ORCID Profile
0000-0001-6693-5341
Current Organisation
University of New England Discipline of Nursing
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Publisher: Wiley
Date: 05-06-2009
DOI: 10.1111/J.1365-2702.2008.02755.X
Abstract: This study aimed to build understandings of women's recovery experiences in the presence of continued pelvic problems extending beyond the puerperium to provide nurses and other health care professionals with information to enhance current practice. Trauma to the pelvic floor during childbirth is a relatively common occurrence and can include damage to structures and nerves. A significant number of women will experience ongoing physical pelvic problems resulting from childbirth that extend past the puerperium however, little is known about the experiential aspects of recovery for these women. A qualitative, phenomenological study. Narrative data were collected during conversational interviews with 10 mothers who had sustained pelvic injury during the birth process that persisted past the puerperium. Recruitment was via media releases and brochures distributed through childcare facilities. The data was analysed using Van Manen's thematic analysis. The themes that arose from the analysis were: 'fearing intimacy', 'managing an unpredictable body', 'being resigned' and 'feeling devalued and dismissed'. Pelvic injuries that extend beyond the postpartum period are distressing for women. They negatively affect women's views of themselves and have an impact on various aspects of life including intimate relationships and social activities. Currently, postpartum care may have a focus on baby rather than mother and this focus may impede women making full disclosures of ongoing health needs arising from their delivery. Findings of this study suggest that women may have specific needs that extend beyond the puerperium, indicating a need for continued holistic assessments and extending practice to identify and support women experiencing persistent pelvic postpartum complications.
Publisher: Elsevier BV
Date: 06-2007
DOI: 10.1016/J.WOMBI.2007.03.001
Abstract: Research is vital to achieve optimum health outcomes for pregnant women, children and families. Recently, the benefit of setting research priorities to effectively utilize limited resources has been identified. Currently there is a lack of published Australian research data relevant to the practice of midwifery. Consultation with current practitioners is important to fulfill the National Health and Medical Research Council (NHMRC) key priority for a healthy start to life, ensure limited resources are expended appropriately and promote evidence-based midwifery practice. The aim of this study was to ascertain the perceived research priorities and the research experience of midwives in NSW, Australia. Postal questionnaire sent to the 1000 subscribers of Australian Midwifery, of whom 90% (900) are midwives, in March 2005 with key open-ended questions to ascertain midwifery research priorities and research experience of participants. Respondents were all midwives with 95% indicating they were currently practising as a midwife. They identified six priority areas: professional practice clinical issues education and support breastfeeding psychosocial factors rural/indigenous issues. Priorities for research were identified and the need for a link between research and professional midwifery practice was highlighted. Midwives were positive about the possibility of becoming more actively involved in research and/or advocates for evidence based practice. The opportunity exists to take the broad priority areas from this study and develop research questions of relevance for the midwifery profession.
Publisher: Elsevier BV
Date: 05-2020
Publisher: Elsevier BV
Date: 10-2008
DOI: 10.1016/J.NEDT.2007.12.007
Abstract: Most of the attrition from nursing courses occurs in the first year of study. Devising university strategies to reduce attrition requires an understanding of why students leave. The aim of this study was to explore whether students who leave a nursing course in the first semester leave for the same or different reasons than students who leave in the second semester of study. Seventeen students who had left the course were interviewed by telephone: seven in the first semester and ten in the second. In the first semester, students who leave consider themselves unprepared for university, have competing roles outside university and develop a strong dislike of the nursing course. They decide quickly that the course is unsuitable and leave. Those who leave in second semester would prefer to stay but events in their life create a crisis where they can no longer cope with university studies. These students hope to return to nursing whereas students who leave in the first semester are unlikely to consider returning. Attempts to retain students in the first semester may be futile as these students may be unsuited or uncommitted whereas there is greater scope to retain those who leave in the second semester.
