Nursing and Midwifery,
| | - Della Maneze
- Research Associate, Western Sydney University, School of Nursing and Midwifery,
| | - Jo McDonall
- Director of Undergraduate Studies, Deakin University, School of Nursing and Midwifery,
| | - Lauren McTier
- Associate Head of School (Teaching and Learning), Deakin University, School of Nursing and Midwifery,
| | - Tameeka Mulquiney
- Lecturer, Charles Sturt University, School of Nursing, Paramedicine and Healthcare Sciences,
| | - Jane O'Brien
- Lecturer, University of Tasmania, School of Nursing, College of Health and Medicine,
| | - Lemuel J Pelentsov
- Program Director, University of South Australia, Clinical and Health Sciences,
| | - Lucie M Ramjan
- Associate Professor, Western Sydney University, School of Nursing and Midwifery,
| | - Natasha Reedy
- Bachelor of Nursing Program Director, University of Southern Queensland, School of Nursing and Midwifery,
| | - Gina M Richards
- Adjunct Lecturer, Edith Cowan University, School of Nursing and Midwifery,
| | - Michael A Roche
- Professor, University of Canberra, Faculty of Health, Adjunct Professor, University of Technology Sydney, School of Nursing and Midwifery,
| | - Brandon W Smith
- Research Assistant, Western Sydney University, School of Nursing and Midwifery,
| | - Jing-Yu Benjamin
- Associate Dean Research, Charles Darwin University, College of Nursing and Midwifery,
| | - Karen A Theobald
- Academic Lead Education, Queensland University of Technology, School of Nursing,
| | - Kathleen E Tori
- Associate Professor, University of Tasmania, School of Nursing,
| | - Peter Wall
- Lecturer, Murdoch University, College of Science, Health, Engineering and Education,
| | - Emily Wallis
- Senior Lecturer, University of Canberra, School of Nursing, Midwifery and Public Health,
| | - Luke Yokota
- Inaugural Chair, Australian College of Nursing, Men in Nursing Working Party,
| | - Joel Zugai
- Lecturer, The University of Notre Dame, Faculty of Medicine, Nursing and Midwifery and Health Sciences,
| | - Yenna Salamonson
- Professor, Western Sydney University, School of Nursing and Midwifery, Locked Bag 1797, Penrith NSW 2751, , Twitter: @salamonson
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Jackson M, McTier L, Brooks LA, Wynne R. The impact of design elements on undergraduate nursing students' educational outcomes in simulation education: protocol for a systematic review. Syst Rev 2022; 11:52. [PMID: 35321731 PMCID: PMC8943933 DOI: 10.1186/s13643-022-01926-3] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/30/2021] [Accepted: 03/11/2022] [Indexed: 12/12/2022] Open
Abstract
BACKGROUND Although simulation-based education (SBE) has become increasingly popular as a mode of teaching in undergraduate nursing courses, its effect on associated student learning outcomes remains ambiguous. Educational outcomes are influenced by SBE quality that is governed by technology, training, resources and SBE design elements. This paper reports the protocol for a systematic review to identify, appraise and synthesise the best available evidence regarding the impact of SBE on undergraduate nurses' learning outcomes. METHODS Databases to be searched from 1 January 1990 include the Cumulative Index to Nursing and Allied Health Literature (CINAHL), the Medical Literature Analysis and Retrieval System Online (MEDLINE), American Psychological Association (APA) PsycInfo and the Education Resources Information Centre (ERIC) via the EBSCO host platform. The Excerpta Medica database (EMBASE) will be searched via the OVID platform. We will review the reference lists of relevant articles for additional citations. A combination of search terms including 'nursing students', 'simulation training, 'patient simulation' and 'immersive simulation' with common Boolean operators will be used. Specific search terms will be combined with either MeSH or Emtree terms and appropriate permutations for each database. Search findings will be imported into the reference management software (Endnote© Version.X9) then uploaded into Covidence where two reviewers will independently screen the titles, abstracts and retrieved full text. A third reviewer will be available to resolve conflicts and moderate consensus discussions. Quantitative primary research studies evaluating the effect of SBE on undergraduate nursing students' educational outcomes will be included. The Mixed Methods Appraisal Tool (MMAT) will be used for the quality assessment of the core criteria, in addition to the Cochrane RoB 2 and ROBINS-I to assess the risk of bias for randomised and non-randomised studies, respectively. Primary outcomes are any measure of knowledge, skills or attitude. DISCUSSION SBE has been widely adopted by healthcare disciplines in tertiary teaching settings. This systematic review will reveal (i) the effect of SBE on learning outcomes, (ii) SBE element variability and (iii) interplay between SBE elements and learning outcome. Findings will specify SBE design elements to inform the design and implementation of future strategies for simulation-based undergraduate nursing education. SYSTEMATIC REVIEW REGISTRATION PROSPERO CRD42021244530.
