ORCID Profile
0000-0002-1126-3901
Current Organisation
Central Queensland University
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Publisher: John Benjamins Publishing Company
Date: 17-09-2020
DOI: 10.1075/NI.19096.RYA
Abstract: This paper presents the findings from a study introducing nursing students to narrative production. The aim was to use Story Theory to inspire students to intentionally collaborate with older people and produce a mini-biography of those in iduals. Narrative theory was utilised in four ways: designing an educational intervention collecting and developing older peoples’ life stories framing an understanding of the meaning of the stories collected analysing the significance of the storytelling approach. The paper explains the study approach and findings and outlines the benefits as well as challenges that occurred during the process. Most particularly, the anthology produced has become a tangible reminder about a clinical practice that allowed students to meet frail aged residents and come to know them as vibrant human beings.
Publisher: Elsevier BV
Date: 04-2020
Publisher: Springer International Publishing
Date: 2020
Publisher: Informa UK Limited
Date: 03-07-2020
Publisher: Elsevier BV
Date: 09-2020
Publisher: Elsevier BV
Date: 07-2020
Publisher: Elsevier BV
Date: 11-2020
Publisher: Springer Science and Business Media LLC
Date: 07-02-2022
DOI: 10.1007/S00248-022-01969-Y
Abstract: The epidermis of Chondrichthyan fishes consists of dermal denticles with production of minimal but protein-rich mucus that collectively, influence the attachment and biofilm development of microbes, facilitating a unique epidermal microbiome. Here, we use metagenomics to provide the taxonomic and functional characterization of the epidermal microbiome of the Triakis semifasciata (leopard shark) at three time-points collected across 4 years to identify links between microbial groups and host metabolism. Our aims include (1) describing the variation of microbiome taxa over time and identifying recurrent microbiome members (present across all time-points) (2) investigating the relationship between the recurrent and flexible taxa (those which are not found consistently across time-points) (3) describing the functional compositions of the microbiome which may suggest links with the host metabolism and (4) identifying whether metabolic processes are shared across microbial genera or are unique to specific taxa. Microbial members of the microbiome showed high similarity between all in iduals (Bray-Curtis similarity index = 82.7, where 0 = no overlap, 100 = total overlap) with the relative abundance of those members varying across s ling time-points, suggesting flexibility of taxa in the microbiome. One hundred and eighty-eight genera were identified as recurrent, including Pseudomonas, Erythrobacter, Alcanivorax, Marinobacter, and Sphingopxis being consistently abundant across time-points, while Limnobacter and Xyella exhibited switching patterns with high relative abundance in 2013, Sphingobium and Sphingomona in 2015, and Altermonas, Leeuwenhoekiella, Gramella, and Maribacter in 2017. Of the 188 genera identified as recurrent, the top 19 relatively abundant genera formed three recurrent groups. The microbiome also displayed high functional similarity between in iduals (Bray-Curtis similarity index = 97.6) with gene function composition remaining consistent across all time-points. These results show that while the presence of microbial genera exhibits consistency across time-points, their abundances do fluctuate. Microbial functions however remain stable across time-points thus, we suggest the leopard shark microbiomes exhibit functional redundancy. We show coexistence of microbes hosted in elasmobranch microbiomes that encode genes involved in utilizing nitrogen, but not fixing nitrogen, degrading urea, and resistant to heavy metal.
Publisher: Wiley
Date: 04-03-2022
DOI: 10.1111/INM.12987
Abstract: Clinical learning experiences are known to exacerbate nursing student anxiety, causing them to present to clinical placement in distressed, meaning anxious, states. Students already living with anxiety are also more likely to suffer setbacks at this time. Supervising Registered Nurses (RNs), in the clinical settings, struggle to support this student cohort. A professional development activity was designed to introduce RNs to higher education and nursing students’ known mental health concerns (such as anxiety) and to arm them with strategies for working with distressed students. A research approach that enabled researchers to collaborate with participants was employed to design the intervention. A study evaluated the impact of the educational intervention with 45 Australian RN supervisors. Two tailed T ‐tests were chosen to explore the statistical difference between pre‐ and post‐test mean results across the survey items. A 95% confidence interval was used. Statistical significance was set at .05. The evaluation indicated the activity could be useful for improving supervising RNs’ mental health literacy, thus enhancing their understanding of how to work with distressed students. Participants recommended the activity be offered to any staff supporting student clinical learning. Collaboration between nursing researchers and nursing clinical staff produced a meaningful professional development activity and motivated the participants to increase their mental health literacy and understanding of strategies to support distressed students. Future projects should adopt similar approaches that would support both RNs’ ability to support students’ during clinical learning and students in distress would also benefit.
