138 research outputs found
Silent issues for international postgraduate research students: Emotion and agency in academic success
No full textIngleton, Christine; Cadman, Kat
Literacy matters: strategies for teaching communication skills to university students
No full textPart of a collection of documents from Leap, formerly a University of Adelaide website providing information about learning and teaching initiatives at the University, archived in PDF format 26th April 2012."This booklet provides a very interesting and challenging account of what happened in a University of Adelaide project as departments sought to integrate literacy matters into their normal curriculum expectations. It contains arguments of interest to all who are concerned with improving the effetiveness of tertiary education..." -- cf. ForewordChristine Ingleton and Barbara Wak
Consuming the feminist methodology of memory-work: Unresolved power issues
No full textKate Cadman, Lorraine Friend, Susanne Gannon, Christine Ingleton, Glenda Koutroulis, Coralie McCormack, Patricia Mitchell, Jenny Onyx, Kerry O'Regan, Sharn Rocco, Jennie Smal
Leap into... collaborative learning
No full textPart of a collection of documents from Leap, formerly a University of Adelaide website providing information about learning and teaching initiatives at the University, archived in PDF format 26th April 2012.Includes 5 pp. questionnaire, developed by Ann Noble in 2000.This publication is designed for University of Adelaide staff who are interested in collaborative learning—what it is and how it can be put into practice to enhance learning and teaching.Christine Ingleton, Loene Doube and Tim Rogers for the University of Adelaide ACU
Autonomy and choice in palliative care: time for a new model?
No full textAims. This paper will examine understandings of autonomy and choice in relation to
palliative and end-of-life care and identify implications for nursing.
Background. Autonomy in relation to patient-centred care and advocacy has been
identified as a key component of palliative and end-of-life care provision
internationally. Understandings of autonomy have emerged in an individualised
framework, which may be inadequate in supporting palliative and end-of-life care.
Design. A critical discussion paper.
Data sources. Seminal texts provide a backdrop to how autonomy is understood
in the context of palliative care. An overview of literature from 2001 is examined
to explore how autonomy and choice are presented in clinical practice.
Implications for nursing. A model of autonomy based on a ‘decision ecology’
model may be more applicable to palliative and end-of-life care. Decision ecology
aims to situate the individual in a wider social context and acknowledges the
relational dimensions involved in supporting choice and autonomy. Such a model
recognizes autonomy around wider care decisions but may also highlight the
everyday personal aspects of care, which can mean so much to an individual in
terms of personal empowerment and dignity.
Conclusion. A ‘decision ecology’ model that acknowledges the wider social
context, individual narratives and emphasises trust between professionals and
patients may support decision-making at end of life. Such a model must support
autonomy not just at the level of wider decisions around care choice but also at
the level of everyday care.
Keywords: autonomy, choice, decision ecology, decision-making, end-of-life, ethics,
nursing, palliative care
Christine Ingleton, Merryn Gott & Clare Gardine
Leap into... Student-centred learning
No full textPart of a collection of documents from Leap, formerly a University of Adelaide website providing information about learning and teaching initiatives at the University, archived in PDF format 26th April 2012.This publication is designed for University of Adelaide staff who are interested in student-centred learning—what it is and how it can be put into practice to enhance learning and teaching. We've tried to create a picture of student-centred learning that is broad and general enough to be useful to teachers in many, if not all disciplines, and with an eye to the variety of teaching settings, from the lab to the large lecture theatre to the studio and more.Christine Ingleton, Margaret Kiley, Robert Cannon and Tim Rogers for the University of Adelaide ACU
The development and implementation of evidence-based palliative care guidelines for residential care: Lessons for other countries
No full textGuidelines are 'systematically developed statements to assist practitioner and patient decisions about appropriate health care for specific clinical circumstances' (1). In the last decade there has been worldwide interest in development and use of evidence-based guidelines. This has been driven by the imperative to limit variations in clinial practice for people with the same condition, uncertainty about the effectiveness of interventions in making a change in people's health, and making the best of limited health resources within fiscal constraints. Whiles initially the focus was on how guidelines should be developed, this is now well defined and in Australia the National Health and Medical Research Council (NMHRC) (1) provides details of this process as does the National Institute for Health and Clinical Excellence(NICE) (2) in the UK. Several countries such as Australia, the UK, the USA, and Canada have national bodies that collate, synthesize, and publish evidence. [Extract
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