35 research outputs found
An outbreak of Salmonella typhimurium phage type 4 linked to cold set cheesecake.
No full textOn 3 September 2003 the Australian Salmonella Reference Centre in Adelaide notified the Communicable Disease Control Branch, Department of Human Services, South Australia, of four cases of Salmonella Typhimurium phage type 4 infection. A fifth case was notified on 24 August and all cases had dates of onset between 16 and 19 August 2003.James E Fielding, Peter Snell, Adriana Milazzo, Letitia Del Fabbro, Jane Raupac
The experience of using an on-line virtual environment explorer tool to support nursing student orientation and preparation for work-integrated learning
No full textWork-integrated learning (WIL) is a key component of nursing degree programs, and simulated WIL clinical environments provide students with a safe setting to develop skills in preparation for practice. In this presentation we will discuss the development and implementation of a virtual environment explorer tool that aimed to provide an accurate visualization of the simulated hospital environment, to support nursing students with sensitivities to clinical settings in their orientation to the simulated hospital environment.
During COVID-19 the new virtual environment explorer tool enabled teaching staff, in a School of Nursing and Midwifery at one multi-campus university in Australia (February-June 2020), to facilitate student familiarization with the simulated WIL clinical environments in an authentic way. No one can predict the changing needs of students however, in this study, proactively addressing student access concerns benefited the broader student cohort. Our study highlights the value of inclusive teaching practices.No Full Tex
Nursing student clinical placement assessment and moderation: lessons from the Clinical Clusters Education Model
No full textIntroduction: In 2016 Gold Coast Health introduced the Collaborative Clusters Education Model (CCEM) to support learning for nursing students undertaking clinical placement. The CCEM was found to be feasible but new strategies for collecting and evaluating information about student performance were required (Grealish et al., 2018).
Methods: Individual and small group interviews were conducted (March 2021), with Clinical Facilitators (CFs) working in the CCEM. The interviews explored the barriers and facilitators to assessing nursing student clinical placement performance. The qualitative analysis of the interview transcriptions involved thematic analysis including open coding, aggregation of themes and theorisation of findings.
Results: Participants (n=7) had a range of experience, and in-depth descriptions of assessment and moderation processes were obtained. Moderation in the CCEM draws together the expertise of numerous assessors to reach a consensus regarding student performance. Assessment in the CCEM involves ongoing sharing and joint evaluation of student performance evidence, transparency in assessment decision making and moderation is normalised. This transparency brings to light ambiguity in determining student performance expectations, according to their year level, and in the application of the assessment tool (ANSAT).
Discussion: Our findings highlight the strengths of an assessment model that involves multiple perspectives. There is a need for clarification of student performance expectations and ANSAT score interpretation norms, for equitable assessment of student cohorts across diverse settings and sites. References Grealish, L. et al. 2018. Redesigning clinical education for nursing students and newly qualified nurses: a quality improvement study. Nurse Education in Practice 33.No Full Tex
Inside the black box: student clinical placement performance assessment and moderation
No full textBackground
In 2016 Gold Coast Health introduced an innovative model to clinically support nursing student learning, the Collaborative Clusters Education Model (CCEM). CCEM was found to be feasible but required assessors to develop new strategies for collecting and evaluating information about student performance (Grealish et al., 2018), and research is required to explore CCEM assessment processes.
Methods
As part of a broader Participatory Action Research project, individual and small group interviews were conducted (March 2021), with Clinical Facilitators (CFs) working in the CCEM. The interviews aimed to explore the barriers and facilitators to assessing RN student clinical placement performance. The qualitative analysis of the interview transcriptions involved thematic analysis including open coding, aggregation of themes and theorisation of findings related to relevant literature.
Results
Participants (n=7) had a range of experience, and in-depth descriptions of assessment and moderation processes were obtained. Moderation in the CCEM draws together the expertise of numerous assessors to reach a consensus regarding student performance. In contrast to 1:8 CF models, assessment in the CCEM involves ongoing assessor sharing and joint evaluation of student performance evidence. In the CCEM model transparency in assessment decision making and moderation is normalised. This transparency brings to light ambiguity in determining student performance expectations, according to their year level, and in the application of the assessment tool (ANSAT).
