Relevant bibliographies by topics / Nursing practitioners

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers

Academic literature on the topic 'Nursing practitioners'

Author: Grafiati
Published: 4 June 2021
Last updated: 5 February 2022

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Journal articles on the topic "Nursing practitioners"

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Jomon Joy, Jomon Joy, Sreehari Ravindranath, and Joseph Thomas R. "An Exploration of Stress Coping Strategies Among Nursing Practitioners." International Journal of Scientific Research 2, no. 5 (June 1, 2012): 554–56. http://dx.doi.org/10.15373/22778179/may2013/190.

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Woolforde, Launette. "Nursing Professional Development Practitioners." Journal for Nurses in Professional Development 37, no. 5 (September 2021): 257–59. http://dx.doi.org/10.1097/nnd.0000000000000803.

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Vaughan, Barbara. "How Experienced Practitioners Gain Knowledge." Creative Nursing 20, no. 1 (2014): 30–36. http://dx.doi.org/10.1891/1078-4535.20.1.30.

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An evolution in nursing in the United Kingdom in the 1970s from rule-bound toward holistic, autonomous practice engendered an examination of nursing’s body of knowledge and how it is incorporated into practice. This article describes Barbara Carper’s (1978) Fundamental Patterns of Knowing in Nursing (empiric, ethical, aesthetic, and personal knowledge), and links it to three major worldviews of the way in which knowledge is sought (positivism, naturalism, and critical social theory). Carper’s model was used in the United Kingdom as the basis for a curriculum of structured reflective practice using workshops, journaling, and clinical supervision. An example from a practitioner’s diary demonstrates how Carper’s model informs reflection on an interaction with a patient with newly diagnosed cancer.
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Johns, Christopher. "Unravelling The Dilemmas Within Everyday Nursing Practice." Nursing Ethics 6, no. 4 (July 1999): 287–98. http://dx.doi.org/10.1177/096973309900600404.

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Each day, nurse practitioners are faced with clinical situations and dilemmas that have no obvious right answers. This article sets out the process of ethical mapping as a reflective device to enable practitioners to reflect on dilemmas of practice in order to learn through the experience and inform future practice. Ethical mapping is illustrated around a single experience that an intensive care practitioner shared in an ongoing guided reflection relationship. Within this process the practitioner draws on ethical principles to inform the particular situation, notably autonomy, doing harm, truth telling and advocacy. Through reflection, ethical principles are transcended and assimilated into knowing in practice, enabling the practitioner to become more ethically sensitive in responding to future situations.
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Wong, Carin, Jenny Martinez, Brenda Fagan, and Natalie E. Leland. "Understanding Communication Between Rehabilitation Practitioners and Nurses: Implications for Post-Acute Care Quality." Journal of Applied Gerontology 39, no. 7 (August 24, 2018): 795–802. http://dx.doi.org/10.1177/0733464818794148.

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Objective: This study examined post-acute care (PAC) rehabilitation practitioner’s perspectives on communication. Method: This is a secondary data analysis of a larger qualitative study, which included PAC rehabilitation provider ( n = 99) focus groups that were held in a purposive sample of 13 skilled nursing facilities (SNFs). Results: Participants emphasized the importance of bidirectional communication between rehabilitation and nursing. Three themes were identified: (a) communication between rehabilitation practitioners and registered nurses or licensed practical nurses, (b) communication between rehabilitation practitioners and certified nursing assistants, and (c) communication between rehabilitation practitioners and nursing leaders. Two subthemes within each of the three themes were further characterized to understand how information was exchanged: (a) static communication and (b) action-oriented communication. Conclusion: Our findings highlight opportunities for better communication in PAC between rehabilitation practitioners and nursing and thus lay a foundation for future efforts to improve care coordination through enhancing interdisciplinary communication.
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Harrison, Penny. "Advanced practitioners in gastrointestinal nursing." Gastrointestinal Nursing 17, no. 9 (November 2, 2019): 82. http://dx.doi.org/10.12968/gasn.2019.17.9.82.

