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Dr Sharyn Hunter

Lecturer

School of Nursing and Midwifery (Nursing)

Career Summary

Biography

Dr Sharyn Hunter is a lecturer at the School of Nursing and Midwifery, University of Newcastle, Australia. Sharyn has a passionate interest in the preparation of student nurses for nursing older people. She has received awards for teaching into the undergraduate nursing program from the University of Newcastle and nationally by Australian Learning and Teaching Council with a Citation for Outstanding Contributions to Student Learning. She has recently published an undergraduate textbook for nurses about healthy ageing. Sharyn’s research interests include, the development of health professionals regarding the care of older people and the of clinical reasoning. She has published and presented papers nationally and internationally in these areas. Research Expertise
Dr Hunter has experience in quantitative and qualitative research methods. She has conducted and supervised studies about nurse's practice development, clinical reasoning development, tertiary education and simulation. PhD Thesis: Title: The professional development of RN in Residential Aged Care The use of multiple case study approach allowed for the exploration of the real-life context of registered nurses’ (RNs) practices in residential aged care (RAC). Previously, the boundaries between the phenomenon of aged care nursing practices and the management of aged care facilities were clear. This study provided evidence of the blurring of these boundaries with respect to designations of nurses and their respective functions. The multiple sources of data provided evidence of recurring patterns of behaviours, which have contributed to the development of a model to reflect the changes of registered nurses' practice in residential aged care. A series of expressions of the model demonstrates the relationships between the study findings and other research and available information. This model addresses this need for a strategic approach to the ongoing professional development of RNs who work in RAC. A the presence of RNs in aged care is critical, there is a need to be proactive, feasible, and realistic in the approach to staff development in the contexts in which aged care is delivered. RAC now provides the opportunity for RNs to practise at an advanced level; to use and develop a range of sophisticated skills in critical thinking, problem solving and reflective practice to deliver the best possible care to residents. Major grants: Dr Hunter has been involved in a number of University of Newcastle funded projects about clinical reasoning and peer review of teaching. She was member of a team funded by the Australian Learning and Teaching Council to explore simulation and clinical reasoning in undergraduate nurses. Other projects: Dr Hunter is currently supervising research higher degree candidates studies on acute care and older people, and nursing education. She is also a member of the Joanna Briggs Institute (JBI) Evidence Synthesis Group and has trained to undertake systematic reviews for JBI.

Teaching Expertise
Teaching Portfolio Current Role (Lecturer) Teaching Responsibilities Course coordinator for in an undergraduate couse about the health and illness of the older person across both semesters of the academic year. This course focuses on developing competencies in undergraduate nurses about nursing older people across different health contexts. I also lecture and conduct tutorials. Teaching Goals and Philosophy In January 2007, I became involved in teaching and coordinating an undergraduate second year core course in the BN program focused on nursing older people. Prior to my academic role, as a senior clinician working in aged care, I facilitated the change of ‘old’ nursing roles in residential and community aged care services. My doctoral studies were also in this area. My research and clinical expertise have been recognised nationally and internationally. I have been recognised for my expectional role as a tertiary teacher in relation to this course. My approach transformed students’ attitudes towards nursing older people and contributed to their professional development. I was ( and continure to) positively influence nursing students’ attitudes towards caring for older people and thus contribute to students’ professionalism by ensuring their ‘work readiness’for nursing older people. I have received 2 awards for my contribution to student learning in this course: 2008 Vice Chancellors Award for Teaching: Outstanding Contributions to Student Learning: and 2010 Australian Learning and Teaching Council (ALTC): Citations for Outstanding Contributions to Student Learning. Student Feedback about my teaching The quantitative results are continually positive with scores above 4.5/5 for all items,especially the teacher was enthusiastic, motivates me to extend my learning, and helped me understand the importance of the content to my program.The qualitative comments focus on my enthusiasm for aged care; how I was inspiring; and encouraging them to want to learn more. The students’ comments link my passion and expertise to their engagement and enjoyment. I also “…broadened my (the student’s) idea about aged care” ) and “The scenario based learning in tutorials was perfect for this course…” . All comments were communicated via email. These comments demonstrate that students in this course are being transformed and also describe how this change impacts on their professionalism. I felt that I learnt a great deal about aged care from you and the way you made the tutorials interesting. Your enthusiasm and passion for the subject came across so very well and this also helped keep the subject interesting. I feel that I am able to take so much to work with me now and also educate others about the very important aspect of aged care…. Learning the registered nurses responsibilities and what I will be able to bring to me place of employment once I am registered gives me hope that in the future aged care will improve out of sight!....You really are an inspiration to me ….Your delivery of the subject always came across with such a great insight and realism that made learning so worth while. I would also like to thank-you so very much for making our tutorials so understandable and interesting. I know I’m not the only one commenting on how you helped us "get it". Having you teach aged care to me over the last 7 weeks has put the wind back in my sails as far as working with the elderly go and I must admit it is wonderful to see someone so passionate about the elderly and their "individual" care .You have been exceptional and your enthusiasm is second to none... Thankyou from myself and also in advance from the elderly I will be caring for with a brighter and renewed sense of care. On behalf of all the students in tut group X, and indeed on my personal behalf, I'd like to sincerely thank you for all your wonderful guidance and direction you have provided throughout this semester. You kept us interested and engaged, and inspired most of us

