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This article explores the applicability of the Doctor of Nursing Practice degree from the Australian nurse practitioner (NP) perspective. NPs have been endorsed to practice in Australia for more than 13 years in many diverse roles requiring education beyond that of the current master’s level. However, there is little formal university training beyond this level. Current regulatory requirements, clinical practice settings, and the small number of NPs practicing do not provide the impetus to expand NP education requirements at this time.
Halcomb, Elizabeth J., Patricia M. Davidson, John P. Daly, Rhonda Griffiths, Julie Yallop, and Geoffrey Tofler. "Nursing in Australian general practice: directions and perspectives." Australian Health Review 29, no. 2 (2005): 156. http://dx.doi.org/10.1071/ah050156.
Primary health care services, such as general practices, are the first point of contact for many Australian health care consumers. Until recently, the role of nursing in Australian primary care was poorly defined and described in the literature. Changes in policy and funding have given rise to an expansion of the nursing role in primary care. This paper provides a review of the literature and seeks to identify the barriers and facilitators to implementation of the practice nurse role in Australia and identifies strategic directions for future research and policy development.
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Pascoe, Tessa, Ronelle Hutchinson, Elizabeth Foley, Ian Watts, Lyndall Whitecross, and Teri Snowdon. "General practice nursing education in Australia." Collegian 13, no. 2 (January 2006): 22–25. http://dx.doi.org/10.1016/s1322-7696(08)60520-x.
Halcomb, Elizabeth J., Elizabeth Patterson, and Patricia M. Davidson. "Evolution of practice nursing in Australia." Journal of Advanced Nursing 55, no. 3 (August 2006): 376–88. http://dx.doi.org/10.1111/j.1365-2648.2006.03908_1.x.
Lane, Riki, Elizabeth Halcomb, Lisa McKenna, Nicholas Zwar, Lucio Naccarella, Gawaine Powell Davies, and Grant Russell. "Advancing general practice nursing in Australia: roles and responsibilities of primary healthcare organisations." Australian Health Review 41, no. 2 (2017): 127. http://dx.doi.org/10.1071/ah15239.
Objectives Given increased numbers and enhanced responsibilities of Australian general practice nurses, we aimed to delineate appropriate roles for primary health care organisations (PHCOs) to support this workforce. Methods A two-round online Delphi consensus process was undertaken between January and June 2012, informed by literature review and key informant interviews. Participants were purposively selected and included decision makers from government and professional organisations, educators, researchers and clinicians from five Australian states and territories Results Of 56 invited respondents, 35 (62%) and 31 (55%) responded to the first and second invitation respectively. Participants reached consensus on five key roles for PHCOs in optimising nursing in general practice: (1) matching workforce size and skills to population needs; (2) facilitating leadership opportunities; (3) providing education and educational access; (4) facilitating integration of general practice with other primary care services to support interdisciplinary care; and (5) promoting advanced nursing roles. National concerns, such as limited opportunities for postgraduate education and career progression, were deemed best addressed by national nursing organisations, universities and peak bodies. Conclusions Advancement of nursing in general practice requires system-level support from a range of organisations. PHCOs play a significant role in education and leadership development for nurses and linking national nursing organisations with general practices. What is known about the topic? The role of nurses in Australian general practice has grown in the last decade, yet they face limited career pathways and opportunities for career advancement. Some nations have forged interprofessional primary care teams that use nurses’ skills to the full extent of their scope of practice. PHCOs have played important roles in the development of general practice nursing in Australia and internationally. What does this paper add? This study delineates organisational support roles for PHCOs in strengthening nurses’ roles and career development in Australian general practice. What are the implications for practitioners? Effective implementation of appropriate responsibilities by PHCOs can assist development of the primary care nursing workforce.
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Roche, Michael, Christine Duffield, Sarah Wise, Richard Baldwin, Margaret Fry, and Annette Solman. "Domains of practice and Advanced Practice Nursing in Australia." Nursing & Health Sciences 15, no. 4 (May 21, 2013): 497–503. http://dx.doi.org/10.1111/nhs.12062.
