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  1. Article ; Online: Planetary health and person-centred healthcare practice.

    Tyagi, Vaibhav / Saravanos, Gemma L / Dunsmore, Moira / Power, Tamara / McCormack, Brendan

    Journal of advanced nursing

    2024  

    Language English
    Publishing date 2024-03-15
    Publishing country England
    Document type Journal Article
    ZDB-ID 197634-5
    ISSN 1365-2648 ; 0309-2402
    ISSN (online) 1365-2648
    ISSN 0309-2402
    DOI 10.1111/jan.16153
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  2. Article ; Online: The inclusion and representation of LGBTIQ+ content in undergraduate nurse education: A scoping review.

    Priddle, Tyler / Crawford, Tonia / Power, Tamara

    Nurse education today

    2023  Volume 124, Page(s) 105771

    Abstract: Objectives: The aim of this review was to gain an overview of existing empirical literature examining LGBTIQ+ content in undergraduate nursing curricula.: Design: An international scoping review was conducted using librarian assisted search ... ...

    Abstract Objectives: The aim of this review was to gain an overview of existing empirical literature examining LGBTIQ+ content in undergraduate nursing curricula.
    Design: An international scoping review was conducted using librarian assisted search strategies.
    Data sources: The databases CINAHL, SCOPUS and ERIC were searched. A total of 30 studies meeting the eligibility criteria were included in this review.
    Review methods: Following a quality appraisal, thematic analysis was conducted to identify six key themes.
    Results: 30 studies spanning 8 countries, across 5 continents were included in this review. 6 themes emerged 1) Level of Knowledge Regarding LGBTIQ+ People and Their Specific Health Needs, 2) Comfort and Preparedness in the Provision of Care to LGBTIQ+ People, 3) Attitudes Toward LGBTIQ+ People, 4) Inclusion of LGBTIQ+ Educational Content, 5) Framing of LGBTIQ+ Educational Content, 6) Pedagogical Strategies to Incorporate LGBTIQ+ Content.
    Conclusions: Nurse education is dominated by heteronormativity, deficit discourses, stereotypes, binary ideologies and western cultural perspectives. The body of literature surrounding LGBTIQ+ content in nurse education is largely quantitative, insular and contributes to the erasure of unique identities under the LGBTIQ+ umbrella.
    MeSH term(s) Humans ; Education, Nursing, Baccalaureate ; Students, Nursing ; Curriculum ; Attitude ; Educational Status
    Language English
    Publishing date 2023-03-03
    Publishing country Scotland
    Document type Journal Article ; Review
    ZDB-ID 1062570-7
    ISSN 1532-2793 ; 0260-6917
    ISSN (online) 1532-2793
    ISSN 0260-6917
    DOI 10.1016/j.nedt.2023.105771
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  3. Article ; Online: From

    Power, Tamara / Geia, Lynore / Best, Odette / Sherwood, Juanita / Sheehy, Louise / Smallwood, Reakeeta / West, Roianne

    Contemporary nurse

    2023  Volume 59, Issue 4-5, Page(s) 259–264

    Language English
    Publishing date 2023-11-30
    Publishing country United States
    Document type Editorial
    ZDB-ID 1491361-6
    ISSN 1839-3535 ; 1037-6178
    ISSN (online) 1839-3535
    ISSN 1037-6178
    DOI 10.1080/10376178.2023.2266507
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  4. Article ; Online: Avoiding controversy: Considerations for point-of-view nursing simulations.

    Power, Tamara / Sheehy, Louise / Lucas, Cherie / Bosco, Anna / Wang, Bangyun / Gavegan, Fiona Lee / Quast, Carol / Patton, Vicki

    Nurse education today

    2024  Volume 137, Page(s) 106166

    Abstract: Point-of-view simulations involve participants engaging in simulation to experience what it might be like to live with a health condition or disability. These types of simulations have been used frequently in nurse education as a valuable pedagogical ... ...

    Abstract Point-of-view simulations involve participants engaging in simulation to experience what it might be like to live with a health condition or disability. These types of simulations have been used frequently in nurse education as a valuable pedagogical tool, as research has shown that student engagement with point-of-view simulations increases student empathy. However, point-of-view simulations have also been problematised by disability community members and scholars researching in the disability space, as ableist and culturally unsafe. This manuscript explores recommendations for, and criticisms of, point-of-view simulations and offers considerations to address these concerns.
    MeSH term(s) Humans ; Education, Nursing, Baccalaureate ; Students, Nursing ; Patient Simulation ; Empathy ; Emotions
    Language English
    Publishing date 2024-03-15
    Publishing country Scotland
    Document type Journal Article
    ZDB-ID 1062570-7
    ISSN 1532-2793 ; 0260-6917
    ISSN (online) 1532-2793
    ISSN 0260-6917
    DOI 10.1016/j.nedt.2024.106166
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  5. Article ; Online: Primary care providers' experience in the management of paediatric type 1 diabetes in Western Sydney, New South Wales.