Publisher: Informa UK Limited
Date: 22-11-2021
Publisher: Springer Science and Business Media LLC
Date: 07-08-2023
DOI: 10.1038/S41598-023-39184-5
Abstract: Microbiomes confer beneficial physiological traits to their host, but microbial ersity is inherently variable, challenging the relationship between microbes and their contribution to host health. Here, we compare the ersity and architectural complexity of the epidermal microbiome from 74 in idual whale sharks ( Rhincodon typus ) across five aggregations globally to determine if network properties may be more indicative of the microbiome-host relationship. On the premise that microbes are expected to exhibit biogeographic patterns globally and that distantly related microbial groups can perform similar functions, we hypothesized that microbiome co-occurrence patterns would occur independently of ersity trends and that keystone microbes would vary across locations. We found that whale shark aggregation was the most important factor in discriminating taxonomic ersity patterns. Further, microbiome network architecture was similar across all aggregations, with degree distributions matching Erdos–Renyi-type networks. The microbiome-derived networks, however, display modularity indicating a definitive microbiome structure on the epidermis of whale sharks. In addition, whale sharks hosted 35 high-quality metagenome assembled genomes (MAGs) of which 25 were present from all s le locations, termed the abundant ‘core’. Two main MAG groups formed, defined here as Ecogroup 1 and 2, based on the number of genes present in metabolic pathways, suggesting there are at least two important metabolic niches within the whale shark microbiome. Therefore, while variability in microbiome ersity is high, network structure and core taxa are inherent characteristics of the epidermal microbiome in whale sharks. We suggest the host-microbiome and microbe-microbe interactions that drive the self-assembly of the microbiome help support a functionally redundant abundant core and that network characteristics should be considered when linking microbiomes with host health.
Publisher: Elsevier BV
Date: 02-2021
Publisher: Elsevier BV
Date: 11-2023
Publisher: Cold Spring Harbor Laboratory
Date: 04-05-2022
DOI: 10.1101/2022.05.02.490371
Abstract: Bacterioplankton communities play major roles in governing marine productivity and biogeochemical cycling, yet what drives the relative influence of the types of deterministic ecological processes which result in ersity patterns remains unclear. Here we examine how differing deterministic processes (environmental factors and biotic interactions) drive temporal dynamics of bacterioplankton ersity at three different oceanographic time-series locations, spanning 15 degrees of latitude, which are each characterized by different environmental conditions and varying degrees of seasonality. Monthly surface s les, collected over a period of 5.5 years, were analyzed using 16S rRNA licon sequencing. The high and mid-latitude sites of Maria Island and Port Hacking were characterized by high and intermediate levels of environmental heterogeneity respectively, with both alpha (local) ersity (72 % and 24 % of total variation) and beta ersity (32 % and 30 %) patterns within bacterioplankton assemblages primarily explained by environmental determinants, including day length, ammonium, and mixed layer depth. In contrast, at North Stradbroke Island, a sub-tropical location where environmental conditions are less seasonally variable, interspecific interactions were of increased importance in structuring bacterioplankton ersity (alpha ersity: 33 % beta ersity: 26 %) with environment only contributing 11 and 13 % to predicting ersity, respectively. Our results demonstrate that bacterioplankton ersity is the result of both deterministic environmental and biotic processes and that the importance of these different deterministic processes varies, potential in response to environmental heterogeneity. Marine bacterioplankton drives important biological processes, including the cycling of key nutrients or fixing atmospheric carbon. Therefore, to predict future climate scenarios its critical to model these communities accurately. Processes that drive bacterioplankton ersity patterns in the oceans however remain unresolved, with most studies focusing on deterministic environmental drivers, ie temperature or available inorganic nutrients. Biotic deterministic processes including interactions among in iduals are also important for structuring ersity patterns, however, this is rarely included to predict bacterioplankton communities. We develop an approach for determining the relative contribution of environmental and potential biotic interactions that structure marine bacterioplankton at three series at different latitudes. Environmental factors best predicted temporal trends in bacterioplankton ersity at the two high latitude time series, while biotic influence was most apparent at the low latitude time series. Our results suggest environmental heterogeneity is an important attribute driving the contribution of varying deterministic influence of bacterioplankton ersity.
