Papers by Amanda Henderson
Journal of Clinical Nursing, 2010
PROJECT MANAGERS: for Standard reports and Monograph series, please provide the About the researc... more PROJECT MANAGERS: for Standard reports and Monograph series, please provide the About the research and Executive summary/Abstract pages to the Manager of Information and Library Services. They will give you a list from which you can choose those most appropriate VOCED keywords, to be placed in the above paragraph.
Nurse Education Today, 2015
Objective Structured Clinical Examinations (OSCEs) are widely used in health professional educati... more Objective Structured Clinical Examinations (OSCEs) are widely used in health professional education and should be based on sound pedagogical foundations. The aim of this study is to evaluate the feasibility and utility of using Best Practice Guidelines (BPGs) within an OSCE format in a broad range of tertiary education settings with under-graduate and post-graduate nursing and midwifery students. We evaluated how feasible it was to apply the BPGs to modify OSCEs in a course; students' perspective of the OSCE; and finally, if the BPG-revised OSCEs better prepared students for clinical practice when compared with the original OSCEs. A mixed method with surveys, focus groups and semi-structured interviews evaluated the BPGs within an OSCE. Four maximally different contexts across four sites in Australia were used. Participants included lecturers and undergraduate nursing students in high and low fidelity simulation settings; under-graduate midwifery students; and post-graduate rural and remote area nursing students. 691 students participated in revised OSCEs. Surveys were completed by 557 students; 91 students gave further feedback through focus groups and 14 lecturers participated in interviews. At all sites the BPGs were successfully used to modify and implement OSCEs. Students valued the realistic nature of the modified OSCEs which contributed to students' confidence and preparation for clinical practice. The lecturers considered the revised OSCEs enhanced student preparedness for their clinical placements. The BPGs have a broad applicability to OSCEs in a wide range of educational contexts with improved student outcomes. Students and lecturers identified the revised OSCEs enhanced student preparation for clinical practice. Subsequent examination of the BPGs saw further refinement to a set of eight BPGs that provide a sequential guide to their application in a way that is consistent with best practice curriculum design principles.
Nurse Education Today, 2011
Objective structured clinical examinations (OSCEs) are a regular component of Bachelor of Nursing... more Objective structured clinical examinations (OSCEs) are a regular component of Bachelor of Nursing (BN) programs within Australia and internationally. OSCEs are a valuable strategy to assess 'fitness to practice' at the students' expected level of clinical practice within a nursing context where the importance of accurate patient assessment is paramount. This report discusses the integration of seven proposed 'Best Practice Guidelines' (BPG) into an undergraduate BN program in Queensland, Australia. A range of learning and assessment strategies was introduced in accordance with the adoption of these guidelines to maximise student engagement. There is some evidence that these strategies have directly assisted in enhanced student confidence around clinical practice and provide preliminary evidence of the effectiveness of BPG for OSCEs within nursing programs internationally.
Nurse Education in Practice, 2009
Interactions between students and registered nurses are crucial opportunities for clinical learni... more Interactions between students and registered nurses are crucial opportunities for clinical learning. Success of this learning partnership is predicated on excellent communication, negotiation, and shared goal setting but these elements are often difficult to achieve. This paper describes the development and preliminary evaluation of the student Clinical Progression Portfolio (CPP). This pocket-size learning resource is carried by students and used as a point of reference to 1) enhance communication between students and registered nurses; 2) provide a quick reference for the development and refinement of learning objectives; and 3) offer a brief record of progress (via a succinct dot point process). An expert reference group evaluation revealed that the CPP provided a framework for students to initiate and support their clinical learning in partnership with clinicians.
Journal of Clinical Nursing, 2006
Aim. To assess the impact of multifaceted clinically focused educational strategies that concent... more Aim. To assess the impact of multifaceted clinically focused educational strategies that concentrated on introducing dementia care research evidence on health professionals’ awareness and inclination to use research findings in their future practice.Background. The promise of evidence-based practice is slow to materialize with the limitations of adopting research findings in practice readily identifiable.Method. A pre- and post-test quasi experimental design. The study involved the administration of: a pretest (baseline), an intervention phase, and a post-test survey, the same research utilization survey.Tool. The Edmonton Research Orientation Survey (EROS), a self-report tool that asks participants about their attitudes toward research and about their potential to use research findings, was used to determine health professionals' orientation to research.Intervention. The introduction of dementia care research evidence through multifaceted clinically focused educational strategies to improve practice. This was achieved through a resource team comprising a Clinical Nurse Consultant, as a leader and resource of localized evidence-based knowledge in aged care; an experienced Registered Nurse to support the introduction of strategies and a further experienced educator and clinician to reinforce the importance of evidence in change.Results. Across all the four subscales that are measured in the Edmonton Research Orientation Survey, statistical analysis by independent samples t-test identified that there was no significant change between the before and after measurements.Relevance to clinical practice. Successful integration of changes based on evidence does not necessarily mean that staff become more aware or are more inclined to use research findings in future to address problems.