Administrative Expertise
Course co ordination within the undergraduate and post graduate program; Student Academic Conduct Officer ( held this position for 2 years). Assist with the coordination of the Research Higher Degree Skills Seminars

Collaborations
Registered Nurse Professional Development in Aged Care Clinical Reasoning in Health Care Simulation in Health Care


Qualifications

  • Doctor of Philosophy, University of Newcastle
  • Bachelor of Science, University of Queensland
  • Bachelor of Science (Honours), James Cook University

Keywords

  • ageing
  • clinical reasoning
  • healthy ageing
  • older people
  • primary health care
  • simulation

Fields of Research

Code Description Percentage
111099 Nursing not elsewhere classified 50
170199 Psychology not elsewhere classified 50

Professional Experience

UON Appointment

Title Organisation / Department
Lecturer University of Newcastle
School of Nursing and Midwifery
Australia

Academic appointment

Dates Title Organisation / Department
1/01/2009 -  Membership - Joanna Briggs Institue Evidence Synthesis Group Joanna Briggs Institue Evidence Synthesis Group
Australia
1/01/2001 -  Membership - Royal College of Nursing Australia Royal College of Nursing Australia
Australia

Professional appointment

Dates Title Organisation / Department
1/03/2004 - 1/01/2007 Clincial Nurse Consultant AnglicanCare
Resdiential and Community Aged Care
Australia
1/01/2002 - 1/01/2004 Nurse Manager Baptist Community Service
Warabrook Aged Care Facility
Australia
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Publications

For publications that are currently unpublished or in-press, details are shown in italics.


Book (1 outputs)

Year Citation Altmetrics Link
2012 Miller CA, Hunter S, Miller's nursing for wellness in older adults, Lippincott Williams & Wilkins, Sydney, 604 (2012) [A4]

Chapter (3 outputs)

Year Citation Altmetrics Link
2013 Hunter S, Dumont F, 'Caring for an older person with altered cognition', Clinical Reasoning : Learning to Think Like a Nurse, Pearson Australia, Frenchs Forest, NSW 160-179 (2013) [B2]
2013 Day JL, Taylor ACT, Hunter S, Jeong S, Armitage D, Keatinge D, Higgins I, 'Community Care', Medical-Surgical Nursing: Critical thinking in Client Care, Pearson, Sydney 35-54 (2013) [B2]
Co-authors Isabel Higgins, Sarah Jeong, Ann Taylor, Jenny Day
2011 Day JL, Armitage D, Jeong Y-S, Hunter S, Keatinge DR, Higgins IJ, 'Community-based nursing care', Medical Surgical Nursing: Critical Thinking in Client Care, Pearson Australia, Frenchs Forest, NSW 37-52 (2011) [B2]
Co-authors Jenny Day, Sarah Jeong, Isabel Higgins