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Riley, Jillian, Lyndell Brodie, and Caroline Shuldham. "Cardiac nursing: Achieving Competent Practitioners." European Journal of Cardiovascular Nursing 4, no. 1 (March 2005): 15–21. http://dx.doi.org/10.1016/j.ejcnurse.2005.01.002.

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This paper describes how competency statements were integrated into an academic framework to provide a transparent yet flexible career pathway for the nurse working in acute cardiac care. Nurses are expanding and developing their roles and use wide ranging skills and knowledge to care for patients. Additionally, models of care delivery are changing and patients are cared for in a variety of settings. Where evidence exists, these models demonstrate improvement in the provision and quality of services and contribute to improved quality of life, maximise medication and therapy and reduce waiting times for investigations. However, whilst many studies have demonstrated benefit, translating these results into routine practice requires skilled nurses who are “fit for purpose”, and to support this, professional competencies can be used to measure competence in practice whilst informing educational initiatives. This paper outlines the development of competency statements that identify the knowledge and skills required for safe, effective and competent care and direct the cardiac nurse acquire skills and knowledge in a focused and coherent way.
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Oden, Kristy, and Jenny Dawson. "Transitioning Nurse Practitioners into Assistant Professors." International Journal for Innovation Education and Research 3, no. 1 (January 31, 2015): 69–77. http://dx.doi.org/10.31686/ijier.vol3.iss1.301.

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As the nursing shortage continues to increase, there is a need for qualified nursing faculty. The development of the Doctorate of Nursing Practice, a terminal degree with a focus on clinical practice, has the potential to bridge the gap of nursing faculty. Nurse practitioners are transition into education. Nurse practitioners are experts in various practice areas but novice nursing faculty. Mentoring of new faculty by seasoned faculty is a way to grow excellent nursing faculty and increase retention of employees. Many resources exist to make this transition smooth.
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Birkholz, Gloria. "Implications of the National Practitioner Data Bank for Nurse Practitioners." Nurse Practitioner 16, no. 8 (August 1991): 40???46. http://dx.doi.org/10.1097/00006205-199108000-00015.

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Karnick, Paula M. "Humanbecoming Theory in Practice." Nursing Science Quarterly 25, no. 2 (March 25, 2012): 147–48. http://dx.doi.org/10.1177/0894318412437957.

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The age-old battle of what to include in nursing education continues. Now this battle extends itself into nurse practitioner education with a slightly different twist. Abandoning nursing theory-guided education for the medical model leaves nurse practitioner education flat. In this author’s academic experience, nursing theory was included in the curriculum. The exemplar presented is testament to the distinction and significance of including nursing theory-guided education. The unique difference between nurse practitioners and physicians is the use of theory in practice.
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Dissertations / Theses on the topic "Nursing practitioners"

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Mayne, Susan. "Strengthening Dermatology Education for Nurse Practitioners." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent161419836186678.

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Suarez, Maria. "Shared governance for advanced registered nurse practitioners." NSUWorks, 2015. https://nsuworks.nova.edu/hpd_con_stuetd/13.

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Bort, Nicole L. "Strengthening Dermatology Education for Nurse Practitioners." Kent State University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=kent1613586476133546.

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Maxwell, Laurie. "Patients' Attitudes Toward the Use of Nurse Practitioners." TopSCHOLAR®, 1997. http://digitalcommons.wku.edu/theses/794.