Publisher: Elsevier BV
Date: 02-2022
Publisher: Elsevier BV
Date: 03-2018
Publisher: Elsevier BV
Date: 09-2016
Publisher: Elsevier BV
Date: 04-2019
Publisher: Research Square Platform LLC
Date: 24-10-2022
DOI: 10.21203/RS.3.RS-2176943/V1
Abstract: Microbiomes confer beneficial physiological traits to their host, but microbial ersity is inherently variable, challenging the relationship between microbes and their functional contribution to host health. Here, we compare ersity and architectural complexity of the epidermal microbiome from 74 in idual whale sharks ( Rhincodon typus ) across five aggregations, globally. We hypothesised co-occurrence patterns would occur independently of ersity patterns. Whale shark aggregation was the most important factor discriminating taxonomic ersity patterns. Microbiome network architecture was similar across all aggregations with degree distributions matching Erdos-Renyi graphs. However, networks had greater modularity than expected, indicating definitive microbiome structure. In addition, whale sharks hosted 35 ‘core’ microbiome members supporting the high modularity observed in microbiomes. Therefore, while variability in microbiome ersity is high, network structure and core taxa are inherent characteristics of the microbiome in whale sharks. We suggest host-microbiome and microbe-microbe interactions which drive self-assembly of the microbiome are, in part, the result of emergent functions that support functionally redundant key core microbial members. Teaser Sentence: The skin microbiome of whale sharks has emergent co-occurrences structure despite distinct ersity patterns.
Publisher: Wiley
Date: 09-07-2021
DOI: 10.1111/NIN.12372
Publisher: SAGE Publications
Date: 2021
DOI: 10.1177/23779608211035845
Abstract: Clinical placements are a mandatory component of nursing students’ education internationally. Despite clinical education being a key to nursing students’ achievement of nursing competencies, few studies have reviewed students’ narratives to describe their experiences of learning during clinical placement. Such studies may be important in offering a deeper insight into clinical learning experiences than quantitative surveys. A systematic thematic synthesis of qualitative studies between 2010 and June 2020 was conducted. English language studies that offered a thematic analysis of undergraduate nursing students’ experiences of learning during placement were sought. A search was made of five databases PubMed, Ovid Medline, CinahlPlus, SCOPUS, and Google Scholar. The study was guided by the ENTREQ statement for enhancing transparency in reporting the synthesis of qualitative research. Twenty-seven qualitative studies were included in the review. A thematic synthesis showed over 100 themes and subthemes across the studies. A cluster analysis revealed positive elements and others that were seen in the studies as a barrier (hindrance) to clinical learning. Positive elements included supportive instructors, close supervision, and belonging (in the team). Unsupportive instructors, a lack of supervision and not being included were seen as a hindrance. Three key overarching themes that could describe a successful placement were revealed as “Preparation,” “Welcomed and wanted” and “Supervision experiences”. A conceptual model of clinical placement elements conducive to nursing students’ learning was developed to enhance understanding of the complexities associated with supervision. The findings and model are presented and discussed. The conceptual model presents positive elements that influence students’ clinical placement experiences of learning. This model may provide a framework to guide professional development programs and strategies to support students and supervisors alike, an important step forward in moving beyond the current clinical placement rhetoric.