Journal article (13 outputs)

Year Citation Altmetrics Link
2015 Pitt V, Powis D, Levett-Jones T, Hunter S, 'The influence of critical thinking skills on performance and progression in a pre-registration nursing program', Nurse Education Today, 35 125-131 (2015)

Background: The importance of developing critical thinking skills in preregistration nursing students is recognized worldwide. Yet, there has been limited exploration of how stude... [more]

Background: The importance of developing critical thinking skills in preregistration nursing students is recognized worldwide. Yet, there has been limited exploration of how students' critical thinking skill scores on entry to pre-registration nursing education influence their academic and clinical performance and progression. Aim: The aim of this study was to: i) describe entry and exit critical thinking scores of nursing students enrolled in a three year bachelor of nursing program in Australia in comparison to norm scores; ii) explore entry critical thinking scores in relation to demographic characteristics, students' performance and progression. Method: This longitudinal correlational study used the Health Sciences Reasoning Test (HSRT) to measure critical thinking skills in a sample (. n=. 134) of students, at entry and exit (three years later). A one sample t-test was used to determine if differences existed between matched student critical thinking scores between entry and exit points. Academic performance, clinical performance and progression data were collected and correlations with entry critical thinking scores were examined. Results: There was a significant relationship between critical thinking scores, academic performance and students' risk of failing, especially in the first semester of study. Critical thinking scores were predictive of program completion within three years. The increase in critical thinking scores from entry to exit was significant for the 28 students measured. In comparison to norm scores, entry level critical thinking scores were significantly lower, but exit scores were comparable. Critical thinking scores had no significant relationship to clinical performance. Conclusion: Entry critical thinking scores significantly correlate to academic performance and predict students risk of course failure and ability to complete a nursing degree in three years. Students' critical thinking scores are an important determinant of their success and as such can inform curriculum development and selection strategies.

DOI 10.1016/j.nedt.2014.08.006
Co-authors Tracy Levett-Jones
2015 Pitt V, Powis D, Levett-Jones T, Hunter S, 'The influence of critical thinking skills on performance and progression in a pre-registration nursing program', Nurse Education Today, 35 125-131 (2015)
DOI 10.1016/j.nedt.2014.08.006
Co-authors Tracy Levett-Jones
2014 Pitt V, Powis D, Levett-Jones T, Hunter S, 'Nursing students' personal qualities: a descriptive study.', Nurse Educ Today, 34 1196-1200 (2014) [C1]
DOI 10.1016/j.nedt.2014.05.004
Citations Scopus - 1Web of Science - 1
Co-authors Tracy Levett-Jones
2014 Hunter S, Pitt V, Croce N, Roche J, 'Critical thinking skills of undergraduate nursing students: Description and demographic predictors', Nurse Education Today, 34 809-814 (2014)
DOI 10.1016/j.nedt.2013.08.005
2014 Hunter S, Pitt V, Croce N, Roche J, 'Critical thinking skills of undergraduate nursing students: Description and demographic predictors', Nurse Education Today, 34 809-814 (2014) [C1]

Aim: This study investigated the critical thinking skills among undergraduate nursing students in Australia to obtain a profile and determine demographic predictors of critical th... [more]