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Affiliation(s)
- Matthew Jackson
- School of Nursing & Midwifery, Deakin University, 1 Gheringhap Street, Geelong, VIC, Australia
| | - Lauren McTier
- School of Nursing & Midwifery, Deakin University, 1 Gheringhap Street, Geelong, VIC, Australia.,Centre for Quality & Patient Safety Research, Deakin University, 1 Gheringhap Street, Geelong, VIC, Australia.,Institute for Health Transformation, Deakin University, 1 Gheringhap Street, Geelong, VIC, Australia
| | - Laura A Brooks
- School of Nursing & Midwifery, Deakin University, 1 Gheringhap Street, Geelong, VIC, Australia.,Institute for Health Transformation, Deakin University, 1 Gheringhap Street, Geelong, VIC, Australia
| | - Rochelle Wynne
- School of Nursing & Midwifery, Deakin University, 1 Gheringhap Street, Geelong, VIC, Australia. .,Western Sydney Nursing & Midwifery Research Centre, Blacktown Clinical & Research School, Western Sydney University & Western Sydney Local Health District, Blacktown Hospital, Marcel Crescent, Blacktown, NSW, Australia. .,School of Nursing & Midwifery, Western Sydney University, Locked Bag, Penrith, NSW, 1797, Australia.
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Wynter K, Redley B, Holton S, Manias E, McDonall J, McTier L, Hutchinson AM, Kerr D, Lowe G, Phillips NNM, Rasmussen B. Depression, anxiety and stress among Australian nursing and midwifery undergraduate students during the COVID-19 pandemic: a cross-sectional study. Int J Nurs Educ Scholarsh 2021; 18:ijnes-2021-0060. [PMID: 34889085 DOI: 10.1515/ijnes-2021-0060] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/01/2021] [Accepted: 11/17/2021] [Indexed: 11/15/2022]
Abstract
OBJECTIVES To assess depression, anxiety and stress among undergraduate nursing and midwifery students during the COVID-19 pandemic, and identify socio-demographic and educational characteristics associated with higher depression, anxiety and stress scores. METHODS Cross-sectional study during August-September 2020, using an anonymous, online, self-administered survey. E-mail invitations with a survey link were sent to 2,907 students enrolled in the Bachelor of Nursing suite of courses, offered across four campuses of a single university in Victoria, Australia. Depression, anxiety and stress were assessed using the DASS-21. Data on socio-demographic and educational characteristics, self-rated physical health and exposure to COVID-19 were also collected. DASS-21 subscale scores were compared with existing data for various pre-pandemic and COVID-19 samples. Multiple regression was used to investigate factors associated with higher scores on depression, anxiety and stress subscales. RESULTS The response rate was 22% (n=638). Mean scores on all DASS-21 subscales were significantly higher (p<0.001) than means from all comparative sample data. The proportions of students reporting moderate to severe symptoms of depression, anxiety and stress were 48.5%, 37.2% and 40.2% respectively. Being a woman, being younger, having completed more years of study and having poorer self-rated general health were all significantly associated (p<0.05) with higher scores on at least one DASS-21 subscale. CONCLUSIONS Almost half of participants reported at least moderate symptoms of depression; more than a third reported at least moderate symptoms of anxiety or stress. Poor psychological wellbeing can impact students' successful completion of their studies and therefore, has implications for nursing and midwifery workforce recruitment and retention. During and after pandemics, universities should consider screening undergraduate students not only for anxiety and stress, but also for depression. Clear, low-cost referral pathways should be available, should screening indicate that further diagnosis or treatment is required.
