2.3 Oral presentations – Theme 2: Innovating education, policy, and/or practice
Tracks
Track 3
| Wednesday, July 17, 2024 |
| 12:05 PM - 12:55 PM |
| Waterfront Room 3 |
Speaker
Prof Kerry Inder
Professor of Nursing
University of Newcastle
Connecting and coordinating clinical support in residential aged care: a study evaluation
Abstract
Aim/Objective: The Partnerships in Aged Care Emergency using Interactive Telehealth (PACE-IT) project aimed to improve communication and engagement networks between Emergency Departments (ED) and Residential Aged Care Facility nurses through a visual telehealth model of care.
Methods: The non-adoption, abandonment, spread, scale-up and sustainability (NASSS) framework was used to evaluate the project's potential for scalability and sustainability. This evaluation focused on identifying gaps and successes in critical program components including clinical support, bidirectional communication, and person-centered care.
Results: The evaluation revealed critical challenges to the sustainability of the program including workforce shortages as well as internet connectivity and system workflow issues. Several actions are required to overcome these challenges including continuous training, engagement and support, role clarification for designated workplace champions, a consistent and skilled nurse workforce, and the adoption of a central hub of expertise. The visual telehealth support program for Residential Aged Care Facility nurses was sustainable when these actions were addressed.
Conclusion: Findings from this study contribute to the nursing care for older individuals in residential aged care settings. The study advances understanding of visual telehealth implementation and emphasises the need for innovative and engaging education, policy, and practice workforce solutions.
Methods: The non-adoption, abandonment, spread, scale-up and sustainability (NASSS) framework was used to evaluate the project's potential for scalability and sustainability. This evaluation focused on identifying gaps and successes in critical program components including clinical support, bidirectional communication, and person-centered care.
Results: The evaluation revealed critical challenges to the sustainability of the program including workforce shortages as well as internet connectivity and system workflow issues. Several actions are required to overcome these challenges including continuous training, engagement and support, role clarification for designated workplace champions, a consistent and skilled nurse workforce, and the adoption of a central hub of expertise. The visual telehealth support program for Residential Aged Care Facility nurses was sustainable when these actions were addressed.
Conclusion: Findings from this study contribute to the nursing care for older individuals in residential aged care settings. The study advances understanding of visual telehealth implementation and emphasises the need for innovative and engaging education, policy, and practice workforce solutions.
Biography
Dr Kerry Inder is a professor of nursing with the School of Nursing and Midwifery, and Assistant Dean in Wellbeing Health and Safety with the College of Health, Medicine and Wellbeing, University of Newcastle. Kerry has research experience in chronic disease, including cardiovascular disease, mental health and well-being, multi-morbidity, ageing, rural health and health services research - including access to evidenced based health care, quality and safety in health care, data linkage using routinely collected data and transfer of knowledge into practice. Kerry is a hospital trained registered nurse with a coronary care certificate. Kerry completed a Bachelor of Nursing in 1995 and building on her clinical research interests, completed a Graduate Diploma in Clinical Epidemiology in 2001. Kerry was awarded her PhD in 2006 and results were presented locally, nationally and internationally.
Dr Jennifer Hamilton
Lecturer
Edith Cowan University
Getting a ‘grip’ on supervision: empowering mental health nurses
Abstract
Aim/Objective: The aim of this study was to assess the impact of a new approach to clinical supervision named ‘group reflective integrated practice with Safewards (GRiP-S)’ which integrated the Safewards model within a clinical supervision framework. GRiP-S was delivered through group reflective practice sessions for mental health nurses within an in-patient mental health setting.
Methods: A mixed method explanatory sequential study informed by the lean change feedback system was conducted. The study assessed the impact of the GRiP-S by exploring mental health nurses’ perceptions of the effect on Safewards implementation, clinical supervision and clinical practice. This study was conducted in a metropolitan private hospital in Perth, Western Australia. The Manchester Clinical Supervision Scale-26© survey was used to collect quantitative data (n=102), and individual semi-structured interviews (n=18) were used to obtain qualitative data from mental health nurses.
Results: The results demonstrated that the GRiP-S approach enhanced mental health nurses’ confidence and competence in practice; improved understanding and cohesive adoption of evidence-based interventions; supported adoption of positive change management strategies and the role of clinical supervision; supported prior findings regarding influence of group reflective practice, as well as identifying barriers and enablers to mental health nurses’ engagement with clinical supervision. These findings propose that GRiP-S can have positive impacts within acute mental health settings to simultaneously provide supportive clinical supervision for nursing staff and address quality improvement in an organisation.