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Since the advent of the role of nurse practitioner in the mid 1960s, nurse practitioners have practiced in traditional settings such as health departments, clinics, and physicians' offices. More recently, nurse practitioners have been utilized in non-traditional settings such as the emergency department. Some studies have been done that support the theory that nurse practitioners can function effectively in this setting; however additional studies are needed on this topic. The purpose of this study was to explore patients' attitudes toward the use of nurse practitioners and to determine what patient variables were related to these attitudes. More specifically, this study focused on patients' attitudes about nurse practitioners working in the emergency department, a nontraditional practice setting for nurse practitioners. Two research questions were answered: (1) What are patients' attitudes about nurse practitioners? and (2) What subject variables are related to positive and negative attitudes about nurse practitioners? A telephone survey was conducted to adult patients who presented to the emergency room for treatment of conditions that were classified as "non-emergent" during the triage process. Patients were asked to answer questions concerning their visit to the emergency department. They were then asked to respond to 12 items on the Kviz Acceptance Questionnaire, which measured attitudes about nurse practitioners. Demographic data were collected from the medical record following the interview. The most significant finding of this study was that the role of nurse practitioner was generally accepted by patients presenting for treatment of non-emergent conditions in the emergency department. This finding is significant since the emergency department is not a traditional practice setting for nurse practitioners. Correlation coefficients showed that patients who had seen a nurse practitioner before were more accepting that those who had not seen a nurse practitioner. Patients who were younger, female, and who perceived their health as good or excellent had the most positive attitudes about nurse practitioners. Additional studies are needed to support the belief that nurse practitioners can function efficiently in the emergency department and other nontraditional settings. Information is also needed on the financial feasibility of such a plan. This time is one of great opportunity and challenge for advanced practice nurses to expand their roles in a rapidly changing health care environment.
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Lucas, Maxine Ann. "Nurse Practitioners' Skin Cancer Prevention Counseling To Adolescents." Diss., The University of Arizona, 2014. http://hdl.handle.net/10150/338884.

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Background: Skin cancer is the most common cancer worldwide and one of the most preventable cancers. Despite prevention efforts, skin cancer incidence continues to rise among adolescents. This is especially a challenge for the state of Arizona, which has a high incidence of skin cancer. The inconsistent evidence-based practice guidelines for skin cancer prevention create challenges for counseling adolescents. The knowledge, attitudes, and practices of primary skin cancer prevention by nurse practitioners who care for adolescents is unknown in Arizona or elsewhere in the U.S. Purpose: This doctor of nursing practice project investigates knowledge, attitudes, and practices of skin cancer primary prevention by Arizona nurse practitioners caring for adolescents on an outpatient basis and determines congruency of their counseling with primary prevention guidelines. Methods: The design is descriptive cross-sectional. An online survey using Qualtrics software was distributed via professional listservs to eligible Arizona nurse practitioners currently in practice. Participants' knowledge of skin cancer, skin cancer prevention, and current practice guidelines and recommendations were assessed using multiple choice items. Participants' attitudes regarding counseling for skin cancer prevention within the adolescent population and current nurse practitioner behaviors, in relation to current practice guidelines, were measured using Likert-type scales. Outcomes: Thirty-nine nurse practitioners responded to the online survey. Participant overall knowledge regarding skin cancer was moderate to low, and less was known about skin cancer in adolescents. Despite participants' overall positive attitudes toward skin cancer prevention, they reported low rates of skin cancer prevention counseling for adolescents in practice. Skin cancer prevention recommendations, identified by participants as used in practice, were not congruent with established clinical guidelines on counseling for primary prevention of skin cancer in adolescents.
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Kissick, Leila. "An Educational Framework for Doctorally Prepared Family Nurse Practitioners." Thesis, The University of Arizona, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3741023.

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The purpose of this Doctor of Nursing Practice (DNP) Project was to establish preliminary evidence for validity of the Kissick Framework for DNP education and practice of Family Nurse Practitioners (FNPs). The history of the education of nurse practitioners (NPs) was explored to determine which frameworks should be considered in planning future curricula. The current need for more primary care practitioners due to the Affordable Care Act and the response in nursing to increase the number of primary care providers is discussed.

The role of the NP has expanded and in 2004 the American Association of Colleges of Nursing (AACN) endorsed the DNP as the terminal practice degree to replace the Masters’ of Science in Nursing (MSN) requirement for NPs. Frameworks for education and practice of doctorally prepared FNPs were examined and compared to the Kissick Framework.

The Kissick Framework integrates the Essentials of Doctoral Education for Advanced Nursing Practice recommended by the AACN, the National Organization of Nurse Practitioner Faculties (NONPF) Core Competencies, and Ida J. Orlando’s Theory of the Nurse-Patient Relationship. Preliminary evidence supports consideration of the Kissick Framework for the education of doctorally prepared FNPs and as a guide for practice.

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Quinlan, Amy. "Attitudes of nurse practitioners toward interprofessional collaboration." Thesis, The William Paterson University of New Jersey, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3680893.

