Morgan Smith

Students with disabilities and clinical placement: understanding the perspective of healthcare organisations

The Australian Disability Discrimination Act (1992) has challenged higher education to meet the increasing needs of students with different abilities. This may be more so in programmes that have practice components where students must demonstrate competency, regardless of their situation. This qualitative exploratory study undertaken at the University of South Australia (UniSA) investigated host healthcare organisations’ perspectives on providing clinical practice placements and supporting Bachelor of Nursing (BN) students with physical disabilities through their practice components. An advisory group consisting of the university’s legal officer, disability services representative, programme directors and other academics from the BN monitored the project. Directors of nursing from 50 randomly selected South Australian metropolitan and rural healthcare organisations that host student placements nominated a representative from their organisations to participate in a series of focus groups. Focus group discussion was guided by open questions developed from relevant literature, research team deliberations, advisory group recommendations and the previous focus group discussions. Data analysis consisted of manually identifying themes from each stage of the process, and the congregate data. The findings were bridging the reality gap through joint commitment, the right of disclosure versus confidentiality and proactivity through collaboration and communication.

Demonstrating genuine interest in students' needs and progress

Purpose – The purpose of this paper is to identify the best predictors of student satisfaction with teaching.Design/methodology/approach – As part of a larger survey around student satisfaction differences in overall satisfaction with the course were compared to age, gender and enrolment characteristics. In addition the relationship between overall satisfaction and other quality teaching indicators was examined to identify those areas that were the best predictors of overall student satisfaction.Findings – The best joint predictors of overall satisfaction were genuine interest in the individuals learning needs and progress, development of understanding of concepts and principles, clear expectations, the genuine interest of staff in teaching and reasonable workload.Research limitations/implications – There was a relatively low response rate for the survey (7.56 percent). No data were available on students who had the opportunity but did not respond. Based on demographic data the proportions of students re...

Under the circumstances: the experiences of younger people living in residential aged care facilities.

This small-scale, exploratory, descriptive study recorded the experiences of people under the age of 65 years living in residential aged care facilities. Individuals under the age of 65 are significantly younger than the majority of residents in residential aged care facilities. The findings of this study indicated that under the circumstances participants often perceived they had no alternative living arrangements available to them. Being a younger person in an aged care facility effected emotional wellbeing, relationships with others and activities, such as recreation. These findings provide information that increases knowledge, understanding and empathy. In addition they can inform residential care policy and influence nursing care in residential aged care facilities. The findings also provide a foundation for further research.

Using online roleplay in undergraduate midwifery education: A case-study

Online roleplay i.e. role play which occurs using an online asynchronous discussion board, can be effectively utilised to teach a variety of skills to midwifery students. This paper will discuss the design and implementation of an online roleplay for a small (n = 19) class of final year undergraduate Midwifery students. It briefly describes the design of the online roleplay and outlines the expected learning outcomes of the activity. It then outlines evaluative survey results for student evaluation of the online role play. Results focus on student opinion of communication and collaboration skills developed through participation in the roleplay. Students considered that the online roleplay provided them with a means to allow communication skills to be developed and practiced. They also believed that the roleplay enable them to practice collaboration in an authentic real world setting. Finally implications for use of this method of teaching in nurse/midwife education are discussed.

An Innovative Strategy in Evaluation: Using a Student Engagement Framework to Evaluate a Role-Based Simulation

Online role-play has the potential to actively engage students in authentic learning experiences and help develop their clinical reasoning skills. However, evaluation of student learning for this kind of simulation focuses mainly on the content and outcome of learning, rather than on the process of learning through student engagement. This article reports on the use of a student engagement framework to evaluate an online role-play offered as part of a course in Bachelor of Nursing and Bachelor of Midwifery programs. Instruments that measure student engagement to date have targeted large numbers of students at program and institutional levels, rather than at the level of a specific learning activity. Although the framework produced some useful findings for evaluation purposes, further refinement of the questions is required to be certain that deep learning results from the engagement that occurs with course-level learning initiatives.