Conclusion: Recommendations arising from this study identify the role of governing agencies in using a supportive education framework to monitor, facilitate and adequately resource clinical supervision for mental health nurses. The implications of this research include the improved adoption of the Safewards model, improved clinical supervision in mental health services and service alignment in meeting National Safety and Quality Health Service Standards. Ultimately, implementation of GRiP-S facilitates supportive reflection and team cohesion to help meet needs of individual nurses, improve practice outcomes and facilitate a strengthened workforce to aid organisations.
Methods: A mixed method explanatory sequential study informed by the lean change feedback system was conducted. The study assessed the impact of the GRiP-S by exploring mental health nurses’ perceptions of the effect on Safewards implementation, clinical supervision and clinical practice. This study was conducted in a metropolitan private hospital in Perth, Western Australia. The Manchester Clinical Supervision Scale-26© survey was used to collect quantitative data (n=102), and individual semi-structured interviews (n=18) were used to obtain qualitative data from mental health nurses.
Results: The results demonstrated that the GRiP-S approach enhanced mental health nurses’ confidence and competence in practice; improved understanding and cohesive adoption of evidence-based interventions; supported adoption of positive change management strategies and the role of clinical supervision; supported prior findings regarding influence of group reflective practice, as well as identifying barriers and enablers to mental health nurses’ engagement with clinical supervision. These findings propose that GRiP-S can have positive impacts within acute mental health settings to simultaneously provide supportive clinical supervision for nursing staff and address quality improvement in an organisation.
Conclusion: Recommendations arising from this study identify the role of governing agencies in using a supportive education framework to monitor, facilitate and adequately resource clinical supervision for mental health nurses. The implications of this research include the improved adoption of the Safewards model, improved clinical supervision in mental health services and service alignment in meeting National Safety and Quality Health Service Standards. Ultimately, implementation of GRiP-S facilitates supportive reflection and team cohesion to help meet needs of individual nurses, improve practice outcomes and facilitate a strengthened workforce to aid organisations.
Biography
Dr Jennifer Hamilton currently works as a Nurse Lecturer at Edith Cowan University and Mental Health Liaison Clinical Nurse Specialist at Fiona Stanley Hospital, Perth WA. She originally qualified within the UK in 2010 and later moved to Australia in 2016. Since then, she was worked within private and public mental health settings and academia.
Jennifer recently completed her PhD and conducted a mixed method study on the effectiveness of a novel approach to clinical supervision named Group Reflective integrated Practice with Safewards (GRiP-S). This approach integrates the Safewards model within a clinical supervision framework to promote sustainable change and reflective practice within nursing. Also, as a committee member of the Australian College of Mental Health Nurses WA branch Jennifer continues to advocate for the availability and adoption of clinical supervision among nurses.
Dr Suza Trajkovski
Western Sydney University
IDEATE Study: innovation challenge to co-design electronic medical records for learning environments
Abstract
Background: Innovation challenges and human-centered co-design methodology provide an engaging platform that allows end users to participate in idea generation, knowledge creation, and development of solutions. Digital health and the ability to use Electronic Medical Records (EMR) is a crucial requirement of pre-registration nurses. Systems for health care providers do not offer practice environments of EMR that can be used in higher education settings in Australia. This innovation challenge put undergraduate nursing, computer, design, and engineering students in the driving seat to co-design an innovative, simulated, interactive, user-friendly EMR that can be used as a teaching tool for undergraduate nursing students.
Aim/ Objective This research aimed to explore students' experiences and learnings from a one-day innovation challenge, that not only combined teamwork and the use of Artificial Intelligence (AI) but created a real-world solution.
Methods: This mixed-method study used a cross-sectional survey that combined the self-confidence in learning scale and the team effectiveness scale and a focus group. Descriptive statistics and thematic analysis were used to analyse the data.
Results: A response rate of 60% was achieved team effectiveness and self-confidence in learning related to AI scale demonstrated the value of the challenge. Themes from the focus group included: communication enhancement, learning from each other, and knowledge of different disciplines.
Conclusion: An innovation challenge is a novel approach to developing ideas and innovation but also offers rich learning and collaboration potential. This challenge informed the development of a simulated EMR but could also be considered a blueprint for teams to explore solutions, develop teamwork skills, and enhance communication and entrepreneurship with other students and disciplines.
Keywords: innovation challenge, electronic medical records, nursing documentation.
Aim/ Objective This research aimed to explore students' experiences and learnings from a one-day innovation challenge, that not only combined teamwork and the use of Artificial Intelligence (AI) but created a real-world solution.
Methods: This mixed-method study used a cross-sectional survey that combined the self-confidence in learning scale and the team effectiveness scale and a focus group. Descriptive statistics and thematic analysis were used to analyse the data.
Results: A response rate of 60% was achieved team effectiveness and self-confidence in learning related to AI scale demonstrated the value of the challenge. Themes from the focus group included: communication enhancement, learning from each other, and knowledge of different disciplines.
