ORCID Profile
0000-0001-7400-9946
Current Organisation
University of South Australia
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Publisher: Elsevier BV
Date: 04-2019
Publisher: Wiley
Date: 23-12-2016
DOI: 10.1111/JOCN.13103
Abstract: To measure the impact of an undergraduate research education program on the attitude, skill and uptake of evidence-based practice among undergraduate student nurses. The contribution of evidence-based practice to clinical decision-making, quality of care and patient outcomes is well-documented. One approach to improving evidence-based practice uptake in clinical practice is through the provision of undergraduate research education notwithstanding, the impact of research training on nursing practice is poorly established. Descriptive longitudinal survey. Three hundred and fifty four third-year nursing students enrolled in a Bachelor of Nursing program of a large Australian University were invited. Pre- (Phase 1) and post-completion (Phase 2) of a 16-week research education program, participants were asked to complete the Evidence-Based Practice Attitude and Utilization Survey an 82-item online questionnaire measuring attitudes, skills and use of evidence-based practice, and barriers and facilitators of evidence-based practice uptake. The survey was completed by 84 (24%) participants in Phase 1 and 33 (39% of Phase 1) participants in Phase 2. Program exposure resulted in a significant improvement in median skill and use subscores, but not median attitude subscore. Participants perceived inadequate skills in the interpretation, appraisal and application of research findings to clinical practice as being less of a barrier to evidence-based practice uptake posteducation, and access to online critical appraisal tools as being significantly more useful in facilitating evidence-based practice uptake posteducation. The findings suggest that undergraduate research education may have a significant effect on nursing students' research skills and use of evidence-based practice, and minimise barriers to evidence-based practice uptake posteducation. Undergraduate research education may play an important role in improving student nurse uptake of evidence-based practice whether these changes can be sustained when transitioning from student nurse to registered nurse is a question for further research.
Publisher: Clute Institute
Date: 13-07-2015
Publisher: Clute Institute
Date: 27-03-2013
Abstract: There is an increasing global demand for a broad range of academic programs to be offered by distance education. The development of flexible online technology has made studying for a degree anywhere and anytime possible and this option has significant appeal for many people. However, there is limited knowledge available to guide faculty in the strategic development of supportive learning environments for distance education students that fosters connectedness for academic success. The purpose of this three-phase study was to introduce the concept of community social capital to a cohort of graduate nursing students (N=97) and then track implementation and impact in their on-line academic learning environment. Understanding social capital at the onset of graduate school can lead to an improved sense of how students can utilize and grow social capital, enhance bonding, and increase their academic advantage. The findings inform future education curricula, innovative strategies, and educational research agendas by suggesting that social capital awareness is beneficial to students enrolled in distance education.
Publisher: Longwoods Publishing
Date: 30-06-2016
Abstract: To describe how organizational context and restructuring influenced nurse leaders' use of evidence in decision-making in their management practice. Qualitative descriptive study. Fifteen leaders at executive and front-line manager levels in one organization were interviewed using a semi-structured format. Inductive content analysis generated five main themes: leaders strove to keep relationships that preserve best decision-making ability and sought the best knowledge to inform their decisions. However, a context of constant change more scope less autonomy and decisional inertia in a sea of change had profound effects on their ability to employ evidence in decision-making. Evidence-informed decision-making is a dynamic social process highly influenced by political instability in work environments. Organizational restructuring creates threats to common decision-making strategies, including information flow, relationships and priority setting. Healthcare restructuring is now a global constant, and there is a need for hospital leaders to understand and mitigate the effect restructuring has on the ability of leaders to engage in evidence-informed decision-making. Strategies are proposed to manage uncertainty and support nurse leaders in their evidence-informed decision-making to deliver quality health services. This research provides an in-depth examination of how evidence-informed decision-making is influenced in the context of instability and uncertainty due to ever-present organizational restructuring.
Publisher: Wiley
Date: 15-10-2021
DOI: 10.1111/JOCN.15520
Publisher: Elsevier BV
Date: 05-2007
DOI: 10.1016/J.NEDT.2006.05.008
Abstract: Although the nursing and education literature confirm that humor has a role to play in the learning experience, there is little evidence available about the impact and the challenges of using humor to facilitate group process and learning in problem-based learning environments for nursing students. In this paper, we explore humor as a style of communication in PBL environments using ex les from the classroom. We then propose a range of strategies to build capacity in PBL tutors and to infuse humor into the PBL classroom such as: acceptance that fun and humor are components of the ground rules in the group appropriate humor and boundaries mutual story sharing and creative activities to moderate stress and build coping strategies to thrive in clinical practice. It is timely for nurse academics and researchers to examine the contribution of humor as a facilitative communication style in the PBL environment. Findings could inform evidence-based teaching of nursing students and foster life-long learning and communication skills.