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Affiliation(s)
- Karen Wynter
- School of Nursing and Midwifery, The Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Deakin University, Geelong, VIC, Australia.,The Centre for Quality and Patient Safety Research - Western Health Partnership, St Albans, VIC, Australia
| | - Bernice Redley
- School of Nursing and Midwifery, The Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Deakin University, Geelong, VIC, Australia.,The Centre for Quality and Patient Safety Research - Monash Health Partnership, Monash Health, VIC, Australia
| | - Sara Holton
- School of Nursing and Midwifery, The Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Deakin University, Geelong, VIC, Australia.,The Centre for Quality and Patient Safety Research - Western Health Partnership, St Albans, VIC, Australia
| | - Elizabeth Manias
- School of Nursing and Midwifery, The Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Deakin University, Geelong, VIC, Australia
| | - Jo McDonall
- School of Nursing and Midwifery, The Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Deakin University, Geelong, VIC, Australia
| | - Lauren McTier
- School of Nursing and Midwifery, The Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Deakin University, Geelong, VIC, Australia
| | - Alison M Hutchinson
- School of Nursing and Midwifery, The Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Deakin University, Geelong, VIC, Australia.,The Centre for Quality and Patient Safety Research - Monash Health Partnership, Monash Health, VIC, Australia
| | - Debra Kerr
- School of Nursing and Midwifery, The Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Deakin University, Geelong, VIC, Australia
| | - Grainne Lowe
- School of Nursing and Midwifery, The Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Deakin University, Geelong, VIC, Australia
| | - Nicole Nikki M Phillips
- School of Nursing and Midwifery, The Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Deakin University, Geelong, VIC, Australia
| | - Bodil Rasmussen
- School of Nursing and Midwifery, The Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Deakin University, Geelong, VIC, Australia.,The Centre for Quality and Patient Safety Research - Western Health Partnership, St Albans, VIC, Australia.,Faculty of Health and Medical Sciences, University of Copenhagen, Copenhagen, Denmark.,Steno Diabetes Center, Faculty of Health Sciences, University of Southern Denmark, Odense, Denmark
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9
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Rasmussen B, Hutchinson A, Lowe G, Wynter K, Redley B, Holton S, Manias E, Phillips N, McDonall J, McTier L, Kerr D. The impact of covid-19 on psychosocial well-being and learning for australian nursing and midwifery undergraduate students: a cross-sectional survey. Nurse Educ Pract 2021; 58:103275. [PMID: 34922092 PMCID: PMC8662551 DOI: 10.1016/j.nepr.2021.103275] [Citation(s) in RCA: 18] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/21/2021] [Revised: 10/20/2021] [Accepted: 12/07/2021] [Indexed: 02/07/2023]
Abstract
Aim To explore the impact of COVID-19 on psychosocial well-being and learning for nursing and midwifery undergraduate students in an Australian university. Background The World Health Organization has reported a substantial psychological impact of COVID-19 on healthcare professionals to date. Evidence is lacking, however, regarding university nursing and midwifery students of the pandemic and its impact on their educational preparation and/or clinical placement during the COVID-19 pandemic. Design Cross-sectional survey of nursing and midwifery undergraduate students enrolled in the Bachelor of Nursing suite of courses from the study institution in August- September 2020. Methods A cross-sectional self-administered anonymous online survey was distributed to current nursing and midwifery undergraduate students. The survey included three open-ended questions; responses were thematically analysed. Results Of 2907 students invited, 637 (22%) responded with 288 of the respondents (45%) providing a response to at least one of the three open-ended questions. Three major themes associated with the impact of the pandemic on psychosocial well-being and learning were identified: psychosocial impact of the pandemic, adjustment to new modes of teaching and learning, and concerns about course progression and career. These themes were underpinned by lack of motivation to study, feeling isolated, and experiencing stress and anxiety that impacted on students’ well-being and their ability to learn and study. Conclusions Students were appreciative of different and flexible teaching modes that allowed them to balance their study, family, and employment responsibilities. Support from academic staff and clinical facilitators/mentors combined with clear and timely communication of risk management related to personal protective equipment (PPE) in a healthcare facility, were reported to reduce students’ stress and anxiety. Ways to support and maintain motivation among undergraduate nursing and midwifery students are needed.
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Affiliation(s)
- Bodil Rasmussen
- School of Nursing and Midwifery; Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Deakin University, 1 Gheringhap St, Geelong, VIC 3220, Australia; The Centre for Quality and Patient Safety Research in the Institute of Health Transformation -Western Health Partnership, Western Health, Furlong Road, St Albans VIC 3021 Australia; Faculty of Health and Medical Sciences, University of Copenhagen Blegdamsvej 3B, 2200 Copenhagen, Denmark; Faculty of Health Sciences, University of Southern Denmark and Steno Diabetes Center, Campusvej 55, Odense M, DK-5230, Denmark.
| | - Alison Hutchinson
- School of Nursing and Midwifery; Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Deakin University, 1 Gheringhap St, Geelong, VIC 3220, Australia; The Centre for Quality and Patient Safety Research in the Institute of Health Transformation -Monash Health Partnership, Monash Health, 246 Clayton Road, Clayton, VIC 3168, Australia.
| | - Grainne Lowe
- School of Nursing and Midwifery; Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Deakin University, 1 Gheringhap St, Geelong, VIC 3220, Australia.
| | - Karen Wynter
- School of Nursing and Midwifery; Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Deakin University, 1 Gheringhap St, Geelong, VIC 3220, Australia; The Centre for Quality and Patient Safety Research in the Institute of Health Transformation -Western Health Partnership, Western Health, Furlong Road, St Albans VIC 3021 Australia.
| | - Bernice Redley
- School of Nursing and Midwifery; Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Deakin University, 1 Gheringhap St, Geelong, VIC 3220, Australia; The Centre for Quality and Patient Safety Research in the Institute of Health Transformation -Monash Health Partnership, Monash Health, 246 Clayton Road, Clayton, VIC 3168, Australia.
