ORCID Profile
0000-0003-2154-3568
Current Organisation
University of Tasmania
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Publisher: Elsevier BV
Date: 06-2015
DOI: 10.1016/J.NEDT.2015.02.019
Abstract: Globally, rising rates of dementia indicate the need for more nurses skilled in caring for people with this condition. However nursing students may not acquire the requisite knowledge from existing undergraduate curricula. To investigate the dementia knowledge of second-year nursing students before and after a supported placement in a residential aged care facility. Assessment of the level of knowledge of dementia is important to provide evidence of the need to enhance dementia learning in the nursing curriculum. A pre-post control-intervention questionnaire study. 16 Tasmanian residential aged care facilities (RACFs). 99 Tasmanian second-year nursing undergraduate students (52 intervention, 47 control). Second year nursing students were engaged in a three week RACF clinical placement at one of the 14 control facilities or one of the 2 involved in the development of teaching aged care facilities. Pre ost data were collected using the 21-item 'Dementia Knowledge Assessment Tool 2.0' and demographic survey questions, and analysed using descriptive analyses and nonparametric significance tests. The data showed that these nursing students had a poor knowledge of dementia, with limited understanding of key items relevant to their clinical practice. Knowledge of dementia was significantly improved after students' participation in supported clinical placements at an intervention residential aged care facility. This knowledge improvement was significantly higher than that of students who attended clinical placements at control facilities. A well-supported clinical placement at a residential aged care facility can improve nursing students' knowledge of dementia, in particular in relation to aspects directly relevant to their clinical practice.
Publisher: Mark Allen Group
Date: 02-07-2015
DOI: 10.12968/IPPR.2015.5.2.35
Abstract: This paper analyses residential-aged care clinical placements undertaken by undergraduate paramedic students participating in the Wicking Dementia Research and Education Centre's ‘Teaching Aged Care Facilities Program’. Benefits of the placement in facilitating the development of critical interpersonal skills are identified and discussed. A cohort of final year undergraduate students (n=31) completed a five-day clinical placement in four participating residential-aged care facilities in Tasmania, Australia. The research involved the collection of qualitative data during student feedback meetings at the end of students’ placements. The data were analysed using a thematic analysis approach. Additionally, quantitative data from pre- and post-placement surveys were collected and analysed using IBM SPSS Statistics 20.0.0. The research found that students benefited from the placement in terms of developing their interpersonal skills. Students demonstrated an increased understanding of dementia and improved communication strategies for working with people with dementia. Paramedic clinical placements in residential-aged care facilities address two key issues identified by the Australian Learning and Teaching Council, these being a lack of interpersonal skills among graduate paramedics and a shortage of alternative learning sites.
Publisher: Mark Allen Group
Date: 08-2013
DOI: 10.12968/JPAR.2013.5.8.462
Abstract: Objective: This paper analyses clinical placements undertaken by final year undergraduate paramedic students in residential aged care facilities. Barriers to effective teaching and learning are identified in order to tailor such placements to better meet future health system demands. Design: The research employed qualitative methodology using thematic analysis to identify key themes in the data. Setting: A cohort of final year paramedic undergraduate students (n=17) completed a five-day clinical placement in one of two residential aged care facilities in Tasmania, Australia. Method: This component of the research involved the collection and analysis of qualitative data from student and mentor feedback meetings during placement. Results: Barriers to teaching and learning while on clinical placement were identified and categorised into a number of key themes. These include: a lack of clarity of the placement structure, inadequate clinical liaison support, and limited contact with residents and facility staff. Conclusions: Developing placements that consider the barriers to effective learning identified in this research will facilitate further development of quality, evidence-based, best practice models of undergraduate paramedic student learning in residential aged care facilities.
