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Doctor Tamara Power is a Senior Research Fellow and Senior Lecturer in the Faculty of Health at the University of Technology Sydney.
After starting as an academic with the Faculty in 2012, Tamara has led multiple teaching and learning projects and been awarded individual and team, citations and awards for her innovative teaching methods, including a team, Australian Award for University Teaching for outstanding contributions to student learning, focused on developing Indigenous professional capabilities.
In 2019, Tamara moved into a research only position focused on patient safety. Her other research interests include diabetes in vulnerable populations, cultural safety and racism in healthcare, women, community and family health, simulation and undergraduate nursing education. Tamara has a current h-index of 12 (Google Scholar).
Tamara is well published and regularly reviews for international journals. She is a member of the editorial board of Contemporary Nurse. Professional affiliations include the Congress of Aboriginal and Torres Strait Islander Nurses and Midwives (CATSINaM) and the Sigma Theta Tau Honours Society.
Tamara maintains clinical currency working casually as a registered nurse for NSW Health.
- 2019 Diabetes NSW & ACT High Achiever Award (Individual)
- 2018 Dean's Award Innovation in Learning and Teaching (Individual)
- 2018 UTS 2018 Inaugural Learning and Teaching Citation (Team Member)
- 2017 Australian Awards for University Teaching: Citations for outstanding contributions to student learning (Team Member)
- 2016 Dean's Award Human Rights (Individual)
- 2016 UTS 2016 Inaugural Learning and Teaching Citation (Team Leader)
- 2016 UTS 2016 Inaugural Learning and Teaching Award (Team Member)
- 2016 Best Paper NETNEP 6th International Nurse Education Conference (Team Leader)
- Australia & New Zealand Journal of Public Health
- Clinical Simulation in Nursing
- Contemporary Nurse
- Journal of Advanced Nursing
- Journal of Child Health Care
- Journal of Clinical Nursing
- Journal of Nursing Management
- Journal of Transcultural Nursing
- Nurse Researcher
- Editorial board member for Contemporary Nurse
- Member Congress of Aboriginal and Torres Strait Islander Nurses and Midwives (CATSINaM)
- Member Australian Diabetes Educators Association (ADEA)
- Member Sigma Theta Tau International Honours Society Omicron Xi Chapter
Can supervise: YES
- Qualitative methods
- Patient safety/cultural safety
- Women, community and family health
- Undergraduate education
- Adult Nursing
- Medical / Surgical Nursing
- Aboriginal and Torres Strait Islander Peoples Health
- Aboriginal Community Engagement
- Communication and Diversity
East, L, Hutchinson, M, Power, T & Jackson, D 2019, ''Being a father': constructions of fatherhood by men with absent fathers', Journal of Family Studies, pp. 1-11.View/Download from: UTS OPUS or Publisher's site
© 2018 Informa UK Limited, trading as Taylor & Francis Group Family dynamics and parenting styles are influential on children's wellbeing [Walsh, F. (2016). Strengthening family resilience (3rd ed.). New York: Guilford Press]. Additionally, childhood experiences and how an individual experienced being parented can impact on how individuals as mothers and fathers choose to parent their own children [Herland, M. D., Hauge, M.-I., & Helegland, I. M. (2015). Balancing fatherhood: Experiences of fatherhood among men with a difficult past. Qualitative Social Work, 14(2), 242–258]. However, growing up in a home with an absent parent may create challenges associated with parenting for individuals, due to not having these experiences themselves. Therefore, the article reports findings on men who grew up in a father-absent household and how their experiences influenced their understanding of fatherhood and becoming a father. Twenty-one men participated in this qualitative study. Findings revealed that although men felt unprepared for fatherhood they attempted to learn to be a father and expressed the importance of not wanting their children to experience father absence. The study findings provide important insights in the provision of support for fathers who have experienced father absence.
Minton, C, Power, T, Wilson, S & Jackson, D 2019, 'Understanding recovery and survivorship after a prolonged critical illness.', Journal of clinical nursing.View/Download from: UTS OPUS or Publisher's site
Lucas, C, Power, T, Hayes, C & Ferguson, C 2019, ''Two heads are better than one'- pharmacy and nursing students' perspectives on interprofessional collaboration utilizing the RIPE model of learning', Research in Social and Administrative Pharmacy.View/Download from: Publisher's site
© 2019 Elsevier Inc. Background: Simulation is an effective strategy for enhancing interprofessional education (IPE) and collaboration (IPC). Objectives: A novel interprofessional learning model, The RIPE Model (Reflective Interprofessional Education Model) was applied for a pilot study during a simulation laboratory aimed to (i) enhance pharmacy and nursing students' understanding of the roles and responsibilities of professions within the multidisciplinary healthcare team; and (ii) enhance the importance of working collaboratively in team-based care. Methods: The pilot study using a mixed-methods approach, including the administration of a 6-item student survey on a 6-point Likert-type scale as a pre-test (prior to participation in the simulation laboratory) and post-test (after participation in the simulation laboratory), and a debriefing session eliciting a follow up written reflective statement. Results: Sixty-four students (n = 56 pharmacy; n = 8 nursing) participated in the study which resulted n = 52 pharmacy students and n = 8 nursing students matched data to a pre-test and post-test survey, analyzed via paired t-tests. Statistically significant results (p < 0.05) reported a positive increase in pharmacy students' perceptions from the pre-test and post-test survey for all six items indicating the extent of agreement of IPC; and for one item on the nursing student survey. Qualitative analysis of reflective statements (n = 62) was conducted via thematic analysis utilizing Braun and Clarke's 6-phase process. Thematic analysis generated one overarching theme: IPC: Developing appreciation and respect for healthcare team members to improve patient outcomes; and three subthemes: (i) Enhanced decision-making; (ii) Communication and collaboration; (iii) New understandings of roles and responsibilities. Conclusions: Students perceived that utilizing the RIPE Model of learning involving simulation to enhance interprofessional collaboration assisted their understand...
Lucas, C, Power, T, Hayes, C & Ferguson, C 2019, 'Development of the RIPE model (Reflective Interprofessional Education Model) to enhance interprofessional collaboration.', Research in Social and Administrative Pharmacy, vol. 15, pp. 459-464.View/Download from: UTS OPUS or Publisher's site
This paper describes a novel model to providing interprofessional education (IPE) and interprofessional collaboration (IPC) within a simulated healthcare environment, in the higher education setting. The RIPE Model (Reflective Interprofessional Education Model) was developed for the purpose of enhancing IPE and IPC, clinical judgement, and decision-making between health professional students (pharmacy and nursing students) at the patient's simulated hospital bedside. A foundation 'unfolding' case utilizing the RIPE model was piloted with first year Master of pharmacy students and postgraduate nursing students at an Australian university and included a pharmacy practitioner acting as a resident medical officer (RMO) for the purpose of the teaching module. The RIPE model rotated students through 10 stations (including 2 reflection stations) to unpack an unfolding case. The development of the RIPE model, processes, and future directions are included in this article. The RIPE Model provides the flexibility to adapt and tailor different cases and scenarios to include other health professional students to enhance educational outcomes, with the feedback of the learning to potentially improve future patient outcomes. Furthermore, the model has the potential to be tailored and utilized for the purpose of upskilling practicing pharmacists for Continuing Professional Development (CPD) and changing scopes of practice.
