Professor Tracy Levett-Jones

Professor Tracy Levett-Jones

Professor

School of Nursing and Midwifery (Nursing)

Safety first

Professor Tracy Levett-Jones is working towards evidence-based curricula redesign to ensure future health professionals are equipped to provide safe, effective and person-centred care.

Professor Tracy Levett-Jones

When compared to international healthcare systems, Australia has one of the safest.  Yet Levett-Jones' research, along with multiple patient safety reports, indicates it is safer to go hang-gliding or to work in the nuclear power industry than it is to be a patient in an Australian hospital.

'The statistics are quite staggering,' she concedes.

As a clinician and more recently as an educator and researcher, Levett-Jones' primary emphasis has been on patient safety and preventing adverse patient outcomes. Combined with her commitment to improving the learning experiences of healthcare students, the internationally published author is working with an interdisciplinary team to design and undertake research that addresses patient safety concerns.

'I lead a large, extremely dedicated team who collaborates with academics from other countries, universities and clinical contexts,' she states.

'This ensures the international relevance of our research and optimises its translation to practice.'

Multipronged and multipurpose

Levett-Jones' team has expertise in a wide range of research methodologies, including quasi-experimental designs, case studies, cross-sectional surveys, Delphi technique, systematic reviews and narrative inquiry, as well as many other qualitative and quantitative approaches.

The University of Newcastle's world-renowned and award winning simulation program is excellent for teaching and research into patient safety. Sessions are conducted using high fidelity manikins, actors, masked educators, 3D cultural simulations, disaster simulations and inter-professional simulations. Each scenario is linked to a specific learning outcome and integrated into the curriculum.

'These simulation strategies create authentic learning situations that expose students to real practice but in a safe environment,' Levett-Jones explains.

'While some research can be undertaken in healthcare settings, it's not always ethical or safe for patients, so we prefer to recreate authentic simulated environments and scenarios instead.'

Seeking to put evidence into practice, the multiple-award winner is working collaboratively with researchers and educators across Australia and internationally to implement and evaluate patient safety simulations.

'In healthcare, when we teach and research, we are focused on both the here and now,' she reveals.

'But we're also looking beyond the horizon to ensure our work influences the recipients of our care, such as residents in aged-care facilities, the community, and many other health services. Without this focus the work we do has little meaning or relevance.  We are committed to truly making a difference.'

Moral courage and patient safety

Levett-Jones first began examining the relationship between education and patient safety during her PhD candidateship nearly ten years ago. While exploring the clinical learning experiences of nursing students in Australia and the United Kingdom, it became apparent that students who didn't experience a strong sense of belonging were constantly preoccupied with trying to fit in.

'While they identified practices that were unsafe, they were too afraid of 'rocking the boat' to speak up,' she disclosed.

'Essentially, students chose to conform and comply, rather than risk exclusion from the team.'

By contrast, students who experienced a strong sense of belonging were much more likely to demonstrate moral courage and address issues that may have threatened patient safety.

'So it became apparent that one of the most effective ways to improve patient safety is to empower students to become agents of change.'

Thinking about thinking

Post PhD, Levett-Jones has continued to work with her team to identify and address patient safety issues that could be improved through meaningful educational initiatives.

'We've identified that nearly 60% of adverse patient incidents in healthcare are related to the way health professionals think, or fail to think, about the complex data they are presented with during emergent clinical situations,' Levett-Jones asserts.

'For many years university nursing and other health programs failed to teach and research these cognitive processes effectively.'

'But over the last five or six years, we have turned our attention to the relationship between clinical reasoning and patient safety, and this has had a significant impact not only on our own curriculum, but also on health professional curricula in Australia and internationally.'

Describing the term 'clinical reasoning' as one that necessitates an awareness of the assumptions, biases and preconceptions health professionals often hold, Levett-Jones is a firm believer in the importance of teaching students to think 'differently and deeply' to improve patient safety.

'Through our research, simulations, classroom and online teaching, we have given considerable attention to enhancing graduates' clinical reasoning skills, and this has resulted in measurable improvements,' she conveys.

Adding to this body of work, the Director of the University's Research Centre for Health Professional Education is currently working with researchers and clinicians to improve medication safety in Australia.  Together with a team from the University of Western Sydney, Levett-Jones is designing simulations to help registered nurses and students confidently prevent and manage interruptions.

'There is growing evidence that they lead to significant numbers of medication errors each day,' she explains.

This research is part of a broader agenda to improve the inter-professional and therapeutic communication skills of health professional students.

'Lack of communication is implicated in 70 to 80% of all sentinel events,' she admits.

'Again, there hasn't been enough research on the most effective way to teach students and health professionals how to communicate in a manner that prevents errors from occurring.'

Cultural competence

Culturally and linguistically diverse patients experience twice as many adverse outcomes in Australian hospitals as English-speaking patients.  This is another area that needs much more attention in the education of health professionals, and in the research sphere.  While most educators focus on cultural competence, Levett-Jones' team is looking at cultural empathy as an antecedent to cultural competence.

'We have found that cultural empathy may be the key to changing attitudes and the way health professionals care for patients from culturally and linguistically diverse backgrounds,' she advises.

To this end, Levett-Jones' team has undertaken a number of research projects specifically designed to enhance students' cultural empathy and competence, with very encouraging results. Levett-Jones is also collaborating with Flinders University to create a set of interactive resources that focus on the mental illness experiences of people from different cultural backgrounds.

The interactive resources include a young Aboriginal man with depression, an older Chinese immigrant with dementia, and a woman from Middle Eastern background with postnatal depression.  The modules also address issues associated with stigma and social justice, and take learners on a journey that helps them to reflect on their own biases and preconceptions.

What matters most

When asked about her future research directions, Levett-Jones is quick to answer.

'There is a real need for evidence-based education,' she enthuses.

'We need to work collaboratively to invest in the education of future health professionals so that they make a tangible difference to the way graduates' practice, and ultimately, to patient safety.' 

'Our education and research agenda must lead to knowledgeable, effective, safe, compassionate and person-centred health professionals.'

Professor Tracy Levett-Jones

Safety first

Professor Tracy Levett-Jones is working towards evidence-based curricula redesign to ensure future health professionals are equipped to provide safe, effective

Read more

Career Summary

Biography

SYNOPSIS

I began my academic career as a lecturer at the University of Newcastle in 2003 and I completed a PhD in 2007. I have held a number of positions including Program Convenor, Director of Clinical Education, Deputy Head of School (Teaching & Learning), Deputy President of Academic Senate, and Director of the Research Centre for Health Professional Education which I established in 2011.

Since 2004 I have had 170 publications including peer-reviewed journal papers, books, edited books, book chapters and reports. I have also presented at over 200 conferences. As of January 2016 my Google Scholar h-index was 29 and Scopus h-index 20.