Aim: This study investigated the critical thinking skills among undergraduate nursing students in Australia to obtain a profile and determine demographic predictors of critical thinking. Background: There is universal agreement that being a critical thinker is an outcome requirement for many accreditation and registering nursing bodies. Most studies provide descriptive statistical information about critical thinking skills while some have studied the changes in critical thinking after an intervention. Limited research about factors that predict critical thinking skills is available. Methods: A cross-sectional descriptive study was conducted using convenience sampling. Two hundred and sixty-nine students were recruited across three years of an undergraduate programme in 2009. Most students' age ranged from under 20 to 34. years (58%), 87% were female, 91% were Australian and 23% of first and second year students had nursing associated experience external to the university. Data about critical thinking skills were collected via the Health Science Reasoning Test (HSRT). Linear regression analysis investigated the predictors of nursing students' critical thinking skills. Results: The students in third year had a profile of critical thinking skills comparable with HSRT norms. Year of study predicted higher critical thinking scores for all domains (p<. 0.001) except the subscale, analysis. Nationality predicted higher scores for total CT skill scores (p<. 0.001) and subscales, inductive (p=0.001) and deductive reasoning (p=0.001). Nursing associated experience predicted higher scores for the subscale, analysis (p<. 0.001). Age and gender were not predictive. However, these demographic predictors only accounted for a small variance obtained for the domains of CT skills. Conclusion: An understanding of factors that predict nursing students' CT skills is required. Despite this study finding a number of significant predictors of nursing students' CT skills, there are others yet to be understood. Future research is recommended exploring explicit CT instructional approaches and nursing students' CT skills. © 2013 Elsevier Ltd.

DOI 10.1016/j.nedt.2013.08.005
Citations Scopus - 2Web of Science - 2
2014 Pitt V, Powis D, Levett-Jones T, Hunter S, 'The influence of personal qualities on performance and progression in a pre-registration nursing programme', Nurse Education Today, 34 866-871 (2014) [C1]

Background: Research conducted primarily with psychology and medical students has highlighted that personal qualities play an important role in students' academic performance. In ... [more]

Background: Research conducted primarily with psychology and medical students has highlighted that personal qualities play an important role in students' academic performance. In nursing there has been limited investigation of the relationship between personal qualities and performance. Yet, reports of student incivility and a lack of compassion have prompted appeals to integrate the assessment of personal qualities into pre-registration nursing student selection. Before this can be done research is needed to explore the influence of students' personal qualities on programme performance and progression. Aim: This study explores the relationships between students' personal qualities and their academic and clinical performance, behaviours and progression through a pre-registration nursing programme in Australia. Method: This longitudinal descriptive correlational study was undertaken with a sample of Australian pre-registration nursing students (n=138). Students' personal qualities were assessed using three personal qualities assessment (PQA) instruments. Outcome measures included grades in nursing theory and clinical courses, yearly grade point average, final clinical competency, progression (completion), class attendance and levels of life event stress. Results: Significant correlations were found between academic performance and PQA scores for self-control, resilience and traits of aloofness, confidence and involvement. Final clinical competence was predicted by confidence and self-control scores. Students with higher empathy had higher levels of life event stress in their first year and class attendance had a positive correlation with self-control. Completing the programme in three years was weakly predicted by the measure of resilience. No difference was noted between extreme or non-extreme scorers on the PQA scales with respect to performance or progression. Conclusion: This sample of students' personal qualities was found to influence their academic and clinical performance and their ability to complete a pre-registration programme in three years. However, further research is required with larger cohorts to confirm the use of personal qualities assessment during selection. © 2013 Elsevier Ltd.