Hayes, C, Power, T, Davidson, PM, Daly, J & Jackson, D 2019, 'Corrigendum to "Nurse interrupted: Development of a realistic medication administration simulation for undergraduate nurses" [Nurse Educ. Today 35 (99), September 2015, 981-986].', Nurse education today, vol. 78, pp. 58-58.View/Download from: UTS OPUS or Publisher's site
Hayes, C, Power, T, Davidson, PM, Daly, J & Jackson, D 2019, 'Learning to liaise: using medication administration role-play to develop teamwork in undergraduate nurses.', Contemporary Nurse, pp. 1-10.View/Download from: UTS OPUS or Publisher's site
To describe undergraduate nursing students' situational awareness and understanding of effective liaison and collaboration within the nursing team during interrupted medication administration.Medication errors related to interruptions are a major problem in health care, impacting on patient morbidity and mortality and increasing the burden of related costs. Effective liaison, teamwork and situation awareness are requisite skills for nurses to facilitate the safe management of interruptions during medication administration.A role-play simulation was offered to 528 second-year undergraduate Bachelor of Nursing students. Qualitative written reflective responses were subsequently collected and subject to thematic analysis to derive themes.Participants (451:528) reported an improved understanding of an unfamiliar and challenging situation that required cooperation and collaboration amongst the nursing team to improve outcomes.This simulation exposed undergraduate nurses with limited clinical experience to a situation otherwise unavailable to them. The skills required to engage in effective liaison and teamwork in dynamic situations are vital elements in achieving quality care and must begin to be taught at an undergraduate level.
Rossiter, C, Power, T, Fowler, C, Elliott, K & Dawson, A 2019, 'Reflexivity in correctional research: researcher perspectiveson parenthood in a study with incarcerated parents', Qualitative Social Work.View/Download from: UTS OPUS or Publisher's site
Babatunde-Sowole, O, DiGiacomo, M, Power, T, Davidson, P & Jackson, D 2019, 'Resilience of African migrant women: implications for mental health practice', International Journal of Mental Health Nursing.View/Download from: UTS OPUS or Publisher's site
Migrants from areas affected by war, especially refugee migrants, are susceptible to mental health issues. In addition to recognising trauma, health professionals, such as mental health nurses, need to be aware of the strength and resilience of refugees and migrants. The capacity to provide trauma-informed-care that is shaped by the recognition of clients' strength and resilience is required/paramount to meet the current demand of multiculturalism emanating from increased global migration. To facilitate increased awareness about West African women's resilience prior to migration and support trauma-informed care, we used a qualitative strengths-based storytelling approach with 22 West African women residing in Sydney, Australia. Thematic analysis of the women's stories identified two major themes: when the world falls apart and battered but strong. Findings revealed that past personal experiences significantly influenced participants' strength and resilience and contributed to their mental health. Mental health professionals such as nurses can play an important role by incorporating knowledge about the resilience of migrants and refugees into providing appropriate trauma-informed-care.
Palominos, E, Levett-Jones, T, Power, T & Martinez-Maldonado, R 2019, 'Healthcare students' perceptions and experiences of making errors in simulation: An integrative review.', Nurse education today, vol. 77, pp. 32-39.View/Download from: UTS OPUS or Publisher's site
BACKGROUND:Research literature suggests that learning from mistakes facilitates news insights and leads to professional development. The significant growth in the use of simulation-based learning is premised on the understanding that in this context learners can make and learn from their errors without negatively impacting real patients. However, studies also suggest that making errors can be emotionally detrimental to learners. Given these contradictory findings, this literature review explores learners' views about this phenomenon. OBJECTIVE:The objective of this integrated review was to explore healthcare students' perceptions of making errors during simulation-based learning experiences. DESIGN:Whittemore and Knafl's framework for integrated reviews was used to structure this review. DATA SOURCES:Five electronic databases MEDLINE, CINAHL, PsycINFO, ProQuest, and SCOPUS and the search engine Google Scholar were searched. The initial terms used were nursing students, medical students, health professionals, error*, mistake*, and simulation. METHODS:The original search resulted in 2317 potential records. After screening against the inclusion/exclusion criteria, 11 articles were critically appraised using The Critical Appraisal Skills Program (CASP) checklist and were included in the review. RESULTS:The two overarching themes to emerge from the analysis were the impact of errors on learners and the impact of errors on learning. CONCLUSION:Despite the negative feelings experienced by some students regarding making mistakes in simulation, there were key factors that moderated the impact of these feelings and transformed the errors into learning opportunities. These included: the provision of a safe learning environment where constructive feedback was provided by skilled educators, and where students were supported to take responsibility for their mistakes. Although the findings suggest that making mistakes in simulation-based learning can be beneficial, optimising l...
Usher, K, Woods, C, Brown, J, Power, T, Lea, J, Hutchinson, M, Mather, C, Miller, A, Saunders, A, Mills, J, Zhao, L, Yates, K, Bodak, M, Southern, J & Jackson, D 2018, 'Australian nursing students' knowledge and attitudes towards pressure injury prevention: A cross-sectional study', International Journal of Nursing Studies, vol. 81, pp. 14-20.View/Download from: UTS OPUS or Publisher's site
© 2018 Elsevier Ltd Aim: The aim of this study was to assess student nurses' knowledge of and attitudes towards pressure injury prevention evidence-based guidelines. Background: Pressure injuries are a substantial problem in many healthcare settings causing major harm to patients, and generating major economic costs for health service providers. Nurses have a crucial role in the prevention of pressure injuries across all health care settings. Design: A multi-centered, cross-sectional study was conducted using a paper-based questionnaire with undergraduate nursing students enrolled in seven universities with campuses across five Australian states (Queensland, New South Wales, Western Australia, Victoria and Tasmania). Methods: Data were collected from nursing students using two validated instruments (Pressure Ulcer Knowledge Assessment Instrument and Attitude Toward Pressure Ulcer Prevention Instrument), to measure students' pressure injury prevention knowledge and attitudes. Results: Students reported relatively low pressure injury prevention knowledge scores (51%), and high attitude scores (78%). Critical issues in this study were nursing students' lack of knowledge about preventative strategies to reduce the amount and duration of pressure/shear, and lower confidence in their capability to prevent pressure injury. Level of education and exposure to working in a greater number of different clinical units were significantly related to pressure injury prevention knowledge and attitude scores. Conclusion: The study findings highlight the need to implement a comprehensive approach to increasing Australian nursing students' pressure injury prevention and management knowledge, as well as ensuring that these students have adequate experiences in clinical units, with a high focus on pressure injury prevention to raise their personal capability.
