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Fagan, Anthea
- PublicationThe development and evaluation of online stories to enhance clinical learning experiences across health professions in rural Australia(Elsevier BV, 2015)
; ; ; ; ; ; ; ; - PublicationCreative e-learning: How to deliver a clinical unit of study in the e-learning environment(2010)E-learning in nursing education is a core component towards developing student knowledge and skills that links face-to-face, clinical simulation and clinical practicum learning experiences. At the University of New England (UNE) nursing education has migrated from the traditional face-to-face on campus delivery to a blended e-learning model. The blended learning model utilises a combination of on and off campus studies, the purpose of which is to facilitate learning whilst students are experiencing clinical practicum in rural and regional settings.
- PublicationPromoting team health - an exploration of the value of a simulated interprofessional learning program for a range of rural health students(Australian Society for Simulation in Healthcare, 2012)
; ; ; ; ; Synopsis: This paper reports on the innovative design and outcomes of a short learning program undertaken by a range of rurally based undergraduate health students. The medical, nursing, pharmacy and social work students worked through two case scenarios via high and low fidelity simulations, using actors, and supported by an online learning site. The program was designed to enhance effective interprofessional teamwork and communication skills prior to graduation. The attitudes and experiences of students who completed the program were explored via pre and post program questionnaires, audience response software and qualitative feedback. Purpose: The international literature clearly identifies the needs for greater integration of interprofessional education into the curricula of entry-level health professions to enhance mutual respect, effective team-work and patient-centred care across all practice settings. This paper will report on the design and outcomes of an interprofessional learning program that involved undergraduate students of medicine, nursing, pharmacy and social work learning together via a range of simulations and panel sessions to enhance their teamwork and communication skills. Methods: The learning program was developed by a team of academic and clinical health professionals around the care of two clients with chronic conditions and a range of social problems, within a rural health context. An evaluation methodology was chosen to explore the students' attitudes and experiences of participating in this program. Data consisting of pre and post program surveys, audience response data and qualitative comments, which was analysed to determine the effectiveness of the program in using simulations to promote interprofessional learning. - PublicationDiagnosingDiagnosing is the second phase of the nursing process. In this phase, nurses use critical-thinking skills to interpret assessment data and identify client strengths and problems. Diagnosing is a pivotal step in the nursing process. Activities preceding this phase are directed towards formulating the nursing diagnoses; the care-planning activities following this phase are based on the nursing diagnoses (see Figure 12.1). The identification and development of nursing diagnoses began formally in 1973, when two faculty members of Saint Louis University, Kristine Gebbie and Mary Ann Lavin, perceived a need to identify nurses' roles in an ambulatory care setting. The First National Conference to identify nursing diagnoses was sponsored by the Saint Louis University School of Nursing and Allied Health Professions in 1973. Subsequent national conferences occurred in 1975, in 1980, and every two years thereafter. International recognition came with the First Canadian Conference in Toronto in 1977 and the International Nursing Conference in May 1987 in Calgary, Alberta, Canada. In 1982, the conference group accepted the name North American Nursing Diagnosis Association (NANDA), recognising the participation and contributions of nurses in the United States and Canada. In 2002, NANDA became NANDA International (NANDA-l) to reflect increasing worldwide interest in the field of nursing diagnosis terminology. NANDA International has approved more than 200 nursing diagnoses for clinical use, testing and refinement.
- PublicationStudents, faculty and local community health professionals learning together(Higher Education Research and Development Society of Australasia (HERDSA), 2012)
; ; ; ; ; The international literature clearly identifies the need for greater integration of interprofessional education into the curricula of entry-level health professions. This paper reports on the design and outcomes of a short learning program undertaken by rurally based pre-graduate students of the University of New England. The medicine, nursing, pharmacy and social work students worked through two simulated case scenarios based around the care of clients with chronic conditions. The attitudes and experiences of the participating students and the program developers were evaluated using pre and post program surveys, audience response data and qualitative comments. Prior to undertaking this program the majority of participants acknowledged the value of interprofessional learning to their professional practice; however following participation they were overwhelmingly positive about the value of this type of learning to their future practice. They considered that the program gave them a greater appreciation of their role within the interprofessional team and provided valuable insights into the scope of practice of their clinical colleagues. Overall, the student participants found this program valuable, stimulating and challenging, with most indicating that they would welcome more opportunities to learn within interprofessional groups. The same was true for the program developers who indicated that participation in this activity strengthened existing professional relationships and enhanced collaborative practice. The inclusion of consumers and clinical health professionals in the development and delivery of the scenarios contributed to the richness of student experience and evaluation. The outcomes will inform the expansion of interprofessional learning activities at this rural university. - PublicationConflict, confusion and inconsistencies: Pre-registration nursing students' perceptions and experiences of speaking up for patient safety
There is growing evidence demonstrating that nursing students encounter unsafe and poor clinical practice when on clinical placement. The impact on nursing students remains relatively under-explored, especially in the Australian context. This two-phased qualitative study used Interpretive Description to explore 53 pre-registration nursing students' perceptions and experiences of speaking up for patient safety. Results of the study identified students believe speaking up is the right thing to do, and their professional responsibility. The study results add to previous research by describing the dissonance students experience due to the inconsistencies between what is taught at university and performed in practice. Student's distress arises when observing nurses taking short cuts, justifying such actions and making excuses about poor practice. Students report experiencing dissonance, bewilderment and confusion and at times, anger when observing poor practice. The clinical environment culture influences students' decisions to speak up or remain silent. Understanding students' perceptions and responses will promote awareness and discussion essential to the future development of curricula and clinical support strategies that will enable students to speak up.
