ORCID Profile
0000-0003-4535-7129
Current Organisations
Monash University
,
Deakin University
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Publisher: Springer Science and Business Media LLC
Date: 07-2020
DOI: 10.1186/S41077-020-00130-4
Abstract: To understand the current needs related to education and training, and other investment priorities, in simulated learning environments in Australia following a significant period of government funding for simulation-based learning. A mixed methods study, comprising qualitative focus groups and in idual interviews, followed by a quantitative cross-sectional survey informed by themes emerging from the qualitative data. Two focus groups and 22 in idual interviews were conducted. Participants included simulation educators, technical users and new adopters. Survey data were collected from 152 responses. Barriers at the introduction and maintenance stages of simulated learning included irregular staff training resulting in inconsistent practice, and lack of onsite technical support. Educators lacked skills in some simulation and debriefing techniques, and basic education and research skills were limited, while technicians raised concerns regarding the maintenance of equipment and managing budgets. Despite its effectiveness as an education tool, barriers remain at the introduction and maintenance stages of simulated learning environments. Efforts to improve the integrity and sustainability of simulation training should be informed by a comprehensive needs analysis. The resulting data should be used to address barriers in a way that maximises the limited resources and funding available for this important learning tool.
Publisher: SAGE Publications
Date: 06-2019
Abstract: Research has identified that virtual simulations may be effective in developing non-technical skills including communication, teamwork and decision making. However, little is known about how participants perceive learning non-technical skills via engagement in virtual simulation. The aim of this research was to investigate participant perceptions and the learning experiences when engaging in virtual simulations focused on developing non-technical skills. A descriptive exploratory approach was used. An online voluntary survey collected qualitative extended responses from participants after each virtual simulation. Ethics approval was obtained for the research and guidelines adhered to throughout the study. A total of 675 responses were obtained. Participants perceive that engaging with the virtual simulation made them aware of non-technical skills including communication, teamwork, decision making, critical thinking and problem solving, and, to a lesser extent, situational awareness. Additional categories of learning, clinical practice and limitations were identified. Engaging in virtual simulation can develop awareness of non-technical skills, as well as confidence and vigilance in practice and mindfulness of a person-centred approach to healthcare. Engaging in virtual simulation may support change in the professional performance of the participants through role modelling and learning through error.
Publisher: Bond University
Date: 02-2021
DOI: 10.53300/001C.19047
Abstract: The Clinical School Model is a unique feature of undergraduate nurse education at La Trobe University. After 20 years of operation, little is known about the value of this model for students, staff, the university, and clinical partners. This paper presents a study that is currently taking place to investigate the impact of the clinical school model on nursing students’ learning, graduate nurses’ practice readiness, and to explore clinical stakeholders and academic staff’s perspectives. This study uses a descriptive exploratory study with a multi-method approach combining quantitative surveys and qualitative descriptive exploratory phases, each involving a different group of participants. Quantitative surveys will be anonymous. Qualitative data collection will be done by in idual semi-structured interviews and focus groups. The findings of this project will help fill a gap in the nursing literature on the outcomes of a nursing clinical school partnership, education and research model. The findings of this project will play an important role in clarifying a way forward for universities and health service agencies to work as partners in the enterprise of nurse education and nursing practice.
Publisher: Springer Science and Business Media LLC
Date: 13-02-2019
Publisher: Wiley
Date: 13-12-2023
DOI: 10.1111/NHS.12995
Abstract: Feedback on performance enhances student confidence and clinical skills and promotes safe clinical practice. Experiences of feedback are well documented across many health disciplines however, less is known about paramedicine students' experiences of feedback on‐road in an emergency ambulance. The aim of this scoping review was to identify what is known about paramedicine students' experiences of feedback during clinical placement on‐road in an emergency ambulance. A review of studies between 2000 and 2021 was undertaken, guided by the Joanna Briggs Institute Methodology for JBI Scoping Reviews and reported using the Preferred Reporting Items for Systematic Reviews and Meta‐Analyses (PRISMA) Extension for Scoping Reviews. Databases included CINAHL, EMBASE, EBSCO, MEDLINE, Web of Science, Cochrane, ERIC (ProQuest), ProQuest (Nursing and Allied Health), Trove, and Open Accessd Theses and Dissertations. Three studies were identified. Feedback is valued by paramedicine students however, it can be personal and destructive in nature. Paramedics are enthusiastic and supportive and provide clear feedback. Paramedics face challenges supervising students and may lack preparation to provide feedback. There is limited evidence on paramedicine students’ experiences of feedback during clinical placement. Further exploration is needed to gain further understanding.