I have been awarded over two million dollars in grant funding including a number of Category 1 OLT and ALTC grants.

I have been the recipient of nine research awards and ten teaching awards including an Australian Learning and Teaching Council (ALTC) Award for Teaching Excellence (2010); a NSW Minister for Education and Training Quality Teaching Award (2007); and a Pearson/Australian Nurse Teacher Society Nurse Educator of the Year Award (2011).

PROGRAM OF RESEARCH

Although health professionals are committed to evidenced based practice this has, for the most part, not translated to a rigorous examination of educational practices and outcomes. My program of research focuses on examining the impact of health professional education on patient outcomes and evaluating the effectiveness of curricula interventions.  My research is designed to inform, influence and potentially improve health care outcomes; and improve the quality of teaching and learning for health professional students.

My research interests include: patient safety, clinical reasoning, cultural competence, interprofessional education, empathy, and the student experience (including preparation for practice, transition and retention). I have expertise in mixed methods designs, evaluation studies, systematic reviews, cross-sectional surveys, Delphi technique, cost-benefit analysis, and experimental designs. I am committed to collaborative research and supporting research higher degree students and early career researchers to achieve excellence in educational research.

Membership of Editorial Committees

Nurse Education Today

Clinical Simulation in Nursing

 

TEACHING EXPERIENCE
I have expertise in: Undergraduate and postgraduate teaching using online, face-to-face and simulation approaches as well as curriculum design and evaluation, and staff development with a focus on appreciative inquiry methods. University of Newcastle Teaching and Learning Fellow 2007-2008.

ADMINISTRATIVE EXPERIENCE
2011- present: Director of the Research Centre for Health Professional Education

2008-2016: Deputy Head of School (Teaching and Learning)

2006-2008: Bachelor of Nursing Program Convenor

2004-2005: Director of Clinical Education

2007-2010: Academic Senate

2008-2010 University Teaching and Learning Committee

2007-present: Faculty of Health Board




Qualifications

  • Doctor of Philosophy, University of Newcastle
  • Diploma of Health Sciences, Avondale College
  • Bachelor of Nursing, Avondale College
  • Master of Education and Work, Macquarie University

Keywords

  • belongingness
  • clinical reasoning
  • cultural competence
  • empathy
  • interprofessional education
  • medication safety
  • patient safety
  • person centred care
  • simulation
  • virtual community

Fields of Research

Code Description Percentage
170101 Biological Psychology (Neuropsychology, Psychopharmacology, Physiological Psychology) 10
111099 Nursing not elsewhere classified 90

Professional Experience

UON Appointment

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

Academic appointment

Dates Title Organisation / Department
1/01/2010 -  Membership - Australian Society for Simulation in Healthcare Australian Society for Simulation in Healthcare
Australia
1/01/2008 -  Membership - Australian Nurse Teachers Society Australian Nurse Teachers Society (ANTS)
Australia
1/01/2007 -  Membership - Royal College of Nursing Australia Royal College of Nursing Australia
Australia
1/01/2006 -  Honorary Research Fellow University of Southampton
School of Nursing and Midwifery
United Kingdom

Professional appointment

Dates Title Organisation / Department
13/05/2013 -  Conjoint Visiting Professor Keele Univeristy
United Kingdom

Awards

Award

Year Award
2014 Best Research Abstract. Satisfaction with Simulation Experience Scale (SSES): A cross cultural psychometric analysis
SimHealth Conference
2008 Faculty of Health Indigenous Collaborations Award
University of Newcastle
2004 Faculty of Health Award for Exceptional Leadership, Teaching and Adminstration on the Central Coast
University of Newcastle

Nomination

Year Award
2014 Vice Chancellor’s Award for Supervision Excellence
The Univesrity of Newcastle
2013 NUPSA Research Supervisor of the Year Award
The University of Newcastle

Prize

Year Award
2000 Graham Hermann Memorial Prize for Academic Excellence
Macquarie University

Recognition

Year Award
2007 Best of the Best Research Showcase
The University of Newcastle

Research Award

Year Award
2012 Research Poster Award
The International Nursing Association for Clinical Simulation and Learning (INACSL) Conference
2010 Best Conference Poster
SimHealth Conference
2009 Best Conference Paper
The Third International Clinical Skills Conference
2009 Best Conference Paper
The Third International Clinical Skills Conference
2007 Best Conference Paper
Nursing Leadership Conference

Teaching Award

Year Award
2013 Vice-Chancellor’s Citation for Outstanding Contributions to Student Learning
The University of Newcastle
2013 University of Newcastle Vice Chancellor’s Citation for Outstanding Contributions to Student Learning
The University of Newcastle
2011 Pearson/Australian Nurse Teacher Society (ANTS) Nurse Educator of the Year Award
Pearson Publishing and the Australian Nurse Teacher Society
2010 Australian Learning and Teaching Council Award for Teaching Excellence
Australian Learning and Teaching Council
2008 Vice-Chancellor's Award for Teaching Excellence and Learning Support
The University of Newcastle
2008 Australian Learning and Teaching Council Citation for Outstanding Contributions to Student Learning
Australian Learning and Teaching Council
2007 NSW Minister for Education and Training & Australian College of Educators (ACE) NSW Branch - Quality Teaching Award
Australian College of Educators
2007 Vice Chancellor's Citation for Outstanding Contributions to Student Learning
University of Newcastle

Thesis Examinations

Year Level Discipline Thesis
2016 PHD Health Australian nursing students control intentions and behaviours: Exploring the role of microbiology education and clinical placement experiences
2015 PHD Health Revealing the real role of the ‘un’ real nurse: The professional constitution of the modern hospital based nurse educator role and the impact on hospital-based nurse educator practice
2015 PHD Health Online versus on-campus; development, refinement, implementation, and evaluation of an online intravenous pump emulator, including outcomes for clinical practice for nursing students
The University of Southern Queensland
2015 PHD Health The journey from new graduate to proficient nurse in the Intensive Care Unit: A descriptive phenomenological study
2015 PHD Health The introduction of high fidelity simulation learning into a pre-registration nursing course: The lived experience of nurse academics
2015 PHD Health Using a Smart phone app to aid training for high-quality chest compression: a mixed methods study
2014 PHD Arts Developing a co-design model through the production of education materials in the health environment
2014 PHD Health The development of practice standards for graduates of Australian critical care nurse education: The AuSDACE Study