Publisher: Springer Science and Business Media LLC
Date: 25-09-2007
Publisher: Elsevier BV
Date: 06-2017
Publisher: Hindawi Limited
Date: 07-2013
DOI: 10.1111/JONM.12128
Abstract: To examine how social capital could be a mediating factor through which managers' leadership positively influences relationships with nurses and quality patient outcomes. The relationship between leadership, what managers do and optimal outcomes for patients are well established. What is not yet clear is an understanding about specific mechanisms by which managers' leadership builds social capital to foster cohesive team relationships and quality patient outcomes. Conceptual links are drawn between human capital and leadership styles of managers. Social capital is introduced and contextualized through exemplars from a Canadian study. Exemplars illustrate how the presence or absence of social capital influenced nurses' productivity to deliver quality patient care. Nurse researchers could use the Social Capital Framework (SCF) to examine the mediating role of social capital in relationships between managers and nurses. These findings could inform managers' strategies to foster positive networks and norms between nurses to deliver quality patient care. Leadership that uses a framework of social capital will enhance team relationships between nurses. Enhanced cohesion will have a positive impact on patient outcomes.
Publisher: Wiley
Date: 06-2005
Publisher: Clute Institute
Date: 06-10-2015
Abstract: It is now well accepted that working in research teams that span universities, jurisdictions and countries can be rewarding and economically prudent. To this end, investigators collaborate in the pursuit of knowledge to address human and societal problems and translate results into local and global contexts. This implies that investigators need to develop study instruments that are fit for purpose and strategically manage issues arising from geographical, linguistic and cultural ersity. A proven method is cognitive interviewing to pre-test the study materials to ensure clarity and relevance in the study population. This paper describes the steps taken to increase the methodological reliability of study instruments through the use of cognitive interviewing and argues this technique should be a standard step in instrument development.
Publisher: Informa UK Limited
Date: 2007
DOI: 10.1080/13561820701605474
Abstract: It is timely to develop improved understandings about strengthening interdisciplinary contexts to guide effective and quality healthcare research contexts in which health and social issues occur do not recognize disciplinary boundaries. Similar to the notion of "partnership", the terms multidisciplinary, interdisciplinary and transdisciplinary are in danger of becoming conceptually indistinct and thus of limited usefulness for researchers, practitioners and teams. In this paper, we review basic concepts related to cross-disciplinary relationships as well as common arguments for and against interdisciplinary research. We then extend this critique by adding considerations of the influence of context, specifically social and spatial influences on interdisciplinarity. In doing so, we advocate the need for research that explicitly acknowledges complexity and considers context to advance understanding of effective interdisciplinary research.
Publisher: Informa UK Limited
Date: 09-1999
Abstract: The study identified effective discharge planning for older people from the perspectives of older people, their carers and nursing and social work discharge planners at a city hospital. This article discusses findings from the discharge planners who argued discharge planning was dependent upon effective communication between hospital and community staff, older people and their carers. They felt frustrated in their attempts to facilitate continuity of care within a casemix environment, and identified the pivotal role of the hospital liaison nurse in effective discharge planning. In addition, they called for ongoing reviews of hospital and community discharge planning practice, secondment of nurses between sectors to increase knowledge of other health services, and collaborative research.
Publisher: Springer Science and Business Media LLC
Date: 25-07-2012
Publisher: Clute Institute
Date: 03-10-2016
Abstract: Background: There is an increasing global demand for higher education to incorporate flexible delivery. Nursing education has been at the forefront of developing flexible online education and offering programs ‘anywhere and anytime’. In response to calls to teach compassion in nursing education, there is an abundance of literature concerning classroom teaching, but few online studies.Design: This paper presents a qualitative study protocol to explore the effectiveness of a compassion module taught to undergraduate nursing students within a digital learning environment. The protocol consists of an online knowledge intervention (compassion module) and pre- and post-intervention qualitative questions to explore and describe undergraduate nursing students’ understanding and learning about the practice of compassion toward patients, colleagues and self.Methods: Students will study the online compassion module over a two week period in a theory course in the final year of the Bachelor of Nursing. Students will participate in the study by responding to open-ended questions, administered through SurveyMonkey® before and after studying the online compassion module. Free text responses will be analysed thematically. The researchers will obtain institutional ethical approval.Discussion: This study protocol may generate new knowledge about how nursing students learn compassionate practice within an online learning environment. These findings could be used by nurse leaders and educators to develop empirically supported curricula and workplace cultures to foster the practice of compassion and resilience in the next generation of nurses.