Publisher: Elsevier BV
Date: 09-2021
Publisher: Wiley
Date: 06-02-2023
Abstract: Bacterioplankton communities govern marine productivity and biogeochemical cycling, yet drivers of bacterioplankton assembly remain unclear. Here, we contrast the relative contribution of deterministic processes (environmental factors and biotic interactions) in driving temporal dynamics of bacterioplankton ersity at three different oceanographic time series locations, spanning 15° of latitude, which are each characterized by different environmental conditions and varying degrees of seasonality. Monthly surface s les (5.5 years) were analysed using 16S rRNA licon sequencing. The high‐ and mid‐latitude sites of Maria Island and Port Hacking were characterized by high and intermediate levels of environmental heterogeneity, respectively, with both alpha ersity (72% 24% of total variation) and beta ersity (32% 30%) patterns within bacterioplankton assemblages explained by day length, ammonium, and mixed layer depth. In contrast, North Stradbroke Island, a sub‐tropical location where environmental conditions are less variable, interspecific interactions were of increased importance in structuring bacterioplankton ersity (alpha: 33% beta: 26%) with environment only contributing 11% and 13% to predicting ersity, respectively. Our results demonstrate that bacterioplankton ersity is the result of both deterministic environmental and biotic processes and that the importance of these different deterministic processes varies, potential in response to environmental heterogeneity.
Publisher: Elsevier BV
Date: 08-2019
DOI: 10.1016/J.NEDT.2019.05.021
Abstract: Simulation debriefing skills are inadequate. Barriers to effective debriefing include a lack of understanding of the meaning of debriefing and time to learn necessary skills. In nursing, students have reported simulation debriefs are used for assessment purposes, with little opportunity or time for reflection, affecting their learning. This study reports on an intervention to support nursing simulation facilitators to develop and learn self-reflective learning skills to use when facilitating simulation debriefs. The authors designed and developed a six-hour workshop. The published simulation literature and Open Dialogue techniques informed the skill set included in the workshop. Open Dialogue is a therapeutic approach used in mental health care. Twelve (N = 16, n = 12) female nurses who regularly facilitate simulations for nursing students were purposively recruited to the study. This evaluation study utilised a modified version of a previously validated self-reported reflective learning questionnaire for participants to rate their experiences of the workshop. The modified questionnaire comprised 17 items across four subsets and utilised a five point Likert scale. Open-ended questions were also included. Eight questionnaires were returned. High scores indicated the participant's positive evaluation of the workshop in developing a skill set to promote self-reflective learning, together with analysing emotions in everyday professional situations and in communication skills. Participants reported the intervention was beneficial to their professional development and in helping them to develop their own self-reflective learning skills. The skill set included in the workshop was helpful to nursing simulation facilitators and could be one way to enhance nursing simulation facilitators debriefing skill set.
Publisher: Springer Science and Business Media LLC
Date: 29-10-2020
DOI: 10.1186/S12912-020-00491-1
Abstract: The quality of nursing clinical placements has been found to vary. Placement evaluation tools for nursing students are available but lack contemporary reviews of clinical settings. Therefore, the aim of this study was to develop a feasible, valid and reliable clinical placement evaluation tool applicable to nursing student placements in Australia. An exploratory mixed methods co-design project. Phase 1 included a literature review expert rating of potential question items and Nominal Group Technique meetings with a range of stakeholders for item development. Phase 2 included on-line pilot testing of the Placement Evaluation Tool (PET) with 1263 nursing students, across all year levels at six Australian Universities and one further education college in 2019–20, to confirm validity, reliability and feasibility. The PET included 19-items (rated on a 5-point agreement scale) and one global satisfaction rating (a 10-point scale). Placements were generally positively rated. The total scale score (19 items) revealed a median student rating of 81 points from a maximum of 95 and a median global satisfaction rating of 9/10. Criterion validity was confirmed by item correlation: Intra-class Correlation Co-efficient ICC = .709 scale total to global score r = .722 and items to total score ranging from .609 to .832. Strong concurrent validity was demonstrated with the Clinical Learning Environment and Supervision Scale ( r = .834). Internal reliability was identified and confirmed in two subscale factors: Clinical Environment (Cronbach’s alpha = .94) and Learning Support (alpha = .96). Based on the short time taken to complete the survey (median 3.5 min) and students’ comments, the tool was deemed applicable and feasible. The PET was found to be valid, reliable and feasible. Use of the tool as a quality assurance measure is likely to improve education and practice in clinical environments. Further international evaluation of the instrument is required to fully determine its psychometric properties.
Publisher: SLACK, Inc.
