Search

This case study explores how two programme leaders (PLs) from different areas of the university came together to deliver curriculum change within a Bachelor of Nursing programme. It demonstrates how the PLs used the Five Practices of Exemplary Leadership framework to guide their approach and provides examples of the enactment of this framework in practice. The case study closes with a focus on the key elements of success which included a clear vision and equal partnership between the PLs.

Aim: To evaluate an emancipatory Practice Development approach for strengthening nursing surveillance on a single medical-surgical ward. Background: Registered nurses keep patients safe in acute care settings through the complex process of nursing surveillance. Our interest was understanding how frontline teams can build safety cultures that enable proactive nursing surveillance in acute care wards. Design: A year-long emancipatory Practice Development project. Methods: A collaborative relationship was established around a shared interest of nursing surveillance capacity and researcher embedded on a medical-surgical ward. Critical analysis of workplace observations and reflection with staff generated key sites for collective action. Ward engagement was supported by creative Practice Development methods including holistic facilitation, critical reflection and action learning. An action learning set was established with a group of clinical nurses, facilitating practitioner-led change initiatives which strengthened nursing surveillance and workplace learning. Evaluation supported an iterative approach, building on what worked in an acute care context. Immersive researcher evaluation, drawing on multiple data sources, generated an analysis of how ward nursing surveillance capacity can be strengthened. COREQ criteria guided reporting. Results: The ward moved through a turbulent and transformative process of resistance and retreat towards a new learning culture where nursing surveillance was visible and valued. Staff developed and sustained innovations including the ‘My MET Call series’, a ‘Shared GCS initiative’, an enhanced ‘Team Safety Huddle’, and staff-led Practice Development workshops. These new practices affirmed nurses’ agency, asserted nurses’ clinical knowledge, positioned nurses to participate in team decision-making and humanised care. Conclusion: Working collaboratively with frontline staff enabled bottom-up sustainable innovation to strengthen nursing su

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 retenti

Objective: This study aimed to describe and analyse the implementation of a wound management interprofessional education experience for nursing, podiatry, pharmacy and exercise and nutrition science health baccalaureate students where the disciplines outside of nursing were invited to join the classes of a wound care elective unit in nursing. Methods: This study included the development and implementation of a wound care program and observation of all students enrolled in units within the baccalaureates of nursing, podiatry, pharmacy and exercise and nutrition science health disciplines, where wound management education was relevant and compatible with the need to include this education focus. Results: Results indicated an increase in students’ recognition of their roles and the roles of others within an interprofessional healthcare team. Facilitators reported that students learnt to share information and work collaboratively to plan care for people with wounds. Conclusions: The outcomes confirm that a structured wound management program of interprofessional education within a Faculty of Health course, has promoted student recognition of wound management and the essential shared approach to person-centred care.

Aim/objective: This systematic review examines the effectiveness of undergraduate nursing students’ using simulation to acquire clinical reasoning. Background: Use of simulation to positively impact practice outcomes is an established method in nursing education. Clinical reasoning is a graduate capability that contributes to safe practice, so developing clinical reasoning requires explicit scaffolding in undergraduate contexts. While research has primarily evaluated specific clinical reasoning frameworks, variability in clinical reasoning definitions has obscured simulation efficacy for clinical reasoning acquisition. Design: This review uses the Joanna Briggs Institute Systematic Reviews approach. Methods: An electronic database search was conducted to identify studies published from May 2009 to January 2020 using a three-step search strategy. Selected papers were assessed by at least two independent reviewers for inclusion criteria, methodological validity, and data extraction. Ten studies using quasi-experimental designs involving 1532 students were included. Results: Evidence regarding the effectiveness of simulation for undergraduate nursing students’ acquisition of clinical reasoning was limited but of high quality. Review results showed no statistically significant gains in clinical reasoning with a single simulation exposure. Two emerging concepts, situation awareness and teamwork support the enhancement of clinical reasoning within simulation. In order to draw future conclusions on the efficacy of simulation to develop clinical reasoning, more research is warranted. Conclusions: New insights about team-based simulations and situation awareness were identified as integral for development of clinical reasoning in the context of simulation. More consistent use of terminology in the context of simulation research is also recommended.

The Guide for University-Industry Integration (The Guide) is based on principles developed following testing of the University – Industry Integration Framework (The Framework) developed by Theobald, K., McCarthy, A., Henderson, A., Coyer, F., Shaban, R., Fox, R., & Thomson, B. (2019). As such, this provides a framework that can be used by nursing and midwifery academic and industry colleagues to consider new ways of working from a co-design perspective to formulate learning initiatives/opportunities based on a culture of shared decisions, relevance and agility established at the beginning of a joint venture.

This pilot study examined if the Clinical Reasoning Observer Worksheet (CROW) compared to a standard observer worksheet used during simulation, would enhance nursing students active learning behaviours and perceptions of clinical reasoning ability. This pilot study was undertaken to test the design and processes for a future larger study and reports on preliminary evidence of efficacy of recruitment procedures and instrumentation in addition to student's learning outcomes. There was little overall difference in outcomes between groups who used either simulation observer worksheet. Overall, participants who used either worksheet perceived their ability to apply clinical reasoning to an episode of patient care increased. Modifications were identified as necessary for a larger study including changes to instrumentation, method of survey delivery and training of simulation facilitators. A more definitive evaluation will be achievable with a larger group of students in a main study with the suggested modifications.

Publisher's blurb: Health assessment forms the foundation of all health care. Assessment is an ongoing process that is person-centred and considers the whole person as a physical, psychosocial and functional being, whether they are young or old, well or ill. Health Assessment and Physical Examination, 3rd edition for Australia and New Zealand, provides a well-illustrated approach to the process of holistic assessment, including health history interviews, physical examination techniques and health education. The text is clearly presented and moves the learner through foundation to more advanced health assessment. For all levels of nurses, from commencing students to advanced health care practitioners, this text supports learners by presenting a scaffolded approach. This moves the learner through the comprehensive contextual information for that system, including health assessment and physical examination techniques supported by evidence. Through this process abnormal findings are highlighted and the chapter concludes with assessment applied to practice through a case study exemplar including actions the nurse should consider. This comprehensive yet student-friendly text is noted for its high-quality case studies, pedagogical elements, and excellent student resources. Unique to this text are the advanced topics and ‘Urgent findings’, which highlights serious or life-threatening signs or critical assessment findings that need immediate attention. Premium online teaching and learning tools are available on the MindTap platform. Learn more about the online tools cengage.com.au/mindtap

This study aimed to measure clinical reasoning in undergraduate nursing students at two time points: before and after taking part in a simulation and to explore facilitator perception of students using the clinical reasoning process to guide discussion during debriefing.

This study investigated the efficacy of a clinical reasoning cycle to actively engage passive simulation observers. There is no significant difference between a standard observer and Clinical Reasoning Observer tool and its impact on clinical reasoning. Students and facilitators benefited from explicit linking of a clinical reasoning cycle to simulation.