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Effective interprofessional collaboration between nurse practitioners and physicians is imperative to meet the health care needs of all Americans. This project measures attitudes of nurse practitioners to determine the barriers to effective interprofessional collaboration with their physician colleagues. It was hypothesized that there is a positive relationship between nurse practitioner attitudes and interprofessional collaboration and a positive relationship between years in practice and interprofessional collaboration. Sixty-three nurse practitioners participated by completing the Collaborative Practice Scale and Jefferson Scale of Attitudes toward Physician and Nurse Collaboration. The Core Competencies for Interprofessional Collaborative Practice served as the framework for this project. Findings of this project revealed nurse practitioners are overall accountable for their patient care and report high levels of interprofessional collaboration. These results are a foundation for future inquiry in providing and evaluating programs to enhance interprofessional collaboration.

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Berglund, Carolyn. "Nursing Staff Development for Novice Nurse Practitioners in Acute Care." ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/6401.

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An acute care practice site reported 75% turnover of novice nurse practitioners (NPs), which indicated a gap in the transition from student to practitioner within the first year of clinical practice. This gap can leave novice NPs unprepared to manage patients effectively and contribute to high turnover. The practice-focused question addressed whether an evidence-based staff development program for novice NPs at an acute care site could be developed. The purpose of this project was to create a framework based on evidence to transition novice NPs successfully into practice. Benner's skill-acquisition in-nursing theory informed this project. Evidence was obtained by searching electronic databases, reviewing professional organization websites, and consulting with experts. The search revealed journal articles, best-practice guidelines, and useful insights from experts. The Elkins literature review matrix was used to organize, summarize, and weigh the evidence. A summary of consultations with experts was used. Commonalities within the evidence included guided clinical experiences and nonclinical activities such as (a) formal didactic sessions, (b) professional development, and (c) quality improvement. Outcomes include recommendations for a 12-month postgraduate development program framework and educational content. Recommendations were also provided for formative and summative evaluations. The implications of this project for social change include effective preparation of novice NPs and stabilization of the NP workforce at the project site.
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Woolsey, Mary Helen. "Nurse practitioner preparedness for entry into practice." Laramie, Wyo. : University of Wyoming, 2006. http://proquest.umi.com/pqdweb?did=1203574201&sid=1&Fmt=2&clientId=18949&RQT=309&VName=PQD.

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Prince, Anne Patricia. "Practice nurses educational needs in mental health : a descriptive exploratory survey : a thesis submitted to the Victoria University of Wellington in fulfilment of the requirements for the degree of Master of Arts (Applied) in Nursing /." ResearchArchive@Victoria e-thesis, 2009. http://hdl.handle.net/10063/1029.

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Books on the topic "Nursing practitioners"

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McGee, Paula. Advanced nursing practice. 2nd ed. Malden, MA: Blackwell Pub., 2003.

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Toni, Hudson Barbara, ed. Practice guidelines for family nurse practitioners. 2nd ed. Philadelphia: Saunders, 2000.

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Fenstermacher, Karen. Practice guidelines for family nurse practitioners. 2nd ed. Philadelphia, Pa: W.B. Saunders, 2000.

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Toni, Hudson Barbara, ed. Practice guidelines for family nurse practitioners. 3rd ed. Philadelphia, Pa: Saunders, 2004.

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Toni, Hudson Barbara, ed. Practice guidelines for family nurse practitioners. Philadelphia: W.B. Saunders, 1997.

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Fenstermacher, Karen. Practice guidelines for family nurse practitioners. 2nd ed. Philadelphia: Saunders, 2000.

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Lecturer practitioners in action. Oxford: Butterworth-Heinemann, 1997.

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Hensley, Rhonda. Clinical coach for nurse practitioners. Philadelphia: F.A. Davis, 2010.

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1960-, Williams Angela, ed. Clinical coach for nurse practitioners. Philadelphia: F.A. Davis, 2010.

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Hawkins, Joellen Watson. Protocols for nurse practitioners in gynecologic settings. New York, N.Y: Tiresias Press, 1987.

