Robyn Nash

Enhancing transition: An enhanced model of clinical placement for final year nursing students

Specialised support for student nurses making the transition to graduate nurse can be crucial to successful and smooth adjustment, and can create a path to positive and stable career experiences. This paper describes an enhanced model of final year nursing student placements which was trialled in 2006 at the Queensland University of Technology. The model involved collaboration with two major urban health services and resources were developed to support effective transition experiences. Ninety-two students, including 29 trial participants and 63 non-trial participants were assessed on preparedness for professional practice, before and after the trial semester. Results indicated an increase in preparedness across the entire sample, but students participating in the trial did not differ significantly in overall preparedness change from those who did not participate. Higher baseline preparedness in the trial group highlighted the possibility that proactive students who choose enrichment experiences tend to be likelier to gain benefit from such options than those who do not. Qualitative findings from focus groups conducted with 12 transition group students highlighted that one of the main beneficial aspects of the experience for students was the sense of belonging to a team that understood their learning needs and could work constructively with them.

The Yapunyah project: Embedding Aboriginal and Torres Strait Islander perspectives in the nursing curriculum

Abstract The Yapunyah Project is an initiative of the Faculty of Health at Queensland University of Technology. It was instigated to further improve the development of cultural competence in health graduates with respect to Aboriginal and Torres Strait Islander perspectives. The project was informed by the cultural competence in healthcare delivery models of Campinha-Bacote (1998a) and Cross, Bazron, Dennis and Isaacs (1989) and by the cultural safety reforms to nursing curricula in New Zealand. The Yapunyah Project involved extensive consultation and collaboration with Indigenous staff and health experts in the local Aboriginal and Torres Strait Islander community. A core curriculum, and associated graduate transcultural competencies, were informed by these discussions and earlier reforms in health curricula by the Committee of Deans of Australian Medical Schools and the Royal Australian College of General Practitioners. Although the overall project involved four separate schools within the faculty, this paper details the experience of embedding Indigenous perspectives within the undergraduate nursing curriculum. The experience has been a challenging and positive one, and the reforms have been supported by a sustainable framework. This paper outlines how one university faculty is endeavouring to prepare nursing students educationally to practice with evidence-based transcultural nursing knowledge based on culture care values, beliefs, and traditional lifeways of Indigenous people of Australia. As such, the project aims to contribute to the improvement and promotion of the health and well-being of Indigenous Australians in culturally and ethnohistorically meaningful ways.

LeaD-In: A Cultural Change Model for Peer Review of Teaching in Higher Education.

Peer review of teaching is recognized increasingly as one strategy for academic development even though historically peer review of teaching is often unsupported by policy, action and culture in many Australian universities. Higher education leaders report that academics generally do not engage with peer review of teaching in a systematic or constructive manner, and this paper advances and analyses a conceptual model to highlight conditions and strategies necessary for the implementation of sustainable peer review in higher education institutions. The model highlights leadership, development and implementation, which are critical to the success and formation of a culture of peer review of teaching. The work arises from collaborative research funded by the Office for Learning and Teaching to foster and advance a culture of peer review of teaching across several universities in Australia.

High fidelity patient simulation as an educational tool in paediatric intensive care: A systematic review

OBJECTIVE The aim of this study was to examine the use of high fidelity patient simulation (HFPS) in paediatric intensive care nursing education through the use of a systematic literature review. METHOD A systematic search was undertaken in the electronic databases CINAHL (via EBSCOhost), Medline and Pubmed, ClinicalKey, Science Direct and OVID. Electronic searches were supplemented by hand searches of journals, individual article reference lists and the World Wide Web. Main outcome measures were learner outcomes. The search was limited to papers published in English between 2000 and 2015. RESULTS Eight papers satisfied the inclusion criteria of the review. Studies included in the review ranged from moderate to low on the quality assessment scale. HFPS training was associated with improved short-term learner outcomes of various measures, however this should be considered with the small number of studies examining this topic and the scarcity of high quality randomised studies. CONCLUSIONS The evidence of improved learner outcomes following HFPS training in paediatric intensive care (PICU) nursing education should be considered together with the quality and methodological limitations of existing research. There was no evidence of negative effects. The direction of research suggests that HFPS is a useful tool in the education of PICU nurses.

Kirkpatrick's Evaluation of Simulation and Debriefing in Health Care Education: A Systematic Review

BACKGROUND Simulation is an integral component of health care education. Research suggests a positive relationship between simulation and learning outcomes. Kirkpatricks framework is a four-level model based on the premise that learning resulting from training programs can be classified into four levels: reaction, learning, behavior, and results. Evaluation of educational impact provides valuable feedback to educators that may assist with development and improvement of teaching methods. METHOD This review is based on the PRISMA guidelines for conducting a systematic review. Inclusion criteria included articles (a) written in the English language, (b) published between 2000 and 2016, (c) describing a debriefing intervention after high-fidelity patient simulation, and (d) based in health care. RESULTS Thirteen studies met criteria for inclusion in the review. CONCLUSION Results indicated a paucity of studies at the highest levels of evaluation, indicating an area where future research is needed to assist with the development and improvement of simulation education. [J Nurs Educ. 2018;57(7):393-398.].