Publisher: Elsevier BV
Date: 05-2020
Publisher: SAGE Publications
Date: 20-11-2009
Abstract: Globally, child protection services are under-resourced and unable to meet the demands associated with the increasing numbers of families who are being exposed to child abuse and neglect. Family support and family preservation interventions are the methods cited within the literature as those employed by child protection services to address this issue. Intensive family preservation services and cognitive behavioural therapy are discussed as the most effective interventions currently used by child protection services. This article presents a review of the literature on the efficacy of family-centred interventions for child abuse and neglect. Revealed in this review is that such efficacy remains controversial, with literature affirming that the most successful practice is a combination of interventions applied simultaneously. The literature reviewed suggests that more contemporary research around family-centred interventions for child abuse and neglect is required.
Publisher: Hindawi Limited
Date: 04-08-2021
DOI: 10.1111/NUF.12632
Publisher: Elsevier BV
Date: 05-2019
DOI: 10.1016/J.NEDT.2019.01.032
Abstract: This study was developed to assist academics and curriculum designers to understand the perspectives and expectations of students when designing a program of study and inclusive of students as partners. The purpose of this qualitative study was to explore the perceptions and experiences of students enrolled in the Bachelor of Nursing (BN). The setting is a multi-c us university in Australia. Participants were currently enrolled and recruited from the Bachelor of Nursing, Bachelor of Nursing Advanced and Bachelor of Nursing Graduate Entry. Semi-structured focus group interviews and thematic analysis was used to collect and analyse the data. Three major themes were identified from the focus group interviews: 1. Expectations 2. Interesting and stimulating and 3. Preparedness for study and clinical practice. Students held strong personal reasons for pursuing a nursing degree. The geographic location and international rankings were factors for choosing the university in this study. Student's perceptions and experiences of the curriculum and support identified that their BN program was interesting and adequately prepared them for clinical practice. Some areas for improvement were more detail during program orientation related to clinical practice requirements and more assistance with engaging with learning and teaching technologies.
Publisher: Springer Science and Business Media LLC
Date: 24-07-2018
Publisher: Wiley
Date: 26-06-2019
DOI: 10.1111/JOCN.14963
Abstract: To examine the factors that influence nursing students' mathematics self-efficacy, the effect of numeracy instruction on self-efficacy, and the association between self-efficacy and numeracy test performance. Medication administration errors, including administering incorrect dosages or infusion rates, can result in serious harm to patients. Hence, it is essential that nursing students are adequately prepared with the necessary numeracy skills during their nursing program. This quasi-experimental cohort study used a pre- and post-test survey design. The study complied with the STROBE checklist for cohort research. In total, n = 715 undergraduate first year nursing students participated in the study from June to October 2017 at a single multi-c us university in the Western Sydney region of Australia. Data were collected at three time-points: (a) baseline, including assessing pre-instruction mathematics self-efficacy (NSE-Math scale) (b) 6-week follow-up including assessing post-instruction mathematics self-efficacy and (c) numeracy test performance was collected at 7-week follow-up. At baseline, those with high NSE-Math scale scores were more likely to be male and have at least high school advanced mathematics level education. Following structured numeracy instruction, NSE-Math scale scores increased significantly, and those who obtained a satisfactory grade in their numeracy assessment were more likely to have high NSE-Math scale scores and high academic performance in the previous semester. The study shows that structured numeracy instruction improved mathematics self-efficacy, which in turn influenced numeracy test performance. Using a structured medication numeracy pedagogical approach, to teach skills in nursing undergraduate programs, provides students with the foundations to improve mathematics self-efficacy and to be successful and safe with medication numeracy calculations and administration in clinical practice.
Publisher: Wiley
Date: 05-01-2023
DOI: 10.1111/JAN.15560
Abstract: To explore Australian healthcare providers' perspectives on factors that influence disclosure and domestic violence screening through the lens of Heise's (1998) integrated ecological framework. This paper reports the findings that were part of a sequential mixed methods study with survey data informing interview questions. Participants for interviews were recruited after expressing an interest after completing surveys, as well as via snowball s ling. Semi‐structured interviews were undertaken in 2017 with 12 practicing healthcare providers delivering care to women in the perinatal period in Greater Western Sydney, NSW, Australia. Data were analysed using Braun and Clarke's (2006) six‐step thematic approach. The findings were framed within Heise's integrated ecological framework under four main themes. The main themes were ‘Ontogenic: Factors preventing women from disclosing’ ‘Microsystem: Factors preventing healthcare providers from asking’ ‘Exosystem: Organizational structures not conducive to screening’ and ‘Macrosystem: Cultural attitudes and socioeconomic influences affecting screening’. Organizational policies are needed for better systems of reminding healthcare providers to enquire for domestic and family violence and mandating this within their practices. Mandatory domestic and family violence education and training that is suitable for the time constraints and learning needs of the healthcare provider is recommended for all healthcare providers caring for perinatal women. Further research is needed in addressing culturally specific barriers for healthcare providers to enquire about domestic and family violence in a culturally appropriate way. No Patient or Public Contribution was embedded into the research reported in this paper as this research was specifically exploring healthcare providers’ perspectives on domestic violence screening within their own practice experience.