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Book chapters on the topic "Nursing practitioners"

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Turner, Michelle M., and Beth Eaby-Sandy. "Nursing Considerations with EGFR Inhibitors in NSCLC." In Targeted Therapies in Lung Cancer: Management Strategies for Nurses and Practitioners, 17–25. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-16550-5_3.

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Goodwin, Kelly E., and Marianne Davies. "Nursing Considerations for Patients Treated with Targeted Therapies." In Targeted Therapies in Lung Cancer: Management Strategies for Nurses and Practitioners, 105–20. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-16550-5_9.

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Eaby-Sandy, Beth. "Nursing Considerations with ALK and ROS1 Inhibitors in NSCLC." In Targeted Therapies in Lung Cancer: Management Strategies for Nurses and Practitioners, 27–37. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-16550-5_4.

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Takanokura, M., M. Miyake, M. Kawakami, T. Yamada, S. Taki, and M. Kakehi. "Systems Approach for Preventing Falls in Hospitals and Nursing Homes Using Sensing Devices Surrounding the Patient’s Bed." In Health Care Systems Engineering for Scientists and Practitioners, 1–11. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-35132-2_1.

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Duffield, Emily. "Mechanisms of Acquired Resistance to Targeted Therapy in NSCLC: Role of Repeat Biopsy and Nursing Considerations." In Targeted Therapies in Lung Cancer: Management Strategies for Nurses and Practitioners, 51–64. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-16550-5_6.

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McKenna, Hugh, and Kathleen Galvin. "Doctoral processes: The scholarly practitioner." In Nursing Research in Context, 93–117. London: Macmillan Education UK, 2004. http://dx.doi.org/10.1007/978-1-349-91635-1_6.

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McKenna, A., C. Woolwich, and K. Burgess. "The emergency nurse practitioner." In Issues in Accident and Emergency Nursing, 1–28. Boston, MA: Springer US, 1994. http://dx.doi.org/10.1007/978-1-4899-3164-1_1.

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Brock, Martin, and Michelle Brown. "Support for the practitioner." In Palliative Care in Nursing and Healthcare, 153–69. 1 Oliver’s Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2016. http://dx.doi.org/10.4135/9781473969384.n11.

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Barker, Sue, and Gareth Morgan. "The Care Practitioner." In Psychology for Nursing and Healthcare Professionals: Developing Compassionate Care, 117–41. 1 Oliver’s Yard, 55 City Road London EC1Y 1SP: SAGE Publications Ltd, 2016. http://dx.doi.org/10.4135/9781473984004.n7.

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Rolfe, Gary. "Chapter Eight: The Reflective Practitioner as Critical Theorist." In Critical Approaches in Nursing Theory and Nursing Research, 169–86. Göttingen: V&R unipress, 2017. http://dx.doi.org/10.14220/9783737005128.169.

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Conference papers on the topic "Nursing practitioners"

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Kleinpell, Ruth. "Expanding Advanced Practice Nurse Opportunities: Results of a Survey of 1350 Nurse Practitioners." In Annual Worldwide Nursing Conference. Global Science & Technology Forum (GSTF), 2015. http://dx.doi.org/10.5176/2315-4330_wnc15.75.

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Jang, Sunyoung, and Meesuk Wang. "A Study on the Nurse Manager Types that Nurse Practitioners Want to Work With." In Healthcare and Nursing 2016. Science & Engineering Research Support soCiety, 2016. http://dx.doi.org/10.14257/astl.2016.132.19.

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Kim, Jinhyun, HyangSoon oh, KyoungA Lee, and KyungSook Kim. "Study on Classification and Time, Frequency of Nursing Practices by Infection Control Nurse Practitioners in South Korea." In Healthcare and Nursing 2014. Science & Engineering Research Support soCiety, 2014. http://dx.doi.org/10.14257/astl.2014.61.04.

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Kim, JinHyun, YangSook Yoo, KyoungA Lee, and KyungSook Kim. "Resource Based Relative Value Scale and classification of Advanced Nursing Practices by Hospice Nurse Practitioners in South Korea." In Healthcare and Nursing 2014. Science & Engineering Research Support soCiety, 2014. http://dx.doi.org/10.14257/astl.2014.61.03.

