ORCID Profile
0000-0003-1418-0164
Current Organisation
University of South Australia
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Publisher: BMJ
Date: 03-08-2010
Abstract: Focusing on interprofessional relations in team performance to improve patient safety is an emerging priority in obstetrics. A review of the literature found little information on roles and teamwork in obstetric emergency training. Qualitative research was undertaken through a Clinical Simulation in Maternity programme which gives interprofessional rural clinicians the opportunity to learn collaboratively through simulated obstetric emergencies. This research aimed to determine how interprofessional simulation team training improved maternity emergency care and team performance. This research used thematic inductive analysis using data from in-depth interviews. In total 17 participants and four facilitators who took part in the Clinical Simulation in Maternity workshops were invited to participate in an interview 1-2 weeks postworkshop and then again 3-6 months later. Data were deidentified then coded manually and with the assistance of computer program NVivo 7 (QSR International). Of the major themes identified, Collaboration in Teambuilding was separated into four subthemes (Personal Role Awareness, Interpositional Knowledge, Mutuality and Leadership). This research highlights the significance of interprofessional training, particularly through simulation learning in a team where rural clinicians are able to learn more about each other and gain role clarity, leadership skills and mutuality in a safe environment.
Publisher: Elsevier BV
Date: 08-2011
DOI: 10.1016/J.NEDT.2010.09.008
Abstract: Nurses and other health professionals are required to demonstrate broad levels of expertise and service to ensure quality patient-centred health care. Interprofessional practice aligned with interprofessional education (IPE) has been promoted as a vehicle to promote broad levels of expertise. However, challenges remain for universities and other higher education institutions to successfully provide IPE opportunities for students. This paper presents perceptions of academic staff towards IPE from one Australian multi-c us health faculty. Perceptions were collected using interviews and two workshops. Findings are themed under the categories of faculty barriers, industry challenges and future opportunities. The perceptions of one health faculty regarding the fundamental factors required for IPE success were executive leadership of IPE, a supportive funding framework and an IPE based curricula. Nursing education can play a key role in embracing and leading future IPE approaches given that nurses are the numerically dominant health professional group and work collaboratively with other professionals to deliver patient-centred care.
Publisher: SAGE Publications
Date: 2011
Abstract: Ideally, debriefing will encourage learners to critically reflect in a supportive peer learning environment. Currently, the debriefing process lacks a conceptual framework to guide both facilitators and learners. Transformative learning theory provides a process for critical reflection which promotes learners to engage in critical discourse and share their knowledge and assumptions. The purpose of the article is to (1) explore the extent to which the simulation and debriefing process reflects transformative learning, as described by Mezirow and (2) introduce a reflective conceptual framework for postsimulation debriefing. A qualitative study explored 16 health professionals’ perceptions of simulation sessions, in particular the postsimulation debriefing process. The article discusses three key themes: self-reflexivity, connectedness, and social context in relation to postsimulation debriefing. Authors explain how the debriefing process can reflect transformative learning which can assist participants to translate learning into practice. Following this, the authors propose a reflective conceptual framework for debriefing. The Sim TRACT™ model can equip educators with effective debriefing skills and encourage transformative learning to take place.
Publisher: Springer Science and Business Media LLC
Date: 30-01-2014
Publisher: Elsevier BV
Date: 02-2021
Publisher: Informa UK Limited
Date: 20-08-2019
DOI: 10.1080/13561820.2019.1645648
Abstract: This article explores how work-based interprofessional education (IPE) influences collaborative practice in rural health services in Australia. Using a qualitative case study design, three rural hospitals were the focal point of the project. Marginal participant observations (98 hours) and semistructured interviews (
Publisher: Elsevier BV
Date: 09-2019
Publisher: Springer Singapore
Date: 2021
Publisher: Elsevier BV
Date: 10-2017
Publisher: Informa UK Limited
Date: 2012
DOI: 10.3109/13561820.2011.636157
Abstract: Interprofessional practice implies that health professionals are able to contribute patient care in a collaborative environment. In this paper, it is argued that in a hospital the nurses' station is a form of symbolic power. The term could be reframed as a "health team hub," which fosters a place for communication and interprofessional working. Studies have found that design of the Nurses' Station can impact on the walking distance of hospital staff, privacy for patients and staff, jeopardize patient confidentiality and access to resources. However, no studies have explored the implications of nurses' station design on interprofessional practice. A multi-site collective case study of three rural hospitals in South Australia explored the collaborative working culture of each hospital. Of the cultural concepts being studied, the physical design of nurses' stations and the general physical environment were found to have a major influence on an effective collaborative practice. Communication barriers were related to poor design, lack of space, frequent interruptions and a lack of privacy the name "nurses' station" denotes the space as the primary domain of nurses rather than a workspace for the healthcare team. Immersive work spaces could encourage all members of the healthcare team to communicate more readily with one another to promote interprofessional collaboration.
No related grants have been discovered for Lyn Gum.