Babatunde-Sowole, O, Power, TJ, Davidson, PM, Ballard, C & Jackson, D 2018, 'Exploring the diet and lifestyle changes contributing to weight gain among Australian West African women following migration: A qualitative study', Contemporary Nurse, vol. 54, no. 2, pp. 150-159.View/Download from: UTS OPUS or Publisher's site
Aims and objectives: This paper reports on women's experiences of weight gain and obesity as they became acculturated to the Australian diet and lifestyle.
Background: Migrants from sub-Saharan Africa have a much higher risk of obesity than the native population when settling in industrialised countries.
Results: Women in this study reported weight gain post-migration. This was attributed to increased access to a wide variety of food including takeaway food and more sedentary lifestyles.
Conclusions: Obesity has long-term consequences for health and well-being. Further research is needed to support a healthy transition to life in Australia.
Relevance to clinical practice: Gaining insight into the underlying reasons that West African immigrants to Australia become obese could contribute to assisting health professionals design culturally appropriate interventions and health education programmes to support new arrivals.
Hayes, CJ, Jackson, D, Davidson, PM, Daly, J & Power, T 2018, 'Pondering practice: Enhancing the art of reflection', Journal of Clinical Nursing, vol. 27, no. 1-2, pp. 345-353.View/Download from: UTS OPUS or Publisher's site
Aims and objectives
The aim of this study was to describe the effect that immersive simulation experiences and guided reflection can have on the undergraduate nurses' understanding of how stressful environments impact their emotions, performance and ability to implement safe administration of medications.
Patient safety can be jeopardised if nurses are unsure of how to appropriately manage and respond to interruptions. Medication administration errors are a major patient safety issue and often occur as a consequence of ineffective interruption management. The skills associated with medication administration are most often taught to, and performed by, undergraduate nurses in a controlled environment. However, the clinical environment in which nurses are expected to administer medications is often highly stressed and nurses are frequently interrupted.
This study used role-play simulation and written reflections to facilitate deeper levels of student self-awareness. A qualitative approach was taken to explore students' understanding of the effects of interruptions on their ability to undertake safe medication administration. Convenience sampling of second-year undergraduate nursing students enrolled in a medical–surgical subject was used in this study. Data were obtained from 451:528 (85.42%) of those students and analysed using thematic analysis.
Students reported increasing consciousness and the importance of reflection for evaluating performance and gaining self-awareness. They described self-awareness, effective communication, compassion and empathy as significant factors in facilitating self-efficacy and improved patient care outcomes.
Following a role-play simulation experience, student nurses reported new knowledge and skill acquisition related to patient safety, and new awareness of the need for empathetic and compassionate care during medication administration. Practicing medication administration in realis...
Fowler, C, Rossiter, C, Dawson, A, Power, T, Jackson, D & Roche, M 2018, 'When parenting doesn't 'come naturally': providers' perspectives on parenting education for incarcerated mothers and fathers', Studies in Continuing Education, vol. 40, no. 1, pp. 98-114.View/Download from: UTS OPUS or Publisher's site
Learning to parent sensitively and safely can be challenging for adults with childhood abuse and neglect experiences. Such childhood experiences are prevalent among incarcerated parents whose ability to parent their own children is also limited by separation from them. Several prisons have developed programs to foster pro-social parenting skills among incarcerated mothers and fathers to assist them on release. This paper reports a qualitative research study that explored the factors affecting the delivery and outcomes of parenting programs in correctional facilities in New South Wales Australia from the perspective of individuals involved in developing and implementing the programs. Thematic analysis of 19 interviews identified two main themes: supporting parents' learning in correctional settings and providers' learning about parent education in correctional settings. Respondents reported the benefits of providing creative learning opportunities enabling parents to build on their strengths and to develop relationships. These factors contributed to changing prisoners' attitudes and supporting them to consider alternative parenting approaches. The co-productive approach to parent education supported enhanced parenting knowledge among parents and greater insights among educators. Parenting education can be successfully delivered in correctional settings and can assist incarcerated parents to build on existing knowledge and adapt it to their own needs.
Power, TJ, Virdun, C, Gorman, E, Doab, A, Smith, R, Phillips, A & Gray, J 2018, 'Ensuring Indigenous cultural respect in Australian undergraduate nursing students', Higher Education Research and Development, vol. 37, no. 4, pp. 837-851.View/Download from: UTS OPUS or Publisher's site
Similar to other Westernised countries, Australia's history of colonisation, racism and oppression has impacted upon Indigenous Peoples' health and wellbeing. It is also evident that institutional racism and ongoing colonisation are present in the Australian health system. Better preparation of health professionals to work in a culturally respectful way can contribute to addressing health disparities and prejudices. One approach to enabling the development of cultural respect, is through embedding an Indigenous Graduate Attribute (IGA) across curricula and ensuring the process is thoughtfully developed and assessed. This paper describes and discusses the process of developing an Assessment Criteria Template (ACT) to assess Indigenous cultural respect in an undergraduate nursing degree program. Critical to the project was meaningful engagement with Indigenous stakeholders and Indigenous leadership to inform the development and implementation process. Although the context will vary globally due to the diversity of Indigenous Peoples and each country's history of colonisation, by publishing this work, we intend to provide transparency into the process we undertook to embed and assess an IGA ACT in an undergraduate nursing curriculum. We hope this is helpful for other tertiary institutions internationally who are also engaging in this space.