2014 Masters Health Career Intention of Nursing Students in Nepal: The CARINA study
2014 PHD Health Experiences of nursing students undertaking clinical placement in a bachelor degree: A perspective of diversity
2013 Honours Health What first-year pre-registration nursing students identify as key influences on their professional experience placement: A qualitative study
2013 PHD Education Constructing nurses’ professional identify
2013 PHD Health The art of clinical supervision program for registered nurses
2013 PHD Health The contextual nature of Saudi Arabian nursing interns’ clinical reasoning while undertaking medical/surgical clinical internship
2013 PHD Health The nature of learning to nurse through clinical practice experience for international culturally and linguistically different students in Sydney, Australia: An interpretive description
2013 PHD Health Clinical placement and case study methodology: A complex affair
2013 PHD Health Development of infection control competencies for newly graduating nurses in Australia and Taiwan
2013 PHD Health Paediatric Nursing: An Investigation of the Effect of Specialist Paediatric Nurse Education on the Quality of Children’s Nursing Care in Western Australia
2012 Honours Health Pretending to be RNs: An exploration of student nurses’ identify formation in High Fidelity Simulation (HFS)
2012 Honours Health TIA symptom onset to doorway: Capturing the stories of patients who experience a transient ischaemic attack”
2012 Honours Health Humour in nursing: How do nurses respond to patients’ use of humour
2011 Masters Health Understanding the nexus between the theoretical education of registered nurses and its application to practice
2008 Masters Health The experiences and perceptions of health and illness in patients suffering from their first acute myocardial infarction and undergoing primary percutaneous coronary intervention
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Publications

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


Book (9 outputs)

Year Citation Altmetrics Link
2015 Berman A, Snyder SJ, Kozier B, Erb GL, Levett-Jones T, Dwyer T, et al., Kozier & Erb's Fundamentals of Nursing (Australian Edition), Pearson Australia, Melbourne, Vic, 1745 (2015) [A3]
Co-authors Tracy Levett-Jones
2014 Levett-Jones T, Critical conversations for patient safety : an essential guide for health professionals, Pearson Australia, Frenchs Forest, NSW, 251 (2014) [A3]
Co-authors Tracy Levett-Jones
2013 Levett-Jones TL, Clinical Reasoning : Learning to Think Like a Nurse, Pearson Australia, Frenchs Forest, NSW, 294 (2013) [A3]
Co-authors Tracy Levett-Jones
2012 Simmons CA, Williams AP, Sher WD, Levett-Jones TL, Work Ready: E-Portfolios to Support Professional Placements, Office for Learning and Teaching, Sydney, NSW, 145 (2012) [A3]
Co-authors Tracy Levett-Jones, Willy Sher
2011 Levett-Jones TL, Bourgeois S, The Clinical Placement : An Essential Guide for Nursing Students, Elsevier Australia, Chatswood, NSW, 251 (2011) [A4]
Co-authors Tracy Levett-Jones
2011 Lemone P, Burke KM, Dwyer T, Levett-Jones TL, Moxham L, Reid-Searl K, et al., Medical Surgical Nursing: Critical Thinking in Client Care, Pearson Australia, Frenchs Forest, NSW, 1902 (2011) [A3]
Co-authors Tracy Levett-Jones
2010 Berman A, Harvey N, Snyder SJ, Luxford Y, Kozier B, Moxham L, et al., Kozier and Erb's Fundamentals of Nursing, Pearson Australia, Frenchs Forest, NSW, 1554 (2010) [A3]
Co-authors Tracy Levett-Jones
2009 Levett-Jones TL, Bourgeis S, The Clinical Placement: A Nursing Survival Guide, Bailliere Tindall Elsevier, Edinburgh, Scotland, 216 (2009) [A3]
Co-authors Tracy Levett-Jones
2007 Levett-Jones TL, Bourgeois S, The Clinical placement: an essential guide for nursing students, Elsevier, Australia, Marrickville, NSW, 253 (2007) [A2]
Co-authors Tracy Levett-Jones
Show 6 more books

Chapter (23 outputs)