Peterson, David, Tracey Clark, Richard Sprod, Trudi Verrall, Louise English, and Amanda Thomson. "Bloody Good! The Impact of eLearning on Medical and Nursing Practice." International Journal of Advanced Corporate Learning (iJAC) 10, no. 2 (November 9, 2017): 75. http://dx.doi.org/10.3991/ijac.v10i2.7349.
<p class="Abstract">Blood transfusion is a commonly-performed medical procedure that improves and saves the lives of patients. However, this procedure also has significant risks, is sometimes used inappropriately and has substantial costs associated with the collection, testing, processing and distribution of blood and blood products.</p><p class="Abstract">BloodSafe eLearning Australia (BEA) (<a href="/index.php/i-jac/author/saveSubmit/www.bloodsafelearning.org.au">www.bloodsafelearning.org.au</a>) is an education program for Australian doctors, nurses and midwives, designed to improve the safety and quality of clinical transfusion practice. Courses are interactive and include case studies, videos, and best-practice tips. Successful completion of a multiple-choice assessment provides learners with a certificate of completion. To date there are more than 400,000 registered learners, from more than 1500 organisations, who have completed more than 765,000 courses.</p><p class="Abstract">Stakeholder feedback shows that the program: provides credible, consistent education across Australia; is cost effective; reduces duplication; is ‘best-practice’ elearning that is readily accessible; allows institutions to focus on practical aspects of transfusion education; results in change to clinical practice; and supports the broader implementation of a blood management strategy in Australia.</p><p class="Abstract">User evaluation shows that the courses have a positive impact, with 89% of respondents stating they had gained additional knowledge of transfusion practice, processes and/or policy and more than 87% reporting they will make, or have made, changes to their work practices which will improve patient safety and outcomes.</p>The BloodSafe eLearning Australia program provides education to a large number of health professionals across Australia. Evaluation demonstrates that these courses provide users with a consistent and reliable knowledge base that translates into changes to practice and improved patient outcomes.
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Wright, Helen, Melanie Birks, Lin Zhao, and Jane Mills. "Genomics in oncology nursing practice in Australia." Collegian 27, no. 4 (August 2020): 410–15. http://dx.doi.org/10.1016/j.colegn.2019.11.008.
Dissertations / Theses on the topic "Nursing Practice Australia":
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Jones, Bronwyn Elizabeth. "The construction and regulation of nursing practice in Australia." Thesis, Jones, Bronwyn Elizabeth (2001) The construction and regulation of nursing practice in Australia. PhD thesis, Murdoch University, 2001. https://researchrepository.murdoch.edu.au/id/eprint/52145/.
The regulation of nursing practice has been shown to be an important component of the accountability which professional nurses are committed to in the delivery of care. A qualitative descriptive study was undertaken of the perception of nurses working in hospitals of the effect of regulation on their ability to practise nursing in the way they expect or desire. A theoretical framework was constructed to enable a description and interpretation of twenty-two female nurses’ perceptions about the nature of their practice in relation to the context of professional regulation and the context of the bureaucratic workplace.
Data analysis showed a high degree of agreement among the participants with regard to the social construction of nurses and nursing work. There was however little understanding of the nature of professional regulatory control beyond the initial requirement for licensure to practice. The hierarchical and bureaucratic construction of the modern hospital was seen by participants to affect their ability to carry out the quality of nursing care they expected to be able to implement. And whilst this does not cause them to be disillusioned with nursing itself, it leads to frustration and can contribute to poor practice. The results have implications for consumers of nursing care, the nurse regulatory authorities, and the health care delivery system and for nurses who wish to practice as reflective, accountable and responsible practitioners.
Several recommendations arose from the findings in relation to further research and policy making. There should be ongoing assessment of professional competence to practice in the workplace. This assessment could be used, by the nurse, as evidence for maintenance of the license to practice. Collaboration between the regulatory authority, the practising nurse and the managers and employers of nurses could contribute to an in depth explication of nursing practice and contribute to a more informed allocation of scarce resources for quality nursing care.
