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  1. Article ; Online: Saudi female paramedics' perceptions of challenges in the workplace: A qualitative study.

    Mohammed Alobaid, Abdullah / Gosling, Cameron / Mckenna, Lisa / Williams, Brett

    International emergency nursing

    2022  Volume 63, Page(s) 101176

    Abstract: Background: It is immensely important that Saudi women become involved in the field of paramedicine in larger numbers; however, anecdotally they continue to experience significant challenges that limit their opportunities for recruitment and deployment ... ...

    Abstract Background: It is immensely important that Saudi women become involved in the field of paramedicine in larger numbers; however, anecdotally they continue to experience significant challenges that limit their opportunities for recruitment and deployment in the field. This study set out to explore working female paramedics' perceptions of challenges in their workplace in the Kingdom of Saudi Arabia (KSA).
    Methods: This study utilised a descriptive qualitative approach. Fifteen Saudi female paramedics were recruited to attend one of four focus groups in Riyadh, Saudi Arabia. Data were assessed using thematic analysis.
    Results: Three themes emerged from the focus groups that described the perceptions of Saudi female paramedics: personal factors, social factors and employment-related factors. They faced several challenges that could affect their family responsibilities, workplace duties and capacity to work in the field of paramedicine. Saudi society also challenged female paramedics, as the culture and traditions of the KSA limited their participation in the paramedicine workforce. Furthermore, they reported experiencing many employment issues related to recruitment to pre-hospital settings, resulting from organisational policies and procedures.
    Conclusion: This study investigated the perceptions held by a cohort of female Saudi paramedics of the personal and professional challenges they faced in the workplace in the KSA. The study findings and their implications for female paramedics suggest further research is required to understand the unique challenges they face and to develop various strategies to manage them.
    MeSH term(s) Allied Health Personnel ; Emergency Medical Technicians ; Female ; Focus Groups ; Humans ; Qualitative Research ; Saudi Arabia
    Language English
    Publishing date 2022-06-20
    Publishing country England
    Document type Journal Article ; Research Support, Non-U.S. Gov't
    ZDB-ID 2420747-0
    ISSN 1878-013X ; 1755-599X
    ISSN (online) 1878-013X
    ISSN 1755-599X
    DOI 10.1016/j.ienj.2022.101176
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  2. Article ; Online: How is clinical credibility defined in nursing? Protocol for a concept mapping study.

    Cardwell, Rachel / Mckenna, Lisa / Davis, Jenny / Gray, Richard

    Journal of clinical nursing

    2020  Volume 30, Issue 17-18, Page(s) 2433–2440

    Abstract: Aim: To develop a working definition of the concept of "clinical credibility" in nursing science.: Background: In both academic and clinical settings, the phrase "clinical credibility" is used when discussing the education of health professionals. No ...

    Abstract Aim: To develop a working definition of the concept of "clinical credibility" in nursing science.
    Background: In both academic and clinical settings, the phrase "clinical credibility" is used when discussing the education of health professionals. No clear definition for the concept is evident in the academic literature. To date, there has not been a study undertaken to develop a working definition of clinical credibility in nursing science.
    Methods: This protocol is stage 1 of a registered report. We will use concept mapping to compare and organise views of three stakeholder groups: nursing students (n = 20) from years 2 or 3 of a three-year Bachelor of Nursing Programme, nurses and other health professionals (n = 20) still practising within a clinical setting, and people who have recently been inpatients in hospital (n = 20). First, participants will take part in separate stakeholder focus groups to generate statements about "What is clinical credibility?". Second, the same participants will complete two tasks: (1) rank the importance of each statement (prioritising) and (2) put the statements that appear to go together into groups (clustering). The data will then be analysed using a specialised software program called Ariadne. A visual "concept map" will be produced showing the importance and relationship of each statement as viewed by the participants. The projected timeline for the study is one year. The paper complies with the SPIRIT 2013 guidelines for study protocols adapted for mixed methods research.
    Conclusion: The findings of this study will provide a working definition of the concept of "clinical credibility" in nursing science.
    Relevance to clinical practice: The findings can be used to develop a measure of clinical credibility to predict student satisfaction and patient safety outcomes.
    MeSH term(s) Education, Nursing, Baccalaureate ; Focus Groups ; Health Personnel ; Humans ; Students, Nursing
    Language English
    Publishing date 2020-03-29
    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.14966
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  3. Article ; Online: Exploring undergraduate nursing student interactions with virtual patients to develop 'non-technical skills' through case study methodology.

    Peddle, Monica / Bearman, Margaret / Mckenna, Lisa / Nestel, Debra

    Advances in simulation (London, England)

    2019  Volume 4, Page(s) 2

    Abstract: Background: Virtual patients are a recent addition to the educational arsenal to develop non-technical skills in undergraduate health professionals. The Virtual Simulated Patient Resource (www.vspr.net.au) is a web-based resource that uses branching, ... ...

