Positions held at UTS:Senior Tutor 1987 – 1989 Teaching responsibilities in the Bachelor NursingClinical Facilitation in intensive/coronary Care RNSHLecturer 1989-ongoing Teaching and Examiner’s responsibilities undergraduate and postgraduate programs. Clinical facilitation in midwifery, intensive care, coronary care and neonatal intensive care, general ward areas.1991-1996 Service teaching Bachelor of Acupuncture Program1995-1998 Coordinator Graduate Diploma of Neonatal Nursing1997-1999 Coordinator Relationship Strand BN1998-2003 PEAS Coordinator1999-2001 Coordinator Bachelor of Nursing/Bachelor of Arts in International Studies2001 - ongoing Member Quality Committee2001 - ongoing ALP Wyong hospital2004 - ongoing Senior LecturerJuly 2005 - ongoing Acting Director Undergraduate StudiesI have supervised 6 Masters Project students to completion.
Professional Interests Include: Neonatal nursingAged careNursing educationNursing relationships
Nursing education and developmentClinical educationGraudate transition and capabilitiesMen in nursing
Family and Community Health Nursing - UndergraduateNursing Relationships, Interactions and Management - UndergraduateClinical Teaching - Undergraduate and Postgraduate
Barnard, A, Nash, R, McEvoy, K, Shannon, S, Waters, CD, Rochester, SF & Bolt, S 2015, 'LeaD-In: A cultural change model for peer review of teaching in higher education', Higher Education Research and Development, vol. 34, no. 1.View/Download from: UTS OPUS or Publisher's site
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.
Waters, CD, Rochester, SF & McMillan, M 2012, 'Drivers for renewal and reform of contemporary nursing curricula: A blueprint for change', Contemporary Nurse, vol. 41, no. 2, pp. 206-215.View/Download from: UTS OPUS or Publisher's site
Drivers for renewal and reform of contemporary nursing curricula: A blueprint for change
Rochester, SF, Waters, CD, Rogan, F & Wyllie, AM 2006, 'The nurse academic in the clinical learning setting: An evolving partnership role', Contemporary Nurse, vol. 23, no. 1, pp. 72-86.View/Download from: UTS OPUS
Rochester, SF, Milton-Wildey, KK & Scott, G 2005, 'Learning from success: Improving undergraduate education through understanding the capabilities of successful nurse graduates', Nurse Education Today, vol. 25, no. 3, pp. 181-188.View/Download from: UTS OPUS or Publisher's site
This paper reports on a study of nursing graduates identified as high performers by their nursing unit managers. The study involved 17 graduates from two teaching hospitals, one in the inner city of Sydney and the other in regional New South Wales. The a
Rochester, SF 2012, 'Preparing for role transition' in Chang, E & Daly, J (eds), Transitions in nursing: Preparing for professional practice, Elsevier, Sydney, pp. 81-94.
Milton-Wildey, KK & Rochester, SF 2008, 'Preparing for role transition (Chapter 6)' in Chang, E & Daly, J (eds), Transitions in nursing: Preparing for professional practice (2nd ed), Elsevier, Sydney, Australia, pp. 82-94.
Preparation for role transition - from student nurse to registered nurse. The chapter assists students to understand the influence of social processes in nurisng role acquisition; to be aware of the elements of role stress; examine ways in which role stress can be reduced, appraciate the improtance of positive role models and self-concept during transition and participate in activiities tha will faciliate the preparation for transition and enhance coping.