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Cramer, Jennifer H. "Nursing practice in a remote area : an ethnographic study." Thesis, Curtin University, 1998. http://hdl.handle.net/20.500.11937/32.
The solitary position of nurses who practise in geographically isolated communities to provide direct health care to a predominantly Aboriginal population characterises nursing in remote areas. Munoz & Mann (1982) described this practice as unique. The uniqueness of this practice, however, has remained shrouded in superficial descriptions featuring service delivery at a one or two-nurse-post, the physical distance of nursing posts from hospital facilities and the autonomy with which nursing is performed. Only glimpses of the reality of nursing practice in a remote area have been revealed through the study of the educational needs of remote area nurses (Munoz & Mann 1982, Cameron-Traub 1987, Philp 1988, Kreger 1991a, Bell, Chang & Daly 1995). A key problem is the lack of a systematic description and detailed analysis of nursing as it is practised in a remote area.The purpose of this study was to explore, describe and analyse nursing practice in a remote area. The research was undertaken at Warburton, an isolated community mainly inhabited by the Ngaanyatjarra people in the Central Desert of Western Australia. An ethnographic design was chosen for this exploratory inquiry into the social and cultural pattern of everyday nursing practice. In a pre-entry study a suitable setting and informants were found. Fieldwork was conducted at the Warburton nursing post by the researcher and involved living on site for a year. Data gathering techniques were participant observation together with interviewing, collection of pertinent documents and the daily chronological recording of fieldnotes, memos and a personal journal. Data analysis was performed concurrently with data gathering. The process followed the Developmental Research Sequence Method by Spradley (1980). Through a cyclical process of data collection and analysis the domains, taxonomies and componential variables in the culture of remote area nursing practice emerged.Amorphous practice was the overall theme revealed in the underlying cultural patterns that shaped the practice of nursing in the remote area. The term amorphous practice is defined as the changeable nature of practice from nurse to nurse, from situation to situation, from time to time. This was observed in the recurrent differences between nurses in their knowledge, abilities and attitudes as well as in the variability between nurses in their management of client care. Contributors to the phenomenon of amorphous practice were found in three distinct, but inter-related, tributary themes termed detachment, diffusion and beyond the nursing domain. Detachment explained the nurses' feelings of separateness from the usual professional and organisational structures needed for the enactment of nursing. Diffusion encapsulated the broad spread of the nurses' role in remote area practice. Beyond the nursing domain described an unregulated practice considered to be outside the responsibilities of nursing care. The substantive theory of amorphous practice provided a detailed description of how nursing was practised in the remote area. It also explained why it was so different from nursing as it is generally understood by the profession.
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Cramer, Jennifer H. "Nursing practice in a remote area : an ethnographic study." Curtin University of Technology, School of Nursing, 1998. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=11936.