Year Citation Altmetrics Link
2015 Levett-Jones TL, van der Riet P, 'Teaching and learning', Kozier and Erb¿s Fundamentals of Nursing, Pearson, Sydney 544-569 (2015) [B2]
Co-authors Pamela Vanderriet, Tracy Levett-Jones
2015 Levett-Jones TL, Fagan A, 'Diagnosing', Kozier and Erb¿s Fundamentals of Nursing, Pearson, Sydney 233-245 (2015) [B2]
Co-authors Tracy Levett-Jones
2015 Levett-Jones TL, 'Simulation in health professional education: Application and evidence', Evidence-based education in the health professions: Promoting best practice in the teaching and learning of health professional students, Radcliffe, London 248-260 (2015) [B1]
Co-authors Tracy Levett-Jones
2015 Day J, Levett-Jones T, Kenny R, 'Communicating and Relating', Kozier & Erb¿s fundamentals of Nursing, Pearson, Frenchs Forrest, NSW 509-543 (2015) [B2]
Co-authors Tracy Levett-Jones, Jenny Day
2014 Levett-Jones T, Gilligan C, Outram S, Horton G, 'Key Attributes of Patient-Safe Communication', Critical Conversations for Patient Safety: An Essential Guide for Health Professionals, Pearson Australia, Frenchs Forest, NSW 12-25 (2014) [B2]
Co-authors Conor Gilligan, Graeme Horton, Tracy Levett-Jones, Sue Outram
2014 Levett-Jones TL, 'The relationship between communication and patient safety', Critical conversations for patient safety: An essential guide for health professionals, pearson, sydney (2014)
Co-authors Tracy Levett-Jones
2014 Levett-Jones TL, 'Medical-surgical nursing', Medical-surgical nursing: Critical thinking in client care., pearson, sydney (2014)
Co-authors Tracy Levett-Jones
2014 Levett-Jones TL, 'Person-centred care (in nursing): Seek first to understand and then to be understood', Health Practice Relationships, Sense Publishers, Rotterdam 111-118 (2014) [B1]
Co-authors Tracy Levett-Jones
2014 Levett-Jones TL, 'The relationship between communication and patient safety', Critical conversations for patient safety: An essential guide for health professionals, pearson, sydney (2014)
Co-authors Tracy Levett-Jones
2013 Levett-Jones TL, Hoffman KA, 'Clinical reasoning: What is it and why it matters', Clinical Reasoning : Learning to Think Like a Nurse, Pearson Australia, Frenchs Forest, NSW 2-14 (2013) [B2]
Co-authors Tracy Levett-Jones
2013 Levett-Jones TL, Newby DA, 'Caring for a person experiencing an adverse drug event', Clinical Reasoning : Learning to Think Like a Nurse, Pearson Australia, Frenchs Forest, NSW 16-29 (2013) [B2]
Co-authors Tracy Levett-Jones, David Newby
2013 Levett-Jones TL, Hoffman KA, Dempsey IJ, Sinclair PM, 'Caring for a person with fluid and electrolyte imbalance', Clinical Reasoning : Learning to Think Like a Nurse, Pearson Australia, Frenchs Forest, NSW 30-52 (2013) [B2]
Co-authors Tracy Levett-Jones
2013 Levett-Jones TL, Phelan CM, 'Caring for a person experiencing pain', Clinical Reasoning : Learning to Think Like a Nurse, Pearson Australia, Frenchs Forest, NSW 180-202 (2013) [B2]
Co-authors Tracy Levett-Jones
2013 Levett-Jones TL, Smith M, 'Providing clinical education: working across sectors', Educating Health Professionals: Becoming a University Teacher, Sense Publishers, Rotterdam 103-114 (2013) [B1]
Co-authors Tracy Levett-Jones
2013 Smith M, Loftus S, Levett-Jones TL, 'Teaching clinical reasoning', Educating Health Professionals: Becoming a University Teacher, Sense Publishers, Rotterdam 269-276 (2013) [B1]
Co-authors Tracy Levett-Jones
2012 Levett-Jones TL, Van Der Riet PJ, 'Teaching and learning', Kozier and Erb's Fundamentals of Nursing, Pearson Australia, Frenchs Forest, NSW 558-586 (2012) [B2]
Co-authors Pamela Vanderriet, Tracy Levett-Jones
2012 Levett-Jones TL, Stone TE, 'Writing for publication: Turning the conference paper into publishable works', Writing for Publication in Nursing and Healthcare, Wiley-Blackwell, Chichester, West Sussex 145-161 (2012) [B2]
Co-authors Teresa Stone, Tracy Levett-Jones
2012 Levett-Jones TL, Bowen LJ, Simmons CA, Sher WD, 'The professional nursing and construction curricula', Work Ready: E-Portfolios to Support Professional Placements, Office for Learning and Teaching, Sydney, NSW 13-29 (2012) [B1]
Co-authors Tracy Levett-Jones, Willy Sher, Lynette Bowen
2012 Day JL, Levett-Jones TL, Kenny RP, 'Communicating', Kozier and Erb's Fundamentals of Nursing, Pearson Australia, Frenchs Forest, NSW 521-557 (2012) [B2]
Co-authors Jenny Day, Tracy Levett-Jones
2011 Bellchambers HL, Levett-Jones TL, 'Health and illness in the adult client', Medical Surgical Nursing: Critical Thinking in Client Care, Pearson Australia, Frenchs Forest, NSW 17-36 (2011) [B2]
Co-authors Tracy Levett-Jones, Helen Bellchambers
2011 Levett-Jones TL, Bellchambers HL, 'Medical-surgical nursing', Medical Surgical Nursing: Critical Thinking in Client Care, Pearson Australia, Frenchs Forest, NSW 3-16 (2011) [B2]
Co-authors Tracy Levett-Jones, Helen Bellchambers
2010 Day JL, Levett-Jones TL, 'Communicating', Kozier and Erb's Fundamentals of Nursing, Pearson Australia, Frenchs Forest, NSW 482-516 (2010) [B2]
Co-authors Tracy Levett-Jones, Jenny Day
2010 Levett-Jones TL, Van Der Riet PJ, 'Teaching', Kozier and Erb's Fundamentals of Nursing, Pearson Australia, Frenchs Forest, NSW 517-545 (2010) [B2]
Co-authors Tracy Levett-Jones, Pamela Vanderriet
Show 20 more chapters

Journal article (94 outputs)

Year Citation Altmetrics Link
2016 Williams B, Abel C, Khasawneh E, Ross L, Levett-Jones T, 'Simulation experiences of paramedic students: a cross-cultural examination.', Advances in medical education and practice, 7 181-186 (2016) [C1]
Co-authors Tracy Levett-Jones
2016 Bickhoff L, Levett-Jones T, Sinclair PM, 'Rocking the boat - nursing students' stories of moral courage: A qualitative descriptive study', Nurse Education Today, 42 35-40 (2016)

© 2016 Elsevier Ltd.Aim: This paper profiles a qualitative study that examined how undergraduate nursing students demonstrate moral courage when confronted with clinical situatio... [more]

© 2016 Elsevier Ltd.Aim: This paper profiles a qualitative study that examined how undergraduate nursing students demonstrate moral courage when confronted with clinical situations that negatively impact the quality of patient care and/or patient experience and the factors that encouraged or inhibited their willingness to speak up when they identified poor practice. Background: Clinical placements are an essential component of nursing programmes. However, placements are a reported source of stress for students, with many witnessing, or feeling compelled to participate in, poor practice. In these instances, nursing students require the moral courage to raise concerns in order to protect patient safety and dignity. Methods: This was a qualitative descriptive study. Nine nursing students and one nursing graduate from one semi-metropolitan university in Australia were interviewed and the data were thematically analysed. Findings: Four key themes emerged: (1) patient advocate identity, which had two sub-themes of knowing one's own moral code and previous life experiences; (2) consequences to the patient and to the participant; (3) the impact of key individuals; and (4) picking your battles. Conclusion: This study demonstrates the importance of undergraduate nursing students identifying as patient advocates, the multitude of consequences students face when questioning the practice of a registered nurse, and the influence supervising nurses and clinical facilitators have on a student's decisions to intervene to protect patient safety. Further research is required to examine the factors, both intrinsic and extrinsic, that influence nursing students' moral courage and their decisions to intervene when poor practice is witnessed.

DOI 10.1016/j.nedt.2016.03.030
Citations Scopus - 1
Co-authors Tracy Levett-Jones
2016 Lyneham J, Levett-Jones T, 'Insights into Registered Nurses' professional values through the eyes of graduating students.', Nurse Educ Pract, 17 86-90 (2016)
DOI 10.1016/j.nepr.2015.11.002
Co-authors Joy Lyneham, Tracy Levett-Jones
2016 Lapkin S, Levett-Jones T, Chenoweth L, Johnson M, 'The effectiveness of interventions designed to reduce medication administration errors: a synthesis of findings from systematic reviews.', J Nurs Manag, (2016)
DOI 10.1111/jonm.12390
Co-authors Tracy Levett-Jones
2016 Borrott N, Day GE, Levett-Jones T, Sedgwick M, 'Nursing students' belongingness and workplace satisfaction: Quantitative findings of a mixed methods study', Nurse Education Today, 45 29-34 (2016) [C1]

© 2016 Elsevier LtdBackground The relationship between nursing students' belongingness and workplace satisfaction has received limited attention in the literature to date. Aim Th... [more]