Project-focused placements: Enhancing students understanding of citizens' perspectives

The Gawler Health Service, Community Services in conjunction with the University of South Australia, School of Nursing and Midwifery, provided undergraduate students of nursing with a comprehensive project-focused placement. The placement enabled undergraduate students of nursing to understand how the citizens of a given rural community perceived community needs and health service delivery. When participating in such a placement, students developed an understanding of a fundamental aspect of the community nurses role. This understanding is essential for registered nurses if they are to meet international health care agendas that require the health care sector to work in partnership with the community. While on placement, nursing students worked in pairs or small groups on a negotiated project that furthered their understanding of community assessment as it related to a particular group of people within the community. This involved a range of activities, including searching the literature, designing a tool to clarify the communitys perspectives on an issue, summarizing the project for the organization and preparing a statement for the local press. Using a project as a significant component of the placement provided depth to a short placement while providing benefits to the placement organisation.

Increasing quality and quantity of student placements in smaller rural health services: It can be done

Problem Future rural nursing and midwifery workforce shortage and current shortage of placements for undergraduate nursing and midwifery students. Design Developmental evaluation. Setting Five small hospitals and a regional community health service. Key measures of improvement Increased number of placements available for students; sustainable, quality clinical placement system in place for the future. Strategies for change Clinical facilitators developed a clinical facilitation model and resources that increased quality and quantity of student placements, assisted clinicians to provide higher quality teaching to students, enabled students to develop skills in rural health care service provision and enhanced knowledge around future career options. Effects of change Placement targets were met and all health services involved chose to continue the model of clinical facilitation developed after project funding ceased. The clinical education skills developed by staff under the project remain in the region to support future students. Lessons learnt It is possible to create a sustainable, high-quality, rural placement experience for larger numbers of nursing and midwifery students. Funding sources are available to continue the clinical facilitation model in to the future, but for it to work optimally, a steady supply of students across the year is required.PROBLEM Future rural nursing and midwifery workforce shortage and current shortage of placements for undergraduate nursing and midwifery students. DESIGN Developmental evaluation. SETTING Five small hospitals and a regional community health service. KEY MEASURES OF IMPROVEMENT Increased number of placements available for students; sustainable, quality clinical placement system in place for the future. STRATEGIES FOR CHANGE Clinical facilitators developed a clinical facilitation model and resources that increased quality and quantity of student placements, assisted clinicians to provide higher quality teaching to students, enabled students to develop skills in rural health care service provision and enhanced knowledge around future career options. EFFECTS OF CHANGE Placement targets were met and all health services involved chose to continue the model of clinical facilitation developed after project funding ceased. The clinical education skills developed by staff under the project remain in the region to support future students. LESSONS LEARNT It is possible to create a sustainable, high-quality, rural placement experience for larger numbers of nursing and midwifery students. Funding sources are available to continue the clinical facilitation model in to the future, but for it to work optimally, a steady supply of students across the year is required.

The effectiveness of clinical education models for undergraduate nursing programs: A systematic review

Clinical nurse education is a major part of all undergraduate programs preparing nurses for competent professional practice. While research mostly evaluated specific clinical education models, few studies compared different type of models and limited attention has been given to the effect on student learning outcomes. This systematic review aimed to examine the effectiveness of clinical education models for undergraduate nursing programs. This systematic review utilised the Joanna Briggs Institute systematic review approach (JBI, 2014). A web-based literature search was conducted to identify research studies published from 2002 to 2015 using a three-step search strategy. All selected papers were assessed by at least two independent reviewers for inclusion criteria, methodological validity, and data extraction in the review. This systematic review included nine studies including two pre-post-test studies with a control group totalling 1893 participants including 1286 nursing students. The evidence regarding the effectiveness of clinical education models for undergraduate nursing programs is notably weak; however this review found limited evidence that the clinical facilitator model is preferable to the preceptor model and the Clinical Education Unit (CEU) model provided greater engagement and an enhanced learning environment compared with the standard facilitation model.

Ordinary Miracles in Nursing

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