The solitary position of nurses who practise in geographically isolated communities to provide direct health care to a predominantly Aboriginal population characterises nursing in remote areas. Munoz & Mann (1982) described this practice as unique. The uniqueness of this practice, however, has remained shrouded in superficial descriptions featuring service delivery at a one or two-nurse-post, the physical distance of nursing posts from hospital facilities and the autonomy with which nursing is performed. Only glimpses of the reality of nursing practice in a remote area have been revealed through the study of the educational needs of remote area nurses (Munoz & Mann 1982, Cameron-Traub 1987, Philp 1988, Kreger 1991a, Bell, Chang & Daly 1995). A key problem is the lack of a systematic description and detailed analysis of nursing as it is practised in a remote area.The purpose of this study was to explore, describe and analyse nursing practice in a remote area. The research was undertaken at Warburton, an isolated community mainly inhabited by the Ngaanyatjarra people in the Central Desert of Western Australia. An ethnographic design was chosen for this exploratory inquiry into the social and cultural pattern of everyday nursing practice. In a pre-entry study a suitable setting and informants were found. Fieldwork was conducted at the Warburton nursing post by the researcher and involved living on site for a year. Data gathering techniques were participant observation together with interviewing, collection of pertinent documents and the daily chronological recording of fieldnotes, memos and a personal journal. Data analysis was performed concurrently with data gathering. The process followed the Developmental Research Sequence Method by Spradley (1980). Through a cyclical process of data collection and analysis the domains, taxonomies and componential variables in the ++ culture of remote area nursing practice emerged.Amorphous practice was the overall theme revealed in the underlying cultural patterns that shaped the practice of nursing in the remote area. The term amorphous practice is defined as the changeable nature of practice from nurse to nurse, from situation to situation, from time to time. This was observed in the recurrent differences between nurses in their knowledge, abilities and attitudes as well as in the variability between nurses in their management of client care. Contributors to the phenomenon of amorphous practice were found in three distinct, but inter-related, tributary themes termed detachment, diffusion and beyond the nursing domain. Detachment explained the nurses' feelings of separateness from the usual professional and organisational structures needed for the enactment of nursing. Diffusion encapsulated the broad spread of the nurses' role in remote area practice. Beyond the nursing domain described an unregulated practice considered to be outside the responsibilities of nursing care. The substantive theory of amorphous practice provided a detailed description of how nursing was practised in the remote area. It also explained why it was so different from nursing as it is generally understood by the profession.
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Duffield, Patricia. "A Pilgrim's Tale : Travelling the landscape of rural and regional practice nursing." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2007. https://ro.ecu.edu.au/theses/271.
This thesis is based on a model of critical feminist ethnography, designed to explore how practice nurses experience their daily work life in rural and regional general practice. Here, rural and regional practice includes small and large organisations based outside the metroploitan area that employ practice nurses, some in large regional centres and others in small regional communities. Ownership of the general practicioners, local government, regional health services, Aboriginal medical services, universities and private-for-profit businesses.
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Suppiah, Dall Veronica-Ann. "Factors influencing nurses’ attitudes towards information technology in nursing practice in Western Australia." Thesis, Curtin University, 2014. http://hdl.handle.net/20.500.11937/1589.
To understand factors that influence Western Australian nurses’ attitudes towards using information technology in nursing practice, a mixed-methods approach involving quantitative and qualitative approaches was used. A questionnaire was responded to by 134 registered nurses and this was followed by interviews with selected participants. Various barriers that hampered nurses’ embracing computers and information technology were identified.
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Ryder, Mary. "Exploring leadership and research in nurse practitioner roles across Australia and Ireland: A mixed-methods study." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2337.
Introduction
The Nurse Practitioner role is recognised as the highest level of clinical nursing. Leadership and research are identified as core attributes for Nurse Practitioners in the regulatory frameworks. There is an expectation that as clinical leaders, Nurse Practitioners have the ability to transform healthcare delivery within their specialist area of practice.
Background
The voice of Nurse Practitioners is limited in the current literature related to how they view their leadership contribution to Nursing. There has been some criticism in the evidence to date related to volume, consistency and transferability of Nurse Practitioner research. However, there is a shortage of evidence related to research from Nurse Practitioners, including their interpretation of research within their role.
Design
A mixed-methods, sequential explanatory study was completed. Nurse Practitioners from Ireland and Australia were contacted via their respective Professional Associations to participate in the research.
Methods
Phase one conducted an electronic survey to ascertain Nurse Practitioner leadership and research activities across Ireland and Australia. Phase two data collection was conducting through semi-structured interviews with participants to explore their understanding of leadership and research in their role.
Results
Nurse Practitioners perceive that they provide strong clinical leadership in transforming healthcare delivery for patient populations. Research is perceived by Nurse Practitioners in the traditional sense, of generating new knowledge, and they do not value the research work they do. Leadership and Research in the Nurse Practitioner role is similar in Ireland and Australia. Leadership of research was not found, due to a lack of time allocated to research and a lack of confidence to undertake research.