© 2016 Elsevier LtdBackground The relationship between nursing students' belongingness and workplace satisfaction has received limited attention in the literature to date. Aim The aim of this study was to explore the relationship between, and factors that may influence final semester nursing students' need to belong, sense of belonging and workplace satisfaction while on clinical placements. Methods A cross-national longitudinal multiphase explanatory sequential mixed methods study underpinned by a pragmatic theoretical framework was used for this study. A convenience sample of third-year nursing students from two Australian and one Canadian university (n¿=¿468) were recruited. Participants were asked to complete a 62 item survey which was a composite of three previously validated surveys: the 10 item ¿Need to Belong Scale¿, the 34 item ¿Belongingness Scale: Clinical Placement Experience (BES:CPE)¿ and the 18 item ¿Nursing Workplace Satisfaction Questionnaire¿. Data were analysed using descriptive and inferential statistics. Results Key results indicated that participants wanted to have someone to turn to, and to be accepted; they found nursing work interesting and considered it worthwhile to make an effort in this meaningful job. Participants were usually comfortable to ask for and accept help but many felt discriminated against during clinical placements. Only belongingness was strongly correlated with workplace satisfaction. Conclusions Irrespective of site, nursing students' satisfied sense of belonging influenced their workplace satisfaction while on clinical placements. Workplace satisfaction is a key determinant of career decisions and the results from this study have the potential to inform clinical placement practices and policies and to influence beginning nurses' decisions to continue in the profession.

DOI 10.1016/j.nedt.2016.06.005
Co-authors Tracy Levett-Jones
2016 Wilson AJ, Palmer L, Levett-Jones T, Gilligan C, Outram S, 'Interprofessional collaborative practice for medication safety: Nursing, pharmacy, and medical graduates' experiences and perspectives.', J Interprof Care, 30 649-654 (2016)
DOI 10.1080/13561820.2016.1191450
Co-authors Conor Gilligan, Sue Outram, Amanda Wilson, Tracy Levett-Jones
2016 Honda K, Levett-Jones T, Stone T, Maguire J, 'Japanese nursing students' sense of belonging: A story of Uchi (insider) and Soto (outsider)', Nurse Education in Practice, 20 85-92 (2016)

© 2016 Elsevier LtdClinical placement experiences are the cornerstone of nursing education and a body of literature indicates that belongingness is fundamental to students' learn... [more]

© 2016 Elsevier LtdClinical placement experiences are the cornerstone of nursing education and a body of literature indicates that belongingness is fundamental to students' learning when undertaking placements. However, little is known about Japanese nursing students¿ sense of belonging and how it is influenced by their cultural values. The aim of this paper is to profile a study that: measured the extent to which Japanese nursing students¿ experience a sense of belonging in clinical placements, and explored the factors that impact on and are consequences of that experience. A mixed methods design was used with quantitative data collected using the Belongingness Scale-Clinical Placement Experience and qualitative data collected using semi-structured interviews. Ninety-two third and fourth year students from a large regional university in Japan completed the questionnaire; of these six also participated in interviews. The results identified similarities and differences between this and other studies of belongingness. Supportive and welcoming clinical environments facilitated participants' belongingness and motivation to learn. However, the belongingness scores of this sample were lower than those in all other studies. This may be explained, in part, by the Japanese cultural values of ¿Uchi (insider) and Soto¿ (outsider), which pervaded the participants¿ placement experiences and led to feelings of exclusion and alienation.

DOI 10.1016/j.nepr.2016.07.004
Co-authors Tracy Levett-Jones, Jane Maguire
2016 Sinclair PM, Kable A, Levett-Jones T, Booth D, 'The effectiveness of Internet-based e-learning on clinician behaviour and patient outcomes: A systematic review', International Journal of Nursing Studies, 57 70-81 (2016) [C1]

© 2016 Elsevier Ltd.Background: The contemporary health workforce has a professional responsibility to maintain competency in practice. However, some difficulties exist with acce... [more]

© 2016 Elsevier Ltd.Background: The contemporary health workforce has a professional responsibility to maintain competency in practice. However, some difficulties exist with access to ongoing professional development opportunities, particularly for staff in rural and remote areas and those not enrolled in a formal programme of study. E-learning is at the nexus of overcoming these challenges. The benefits of e-learning have been reported in terms of increased accessibility to education, improved self-efficacy, knowledge generation, cost effectiveness, learner flexibility and interactivity. What is less clear, is whether improved self-efficacy or knowledge gained through e-learning influences healthcare professional behaviour or skill development, whether these changes are sustained, and whether these changes improve patient outcomes. Objective: To identify, appraise and synthesise the best available evidence for the effectiveness of e-learning programmes on health care professional behaviour and patient outcomes. Design: A systematic review of randomised controlled trials was conducted to assess the effectiveness of e-learning programmes on clinician behaviour and patient outcomes. Electronic databases including CINAHL, Embase, ERIC, MEDLINE, Mosby's Index, Scopus and Cochrane - CENTRAL were searched in July 2014 and again in July 2015. Quality assessment and data extraction: Studies were reviewed and data extracted by two independent reviewers using the Joanna Briggs Institute standardised critical appraisal and data extraction instruments. Data synthesis: Seven trials met the inclusion criteria for the analysis. Due to substantial instructional design, subject matter, study population, and methodological variation between the identified studies, statistical pooling was not possible and a meta-analysis could not be performed. Consequently, the findings of this systematic review are presented as a narrative review. Results: The results suggest that e-learning was at least as effective as traditional learning approaches, and superior to no instruction at all in improving health care professional behaviour. There was variation in behavioural outcomes depending on the skill being taught, and the learning approach utilised. No papers were identified that reported the effectiveness of an e-learning programme on patient outcomes. Conclusion: This review found insufficient evidence regarding the effectiveness of e-learning on healthcare professional behaviour or patient outcomes, consequently further research in this area is warranted. Future randomised controlled trials should adhere to the CONSORT reporting guidelines in order to improve the quality of reporting, to allow evaluation of the effectiveness of e-learning programmes on healthcare professional behaviour and patient outcomes.