DOI 10.1016/j.nedt.2013.10.011
Citations Scopus - 2Web of Science - 2
Co-authors Tracy Levett-Jones
2014 Rossiter RC, Day J, McDonald VM, Hunter S, Jeong S, Van Der Riet P, et al., 'Redefining old: Optimising health and wellbeing', Hong Kong Journal of Mental Health, 40 59-72 (2014) [C1]
Co-authors Rachel Rossiter, Jenny Day, Pamela Vanderriet, Jane Maguire, Vanessa Mcdonald, Sarah Jeong, Isabel Higgins
2013 Pitt V, Powis D, Levett-Jones T, Hunter S, 'Can an existing personal qualities measure be used to examine nursing students' professional and personal attributes?', Focus on Health Professional Education: A Multi-disciplinary Journal, 15 41-54 (2013) [C1]
Co-authors Tracy Levett-Jones
2012 Pitt VL, Powis DA, Levett-Jones TL, Hunter S, 'Factors influencing nursing students' academic and clinical performance and attrition: An integrative literature review', Nurse Education Today, 32 903-913 (2012) [C1]
Citations Scopus - 22Web of Science - 15
Co-authors Tracy Levett-Jones
2011 Hoffman KA, Dempsey J, Levett-Jones TL, Noble DI, Hickey N, Jeong Y-S, et al., 'The design and implementation of an Interactive Computerised Decision Support Framework (ICDSF) as a strategy to improve nursing students' clinical reasoning skills', Nurse Education Today, 31 587-594 (2011) [C1]
DOI 10.1016/j.nedt.2010.10.012
Citations Scopus - 9Web of Science - 7
Co-authors Tracy Levett-Jones, Sarah Jeong
2011 Burrows TL, Findlay NA, Killen CG, Dempsey SE, Hunter S, Chiarelli PE, Snodgrass SN, 'Using nominal group technique to develop a consensus derived model for peer review of teaching across a multi-school faculty', Journal of University Teaching & Learning Practice, 8 1-9 (2011) [C1]
Co-authors Shane Dempsey, Pauline Chiarelli, Suzanne Snodgrass
2010 Hunter S, Levett-Jones TL, 'The practice of nurses working with older people in long term care: An Australian perspective', Journal of Clinical Nursing, 19 527-536 (2010) [C1]
DOI 10.1111/j.1365-2702.2009.02967.x
Citations Scopus - 5Web of Science - 5
Co-authors Tracy Levett-Jones
2007 Hunter S, McMillan MA, Conway JF, 'The professional development needs of registered nurses in residential aged care', Collegian: Journal of the Royal College of Nursing Australia, 14 6-11 (2007) [C1]
DOI 10.1016/S1322-7696(08)60549-1
Citations Scopus - 3
Show 10 more journal articles

Conference (17 outputs)

