Дисертації з теми "Education, Nursing Australia"
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Saltmarsh, David L. W. (David Lloyd William). "National review of nursing education : student expectations of nursing education." Canberra, A.C.T. : Commonwealth Department of Education, Science and Training, 2001. http://www.dest.gov.au/highered/nursing/pubs/student_expect/1.htm.
Повний текст джерелаLangridge, Miriam E. "A deconstruction and reconstruction of advanced nurse specialisation and education." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2002. https://ro.ecu.edu.au/theses/709.
Повний текст джерелаSeaton-Sykes, Philippa, and n/a. "Teaching and Learning in Internet Environments in Australian Nursing Education." Griffith University. School of Nursing, 2004. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20040218.122119.
Повний текст джерелаMcConigley, Ruth. "Providing education and support for rural palliative care nurses in Western Australia: An intervention study." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/1655.
Повний текст джерелаMould, Jonathan Mark. "Paediatric nursing : an investigation of the effect of specialist paediatric nurse education on the quality of children’s nursing care in Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2012. https://ro.ecu.edu.au/theses/508.
Повний текст джерелаCruickshank, Mary T., of Western Sydney Hawkesbury University, and Faculty of Management. "Developing a quality culture within a school of nursing in higher education." THESIS_FMAN_XXX_Cruickshank_M.xml, 2000. http://handle.uws.edu.au:8081/1959.7/604.
Повний текст джерелаDoctor of Philosophy (PhD)
Smedley, Alison. "Developing the nurse professional and nurse education for the 21st century." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/333.
Повний текст джерелаGraf, Amanda Clair. "A mixed method study on Nursing graduate support programs in rural and remote areas of Western Australia." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2020. https://ro.ecu.edu.au/theses/2334.
Повний текст джерелаMcCarthy, Karen Ann. "The ward-based Nurse Clinical Educator: Impact on student learning outcomes and student and preceptor experiences." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2019. https://ro.ecu.edu.au/theses/2221.
Повний текст джерелаHolmes, Lisa. "Exploring the preparedness of novice (student) paramedics for the mental health challenges of the paramedic profession: Using the wisdom of the Elders." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2018. https://ro.ecu.edu.au/theses/2102.
Повний текст джерелаFox, Stephanie, and n/a. "Learning and leaving : a study of the interrelationships among innovation in nursing education, professional attitudes and wastage from nursing." University of Canberra. Education, 1987. http://erl.canberra.edu.au./public/adt-AUC20060710.132455.
Повний текст джерелаArdern, Rachel. "The function of competencies in the Australian nursing sector: A critical exploration." Thesis, Queensland University of Technology, 2022. https://eprints.qut.edu.au/235389/1/Rachel%2BArdern%2BThesis%282%29.pdf.
Повний текст джерелаBrown, Vickey Michelle. "Culturally and linguistically diverse nursing student education: a grounded theory study." Thesis, Curtin University, 2005. http://hdl.handle.net/20.500.11937/1422.
Повний текст джерелаDuffield, 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.
Повний текст джерелаBrown, Vickey Michelle. "Culturally and linguistically diverse nursing student education : a grounded theory study /." Curtin University of Technology, School of Nursing and Midwifery, 2005. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16543.
Повний текст джерелаStudents, however, were unable to determine when they were likely to experience inequitable treatment and for many when it had been identified it was too late; they were amidst the experience. Others were hesitant to interact with their Australian counterparts for fear of rejection. This study occurred during a particularly disharmonic climate which permeated all aspects of the students’ lives and had the propensity to impact upon individual levels of SD. As such this climate existed as the background in this study. One of the background issues identified as impacting upon students in this study was stereotyping. In this study stereotyping was often based upon perceived cultural, religious, and/or gender norms. The physical environments, that is, university campuses and clinical practice settings in which the students were required to participate, were also found to impact upon student participants and were therefore also considered as background. In these institutions there was an obvious lack of cultural role models and students’ behaviours were often misinterpreted. Whilst some students’ families were considered as immensely supportive others were identified as being the cause of much sociocultural discord. The politics of race and culture also acted to permeate the students’ existence and these issues were given wide media coverage at the time of this research. In an effort to deal with, or counter, episodes of sociocultural discord student participants engaged the process of seeking concord to get in the right track (SC). Some of these strategies worked to reduce SD whilst others did not. These strategies consisted of saving face, covert deception, and using the “yes syndrome”.
