Patient safety, simulation as a teaching medium and the provision of clinical experience in undergraduate programs.
Adult Medical-surgical and acute care nursing - undergraduate
Infection prevention and control
Townsend, L, Gray, J & Forber, J 2016, 'New ways of seeing: Nursing students' experiences of a pilot service learning program in Australia', NURSE EDUCATION IN PRACTICE, vol. 16, no. 1, pp. 60-65.View/Download from: UTS OPUS or Publisher's site
Forber, J, DiGiacomo, M, Carter, B, Davidson, P, Phillips, J & Jackson, D 2016, 'In pursuit of an optimal model of undergraduate nurse clinical education: An integrative review', Nurse Education in Practice, vol. 21, pp. 83-92.View/Download from: UTS OPUS or Publisher's site
Clinical learning experiences are an essential part of nurse education programs. Numerous approaches to clinical education and student supervision exist. The aim of this integrative review was to explore how studies have compared or contrasted different models of undergraduate nurse clinical education. A search of eight databases was undertaken to identify peer-reviewed literature published between 2006 and 2015. Eighteen studies met the inclusion criteria. A diverse range of methodologies and data collection methods were represented, which primarily explored student experiences or perceptions. The main models of undergraduate nurse clinical education identified were: traditional or clinical facilitator model; the preceptorship or mentoring model; and the collaborative education unit model in addition to several novel alternatives. Various limitations and strengths were identified for each model with no single optimal model evident. Thematic synthesis identified four common elements across the models: the centrality of relationships; the need for consistency and continuity; the potential for variety of models; and the viability/sustainability of the model. The results indicate that effective implementation and key elements within a model may be more important than the overarching concept of any given model. Further research is warranted to achieve an agreed taxonomy and relate model elements to professional competence.
Forber, J, DiGiacomo, M, Davidson, PM, Carter, B & Jackson, D 2015, 'The context, influences and challenges for undergraduate nurse clinical education: Continuing the dialogue', Nurse Education Today, vol. 35, no. 11, pp. 1114-1118.View/Download from: UTS OPUS or Publisher's site
Approaches to clinical education are highly diverse and becoming increasingly complex to sustain in complex milieu
To identify the influences and challenges of providing nurse clinical education in the undergraduate setting and to illustrate emerging solutions.
A discursive exploration into the broad and varied body of evidence including peer reviewed and grey literature.
Internationally, enabling undergraduate clinical learning opportunities faces a range of challenges. These can be illustrated under two broad themes: (1) legacies from the past and the inherent features of nurse education and (2) challenges of the present, including, population changes, workforce changes, and the disconnection between the health and education sectors. Responses to these challenges are triggering the emergence of novel approaches, such as collaborative models.
Kelly, MA, Forber, J, Conlon, LS, Roche, MA & Stasa, H 2014, 'Empowering the registered nurses of tomorrow: Student's perspectives of a simulation experience for recognising and managing a deteriorating patient', Nurse Education Today, vol. 34, pp. 724-729.View/Download from: UTS OPUS or Publisher's site
Recognising and responding to patients who are deteriorating are key aspects to improving outcomes. Simulations provide students with exposure to deteriorating patient scenarios and the role of nurses in such events. The number of programs seeking to provide best possible simulation experiences is growing exponentially. Robust evaluation of these experiences is crucial to ensure maximum benefit.
Disler, RT, Rochester, SF, Kelly, MA, White, HL & Forber, J 2013, 'Delivering a large cohort simulation - Beginning nursing students' experience: A pre-post survey', Journal of Nursing Education and Practice, vol. 3, no. 12, pp. 133-142.View/Download from: UTS OPUS or Publisher's site
Background: The use of simulation has been growing rapidly within nursing programs, internationally. Simulation provides opportunity for beginning nursing students to rehearse patient care experiences and develop confidence in technical and non-technical nursing skills.
Rochester, SF, Kelly, MA, Disler, RT, White, HL, Forber, J & Matiuk, S 2012, 'Providing simulation experiences for large cohorts of 1st year nursing students: Evaluating quality and impact', Collegian, vol. 19, no. 3, pp. 117-124.View/Download from: UTS OPUS or Publisher's site
To provide each student within a large cohort the opportunity to participate in a small group simulation that meets recognised quality indicators is a challenge for Bachelor of Nursing programmes in Australia. This paper, as part of a larger longitudinal study, describes one approach used to manage a simulation for 375 1st year nursing students and to report on the quality of the experience from the student's perspective. To ensure quality was maintained within the large cohort, aspects of the simulation were assessed against the following indicators: alignment with curriculum pedagogy and goals; preparation of students and staff; fidelity; and debriefing. Data obtained from a student focus group were analysed in the context of the quality indicators. The following themes emerged from the data: knowing what to expect; assuming roles for the simulation; authenticity and thinking on your feet; feeling the RN role; and, preparation for clinical practice. This paper demonstrates it is possible to provide students in large cohorts with active participatory roles in simulations whilst maintaining quality indicators.
Forber, J, DiGiacomo, Davidson, PM, Carter, B & Jackson, D 2015, 'Undergraduate nurse clinical education: Visioning the future.', NET2015 – 26th International Networking for Healthcare Education Conference, Cambridge, UK.
Kelly, M.A., Forber, J., Conlon, L.S., Stasa, H. & Roche, M.A. 2010, 'Empowering the RNs of tomorrow: pre and post simulation analysis of clinical skill parameters related to deteriorating patients', SimTecT Health, Melbourne.
Final year Bachelor of Nursing students in an adult medical surgical subject engaged in a deteriorating patient simulation encounter. Local Ethics Review Committee approval was obtained for the study. Sixty two students agreed to participate in the study and completed consent and confidentiality forms. A pre-simulation survey consisting of ten questions, with a 4 point Likert scale response was completed immediately prior to the activity. Students participated either actively in predetermined roles or as observers with structured questions to address and discuss during the debriefing. A post-simulation survey, of identical questions, was completed immediately after the simulation encounter.