Publisher: Elsevier BV
Date: 07-2020
Publisher: Elsevier BV
Date: 2020
DOI: 10.1016/J.NEDT.2019.104244
Abstract: Clinical skill assessment via Objective Structured Clinical Assessment (OSCA) has many challenges for undergraduate nursing students. These include high levels of anxiety that can compromise performance during the assessment, inconsistency with assessor reliability and is inconsistent with clinical skills performance in the real world. The implementation of a Video Assessment of Clinical Skills (VACS) that integrates formative feedback may be a way to address the challenges posed by OSCA assessment. The aim of this study was to examine the acceptability, utility, and nursing student satisfaction with a formative feedback strategy - the Video Assessment of a Clinical Skill (VACS). A cross sectional survey. Undergraduate Bachelor of Nursing degree students from a large Australian University. Third year undergraduate nursing students (final year) enrolled in a Bachelor of Nursing Program. Participants were recruited via purposive s ling. A pre-survey (prior to VACs assessment) and post-survey (after VACS assessment) were completed. This paper reports on the open-ended responses in the post-survey that explored students' insights and perceptions into formative feedback and its impact on their learning for the VACS assessment. A total of 731 open-ended responses were analysed with findings being organised into 3 major themes (i) Flexibility and reflexivity, (ii) Editing and repeated attempts, and (iii) Working together. Video Assessment of a Clinical Skill has demonstrated good utility, acceptability, and satisfaction among undergraduate nursing students.
Publisher: Informa UK Limited
Date: 08-2005
Abstract: Mentoring! Preceptorship! These two terms are widely used within nursing. The vast literature on mentoring and preceptorship defines these concepts as discrete roles. However, confusion exists as to what defines mentorship when compared to preceptorship. It is apparent that these terms are being used interchangeably, despite the obvious and not so obvious differences portrayed in the literature. The authors therefore have questioned whether the roles of a mentor and preceptor are discrete and unique or can be integrated into one role? Furthermore, is one of these constructs more appropriate to new academics whilst the other is more appropriate for nurses in the clinical setting? This discussion paper is a journey into understanding preceptorship and mentoring and the value of sustaining a relationship with both.
Publisher: Dialectical Publishing
Date: 04-2011
Publisher: Informa UK Limited
Date: 05-2007
Publisher: SAGE Publications
Date: 05-08-2010
Abstract: Domestic violence (DV) against women during pregnancy affects many women and unborn infants worldwide. Pregnancy presents a window of opportunity for health care providers to identify DV and provide appropriate intervention. The aim of this systematic review was to appraise the effectiveness of DV screening and interventions for women identified for DV through screening in pregnancy. The Cochrane Library, EMBASE, MEDLINE, and PsycINFO were searched from January 1995 to November 2009 to identify potentially relevant studies. Studies using any comparative methodology from both national and international arenas were included but had to be in the English language. Nine studies (13 references) met the inclusion criteria, five for screening and four for interventions. Of the five screening studies, the identification of DV was significantly higher compared to studies that used a nonstandardized screen or no screen at all. There was also evidence that recurrent screening throughout the pregnancy further increased identification rates. There was some evidence that interventions for pregnant women who had experienced DV reduced the amount of violence experienced by these women, but the evidence is very limited by the small number of randomized studies with small participant numbers. Further research is required to establish the most effective interventions for women who are identified at risk of DV during pregnancy.
Publisher: Wiley
Date: 26-02-2013
DOI: 10.1002/CAR.2254
No related grants have been discovered for Rebecca O'Reilly.