DOI 10.1016/j.ijnurstu.2016.01.011
Citations Scopus - 2Web of Science - 1
Co-authors Tracy Levett-Jones, Ashley Kable
2016 Sinclair P, Day JL, Kable, Levett-Jones, 'The barriers and facilitators to opportunistic CKD screening by general practice nurses', Nephrology, (2016)
DOI 10.1111/nep.12856
Co-authors Jenny Day, Tracy Levett-Jones, Ashley Kable
2016 Hills C, Ryan S, Smith DR, Warren-Forward H, Levett-Jones T, Lapkin S, 'Occupational therapy students' technological skills: Are¿'generation Y' ready for 21st century practice?', Aust Occup Ther J, (2016)
DOI 10.1111/1440-1630.12308
Co-authors Helen Warren-Forward, Tracy Levett-Jones
2016 Sinclair PM, Day J, Levett-Jones T, Kable A, 'The barriers and facilitators to opportunistic CKD screening by general practice nurses.', Nephrology (Carlton), (2016)
DOI 10.1111/nep.12856
Co-authors Tracy Levett-Jones, Ashley Kable
2016 MacLellan L, Levett-Jones T, Higgins I, 'The enemy within: Power and politics in the transition to nurse practitioner', NursingPlus Open, 2 1-7 (2016) [C1]

© 2016 The Authors.Background: The period of transition from registered nurse to nurse practitioner is often challenging. While adjusting to their autonomous role, nurse practiti... [more]

© 2016 The Authors.Background: The period of transition from registered nurse to nurse practitioner is often challenging. While adjusting to their autonomous role, nurse practitioners need to create and define a distinct role for themselves within practice contexts that may be unfamiliar, sometimes unwelcoming and inhospitable. During this time of transition, nurses need well developed negotiation skills and personal attributes including resilience, tenacity, fortitude and determination. Purpose of the research: The purpose of the research reported in this paper was to explore the transition experiences of 10 newly endorsed nurse practitioners in Australia during their first year of practice. This paper focuses on power, control and political manoeuvring that negatively impacted the [U+05F3]nurse practitioners[U+05F3] transition. A qualitative approach using a modified version of Carspecken[U+05F3]s five stage critical ethnography, informed by focused ethnography, was the methodology selected for this study. Methods included observations of practice, journaling, face to face and phone interviews which were recorded, transcribed and analysed thematically. Results: "The enemy within" emerged as a dominant theme highlighting issues of power, powerlessness and politics dominating the participant[U+05F3]s experiences. Power struggles amongst nurses, both overt and covert, and the deliberate misuse of power were frequently encountered. Many of the participants felt powerless and ill-prepared to negotiate the challenging situations in which they found themselves. Many lacked the skills needed to address the negative behaviours they experienced. Conclusions: This paper reports on the experiences of 10 newly endorsed nurse practitioners during their transition to the nurse practitioner role. The impact of the political climate at the time of this study had an undeniable influence on many of the participants[U+05F3] transition experiences. Competition for the limited numbers of designated nurse practitioner positions led to hostility between senior nurses and, in some contexts, a jostling for power, control, prestige and position. Rather than camaraderie, cooperation and collaboration, many of the participants described feeling besieged, undermined and alienated. The new nurse practitioners felt isolated, unwelcomed and unsupported. Several felt burnt out and abandoned their aspirations to be become a nurse practitioner. They left and returned to practice as a registered nurse.

DOI 10.1016/j.npls.2016.01.003
Co-authors Isabel Higgins, Tracy Levett-Jones
2016 McAllister M, Levett-Jones T, Petrini MA, Lasater K, 'The viewing room: A lens for developing ethical comportment', Nurse Education in Practice, 16 119-124 (2016) [C1]

© 2015 Elsevier Ltd.Healthcare is dynamic and complex, and against this background, nursing students must negotiate the transition from lay person to healthcare professional. Div... [more]

© 2015 Elsevier Ltd.Healthcare is dynamic and complex, and against this background, nursing students must negotiate the transition from lay person to healthcare professional. Diverse life experiences and learning styles can further complicate this journey of transformation. The contemporary role of the nurse includes caring for and making clinical decisions about patients based on ethical principles. Learning about and integrating ethical comportment as part of the transformative journey requires nurse educators to create and implement learning experiences that challenge nursing students to think deeply and broadly about the experiences they encounter, to question their previous assumptions and prejudices, to consider the world of healthcare through a new lens, and to reflect on and learn from the process. The judicious use of film has the potential to assist students to recognize and develop ethical comportment as they prepare for real-world clinical practice experiences. In this paper, we present three film exemplars and related teaching strategies designed to facilitate transformative learning and development of ethical comportment.

DOI 10.1016/j.nepr.2015.10.007
Co-authors Tracy Levett-Jones
2015 Dalton DL, Gee T, Levett-Jones PT, 'Using clinical reasoning and simulation-based education to ¿flip¿ the enrolled nurse curriculum', Australian Journal of Advanced Nursing, 33 28-34 (2015) [C1]

© 2015 Australian Nursing Federation. All rights reserved.Objective This paper describes the development and implementation of an innovative Diploma of Nursing curriculum for pre... [more]

© 2015 Australian Nursing Federation. All rights reserved.Objective This paper describes the development and implementation of an innovative Diploma of Nursing curriculum for preparing Enrolled Nursing students for acute care nursing practice. Setting Vocational Education and Training at the Health Education and Research Centre in Hobart, Tasmania. Subjects Vocational Education and Training students enrolled in the Diploma of Nursing (Enrolled-Division 2 Nursing) (HLT51612). Primary Argument The increasing complexity and acuity of contemporary practice environments requires a nursing workforce that is flexible and competent. In 2013 nurse educators developed an innovative approach to offering the national standardized Diploma of Nursing course that integrates three key pedagogical approaches: the ¿flipped classroom¿, simulation-based learning and the Clinical Reasoning Cycle. Conclusion By ¿flipping the curriculum¿ students are provided with opportunities to develop and extend their clinical reasoning skills as they respond to both routine and unpredictable ¿patient¿ scenarios in the safety of a simulation environment. These simulated clinical learning experiences are designed to challenge students to ¿think like a nurse¿ while actively engaging in the provision of safe and effective ¿patient¿ care.

Co-authors Tracy Levett-Jones
2015 Sinclair P, Kable A, Levett-Jones T, 'The effectiveness of internet-based e-learning on clinician behavior and patient outcomes: A systematic review protocol', JBI Database of Systematic Reviews and Implementation Reports, 13 52-64 (2015) [C3]
DOI 10.11124/jbisrir-2015-1919
Co-authors Tracy Levett-Jones, Ashley Kable
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) [C1]

© 2014 Elsevier Ltd.Background: The importance of developing critical thinking skills in preregistration nursing students is recognized worldwide. Yet, there has been limited exp... [more]

© 2014 Elsevier Ltd.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
Citations Scopus - 1Web of Science - 1
Co-authors Tracy Levett-Jones, Sharyn Hunter
2015 Maclellan L, Higgins I, Levett-Jones T, 'Medical acceptance of the nurse practitioner role in Australia: A decade on', Journal of the American Association of Nurse Practitioners, 27 152-159 (2015) [C1]

©2014 American Association of Nurse Practitioners.Purpose: In Australia, nurse practitioners (NPs) were first endorsed in 2000. After more than a decade, the number of NPs remain... [more]

©2014 American Association of Nurse Practitioners.Purpose: In Australia, nurse practitioners (NPs) were first endorsed in 2000. After more than a decade, the number of NPs remains relatively small with previous research suggesting medical resistance as a key reason for this. This article presents a selection of narratives from a study that explored the transition experiences of newly endorsed NPs with particular attention to relationships with their medical colleagues. Data sources: A critical ethnographic approach was undertaken to explore the experiences of 10 Australian NPs who were interviewed three to four times for up to an hour throughout their first year of practice. Conclusions: Participants' narratives provide insight into their transition to practice and the barriers and facilitators to their new role. In contrast to previous research, medical colleagues were generally supportive and collegial while resistance was demonstrated most often by senior nurses yielding positions of power. Implications for practice: This study provides insight into the influences that key health professionals have over the transition of NPs. Despite the fact there are still negative attitudes being expressed by some medical associations, in this study medical colleagues were largely supportive of the NP role and that integral to the development of these interprofessional relationships was mutual respect and effective communication.