| | - Sara Holton
- School of Nursing and Midwifery; Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Deakin University, 1 Gheringhap St, Geelong, VIC 3220, Australia; The Centre for Quality and Patient Safety Research in the Institute of Health Transformation -Western Health Partnership, Western Health, Furlong Road, St Albans VIC 3021 Australia.
| | - Elizabeth Manias
- School of Nursing and Midwifery; Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Deakin University, 1 Gheringhap St, Geelong, VIC 3220, Australia.
| | - Nikki Phillips
- School of Nursing and Midwifery; Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Deakin University, 1 Gheringhap St, Geelong, VIC 3220, Australia.
| | - Jo McDonall
- School of Nursing and Midwifery; Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Deakin University, 1 Gheringhap St, Geelong, VIC 3220, Australia.
| | - Lauren McTier
- School of Nursing and Midwifery; Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Deakin University, 1 Gheringhap St, Geelong, VIC 3220, Australia.
| | - Debra Kerr
- School of Nursing and Midwifery; Centre for Quality and Patient Safety Research in the Institute for Health Transformation, Deakin University, 1 Gheringhap St, Geelong, VIC 3220, Australia.
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Kenihan L, McTier L, Phillips NM. Patients' expectations and experiences of stem cell therapy for the treatment of knee osteoarthritis. Health Expect 2020; 23:1300-1309. [PMID: 32794633 PMCID: PMC7696136 DOI: 10.1111/hex.13113] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/05/2020] [Revised: 06/17/2020] [Accepted: 07/09/2020] [Indexed: 12/30/2022] Open
Abstract
BACKGROUND Stem cell therapy is a novel treatment option for people living with osteoarthritis. Research investigating stem cell therapy for this debilitating condition has predominantly involved the pathogenesis of the cells and efficacy of the treatment. There is little understanding of patients' expectations and experiences of stem cell therapy treatment. OBJECTIVE To explore the expectations and experiences of people undergoing stem cell therapy for the treatment of knee osteoarthritis. DESIGN An exploratory, descriptive, qualitative study using semi-structured interviews was conducted. SETTING AND PARTICIPANTS Participants were recruited into two groups: (a) Expectations Group (n = 15); the expectations of stem cell treatment were explored with participants that were yet to commence stem cell therapy. (b) Experiences Group (n = 15); the experiences of stem cell therapy were explored with participants 12 months after their initial stem cell treatment. Transcripts were analysed using thematic analysis to identify themes in both groups. RESULTS Themes for the Expectations Group were active involvement in the treatment; treatment will improve symptoms; and benefits of treatment outweigh the risks. Themes for the Experiences Group were symptoms of treatment; satisfaction with treatment; and anticipation of further improvement. DISCUSSION AND CONCLUSIONS The findings are the first qualitative study to represent patients' perspective on expectations and experiences of stem cell therapy for knee osteoarthritis. They provide insight into the potential areas for improvement within this field to aid patients' preparation and approach to the treatment, promoting patient-centred care.
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Affiliation(s)
| | - Lauren McTier
- Centre for Quality and Patient Safety Research, School of Nursing and Midwifery, Deakin University, Geelong, VIC., Australia
| | - Nicole M Phillips
- Centre for Quality and Patient Safety Research, School of Nursing and Midwifery, Deakin University, Geelong, VIC., Australia
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Bucknall TK, Hutchinson AM, Botti M, McTier L, Rawson H, Hitch D, Hewitt N, Digby R, Fossum M, McMurray A, Marshall AP, Gillespie BM, Chaboyer W. Engaging patients and families in communication across transitions of care: An integrative review. Patient Educ Couns 2020; 103:1104-1117. [PMID: 32029297 DOI: 10.1016/j.pec.2020.01.017] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/27/2019] [Revised: 01/15/2020] [Accepted: 01/23/2020] [Indexed: 06/10/2023]
Abstract
OBJECTIVE To determine the current evidence about patient and family engagement in communication with health professionals during transitions of care to, within and from acute care settings. METHODS An integrative review using seven international databases was conducted for 2003-2017. Forty eligible studies were analysed and synthesised using framework synthesis. RESULTS Four themes: 1) Partnering in care: patients and families should be partners in decision-making and care; 2) Augmenting communication during transitions: intrinsic and extrinsic factors supported transition communication between patients, families and health professionals; 3) Impeding information exchange: the difficulties faced by patients and families taking an active role in transition; and 4) Outcomes of communication during transitions: reported experiences for patients, families and health professionals. CONCLUSION While attitudes towards engaging patients and family in transition communication in acute settings are generally positive, current practices are variable. Structural supports for practice are not always present. PRACTICE IMPLICATIONS Organisational strategies to improve communication must incorporate an understanding of patient needs. A structured approach which considers timing, privacy, location and appropriateness for patients and families is needed. Communication training is required for patients, families and health professionals. Health professionals must respect a patient's right to be informed by regularly communicating.