    Hardikar, Natasha / Power, Tamara / Leong, Gary M / Liu, Anthony / Bhurawala, Habib

    Australian journal of general practice

    2023  Volume 52, Issue 7, Page(s) 464–471

    Abstract: Background and objectives: It is unknown to what degree general practitioners (GPs) are able to diagnose and assist in the management of children with type 1 diabetes (T1D). This study examined the experiences of GPs when faced with paediatric T1D.: ... ...

    Abstract Background and objectives: It is unknown to what degree general practitioners (GPs) are able to diagnose and assist in the management of children with type 1 diabetes (T1D). This study examined the experiences of GPs when faced with paediatric T1D.
    Method: A qualitative study using semistructured interviews was conducted with a sample of GPs in Western Sydney. Data were analysed thematically.
    Results: Thirty GPs reported varied experiences with paediatric T1D. Two themes emerged: 'You don't think of T1D everyday' (GPs do not frequently encounter T1D) and 'We need to be equipped' (despite low patient numbers, GPs want to be able to recognise, refer and assist in the management of children with T1D).
    Discussion: There is limited Australian research into GPs' ability to diagnose and manage children with T1D. This study highlights the current level of knowledge and referral practices of a sample of GPs.
    MeSH term(s) Humans ; Child ; Diabetes Mellitus, Type 1/diagnosis ; Diabetes Mellitus, Type 1/therapy ; New South Wales ; Australia ; Attitude of Health Personnel ; Primary Health Care
    Language English
    Publishing date 2023-07-07
    Publishing country Australia
    Document type Journal Article
    ZDB-ID 2924889-9
    ISSN 2208-7958 ; 2208-794X
    ISSN (online) 2208-7958
    ISSN 2208-794X
    DOI 10.31128/AJGP-03-22-6381
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  6. Article ; Online: Cocreating Programmable Diagnostic Simulation: Devices to Enhance Reality in Vital Sign Measurement.

    Benson, Paul / Power, Tamara / Agudera, Florentino / Hayes, Carolyn

    The Journal of nursing education

    2021  Volume 60, Issue 4, Page(s) 235–239

    Abstract: Background: Providing authentic educational experiences in clinical teaching laboratories or health care simulation environments is fundamental to producing optimum learning. However, some simulated diagnostic devices are price prohibitive or yet to be ... ...

    Abstract Background: Providing authentic educational experiences in clinical teaching laboratories or health care simulation environments is fundamental to producing optimum learning. However, some simulated diagnostic devices are price prohibitive or yet to be developed. This article explores a collaborative effort between health academics and engineering interns to develop cost-effective, authentic devices that overcome limitations of those currently available.
    Method: Simulated patient tympanic thermometer and pulse oximetry devices were developed for use in clinical teaching laboratories and health care simulation environments.
    Results: The tympanic thermometers and pulse oximetry probes provide programmable temperature, pulse, and oxygen saturation for use with any commercially available manikins or standardized patients.
    Conclusion: Authentic simulated diagnostic devices can enhance reality and foster immersion in clinical simulation scenarios. Sharing cost-effective innovations designed to address the simulation-specific limitations of commercially available diagnostic devices provides health care educators with solutions that can enhance the authenticity of clinical teaching experiences for participants.
    MeSH term(s) Computer Simulation ; Humans ; Learning ; Manikins ; Nursing Diagnosis/methods ; Patient Simulation ; Vital Signs
    Language English
    Publishing date 2021-04-01
    Publishing country United States
    Document type Journal Article
    ZDB-ID 410686-6
    ISSN 1938-2421 ; 0148-4834
    ISSN (online) 1938-2421
    ISSN 0148-4834
    DOI 10.3928/01484834-20210322-10
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    Zs.B 616: Show issues Location:
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  7. Article ; Online: A conceptual model to inform the design of healthcare simulations that promote errors as a catalyst for learning: A discussion paper.

    Palominos, Evelyn / Levett-Jones, Tracy / Power, Tamara / Martinez-Maldonado, Roberto

    Nurse education in practice

    2022  Volume 65, Page(s) 103500

    Abstract: Background: Previous studies have demonstrated that students who are engaged in learning tasks and make errors before receiving instruction on how to complete them, achieve better learning outcomes than students who first receive instruction and then ... ...

