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13. Development and psychometric testing of the gender misconceptions of men in nursing (GEMINI) scale among nursing students

Author

Montayre, Jed, primary, Alananzeh, Ibrahim, additional, Bail, Kasia, additional, Barnewall, Kate, additional, Beament, Tania, additional, Campbell, Steve, additional, Carmody, Cathy, additional, Chan, Alex, additional, Donnelly, Frank, additional, Duff, Jed, additional, Ferguson, Caleb, additional, Gibson, Jo, additional, Harbour, Peta, additional, Ireland, Colin J., additional, Liu, Xian-Liang, additional, Luyke, Patricia, additional, Maneze, Della, additional, McDonall, Jo, additional, McTier, Lauren, additional, Mulquiney, Tameeka, additional, O'Brien, Jane, additional, Pelentsov, Lemuel J., additional, Ramjan, Lucie M., additional, Reedy, Natasha, additional, Richards, Gina M., additional, Roche, Michael A., additional, Smith, Brandon W., additional, Tan, Jing-Yu (Benjamin), additional, Theobald, Karen A., additional, Tori, Kathleen E., additional, Wall, Peter, additional, Wallis, Emily, additional, Yokota, Luke, additional, Zugai, Joel, additional, and Salamonson, Yenna, additional

Published
2022
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18. 'I'm Not an Investigator and I'm Not a Police Officer' -- A Faculty's View on Academic Integrity in an Undergraduate Nursing Degree

Author

Lynch, Joan, Salamonson, Yenna, Glew, Paul, and Ramjan, Lucie M.

Abstract

In nursing, expectations of honesty and integrity are clearly stipulated throughout professional standards and codes of conduct, thus the concept of academic integrity has even more impetus in preparing students for graduate practice. However, a disparity between policy and practice misses the opportunity to instil the principles of academic integrity, and at its core honesty, a pivotal trait in the nursing profession. This study draws upon the experience of the nursing faculty to explore how academic integrity policy of deterrence operate in nursing education. While participants deplored cheating behaviours, they expressed frustration in having to 'police' large numbers of students who had little awareness of the academic standards to meet policy requirements. In addition, they were cynical because of a perceived lack of severity in sanctions for students who repeatedly breached integrity. Participants expressed a moral obligation as educators to meet student learning needs and preferred to engage with students in a more meaningful way to uphold academic integrity. The ambivalence to detect and report breaches in integrity undermines the effectiveness of policy. Therefore, faculty must recognise the importance of their role in detecting and escalating cases of dishonesty and execute deterrence in a more consistent way. To do this, greater support at an institutional level, such as smaller class sizes, inclusion in decision making around sanctions and recognition of additional workload, will enable faculty to uphold policy. Although policing was not their preferred approach, the role of faculty in detecting and reporting cases of misconduct is crucial to increase the certainty of students getting caught, which is essential if policy is to be effective in deterring dishonest behaviour.

Published
2021
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20. Social support for young people with eating disorders—An integrative review.

Author

Ramjan, Lucie M., Smith, Brandon W., Miskovic‐Wheatley, Jane, Pathrose, Sheeja Perumbil, and Hay, Phillipa J.

Abstract

Eating disorder treatment should be underpinned by a recovery‐oriented approach, be therapeutic, personalised and trauma informed. Within such models of care, social support is an important factor to explore in terms of its influence in supporting hope for recovery, reducing stigma, and mitigating life stressors. Limited research has been conducted to understand the types of social support that are available to young people formally diagnosed with an eating disorder, their feasibility and acceptability and the positive outcomes. This integrative review sought to explore the positive outcomes of social support or social support programs for young people with eating disorders. An integrative review was conducted based on a search of five electronic databases from inception to 31 March 2023. Methodological quality was assessed using the Joanna Briggs Institute Critical Appraisal Tools and findings have been narratively synthesised and presented in accordance with the review's aims and questions. Seven studies (total 429 individuals, range 3–160) published between 2001 and 2023 were included in the final synthesis. Overall social support interventions showed promising preliminary evidence as a feasible and acceptable adjunct to treatment for young people with an eating disorder motivated to change, with some clinical improvements in psychopathology. Social support augmented existing relationships, providing a human element of open dialogue, friendship and a sense of hope for recovery. Despite the small number and heterogeneity of the studies, this review has highlighted some promising preliminary benefits. Future treatment for eating disorders should embrace adjunct modalities that enhance psychosocial recovery for young people with eating disorders. [ABSTRACT FROM AUTHOR]

Published
2024
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21. Undergraduate nursing students challenge misconceptions towards men in nursing: A mixed-method study.

Author

Ramjan, Lucie M., Maneze, Della, Salamonson, Yenna, Zugai, Joel, Bail, Kasia, Xian-Liang Liu, and Montayre, Jed

Subjects
*SUCCESS, *NURSES, *PEARSON correlation (Statistics), *OCCUPATIONAL roles, *MEDICAL quality control, *UNDERGRADUATES, *MALE nurses, *COMPASSION, *SEX discrimination, *QUANTITATIVE research, *DESCRIPTIVE statistics, *MANN Whitney U Test, *CHI-squared test, *NURSING, *DIVERSITY in the workplace, *SURVEYS, *THEMATIC analysis, *GENDER inequality, *RESEARCH methodology, *TRUST, *NURSES' attitudes, *DATA analysis software, *NURSING students, *PSYCHOSOCIAL factors, *SOCIAL stigma
Abstract

