ORCID Profile
0000-0003-4710-8900
Current Organisation
Murdoch University
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Aboriginal and Torres Strait Islander Health | Public Health and Health Services
Aboriginal and Torres Strait Islander Health - Determinants of Health |
Publisher: Elsevier
Date: 2008
Publisher: University of Texas at Arlington Libraries
Date: 2008
Publisher: Elsevier
Date: 2015
Publisher: Institute of Electrical and Electronics Engineers (IEEE)
Date: 06-2021
Publisher: Institute of Electrical and Electronics Engineers (IEEE)
Date: 02-2020
Publisher: Elsevier
Date: 2015
Publisher: Informa UK Limited
Date: 02-01-2021
Publisher: Elsevier BV
Date: 09-2018
DOI: 10.1016/J.NEPR.2018.07.006
Abstract: Developing a professional identity is an essential transition for nursing students as they move through their undergraduate degree. Professional identity is described as a person's perception of themselves within a profession or the collective identity of the profession. The formation of a professional identity is an evolving process, shaped by the media, educational experiences and role modelling. The aim of this study was to develop a greater understanding of the perceptions that students, about to embark on their undergraduate nursing degree, had of the nursing profession. A drawing and mind mapping exercise was conducted with a convenience s le of commencing nursing students to explore how they viewed their future profession. The data underwent thematic analysis and then grouped into sub-themes and themes. Four key themes were identified, 'To be a nurse, I have to look the part', 'To be a nurse, I have to perform in a variety of roles', 'To be a nurse, I have to connect with others', and 'To be a nurse, I have to care for myself.' The formation of a strong pre-professional identity is important for nursing students due to the link between future job satisfaction and the development of a robust nursing workforce.
Publisher: Routledge
Date: 21-04-2017
Publisher: Informa UK Limited
Date: 04-07-2015
Publisher: Institute of Electrical and Electronics Engineers (IEEE)
Date: 09-2022
Publisher: Qeios Ltd
Date: 09-12-2021
DOI: 10.32388/Q6VAOK.2
Abstract: Online educators must establish the kinds of trust that are uncommon in didactic, mechanical pedagogies. This conceptual paper asserts the importance of building and sustaining trust between higher education students and their instructors within the online environment. Instilling trust can construct sustainable learning environments that are abundant with collaborative inquiry and dialogue. The themes explored in this paper highlight and investigate the conceptual construct of trust and its antecedents. We address the nature and purpose of interpersonal trust in student/instructor relationships within online higher education institutions. We also explore several factors (in particular, performativity, casualisation of teaching staff, neoliberalism, non-traditional student identities and the digital ide) which influence the development of trust. We investigate the role of trust in influencing student feedback-seeking behaviour, engagement and achievement, in terms of attainment of academic goals. Notably, we highlight the importance of further inquiry into methods of rapport-building in higher education. Theoretical foundations have been drawn from Indigenous scholarship as well as organisational and socio-psychological literature. We close by welcoming further discussion of and reflection on institutional practices and performance measures in the digital environment and whether they allow instructors to embed relational aspects and elicit cognitive and affective trust from their students.
Publisher: Informa UK Limited
Date: 06-07-2016
Publisher: Informa UK Limited
Date: 23-04-2022
Publisher: Qeios Ltd
Date: 29-04-2021
DOI: 10.32388/Q6VAOK
Abstract: Online educators must establish the kinds of trust that are uncommon in didactic, mechanical pedagogies. This conceptual paper asserts the importance of building and sustaining trust between higher education students and their instructors within the online environment. Instilling trust can construct sustainable learning environments that are abundant with collaborative inquiry and dialogue. The themes explored in this paper highlight and investigate the conceptual construct of trust and its antecedents. We address the nature and purpose of interpersonal trust in student/instructor relationships within online higher education institutions. We also explore several factors (in particular, performativity, casualisation of teaching staff, neoliberalism, non-traditional student identities and the digital ide) which influence the development of trust. We investigate the role of trust in influencing student feedback-seeking behaviour, engagement and achievement, in terms of attainment of academic goals. Notably, we highlight the importance of further inquiry into methods of rapport-building in higher education. Theoretical foundations have been drawn from Indigenous scholarship as well as organisational and socio-psychological literature. We close by welcoming further discussion of and reflection on institutional practices and performance measures in the digital environment and whether they allow instructors to embed relational aspects and elicit cognitive and affective trust from their students.
Publisher: Informa UK Limited
Date: 24-01-2022
Publisher: Institute of Electrical and Electronics Engineers (IEEE)
Date: 2019
Publisher: Informa UK Limited
Date: 29-09-2015
Publisher: Springer Science and Business Media LLC
Date: 29-10-2021
DOI: 10.1007/S42438-021-00259-Z
Abstract: This article is a collective response to the 2020 iteration of The Manifesto for Teaching Online . Originally published in 2011 as 20 simple but provocative statements, the aim was, and continues to be, to critically challenge the normalization of education as techno-corporate enterprise and the failure to properly account for digital methods in teaching in Higher Education. The 2020 Manifesto continues in the same critically provocative fashion, and, as the response collected here demonstrates, its publication could not be timelier. Though the Manifesto was written before the Covid-19 pandemic, many of the responses gathered here inevitably reflect on the experiences of moving to digital, distant, online teaching under unprecedented conditions. As these contributions reveal, the challenges were many and varied, ranging from the positive, breakthrough opportunities that digital learning offered to many students, including the disabled, to the problematic, such as poor digital networks and access, and simple digital poverty. Regardless of the nature of each response, taken together, what they show is that The Manifesto for Teaching Online offers welcome insights into and practical advice on how to teach online, and creatively confront the supremacy of face-to-face teaching.
Publisher: Elsevier BV
Date: 2020
Publisher: SAGE Publications
Date: 02-0012
Abstract: This article tracks the emergence, maintenance, and evolution of a positive intercultural relationship between a multilingual international student from Vietnam and a monolingual local Australian student in their first year at university. The literature overwhelmingly suggests that in institutions where English is the language of instruction, monolingual local students rarely mix with international students who are not fully proficient in English. This dyad thus provided fertile ground for exploring the development of an unusual intercultural student relationship. Narrative analysis explores the extent to which in idual agency and the institutional environment coshaped this relationship over time and in various contexts. In the context of the internationalization of the tertiary education sphere, this study offers a prototypical case highlighting affordances and constraints that may influence the development of productive and amicable intercultural relationships on erse university c uses.
Publisher: Elsevier
Date: 2015
Publisher: Institute of Electrical and Electronics Engineers (IEEE)
Date: 2023
Start Date: 09-2021
End Date: 09-2024
Amount: $584,000.00
Funder: Australian Research Council
View Funded Activity