Other strategies included clustering, trying to form friendships, and trying to interact with members of the dominant group. Many students struggled to suppress their feeling of SD by being quiet and/or ignoring differential treatment and avoiding interaction with others. Some adopted other strategies to strengthen their communication abilities in an effort to reduce discordant episodes. Many of these strategies were learnt from other students or supportive nurse teachers. Other support was attained from student counselling services and supportive family members. These were considered the influencing conditions. Unlike many grounded theories this study was unable to identify the end of the process, that is, successful outcomes. Irrespective that students implemented strategies to decrease their discord they continued to experience other discordant events throughout their undergraduate degree program. Whilst many of the findings in this research support the existing literature, this study can be considered as one of the first attempts to study student nurses from different cultural backgrounds and their experiences of nursing education in Australian universities.
Wang, Carol Chungfeng. "Chinese nursing students at Australian universities: A narrative inquiry into their motivation, learning experience, and future career planning." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2017. https://ro.ecu.edu.au/theses/1949.
Повний текст джерелаJames, Jennifer Ann, and n/a. "The extent to which registered nurses in the ACT state that they use physical assessment skills as a basis for nursing practice." University of Canberra. Education, 1988. http://erl.canberra.edu.au./public/adt-AUC20060406.121506.
Повний текст джерелаGuilhermino, Michelle Copede. "Intensive care nurses’ perceptions of the continuing education regarding mechanical ventilation at a major regional tertiary-referral hospital in Australia." Thesis, 2018. http://hdl.handle.net/1959.13/1392694.
Повний текст джерелаMechanical Ventilation is arguably one of the most common practices in Intensive Care Units and one of the main reason patients need admission to Intensive Care. The research in this thesis focuses on the provision of structured continuing education on mechanical ventilation undertaken in the clinical workplace as a component of nurses’ continuing professional development. A systematic review of the literature was conducted to determine whether the implementation of continuing education on mechanical ventilation for intensive care nurses results in the transfer of learning beyond the individual level and towards better patient outcomes. The aim of the review was to appraise and establish the best available evidence on the effectiveness of education programs that resulted in the improvement of patient outcomes. The next step taken in the research was the investigation of : (1) the role that intensive care unit nurses play in managing ventilated patients; (2) the knowledge registered nurses have about mechanical ventilation after finishing the undergraduate course in Australia; (3) and the quality of continuing education on mechanical ventilation at a post-registration level concerning building on, and maintaining nurses’ knowledge and skills looking after ventilated patients, and potentially influencing patient outcomes. This thesis reports the results of a sequential, two phase mixed methods study, which includes a cross-sectional study (Phase One), followed by individual interviews and focus groups (Phase Two). The research aims are to describe the provision of the continuing education program on mechanical ventilation provided at a major tertiary referral hospital, to explore the intensive care unit nurses’ perceptions of this education, their views of their scope of practice, to identify the barriers and motivators to participating in continuing education, and to investigate the nurses’ recommendations for improvement or change in the program. The research setting during Phase One and Two was a 22 bed intensive care unit of a large, regional tertiary referral hospital in Australia, which employed approximately 160 registered nurses. For Phase One applied in 2011, all nurses from the study intensive care unit were sampled for the survey and asked about their perception of the continuing education on invasive mechanical ventilation with focus on two main components: a Self-directed learning package (SDLP) titled Adult ventilation management and the Recognition in Prior Professional Learning, Experiences, and Skills program (RIPPLES) – titled Care of a ventilated patient in intensive care. The results of Phase One were used to inform Phase Two which was undertaken in 2015 where all nurse managers and nurse educators were sampled for individual interviews and three focus groups with purposively selected samples of expert, experienced and novice intensive care unit nurses were undertaken. The interviews and focus groups explored in-depth the managers’ educators’, and intensive care nurses’ overall perceptions of the continuing education on mechanical ventilation to provide a broader and more comprehensive picture of the phenomenon. The survey