Journal of Advanced Nursing, 2005
Read, Think, Do!: a method for fitting research evidence into practice Aim. This paper discusses ... more Read, Think, Do!: a method for fitting research evidence into practice Aim. This paper discusses a process for research utilization that overcomes wellknown barriers in order to influence clinical decision-making and practice change. Read, Think, Do! is a problem-solving approach to research utilization and practice development which has the potential to overcome barriers to research utilization. Background. Any process for research utilization at the practice level needs to overcome numerous barriers in order to influence clinical decision-making and practice change. Access to research-based knowledge is an obvious first step in the evidence-based approach to care delivery, but is clearly inadequate alone in influencing the improvement of practice. Discussion. Read, Think, Do! acknowledges the complexity of problem-solving processes from the outset by looking for (1) the evidence, (2) assessing the value to practice, and (3) addressing the social and cultural milieu of the practice setting to ascertain the best strategies for initiating and sustaining practice change. This approach draws distal forms of empirical knowledge that have the capacity to improve patient outcomes into the proximal knowledge base of the clinical nurse. This is achieved by collaboration, planning and evaluation involving all levels of staff and a specialist facilitator, the Clinical Nurse Consultant in evidence-based practice. Conclusion. Read, Think, Do! is a method of research utilization and practice development that has the potential to overcome barriers to research utilization and avoid the 'misplaced concreteness' that can occur when trying to fit empiricism into practice. By addressing the breadth and diversity of issues surrounding research utilization in a systematic manner it presents a sustainable method for practice change informed by evidence.
Journal of Nursing Management, 2005
Aim This paper describes how the nursing executive of a tertiary referral facility revisited thei... more Aim This paper describes how the nursing executive of a tertiary referral facility revisited their management structures and responsibilities to create a new, sustainable infrastructure that supports research and education at the core of nursing practice and not at the periphery. Background Nursing executive and senior management groups are charged with the ultimate responsibility of ensuring the highest possible quality nursing care within their facility. In the current health care climate the aim for best practice conflates with evidence-based practice that can be notoriously difficult to achieve due to the many barriers to integrating research findings into practice. Key issues Research and education activities have been established as fundamental to core business under a simple evidence-based practice model. Conclusion The value of a synthesis between the clinical areas with the nursing education and research division has been recognized to better achieve the goal of improved services.
International Journal of Nursing Practice, 2007
The preparation of nursing students for the real world of practice is a significant contemporary ... more The preparation of nursing students for the real world of practice is a significant contemporary issue for health care and education institutions globally. Positive learning experiences are enabled through positive role models and attitudes which impact on ward culture. Although these best practices have been described, they have not been assimilated into the health-care system as the uptake of evidence is fraught with difficulties. Using the problem-solving approach of fitting evidence into practice––Read, Think, Do, this paper describes practical activities throughout the process to assimilate evidence. In particular, it details effective strategies that take into account the clinical context, such as displaying posters, demonstration of problem resolution in small group sessions and role modelling, and a presence in the clinical area. All of these contribute to the uptake of the guidelines to improve student experiences within the clinical setting.
Nurse Education Today, 2006
In practice disciplines, such as nursing, learning can be maximised through experience located in... more In practice disciplines, such as nursing, learning can be maximised through experience located in the clinical setting. However, placement in the clinical setting does not automatically mean that the learner's professional practice will improve. Experiences in 'real-life' settings need to be effectively facilitated to obtain the desired outcomes. This paper through the discussion of 'Partner, Learn, Progress' details a conceptual model for promoting learning in the clinical context. 'Partner' refers to the positive association between the learner and the experienced clinician that engenders trust. It occurs on a personal level in the context of a broader social and political environment. 'Learn' refers to the process whereby the experienced clinician is able to assist the learner make sense of theoretical knowledge or knowledge that has previously been 'distal' to their practice to be integrated into their immediate practice. The clinician requires to be cognisant of the learner's existing knowledge level so that the activities and accompanying discussion assist in making connections between theory and practice. Learning incorporates mutual collaboration whereby the learner is able to practise the application of knowledge in a safe context and make their own connections. The further exploration of meanings through experiences, feelings, attitudes leads the learner to 'progress': the development of knowledge. Such a conceptual model provides a framework for educators and supervisors of clinical learning to educate and learn from the next generation of nurses that will lead the nursing profession into the future.
Nurse Education Today, 2006
Nursing is a practice-based discipline. A supportive environment has been identified as important... more Nursing is a practice-based discipline. A supportive environment has been identified as important for the transfer of learning in the clinical context. The aim of the paper was to assess undergraduate nurses' perceptions of the psychosocial characteristics of clinical learning environments within three different clinical placement models. Three hundred and eight-nine undergraduate nursing students rated their perceptions of the psycho-social learning environment using a Clinical Learning Environment Inventory. There were 16 respondents in the Preceptor model category, 269 respondents in the Facilitation model category and 114 respondents in the clinical education unit model across 25 different clinical areas in one tertiary facility. The most positive social climate was associated with the preceptor model. On all sub-scales the median score was rated higher than the two other models. When clinical education units were compared with the standard facilitation model the median score was rated higher in all of the subscales in the Clinical Learning Environment Inventory. These results suggest that while preceptoring is an effective clinical placement strategy that provides psycho-social support for students, clinical education units that are more sustainable through their placement of greater numbers of students, can pro-vide greater psycho-social support for students than traditional models.