    Abstract Background: Previous studies have demonstrated that students who are engaged in learning tasks and make errors before receiving instruction on how to complete them, achieve better learning outcomes than students who first receive instruction and then complete the learning activities with the aim of avoiding errors. Although simulation literature often refers to errors as learning opportunities, to date, there is limited understanding of how pedagogical approaches that promote learning from errors can guide the design of simulation-based learning in healthcare education.
    Aims: To (a) present the Learning from Errors conceptual model; and (b) provide an example of how educators can use this model.
    Design: The Learning from Errors model is drawn from critical elements of two pedagogical approaches, productive failure and error management training and pedagogical features of high-quality healthcare simulations.
    Methods: We describe the Learning from Errors model, which emphasises the need for adopting pedagogical methods that explicitly use errors as learning opportunities and ultimately inform simulation design. We then illustrate the application of this model to a simulation example.
    Results: The model includes the following elements: i) normalisation of errors, ii) challenging simulation scenarios, iii) self-directed learning, iv) collaborative teamwork and v) comparison with best practice.
    Conclusion: This discussion paper presents the Learning from Errors conceptual model, an evidence-based approach that can assist educators in the design of simulations that embrace errors as a catalyst for learning.
    MeSH term(s) Humans ; Students ; Educational Status ; Quality of Health Care ; Delivery of Health Care
    Language English
    Publishing date 2022-11-02
    Publishing country Scotland
    Document type Journal Article
    ZDB-ID 2058575-5
    ISSN 1873-5223 ; 1471-5953
    ISSN (online) 1873-5223
    ISSN 1471-5953
    DOI 10.1016/j.nepr.2022.103500
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  8. Article ; Online: Learning to be a doctoral supervisor: Experiences and views of nurse supervisors of higher degree research students.

    Jackson, Debra / Power, Tamara / Usher, Kim

    Journal of clinical nursing

    2021  Volume 30, Issue 7-8, Page(s) 1060–1069

    Abstract: Aims and objectives: Given the importance of doctoral training to the future of the discipline, we sought to gain insight into nurse doctoral supervisor's experiences of supervision training and preparation and their views on what quality training for ... ...

    Abstract Aims and objectives: Given the importance of doctoral training to the future of the discipline, we sought to gain insight into nurse doctoral supervisor's experiences of supervision training and preparation and their views on what quality training for doctoral supervisors in nursing would look like.
    Background: Doctorally prepared nurses have been found to contribute significantly to improvements in knowledge to inform patient care; yet there is little focus on the development of this aspect of the nursing workforce, and little evaluation of supervisor training, confidence and competence.
    Design: Qualitative storytelling, semi-structured interviews were conducted via a videoconferencing programme, audio-recorded and thematically analysed with twenty-one experienced nurse doctoral supervisors. Findings are reported in line with the COREQ guidelines.
    Results: Thematic analysis revealed four themes: 'I had a great mentor': the importance of mentorship and role modelling; 'Sometimes it's just trial and error': learning through experience; 'It's like tick a box': strengths and limitations of formal supervisor training; and 'The training should be more holistic': what should be in supervisor training.
    Conclusions: We recommend doctoral supervisors be encouraged to seek mentoring for supervision, formal mentoring and clinical supervision for the first five completions and the formation of discipline-based supervisor learning groups in nursing as an adjunct to generic mandatory supervisor training.
    Relevance to clinical practice: Further development of clinical nursing is inextricably linked to quality nurse-led research, and doctorally prepared nurses are essential to the continued development of nursing as an evidence-informed practice discipline. Quality doctoral supervision for and by nurses is crucial and we argue that focus must be given to ensuring the development of a skilled doctoral supervision workforce in nursing.
    MeSH term(s) Clinical Competence ; Education, Nursing, Graduate ; Humans ; Learning ; Mentoring ; Mentors ; Qualitative Research ; Students
    Language English
    Publishing date 2021-02-02
    Publishing country England
    Document type Journal Article
    ZDB-ID 1159483-4
    ISSN 1365-2702 ; 0962-1067 ; 1752-9816
    ISSN (online) 1365-2702
    ISSN 0962-1067 ; 1752-9816
    DOI 10.1111/jocn.15651
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  9. Article ; Online: Understanding doctoral supervision in nursing: 'It's a complex fusion of skills'.

    Jackson, Debra / Power, Tamara / Usher, Kim

    Nurse education today

    2021  Volume 99, Page(s) 104810

    Abstract: Background: Increasing the numbers of doctorally prepared nurses is essential to the continuing development of the nursing discipline. However, supervision can be fraught with relationship issues including role blurring, boundary issues, mis-matched ... ...

