Bernard Saliba is an early career academic researcher and lecturer of Public Health in the Australian Centre for Public and Population Health Research in the Faculty of Health, University of Technology Sydney.
As a Scholarly Teaching Fellow, Bernard’s main role is subject coordinator and lecturer across a number of subjects in the Bachelor of Health Science program. He teaches across areas including health promotion, communication and diversity, global human rights and health inequity and technology in health.
Bernard has been involved in a number of research publications and conference presentations both locally and globally. His areas of interest include cardiovascular disease, international public health, cognition and sexual minority health.
Before re-joining UTS in 2015, Bernard spent four years in Vietnam and Germany teaching English as a second language (ESL) to a broad range of students from primary school through to University level.
Active member of the ACON Research Ethics Review Committee (RERC) for research on issues related to the LGBTIQ community.
- Cardiovascular disease
- International public health
- Sexual health
Public Health and Health Science
Ferguson, C, DiGiacomo, M, Saliba, B, Green, J, Moorley, C, Wyllie, A & Jackson, D 2016, 'First year nursing students' experiences of social media during the transition to university: a focus group study.', Contemporary Nurse, vol. 52, no. 5, pp. 625-635.View/Download from: Publisher's site
Social media platforms such as Facebook allow users to connect with each other online. They are also used as tools for creating communities, which can then be utilised as a mean for supportive, professional and social learning.
This study aimed to explore first year Bachelor of Nursing student experiences with social media in supporting student transition and engagement into higher education.
Qualitative focus groups Methods: First year Bachelor of Nursing students were conveniently sampled for inclusion in this study. Ten students were included in three face-to-face focus groups which lasted between 45 minutes and one hour each. When it became apparent that no new information was emerging from focus groups, recruitment stopped. Sessions were audio-recorded and transcribed verbatim. Data were analysed using qualitative thematic content analysis.
Three key themes emerged from the data that illustrates the experiences of transition and engagement of first year student nurses using social media at university. These were; 1) Facilitating familiarity and collaboration at a safe distance; 2) Promoting independent learning by facilitating access to resources; and 3) Mitigating hazards of social media.
This study has demonstrated the importance of social media applications such as Facebook in supporting informal peer-peer learning and support, augmenting online and offline relationships, and building professional identity as a nurse. Students reported active increased use when assessments were due and while on clinical placement. Students found Facebook useful as an avenue to debrief and reflect, whilst on clinical placement, and as a tool to meet new friends and strengthen existing relationships. There is need for future research and evaluation of interventions that bridge the divide between traditional learning platforms such as Blackboard and social media platforms.
Gallagher, RD, Sullivan, A, Burke, R, Hales, S, Gillies, G, Cameron, J, Saliba, B & Tofler, G 2013, 'Mild Cognitive Impairment, Screening, and Patient Perceptions in Heart Failure Patients', Journal Of Cardiac Failure, vol. 19, no. 9, pp. 641-646.View/Download from: Publisher's site
Objective: Cognitive impairments are prevalent in heart failure (HF) patients, worsening outcomes but often undetected. The aim of this study was to screen HF outpatients for mild cognitive impairment (MCI), determine the areas of cognition affected, pat
Ferguson, C, DiGiacomo, M, Saliba, B, Green, J, Moorley, C, Wyllie, A & Jackson, D 2018, 'First year nursing students' experiences of social media during the transition to university: a focus group study', 7th International Nurse Education Conference.
Ferguson, C, Saliba, B & Bajorek, B 2017, 'Educational interventions to increase clinicians and patient knowledge of atrial fibrillation and anticoagulation: a systematic review', Australasian Cardiovascular Nursing College, Brisbane.
Background: Atrial fibrillation (AF) is the most common cardiac arrhythmia encountered in clinical practice. Nurses are well-placed across a range of practice settings to provide both structured and informal education to clinicians, patients and caregivers on various aspects of AF management, particularly anticoagulant therapy.
Purpose: To summarise key educational interventions targeted at clinicians, patients and caregivers that have previously evidenced to increase knowledge of AF and/ or anticoagulation.
Methods: Researchers undertook a systematic search of electronic databases including Medline, Scopus, CINAHL and the Cochrane Library. Original studies that were published in the date range 2006-2016 were included if they described targeted educational interventions, and/or included decision support at both the levels of the patient and the clinicians. Additionally, manual reference list searching was also conducted.
Results: A total of 42 studies were reviewed. A number of core components, methods and approaches were identified within the interventions including: clinician decision support; patient decision aides; shared decision making tools; counselling and education; distance education; supply of written or textual information; multi-media resource; patient worksheet or checklist; self-monitoring; audit and feedback; academic detailing; contemporary models of AF care; individualised or group, targeted education sessions. All these demonstrated differing levels of impact on knowledge.
A diverse range of educational interventions were identified in this review, however the quality of evidence is limited by study designs. There is scope for robust clinical trials of complex educational interventions regarding AF management, focusing on interventions that are individualised to the needs of patients and their caregivers.
Background: Gay men are approaching an impending epidemic of non-communicable diseases, particularly cardiovascular disease (CVD) and stroke. This can primarily be attributed to ethnicity/race, education and income, and/or modifiable risk factors such as lifestyle, obesity and hypercholesterolemia, smoking and illicit drug use.
1) To describe the cardiovascular (CV) risk profile of gay men.
2) To highlight key evidence-based health interventions to reduce CVD risk in gay men.
3) Highlight the key barrier and facilitators to improving cardiovascular health of gay men.
Methods: Researchers undertook a systematic search of electronic databases including Medline, Scopus, CINAHL and the Cochrane Library as well as manual reference list searches. Original studies that were published in the date range 2006-16 were included if they focused on CVD in LGBTIQ people, particularly gay men.
Results: A total of 20 studies were reviewed and the following themes associated with CVD risk were identified: obesity [particularly for gay men who identify as bears]; depression [due to stigma or lack of self/societal acceptance]; addiction and illicit drug use; HIV/AIDs medications and their CV implications; smoking and alcohol use and; social isolation and lack of quality social support
Conclusion: This review identified a paucity of rigorous evidence to support interventions that improve cardiovascular care needs of gay men. Interventions that are targeted to improve the cardiovascular health of gay men must be tailored to meet the specific needs of gay men. There is scope for improvement in services that specifically target cardiovascular care needs of gay men in Australia and New Zealand.