Date: 02-2020
DOI: 10.3928/01484834-20200122-02
Abstract: The purpose of this article is to describe the Nominal Group Technique and its application as a consensus-generating approach in nursing research. The approach incorporates face-to-face meetings to explore opinions, generate ideas, and determine priorities. The nominal group technique process, which is based on a study designed to develop a nursing student clinical placement (clinical practicum) evaluation tool, is described. Advantages of the approach include creative face-to-face discussions with minimal resource demands. The nominal group technique is beneficial and can be used to achieve consensus in nursing research, but a lack of anonymity may preclude the process in some investigations. [ J Nurs Educ . 2020 (2):65–67.]
Publisher: Informa UK Limited
Date: 04-05-2017
DOI: 10.1080/10376178.2017.1347512
Abstract: Enrolled nurses (ENs) across Australia precept nursing students in the clinical field. Yet learning about the preceptoring role is not widely available to ENs. Educational innovation: EN's in this study participated in a professional development project that utilised the material of an online learning resource, originally designed to inspire clinical registered nurses (RNs), and RN teachers, to develop teaching innovations in their role. The aim of this paper is to report the results of a pre-post-test questionnaire designed to evaluate the impact of the professional development intervention. The analysis showed high scoring means with many items in the questionnaire statistically significant (p < .05, CI 95%). Results indicated positive differences in a number of teaching capabilities between pre- and post-test scores. This suggests ENs appreciate education that extends beyond clinical skills and that professional development should include the nursing education role.
Publisher: Elsevier BV
Date: 07-2021
Publisher: Elsevier BV
Date: 06-2017
Publisher: MDPI AG
Date: 21-10-2022
DOI: 10.3390/MICROORGANISMS10102081
Abstract: Characterizations of shark-microbe systems in wild environments have outlined patterns of species-specific microbiomes however, whether captivity affects these trends has yet to be determined. We used high-throughput shotgun sequencing to assess the epidermal microbiome belonging to leopard sharks (Triakis semifasciata) in captive (Birch Aquarium, La Jolla California born and held permanently in captivity), semi-captive (held in captivity for year in duration and scheduled for release Scripps Institute of Oceanography, San Diego, CA, USA) and wild environments (Moss Landing and La Jolla, CA, USA). Here, we report captive environments do not drive epidermal microbiome compositions of T. semifasciata to significantly erge from wild counterparts as life-long captive sharks maintain a species-specific epidermal microbiome resembling those associated with semi-captive and wild populations. Major taxonomic composition shifts observed were inverse changes of top taxonomic contributors across captive duration, specifically an increase of Pseudoalteromonadaceae and consequent decrease of Pseudomonadaceae relative abundance as T. semifasciata increased duration in captive conditions. Moreover, we show captivity did not lead to significant losses in microbial α- ersity of shark epidermal communities. Finally, we present a novel association between T. semifasciata and the Muricauda genus as Metagenomes associated genomes revealed a consistent relationship across captive, semi-captive, and wild populations. Since changes in microbial communities is often associated with poor health outcomes, our report illustrates that epidermally associated microbes belonging to T. semifasciata are not suffering detrimental impacts from long or short-term captivity. Therefore, conservation programs which house sharks in aquariums are providing a healthy environment for the organisms on display. Our findings also expand on current understanding of shark epidermal microbiomes, explore the effects of ecologically different scenarios on benthic shark microbe associations, and highlight novel associations that are consistent across captive gradients.
Publisher: Elsevier BV
Date: 05-2020
Publisher: Elsevier BV
Date: 07-2018
DOI: 10.1016/J.NEPR.2018.06.003
Abstract: Current international research suggests universities providing nursing education should focus on shifting students' attitudes towards valuing clinical learning derived from aged care settings, offering support and education for aged care facility staff supervising nursing students' learning in the aged care setting, and encouraging nursing graduates to consider pursuing careers in gerontology nursing. Against this international backdrop, one Australian School of Nursing designed a structured clinical learning experience to offer final year nursing students an opportunity to further their knowledge and understanding of the complexities of the role of the gerontology registered nurse. Additionally, this clinical learning experience included provision for nursing academics to offer support and expertise to the aged care facility staff around the role of supervising and assessing final year nursing students' clinical learning. The aim of this paper is to present fifteen final year nursing students' and nine registered nurse supervisors' evaluations of the gerontology clinical learning experience and the success of the learning experience towards meeting the project aims. Mostly participants reported positive experiences and agreed the experience illuminated the role of the gerontology registered nurse. Participants in this study also provided suggestions about the benefits and barriers of the clinical learning experience.