Conclusion
Nurse Practitioners provide patient focused clinical leadership in healthcare. Autonomy in clinical decision-making and the freedom to change healthcare delivery was evident. There is a reliance on interprofessional leadership and assistance to embed the role, ensuring its success. A lack of clarity pertaining to research requirements for Nurse Practitioners was identified. A translational research continuum has been proposed, as an alternative to the traditional definition of research for Nurse Practitioners
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Harvey, Clare Lynette Eden, and clare harvey@flinders edu au. "Through the Looking Glass: The Politics of Advancing Nursing and the Discourses on Nurse Practitioners in Australia." Flinders University. School of Nursing and Midwifery, 2010. http://catalogue.flinders.edu.au./local/adt/public/adt-SFU20100708.110421.
Nursing has a tradition of subservience and obedience. History provides an account of secular and religious orders of nursing shaping a view of virtuous and tireless dedication in carrying out the doctors orders. Nurse Practitioners were first introduced to the health care system in the 1960s as a solution to the medical shortage being experienced in United States of America at that time. They assumed clinical tasks, traditionally regarded as doctors work. Since then the Nurse Practitioner movement has expanded globally.
Australia introduced the Nurse Practitioner role in 1998, heralding a new era in the health system of that country. Its introduction has created diverging views which are influence role implementation. This study examines social and political discourses that are affecting the development of Nurse Practitioners in Australia, using text and language to identify discursive practices. It has set out to determine whether Nurse Practitioners have the autonomy that professional nursing leaders have described in policy, or whether the introduction of the role has merely shifted nursings sphere of influence within a traditional health care system.
Using Faircloughs notion of power behind discourse, the language and discourses of Nurse Practitioners were explored in relation to what was happening around role development and how Nurse Practitioners positioned themselves within the environment where they worked. The use of a Critical Discourse Analysis has allowed for the various social, historical and political perspectives of nursing to be examined. Faircloughs three levels of social organisation have been used to identify the divergent discourses between the truths of implementation of the role at individual and organisational level and comparing it to that of the rhetoric of health policy.
The discourses surrounding the creation of this advanced nursing role have been the focus of analysis. This analysis has revealed how role development is controlled by powerful groups external to the nursing profession. The dominant discourses use the traditional health care divisions of labour to maintain control through a financially driven focus on health care which does not necessarily revolve around clinical need. Further complicating the position of Nurse Practitioners is the internalisation of those dominant discourses by the nurses themselves. It reinforces Faircloughs view that the dominant power lies behind the discourse, using the system itself to maintain a status quo, rather than overtly opposing it.
Nurse Practitioners, despite being held out by the nursing profession as clinical leaders, are not able to influence change in health care or in their own roles. The results have further shown that nursing managers do not have an influence over the direction that health care and nursing takes. Further research is necessary to examine the broader leadership role of nursing within health care nationally and internationally, in order to establish the real position of nursing within the decision making framework of health care service development.
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Duke, Janet School of Social Work UNSW. "Silent values : contextualising justice within the disjunctures between care discourses, regulatory requirements and nursing practice realities." Awarded by:University of New South Wales. School of Social Work, 2002. http://handle.unsw.edu.au/1959.4/19127.
The notion of 'Care' has occupied a central place as foundation in nursing theory, ethics and practice. An examination of critical and authoritative documents reveals that the term is vague and ill defined. The literature on care does not theorise the concept as fully as expected in a profession where the concept is considered central. Moreover, even the best theories of care neglect justice. Applying Wittgenstein's concept of family resemblance allows the debate to move on from definitional issues to assess the applicability of 'care' to the practice of the profession. An examination of a range of assessments of nursing practice shows that although 'care' is frequently used in connection with nursing, it does not appear to be a major consideration in key areas of appraisal. This thesis explores the relationship between care and justice in nursing and proposes that they be integrated within nursing theory. A theory for nursing that does not exclude care, but that has justice as its basis is proposed. Care, when used in the context of justice provides nursing with a theory that is appropriate not only for nursing theory and ethics but also assists the profession meet the demands of modern practice.
