Lisa has worked full time for the Faculty since 2008, having taught casually with the faculty from 2006. Prior to this, she supervised UTS nursing students on their clinical placements from 2004.
Her clinical experience includes working within the mental health context in the areas of Acute Inpatient, Psychiatric Rehabilitation, and Community Crisis and Case Management Teams. Her area of specialty is working with Mental Health Clients who are experiencing complex medical needs, having nursed within a HIV/Hep.C/Mental Health Team and being most recently holding a position of Clinical Nurse Consultant within a Consultation Liaison Mental Health Nursing team.
New South Wales Nurses and Midwives' Association
Community Development in Mental Health, Sustainability and Mental Health Care, Community Mental Health.
Mental Health Nursing (undergraduate and postgraduate)
Primary Health Care (undergraduate)
Community Health Nursing (undergraduate)
Professional studies subjects (undergraduate)
Havery, C, Townsend, L, Johnson, A & Doab, A 2019, 'Professional development for teachers of nursing students for whom English is an additional language: A reflection on practices.', Nurse education in practice, vol. 38, pp. 52-58.View/Download from: Publisher's site
The increasing linguistically and culturally diverse cohort of university students in nursing degree programmes has resulted in a plethora of approaches to address issues related to English language, academic writing and professional communication. Approaches that integrate language development within core nursing subjects are usually regarded as effective, as they offer students opportunities to be socialised into the language of their specific discipline areas. However, developing and implementing an integrated model can be challenging and many discipline academics feel unprepared to address language issues within the curriculum. This paper discusses a pilot project where we, a language academic and a group of nursing academics, adopted a clinical supervision model to problematise subject content and pedagogic practices. The aim was to enable English as additional language students better transition to Australian university studies by integrating an explicit focus on language development within the subject content. The paper outlines the model and draws on our reflections to discuss outcomes. These included changes to subject content and pedagogic practices, as well as increased confidence of nursing academics to teach in ways that have been found to be effective for English as additional language students.
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: Publisher's site
Increased enrolments of Bachelor of Nursing (BN) students who speak English as a second language (ESL) can help create a multilingual and culturally diverse workforce that is better prepared to meet the needs of increasingly diverse health populations. However, although ESL enrolments are increasing, attrition rates for ESL students tend to be higher than those of native speakers of English, partly due to academic failure.