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Affiliation(s)
- Tracey K Bucknall
- Deakin University, 221 Burwood Highway, Burwood, Victoria, 3125 Australia.
| | | | - Mari Botti
- Deakin University, 221 Burwood Highway, Burwood, Victoria, 3125 Australia
| | - Lauren McTier
- Deakin University, 221 Burwood Highway, Burwood, Victoria, 3125 Australia
| | - Helen Rawson
- Deakin University, 221 Burwood Highway, Burwood, Victoria, 3125 Australia
| | - Danielle Hitch
- Deakin University, 221 Burwood Highway, Burwood, Victoria, 3125 Australia
| | - Nicky Hewitt
- Deakin University, 221 Burwood Highway, Burwood, Victoria, 3125 Australia
| | - Robin Digby
- Deakin University, 221 Burwood Highway, Burwood, Victoria, 3125 Australia
| | - Mariann Fossum
- Deakin University, 221 Burwood Highway, Burwood, Victoria, 3125 Australia
| | - Anne McMurray
- Deakin University, 221 Burwood Highway, Burwood, Victoria, 3125 Australia
| | - Andrea P Marshall
- Deakin University, 221 Burwood Highway, Burwood, Victoria, 3125 Australia
| | - Brigid M Gillespie
- Deakin University, 221 Burwood Highway, Burwood, Victoria, 3125 Australia
| | - Wendy Chaboyer
- Deakin University, 221 Burwood Highway, Burwood, Victoria, 3125 Australia
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Wynne R, McTier L, Kerr D, Rowe C, Abbs M, Driscoll A. 633 A Multi-Site Australian Study of Adult Cardiac Surgical Patients’ Health Literacy. Heart Lung Circ 2020. [DOI: 10.1016/j.hlc.2020.09.640] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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13
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Wynne R, McTier L, Rowe C, Kerr D, Driscoll A. 639 Patient Control Preferences Prior to Discharge After Cardiac Surgery. Heart Lung Circ 2020. [DOI: 10.1016/j.hlc.2020.09.646] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/23/2022]
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Redley B, McTier L, Botti M, Hutchinson A, Newnham H, Campbell D, Bucknall T. Patient participation in inpatient ward rounds on acute inpatient medical wards: a descriptive study. BMJ Qual Saf 2018; 28:15-23. [PMID: 29475980 PMCID: PMC6860730 DOI: 10.1136/bmjqs-2017-007292] [Citation(s) in RCA: 36] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/14/2017] [Revised: 11/26/2017] [Accepted: 01/28/2018] [Indexed: 11/04/2022]
Abstract
BACKGROUND Meaningful partnering with patients is advocated to enhance care delivery. Little is known about how this is operationalised at the point of care during hospital ward rounds, where decision-making concerning patient care frequently occurs. OBJECTIVE Describe participation of patients, with differing preferences for participation, during ward rounds in acute medical inpatient services. METHODS Naturalistic, multimethod design. Data were collected using surveys and observations of ward rounds at two hospitals in Melbourne, Australia. Using convenience sampling, a stratified sample of acute general medical patients were recruited. Prior to observation and interview, patient responses to the Control Preference Scale were used to stratify them into three groups representing diverse participation preferences: active control where the patient makes decisions; shared control where the patient prefers to make decisions jointly with clinicians; and passive control where the patient prefers clinicians make decisions. RESULTS Of the 52 patients observed over 133 ward rounds, 30.8% (n=16) reported an active control preference for participation in decision-making during ward rounds, 25% (n=13) expressed shared control preference and 44.2% (n=23) expressed low control preference. Patients' participation was observed in 75% (n=85) of ward rounds, but few rounds (18%, n=20) involved patient contribution to decisions about their care. Clinicians prompted patient participation in 54% of rounds; and in 15% patients initiated their own participation. Thematic analysis of qualitative observation and patient interview data revealed two themes, supporting patient capability and clinician-led opportunity, that contributed to patient participation or non-participation in ward rounds. CONCLUSIONS Participation in ward rounds was similar for patients irrespective of control preference. This study demonstrates the need to better understand clinician roles in supporting strategies that promote patient participation in day-to-day hospital care.
