ORCID Profile
0000-0001-5840-0750
Current Organisations
Royal Hobart Hospital
,
University of Tasmania
,
Southampton University Hospitals NHS Trust
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Publisher: Elsevier BV
Date: 08-2023
Publisher: SAGE Publications
Date: 18-06-2020
Abstract: Purposive s ling has a long developmental history and there are as many views that it is simple and straightforward as there are about its complexity. The reason for purposive s ling is the better matching of the s le to the aims and objectives of the research, thus improving the rigour of the study and trustworthiness of the data and results. Four aspects to this concept have previously been described: credibility, transferability, dependability and confirmability. The aim of this paper is to outline the nature and intent of purposive s ling, presenting three different case studies as ex les of its application in different contexts. Presenting in idual case studies has highlighted how purposive s ling can be integrated into varying contexts dependent on study design. The s ling strategies clearly situate each study in terms of trustworthiness for data collection and analysis. The selected approach to purposive s ling used in each case aligns to the research methodology, aims and objectives, thus addressing each of the aspects of rigour. Making explicit the approach used for participant s ling provides improved methodological rigour as judged by the four aspects of trustworthiness. The cases presented provide a guide for novice researchers of how rigour may be addressed in qualitative research.
Publisher: Elsevier BV
Date: 03-2000
Publisher: Elsevier BV
Date: 05-2016
DOI: 10.1016/J.AUCC.2016.06.001
Abstract: Observational work to develop the ACCCN Competency Standards was undertaken more than 20 years ago. Since then the landscape of critical care nursing as a specialty has changed and it is not known if the Competency Standards reflected contemporary practice. To revise the ACCCN Competency Standards for Specialist Critical Care Nurses to ensure they continue to meet the needs of critical care nurses and reflect current practice. A two-phased project was undertaken. In Phase I focus groups were held in all states. Thematic analysis was conducted using two techniques. The standards were revised based on the main themes. Phase II consisted of an eDelphi technique. A national panel of critical care nurses responded to three survey rounds using a 7 point likert-type scale to indicate their level of agreement with the revised standards. A 70% agreement level for each statement was determined a priori. Phase I: 12 focus groups (79 participants) were conducted. Phase II: A panel of specialist critical care nurses (research, management, clinical practice and education) responded to round 1 (n=64), round 2 (n=56), and round 3 (n=40). Fifteen practice standards with elements and performance criteria were grouped into four domains (professional practice, provision and coordination of care, critical thinking and analysis, collaboration and leadership). The revised Practice Standards for Specialist Critical Care Nurses build upon and are additional to the Nursing & Midwifery Board of Australia National Competency Standards for Registered Nurses. The standards reflect contemporary critical care nurse practices using an expanded range of technologies to care for complex critically ill patients across the lifespan in erse settings. The national study has resulted in the 3rd edition of the Practice Standards for Specialist Critical Care Nurses. There was input from stakeholders and agreement that the revised standards capture contemporary Australian critical care nursing practice.
Publisher: Universitas Jenderal Soedirman
Date: 14-04-2022
DOI: 10.20884/1.JKS.2022.17.1.4927
Abstract: The early warning system (EWS) has been decided as a new standard for Indonesian hospitals. The main objective of EWS implementation is to help nurses quickly recognize and react to deteriorating patients. This study explores how EWS contributes to nurses’ clinical decisions around patient deterioration. The research design for this study was mixed-method sequential explanatory. A purposive s ling approach was used to recruit the participants. Closed and open-ended questionnaires were distributed (n = 53) to adult unit nurses and the data was analyzed by using descriptive statistics. Focus group discussions were conducted to evaluate the implementation process and the results obtained were analyzed by using thematic analysis. Both data were integrated by using a joint display table. We found that 79% of nurses indicated that they needed education about how to use the EWS and 92% of nurses required education on physiology and management of the deteriorating patient. Three themes emerged: (1) the nurses’ experience of EWS Implementation, (2) the impact of EWS implementation, and (3) ameliorating the EWS Implementation. The participants showed that the EWS has been used for the assessment, documentation, and communication process of deteriorating patient management. The EWS is a complex tool for nurses, and they need support from stakeholders to maintain and optimize the advantages.