    Abstract Background: Increasing the numbers of doctorally prepared nurses is essential to the continuing development of the nursing discipline. However, supervision can be fraught with relationship issues including role blurring, boundary issues, mis-matched expectations and students and supervisors not being fully equipped for doctoral training.
    Objective: In this study, we sought to examine the experiences of nurses supervising doctoral students in the contemporary university environment.
    Design: Qualitative research design.
    Settings: Narratives were drawn from academic nurses in Australia, the United States, the United Kingdom and New Zealand.
    Participants: Twenty-one doctorally qualified nurse academics with a combined total of 427 doctoral completions and 454 doctoral examinations participated.
    Methods: Participants were recruited via social media and snowball sampling and interviewed face-to-face using internet platforms such as Zoom©. Interviews were recorded, selectively transcribed and thematically analysed.
    Results: Analysis of the data resulted in one overarching theme, managing the candidature, comprised of the sub-themes: managing relationships, managing expectations, managing emotions and managing labour.
    Conclusions: Successful doctoral supervision requires considerable expertise and labour and that much of the labour associated with supervision is not recognised. In additional to the cognitive and educational aspects, are processes around personal growth, emotions and relationships. We recommend that universities consider the complexity of doctoral supervision when planning workloads and supervision training activities.
    MeSH term(s) Australia ; Education, Nursing, Graduate ; Humans ; New Zealand ; Qualitative Research ; Students ; United Kingdom ; United States
    Language English
    Publishing date 2021-02-10
    Publishing country Scotland
    Document type Journal Article
    ZDB-ID 1062570-7
    ISSN 1532-2793 ; 0260-6917
    ISSN (online) 1532-2793
    ISSN 0260-6917
    DOI 10.1016/j.nedt.2021.104810
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  10. Article ; Online: Understanding maternal resilience; Lesson learnt from rural mothers caring for a child with a chronic health condition.

    Bristow, Sally / Usher, Kim / Power, Tamara / Jackson, Debra

    Journal of clinical nursing

    2021  Volume 31, Issue 17-18, Page(s) 2593–2604

    Abstract: Aim: This study aimed to understand the lived experience of rural mothers caring for a child with a chronic health condition and to understand their perspectives on the support, services and resources they identify as necessary to effectively manage ... ...

    Abstract Aim: This study aimed to understand the lived experience of rural mothers caring for a child with a chronic health condition and to understand their perspectives on the support, services and resources they identify as necessary to effectively manage caregiving.
    Background: Maternal caregivers in rural areas experience difficulty accessing specialist health care for their child and can also experience geographical and social isolation. Understanding the factors that enable these maternal caregivers to overcome the challenges and adversities faced is crucial to help nurses identify and facilitate avenues for support and resources.
    Design: This study employed a phenomenological design. The study is reported in line with Consolidated criteria for reporting qualitative research guidelines (COREQ).
    Methods: Semi-structured interviews were conducted with 17 maternal caregivers in rural New South Wales, Australia, who had at least one child with a chronic health condition aged between 2-18 years. Data were collected from March to June 2018. Thematic analysis was used to develop a thematic framework. This paper reports on one of the major themes identified in this research, specifically maternal resilience.
    Results: Participants demonstrated maternal resilience by creating meaningful social connections, cultivating networks, developing problem-solving skills, enhancing their self-efficacy and finding a sense of purpose through hope and optimism. These strategies provide nurses insight into how some rural women overcome adversities associated with their maternal labour required in caring for a child with a chronic health condition.
    Conclusion: This study found that participants overcame the challenges related to their caregiving work, emerging as resilient caregivers. Understanding maternal resilience assists nurses to provide the services rural mothers in Australia need to care for their child with a CHC.
    Relevance to clinical practice: Findings from this study provide insight into the experiences of rural maternal caregivers of children with a chronic health condition and identify the strategies they adopt to overcome caregiver challenges. Understanding these strategies allows nurses to improve care and support for rural mothers using a strength-based approach to build maternal resilience.
    MeSH term(s) Adolescent ; Caregivers ; Child ; Child, Preschool ; Chronic Disease ; Female ; Humans ; Mothers ; Qualitative Research ; Rural Population
    Language English
    Publishing date 2021-10-24
    Publishing country England
    Document type Journal Article
    ZDB-ID 1159483-4
    ISSN 1365-2702 ; 0962-1067 ; 1752-9816
    ISSN (online) 1365-2702
    ISSN 0962-1067 ; 1752-9816
    DOI 10.1111/jocn.16081
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