Publisher: Elsevier BV
Date: 2018
DOI: 10.1016/J.NEPR.2017.10.024
Abstract: Expensive simulation equipment continues to sit idle in nursing learning and teaching environments. To identify factors that influence nursing educator comfort in the use of simulation at an Australian university an explorative qualitative research project was undertaken using an interpretative constructivist methodology. The Goodwin et al. (2007) adapted Comfort Theory for nursing education has been used. The aim of the study was to identify factors that influence nurse educator's comfort in the use of simulation. Research question asked was: What are the barriers and enhancers to using simulation as a learning and teaching modality. Thematic analysis of data from focus groups on four different c us sites was undertaken. Four themes identified that affected participants' comfort in this study were: 1) Personal barriers 2) Human resource barriers 3) Structural barriers and 4) Suggestions to address barriers. Further understanding of the themes and how they relate to educator comfort with simulation are shared with the reader. The paper also outlines emerging recommendations to improve educator comfort.
Publisher: Elsevier BV
Date: 02-2020
DOI: 10.1016/J.NEDT.2019.104306
Abstract: Clinical supervisors, who support and assess health students' clinical learning, encounter many challenges. Professional development opportunities for clinical supervisors to overcome the challenges are available but are often designed to meet organisational and tertiary provider administrative needs, rather than the needs of intended target groups. A qualitative action research study was designed to include a group of Australian nursing clinical supervisors in the design and implementation of meaningful professional development activities. Ten clinical supervisors, from one organisation, participated in three meetings to explore shared challenges and create solutions to resolve these challenges. Over a seven-month period in 2018-2019 data revealed clinical supervisors in this study experienced a variety of tensions. Participants prioritised three opposing tensions that were of shared concern Doing and Thinking Educator and Clinician and Negotiating and Challenging. Being able to visualise and articulate these tensions helps to empathise with the role complexity that clinical supervisors experience, and this led to the production of solutions which validate and advocate for the role and the values. The group created innovative solutions such as podcasts, posters, banners and flyers to assist them to harmonise the tensions and work more effectively in their role.
Publisher: Informa UK Limited
Date: 09-2023
Publisher: Wiley
Date: 05-05-2022
DOI: 10.1111/NAE2.12039
Publisher: Elsevier BV
Date: 12-2013
Publisher: American Chemical Society (ACS)
Date: 15-03-2021
Publisher: Wiley
Date: 08-03-2022
DOI: 10.1111/WVN.12572
Abstract: Virtual simulation is an interactive teaching and learning strategy used in undergraduate nursing student education, especially since the onset of the COVID‐19 pandemic. Few published studies have reviewed the impact of virtual simulation as a strategy for teaching nursing students the elements of evidence‐based practice. To describe types of virtual simulation that are relevant to nursing student education and examine how these modalities are applied to teach elements of evidence‐based practice. A rapid review of literature was conducted to discern the use and impact of virtual simulation. Thirty‐seven studies published between 2017 and May 2021 that addressed nursing students' educational outcomes were reviewed and summarized as a narrative analysis. Virtual simulation and virtual reality simulation engage learners in role‐plays via a computer screen or hand‐held phone. Various levels of realism and immersion were apparent across different modalities and with the utilization of educational games. Most studies related to the teaching of best practice evidence‐based clinical nursing topics. Twenty primary studies reported objective measures of students' improvement such as knowledge, performance, better documentation, or communication accuracy. Sixteen studies that measured knowledge identified significant knowledge gains. All studies endorsed virtual simulation as a teaching method. Virtual simulation approaches offer an innovative and feasible option for teaching nursing students. Such approaches should be included in undergraduate nursing curricula. While it is apparent that evidence‐based practice guidelines inform the design of the virtual simulation scenarios, the effectiveness of the modality for teaching specific elements of evidence‐based practice to nursing students is not yet confirmed. Nursing curricula need to include ways of teaching nursing students to search for and critically appraise trustworthy sources of knowledge for clinical practice.
Publisher: Springer International Publishing
Date: 2020
No related grants have been discovered for Colleen Ryan.