Publisher: Elsevier BV
Date: 07-2019
DOI: 10.1016/J.AUCC.2018.09.007
Abstract: The objective of this study was to review and synthesise international literature to reveal the contemporary structures, processes, and outcomes of critical care nurse (CCN) education. An integrative review on specialist critical care education was guided by Whittemore and Knafl's integrative review steps: problem identification literature search and data evaluation, analysis, and presentation. Donabedian's Quality Framework (Structure-Process-Outcome) provided a useful analytical lens and structure for the reporting of findings. (1) Structures for CCN education incorporated transition-to-practice and ongoing education programs typically offered by hospitals and health services and university-level graduate certificate, diploma, and masters programs. Structural expectations included a standard core curriculum, clinically credible academic staff, and courses compliant with a higher education framework. Published workforce standards and policies were important structures for the practice learning environment. (2) Processes included incremental exposure to increasing patient acuity consistent and appropriately supported and competent hospital-based preceptors/assessors courses delivered with a flexible, modular approach curricula that support nontechnical skills and patient- and family-centred care stakeholder engagement between the education provider and the clinical setting to guide course planning, evaluation and revalidation and evidence-based measurement of clinical capabilities/competence. (3) Outcomes included articulation of the scope and levels of graduate attributes and professional activities associated with each level. The role of higher degree research programs for knowledge creation and critical care academic leadership was noted. Provision of high-quality critical care education is multifaceted and complex. These findings provide information for healthcare organisations and education providers. This may enable best practice structures and processes for critical care specialist training that meets the needs of industry and safely supports developing CCN expertise. There is an acknowledged tension between the expectations of governing bodies for policies, standards, and position statements to enhance quality and reduce care variance and the availability of high-quality evidence to underpin these across international contexts.
Publisher: Elsevier BV
Date: 08-2000
DOI: 10.1016/S1036-7314(00)70634-5
Abstract: In October 1998, the Australian College of Critical Care Nurses (ACCCN) launched a model to credential specialist level critical care nurses. This model was 'road tested' during a pilot study, when experienced critical care nurses were invited to apply to become the first Australian credentialled critical care nurses. The pilot study was designed to ensure all in iduals taking part in the process were surveyed regarding adequacy of the credentialling package and the credentialling process. Applicants were required to provide evidence of practise at the specialist level, as described in the Competency Standards for Specialist Level Critical Care Nurses. Evidence was presented via curriculum vitae, professional journal and supported by three peer reviewers and two referees. Each application was sent to a three-person assessor panel, which assessed the evidence in the application against the Competency Standards for Specialist Level Critical Care Nurses. A total of six applications from five states and one territory were received by April 1999. Five of the applicants were assessed to have met the Competency Standards and were awarded the credential, Australia Credentialled Critical Care Nurse (ACCN), which they will hold for a period of 3 years. Feedback from assessors, applicants, peer reviewers and referees involved in the pilot study has resulted in the further refinement of the credentialling package and processes. Australian critical care nurses will now have the opportunity to seek to be credentialled four times per year.
Publisher: Elsevier BV
Date: 2023
Publisher: Elsevier BV
Date: 06-2017
DOI: 10.1016/J.APNR.2017.02.024
Abstract: This paper compares two qualitative approaches used to thematically analyse data obtained from focus groups conducted with critical care nurses from Australia. Focus groups are an effective mechanism to generate understanding and gain insight into the research participants' world. Traditional verbatim transcription of participants' recorded words necessitates significant investment of time and resources. An alternative approach under reported in the literature is to directly analyse the audio recordings. To identify the effectiveness of the audio recording only approach, the study aimed to independently compare two qualitative methods of data analysis, namely the traditional transcribed method with the audio recording method. The study to revise the specialist critical care competency standards included focus groups conducted in each state in Australia (n=12) facilitated by experienced researchers. Two of the research team analysed transcribed focus group data and two team members were blinded to the transcription process and directly analysed audio recordings from the focus groups. A process of thematic analysis used independently by the two teams was used to identify themes. When the findings were compared, the themes generated using each technique were consistent and there were no different themes or subthemes identified. The two techniques appeared to be comparable. Overarching key themes were consistent with the approach. The direct analysis method appears to have advantages. It is cost effective, trustworthy and possibly a superior alternative when used with focus group data. However, the audio only method requires experienced researchers who understand the context and if combining the two approaches takes time to do.
Publisher: Informa UK Limited
Date: 09-08-2019
Publisher: Dialectical Publishing
Date: 07-04-2012
Publisher: Dialectical Publishing
Date: 09-2012
Location: United Kingdom of Great Britain and Northern Ireland
No related grants have been discovered for Melanie Greenwood.