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Affiliation(s)
- Bernice Redley
- School of Nursing and Midwifery, Deakin University, Geelong Waterfront Campus, Geelong, Victoria, Australia.,Centre for Quality and Patient Safety Research- MonashHealth Partnership, Monash Health, Clayton, Victoria, Australia
| | - Lauren McTier
- School of Nursing and Midwifery, Deakin University, Geelong Waterfront Campus, Geelong, Victoria, Australia
| | - Mari Botti
- School of Nursing and Midwifery, Deakin University, Geelong Waterfront Campus, Geelong, Victoria, Australia.,Centre for Quality and Patient Safety Research-Epworth Healthcare Partnership, Epworth HealthCare, Richmond, Victoria, Australia
| | - Alison Hutchinson
- School of Nursing and Midwifery, Deakin University, Geelong Waterfront Campus, Geelong, Victoria, Australia.,Centre for Quality and Patient Safety Research- MonashHealth Partnership, Monash Health, Clayton, Victoria, Australia
| | - Harvey Newnham
- General Medicine, Alfred Health, Melbourne, Victoria, Australia
| | - Donald Campbell
- General Medicine, Monash Health, Clayton, Victoria, Australia
| | - Tracey Bucknall
- School of Nursing and Midwifery, Deakin University, Geelong Waterfront Campus, Geelong, Victoria, Australia.,Centre for Quality and Patient Safety Research-Alfred Partnership, Alfred Health, Melbourne, Victoria, Australia
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15
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Forbes H, Oprescu FI, Downer T, Phillips NM, McTier L, Lord B, Barr N, Alla K, Bright P, Dayton J, Simbag V, Visser I. Use of videos to support teaching and learning of clinical skills in nursing education: A review. Nurse Educ Today 2016; 42:53-6. [PMID: 27237353 DOI: 10.1016/j.nedt.2016.04.010] [Citation(s) in RCA: 76] [Impact Index Per Article: 9.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/18/2015] [Revised: 03/26/2016] [Accepted: 04/18/2016] [Indexed: 05/13/2023]
Abstract
Information and communications technology is influencing the delivery of education in tertiary institutions. In particular, the increased use of videos for teaching and learning clinical skills in nursing may be a promising direction to pursue, yet we need to better document the current research in this area of inquiry. The aim of this paper was to explore and document the current areas of research into the use of videos to support teaching and learning of clinical skills in nursing education. The four main areas of current and future research are effectiveness, efficiency, usage, and quality of videos as teaching and learning materials. While there is a clear need for additional research in the area, the use of videos seems to be a promising, relevant, and increasingly used instructional strategy that could enhance the quality of clinical skills education.
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Affiliation(s)
- Helen Forbes
- Deakin University, 221 Burwood Highway, Burwood, Victoria 3125, Australia.
| | - Florin I Oprescu
- University of the Sunshine Coast, Locked Bag 4, Maroochydore DC, QLD 4558, Australia.
| | - Terri Downer
- University of the Sunshine Coast, Locked Bag 4, Maroochydore DC, QLD 4558, Australia.
| | - Nicole M Phillips
- Deakin University, 221 Burwood Highway, Burwood, Victoria 3125, Australia.
| | - Lauren McTier
- Deakin University, 221 Burwood Highway, Burwood, Victoria 3125, Australia.
| | - Bill Lord
- University of the Sunshine Coast, Locked Bag 4, Maroochydore DC, QLD 4558, Australia.
| | - Nigel Barr
- University of the Sunshine Coast, Locked Bag 4, Maroochydore DC, QLD 4558, Australia.
| | - Kristel Alla
- University of the Sunshine Coast, Locked Bag 4, Maroochydore DC, QLD 4558, Australia.
| | - Peter Bright
- Deakin University, 221 Burwood Highway, Burwood, Victoria 3125, Australia.
| | - Jeanne Dayton
- University of the Sunshine Coast, Locked Bag 4, Maroochydore DC, QLD 4558, Australia.
| | - Vilma Simbag
- University of the Sunshine Coast, Locked Bag 4, Maroochydore DC, QLD 4558, Australia.
| | - Irene Visser
- University of the Sunshine Coast, Locked Bag 4, Maroochydore DC, QLD 4558, Australia.