Andersen, P, Baron, S, Bassett, J, Govind, N, Hayes, C, Lapkin, S, Lasater, K, Levett-Jones, T, McAllister, M, Pich, J, Power, T, Reid-Searl, K, Ryan, C, Shearer, K & Simes, T 2018, 'Snapshots of Simulation: Innovative Strategies Used by International Educators to Enhance Simulation Learning Experiences for Health Care Students', Clinical Simulation in Nursing, vol. 16, pp. 8-14.View/Download from: UTS OPUS or Publisher's site
© 2017 International Nursing Association for Clinical Simulation and Learning Background Innovations in simulation in nursing and health care continue to be developed as creative and committed educators respond to challenges of providing pedagogically sound, engaging and effective learning experiences for large student cohorts. Time-pressed educators may find it difficult to network with others working in simulation-based learning, and thus, it is useful to provide summaries or snapshots to provide a brief overview of activities in various countries using simulation in a variety of ways. Method The purpose of this paper is to profile a diverse range of innovative, cost-effective, and tested simulation approaches that have been implemented in healthcare programs by nursing educators from a range of countries to spark creativity. Each strategy was designed to address contemporary and critical practice issues. Results They facilitate immersion in authentic clinical scenarios, increase students' awareness of cues in the environment that may compromise health and safety. Conclusion These snapshots of simulation prepare students for cultural or clinical realities that they may not routinely encounter because of the inherent restrictions associated with clinical placements.
East, L, Hutchinson, M, Power, T & Jackson, D 2017, 'Men's constructions of mothering: Growing up in father-absent families', International Journal of Men's Health, vol. 16, no. 1, pp. 37-48.View/Download from: UTS OPUS or Publisher's site
© 2017 by the Men's Studies Press, LLC. All rights reserved. The purpose of this article is to consider adult men's retrospective constructions of mothering and growing up in father-absent households. An exploratory qualitative design using semi-structured interviews was utilised and interviews were conducted with 21 adult men. Collected data were transcribed verbatim and subject to thematic analysis. Findings revealed memories of loss and missed opportunities, poverty and disadvantage. Men recollected their mothers attempting to balance their physical and financial security with their emotional needs. Findings from this study suggest that men who experience father absence from an early age can experience an ongoing sense of loss and disadvantage that may be carried throughout life. We recommend this population of men be provided with opportunities to disclose feelings about their experiences as father-absent boys when coming into contact with health and social services.
East, L, Hutchinson, M, Power, TJ & Jackson, D 2017, 'A qualitative study of men's recollections of growing up with father absence: Childhood father figures and family resilience', Contemporary Nurse, vol. 53, no. 4, pp. 436-444.View/Download from: UTS OPUS or Publisher's site
Background: Families come in many forms and single parent women headed households are common with nurses being well positioned to provide support for these women and their children. For children growing up in lone parent households, the nature of family relationships and the availability of a social support network are important factors in reducing developmental risks.
Aim: The aim of this study was to explore adult men's recollections of growing up in a father-absent home.
Design: This study utilised a qualitative methodology.
Methods: Semi-structured interviews were conducted with 21 adult men who grew up in a father-absent home due to family discord. Interview transcripts were thematically analysed using an inductive approach.
Findings: Analysis of the interview transcripts revealed two themes relating to childhood father figures and family relational networks. For some men, ambivalent, violent or unavailable father figures stepped into the void created by the absent father. Others experienced positive father figures or multigenerational relationships, which provided positive relational supports and attachments.
Conclusion: The findings illuminate the dynamics of family resilience and provide important insights for nurses and other family healthcare workers.
Usher, K, Woods, C, Parmenter, G, Hutchinson, M, Mannix, J, Power, T, Chaboyer, W, Latimer, S, Mills, J, Siegloff, L & Jackson, D 2017, 'Self-reported confidence in patient safety knowledge among Australian undergraduate nursing students: A multi-site cross-sectional survey study.', International Journal of Nursing Studies, vol. 71, pp. 89-96.View/Download from: UTS OPUS or Publisher's site
Patient safety is critical to the provision of quality health care and thus is an essential component of nurse education.To describe first, second and third year Australian undergraduate nursing students' confidence in patient safety knowledge acquired in the classroom and clinical settings across the three years of the undergraduate nursing program.A cross-sectional online survey conducted in 2015.Seven Australian universities with campuses across three states (Queensland, New South Wales, South Australia).A total of 1319 Australian undergraduate nursing students.Participants were surveyed using the 31-item Health Professional Education in Patient Safety Survey (H-PEPSS). Descriptive statistics summarised the sample and survey responses. Paired t-tests, ANOVA and generalized-estimating-equations models were used to compare responses across learning settings (classroom and clinical), and year of nursing course.Participants were most confident in their learning of clinical safety skills and least confident in learning about the sociocultural dimensions of working in teams with other health professionals, managing safety risks and understanding human and environmental factors. Only 59% of students felt confident they could approach someone engaging in unsafe practice, 75% of students agreed it was difficult to question the decisions or actions of those with more authority, and 78% were concerned they would face disciplinary action if they made a serious error. One patient safety subscale, Recognising and responding to remove immediate safety risks, was rated significantly higher by third year nursing students than by first and second year students. Two broader aspects of patient safety scales, Consistency in how patient safety issues are dealt with by different preceptors, and System aspects of patient safety are well covered in our program, were rated significantly higher by first year nursing students than by second and third year students. One scale, Understandi...
Hayes, C, Jackson, D, Davidson, PM, Daly, J & Power, T 2017, 'Calm to chaos: Engaging undergraduate nursing students with the complex nature of interruptions during medication administration.', Journal of Clinical Nursing.View/Download from: UTS OPUS or Publisher's site
AIMS AND OBJECTIVES: To describe undergraduate student nurse responses to a simulated role-play experience focussing on managing interruptions during medication administration. BACKGROUND: Improving patient safety requires that we find creative and innovative methods of teaching medication administration to undergraduate nurses in real-world conditions. Nurses are responsible for the majority of medication administrations in health care. Incidents and errors associated with medications are a significant patient safety issue and often occur as a result of interruptions. Undergraduate nursing students are generally taught medication administration skills in a calm and uninterrupted simulated environment. However, in the clinical environment medication administration is challenged by multiple interruptions. DESIGN/METHODS: A qualitative study using convenience sampling was used to examine student perceptions of a simulated role-play experience. Data were collected from 451 of a possible 528 student written reflective responses and subject to thematic analysis. RESULTS: Students reported an increased understanding of the impacts of interruptions while administering medications and an improved awareness of how to manage disruptions. This study reports on one of three emergent themes: "Calm to chaos: engaging with the complex nature of clinical practice." CONCLUSIONS: Interrupting medication administration in realistic and safe settings facilitates awareness, allows for students to begin to develop management strategies in relation to interruption and increases their confidence. Students were given the opportunity to consolidate and integrate prior and new knowledge and skills through this role-play simulation.
