ORCID Profile
0000-0001-9737-8533
Current Organisation
The University of Notre Dame Australia - Sydney Campus Broadway
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Publisher: Informa UK Limited
Date: 02-11-2019
Publisher: Sciedu Press
Date: 17-06-2021
Abstract: Nursing professionalism relates to the knowledge, skills, conduct, behaviour and attitudes of registered nurses. Difficulties related to student assessment of professionalism have been anecdotally described as a disparity between the meaning of the term ‘professionalism’ to nurses and its application and measurement in clinical practice. The aim of this study was to develop a professional practice competency for undergraduate nurses on clinical placement. An exploratory sequential mixed-methods approach with a two-phase design was used to develop the competency. Phase one, the Delphi method with 16 expert nurses, was used to develop the competency. This involved the thematic analysis of key statements over four rounds, five key themes were identified (attitudes, communication, knowledge, standards, relationships) that formed the framework and 33 in idual competency statements. This was followed by phase 2, content validity, using the Table of Specification with 58 clinical facilitators. The findings confirmed the statements (80% consensus) deemed important to assess the essential construct of nursing professional practice. It is envisaged that the professional practice competency will assist student insight into their professional role and subsequently allow adjustment and achievement of professional practice competency.
Publisher: Sciedu Press
Date: 31-12-2020
DOI: 10.5430/JNEP.V11N5P1
Abstract: Objective: Faith-based organisations play a major role in health care in Australia providing a unique service supported by compassionate and concerned staff. In response to the changing Australian health care landscape the increasing demands placed on first year registered nurses, a graduate program provided in partnership with a Catholic University, engages students in academic and clinical learning. The study aimed to determine if the provision of nursing care in the context of catholic faith and values provides first year nurses with a supportive learning environment.Methods: This study used a mixed method explanatory sequential design in two phases: (1) quantitative online surveys sent to graduate nurses (n = 60) to report on their perceptions of work integrated learning prior to and during their first year of nursing at the private catholic hospital and (2) focus groups were conducted to explore key themes in further detail. The evaluation occurred at both the halfway and the end point of the 12-month Graduate Program. Data was analysed using descriptive statistics and theming of the text data to identify emergent ideas.Results: The findings suggest that the graduate nurses felt engaged with the programs academic and clinical learning outcomes. This was achieved in a supportive pastoral care environment underpinned by catholic faith and values.Conclusions: The Graduate Program in collaboration with a Catholic University School of Nursing and Midwifery has provided a positive learning experience and support structure for its first year registered nurses with the achievement of a formally recognised qualification.
Publisher: F1000 Research Ltd
Date: 27-03-2020
DOI: 10.15694/MEP.2020.000055.1
Abstract: This article was migrated. The article was marked as recommended. In 2017, the School of Medicine (Fremantle) of the University of Notre Dame Australia began moving towards programmatic assessment. Programmatic assessment seeks to achieve robust assessment validity through the assessment of a large number of low-stakes activities or data points. These data points exemplify assessment as learning by valuing feedback, discussion and reflection, ultimately leading to deeper student engagement without compromising credible decision-making on student progress. The School adopted an incremental approach to implementing programmatic assessment that included first establishing data-informed mentoring, and then activating a continuous assessment program that contributed simultaneously to student learning and School decision-making. Action research helped understand the impact of the initiative. Re-engineering continuous assessment as an incremental step towards programmatic assessment proved to be problematic. Some ideas are proposed to draw the strands of programmatic assessment together that may be useful for others to chart a more fruitful path.
Publisher: Wiley
Date: 10-11-2021
DOI: 10.1111/AJR.12820
Publisher: Elsevier BV
Date: 09-2020
Publisher: Sciedu Press
Date: 11-09-2020
DOI: 10.5430/JNEP.V11N1P8
Abstract: Educational leadership in the clinical setting has an influence on the promotion and achievement of competent and confident nurses. In Australia, the newly qualified registered nurse entering the workforce is exposed to a variety of experiential learning opportunities and engages with the nurse who is responsible for the clinical learning and development (clinical nurse educator) in the first-year graduate program. There is limited research examining the clinical nurse educator role and actual and potential leadership in the workforce. This study aimed to articulate the extent to which the clinical nurse educator is perceived as a clinical leader in the acute hospital setting. And specifically, the relationship of the role to the congruent leadership style. A mixed method convergent design (QUANT + QUAL) approach used (1) an online questionnaire with open and closed ended questions for the graduate nurses and (2) semi-structured in idual interviews with graduate nurses, their clinical nurse educators and their nurse managers. Findings confirmed the clinical nurse educator leadership was visible, approachable, and relational with clearly identified values and passionate patient-centred principles. Challenges to the clinical nurse educator identity and confidence exist and impact the clinical role and leadership value. The clinical nurse educator did not need to be in a management position to lead and influence graduates’ successful transition to practice and integration into the clinical environment. The clinical nurse educator exhibits a congruent leadership style through engagement and promotion of the graduate nurses in their first year of nursing. The education role is of significance to meet contemporary health care expectations and promote quality patient care and new nurse retention in the healthcare organisation.