Publisher: Elsevier BV
Date: 07-2008
DOI: 10.1016/J.OUTLOOK.2008.01.001
Abstract: Research on patient safety and health human resources, 2 critical issues for 21st century healthcare, converges on similar findings. Specifically, it is apparent that along with the patients, families, and communities we serve, nurses and other healthcare professionals navigate a volatile health care system where persistent restructuring, market pressures, and workforce instability present ongoing threats to the delivery of safer care. Drawing from the fields of nursing, healthcare ethics, health systems management, and ecological restoration, we outline the role of social capital for organizational integrity, healthy workplace cultures, sustainable resource management, improved nurse retention, effective knowledge translation, and safer patient care. Nursing leaders can use ecological thinking to build the vital resource of social capital by taking concrete steps to commit the necessary human and material resources to: (1) forge relations to foster bonding, bridging and linking social capital (2) build solidarity and trust (3) foster collective action and cooperation (4) strengthen communication and knowledge exchange and (5) create capacity for social cohesion and inclusion.
Publisher: Wiley
Date: 29-08-2002
Publisher: Elsevier BV
Date: 11-2020
Publisher: Ovid Technologies (Wolters Kluwer Health)
Date: 2006
DOI: 10.1002/CHP.48
Abstract: Despite calls over several decades for theory development, there remains no overarching knowledge-translation theory. However, a range of models and theoretical perspectives focused on narrower and related areas have been available for some time. We provide an overview of selected perspectives that we believe are particularly useful for developing testable and useful knowledge-translation interventions. In addition, we discuss adjuvant theories necessary to complement these perspectives. We draw from organizational innovation, health, and social sciences literature to illustrate the similarities and differences of various theoretical perspectives related to the knowledge-translation field.A variety of theoretical perspectives useful to knowledge translation exist. They are often spread across disciplinary boundaries, making them difficult to locate and use. Poor definitional clarity, discipline-specific terminology, and implicit assumptions often hinder the use of complementary perspectives. Health care environments are complex, and assessing the setting prior to selecting a theory should be the first step in knowledge-translation initiatives. Finding a fit between setting (context) and theory is important for knowledge-translation initiatives to succeed. Because one theory will not fit all contexts, it is helpful to understand and use several different theories. Although there are often barriers associated with combining theories from different disciplines, such obstacles can be overcome, and to do so will increase the likelihood that knowledge-translation initiatives will succeed.
Publisher: Elsevier BV
Date: 11-2020
Publisher: Elsevier BV
Date: 11-2020
Publisher: Cambridge University Press (CUP)
Date: 03-2005
DOI: 10.1017/S1478951505050029
Abstract: Objective : To identify criteria for measuring the eligibility of patients with end-stage noncancer diseases for palliative care services in Australian residential aged care facilities. Methods : No validated set if guidelines were available so five instruments were used: an adaptation of the American National Hospice Association Guidelines a recent adaptation of the Karnofsky Performance Scale the Modified Barthel Index the Abbey Pain Score for assessment of people who are nonverbal and a Verbal Descriptor Scale, also for pain measurement. In addition, nutritional status and the presence of other problematic symptoms and their severity were also sought. Results : The adapted American National Hospice Association Guidelines provided an initial indicative framework and the other instruments were useful in providing confirmatory data for service eligibility and delivery.
Publisher: Elsevier BV
Date: 1999
DOI: 10.1016/S1322-7696(08)60337-6
Abstract: The difficulty nursing students experience in making the transition from the university to clinical context is attributed to the gap between theory and practice, and education and service. Collaboration between academics and clinicians in the provision of undergraduate education is considered to be a strategy for overcoming these problems. A project team consisting of four academics and six clinicians collaboratively developed and implemented an acute care topic, in the third year of a pre-registration nursing course at the School of Nursing, Flinders University. A review of the literature did not provide ex les of collaborative models relevant to undergraduate teaching. The subsequent model, devised by the project team, focused on technical, cultural and interpersonal aspects of collaborative teaching. The model was evaluated by illuminative research methods. Participants in the project included academics (n = 4), clinicians (n = 6) and students (n = 104). Student questionnaires and academic and clinician interviews were used to inform evaluation procedures. The qualitative data was coded and analysed based upon the definitions and characteristics of collaboration described by Henneman et al (1995). Study findings demonstrated that the model was effective in facilitating collaborative relationships necessary for the successful development and implementation of reality-based learning for students.