Fowler, C, Rossiter, C, Power, T, Dawson, A & Jackson, D 2017, 'Becoming a 'better' father: Supporting the needs of incarcerated fathers', The Prison Journal, vol. 97, no. 6, pp. 692-712.View/Download from: UTS OPUS or Publisher's site
Given the importance of fathering to the well-being and development of children, paternal incarceration has a major impact on children and families. Drawing on interviews with 64 incarcerated fathers in New South Wales, Australia, this article explores their experiences. The men's childhood familial separation and disconnection is frequently repeated in adulthood, with limited contact with their own families even when not in custody. Despite barriers to connection, the interviewees express strong aspirations to be 'good' fathers and to achieve a 'better life' for their children. The absence of stable models of responsive fathering in early life is a common theme that has implications for the development of education and support programs for imprisoned fathers.
Rossiter, C, Power, T, Fowler, C, Jackson, D, Roche, M & Dawson, A 2017, '"Learning to become a better man": Insights from a fathering programme for incarcerated indigenous men', Australian Journal of Social Issues, vol. 52, no. 1, pp. 13-31.View/Download from: UTS OPUS or Publisher's site
Jackson, D, Hutchinson, M, Barnason, S, Li, W, Mannix, J, Neville, S, Piper, D, Power, T, Smith, GD & Usher, K 2016, 'Towards international consensus on patient harm: perspectives on pressure injury policy.', Journal of nursing management, vol. 24, no. 7, pp. 902-914.View/Download from: Publisher's site
To analyse influential policies that inform practice related to pressure injury management in Australia, England, Hong Kong, New Zealand, Scotland and the United States of America.Pressure injuries are associated with significant harm to patients, and carry economic consequences for the health sector. Internationally, preventing and managing pressure injuries is a key nursing activity and quality indicator.Comparative review and synthesis of pressure injury policies that inform practice.The predominant focus of policy is on patient risk assessment, compliance with documentation and pressure relief. Financial penalty for institutions is emerging as a strategy where pressure injuries occur. Comparisons of prevalence rates are hampered by the lack of consensus on data collection and reporting. To date there has been little evaluation of policy implementation and implemented policy strategies, associated guidelines remain founded upon expert opinion and low-level evidence.The pressure injury policy agenda has fostered a discourse of attention to incidents, compliance and penalty (sanctions). Prevention and intervention strategies are informed by technical and biomedical interpretations of patient risk and harm, with little attention given to the nature or design of nursing work. Considerable challenges remain if this policy agenda is successfully to eliminate pressure injury as a source of patient harm.
Power, T, Virdun, C, White, H, Hayes, C, Parker, N, Kelly, M, Disler, R & Cottle, A 2016, 'Plastic with personality: Increasing student engagement with manikins.', Nurse education today, vol. 38, pp. 126-131.View/Download from: Publisher's site
Simulation allows students to practice key psychomotor skills and gain technical proficiency, fostering the development of clinical reasoning and student confidence in a low risk environment. Manikins are a valuable learning tool; yet there is a distinct lack of empirical research investigating how to enhance engagement between nursing students and manikins.To describe student perspectives of a layered, technology enhanced approach to improve the simulation learning experience.Tanner's Model of Clinical Judgment underpins the entire curriculum. This study additionally drew on the principles of narrative pedagogy.Across ten teaching weeks, five separate case studies were introduced to students through short vignettes. Students viewed the vignettes prior to their laboratory class. In the labs, manikins were dressed in the props used in the vignettes.The innovation was trialed in a second year core subject of a Bachelor of Nursing program in a large urban university in the autumn semester of 2014.Following ethics approval, students were emailed a participant information sheet. A focus group of nine students was held. The discussion was digitally recorded and transcribed verbatim prior to being subject to thematic analysis. Students' comments (143) about the vignettes in their standard subject specific student feedback surveys were also considered as data.Four themes were identified: Getting past the plastic; knowing what to say; connecting and caring; and, embracing diversity. The feedback indicated that these measures increased students ability to suspend disbelief, feel connected to, and approach the manikins in a more understanding and empathetic fashion.In addition to achieving increased engagement with manikins, other advantages such as students reflecting on their own values and pre-conceived notions of people from diverse backgrounds were realized.
Babatunde-Sowole, OO, Jackson, D, Davidson, PM & Power, T 2016, ''Coming to a Strange Land': The West African Migrant Women's Establishment of Home and Family in a New Culture Within Australia', Journal of Transcultural Nursing, pp. 1-9.View/Download from: UTS OPUS or Publisher's site
Purpose: Migrating and establishing a new life in another culture can have diverse health effects especially for women.
This article explores the struggles and social adjustment issues that might constitute negatively to the health of West
African migrant women living in Australia. Design: Qualitative storytelling. Audiotaped voluntary stories from 20 West
African migrant women living in Sydney, Australia were transcribed and analyzed. Findings: Three themes are presented for
discussion: (1) But it is different here: life in a new country; (2) I have to do it all by myself: communal versus individual living; and
(3) They don't listen to parents: perceived threats to the family unit. Conclusion/Implication for Practice: The demand for
and the importance of nurses and midwives in supporting migrant families is demonstrated by findings suggesting that social
adjustment into the Australian culture has a significant impact on both the nuclear and extended family unit of women.
Sowole, O, Power, T, Jackson, D, Davidson, PM & DiGiacomo, M 2016, 'Resilience of African migrant women: an integrative review', Health Care for Women International, vol. 37, no. 9, pp. 946-963.View/Download from: UTS OPUS or Publisher's site
African migrant women represent a rapidly growing cohort of new arrivals in many countries. Many of these women demonstrate strength and resilience throughout the stressful migration process. In this integrative review, we explore the literature on African migrants' resilience using an ecological framework. Nine peer-reviewed journal articles and six grey literature documents were reviewed. Key internal and external factors in achieving resilience were identified, discussed, and diagrammatically represented using Bronfenbrenner's Ecological Framework under micro-, meso-, exo-, and macro-levels. Our findings show that the capacity for resilience demonstrated during migration could have implications for policy and practice.
Power, T, Virdun, C, Sherwood, J, Parker, N, Van Balen, J, Gray, J & Jackson, D 2016, 'REM: A Collaborative Framework for Building Indigenous Cultural Competence', JOURNAL OF TRANSCULTURAL NURSING, vol. 27, no. 5, pp. 439-446.View/Download from: UTS OPUS or Publisher's site
Power, TJ, Jackson, DE, Carter, B & Weaver, R 2015, 'Misunderstood as mothers: Women's stories of being hospitalised for illness in the post-partum period', Journal of Advanced Nursing, vol. 71, no. 2, pp. 370-380.View/Download from: UTS OPUS or Publisher's site
Abstract Aim. This paper aims to explore womens experiences with healthcare providers to ascertain ways health care may be improved for women disrupted in their mothering.