    Abstract Background: Virtual patients are a recent addition to the educational arsenal to develop non-technical skills in undergraduate health professionals. The Virtual Simulated Patient Resource (www.vspr.net.au) is a web-based resource that uses branching, narrative virtual patients to develop knowledge, attitude and practice of all categories of non-technical skills in undergraduate health professionals. However, there is limited literature exploring how the interaction with a virtual patient influences the development of knowledge, attitude and practice of non-technical skills in undergraduate nursing students.
    Methods: An intrinsic case study method, using focus groups and individual interviews, enabled exploration of the experience of undergraduate nursing students when interacting with a virtual patient to develop non-technical skills. Purposive sampling identified participants to address the research question. Framework analysis supported by a codebook enabled deductive and inductive data analysis.
    Results: Forty-five first-year and 31 third-year students consented to participate. Findings indicated that the different years interacted differently with the virtual patients. Four themes were recognised in the data: how the virtual patients enabled learning non-technical skills, learning surrounding the virtual patient encounter, changing the way students perceive practice and potential limitations to learning.
    Conclusions: Interactions with virtual patients influence learning knowledge, attitudes and practice of non-technical skills in undergraduate nursing students via authenticity in the virtual patient interaction, socialisation to the professional role, vicarious learning and learning by making mistakes. Potential limitations to learning from virtual patient interactions include fear, overconfidence, groupthink and confusion. To manage limitations to learning, facilitation approaches, opportunities for reflection, constructive feedback and debriefing may be key. This study demonstrates learning non-technical skills via interactions with virtual patients can change the way students perceive practice, with learning transferable to the clinical setting to support safe and competent patient care.
    Language English
    Publishing date 2019-02-13
    Publishing country England
    Document type Journal Article
    ISSN 2059-0628
    ISSN (online) 2059-0628
    DOI 10.1186/s41077-019-0088-7
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  4. Article ; Online: Development of non-technical skills through virtual patients for undergraduate nursing students: An exploratory study.

    Peddle, Monica / Mckenna, Lisa / Bearman, Margaret / Nestel, Debra

    Nurse education today

    2018  Volume 73, Page(s) 94–101

    Abstract: Introduction: Non-technical skills (NTS) are fundamental requirements for health professional graduates for safe and competent practice. Technology enhanced simulation, including virtual patients (VPs), is suggested to be effective in developing NTS.: ...

    Abstract Introduction: Non-technical skills (NTS) are fundamental requirements for health professional graduates for safe and competent practice. Technology enhanced simulation, including virtual patients (VPs), is suggested to be effective in developing NTS.
    Purpose: The purpose of this paper is to explore what participants learnt about NTS following interactions with the VPs in the case study.
    Design: Case study methodology was used to explore learning by undergraduate nursing students related to NTS following interactions with VPs. First- (n = 40) and third-year (n = 31) undergraduate nursing students from two universities in Victoria, Australia agreed to participate in focus groups and interviews. These were audio-recorded, transcribed and then underwent framework analysis. A priori codes in the framework used NTS categories including communication, situation awareness, teamwork, decision-making skills, leadership, managing stress and coping with fatigue.
    Findings: Overall, students in both years and universities reported that interactions with VPs developed knowledge and skills across all categories of NTS to varying degrees. Third-year students suggested that interactions with VPs enabled development of knowledge and skills, as well as practise of selected NTS in the clinical setting.
    Conclusion: Interactions with VPs across the curriculum may assist undergraduate nursing students in developing knowledge, skill and practice of NTS categories including communication, situation awareness, teamwork, decision-making skills and duty, advocacy and empathy.
    MeSH term(s) Awareness ; Clinical Competence ; Communication ; Curriculum ; Education, Nursing, Baccalaureate ; Focus Groups ; Humans ; Interviews as Topic ; Learning ; Simulation Training/methods ; Students, Nursing ; Victoria
    Language English
    Publishing date 2018-11-14
    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.2018.11.008
    Database MEDical Literature Analysis and Retrieval System OnLINE

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  5. Article ; Online: What non-technical skills competencies are addressed by Australian standards documents for health professionals who work in secondary and tertiary clinical settings? A qualitative comparative analysis.

    Peddle, Monica / Bearman, Margaret / Radomski, Natalie / Mckenna, Lisa / Nestel, Debra

    BMJ open

    2018  Volume 8, Issue 8, Page(s) e020799

    Abstract: Objectives: At minimum, safe patient outcomes are recognised as resulting from a combination of technical and non-technical skills. Flin and colleagues provide a practical framework of non-technical skills, cognitive, social and interpersonal, that ... ...

    Abstract Objectives: At minimum, safe patient outcomes are recognised as resulting from a combination of technical and non-technical skills. Flin and colleagues provide a practical framework of non-technical skills, cognitive, social and interpersonal, that complement technical skills, with categories identified as
    Design: A qualitative comparative analysis using document analysis and deductive coding examined, extracted and interpreted data from competency standards documents focusing on non-technical skills categories and elements.
    Participants: A purposive sample of 11 health professions competency standards documents required for registration in Australia.
    Findings: The 11 competency standards documents contained 1616 statements. Although standards documents addressed all non-technical skills categories, there was limited reporting of
    Conclusion: While commonalities identified in the standards documents related to non-technical skills categories are likely to support patient safety, gaps in associated elements may undermine their effectiveness. The notable lack of reference to stress and fatigue requires further attention for health professional well-being in Australia. A shared taxonomy with clear statements may offer the best support for collaborative practice and positive patient outcomes. Competency standards need to be flexible to respond to the emerging demands of current healthcare practice along with consumer and health service needs.
    MeSH term(s) Australia ; Communication ; Decision Making ; Fatigue ; Health Personnel ; Humans ; Interprofessional Relations ; Leadership ; Occupational Stress ; Professional Competence/standards ; Secondary Care Centers ; Tertiary Care Centers
    Language English
    Publishing date 2018-08-05
    Publishing country England
    Document type Journal Article
    ZDB-ID 2747269-3
    ISSN 2044-6055 ; 2044-6055 ; 2053-3624
    ISSN (online) 2044-6055
    ISSN 2044-6055 ; 2053-3624
    DOI 10.1136/bmjopen-2017-020799
    Database MEDical Literature Analysis and Retrieval System OnLINE

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