ORCID Profile
0000-0002-5310-3068
Current Organisation
James Cook University
Does something not look right? The information on this page has been harvested from data sources that may not be up to date. We continue to work with information providers to improve coverage and quality. To report an issue, use the Feedback Form.
Publisher: Elsevier BV
Date: 12-2013
DOI: 10.1071/HI13021
Publisher: Ovid Technologies (Wolters Kluwer Health)
Date: 05-2015
Publisher: Elsevier BV
Date: 04-2015
Publisher: Wiley
Date: 16-11-2018
DOI: 10.1111/AJR.12434
Publisher: SLACK, Inc.
Date: 07-2016
DOI: 10.3928/00220124-20160616-08
Abstract: This article reports the success, or otherwise, of strategies implemented to sustain nursing grand rounds in a large regional health service in North Queensland, Australia. Nursing grand rounds had been introduced in late 2010 to increase nurses' engagement with research and evidence-based practice. Although the format, topics, and purpose of grand rounds have changed, attendees continue to positively evaluate each presentation. However, after 5 years, the initiative has expanded and somewhat modified its focus. This article describes these changes and proposes options for the future progression of this professional development activity. J Contin Educ Nurs . 2016 (7):316–320.
Publisher: SLACK, Inc.
Date: 05-2013
DOI: 10.3928/00220124-20121217-44
Abstract: Instructions: 1.1 contact hours will be awarded by Villanova University College of Nursing upon successful completion of this activity. A contact hour is a unit of measurement that denotes 60 minutes of an organized learning activity. This is a learner-based activity. Villanova University College of Nursing does not require submission of your answers to the quiz. A contact hour certificate will be awarded once you register, pay the registration fee, and complete the evaluation form online at villanova.gosignmeup.com . In order to obtain contact hours you must: 1. Read the article, “Nursing Grand Rounds: The North Queensland, Australia, Experience,” found on pages 203–208, carefully noting any tables and other illustrative materials that are included to enhance your knowledge and understanding of the content. Be sure to keep track of the amount of time (number of minutes) you spend reading the article and completing the quiz. 2. Read and answer each question on the quiz. After completing all of the questions, compare your answers to those provided within this issue. If you have incorrect answers, return to the article for further study. 3. Go to the Villanova website to register for contact hour credit. You will be asked to provide your name, contact information, and a VISA, MasterCard, or Discover card number for payment of the $20.00 fee. Once you complete the online evaluation, a certificate will be automatically generated. This activity is valid for continuing education credit until April 30, 2015. This activity is co-provided by Villanova University College of Nursing and SLACK Incorporated. Villanova University College of Nursing is accredited as a provider of continuing nursing education by the American Nurses Credentialing Center’s Commission on Accreditation. Upon completion of this article, the learner will describe key logistical considerations in the establishment of an institutional nursing grand rounds program in Queensland, Australia. Neither the planners nor the authors have any conflicts of interest to disclose. There are multiple opportunities and options to improve nurses’ engagement with research and evidence-based practice. Nursing grand rounds, in their various guises, are one such initiative. A large regional health service in North Queensland, Australia, introduced nursing grand rounds in late 2010 as a professional development activity. This article discusses the success of the initiative, as evaluated by the attendees and as assessed by members of the organizing group. One notable aspect of the initiative is that it allows both nurses working in small rural and remote facilities and nurses working in the regional city to participate in the presentations. Aspects of the initiative that require continued consideration to ensure the sustainability of nursing grand rounds are identified. J Contin Educ Nurs 2013 (5):203–208.
Publisher: Wiley
Date: 08-09-2021
DOI: 10.1111/AJR.12762
Abstract: Our aim was to systematically review qualitative evidence regarding the experiences and perceptions of General Practitioners and the factors influencing retention in remote areas of Canada and Australia. The objectives were to identify gaps and inform policy to improve retention of remote doctors, which should in turn reduce health inequalities for remote communities. Meta‐aggregation of qualitative studies of General Practitioners and general practice registrars who had worked in a remote area of Australia or Canada for a minimum of 1 year and/or were intending to stay remote long term in their current placement. Six synthesised findings were identified: peer and professional support, organisational support, uniqueness of remote lifestyle and work, burnout and time off, personal family issues and cultural and gender issues. Long‐term retention of doctors in remote areas of Australia and Canada is influenced by a range of negative and positive perceptions, and experiences with key factors being professional, organisational and personal. All 6 synthesised findings span a spectrum of policy domains and service responsibilities, and therefore, a central coordinating body could be well placed to implement a multifactorial retention strategy.
No related grants have been discovered for Gail Abernethy.