Journal of Nursing Management, 2007
Nursing management needs to demonstrate its commitment to clinical education for undergraduate nu... more Nursing management needs to demonstrate its commitment to clinical education for undergraduate nursing students. The vision for the nursing leadership and management team at Princess Alexandra Hospital is to guide and support the development of hospital clinicians, at all levels in the organization, to effectively facilitate undergraduate students’ learning during their clinical practical experiences. This paper examines the evolution of the meaning, commitment and practices that have been intrinsic to the development of strategic partnerships between the health-care organization and tertiary institutions to ensure that hospital staff who consistently facilitate student learning in the clinical context are well supported. The partnerships are based on open channels of communication between the health-care organization and the tertiary institutions whereby each party identifies its needs and priorities. This has resulted in increased hospital staff satisfaction through greater involvement by them in the placements of students, and enhanced understanding of clinicians of the student placement process that has contributed to improved satisfaction and outcomes for the students.
International Journal of Nursing Practice, 1999
This project was undertaken in order to evaluate the utility of a constipation risk assessment sc... more This project was undertaken in order to evaluate the utility of a constipation risk assessment scale and the accompanying bowel management protocol. The risk assessment scale was primarily introduced to teach and guide staff in managing constipation when caring for patients.The intention of the project was to reduce the incidence of constipation in patients during their admission to hospital.
Journal of Clinical Nursing, 1998
Journal of Advanced Nursing, 2001
A study of the impact of discharge information for surgical patientsAim of the study. To establis... more A study of the impact of discharge information for surgical patientsAim of the study. To establish whether the routine information surgical patients receive about the management of pain and wound care during their hospitalization is sufficient for them to care for themselves without seeking assistance from a health professional or health care agency.Background. While there has been considerable evidence suggesting cost benefits of discharge information the health care environment is constantly changing. Contemporary issues such as increased patient participation, extensive use of technology, reduction in health care expenditure, and greater awareness of consumer rights necessitate further inquiry into the appropriateness of discharge information.Method. One hundred and fifty-eight adult patients discharged within a week of their operation participated in the study. A written questionnaire was distributed within 24 hours prior to discharge and a telephone interview conducted 1 to 2 weeks after discharge. At the time of discharge the majority of patients had received information.Findings. Those patients who had received information were less likely to access a health facility than those who had not received information. However, the telephone interview, revealed that there was no evidence that patients who believed they were well informed within 24 hours of discharge about the management of their wound, still felt well informed 1 to 2 weeks later.Conclusion. Nurses need to be aware that patients who leave the hospital with little or no discharge information may not be confident in the management of their health condition and therefore may access a health facility, if even just for reassurance.
International Journal of Nursing Practice, 1999
This project was undertaken in order to evaluate the utility of a constipation risk assessment sc... more This project was undertaken in order to evaluate the utility of a constipation risk assessment scale and the accompanying bowel management protocol. The risk assessment scale was primarily introduced to teach and guide staff in managing constipation when caring for patients.The intention of the project was to reduce the incidence of constipation in patients during their admission to hospital.
Journal of Clinical Nursing, 1998
Journal of Advanced Nursing, 2001
A study of the impact of discharge information for surgical patientsAim of the study. To establis... more A study of the impact of discharge information for surgical patientsAim of the study. To establish whether the routine information surgical patients receive about the management of pain and wound care during their hospitalization is sufficient for them to care for themselves without seeking assistance from a health professional or health care agency.Background. While there has been considerable evidence suggesting cost benefits of discharge information the health care environment is constantly changing. Contemporary issues such as increased patient participation, extensive use of technology, reduction in health care expenditure, and greater awareness of consumer rights necessitate further inquiry into the appropriateness of discharge information.Method. One hundred and fifty-eight adult patients discharged within a week of their operation participated in the study. A written questionnaire was distributed within 24 hours prior to discharge and a telephone interview conducted 1 to 2 weeks after discharge. At the time of discharge the majority of patients had received information.Findings. Those patients who had received information were less likely to access a health facility than those who had not received information. However, the telephone interview, revealed that there was no evidence that patients who believed they were well informed within 24 hours of discharge about the management of their wound, still felt well informed 1 to 2 weeks later.Conclusion. Nurses need to be aware that patients who leave the hospital with little or no discharge information may not be confident in the management of their health condition and therefore may access a health facility, if even just for reassurance.
International Journal of Nursing Practice, 1999
This project was undertaken in order to evaluate the utility of a constipation risk assessment sc... more This project was undertaken in order to evaluate the utility of a constipation risk assessment scale and the accompanying bowel management protocol. The risk assessment scale was primarily introduced to teach and guide staff in managing constipation when caring for patients.The intention of the project was to reduce the incidence of constipation in patients during their admission to hospital.
Journal of Clinical Nursing, 1998
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Papers by Amanda Henderson