DOI 10.1002/2327-6924.12141
Citations Scopus - 2Web of Science - 2
Co-authors Isabel Higgins, Tracy Levett-Jones
2015 Ashktorab T, Hasanvand S, Seyedfatemi N, Zayeri F, Levett-Jones T, Pournia Y, 'Psychometric testing of the Persian version of the Belongingness Scale-Clinical Placement Experience', Nurse Education Today, 35 439-443 (2015) [C1]

© 2014 Elsevier Ltd.Background: Belongingness has been identified both as a fundamental human need and as a prerequisite for nursing students' clinical learning. Belongingness ha... [more]

© 2014 Elsevier Ltd.Background: Belongingness has been identified both as a fundamental human need and as a prerequisite for nursing students' clinical learning. Belongingness has also been associated with students' academic achievement, retention, self-esteem, self-directed learning, and self-efficacy. The Belongingness Scale - Clinical Placement Experience is a valid and reliable measure of nursing students' belongingness scores; however, a Persian version of this scale is not currently available. Aim: This study aimed to translate the Belongingness Scale. -. Clinical Placement Experience into Persian, to evaluate its psychometric properties, and to measure the belongingness experiences of Iranian nursing students. Methods: Following translation and initial validity and reliability testing of the scale, 300 nursing students from three universities in Iran completed the survey. Further psychometric testing was undertaken followed by analysis of descriptive statistics. Results: Based on the results of confirmatory factor analysis two items were removed from the scale. The mean score of Persian version of the Belongingness Scale. -. Clinical Placement Experience was 3.21 (0.57). The whole scale had a high internal consistency (Cronbach's alpha. = 0.92). The alpha coefficients of the subscales of "self-esteem", "connectedness", and "efficacy" were 0.85, 0.86, and 0.80 respectively. Conclusion: Similar to previous versions of the Belongingness Scale. -. Clinical Placement Experience, the Persian version demonstrated strong psychometric properties with strong validity and reliability, indicating its utility and appropriateness when measuring Iranian nursing students' belongingness experiences. Further testing with other cohorts would strengthen these results.

DOI 10.1016/j.nedt.2014.11.006
Citations Scopus - 1
Co-authors Tracy Levett-Jones
2015 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.

DOI 10.1111/jocn.12893
Co-authors Helen Courtney-Pratt, Tracy Levett-Jones, Rachel Rossiter, Pamela Vanderriet, Conor Gilligan
2015 Lapkin S, Levett-Jones T, Gilligan C, 'Using the Theory of Planned Behaviour to examine health professional students' behavioural intentions in relation to medication safety and collaborative practice', Nurse Education Today, 35 935-940 (2015) [C1]

© 2015 Elsevier Ltd.Background: Safe medication practices depend upon, not only on individual responsibilities, but also effective communication and collaboration between members... [more]

© 2015 Elsevier Ltd.Background: Safe medication practices depend upon, not only on individual responsibilities, but also effective communication and collaboration between members of the medication team. However, measurement of these skills is fraught with conceptual and practical difficulties. Aims: The aims of this study were to explore the utility of a Theory of Planned Behaviour-based questionnaire to predict health professional students' behavioural intentions in relation to medication safety and collaborative practice; and to determine the contribution of attitudes, subjective norms, and perceived control to behavioural intentions. Design: A descriptive cross-sectional survey based upon the Theory of Planned Behaviour was designed and tested. Participants: A convenience sample of 65 undergraduate pharmacy, nursing and medicine students from one semi-metropolitan Australian university were recruited for the study. Methods: Participants' behavioural intentions, attitudes, subjective norms, and perceived control to behavioural intentions in relation to medication safety were measured using an online version of the Theory of Planned Behaviour Medication Safety Questionnaire. Results: The Questionnaire had good internal consistency with a Cronbach's alpha of 0.844. The three predictor variables of attitudes, subjective norms, and perceived control accounted for between 30 and 46% of the variance in behavioural intention; this is a strong prediction in comparison to previous studies using the Theory of Planned Behaviour. Data analysis also indicated that attitude was the most significant predictor of participants' intention to collaborate with other team members to improve medication safety. Conclusion: The results from this study provide preliminary support for the Theory of Planned Behaviour-Medication Safety Questionnaire as a valid instrument for examining health professional students' behavioural intentions in relation to medication safety and collaborative practice.

DOI 10.1016/j.nedt.2015.03.018
Co-authors Tracy Levett-Jones, Conor Gilligan
2015 Omura M, Levett-Jones T, Stone TE, Maguire J, Lapkin S, 'Measuring the impact of an interprofessional multimedia learning resource on Japanese nurses and nursing students using the Theory of Planned Behavior Medication Safety Questionnaire', Nursing and Health Sciences, 17 500-506 (2015) [C1]
DOI 10.1111/nhs.12224
Citations Scopus - 1
Co-authors Jane Maguire, Tracy Levett-Jones
2015 Levett-Jones T, Bowen L, Morris A, 'Enhancing nursing students' understanding of threshold concepts through the use of digital stories and a virtual community called 'Wiimali'', Nurse Education in Practice, 15 91-96 (2015) [C1]

© 2014 Elsevier Ltd.Wiimali is a dynamic virtual community developed in 2010 and first implemented into our Bachelor of Nursing (BN) program in 2011. The word Wiimali comes from ... [more]

© 2014 Elsevier Ltd.Wiimali is a dynamic virtual community developed in 2010 and first implemented into our Bachelor of Nursing (BN) program in 2011. The word Wiimali comes from the Gumiluraai Aboriginal language. Wiimali and the digital stories it comprises were designed to engage nursing students and enhance their understanding of the threshold concepts integral to safe and effective nursing practice.In this paper we illustrate some of the key features of Wiimali with web links to a virtual tour of the community and a selection of digital stories. We explain how this innovative educational approach has the potential to lead to transformative learning about concepts such as social justice, person-centred care and patient safety.Consistent feedback about Wiimali attests to the positive impact of this educational approach. Students have commented on how Wiimali caused them to think differently about the concepts of community and social justice; how it brings the health-related problems of community members to life; and how the digital stories enhance their learning about person-centred care and patient safety.