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Bucknall TK, Hutchinson AM, Botti M, McTier L, Rawson H, Hewitt NA, McMurray A, Marshall AP, Gillespie BM, Chaboyer W. Engaging patients and families in communication across transitions of care: an integrative review protocol. J Adv Nurs 2016; 72:1689-700. [DOI: 10.1111/jan.12953] [Citation(s) in RCA: 15] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/01/2016] [Indexed: 11/30/2022]
Affiliation(s)
- Tracey K. Bucknall
- Centre for Quality and Patient Safety Research School of Nursing and Midwifery Faculty of Health Deakin University Geelong Victoria Australia
- Alfred Health Melbourne Victoria Australia
| | - Alison M. Hutchinson
- Centre for Quality and Patient Safety Research School of Nursing and Midwifery Faculty of Health Deakin University Geelong Victoria Australia
- Centre for Nursing Research – Deakin University and Monash Health Partnership Melbourne Victoria Australia
| | - Mari Botti
- Centre for Quality and Patient Safety Research School of Nursing and Midwifery Faculty of Health Deakin University Geelong Victoria Australia
- Epworth HealthCare Melbourne Victoria Australia
| | - Lauren McTier
- Centre for Quality and Patient Safety Research School of Nursing and Midwifery Faculty of Health Deakin University Geelong Victoria Australia
| | - Helen Rawson
- Centre for Quality and Patient Safety Research School of Nursing and Midwifery Faculty of Health Deakin University Geelong Victoria Australia
- Centre for Nursing Research – Deakin University and Monash Health Partnership Melbourne Victoria Australia
| | - Nicky A. Hewitt
- Centre for Quality and Patient Safety Research School of Nursing and Midwifery Faculty of Health Deakin University Geelong Victoria Australia
- Alfred Health Melbourne Victoria Australia
| | - Anne McMurray
- School of Nursing and Midwifery Griffith University and Menzies Health Institute Gold Coast Queensland Australia
| | - Andrea P. Marshall
- School of Nursing and Midwifery and National Health and Medical Research Council Centre for Research Excellence in Nursing Interventions for Hospitalised Patients Griffith University Gold Coast Queensland Australia
| | - Brigid M. Gillespie
- School of Nursing and Midwifery and National Health and Medical Research Council Centre for Research Excellence in Nursing Interventions for Hospitalised Patients Griffith University Gold Coast Queensland Australia
| | - Wendy Chaboyer
- National Health and Medical Research Council Centre for Research Excellence in Nursing Interventions for Hospitalised Patients School of Nursing and Midwifery Centre for Health Practice Innovation Menzies Health Institute Griffith University Gold Coast Queensland Australia
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McTier L, Botti M, Duke M. Patient participation in pulmonary interventions to reduce postoperative pulmonary complications following cardiac surgery. Aust Crit Care 2016; 29:35-40. [DOI: 10.1016/j.aucc.2015.04.001] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/14/2014] [Revised: 04/01/2015] [Accepted: 04/04/2015] [Indexed: 11/28/2022] Open
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Chaboyer W, McMurray A, Marshall A, Gillespie B, Roberts S, Hutchinson AM, Botti M, McTier L, Rawson H, Bucknall T. Patient engagement in clinical communication: an exploratory study. Scand J Caring Sci 2016; 30:565-73. [PMID: 26763723 DOI: 10.1111/scs.12279] [Citation(s) in RCA: 20] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/08/2015] [Accepted: 07/16/2015] [Indexed: 11/28/2022]
Abstract
AIM Existing practice strategies for actively involving patients in care during hospitalisation are poorly understood. The aim of this study was to explore how healthcare professionals engaged patients in communication associated with care transitions. METHOD An instrumental, collective case study approach was used to generate empirical data about patient transitions in care. A purposive sample of key stakeholders representing (i) patients and their families; (ii) hospital discharge planning team members; and (iii) healthcare professionals was recruited in five Australian health services. Individual and group semi-structured interviews were conducted to elicit detailed explanations of patient engagement in transition planning. Interviews lasted between 30 and 60 minutes and were digitally recorded and transcribed verbatim. Data collection and analysis were conducted simultaneously and continued until saturation was achieved. Thematic analysis was undertaken. RESULTS Five themes emerged as follows: (i) organisational commitment to patient engagement; (ii) the influence of hierarchical culture and professional norms on patient engagement; (iii) condoning individual healthcare professionals' orientations and actions; (iv) understanding and negotiating patient preferences; and (v) enacting information sharing and communication strategies. Most themes illustrated how patient engagement was enabled; however, barriers also existed. CONCLUSION Our findings show that strong organisational and professional commitment to patient-centred care throughout the organisation was a consistent feature of health services that actively engaged patients in clinical communication. Understanding patients' needs and preferences and having both formal and informal strategies to engage patients in clinical communication were important in how this involvement occurred.