Conclusion: An innovation challenge is a novel approach to developing ideas and innovation but also offers rich learning and collaboration potential. This challenge informed the development of a simulated EMR but could also be considered a blueprint for teams to explore solutions, develop teamwork skills, and enhance communication and entrepreneurship with other students and disciplines.
Keywords: innovation challenge, electronic medical records, nursing documentation.
Biography
Dr Suza Trajkovski is a Lecturer in the School of Nursing and Midwifery at Western Sydney University. Suza has over twenty years of experience in clinical practice, management, education and research. She has performed in various governance roles including, Director of Academic Workforce, Deputy Director of International and Engagement, Academic Course Advisor (undergraduate and postgraduate), and course unit/subject coordinator. Suza has built a program of Nursing and Midwifery research using both qualitative and quantitative methodologies. Her scholarship and research focus on neonatal nursing, family-centered care, appreciative inquiry, participatory models of care, action research, innovation, nursing student experiences, and enhancing teaching and learning in higher education.
Dr Carol Crevacore
Director of International
Edith Cowan University
Undergraduate midwifery students working as midwifery assistants in the acute care environment
Abstract
Aim/Objective: To explore the introduction of Undergraduate Midwifery Students working as Midwifery Assistants in the acute care environment from the perspective of Midwives and Undergraduate Midwifery Students.
Methods: A qualitative descriptive study was undertaken using individual interviews. Seven Undergraduate Midwifery Students and ten Midwives who worked with them were interview using a semi-structured format. Braun and Clarke’s thematic analysis was performed on the transcribed recordings.
Results: Four major themes were identified (i) Understanding the Midwifery Assistants’ Scope of Practice; (ii) Bridging the Theory Practice Gap; (iii) Acceptance and Integration into the Team; and (iv) Improved Care. Understanding the scope of practice of this newly introduced workforce in the midwifery model of care proved initially challenging for both the midwives and the midwifery assistants. Despite initial hesitations, most Midwives reported improved working conditions when the Undergraduate Midwifery Assistants were rostered on shift. They were impressed by their skills, knowledge, and enthusiasm for the opportunity to work in meaningful employment while studying to be registered midwives. For the Undergraduate Midwifery Assistant, it provided a meaningful employment opportunity which in turn increased their exposure to the clinical environment allowing them to bridge the theory practice gap, improve their self confidence and network with future colleagues and employers.
Conclusions: The addition of the Undergraduate Midwifery Assistant to the midwifery model of care has proven beneficial for all parties involved in this program. Despite its early success, it is imperative that ongoing support is provided to both the registered and unregistered staff as the role evolves and is firmly cemented in the model of care.
Keywords: undergraduate employment; midwifery; assistant; model of care.
Methods: A qualitative descriptive study was undertaken using individual interviews. Seven Undergraduate Midwifery Students and ten Midwives who worked with them were interview using a semi-structured format. Braun and Clarke’s thematic analysis was performed on the transcribed recordings.
Results: Four major themes were identified (i) Understanding the Midwifery Assistants’ Scope of Practice; (ii) Bridging the Theory Practice Gap; (iii) Acceptance and Integration into the Team; and (iv) Improved Care. Understanding the scope of practice of this newly introduced workforce in the midwifery model of care proved initially challenging for both the midwives and the midwifery assistants. Despite initial hesitations, most Midwives reported improved working conditions when the Undergraduate Midwifery Assistants were rostered on shift. They were impressed by their skills, knowledge, and enthusiasm for the opportunity to work in meaningful employment while studying to be registered midwives. For the Undergraduate Midwifery Assistant, it provided a meaningful employment opportunity which in turn increased their exposure to the clinical environment allowing them to bridge the theory practice gap, improve their self confidence and network with future colleagues and employers.
Conclusions: The addition of the Undergraduate Midwifery Assistant to the midwifery model of care has proven beneficial for all parties involved in this program. Despite its early success, it is imperative that ongoing support is provided to both the registered and unregistered staff as the role evolves and is firmly cemented in the model of care.
Keywords: undergraduate employment; midwifery; assistant; model of care.
Biography
Carol is a passionate academic whose focus is on the learning experience for all students regardless of where they are situated around the world. With over 20 years of teaching experience in undergraduate and postgraduate units Carol is currently working as the Director of International and Course Coordinator for the Master of Nursing (Graduate Entry) and Bachelor of Science – Nursing Studies program in the School of Nursing and Midwifery at Edith Cowan University. Carol has been recognised locally and nationally for her excellence in teaching winning numerous teaching awards. Her research interests are in meaningful employment opportunities for undergraduate students as assistants to the registered nursing and midwifery workforce.
Chairperson
Karen Strickland
Executive Dean
Edith Cowan University
