Mr Donovan Jones
School of Nursing and Midwifery
- Phone:(02) 4921 6940
Donovan started his nursing career as a theatre nurse before moving into midwifery, becoming interested in teaching and research. Continuing to maintain clinical currency as a registered midwife/nurse at the John Hunter Hospital, Donovan has been involved with the Bachelor of Midwifery program at University of Newcastle as a lecturer since 2010. With the current position of deputy program convenor actively involved in the development of new curriculum starting in 2016 for the bachelor of midwifery at the University of Newcastle.
As an early career researcher Donovan continues research for his PhD “mindfulness, fathers emotional well being during the perinatal journey into parenthood”. As a member of the Hunter Medical Research Institute HMRI and BRICS nursing and midwifery research network Donovan is also involved with research teams currently researching, writing articles and grants for various research projects in the areas of perinatal mental health, teaching and learning innovations and men’s health primarily looking at fathers and improving the wellbeing of families.
Research interest: My research focus is on perinatal mental health and psychosocial interventions that are used for both pregnant women and their partners, more specifically male partners. In Australia, mental health problems carry the highest burden of disease in 18-25 year olds, with males representing 23% of those affected. Research studies indicate that young men entering fatherhood encounter multiple emotional risk factors. Young fathers have been demonstrated to be as vulnerable to depression and emotional issues as young mothers, with a significant correlation between younger age and level of risk.
Pregnancy presents a unique opportunity for health professionals to engage not only with the mother-to-be but also the father-to-be, in programs that can have a positive impact on the family unit throughout the child-rearing years. Recent studies postulate significant links between the involvement and support of fathers and reductions in maternal anxiety and depressive symptoms in the postnatal period and beyond.
Midwifery and mental health: My PhD research project commenced early in 2015 targets the emotional wellbeing of fathers during their partner’s pregnancy through participation in mindfulness classes. The project will evaluate the effectiveness of the mindfulness intervention utilising a mixed method research design collecting quantitative data pre and post intervention and focus group data post intervention. Data will provide the basis of further translational research and applications for funding for interventions to support young men about to become parents.
- Master of Midwifery Studies, University of Newcastle
- Bachelor of Nursing, University of Newcastle
- Graduate Diploma in Midwifery, University of Newcastle
- Mens Health
- Mindfulness for Dads
- Perinatal Mental Health
Fields of Research
|111005||Mental Health Nursing||30|
|Title||Organisation / Department|
|Lecturer||University of Newcastle
School of Nursing and Midwifery
Scholarship from Center for Brain and Mental Health Research University of Newcastle
The University of Newcastle - Faculty of Health and Medicine
Hunter Valley Midwives award for clinical excellence
Hunter Valley Midwives Association
Faculty Teaching and learning award
Faculty of Health, University of Newcastle
For publications that are currently unpublished or in-press, details are shown in italics.
Journal article (8 outputs)
Ebert L, Tierney O, Jones D, 'Learning to be a midwife in the clinical environment; tasks, clinical practicum hours or midwifery relationships', Nurse Education in Practice, 16 294-297 (2016)
Lavender TJ, Ebert L, Jones D, 'An evaluation of perinatal mental health interventions: An integrative literature review', Women and Birth, 29 399-406 (2016) [C1]
Â© 2016 Australian College of MidwivesBackground National statistics related specifically to the mental health of women in the perinatal period is poorly acknowledged in Australia... [more]
Â© 2016 Australian College of MidwivesBackground National statistics related specifically to the mental health of women in the perinatal period is poorly acknowledged in Australia. Maternal deaths related to mental health in the perinatal period can be attributed to a lack of appropriate treatment and/or support. A barrier to women's help-seeking behaviors is the lack of discrete, perinatal specific interventions where women can self-assess and access support. Aim This review examines original research evaluating perinatal mental health interventions used by women to improve mental health. Method An integrative literature review was undertaken. A comprehensive search strategy using 5 electronic databases resulted in the retrieval of 1898 articles. Use of an inclusion and exclusion criteria and Critical Appraisal Skills Program tools resulted in 4 original research papers. Thematic analysis identified universal themes. Findings Cognitive Behavioral Therapy, Behavioral Activation and Mindfulness-based interventions, specifically adapted to meet the needs of women in the perinatal period, demonstrate an overall improvement in mental health. Women involved in the interventions experienced both improvements in symptoms of anxiety and depression as well as secondary benefits from participating in the research. Conclusion To improve perinatal mental health outcomes, innovative modes of providing effective perinatal mental health interventions that address the unique needs of women in the perinatal period are needed. Future development of perinatal mental health interventions require adaptions of Cognitive Behavioral Therapy, Behavioral Activation and/or Mindfulness-based methods to address mental health outcomes for women in the perinatal period.