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B.D. Magobe, Nomasonto, Prof M. Poggenpoel, and Prof C. P. H. Myburgh. "The experiences of primary clinical nurse practitioners in educating patients with hypertension on health-promoting lifestyle measures at primary health care clinics in Soweto." In Annual Worldwide Nursing Conference. Global Science & Technology Forum (GSTF), 2014. http://dx.doi.org/10.5176/2315-4330_wnc14.24.

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"Remaining Connected with our Graduates: A Pilot Study." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4162.

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[This Proceedings paper was revised and published in the 2019 issue of the Interdisciplinary Journal of E-Skills and Lifelong Learning, Volume 15.] Aim/Purpose This study aims to determine where nursing students from a metropolitan university subsequently work following graduation, identify the factors that influence decisions to pursue careers in particular locations, ascertain educational plans in the immediate future; and explore the factors that might attract students to pursue postgraduate study. Background The global nursing shortage and high attrition of nursing students remain a challenge for the nursing profession. A recurrent pattern of maldistribution of nurses in clinical specialities and work locations has also occurred. It is imperative that institutions of learning examine their directions and priorities with the goal of meeting the mounting health needs of the wider community. Methodology Qualitative and quantitative data were obtained through an online 21-item questionnaire. The questionnaire gathered data such as year of graduation, employment status, the location of main and secondary jobs, the principal area of nursing activity, and plans for postgraduate study. It sought graduates’ reasons for seeking employment in particular workplaces and the factors encouraging them to pursue postgraduate study. Contribution This study is meaningful and relevant as it provided a window to see the gaps in higher education and nursing practice, and opportunities in research and collaboration. It conveys many insights that were informative, valuable and illuminating in the context of nurse shortage and nurse education. The partnership with hospitals and health services in providing education and support at the workplace is emphasized. Findings Twenty-three students completed the online questionnaire. All respondents were employed, 22 were working in Australia on a permanent basis (96%), 19 in urban areas (83%) with three in regional/rural areas (13%), and one was working internationally (4%). This pilot study revealed that there were varied reasons for workplace decisions, but the most common answer was the opportunity provided to students to undertake their graduate year and subsequent employment offered. Moreover, the prevailing culture of the organization and high-quality clinical experiences afforded to students were significant contributory factors. Data analysis revealed their plans for postgraduate studies in the next five years (61%), with critical care nursing as the most popular specialty option. The majority of the respondents (78%) signified their interest in taking further courses, being familiar with the educational system and expressing high satisfaction with the university’s program delivery. Recommendations for Practitioners The results of the pilot should be tested in a full study with validated instruments in the future. With a larger dataset, the conclusions about graduate destinations and postgraduate educational pursuits of graduates would be generalizable, valid and reliable. Recommendation for Researchers Further research to explore how graduates might be encouraged to work in rural and regional areas, determine courses that meet the demand of the market, and how to better engage with clinical partners are recommended. Impact on Society It is expected that the study will be extended in the future to benefit other academics, service managers, recruiters, and stakeholders to alert them of strategies that may be used to entice graduates to seek employment in various areas and plan for addressing the educational needs of postgraduate nursing students. The end goal is to help enhance the nursing workforce by focusing on leadership and retention. Future Research Future directions for research will include canvassing a bigger sample of alumni students and continuously monitoring graduate destinations and educational aspirations. How graduates might be encouraged to work in rural and regional areas will be further explored. Further research will also be undertaken involving graduates from other universities and other countries in order to compare the work practice of graduates over the same time frame.
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Kong, Yu-Kyeong, and Sung-Ju Park. "Job Stress, Self Efficacy and Job Satisfaction of Nurse Practitioner." In 10th International Workshop on Healthcare and Nursing 2016. Global Vision School Publication, 2016. http://dx.doi.org/10.21742/asehl.2016.7.13.

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Penman, Joy, and Glenna C Lear. "Over Mountain Tops and Through the Valleys of Postgraduate Study and Research: A Transformative Learning Experience from Two Supervisees’ Perspectives [Abstract]." In InSITE 2020: Informing Science + IT Education Conferences: Online. Informing Science Institute, 2020. http://dx.doi.org/10.28945/4547.