Publisher: Elsevier BV
Date: 05-2019
DOI: 10.1016/J.MIDW.2019.02.005
Abstract: Women within the first 12 months after birth often do not seek professional help for post-childbirth morbidities. This systematic review uses the Behavioural Model of Health Services Use (BMSHU) to assess the barriers and facilitators to women's help-seeking from health professionals during the first twelve months after childbirth. A qualitative meta-aggregation was used for the review. Systematic searching of Medline via Ovid, CINAHL, EMBASE and Web of Science revealed an initial 691 papers, of which 48 were reviewed. Nine qualitative papers, peer-reviewed, English papers and published from 2000 to 2017, were identified. Studies selected according to the pre-defined protocol were assessed using The Joanna Briggs Institute Critical Appraisal Tools (JBIQARI). Seventy-five findings were identified from the approved articles and aggregated into seven categories. Key themes that emerged were that women did not seek help because they accepted problems as a part of the motherhood role or because they feared being judged negatively. Women shared their issues with family and friends as trusted people. Low health literacy was a barrier to seeking help, as was lack of access to proper care and poor advice from families. The women's cultural context was an essential influence in whether or not they sought help. According to BMSHU, a model of key influences on women's help-seeking for maternal morbidities introduced.
Publisher: Elsevier BV
Date: 05-2021
Publisher: Wiley
Date: 08-11-2019
DOI: 10.1111/JAN.14187
Abstract: To identify the health problems that women feel require help and subsequent help-seeking behaviour during the 12 months period after childbirth. Many women experience physical and mental health problems after childbirth, but there is a gap in understanding how they perceive their health after childbirth. Studies suggested they are inhibited in expressing their needs and so seek informal rather than professional help for their health problems. A mixed method concept mapping study. Two groups of Australian women were recruited by an online platform and purposive s ling (N = 81) in 2017-2018, based on an established concept mapping methodology. A first group created 83 brainstorm statements about post-childbirth health problems and help-seeking and a second group sorted and rated the statements based on their perception of the prevalence of the issues and the help-seeking advice they would offer to others. Bradshaw`s Taxonomy of Needs was used to theoretically underpins the explanation of the results of women's felt need after childbirth. Multidimensional scaling resulted in six clusters of issues which were categorized into three domains: 'health issues and care', 'support' and 'fitness'. Despite being directly asked, about two-thirds of the women did not report experiencing any health problems. Our findings showed women had a broader perception of healthcare needs which included support and fitness. There is a potential gap in services for women who do not have good social support. Family and friends were a key source of help-seeking. Post-childbirth routine care was focused on infant care and limited to the first 6 weeks after childbirth. The content of current post-childbirth care must be reviewed.
Publisher: Mark Allen Group
Date: 07-2013
DOI: 10.12968/JPAR.2013.5.7.400
Abstract: Objective: This paper analyses aged care clinical placements undertaken by undergraduate paramedic students participating in the Wicking Dementia Research and Education Centre's ‘Teaching Aged Care Facilities Program’. Student views on positive learning experiences during placement are identified in order to support further development of high-quality evidence-based clinical placements. Setting: A cohort of final year undergraduate students (n=17) completed a 5-day clinical placement in two participating residential aged care facilities in Tasmania, Australia. Method: The research involved the collection of qualitative data during weekly student feedback meetings whilst on placement that were recorded and transcribed. Quantitative data from pre- and post-placement questionnaires were collected and analysed using IBM SPSS Statistics 20.0. Results: Positive learning experiences identified by students include: an increased understanding of dementia and dementia palliation development of ‘soft skills’ such as empathy and communication skills and improved understanding of the operations of residential aged care facilities. Conclusions: Paramedic practice is an emerging discipline that needs to consider the positive learning experiences identified in this analysis. This will facilitate further development of quality, evidence-based models of undergraduate paramedic student learning in residential aged care.
Publisher: SLACK, Inc.
Date: 07-2014
DOI: 10.3928/01484834-20140620-02
Abstract: The residential aged care sector is reportedly a less attractive career choice for nursing students than other sectors. Research shows that students are often fearful of working with residents with dementia when they are inadequately supported on clinical placements by aged care staff. Thirty first-year nursing students attended a 2-week placement in one of two Tasmanian aged care facilities as part of the Wicking Dementia Research and Education Centre Teaching Aged Care Facilities Program, which aims to provide students with a quality aged care placement focusing on dementia palliation. Placement experience and dementia knowledge were evaluated through preplacement and postplacement questionnaires and weekly feedback meetings with mentors and students. Students had more positive attitudes related to aged care and higher dementia knowledge at the end of placement. Students described their interactions with residents with dementia and thought that the placement had increased their capacity to provide quality care to these residents. The findings indicate that residential aged care placements can be productive learning environments for novice nursing students. [ J Nurs Educ. 2014 (7):410–414.]
No related grants have been discovered for Elaine Crisp.