O'Brien AP, McNeil KA, Fletcher R, Conrad A, Wilson AJ, Jones D, Chan SW, 'New Fathers' Perinatal Depression and Anxiety-Treatment Options: An Integrative Review.', Am J Mens Health, (2016)
Jones DP, Hazelton M, Ebert L, 'Perinatal mental health and men', Australian Nursing & Midwifery Journal, 23 41-41 (2015) [C3]
Everson N, Levett-Jones T, Lapkin S, Pitt V, van der Riet P, Rossiter R, et al., 'Measuring the impact of a 3D simulation experience on nursing students' cultural empathy using a modified version of the Kiersma-Chen Empathy Scale', Journal of Clinical Nursing, (2015) [C1]
Aims and objectives: To determine the effect of immersive 3D cultural simulation on nursing students' empathy towards culturally and linguistically diverse patients. Background: A... [more]
Aims and objectives: To determine the effect of immersive 3D cultural simulation on nursing students' empathy towards culturally and linguistically diverse patients. Background: Accelerated globalisation has seen a significant increase in cultural diversity in most regions of the world over the past forty years. Clinical encounters that do not acknowledge cultural factors contribute to adverse patient outcomes and health care inequities for culturally and linguistically diverse people. Cultural empathy is an antecedent to cultural competence. Thus, appropriate educational strategies are needed to enhance nursing students' cultural empathy and the capacity to deliver culturally competent care. Design: A one-group pretest, post-test design was used for this study. The simulation exposed students to an unfolding scene in a hospital ward of a developing county. Methods: A convenience sample of second-year undergraduate nursing students (n = 460) from a semi-metropolitan university in Australia were recruited for the study. Characteristics of the sample were summarised using descriptive statistics. T-tests were performed to analyse the differences between pre- and post simulation empathy scores using an eight item modified version of the Kiersma-Chen Empathy Scale. Results: Students' empathy towards culturally and linguistically diverse patients significantly improved after exposure to the 3D simulation experience. The mean scores for the Perspective Taking and Valuing Affective Empathy subscales also increased significantly postsimulation. Conclusions: The immersive 3D simulation had a positive impact on nursing students' empathy levels in regards to culturally and linguistically diverse groups. Research with other cohorts and in other contexts is required to further explore the impact of this educational approach. Relevance to clinical practice: Immersive cultural simulation experiences offer opportunities to enhance the cultural empathy of nursing students. This may in turn have a positive impact on their cultural competence and consequently the quality of care they provide to culturally and linguistically diverse patients.
Courtney-Pratt H, Levett-Jones T, Lapkin S, Pitt V, Gilligan C, Van der Riet P, et al., 'Development and psychometric testing of the satisfaction with Cultural Simulation Experience Scale', Nurse Education in Practice, (2014) [C1]
Â© 2015 Elsevier Ltd. Decreasing the numbers of adverse health events experienced by people from culturally diverse backgrounds rests, in part, on the ability of education provide... [more]
Â© 2015 Elsevier Ltd. Decreasing the numbers of adverse health events experienced by people from culturally diverse backgrounds rests, in part, on the ability of education providers to provide quality learning experiences that support nursing students in developing cultural competence, an essential professional attribute. This paper reports on the implementation and evaluation of an immersive 3D cultural empathy simulation.The Satisfaction with Cultural Simulation Experience Scale used in this study was adapted and validated as the first stage of this study. Exploratory factor analysis and confirmatory factor analysis were undertaken to investigate the psychometric properties of the scale using two randomly-split sub-samples. Cronbach's Alpha was used to examine internal consistency reliability. Descriptive statistics were used for analysis of mean satisfaction scores and qualitative comments to open-ended questions were analysed and coded.A purposive sample (n=497) of second of nursing students participated in the study. The overall Cronbach's alpha for the scale was 0.95 and each subscale demonstrated high internal consistency: 0.92; 0.92; 0.72 respectively. The mean satisfaction score was 4.64 (SD 0.51) out of a maximum of 5 indicating a high level of participant satisfaction with the simulation. Three factors emerged from qualitative analysis: "Becoming culturally competent", "Learning from the debrief" and "Reflecting on practice".The cultural simulation was highly regarded by students. Psychometric testing of the Satisfaction with Cultural Simulation Experience Scale demonstrated that it is a reliable instrument. However, there is room for improvement and further testing in other contexts is therefore recommended.
Jones D, 'The life of men in midwifery: Male midwives changing the rules', WOMEN AND BIRTH, 26 S32-S32 (2013)
|Show 5 more journal articles|
Other (1 outputs)
O'Brien AP, Fletcher R, Chan S, Conrad A, Jones D, Wilson A, 'CBT to address new fathersÂ¿ depression and anxiety', ( pp.1): Family Action Centre, The University of Newcastle15th August (2014) [O1]
Grants and Funding
|Number of grants||3|
Click on a grant title below to expand the full details for that specific grant.
20171 grants / $20,000
Funding body: Hunter Medical Research Institute
|Funding body||Hunter Medical Research Institute|
|Project Team||Professor Sally Chan, Doctor Lyn Ebert, Mr Donovan Jones, Ms Eileen Dowse, Ms Shanna Fealy|
|Type Of Funding||Grant - Aust Non Government|
20151 grants / $18,000
This study aims to explore the student experience of two health disciplines, nursing and
midwifery. These programs have a higher than average UON number of low SES and
Aboriginal or Torres Strait Islander students. Students' sense of connectedness to the
academic environment and learning activities as well as the development of a sense of
professional belongingness within different models of clinical placement and linked academic
support will be examined.
Funding body: The Centre of Excellence for Equity in Higher Education
|Funding body||The Centre of Excellence for Equity in Higher Education|
Dr Lyn Ebert
|Scheme||The Centre of Excellence for Equity in Higher Education|
|Type Of Funding||Aust Competitive - Commonwealth|
20131 grants / $5,000
Developing models of clinical learning that meets national guidelines and improves the student experience $5,000
Funding body: Centre for Teaching and Learning, University of Newcastle
|Funding body||Centre for Teaching and Learning, University of Newcastle|
|Scheme||Teaching and Learning Project Grants|
|Type Of Funding||Aust Competitive - Commonwealth|
The map is a representation of a researchers co-authorship with collaborators across the globe. The map displays the number of publications against a country, where there is at least one co-author based in that country. Data is sourced from the University of Newcastle research publication management system (NURO) and may not fully represent the authors complete body of work.
|Country||Count of Publications|
Mr Donovan Jones
School of Nursing and Midwifery
Faculty of Health and Medicine