Hayes, C, Jackson, D, Davidson, PM & Power, T 2015, 'Medication errors in hospitals: a literature review of disruptions to nursing practice during medication administration', JOURNAL OF CLINICAL NURSING, vol. 24, no. 21-22, pp. 3063-3076.View/Download from: UTS OPUS or Publisher's site
Hayes, C, Power, T, Davidson, PM, Daly, J & Jackson, D 2015, 'Nurse interrupted: Development of a realistic medication administration simulation for undergraduate nurses.', Nurse education today, vol. 35, no. 9, pp. 981-986.View/Download from: UTS OPUS or Publisher's site
BACKGROUND: Medication errors are a global phenomenon. Each year Australia-wide there are up to 96,000 preventable medication errors and in the United States there are approximately 450,000 preventable medication errors. One of the leading causes of errors is interruption yet some interruptions are unavoidable. In the interest of patient safety, nurses need to not only understand the impact of interruptions, but also be empowered with the knowledge and skills required to develop effective interruption management strategies. Well-planned simulation experiences have the potential to expose students to authentic clinical cases, otherwise unavailable to them, building critical thinking and clinical reasoning skills and preparing them for practice. AIM: This paper describes a simulated role-play experience that was developed to enable undergraduate nurses to experience, reflect on and analyse their responses to interruptions during medication administration. METHODS: The simulation design presented in this paper was underpinned by both nursing and educational theorists, in combination with established simulation frameworks. SETTING AND PARTICIPANTS: Embedded within a clinical subject in 2013, the simulation experience was run over two campuses within a large Australian University. Participants included 528 second year undergraduate nursing students and 8 academic teaching staff. OUTCOME MAPPING: To stimulate reflective learning debriefing immediately followed the simulation experience. Written reflections were completed and submitted over the following 4weeks to extend the reflective learning process and review the impact of the experience from the student perspective. CONCLUSIONS: Undergraduate student nurses often have limited experiential background from which to draw knowledge and develop sound clinical judgements. Through exposure to clinical experiences in a safe environment, simulation technologies have been shown to create positive learning experiences and imp...
Rossiter, C, Power, T, Fowler, C, Jackson, D, Hyslop, D & Dawson, A 2015, 'Mothering at a Distance: What Incarcerated Mothers Value About a Parenting Program', Contemporary Nurse, vol. 50, no. 2-3, pp. 238-255.View/Download from: UTS OPUS or Publisher's site
Background: Children with incarcerated mothers experience adverse health, social and emotional circumstances, and are a particularly vulnerable group. Mothers in custody face significant challenges in parenting their children.
Aims: The study aimed to identify participants' views on impact of a parenting support programme for incarcerated mothers in NSW Australia.
Methods: The mixed-methods study examined 134 responses to open and closed questions on a questionnaire for programme participants.
Results: Participants found the programme worthwhile, engaging and relevant. It enhanced their parenting knowledge and confidence. Open-ended responses highlighted program elements which participants valued, specifically support for their parenting role in complicated circumstances, greater understanding of child development and perspectives, and practical strategies for facilitating connections with their children during their incarceration.
Conclusions: The study informs nurses working with women who have experienced incarceration and their children, both in custodial and community settings.
East, L, Jackson, DE, Power, T, Woods, A & Hutchinson, M 2014, 'Growing up without a father: Narratives from adult men (abstract)', International Journal of Mental Health Nursing, vol. 23, no. Supplement 1, pp. 9-9.View/Download from: UTS OPUS
East, L, Jackson, DE, Power, TJ, Woods, A & Hutchinson, M 2014, '"Holes in my memories": A qualitative study of men affected by father absence', Issues in Mental Health Nursing, vol. 35, no. 0, pp. 604-612.View/Download from: UTS OPUS or Publisher's site
This qualitative study explored adult men's experience of father absence.
Hayes, C, Power, T, Davidson, PM & Jackson, D 2014, 'Interruptions and medication: Is 'Do not disturb' the answer?', CONTEMPORARY NURSE, vol. 47, no. 1-2, pp. 3-6.View/Download from: UTS OPUS or Publisher's site
Hayes, C, Power, TJ, Davidson, PM & Jackson, DE 2014, 'Editorial: Interruptions and medication: Is 'Do not disturb' the answer?', Contemporary Nurse, vol. 47, no. 1-2, pp. 3-6.View/Download from: UTS OPUS
Medication related incidents and errors continue to be a significant patient safety issue in health care settings internationally and despite decades of research and quality improvement initiatives, we have failed to identify innovative and sustainable solutions. The importance and significance of this problem not only challenges us, but emphasises the need to develop and implement sustainable interventions that are realistic and appropriate for the clinical setting. Nurses are not only the largest group of health professionals who administer medications, but are also considered to be in the best position to recognise and prevent medication errors before patient safety is compromised. Hence the need to adequately prepare student nurses by providing appropriate learning opportunities. Such approaches are likely able to afford benefits for patients, nurses and others involved in medication administration, and the broader health care system.
Jackson, D, Hickman, LD, Power, T, Disler, R, Potgieter, I, Deek, H & Davidson, PM 2014, 'Small group learning: Graduate health students' views of challenges and benefits', Contemporary Nurse, vol. 48, no. 1, pp. 117-128.View/Download from: UTS OPUS or Publisher's site
Background: For health-care professionals, particularly nurses, the need to work productively and efficiently in small groups is a crucial skill required to meet the challenges of the contemporary health-care environment. Small group work is an educational technique that is used extensively in nurse education. The advantage of group work includes facilitation of deep, active and collaborative learning. However, small group work can be problematic and present challenges for students. Many of the challenges occur because group work necessitates the coming together of collections of individuals, each with their own personalities and sets of experiences. Aim: This study aimed to identify challenges and benefits associated with small group work and to explore options for retaining the positive aspects of group work while reducing or eliminating the aspects the students experienced as negative. Method: Online survey; thematic analysis. Results: Over all, students experienced a range of challenges that necessitated the development of problem-solving strategies. However, they were able to elucidate some enjoyable and positive aspects of group work. Implications for teaching and learning are drawn from this study. Conclusion: The ability to work effectively in small groups and teams is essential for all health-care workers in the contemporary health environment. Findings of this study highlight the need for educators to explore novel and effective ways in which to engage nurses in group work.
Geia, LK, West, R & Power, T 2013, 'Editorial: addressing perinatal mental health issues for Aboriginal and Torres Strait Island parents and their families: working towards better maternity outcomes.', Contemporary nurse, vol. 46, no. 1, pp. 70-72.View/Download from: Publisher's site
Geia, LK, West, R & Power, TJ 2013, 'Addressing perinatal mental health issues for Aboriginal and Torres Strait Islander parents and their families: Working toward better maternity outcomes', Contemporary Nurse, vol. 46, no. 1, pp. 70-72.