- PublicationA concept analysis of undergraduate nursing students speaking up for patient safety in the patient care environmentAim. An analysis of the concept of nursing students speaking up for patient safety in the workplace. Background. 'Speaking up' is assertive communication in clinical situations that requires action through questions or statements of opinion or information with appropriate persistence and is linked to patient safety. Previously, the concept of speaking up has focused on the registered or experienced practitioners, there is minimal discussion relating to student nurses. Analysis of the elements of students speaking up will identify the key elements that will give understanding to their position and experiences. Design. A concept analysis. Data. Literature included publications between 1970-2015 from, MEDLINE, CINHAL, PUBMED and SCOPUS. Search terms included patient safety AND speaking up; AND pre-registration/undergraduate nursing students, patient advocate, error reporting, organizational silence, whistleblowing and clinical placement/practicum. Methods. The Walker and Avant concept analysis model was modified and used to examine the literature. Results. Nursing students speaking up behaviour is influenced by individual and contextual factors that differ from those influencing more experienced colleagues. Motivators and barriers to voicing concerns include moral and ethical beliefs, willingness and confidence to speak up in the workplace. Students' subordinate and often vulnerable position creates additional tensions and challenges that impact their decisions and actions. Conclusion. This concept analysis provides a clear definition of 'speaking up' in relation to nursing students. The analysis will facilitate understanding and operationalization of the concept applied to learning and teaching, practice and research.
- PublicationNursing Care of People with Vascular and Lymphatic DisordersThe main processes that interfere with peripheral blood flow and that of lymphatic fluid include constriction, obstruction, inflammation and vasospasm. These conditions lead to disorders of blood pressure regulation, peripheral artery function, aortic structure, venous circulation and lymphatic circulation. A holistic approach is important when caring for people with disorders of the vascular and lymphatic systems. The focus of care is on teaching long-term care measures, pain relief, improving peripheral blood and lymphatic circulation, preventing tissues damage and promoting healing. The prescribed treatment may have emotional, social and economic effects on the person and family.
- PublicationThe financial challenges for Australian nursing students attending placement-based work-integrated learning(Elsevier BV, 2022-04)
; ; ; Background: Mandatory placement-based work-integrated learning (WIL) poses challenges for nursing students who work whilst studying. The financial burden of WIL links to other known direct and indirect challenges, yet no Australian study has quantified the financial challenges resulting from attending mandatory WIL placements. Placement-based WIL costs may preclude some students from completing WIL, which may impact student attrition and the future health workforce.
Aim: To investigate Australian nursing students' financial challenges related to mandatory WIL.
Methods: An online cross-sectional survey conducted with nursing students from nine Australian universities across five Australian states. The 28-question survey investigated the location of, and travels to, the most recent WIL placement; and students' employment, accommodation, financial support, expenses and debts, and financial strain pertaining to WIL placements.
Results: Overall, 2,359 students participated. The majority were employed (84%); 65% of these reported that they were unable to work during WIL, affecting their employment. One-third incurred a financial liability from their placement, 79% reported financial hardship, and 73% found their placement stressful due to financial strain. Financial issues affected 62% of students' health and wellbeing.
Discussion: Financial pressures related to WIL impact nursing students. While students have strategies to reduce these pressures, universities can also better manage their placement preferencing and support of students to reduce financial impacts of placement-based WIL on students.
Conclusions: Nursing students face substantial financial challenges related to placement-based WIL. Scholarship programs and other forms of support are required to assist nursing students to undertake WIL.
- PublicationNursing Care of Clients with Peripheral Vascular DisordersThe main processes that interfere with peripheral blood flow and that of lymphatic fluid include constriction, obstruction, inflammation and vasospasm. These conditions lead to disorders of blood pressure regulation, peripheral artery function, aortic structure, venous circulation and lymphatic circulation. A holistic approach is important when caring for clients with disorders of the peripheral vascular and lymphatic systems. The focus of care is on teaching long-term care measures, pain relief, improving peripheral blood and lymphatic circulation, preventing tissue damage and promoting healing. The prescribed treatment may have emotional, social and economic effects on the client and family.