Publisher: Springer Science and Business Media LLC
Date: 02-06-2011
Publisher: Wiley
Date: 28-01-2012
Publisher: Hindawi Limited
Date: 2012
DOI: 10.1155/2012/243210
Abstract: While bullying in the healthcare workplace has been recognized internationally, there is still a culture of silence in many institutions in the United States, perpetuating underreporting and insufficient and unproven interventions. The deliberate, repetitive, and aggressive behaviors of bullying can cause psychological and/or physical harm among professionals, disrupt nursing care, and threaten patient safety and quality outcomes. Much of the literature focuses on categories of bullying behaviors and nurse responses. This qualitative study reports on the experiences of nurses confronting workplace bullying. We collected data from the narratives of 99 nurses who completed an open-ended question embedded in an online survey in 2007. A constructivist grounded theory approach was used to analyze the data and shape a theory of how nurses make things right when confronted with bullying. In a four-step process, nurses place bullying in context, assess the situation, take action, and judge the outcomes of their actions. While many nurses do engage in a number of effective yet untested strategies, two additional concerns remain: inadequate support among nursing colleagues and silence and inaction by nurse administrators. Qualitative inquiry has the potential to guide researchers to a greater understanding of the complexities of bullying in the workplace.
Publisher: Ovid Technologies (Wolters Kluwer Health)
Date: 12-2018
DOI: 10.1097/ANC.0000000000000533
Abstract: Nurses working in the neonatal intensive care unit (NICU) who care for dying infants and their families say they do not necessarily have the expertise or the specific training to provide quality end-of-life-care (EOLC). The purpose of this review was to critically appraise the existing qualitative literature regarding nurses' experiences when caring for infants during end of life in the NICU and to identify barriers and enablers to provide quality EOLC. A literature search was conducted using CINAHL and OVID databases. Studies that explored nurses' experiences when caring for infants who were dying or when lifesaving care was withdrawn were retrieved and 15 studies were thematically analyzed. Five major themes emerged: advocating for the dying infant, building close relationships with the family, providing an appropriate care environment, nurses' emotional responses to dying or death, and professional inadequacy in EOLC. Nurses face multiple challenges when providing EOLC including moral dilemmas and feelings of professional inadequacy. Avoidance was a common strategy used by nurses to cope with the stress associated with EOLC. Managers can foster quality EOLC by implementing education sessions about infant mortality, EOLC, advocacy, team communication, and self-care practices. Research could evaluate the effectiveness of EOLC education sessions to build nurses' competence and confidence in advocacy and EOLC clinical skills.
Publisher: Informa UK Limited
Date: 12-1996
DOI: 10.5172/CONU.5.4.169
Abstract: Crucial issues related to the transition from university student to registered nurse are addressed, through a review of the literature. The considerable literature in this area indicates three distinct approaches in examining this question: there are personal and professional deficits which the new graduate must make up, the formal content of the university curriculum is deficient and must be replaced, the socio-political and professional contexts of practice constrains beginning practice. Each of these approaches is examined here in the expectation that uncovering these issues will encourage employers and educators to work together to resolve some of the current conflicts and difficulties inherent in the transition from university student to registered nurse. Various models of transition in current use are then explored, since support for the graduate is paramount for provision of a cost effective and efficient nursing service in a rapidly changing health service environment.
Publisher: Springer Science and Business Media LLC
Date: 29-05-2007
Publisher: Ovid Technologies (Wolters Kluwer Health)
Date: 2009
DOI: 10.1002/CHP.20036
Publisher: Springer Science and Business Media LLC
Date: 28-08-2012
Abstract: In health services research, there is a growing view that partnerships between researchers and decision-makers (i.e., collaborative research teams) will enhance the effective translation and use of research results into policy and practice. For this reason, there is an increasing expectation by health research funding agencies that health system managers, policy-makers, practitioners and clinicians will be members of funded research teams. While this view has merit to improve the uptake of research findings, the practical challenges of building and sustaining collaborative research teams with members from both inside and outside the research setting requires consideration. A small body of literature has discussed issues that may arise when conducting research in one’s own setting however, there is a lack of clear guidance to deal with practical challenges that may arise in research teams that include team members who have links with the organization/community being studied (i.e., are “insiders”). In this article, we discuss a researcher-decision-maker partnership that investigated practice in primary care networks in Alberta. Specifically, we report on processes to guide the role clarification of insider team members where research activities may pose potential risk to participants or the team members (e.g., access to raw data). These guiding principles could provide a useful discussion point for researchers and decision-makers engaged in health services research.
No related grants have been discovered for Anne hofmeyer.