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Affiliation(s)
- Wendy Chaboyer
- NHMRC Centre of Research Excellence in Nursing, Centre for Health Practice Innovation, Menzies Health Research Institute Queensland, Griffith University, Gold Coast, Qld, Australia
| | - Anne McMurray
- Centre for Health Practice Innovation, Menzies Health Research Institute Queensland, Griffith University, Gold Coast, Qld, Australia
| | - Andrea Marshall
- NHMRC Centre of Research Excellence in Nursing, Centre for Health Practice Innovation, Menzies Health Research Institute Queensland, Griffith University, Gold Coast, Qld, Australia
| | - Brigid Gillespie
- NHMRC Centre of Research Excellence in Nursing, Centre for Health Practice Innovation, Menzies Health Research Institute Queensland, Griffith University, Gold Coast, Qld, Australia
| | - Shelley Roberts
- NHMRC Centre of Research Excellence in Nursing, Centre for Health Practice Innovation, Menzies Health Research Institute Queensland, Griffith University, Gold Coast, Qld, Australia
| | - Alison M Hutchinson
- Centre for Nursing Research Deakin University-Monash Health Partnership, Melbourne, Vic., Australia.,School of Nursing and Midwifery, Deakin University, Melbourne, Vic., Australia
| | - Mari Botti
- School of Nursing and Midwifery, Deakin University, Melbourne, Vic., Australia.,Epworth Health Care: Centre for Clinical Nursing Research, Melbourne, Vic., Australia
| | - Lauren McTier
- School of Nursing and Midwifery, Deakin University, Melbourne, Vic., Australia
| | - Helen Rawson
- Centre for Nursing Research Deakin University-Monash Health Partnership, Melbourne, Vic., Australia.,School of Nursing and Midwifery, Deakin University, Melbourne, Vic., Australia
| | - Tracey Bucknall
- School of Nursing and Midwifery, Deakin University, Melbourne, Vic., Australia.,Deakin & Alfred Health Nursing Centre for Research, Melbourne, Vic., Australia
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Downer T, Oprescu F, Forbes H, Phillips N, McTier L, Lord B, Barr N, Bright P, Simbag V. Enhancing Nursing and Midwifery Student Learning Through the Use of QR Codes. Nurs Educ Perspect 2016; 37:242-243. [PMID: 27740588 DOI: 10.1097/01.nep.0000000000000040] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 04/29/2023]
Abstract
A recent teaching and learning innovation using new technologies involves the use of quick response codes, which are read by smartphones and tablets. Integrating this technology as a teaching and learning strategy in nursing and midwifery education has been embraced by academics and students at a regional university.
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Affiliation(s)
- Terri Downer
- About the Authors Terri Downer, MadP, PGC (clinical teaching), RN, RM, is PhD candidate and lecturer in nursing and midwifery, School of Nursing and Midwifery, University of the Sunshine Coast, Sippy Downs, Queensland, Australia. Florin Oprescu, MD, PhD, MPH, MBA, is senior lecturer in public health, School of Health and Sports Science, University of the Sunshine Coast, Sippy Downs, Queensland, Australia. Helen Forbes, PhD, MEdSt, is associate professor, Deakin University, Melbourne, Victoria, Australia. Nikki Phillips, PhD, GDip AdvNurs(Ed), RN, is associate professor, Deakin University, Melbourne, Victoria, Australia. Lauren McTier, PhD, Grad Dip Ed, BN (Hons), is senior lecturer in nursing, Deakin University, Melbourne, Victoria, Australia. Bill Lord, PhD, Med, is associate professor in paramedic science, University of the Sunshine Coast, Sippy Downs, Queensland, Australia. Nigel Barr, GDip AdClinNur, DipHSC (Ambulance Officer), is lecturer in paramedic science, University of the Sunshine Coast, Sippy Downs, Queensland, Australia. Peter Bright, BSc, is online curriculum coordinator, Deakin University, Melbourne, Victoria, Australia. Vilma Simbag, MSc, MEd, is project manager, University of the Sunshine Coast, Sippy Downs, Queensland, Australia. Formore information, write to
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Abstract
BACKGROUND Patient participation in medication management during hospitalization is thought to reduce medication errors and, following discharge, improve adherence and therapeutic use of medications. There is, however, limited understanding of how patients participate in their medication management while hospitalized. OBJECTIVE To explore patient participation in the context of medication management during a hospital admission for a cardiac surgical intervention of patients with cardiovascular disease. DESIGN Single institution, case study design. The unit of analysis was a cardiothoracic ward of a major metropolitan, tertiary referral hospital in Melbourne, Australia. Multiple methods of data collection were used including pre-admission and pre-discharge patient interviews (n = 98), naturalistic observations (n = 48) and focus group interviews (n = 2). RESULTS All patients had changes made to their pre-operative cardiovascular medications as a consequence of surgery. More patients were able to list and state the purpose and side-effects of their cardiovascular medications at pre-admission than prior to discharge from hospital. There was very little evidence that nurses used opportunities such as medication administration times to engage patients in medication management during hospital admission. DISCUSSION AND CONCLUSIONS Failure to engage patients in medication management and provide opportunities for patients to learn about changes to their medications has implications for the quality and safety of care patients receive in hospital and when managing their medications once discharged. To increase the opportunity for patients to participate in medication management, a fundamental shift in the way nurses currently provide care is required.
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Affiliation(s)
- Lauren McTier
- School of Nursing and Midwifery, Deakin University, Melbourne, Vic., Australia
| | - Mari Botti
- Epworth/Deakin Centre for Nursing Research, Epworth HealthCare and School of Nursing and Midwifery, Deakin University, Melbourne, Vic., Australia
| | - Maxine Duke
- School of Nursing and Midwifery, Deakin University, Melbourne, Vic., Australia
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