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Pryor, Julie Anne, and mikewood@deakin edu au. "A grounded theory of nursing's contribution to inpatient rehabilitation." Deakin University. School of Nursing, 2005. http://tux.lib.deakin.edu.au./adt-VDU/public/adt-VDU20051110.112022.
There is growing awareness of the benefits of rehabilitation both in Australia and overseas. While the provision of rehabilitation services is not new, recognition of this type of health service as an integral part of health care has been linked to changes in the provision of acute care services, advances in medical technology, improvements in the management of trauma and an ageing population. Despite this, little attention has been paid to nursing's contribution to patient rehabilitation in Australia. The aim of this grounded theory study, therefore, was to collect and analyse nurses' reports of their contributions to patient rehabilitation and to describe and analyse contextual factors influencing that contribution.
Data were collected during interviews with registered and enrolled nurses working in five inpatient rehabilitation units in New South Wales and during observation of the nurses' everyday practice. A total of 53 nurses participated in the study, 35 registered nurses and 18 enrolled nurses. Grounded theory, informed by the theoretical perspective of symbolic interactionism, was used to guide data analysis, the ongoing collection of data and the generation of a substantive theory.
The findings revealed six major categories. One was an everyday problem labelled incongruence between nurses' and patients' understandings and expectations of rehabilitation. Another category, labelled coaching patients to self-care, described how nurses independently negotiated the everyday problem of incongruence. The remaining four categories captured conditions in the inpatient context which influenced how nurses could contribute to patient rehabilitation. Two categories, labelled segregation: divided and dividing work practices between nursing and allied health and role ambiguity, were powerful in shaping nursing's contribution as they acted individually and synergistically to constrain nursing's contribution to patient rehabilitation. The other two categories, labelled distancing to manage systemic constraints and grasping the nettle to realise nursing's potential, represent the mutually exclusive strategies nurses used in response to segregation and role ambiguity.
From exploration of the relationship between the six categories, the core category and an interactive grounded theory called opting in and opting out emerged. In turn, this grounded theory reveals nursing's contribution to inpatient rehabilitation as well as contextual conditions constraining that contribution. The significance of these findings is made manifest through their contribution to the advancement of nursing knowledge and through implications for nursing practice and education, rehabilitation service delivery and research.
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Baker, Melanie Jane. "The application of evidence based practice in the acute care hospital setting: A grounded theory study of the perspective of nurses in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2377.
Evidence based practice (EBP) in nursing is an important part of care provision, both in Australia and globally. The experience of applying evidence in practice presents many challenges for nurses. This study focused on the application of EBP in the acute care hospital setting. Grounded Theory methodology was used and 21 semi-structured recorded interviews with Registered Nurses from two acute care hospitals were conducted. Data were analysed using the constant comparative method.
A substantive theory was developed, Traversing the EBP Conundrum, as the process used to manage the core issue: The Challenge of Applying EBP. Time Constraints, Nurses’ Inherent Traits, and The Organisation Talking the Talk but not Walking the Walk, were conditions affecting the nurses’ daily practice. These conditions resulted in a discrepancy between the ideal mandated by the nursing profession and organisations, and the reality of working in a context of Consideration for Quality and Safety. In applying the process, nurses were found to Survive the Conundrum: Navigating Alternative Pathways; by Getting Lost in the Bush: Going Their Own Way; by Scaling New Heights Working Over and Above to Optimise Outcomes.
This study raises questions regarding the quality and safety of patient care, as well as the wellbeing of nurses, and the ideal of EBP which is mandated by professional bodies. The findings lead to recommendations including: further research into the reality of EBP for nurses and its impact upon patient outcomes, safety, nurses job satisfaction and nurse retention; consideration by the professional body as to how realistic professional and organisational expectations of EBP are in nursing; and a review of decision making by leaders in relationship to EBP, therefore quality and safety.