addressed content, methods of education, learning styles, factors associated with the completion of the main educational components, and the nurses’ recommendations on the continuing education on invasive mechanical ventilation. The data was collected through a mix of structured closed questions and fewer open-ended questions, where respondents could provide more detailed answers as a better way of getting to the nuances of opinions, which sometimes may be missed when only structured questions with limited responses, are used. Descriptive statistics and multivariate statistical tests were used to analyse the quantitative component, whereas content analysis was used for the open-ended questions. The interviews and focus groups explored in-depth the survey findings and portrayed mechanical ventilation as a whole topic including invasive and non-invasive ventilation. In addition, they included the nurse’s perception of: (1) how important they though this education was, (2) the program and support available for all levels of nursing experience, (3) the responsibility for continuing professional development, and (4) the nurses’ role when looking after ventilated patients. The interview and focus group data were collected by the Candidate using semi-structured and open-ended questions and interpreted using thematic analysis. The findings from the systematic review shows limited empirical evidence of the effectiveness of the continuing education on invasive mechanical on patient outcomes. Phase One and Two suggests there is a mechanical ventilation knowledge gap between students finishing the undergraduate Bachelor of Nursing course and becoming a registered nurse in intensive care. Thus, nurses rely strongly on continuing education provided by their workplace to guarantee patient safety and currency with evidence based practice in the intensive care setting. The two main components used for the continuing education on invasive mechanical ventilation were perceived to be valuable and beneficial. However, experienced nurses perceived them to be relevant mostly at an introductory level. Overall, intensive care unit nurses perceived that the education delivered matched their learning style and acknowledged the diverse education programs available, but they perceived that more interactive and hands-on practice education such as bedside teaching should be more available. Nurses managers’ and nurses educators’ support was viewed as a necessity to increase nurses’ participation in workplace education opportunities, and more funded study days should be offered. Managers and educators on the other hand, perceived that nurses should be willing to participate in education opportunities outside their working hours in their own time. Experienced nurses perceived that most of education opportunities targeted novice nurses. In addition, managers and educators reported more difficulty engaging with experienced nurses about their learning needs and education opportunities than with novice nurses. The intensive care unit nurses, independent of their role and job position perceived that most of the ventilated patient management was within the nurses’ scope of practice. However, managers and educators were hesitant as to whether this scope of practice was supported by the national nursing board and critical care nurse association. Nurses’ autonomy was dependent on organization structure, nurses’ knowledge and individual characteristics. Finally, ICU nurses, managers and educators agreed that nurses have responsibility for their own education and professional development; however, ICU nurses perceived that managers and educators had to facilitate and provide education opportunities and resources for them. In conclusion, this work indicates a need for improvements in the continuing education on mechanical ventilation to match all nurses’ level of experience, and to increase nurses’ participation, especially experienced nurses. Three other points are also important, namely the provision of more interactive teaching activities, more funding to support nurses’ education, and more detailed regulation regarding the ICU nurse’s scope of practice for the management of ventilated patients. These conclusions, along with the detailed analysis of the survey, interviews and focus group responses, might be a valuable source of information for nurses managers, educators, and other health stakeholder involved in the provision of continuing education on mechanical ventilation in similar ICU environments, both in Australia and overseas.
Wickett, Diane. "A critical analysis of the assessment of overseas - qualified nurses." 2006. http://hdl.handle.net/2440/37823.
Повний текст джерелаThesis (Ph.D.)--School of Population Health and Clinical Practice, 2006.
Wickett, Diane. "A critical analysis of the assessment of overseas - qualified nurses." Thesis, 2006. http://hdl.handle.net/2440/37823.
Повний текст джерелаThesis (Ph.D.)--School of Population Health and Clinical Practice, 2006.
Sheehy, Annabel Dorothy. "The early workforce experiences of midwives who graduated from two different education courses in Australia." Thesis, 2016. http://hdl.handle.net/10453/52938.