Year Citation Altmetrics Link
2014 Pathike W, O'Brien AP, Hunter S, 'Developing an understanding of rural Thai elderly resilience: An ethnography of the primary care unit (Tambon Health Promoting Hospital) subculture', 3rd Asia-Pacific International Conference on Qualitative Research in Nursing, Midwifery and Health, Newcastle, NSW Australia (2014) [E3]
Co-authors Tony Obrien
2012 Hunter S, 'Positive health promotion to encourage healthy ageing in older adults', International Conference. Interprofessional Partnership: Improvement for Global Health Outcomes, Chiang Mai, Thailand (2012) [E3]
2012 Hunter S, 'Nursing students collaborating online: Making it happen', 14th National Nurse Education Conference 2012. Speaker Abstracts, Perth, WA (2012) [E3]
2011 Dempsey J, Levett-Jones TL, Hoffman KA, Bourgeois S, Jeong Y-S, Hunter S, et al., 'Pandoras Box: simulation, reflection, cognitive errors and clinical reasoning', 4th International Clinical Skills Conference: Showcasing Innovation and Evidenced Based Clinical Skills Education and Practice: Abstracts, Prato, Tuscany (2011) [E3]
Co-authors Sarah Jeong, Tracy Levett-Jones
2011 Hunter S, Arthur C, Pitt VL, 'Enhancing nursing students' clinical reasoning skills: An innovative teaching strategy', 4th International Clinical Skills Conference: Showcasing Innovation and Evidenced Based Clinical Skills Education and Practice: Abstracts, Prato, Tuscany (2011) [E3]
2011 Hunter S, Arthur C, Roche JM, Levett-Jones TL, Kable AK, 'Prudent use of simulation dollars to achieve good learning outcomes', 4th International Clinical Skills Conference: Showcasing Innovation and Evidenced Based Clinical Skills Education and Practice: Abstracts, Prato, Tuscany (2011) [E3]
Co-authors Tracy Levett-Jones, Ashley Kable
2011 Pitt VL, Powis DA, Levett-Jones TL, Hunter S, 'Moving towards tomorrow's workforce: Using personal qualities to guide selection', Innovations in Nursing Practice, Thinking Aloud, Thinking Ahead: 15th Australasian Nurse Educators Conference 2011, Hamilton, NZ (2011) [E3]
Co-authors Tracy Levett-Jones
2011 Hunter S, Pitt VL, Levett-Jones TL, 'Improving nursing students' clinical reasoning', Innovations in Nursing Practice, Thinking Aloud, Thinking Ahead: 15th Australasian Nurse Educators Conference 2011, Hamilton, NZ (2011) [E3]
Co-authors Tracy Levett-Jones
2010 Hunter S, 'Challenging nursing students' attitudes about older people', 2010 National Conference of Emerging Researchers in Ageing:, Newcastle, NSW (2010) [E3]
2010 Levett-Jones TL, Hoffman KA, Dempsey J, Bourgeois S, Hunter S, Jeong Y-S, 'Enhancing nursing students' clinical reasoning skills through their engagement with interactive computerised case studies', 3rd International Nurse Education Conference. Programme, Sydney (2010) [E3]
Co-authors Tracy Levett-Jones, Sarah Jeong
2010 Pitt VL, Powis DA, Levett-Jones TL, Hunter S, 'Altering selection strategies: The future of undergraduate nursing education', ANZAME 2010: Overcoming Barriers, Re(E)Forming Professional Practice, Townsville, QLD (2010) [E3]
Co-authors Tracy Levett-Jones
2010 Arthur C, Roche JM, Levett-Jones TL, Hoffman KA, Kable AK, Hunter S, 'The simulation 'pot of gold': How should we spend it?', SimTech Health 2010: Education and Innovation in Healthcare. Conference Handbook with Program and Abstracts, Melbourne, Vic (2010) [E3]
Co-authors Ashley Kable, Tracy Levett-Jones
2010 Hunter S, 'Is there a relationship between scores on the Health Sciences Reasoning Test, grade point average and the clinical reasoning ability of nursing students?', Symposium: Simulation and Beyond. Creative Teaching Approaches for Improving Patient Safety. Program, Pokolbin, NSW (2010) [E3]
2009 Hoffman KA, Dempsey J, Levett-Jones TL, Hunter S, Hickey N, Roche JM, et al., 'Enhancing nursing students' clinical reasoning skills through their engagement with computerised decision support frameworks', Australasian Nurse Educators Conference 2009: Concurrent Sessions, Christchurch, NZ (2009) [E3]
Co-authors Sarah Jeong, Tracy Levett-Jones
2009 Pitt VL, Levett-Jones TL, Hunter S, Powis DA, 'Personal qualities and nursing students clinical & academic performance', Australasian Nurse Educators Conference 2009: Concurrent Sessions, Christchurch, NZ (2009) [E3]
Co-authors Tracy Levett-Jones
2009 Pitt VL, Levett-Jones TL, Hunter S, Powis DA, 'Selection or support: The best direction for improving undergraduate nursing?', RCNA Annual Conference 09: Program and Book of Abstracts, Melbourne, VIC (2009) [E3]
Co-authors Tracy Levett-Jones
2009 Dempsey J, Levett-Jones TL, Hoffman KA, Hunter S, Hickey N, Noble DI, et al., 'The 5 r's of clinical reasoning', Third International Clinical Skills Conference. Abstracts, papers, workshops and posters, Prato, Italy (2009) [E3]
Co-authors Tracy Levett-Jones
Show 14 more conferences

Other (1 outputs)

Year Citation Altmetrics Link
2014 Pathike W, O'brien AP, Hunter S, 'The challenges experienced nursing older people in the Thai rural community; Understanding the Thai Primary Care Unit (PCU) subculture. Poster presentation at the Global eHealth research and innovation cluster showcase, NSW Australia', ( pp.-). Newcastle, NSW, Australia: University of Newcastle (2014) [O1]
Co-authors Tony Obrien
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Grants and Funding

Summary

Number of grants 6
Total funding $74,933

Click on a grant title below to expand the full details for that specific grant.