Conclusion
Our preliminary findings highlight the strengths of an assessment model that involves multiple perspectives. Additionally, findings point to the need for clarification of student performance expectations and ANSAT score interpretation norms, in order to ensure equitable assessment of student cohorts across diverse settings and sites.
References
Grealish, L. et al. 2018. Redesigning clinical education for nursing students and newly qualified nurses: a quality improvement study. Nurse Education in Practice 33.No Full Tex
Working together: early insights from a multi-disciplinary learning community for health promotion in Queensland
No full textGriffith Health FacultyNo Full Tex
Both Smart and Healthy: Learning Communities as a Settings-based Approach to Health Promotion
No full textGriffith Health FacultyNo Full Tex
Switching circuit energy balance in iLabs on experimental lab server architecture
No full textThesis: M. Eng., Massachusetts Institute of Technology, Department of Electrical Engineering and Computer Science, 2015.This electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.Cataloged from student-submitted PDF version of thesis.Includes bibliographical references (pages 121-122).In Electrical Engineering courses, it is important that students have hands-on experience with a circuit and components to witness their behavior and compare it with theoretical models. The MIT iLab Project develops online laboratories that allow students to perform experiments through a web browser from anywhere in the world. One such lab used in the Introduction to Circuits class, the NMOS Resistor Amplifier Lab, allows students to analyze the switching waveforms of a transistor. This thesis describes the integration of a thermal camera to the NMOS-Resistor Amplifier Lab to educate students about energy dissipation. The first version of this lab, built entirely in LabVIEW, on iLabs' existing Shared Architecture could not support an interactive lightweight client. In response, the Experimental Lab Server Architecture (ELSA) was developed as a new interface connecting an experiment, client, and Service Broker. In the first prototype of the Thermal Lab in ELSA, a Java Applet Client uses REST calls to send commands and acquire data from the LabVIEW experiment running on the server.by Letitia Weixia Li.M. Eng
Opportunities for capacity building and integration in community based health promotion
No full textGriffith Health FacultyFull Tex
Group work: Facilitating the learning of international and domestic undergraduate nursing students
No full textBackground: Devising innovative strategies to address internationalization is a contemporary challenge for universities. A Participatory Action Research (PAR) project was undertaken to identify issues for international nursing students and their teachers. The findings identified group work as a teaching strategy potentially useful to facilitate international student learning. Methods: The educational intervention of structured group work was planned and implemented in one subject of a Nursing degree. Groups of four to five students were formed with one or two international students per group. Structural support was provided by the teacher until the student was learning independently, the traditional view of scaffolding. The group work also encouraged students to learn from one another, a contemporary understanding of scaffolding. Evaluation of the group work teaching strategy occurred via anonymous, self-completed student surveys. The student experience data were analysed using descriptive statistical techniques, and free text comments were analysed using content analysis. Results: Over 85% of respondents positively rated the group work experience. Overwhelmingly, students reported that class discussions and sharing nursing experiences positively influenced their learning and facilitated exchange of knowledge about nursing issues from an international perspective. Discussion: This evaluation of a structured group work process supports the use of group work in engaging students in learning, adding to our understanding of purposeful scaffolding as a pathway to enhance learning for both international and domestic students. By explicitly using group work within the curriculum, educators can promote student learning, a scholarly approach to teaching and internationalization of the curriculum.Griffith Health, School of Nursing and MidwiferyFull Tex
Learning among nursing faculty: Insights from a participatory action research project about teaching international students
No full textIt is imperative that nursing education addresses the issues arising from globalization. The adjustment challenges faced by international nursing students globally highlight the need to understand how nursing faculty experience and teach nursing classes with a mix of domestic and for- eign students. This article reports on a participatory action research (PAR) study to examine and enhance the scholarly teaching of international nursing students. The overarching research question for this PAR was: How did participation in a PAR study contribute to shared learning and professional development of nursing faculty teaching international stu- dents? Five major themes were identified across the PAR: creating sharing spaces, recognizing and respecting diver- sity, developing and acknowledging teaching capabilities, utilizing precious time, and valuing the research. In summary, PAR was a useful approach to engage faculty in research by providing a process and a space to address concerns about the teaching and learning of international students.Griffith Health, School of Nursing and MidwiferyNo Full Tex