Publisher: Wiley
Date: 23-10-2023
DOI: 10.1111/JOCN.16912
Publisher: Elsevier BV
Date: 09-2016
Publisher: Wiley
Date: 24-07-2022
DOI: 10.1002/NOP2.999
Abstract: Reflexivity is central to the construction of knowledge in qualitative research. This purpose of this paper was to outline one approach when using reflexivity as a strategy to ensure quality of the research process. In this exploratory research, reflexivity was established and maintained by using repeated questionnaires, completed online. Using the approach presented by Bradbury‐Jones (2007) and Peshkin's I’s, the aim of the research was to identify the researcher's values, beliefs, perspectives and perceptions prevalent in the research. Qualitative data were collected in online reflexive questionnaires, completed monthly by the researcher from January 2017 to December 2018. Data analysis used interpretive and reflective reading and inductive processes. Seventeen questionnaires were analysed. Data indicated use of questionnaires enabled and detailed development of specific strategies to ensure trustworthiness. Importantly, reflexivity, supported by questionnaires, brought about transformation through self‐awareness and enlightenment.
Publisher: Wiley
Date: 20-01-2021
DOI: 10.1002/NOP2.735
Abstract: Adherence therapy is a candidate intervention to improve medication adherence and clinical outcomes in patients with type 2 diabetes. The feasibility of conducting a trial of adherence therapy in this population has not been established. The objective of this study is therefore to test the feasibility of conducting a randomized controlled trial of adherence therapy in a Middle Eastern context. A single‐centre randomized controlled feasibility trial of adherence therapy in patients with type 2 diabetes. We will undertake an initial cultural adaptation of a telephone‐delivered form of adherence therapy in four patients in a Middle Eastern context. Our subsequent feasibility trial will aim to recruit 40 non‐adherent diabetic patients that will be randomly allocated to receive eight weekly 30‐min telephone adherence therapy sessions delivered by a diabetes educator versus treatment as usual. Key outcomes of interest include the number of patients invited to take part in the trial that consent to participate and then go on to complete treatment. The findings of this study will determine the feasibility of undertaking a full randomized controlled trial of adherence therapy in patients with type 2 diabetes.
Publisher: Elsevier BV
Date: 2011
Publisher: BMJ
Date: 08-2018
DOI: 10.1136/BMJOPEN-2017-020799
Abstract: At minimum, safe patient outcomes are recognised as resulting from a combination of technical and non-technical skills. Flin and colleagues provide a practical framework of non-technical skills, cognitive, social and interpersonal, that complement technical skills, with categories identified as situational awareness, communication, team working, decision-making, leadership, coping with stress and managing fatigue . The aim of this research was to explore the alignment of categories and elements of non-technical skills with those in the published standards documents of several health professions in Australia. A qualitative comparative analysis using document analysis and deductive coding examined, extracted and interpreted data from competency standards documents focusing on non-technical skills categories and elements. A purposive s le of 11 health professions competency standards documents required for registration in Australia. The 11 competency standards documents contained 1616 statements. Although standards documents addressed all non-technical skills categories, there was limited reporting of managing stress and coping with fatigue. Of the 31 elements included in the non-technical skills framework, 22 were not common to all health professions and 3 elements were missing from the standards documents. Additionally, the documents were composed differently with no common taxonomy and multifaceted statements. While commonalities identified in the standards documents related to non-technical skills categories are likely to support patient safety, gaps in associated elements may undermine their effectiveness. The notable lack of reference to stress and fatigue requires further attention for health professional well-being in Australia. A shared taxonomy with clear statements may offer the best support for collaborative practice and positive patient outcomes. Competency standards need to be flexible to respond to the emerging demands of current healthcare practice along with consumer and health service needs.
Publisher: Elsevier BV
Date: 02-2019
DOI: 10.1016/J.NEDT.2018.11.008
Abstract: Non-technical skills (NTS) are fundamental requirements for health professional graduates for safe and competent practice. Technology enhanced simulation, including virtual patients (VPs), is suggested to be effective in developing NTS. The purpose of this paper is to explore what participants learnt about NTS following interactions with the VPs in the case study. Case study methodology was used to explore learning by undergraduate nursing students related to NTS following interactions with VPs. First- (n = 40) and third-year (n = 31) undergraduate nursing students from two universities in Victoria, Australia agreed to participate in focus groups and interviews. These were audio-recorded, transcribed and then underwent framework analysis. A priori codes in the framework used NTS categories including communication, situation awareness, teamwork, decision-making skills, leadership, managing stress and coping with fatigue. Overall, students in both years and universities reported that interactions with VPs developed knowledge and skills across all categories of NTS to varying degrees. Third-year students suggested that interactions with VPs enabled development of knowledge and skills, as well as practise of selected NTS in the clinical setting. Interactions with VPs across the curriculum may assist undergraduate nursing students in developing knowledge, skill and practice of NTS categories including communication, situation awareness, teamwork, decision-making skills and duty, advocacy and empathy.
Publisher: Elsevier BV
Date: 2022
Publisher: Elsevier BV
Date: 09-2024
No related grants have been discovered for Monica Peddle.