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Aim/Purpose: [This Proceedings paper was revised and published in the journal "Issues in Informing Science and Information Technology,"16, 21-40.] The purpose of this paper is to illuminate the learning that happens in assuming a supervisee’s role during the postgraduate study. Background: The facilitators and barriers students encountered while pursuing postgraduate studies, strategies to achieve success in postgraduate studies, and how to decrease attrition rates of students, have been sufficiently explored in literature. However, there is little written about the personal and professional impact on students when they are being supervised to complete their postgraduate studies. Methodology: Autoethnographic method of deep reflection was used to examine the learning that transpired from the supervisee’s perspective. Two lecturers (a Senior Lecturer in Nursing and an Aboriginal Tutor) focused on their postgraduate journeys as supervisees, respectively, with over 30 years of study experience between them, in Australia and abroad. Contribution: Future postgraduate students, researchers, would-be supervisors and experienced supervisors could learn from the reflections of the authors’ postgraduate experiences. Findings: Four themes surfaced, and these were Eureka moments, Critical friend(s), Supervisory relationship, and Transformative learning. The authors highlighted the significance of a supervisory relationship which is key to negotiating the journey with the supervisor. Essential for these students also were insights on finding the path as well as the destination and the transformative aspects that happened as a necessary part of the journey. Conclusion. The postgraduate journey has taught them many lessons, the most profound of which was the change in perspective and attitude in the process of being and becoming. Personal and professional transformative learning did occur. At its deepest level, the authors’ reflections resulted in self-actualization and a rediscovery of their more authentic selves. Recommendations for Practitioners: This article highlights the importance of the supervisory relationship that must be negotiated to ensure the success of the candidate. Reflections of the transformation are recommended to support the students further. Recommendation for Researchers: Quality supervision can make a significant influence on the progress of students. Further research on the supervisory relationship is recommended. Impact on Society: The support in terms of supervision to ensure postgraduate students’ success is essential. Postgraduate students contribute to the human, social, professional, intellectual, and economic capital of universities and nations globally. Future Research: Further reflections of the transformative learning will advance the understanding of the personal and professional changes that occur with postgraduate supervision.
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"Virtual Pathology Learning Resource is proving to be an effective strategy in teaching Pathology to allied health science students." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3972.

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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the journal Issues in Informing Science and Information Technology, Volume 15] The aim of this study was to concept test a novel instructional aid called Virtual Pathology Learning Resource (VPLR), which was used as a vehicle to communicate information, and enhance teaching and learning of basic sciences (Anatomy, Physiology and Pathology) to allied health science students at a South Australian university. Background: Pathology was traditionally taught using potted specimens to independently review macroscopic features of disease. However, this approach alone was found inadequate and ineffective. For one, the potted specimens were not easily accessible for all students. VPLR is a new teaching platform comprising of digitised human normal and human pathology specimens (histology, histopathology), patient case studies, short answer and critical thinking questions, and self-assessment quizzes. Using authentic learning theory as an educational approach, this learning resource was developed to enhance the teaching and learning of Pathology. Methodology: A cross-sectional study design was used. A survey, administered at the conclusion of the course, gathered qualitative and quantitative data concerning the perceptions and experiences of the students about VPLR. The online tool SurveyMonkey was utilised so that students could respond anonymously to a web link that displayed the questionnaire. The effectiveness of the program and its perceived impact on students was assessed using a 18-item questionnaire seeking agreement or disagreement with statements about VPLR, and open-ended questions querying the best things about VPLR, benefits to be derived, and areas for improvement. Descriptive and frequency analyses were performed. Contribution: The VPLR approach involved rich learning situations, contextualised content, and facilitated greater understanding of disease concepts and problems. Findings: In a sample of 103 Medical Radiation students, 42% of students (N=43) responded to the post-intervention survey. The majority of students reported highly positive effects for each component of the VPLR. The overall results indicated that this tool was an effective strategy in teaching Pathology as it assisted students' gaining knowledge and developing professional imaging skills. Recommendations for Practitioners: As students found VLPR to be beneficial, it is recommended that the same approach be applied for teaching of Pathology to other allied health students, such as Nursing. Other universities might consider adopting this innovation for their courses. Recommendation for Researchers: Applying VPLR to other allied health science students will be undertaken next. This innovation will be appropriate for other health science students with particular emphasis on case-based or problem-based learning, and combined with clinical experiences. Impact on Society: In reshaping the way of teaching a science course, students are benefited by a greater depth of understanding of content, and increase motivation with study. These are important to keep students engaged and prepared for practice. VPLR may impact on education and technology trends so that continuous exploration and possibilities of initiatives are ongoing to help students be successful learners. Other impacts are the new forms of learning discovered, and the renewed focus on group work and collaboration and the use of technology in innovation. Future Research: Future directions of this research would be to conduct a follow-up of this cohort of students to determine if the impacts of the innovation were durable, that means the change in perceptions and behaviour are sustained over time.
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"Transition to First Year University Study: A Qualitative Descriptive Study on the Psychosocial and Emotional Impacts of a Science Workshop." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4188.