Aims: To examine misconceptions towards men in nursing from the perspective of undergraduate nursing students. Specifically, this study sought to explore contributing factors of misconceptions and attributions of the success of men in nursing. Design: A convergent parallel mixed-method study. Methods: A national survey was conducted (July–September 2021). The quantitative data included demographics and responses to the Gender Misconceptions of Men in Nursing (GEMINI) scale. The qualitative data included responses to a provocative statement related to characteristics of men and their career in nursing. The GRAMMS guideline was used in reporting. Results: Undergraduate nursing students (n= 1245) from 16 Australian schools of nursing responded to the survey. Quantitative analysis demonstrated that most students (96%) did not have misconceptions about men in nursing. Those who did were more likely to be men, born overseas, not in health-related employment and did not have nursing as their first choice. Four broad overarching main themes were generated in response to the statement that suggested men do not have the right attributes for nursing: (1) ‘This is a very misandristic viewpoint’; (2) ‘Compassion and intelligence are distributed in men and women equally’; (3) ‘Men bring a different quality to nursing’ (4) ‘Anyone can be whatever they want to be’. Conclusion: Overall, nursing students did not have misconceptions about men in nursing, despite experiencing ongoing social stigma regarding archaic gender norms. The findings from this study indicate that the next-generation nurses were championing to challenge the gender stereotype and support the needs of a gender diverse society. Impact: Attitudes and misconceptions that elicit gender inequalities must be addressed with comprehensive strategies and de-gendered language and imagery within the profession, schools, workplaces and the media. Shifting culture and attitudes towards inclusion, values the diversity in the workforce and supports healthy workplace environments. [ABSTRACT FROM AUTHOR]

Published
2024
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38. Clarity, confidence and complexity: Learning from mental health nurses' experiences of events involving physiological deterioration of consumers in acute inpatient mental health settings

Author

Brunero, Scott, primary, Everett, Bronwyn, additional, Ramjan, Lucie M., additional, Salamonson, Yenna, additional, Steel, Kelly, additional, Johnson, Alisha Maree, additional, Stokes, Malcolm, additional, Langdon, Rachel, additional, and Dickens, Geoffrey L., additional

Published
2020
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47. University students’ experiences with non-first language as the medium of instruction – a mixed method study

Author

Ramjan, Lucie M., Chao, Mei-Sheng, Glew, Paul J., Everett, Bronwyn, Chen, Hsin-Tzu, Lan, Yi-Chen, Lin, Shi J., and Salamonson, Yenna

Abstract

ABSTRACTStudents from Asian countries form the largest group of mobile international students in Western anglophone countries. Despite research on the mobility experiences of international students to anglophone and non-anglophone countries, there are limited cross-comparative, mixed-method studies exploring the experiences of host language acquisition and usage and how these impact on academic performance and shapes social connectedness. This study contributes further understanding by exploring language acquisition experiences of international university students in Taiwan and Australia, where the language of instruction is not their native language. In the two universities studied, usage levels (general usage, speaking, reading, listening and writing) differed and depended on situational and contextual needs. Those studying in Australia consistently reported higher mean scores of host language usage across three of the five components: listening, reading and writing. Written communication was perceived to be a challenge for both groups during interviews. Overall, students preferred face-to-face classroom learning and highly valued peer support. Information communication and technology use was common in supporting vocabulary and pronunciation. We discuss how the findings of our study inform the types of academic learning support needed, and how these differed, depending on the host language, and student background.

Published
2024
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48. "Their tenacity to just keep going": Nurses' experiences in medical hotel quarantine during the COVID‐19 pandemic.

Author

Jefferies, Diana, Ramjan, Lucie M., Stanbrook, Tracy, Reilly, Zac, and Ratnayake, Shyama

Subjects
*NURSING standards, *TEAMS in the workplace, *EXPERIMENTAL design, *NURSES' attitudes, *COVID-19, *QUARANTINE, *SELF-evaluation, *RESEARCH methodology, *INTERVIEWING, *RISK assessment, *QUALITATIVE research, *DESCRIPTIVE statistics, *STAY-at-home orders, *THEMATIC analysis, *COVID-19 pandemic
Abstract

Aim: To explore how nurses and nursing knowledge contributed to the success of an Australian nurse‐led medical hotel quarantine facility during the COVID‐19 pandemic. The facility was established to accommodate returning travellers who were COVID‐19 positive or at risk of becoming positive, to travellers requiring complex care and expanded to community members who could not quarantine at home. Design: This descriptive qualitative study explored how nurses and nursing knowledge in the quarantine facility contributed to the low transmission incidence of COVID‐19 infection. Method: Twelve semi‐structured interviews were conducted via ZOOM from February to May 2022 with all levels of nursing staff (nurse managers to assistants in nursing) who had worked in the facility for 3 months or more. The nurses were asked to describe their experiences, the challenges they faced and how they overcame them. The data were rich and were analysed using Braun and Clarke's six‐step thematic analysis. Results: Four broad themes were generated demonstrating how nurses played a pivotal role in the success of the facility. First: nursing knowledge was evident through the development of policies, which minimized risks to nurses and patients. Second: a community of learning was developed as nurses supported upskilling and capacity building of staff, particularly new graduates with the facility. Third: a supportive management structure promoted teamwork and a positive workplace culture. And finally: the nurses were encouraged to develop techniques that promoted self‐care which enabled them to develop resilience. Conclusion: This was a nurse‐led service that developed strategies to manage care delivery and overcame unanticipated difficulties in a unique clinical setting. Reporting Method: The quality of the research design was ensured by using the Consolidated Criteria for Reporting Qualitative Studies (COREQ) checklist. Patient or Public Contribution: No patient or public contribution. [ABSTRACT FROM AUTHOR]

Published
2023
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