Power, T, West, R & Geia, L 2013, 'Epilogue: Indigenous special editions - benefitting a community of scholars.', Contemporary nurse, vol. 46, no. 1, pp. 143-144.View/Download from: UTS OPUS or Publisher's site
Power, T, West, R & Geia, L 2013, 'Indigenous special editions - benefitting a community of scholars', Contemporary Nurse, vol. 46, no. 1, pp. 143-144.
Power, TJ, Geia, LK & West, R 2013, 'Creating connections: Enhancing Indigenous education through collaboration', Contemporary Nurse, vol. 46, no. 1, pp. 95-96.
Power, TJ, West, R & Geia, LK 2013, 'Indigenous special editions - Benefiting a community of scholars', Contemporary Nurse, vol. 46, no. 1, pp. 1-1.
West, R, Geia, LK & Power, T 2013, 'Editorial: finding strength in our Indigeneity: Indigenous perspectives in nursing and midwifery leadership.', Contemporary nurse, vol. 46, no. 1, pp. 3-5.View/Download from: Publisher's site
West, R, Geia, LK & Power, TJ 2013, 'Finding strength in our Indigenaity: Indigenous perspectives in nursing and midwifery leadership', Contemporary Nurse, vol. 46, no. 1, pp. 3-5.
Jackson, DE, Power, TJ, Dean, S, Potgieter, IL & Cleary, M 2013, 'Supporting parents and parenting: An overview of data-based papers recently published in Contemporary Nurse', Contemporary Nurse, vol. 46, no. 2, pp. 142-147.
Jackson, DE, Power, TJ, Sherwood, J & Geia, LK 2013, 'Amazingly resilient Indigenous people! Using Transformative Learning to facilitate positive student engagement with sensitive material', Contemporary Nurse, vol. 46, no. 1, pp. 105-112.View/Download from: UTS OPUS or Publisher's site
If health professionals are to effectively contribute to improving the health of Indigenous people understanding, of the historical, political, and social disadvantage that has lead to health disparity is essential. This paper describes a teaching and learning experience in which four Australian Indigenous academics in collaboration with a non-Indigenous colleague ran an intensive workshop for masters level postgraduate students. Drawing upon the pedagogy of Transformative Learning, the aims of the day included facilitating students to explore their existing understandings of Indigenous people, the impact of ongoing colonisation, the diversity of Australias Indigenous people, and developing respect for alternative world views. Using a range of resources including personal stories, autobiography, film and interactive sessions, students were challenged intellectually and emotionally by the content. Students experienced the workshop as a significant educational event, and described feeling transformed by the content, better informed, more appreciative of other world views and Indigenous resilience and better equipped to contribute in a meaningful way to improving the quality of health care. Where this workshop differs from other Indigenous classes was in the use of an Indigenous teaching team. Rather than a lone academic who can often feel vulnerable teaching a large cohort of non-Indigenous students, a teaching team implied Indigenous authority and created an emotionally and culturally safe space within which students were allowed to confront and explore difficult truths. Findings support the value of multiple teaching strategies underpinned by the theory of transformational learning, and the potential benefits of facilitating emotional as well as intellectual student engagement when presenting sensitive material.
Virdun, C, Gray, JE, Sherwood, J, Power, TJ, Phillips, AB, Parker, NJ & Jackson, DE 2013, 'Working together to make Indigenous health care curricula everybody's business: a graduate attribute teaching innovation report', Contemporary Nurse, vol. 46, no. Special Issue, pp. 97-104.View/Download from: UTS OPUS or Publisher's site
Previously there has been commitment to the idea that Indigenous curricula should be taught by Indigenous academic staff, whereas now there is increasing recognition of the need for all academic staff to have confidence in enabling Indigenous cultural competency for nursing and other health professional students. In this way, Indigenous content can be threaded throughout a curriculum and raised in many teaching and learning situations, rather than being siloed into particular subjects and with particular staff. There are many sensitivities around this change, with potential implications for Indigenous and non-Indigenous students and staff, and for the quality of teaching and learning experiences. This papers reports on a collaborative process that was used to reconceptualise how Indigenous health care curricula would be positioned throughout a program and who would or could work with students in this area. Effective leadership, establishing a truly collaborative environment, acknowledging fears and perceived inadequacies, and creating safe spaces for sharing and learning were crucial in effecting this change.
Power, TJ, Jackson, DE, Weaver, R, Wilkes, L & Carter, B 2012, 'Autobiography As Genre For Qualitative Data: A Reservoir Of Experience For Nursing Research', Collegian, vol. 19, no. 1, pp. 39-43.View/Download from: UTS OPUS or Publisher's site
This paper is concerned with the use of published literary autobiographies that contain first-hand accounts of illness narratives, to explore their usefulness as a form of qualitative data to generate knowledge that can inform nursing practice. There is
Power, TJ, Jackson, DE, Weaver, R & Carter, B 2011, 'Social support for mothers in illness: a multifaceted phenomenon', Contemporary Nurse, vol. 40, no. 1, pp. 27-40.View/Download from: UTS OPUS or Publisher's site
Background: Many women privilege the mothering role over other areas of their lives, and for ill women, it can be difficult to relinquish maternal responsibility. Not being able to mother in their usual way can have consequences for women's wellbeing and view of themselves as `good' mothers. Method: In this study, twenty-seven mothers of dependent children were interviewed about their experiences of illness, and the social support they received. Results: Despite their illnesses, participants in this study continued to feel they were primarily responsible for the wellbeing and care of their children, and were distressed if they were unable to adequately fulfil the primary carer role. As participants sometimes found it difficult to care for their children, help with childcare emerged as an important element of social support. Seeking assistance with care for children revealed a tension between support that was accessible and support that was acceptable. Conclusion: Mothering while ill is difficult and women facing illness may need encouragement to accept help to continue to meet their maternal responsibilities. Nurses are in an excellent position to encourage women to identify and draw upon sources of support to assist them in maintaining their mothering role while ill.