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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/purpose The purpose of this article is to discuss the psychosocial and emotional outcomes of an introductory health science workshop designed to support and assist incoming health science students before starting their university study. Background For the past two decades, a South Australian university offered an on-campus face to face workshop titled ‘Preparation for Health Sciences’ to incoming first-year students from eleven allied health programs such as Nursing, Physiotherapy and Medical Imaging. While many were locals, a good number came from regional and rural areas, and many were international students also. They consisted of both on-campus and off-campus students. The workshop was created as a new learning environment that was available for students of diverse age groups, educational and cultural backgrounds to prepare them to study sciences. The content of the four-day workshop was developed in consultation with the program directors of the allied health programs. The objectives were to: introduce the assumed foundational science knowledge to undertake health sciences degree; gain confidence in approaching science subjects; experience lectures and laboratory activities; and become familiar with the University campus and its facilities. The workshop was delivered a week before the orientation week, before first-year formal teaching weeks. The topics covered were enhancing study skills, medical and anatomical terminology, body systems, basic chemistry and physics, laboratory activities, and assessment of learning. Methodology In order to determine the outcomes of the workshop, a survey was used requiring participants to agree or disagree about statements concerning the preparatory course and answer open-ended questions relating to the most important information learned and the best aspects of the workshop. Several students piloted this questionnaire before use in order to ascertain the clarity of instructions, terminology and statements. The result of the 2015-2018 pre- and post-evaluation showed that the workshop raised confidence and enthusiasm in commencing university and that the majority considered the workshop useful overall. The findings of the survey are drawn upon to examine the psychosocial and emotional impacts of the workshop on participants. Using secondary qualitative analysis, the researchers identified the themes relating to the psychosocial and emotional issues conveyed by the participants. Contribution The contributions of the article are in the areas of improving students’ confidence to complete their university degrees and increasing the likelihood of academic success. Findings Of the 285 students who participated in the workshops from 2015 to 2018, 166 completed the survey conducted at the conclusion of the initiative, representing a 58% response rate. The workshops achieved the objectives outlined at the outset. While there were many findings reported (Thalluri, 2016), the results highlighted in this paper relate to the psychosocial and emotional impacts of the workshop on students. Three themes emerged, and these were Increased preparedness and confidence; Networking and friendships that enhanced support, and Reduced anxiety to study sciences. Some drawbacks were also reported including the cost, time and travel involved. Recommendations for practitioners Students found the introductory workshop to be psychosocially and emotionally beneficial. It is recommended that the same approach be applied for teaching other challenging fields such as mathematics and physics within the university and in other contexts and institutions. Recommendations for researchers Improving and extending the workshop to provide greater accessibility and autonomy is recommended. A longitudinal study to follow up the durability of the workshop is also proposed. Impact on society The impacts in the broader community include: higher academic success for students; improved mental health due to social networking and friendship groups and reduced anxiety and fear; reduced dropout rate in their first year; greater potential to complete educational degrees; reduced wastage in human and financial resources; and increased human capital. Future research Addressing the limitations of cost, time and travel involved, and following-up with the participants’ academic and workplace performance are future directions for research.
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