Повний текст джерела[Background] There are workforce shortages in the nursing and midwifery professions in Australia. Many factors have been associated with these shortages such as high workloads, an inadequate skill mix, low nurse/midwife-to-patient/woman ratios, and heightened acuity, all of which can lead to professional burnout for staff. Connected to these shortages are perceptions of inadequate remuneration, experiences of bullying and work-related stresses, the lack of managerial action to tackle these issues and a perceived lack of opportunities for career diversity and progression. Much of this is well known in the nursing discipline, however it is unclear how these factors are similarly impacting midwifery and therefore, research into the workforce experiences of Australian midwives is timely. [Objective / Purpose] To explore early workforce participation trends, experiences and choices of midwives who graduated from one Australian university (graduating years 2007 and 2008). Participants were educated either in Bachelor of Midwifery or Graduate Diploma of Midwifery programs (n = 113). Further objectives of the study were to identify work environment and personal factors that may influence workforce experiences, and to compare any workforce trends by midwifery course. [Methods] A sequential explanatory mixed methods design was conducted. Phase 1 survey collected mainly quantitative demographic and workforce participation data. Three validated instruments were also used: Maslach Burnout Inventory (MBI); Practice Environment Scale of the Nursing Work Index (PES-NWI); and Perceptions of Empowerment in Midwifery scale (PEMS). Due to sample size restrictions, analysis was restricted to non-parametric measures including frequency distribution and simple correlations (p ≤ 0.01). Phase 2 was a qualitative study using semi-structured interviews with qualitative content and contextual analysis. [Results] In Phase 1, the survey response rate was 66 percent (n = 75). Fifty-nine were working as midwives, half of them in full-time employment. Personal factors contributing to workforce choices were only a cause of concern for a small number of midwives. The main reason for having exited from the profession was child rearing. There was a low degree of burnout and high levels of empowerment. Inadequate clinical resources and ineffective managerial support in the workplace were also identified. Bachelor of Midwifery participants were older than the Graduate Diploma midwives but no other relationship between the midwifery course and any of workforce measure existed. In Phase 2, 28 participants were interviewed. Three themes, each comprising of subthemes, were generated: (i) ‘sinking and swimming’; (ii) ‘needing a helping hand’; and (iii) ‘being a midwife… but’. The initial transition into midwifery was overwhelming for most participants, particularly when providing intrapartum care. Coping within the experience was dependent upon support. Job satisfaction was strongly related to the midwife-woman relationship and working to the full scope of practice ability, both which encouraged midwives to remain in midwifery. Dissatisfaction stemmed from poor remuneration, inflexibility of rostering, high workloads and poor managerial approaches. Experiences of bullying were ubiquitous. Factors inducing midwives to stay in the midwifery profession were not the absence of those that caused dissatisfaction. The midwife-woman relationship sustained their practice despite those factors that generated job dissatisfaction. [Conclusion] Elements of the early workforce experiences of these midwives paralleled many of those evident in the Australian nursing profession and similar workforce factors contributing to job satisfaction and dissatisfaction were identified. The midwife-woman relationship was a source of job satisfaction and inspired these midwives to remain in midwifery. Exiting the profession- temporarily or permanently- was mainly due to child rearing. [Implications for practice] Any vacuum created by eliminating factors of job dissatisfaction will require an amplified investment of factors that bring job satisfaction in order to have genuine content in midwives. Strategies that deliver transitional support, rostering flexibility, leadership training and address workplace bullying, will be ameliorative in the face of staffing shortages. Employment models that enhance relational aspects of midwifery are integral for job satisfaction in midwives. Health systems and services have a duty to support the continued professional development and accessibility of career progression for midwives, to allow individuals to cultivate their midwifery skills and work to their potential.
Jones, Corrine SR. "A Kaleidoscope Journey: Integrated Andragogy in the Diploma of Nursing – Quantum Learning and Campbellteaching." Thesis, 2019. https://vuir.vu.edu.au/41288/.
Повний текст джерелаBrown, Elvira. "Professional Identity in Interprofessional Education: Midwifery Narratives." Thesis, 2019. https://vuir.vu.edu.au/40591/.
Повний текст джерелаBrowne, Michael. "The role of collaborative reflections in clinical practice: using an asynchronous online learning environment to promote reflective learning in nursing education." Thesis, 2018. https://vuir.vu.edu.au/38656/.
Повний текст джерелаLawrence, Janet J. "Exploring the Effect of Aged Care Education on Quality of Care." Thesis, 2019. https://vuir.vu.edu.au/41798/.
Повний текст джерела