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Stressors and coping of nursing students in clinical placement: A qualitative study contextualizing their resilience and burnout
No full textHegney, DG ORCiD: 0000-0003-1267-1760The aim of this study was to explore the stressors and coping of nursing students with differing levels of resilience and burnout during clinical placement. A qualitative descriptive study was conducted with twenty-four final-year baccalaureate nursing students, who were identified in the quantitative phase of the study as having scores indicating either: a) low resilience and high burnout; or b) high resilience and low burnout. Ten focus group interviews were conducted using a semi-structured interview guide. A thematic analysis of the data identified two main themes: a) stressors arising from the students aligning their expectations with the demands of the clinical placement (i.e., practice demands in busy wards, striving for learning opportunities, and discovering the social rules), and b) coping as a process of fitting into the ward culture. Those students with high resilience and low burnout scores had self-directed goals and coped by using self-regulation strategies. Those with low resilience and high burnout adopted external orientation and self-blame strategies. As suggested by the findings, the following approaches are recommended: offering interventions to enable students to fit actively into the clinical environment; encouraging engagement in reflection to facilitate self-awareness; and encouraging flexible use of personal and external resources. © 2019 Elsevier Lt
Transitioning to their future: Creating an environment of 'possibilities' for enabling students
No full textWillans, JA ORCiD: 0000-0002-8539-0057Students in university-based courses designed to prepare them for undergraduate studies can greatly benefit when they engage in pedagogical practices designed to gain greater insights into self as learner. The discussion in this chapter is based on qualitative research revealing the impact of pedagogical practices and strategies used in Preparation Skills for University (PSU), the core unit in the Skills for Tertiary Education Preparatory Studies (STEPS) pre-university enabling course at CQ University Australia. Strategies used included the Myers-Briggs Jung Typology test, the Felder-Soloman Index of Learning Styles and assorted careers websites. Findings suggest that these strategies were highly valued by students in terms of the insights they gained about their learning styles preferences, personality traits and career options. More profoundly, critical reflection on new knowledge of self as learner was found to assist students in the deconstruction of previous perspectives of school, work or life and empower them to consider new personal possibilities for themselves
Adding value to remote monitoring: Co-design of a health literacy intervention for older people with chronic disease delivered by telehealth - The telehealth literacy project
No full textParkinson, L ORCiD: 0000-0001-9433-9555Objective: To co-design, test and evaluate a health literacy, chronic disease self-management and social support intervention for older people delivered by group videoconferencing into the home. Method: The Telehealth Literacy Project (THLP) was a mixed methods, quasi-experimental, non-randomised trial nested within a telehealth remote monitoring study. An intervention group (n = 52) participated in five, weekly videoconference group meetings lasting for 1.5 h and a control group (n = 60) received remote monitoring only. Outcomes were measured using the nine-scale Health Literacy Questionnaire (HLQ) and two scales of the Health Education Impact Questionnaire (heiQ). Semi-structured interviews and focus group data were thematically analysed. Result: At 3 month follow-up, univariate analysis identified small effects in the intervention group only, with improved health literacy behaviours (five HLQ scales) and self-management skills (two heiQ scales). ANOVA of HLQ scales indicated no significant differences between the two groups over time indicating a contributing effect of the remote monitoring project. Intervention participants reported improved perception of companionship, emotional and informational support. Conclusion: The THLP delivered with telemonitoring indicates potential to improve social support and some health literacy factors in older people. Practice implications: Patient education can be delivered by group videoconferencing. © 2019 Elsevier B.V
Experiences of children with fetal alcohol spectrum disorder and their families: A critical review
No full textMeredith, PJ ORCiD: 0000-0002-2981-9189Evidence suggests that children with fetal alcohol spectrum disorder (FASD) experience challenges across many areas of their daily lives and often require interprofessional supports. Recent studies have emphasized the need for an integrated system of care for children with FASD, incorporating medical, allied health, and education services, to facilitate open communication and support for the complex needs that many children experience. To develop such a system of care, it is important to first understand the impact of FASD on children's functioning during daily activities in different environmental contexts. A critical review of existing research was conducted using a critical interpretive synthesis approach. Results revealed that while many studies discussed impacts at the body functions and structures level of children with FASD, they often did not consider the activity, participation, and environmental factors also contributing to the daily functioning of this population. Several studies discussed caregiver experiences and challenges raising a child with FASD; however, no studies investigated the lived experiences relating to impacts across activities and environments from children's perspectives. In addition, the focus on deficits overshadowed investigation into the strengths of children with FASD, leaving a gap in the picture of their daily lives. Further research is required to determine the strengths that children with FASD demonstrate and the challenges impacting their daily functioning within different environmental contexts. Insights gleaned from such research would support intervention practices to become more holistic and interprofessional
An examination of circumstances related to forced marriage among culturally and linguistically diverse women in Australia
No full textGuggisberg, M ORCiD: 0000-0003-1344-7330As such, this collection includes the results of a study comparing three measures so as to examine whether a certain measure produces a discernible pattern of results
Development of the Contributing Factors Framework Interview Guide (CFF-IG): All aboard the rail safety truth train
No full textKlockner, KD ORCiD: 0000-0003-1981-7515The Contributing Factors Framework (CFF) tool has been used by Australian railway operators since 2009 in order to assist in the identification of socio-technical and human factor interactions which contribute to rail safety accidents. Whilst the use of the CFF has been demonstrated to be a valuable tool for post-accident safety report analysis, an examination of how the CFF could be used as an interview guide for rail safety investigations immediately post-accident has previously not been explored.