Power, TJ, Jackson, DE & O'Brien, L 2010, 'Nurses' Management of adolescent sleep disturbance: a qualitative study', Journal Of Clinical Nursing, vol. 19, no. 3-4, pp. 324-331.View/Download from: UTS OPUS or Publisher's site
Aims and objectives. To evaluate nurses' knowledge of adolescent sleep and sleep disturbance and the strategies they employ to facilitate sleep in adolescent patients. Background. Sleep disturbance in adolescents is common and associated with potentially
Power, TJ, Wilkes, L, Carter, B & Jackson, DE 2010, 'Mothering Disrupted By Illness: A Narrative Synthesis Of Qualitative Research', Journal of Advanced Nursing, vol. 66, no. 7, pp. 1435-1445.View/Download from: UTS OPUS or Publisher's site
Title. Mothering disrupted by illness: a narrative synthesis of qualitative research. Aim. This paper is a report of a literature review of qualitative empirical research investigating women's experiences of mothering disrupted by illness. Background. As
Power, TJ, Jackson, DE & O'Brien, L 2009, 'Mad, Sad And Hormonal: The Gendered Nature Of Adolescent Sleep Disturbance', Journal of child health care, vol. 13, no. 1, pp. 7-18.View/Download from: UTS OPUS or Publisher's site
Up to 40 percent of adolescents experience some form of sleep difficulty, with adolescent girls often reporting higher levels of sleep disturbance and daytime fatigue than boys. This article explores the literature surrounding female adolescent sleep dis
Power, TJ, Peters, K, O'Brien, L & Jackson, DE 2009, 'Sleep In Adolescence: A Review Of Issues For Nursing Practice', Journal Of Clinical Nursing, vol. 18, no. 13, pp. 1819-1826.View/Download from: UTS OPUS or Publisher's site
The aim of this review was to explore the literature to determine what is known about adolescent sleep, the causes and consequences of disturbed sleep in adolescence and the implications this has for nursing practice. Sleep disorders are relatively commo
Wilkes, L, Jackson, DE & Power, TJ 2008, 'Placing a relative into a nursing home: family members experiences after the move. A review of the literature', Geriaction, vol. 26, no. 1, pp. 24-29.View/Download from: UTS OPUS
This paper reports on existing literature on family members' experiences after placing their aged relative in a nursing home. The literature reports that family members commonly experience feelings of guilt, failure and concern for their older relative's wellbeing after they have been placed in a nursing home. In addition, factors such as dealing with guilt, coping with loneliness, loss of identity, role ambiguity and worry for wellbeing of the aged person and generic institutional care result in post placement carer stress. Very little support or counselling is provided to family members during and after placement in a nursing home. Despite a growing body of research that examines post placement stress for family members, there are not many support strategies or interventions to help family members cope with this stressful situation
This paper reports on an extensive literature review that focuses on family members' experiences of placing an older relative into residential care. Specific issues in the literature associated with the decision making process, including the decision to place a relative into a nursing home, are discussed. The search for a nursing home through to relocation of a relative into the facility and family members' emotional journeys through the entire relocation process are described. Placing a relative into a nursing home is a complex issue with family members being vulnerable after placement and often experiencing distress, loneliness, guilt and role confusion with unrelenting doubts about the placement decision and concern for their relatives' wellbeing. There is a clear need to pursue this research topic in the Australian context
Echeverria, V, Martinez-Maldonado, R, Power, T, Hayes, C & Shum, SB 2018, 'Where is the Nurse? Towards automatically visualising meaningful team movement in healthcare education', 19th International Conference, AIED 2018, London, UK, June 27–30, 2018, Proceedings, Part II (LNCS), International Conference on Artificial Intelligence in Education, Springer, London, United Kingdom, pp. 74-78.View/Download from: UTS OPUS or Publisher's site
© Springer International Publishing AG, part of Springer Nature 2018. Providing immediate, effective feedback on team and individual performance in healthcare simulations is a challenging task for educators, such is their complexity. Focusing on emergency procedures on patient manikins, our prior work has demonstrated the feasibility of using multimodal data capture and analysis to generate visualisations of student movement, talk and treatment actions. The limitation to date has been the need for manual steps in the analytic workflow. This paper documents how we have automated several key steps, using new technologies, which were piloted during a nursing simulation. Combining role-based nurses' movement data with high fidelity manikin logs, we have implemented a zone-based classification model, and are able to automatically visualise movements within an emergency response team, providing the data needed to design near real-time feedback for both educators and students.
Martinez-Maldonado, R, Buckingham-Shum, S, Pechenizkiy, M, Power, T, Hayes, C & Axisa, C 2017, 'Modelling embodied mobility teamwork strategies in a simulation-based healthcare classroom', UMAP 2017 - Proceedings of the 25th Conference on User Modeling, Adaptation and Personalization, Conference on User Modeling, Adaptation and Personalization, ACM, Bratislava, Slovakia, pp. 308-312.View/Download from: UTS OPUS or Publisher's site
©2017 ACM. In many situations, it remains critical for team members to develop strategies to effectively use the space and tools available to complete demanding tasks. However, despite the availability of sensors and analytics for instrumenting physical space, relatively little progress has been made in modelling the embodied dimensions of co-located teamwork. This paper explores an in-The-wild pilot study through which we explore a methodology to model embodied mobility teamwork strategies in the context of healthcare education. We developed the means for tracking, clustering and processing student-nurses' mobility data around a patient manikin. We illustrate the feasibility of our approach by discussing ways to make sense of these data to uncover meaningful trends, and the inherent challenges of applying physical space analytics in authentic settings.
Martinez-Maldonado, R, Power, T, Hayes, C, Abdiprano, A, Vo, T, Axisa, C & Shum, SB 2017, 'Analytics meet patient manikins: Challenges in an authentic small-group healthcare simulation classroom', LAK '17: Proceedings of the Seventh International Learning Analytics & Knowledge Conference, International Learning Analytics and Knowledge Conference, ACM, Vancouver, British Columbia, Canada, pp. 90-94.View/Download from: UTS OPUS or Publisher's site
© 2017 ACM. Healthcare simulations are hands-on learning experiences aimed at allowing students to practice essential skills that they may need when working with real patients in clinical workplaces. Some clinical classrooms are equipped with patient manikins that can respond to actions or that can be programmed to deteriorate over time. Students can perform assessments and interventions, and enhance their critical thinking and communication skills. There is an opportunity to exploit the students' digital traces that these manikins can pervasively capture to make key aspects of the learning process visible. The setting can be augmented with sensors to capture traces of group interaction. These multimodal data can be used to generate visualisations or feedback for students or teachers. This paper reports on an authentic classroom study using analytics to integrate multimodal data of students' interactions with the manikins and their peers in simulation scenarios. We report on the challenges encountered in deploying such analytics 'in the wild', using an analysis framework that considers the social, epistemic and physical dimensions of collocated group activity.
Sowole, O, Power, T, Jackson, D, Davidson, P & DiGiacomo, M 2016, 'Overcoming trauma: West African migrant women's experiences of healing in Australia', 21st International Council on Women's Health Issues (ICOWHI) Congress, International Council on Women's Health Issues (ICOWHI) Congress, Baltimore, Maryland, USA.