Publisher: Springer Science and Business Media LLC
Date: 31-05-2021
DOI: 10.1186/S12912-021-00609-Z
Abstract: Healthcare is delivered by multidisciplinary healthcare teams who rely on communication and effective teamwork to ensure safe patient care. Teamwork builds on employee cohesion and reduces medical and nursing errors, resulting in greater patient satisfaction and improved healthcare. Effective teamwork not only improves efficiency and patient safety but leads to a healthier and happier workplace, reducing burnout among healthcare professionals. The purpose of this paper is to describe the findings of a pilot project on an acute medical ward in Western Australia. The aim was to understand the participants perceived level of teamwork to support future work practices and ultimately patient care. This study used a descriptive survey research method to measure nursing teamwork in a clinical environment. The Nursing Teamwork Survey (NTS) measures the levels of nursing teamwork in acute healthcare facilities. Items for the NTS were generated on theoretical grounds, based on teamwork behaviours, offering a practical explanation of teamwork dynamics. The survey incorporated five subscales. The response rate to the survey was 90 % ( n = 45) with an overall average result on the survey being ( m = 2.97) on a 0–4 Likert scale. The validated NTS has provided participants the opportunity to consider nursing teamwork with regards to their position and perceived responsibilities towards patients and team members. The findings highlight areas for consolidation and improvement in teamwork. Introducing teambuilding strategies and acting on results of this survey may support enhanced communication and teamwork influencing nursing care and patient outcomes. Findings recommend that activities to improve teamwork and ensuring teambuilding strategies are implemented to improve effective communication in an acute medical care setting would have significant impacts on staff satisfaction.
Publisher: SLACK, Inc.
Date: 08-2021
DOI: 10.3928/00220124-20210714-09
Abstract: The COVID-19 pandemic requires an accessible, practice-ready nursing workforce to assist with the increase in health service delivery. Graduate nurse transition programs are the entry point for most graduates into professional practice, and this review focused on both empirical studies and gray literature to identify at what point practice readiness occurs and what can assist graduate nurses' transition to become practice ready. A scoping review was conducted using the Joanna Briggs Institute scoping review framework. Consensus purports supportive environments, ideally in formal structured graduate transition to practice programs, to enhance graduate nurses' clinical skills and confidence development. With nursing confidence and competence gained through professional practice experience, it is apparent that for a sustainable nursing workforce, greater access for graduating nurses to transition programs is imperative. Recommendations include restructuring transition programs with possible time reductions, limited rotations, comprehensive orientations inclusive of preceptorship, and dedicated educators to increase and enhance supportive graduate nurse transitions. [ J Contin Educ Nurs. 2021 (8):392–396.]
Publisher: Yong Loo Lin School of Medicine
Date: 05-01-2021
DOI: 10.29060/TAPS.2021-6-1/OA2239
Abstract: Introduction: In 2017, the School of Medicine of the University of Notre Dame Australia implemented a data-informed mentoring program as part of a more substantial shift towards programmatic assessment. Data-informed mentoring, in an educational context, can be challenging with boundaries between mentor, coach and assessor roles sometimes blurred. Mentors may be required to concurrently develop trust relationships, guide learning and development, and assess student performance. The place of data-informed mentoring within an overall assessment design can also be ambiguous. This paper is a preliminary evaluation study of the implementation of data informed mentoring at a medical school, focusing specifically on how students and staff reacted and responded to the initiative. Methods: Action research framed and guided the conduct of the research. Mixed methods, involving qualitative and quantitative tools, were used with data collected from students through questionnaires and mentors through focus groups. Results: Both students and mentors appreciated data-informed mentoring and indications are that it is an effective augmentation to the School’s educational program, serving as a useful step towards the implementation of programmatic assessment. Conclusion: Although data-informed mentoring is valued by students and mentors, more work is required to: better integrate it with assessment policies and practices stimulate students’ intrinsic motivation improve task design and feedback processes develop consistent learner-centred approaches to mentoring and support data-informed mentoring with appropriate information and communications technologies. The initiative is described using an ecological model that may be useful to organisations considering data-informed mentoring.
Publisher: Wiley
Date: 08-09-2019
DOI: 10.1111/TCT.13089
Abstract: The appropriate use of touch is central to effective and compassionate care in the clinical environment however, in a time of the #MeToo movement, and with heightened awareness of child and elder abuse, the notion of physical contact is frequently viewed negatively, and may be associated with gender and power ides. The use of touch in the clinical context has increasing layers of complexity and is highly context specific. … in a time of the #MeToo movement … the notion of physical contact is frequently viewed negatively … METHODS: We reviewed relevant literature, including textbooks, and have drawn on our own experiences to explore the concept and use of touch across medicine, nursing and dentistry. In the context of learning and teaching in health we recognised two types of physical touch: expressive and procedural. Our review legitimises the importance of learners and educators being equipped to consider the role and nuances of touch when engaging in professional behaviour. We provide suggestions for how this complex concept may be embedded into entry-to-practice curricula and approached in faculty development.
Publisher: Elsevier BV
Date: 08-2021
Location: Australia
No related grants have been discovered for Kylie Russell.