This study was therefore interested in firstly examining if the current CFF tool could be developed into an investigators’ interview guide and secondly if the resulting Contributing Factors Framework - Interview Guide
(CFF-IG) would assist rail safety investigators to elicit better information on the contributing factors to rail safety accidents.
The CFF-IG was therefore developed to elicit information across the original CFF tool’s three key main headings of Individual and Team Actions, Technical Failures and Local Conditions & Organisational Factors and was then applied to 18 rail safety accidents. The use of the CFF-IG by rail safety accident investigators was examined to assess its usefulness in establishing a consistent line of questioning relating to the identification of railway socio-technical accident contributing factors.
It was found that the CFF-IG could be effectively applied at post-accident interviews and assisted investigators to identify an in-depth range of contributing factors to accidents in complex rail socio-technical systems
Being bullied as a midwifery student: Does age matter?
No full textCapper, TS ORCiD: 0000-0003-3464-1423; Muurlink, OT ORCiD: 0000-0002-8251-9521; Williamson, MJ ORCiD: 0000-0002-8504-5851Clinical placement is a compulsory component of midwifery education and a time when some midwifery students become targets of workplace bullying. An anonymous, online qualitative survey was used to collect data from two contrasting groups of purposively recruited UK and Australian midwifery students that responded to a call for experiences of bullying while on clinical placement. Participants in group were either aged between 18–21 years (n=20) or over 43 years of age (n=20). The data collected from each group was thematically analysed and compared. While younger midwifery students have an additional power disadvantage compared to their older counterparts, the pattern of bullying experience between the two groups was remarkably similar.Younger students however, experience more verbal and overt forms, and are more likely to respond passively to the experience. Results are discussed in terms of impact on individual welfare and the viability of the profession. © 2020 MA Healthcare Ltd. All rights reserved
Building resilience among rural and remote nurses in Queensland, Australia
No full textHegney, DG ORCiD: 0000-0003-1267-1760© 2019 Aim: This study evaluated a workplace resilience intervention involving registered nurses working in rural and remote settings in Queensland, Australia. Background: The nature of nursing work provides a range of challenges to the psychological well-being of nurses. To address these challenges, research in the area of building resilience to enhance psychological well-being among nurses is growing rapidly, although few studies have investigated these phenomena in rural and remote settings. Design/methods: The study implemented and evaluated a Mindfulness Self-Care and Resiliency (MSCR) program delivered to registered nurses (N = 32) working in rural or remote locations, to enhance workplace resilience. Registered nurses who attended the program were invited to evaluate the program via a semi-structured telephone interview. Results/findings: Qualitative analysis showed that most nurses found the MSCR program valuable and relevant in terms of learning new knowledge and skills to help build resilience to stress in the workplace. Conclusion: The MSCR intervention was received positively by the registered nurses who participated and may have broader application across the rural healthcare sector
Midwifery student's perceptions of completing a portfolio of evidence for initial registration: A qualitative exploratory study
No full textCapper, TS ORCiD: 0000-0003-3464-1423© 2020 The Australian Nursing and Midwifery Accreditation Council (ANMAC) has set regulatory standards, that require midwifery students to verify how they have met ANMAC standard 8.11 requirements prior to registration as a midwife. The most common formats for recording achievement of the ANMAC requirements are paper-based or electronic portfolios. Research was conducted to compare student's experiences of completing their university portfolio format. Focus group interviews were held at two south east Queensland universities. This study has found that there is disparity between universities in the level of detail documenting evidence of midwifery experiences. The paper-based portfolio was criticised for not having sufficient space for the students to explain the extent of their experiences, in contrast students completing the ePortfolio felt their reflective entries were excessive. Some students felt the portfolio was not being used to its full potential with suggestions that all experiences that fall within the midwife scope of practice should be recorded as evidence of practice experiences. Students felt the current ANMAC Standard 8.11 requirements limit the range of experiences and are repetitive in requiring up to 100 recordings for some experiences. No nationally agreed format exists of how students are required to document their required ANMAC experiences
A sensorimotor control framework for understanding emotional communication and regulation
No full textZupan, BA ORCiD: 0000-0002-4603-333XOur research team was asked to consider the relationship of the neuroscience of sensorimotor control to the language of emotions and feelings. Actions are the principal means for the communication of emotions and feelings in both humans and other animals, and the allostatic mechanisms controlling action also apply to the regulation of emotional states by the self and others. We consider how motor control of hierarchically organised, feedback-based, goal-directed action has evolved in humans, within a context of consciousness, appraisal and cultural learning, to serve emotions and feelings. In our linguistic analysis, we found that many emotion and feelings words could be assigned to stages in the sensorimotor learning process, but the assignment was often arbitrary. The embodied nature of emotional communication means that action words are frequently used, but that the meanings or senses of the word depend on its contextual use, just as the relationship of an action to an emotion is also contextually dependent. © 2020 The Author