Kitson, Alison. Approaches used to implement research findings into nursing practice: A report of a study tour to Australia and New Zealand. London: Florence Nightingale Foundation, 2000.
Forster, Elizabeth, Jennifer Fraser, Nicola Brown, and Donna Waters. Paediatric Nursing in Australia: Principles for Practice. Cambridge University Press, 2014.
Forster, Elizabeth, Jennifer Fraser, Nicola Brown, and Donna Waters. Paediatric Nursing in Australia: Principles for Practice. Cambridge University Press, 2017.
Forster, Elizabeth, Jennifer Fraser, Nicola Brown, and Donna Waters. Paediatric Nursing in Australia: Principles for Practice. Cambridge University Press, 2014.
Forster, Elizabeth, Jennifer Fraser, Nicola Brown, and Donna Waters. Paediatric Nursing in Australia: Principles for Practice. Cambridge University Press, 2017.
Forster, Elizabeth, Jennifer Fraser, Nicola Brown, and Donna Waters. Paediatric Nursing in Australia: Principles for Practice. Cambridge University Press, 2018.
Book chapters on the topic "Nursing Practice Australia":
1
Halcomb, Elizabeth J. "General practice nursing." In Nursing in Australia, 254–60. Milton Park, Abingdon, Oxon; New York, NY: Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9781003120698-33.
Scanlon, Andrew, and Ruth Ikobe. "Global APN Case Study in Spirituality-Stories of Hope from Australia." In Spiritual Dimensions of Advanced Practice Nursing, 209–21. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-71464-2_14.
Robson, Charmaine. "The Leprosaria and Nursing Practice 1937–c.1950." In Missionary Women, Leprosy and Indigenous Australians, 1936–1986, 95–115. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-05796-0_5.
Henderson, Amanda, and Heather Alexander. "Maximising the Integration of Medical and Nursing Students in Clinical Learning Environments: An Australian Perspective." In Professional and Practice-based Learning, 131–48. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-90-481-3937-8_8.
Keleher, Helen. "Population Health Issues in Australia." In Community Nursing Practice, 39–58. Routledge, 2020. http://dx.doi.org/10.4324/9781003115229-4.
Keleher, Helen. "Historical Nursing Responses to Community Health Needs in Australia." In Community Nursing Practice, 59–73. Routledge, 2020. http://dx.doi.org/10.4324/9781003115229-5.
O’Connor, Margaret. "Palliative care in Australia and New Zealand." In Oxford Textbook of Palliative Nursing, 1072–79. Oxford University Press, 2015. http://dx.doi.org/10.1093/med/9780199332342.003.0073.
The purpose of this chapter is both to profile palliative care in Australia and New Zealand and to provide insights into key innovations, focusing on developments in areas of education and training; research; policy and international links; and advanced practice roles education, policy, and international links.
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Saurman, E., D. Perkins, D. Lyle, M. Patfield, and R. Roberts. "Case Study." In Evidence-Based Practice in Nursing Informatics, 191–203. IGI Global, 2011. http://dx.doi.org/10.4018/978-1-60960-034-1.ch015.