20132 grants / $63,933

Feasibility Study: A Proposed Model of a 'Health Ageing Clinic' and team based curricular for clinical placement of healthcare students$62,333

Funding body: HETI (Health Education and Training Institute)

Funding body HETI (Health Education and Training Institute)
Project Team Associate Professor Chris Kewley, Doctor Sharyn Hunter
Scheme NSW ICTN Local Project Fund
Role Investigator
Funding Start 2013
Funding Finish 2013
GNo G1300015
Type Of Funding Other Public Sector - State
Category 2OPS
UON Y

Fifth International Clinical Skill Conference, Prato, Italy, 19 - 22 May 2013$1,600

Funding body: University of Newcastle - Faculty of Health and Medicine

Funding body University of Newcastle - Faculty of Health and Medicine
Project Team Doctor Sharyn Hunter
Scheme Travel Grant
Role Lead
Funding Start 2013
Funding Finish 2013
GNo G1300436
Type Of Funding Internal
Category INTE
UON Y

20121 grants / $1,400

14th National Nurse Education Conference, Perth, 11 - 13 April 2012$1,400

Funding body: University of Newcastle - Faculty of Health and Medicine

Funding body University of Newcastle - Faculty of Health and Medicine
Project Team Doctor Sharyn Hunter
Scheme Travel Grant
Role Lead
Funding Start 2012
Funding Finish 2012
GNo G1200537
Type Of Funding Internal
Category INTE
UON Y

20111 grants / $1,500

Fourth International Clinical Skills Conference, Prato, Italy, 22 - 25 May 2011$1,500

Funding body: University of Newcastle - Faculty of Health and Medicine

Funding body University of Newcastle - Faculty of Health and Medicine
Project Team Doctor Sharyn Hunter
Scheme Travel Grant
Role Lead
Funding Start 2011
Funding Finish 2011
GNo G1100289
Type Of Funding Internal
Category INTE
UON Y

20091 grants / $1,700

Connecting the Dots: Geriatric Nursing, Education and Clinical Simulation Conference, North Carolina USA 2-3 April 09$1,700

Funding body: University of Newcastle - Faculty of Health and Medicine

Funding body University of Newcastle - Faculty of Health and Medicine
Project Team Doctor Sharyn Hunter
Scheme Travel Grant
Role Lead
Funding Start 2009
Funding Finish 2009
GNo G0189944
Type Of Funding Internal
Category INTE
UON Y

20081 grants / $6,400

Exploring nursing students' critical thinking and clinical reasoning abilities$6,400

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Doctor Sharyn Hunter
Scheme Early Career Researcher Grant
Role Lead
Funding Start 2008
Funding Finish 2008
GNo G0189651
Type Of Funding Internal
Category INTE
UON Y
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Research Supervision

Current Supervision

Commenced Research Title / Program / Supervisor Type
2015 The Evaluation of Older Person Pain Management Strategies
Nursing, Faculty of Health and Medicine
Principal Supervisor
2015 Nursing Interventions for Newly Institutionalised Older People with Alzheimer's Disease: An Explorative Study.
Nursing, Faculty of Health and Medicine
Principal Supervisor
2013 Health Promotion for Thai Elderly with Chronic Illness: A Mixed Methods Study
Nursing, Faculty of Health and Medicine
Co-Supervisor
2012 An Ethnographic Study to Understand the Concept of Rural Thai Elderly Resilience: Rural Elderly and Community Nurses Perspectives
Nursing, Faculty of Health and Medicine
Co-Supervisor
2009 Comparison of a Nurse Led Evidence Based Venous Thromboembolism Program With Usual VTE Prevention Practices and Associated Outcomes Following Hip and Knee Arthroplasty
Nursing, Faculty of Health and Medicine
Co-Supervisor

Past Supervision

Year Research Title / Program / Supervisor Type
2014 Factors Impacting on Bachelor of Nursing Students' Clinical and Academic Performance and Progression
Nursing, Faculty of Health and Medicine
Co-Supervisor
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Dr Sharyn Hunter

Position

Lecturer
School of Nursing and Midwifery
Faculty of Health and Medicine

Focus area

Nursing

Contact Details

Email sharyn.hunter@newcastle.edu.au
Phone (02) 4921 5957

Office

Location Callaghan
University Drive
Callaghan, NSW 2308
Australia
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