The MHEC-RAP project involves the innovative application of video conferencing to mental health assessment in rural NSW. The preliminary evaluation findings of the project are presented. Mental health emergencies in rural and remote settings cause particular problems and are not amenable to conventional health service solutions. Patients and local health care staff may be isolated from specialist mental health staff and from acute inpatient services. Decisions to transport patients for specialist assessments or treatment may be required at night or at weekends and may involve families, police, ambulance services and local health staff. Such decisions need to be made promptly but carefully and the ability to obtain a specialist assessment may assist in making a decision about how best to care for the patient bearing in mind the need to provide a responsive, high quality and safe service to patients and local clinicians. In this chapter we examine a novel approach which uses audio-visual technology to conduct remote emergency mental health patient assessment interviews and provide consultations to local clinicians in rural communities in western NSW. The Mental Health Emergency Care – Rural Access Project or ‘MHEC-RAP’ was developed in 2007 following a series of consultations held in rural towns and implemented in 2008 within the Greater Western Area Health Service (GWAHS), New South Wales, Australia. GWAHS is a primary example of a rural and remote health service. It serves 287,481 people (8.3% of whom are Indigenous Australians) in an area that is 445,197sq km or 55% of the state of New South Wales (Australian Bureau of Statistics, 2001; Greater Western Area Health Service, 2007, 2009). The communities within GWAHS are mostly small, the towns are widely dispersed and local services are “limited by distance, expense, transport, and the difficulty of recruiting health professionals to these areas” (Dunbar, 2007 page 587). The chapter focuses on the design of the service, its implementation and its performance in the first year. We conclude with a discussion about the service, its broader relevance, transferability and its sustainability.
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Carbone, Daniel. "The Role of EBM and Nursing Informatics in Rural Australia." In Nursing and Clinical Informatics, 230–38. IGI Global, 2009. http://dx.doi.org/10.4018/978-1-60566-234-3.ch015.
The purpose of this chapter is to broadly discuss the need for enhanced evidence-based medicine (EBM) by nurses in the context of rural Australia and the role that nursing informatics and an informed strategy could facilitate in making such need a feasible reality. First, the introduction highlights current time gaps between health discoveries and eventual practice and the potential for information technology to positively affect this gap. Then, the need for nurses to take an active role in evidence-based medicine in rural settings is argued. The link between information literacy and evidence-based medicine is consequently presented and gaps in knowledge regarding nursing informatics training are highlighted. Concluding with the argument that to achieve evidence-based research and eventual use, there needs to be a purposeful health informatics learning strategy that recognises the role of computer and information literacy.
Conference papers on the topic "Nursing Practice Australia":
1
Francis, Gary. "O7 Promoting best practice in patient care: an exploration of pre-registration nursing students’ simulated health care education experience in australia." In Abstracts of the Association for Simulation Practice in Healthcare Annual Conference, 6th to 7th November 2017, Telford, UK. The Association for Simulated Practice in Healthcare, 2017. http://dx.doi.org/10.1136/bmjstel-2017-aspihconf.30.
"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.
[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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Malik, Gulzar, Lisa McKenna, and Debra Griffiths. "An Analysis of Evidence-Based Practice curriculum Integration in Australian Undergraduate Nursing Programs." In Annual Worldwide Nursing Conference. Global Science & Technology Forum (GSTF), 2015. http://dx.doi.org/10.5176/2315-4330_wnc15.66.
Murphy, Kylie, Tracey Parnell, Rodney Pope, Clarissa Hughes, Marguerite Bramble, Jess Biles, Simone OConnor, Michael Curtin, Lisa Speedie, and Evan Plowman. "Improving Evidence-Based Practice education in healthcare courses: A Participatory Action Research multiple-case study." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9152.
This paper synthesises the results of three participatory action research (PAR) studies undertaken to improve the integration of evidence-based practice (EBP) education in three undergraduate health courses at one Australian university: Bachelor of Nursing, Bachelor of Occupational Therapy, and Bachelor of Physiotherapy. The PAR process with interested academics uncovered a range of EBP education strengths and weaknesses in the three courses. Common themes were evident, which are likely to be applicable in other similar courses. Identified weaknesses included a lack of explicit teaching about the meaning, principles, steps, and importance of EBP, partly stemming from a lack of shared understanding. A relative lack of emphasis on certain EBP steps was also noted, particularly the first step of ‘asking’ questions. A lack of communication with workplace learning (WPL) supervisors about how to facilitate EBP was also noted, raising concerns about variable EBP-education quality across WPL settings. Opportunities for improvement were identified by academics in each course, across multiple subjects and year levels. In our experience, PAR has been a highly constructive approach to EBP curriculum improvement. We encourage consideration of a PAR approach for addressing similarly complex curriculum challenges.
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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.
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.