DOI 10.1016/j.nepr.2014.11.014
Citations Scopus - 1Web of Science - 1
Co-authors Tracy Levett-Jones, Lynette Bowen
2015 Levett-Jones T, Andersen P, Reid-Searl K, Guinea S, McAllister M, Lapkin S, et al., 'Tag team simulation: An innovative approach for promoting active engagement of participants and observers during group simulations', Nurse Education in Practice, 15 345-352 (2015) [C1]

© 2015 Elsevier Ltd.Active participation in immersive simulation experiences can result in technical and non-technical skill enhancement. However, when simulations are conducted ... [more]

© 2015 Elsevier Ltd.Active participation in immersive simulation experiences can result in technical and non-technical skill enhancement. However, when simulations are conducted in large groups, maintaining the interest of observers so that they do not disengage from the learning experience can be challenging. We implemented Tag Team Simulation with the aim of ensuring that both participants and observers had active and integral roles in the simulation. In this paper we outline the features of this innovative approach and provide an example of its application to a pain simulation. Evaluation was conducted using the Satisfaction with Simulation Experience Scale. A total of 444 year nursing students participated from a population of 536 (response rate 83%). Cronbach's alpha for the Scale was .94 indicating high internal consistency. The mean satisfaction score for participants was 4.63 compared to 4.56 for observers. An independent sample t test revealed no significant difference between these scores (t (300) = -1.414, p = 0.16).Tag team simulation is an effective approach for ensuring observers' and participants' active involvement during group-based simulations and one that is highly regarded by students. It has the potential for broad applicability across a range of leaning domains both within and beyond nursing.

DOI 10.1016/j.nepr.2015.03.014
Co-authors Tracy Levett-Jones
2015 Maclellan L, Levett-Jones T, Higgins I, 'Nurse practitioner role transition: A concept analysis', Journal of the American Association of Nurse Practitioners, 27 389-397 (2015) [C1]

© 2014 American Association of Nurse Practitioners.Background: Transitioning from registered nurse to nurse practitioner (NP) can be challenging personally and professionally. In... [more]

© 2014 American Association of Nurse Practitioners.Background: Transitioning from registered nurse to nurse practitioner (NP) can be challenging personally and professionally. Insight into transition experiences may help validate the experiences of new NPs and provide greater understanding of the challenges faced during their professional journey. Purpose: The purpose of this article is to report a concept analysis of transition from registered nurse to NP. The article provides new knowledge, understanding, and clarity about the concept of transition. Data sources: Walker and Avants' framework for concept analysis was used to identify the attributes, antecedents, and consequences of the concept. A literature review of refereed journals was undertaken. Model cases from an ethnographic study conducted in Australia provide real life examples of the attributes of transition. Conclusions: Transitioning to the role of NP is complex and dependent on the individual and the attitudes of healthcare colleagues. Change and adaptation are required of both the NP and members of the healthcare team. Failure to adapt by either party undermines the potential for NPs to deliver improved health care. Implications for practice: Mentorship along with a nurturing environment may be effective strategies for increasing the NP's self-confidence and ensuring a smooth and successful transition period.

DOI 10.1002/2327-6924.12165
Citations Scopus - 2Web of Science - 1
Co-authors Isabel Higgins, Tracy Levett-Jones
2015 Thomson K, Outram S, Gilligan C, Levett-Jones T, 'Interprofessional experiences of recent healthcare graduates: A social psychology perspective on the barriers to effective communication, teamwork, and patient-centred care.', J Interprof Care, 29 634-640 (2015) [C1]
DOI 10.3109/13561820.2015.1040873
Citations Scopus - 1
Co-authors Tracy Levett-Jones, Sue Outram, Conor Gilligan
2015 MacLellan L, Higgins I, Levett-Jones T, 'A game of snakes and ladders: negotiating the 'ups and downs' of endorsement as a nurse practitioner in Australia.', Contemporary nurse, 50 139-148 (2015) [C1]
Co-authors Tracy Levett-Jones, Isabel Higgins
2015 Levett-Jones T, Pitt V, Courtney-Pratt H, Harbrow G, Rossiter R, 'What are the primary concerns of nursing students as they prepare for and contemplate their first clinical placement experience?', Nurse Education in Practice, 15 304-309 (2015) [C1]

Nursing students' first clinical placement experience can be a critical turning point -reinforcing professional aspirations for some, and for others, a time of emotional turbulenc... [more]

Nursing students' first clinical placement experience can be a critical turning point -reinforcing professional aspirations for some, and for others, a time of emotional turbulence. There is a paucity of research focusing on students' perceptions and concerns prior to their first placement experience. Thus, the aim of this study was to explore the concerns of first year bachelor of nursing students from one Australian university as they prepared for their first clinical placement. Participants completed an online 'readiness for practice' survey consisting of 22 items. This paper focuses on participants' responses to the one open ended question: 'Please comment on any concerns that you have in relation to being prepared for your first clinical placement'. Summative qualitative content analysis was used for analysis. 144 students (55%) responded to the open ended question. Responses were categorised into six themes including: Not prepared for placement; feeling nervous, anxious and worried; bullying and belonging; practicalities; patient safety and making mistakes; and working outside of my scope of practice. It appears that activities designed to equip students with the capacity to manage the inherent challenges of undertaking a clinical placement may sometimes have a paradoxical effect by increasing students' level of stress and anxiety. An enhanced understanding of students' concerns may help educators implement appropriate support strategies.

DOI 10.1016/j.nepr.2015.03.012
Citations Scopus - 2Web of Science - 3
Co-authors Tracy Levett-Jones, Helen Courtney-Pratt, Rachel Rossiter
2015 McAllister M, Lasater K, Stone TE, Levett-Jones T, 'The reading room: Exploring the use of literature as a strategy for integrating threshold concepts into nursing curricula', Nurse Education in Practice, 15 549-555 (2015) [C1]

© 2015 Elsevier Ltd.In addition to acquiring a solid foundation of clinical knowledge and skills, nursing students making the transition from lay person to health professional mu... [more]

© 2015 Elsevier Ltd.In addition to acquiring a solid foundation of clinical knowledge and skills, nursing students making the transition from lay person to health professional must adopt new conceptual understandings and values, while at the same time reflecting on and relinquishing ill-fitting attitudes and biases. This paper presents creative teaching ideas that utilise published narratives and explores the place of these narratives in teaching threshold concepts to nursing students. Appreciating nuance, symbolism and deeper layers of meaning in a well-drawn story can promote emotional engagement and cause learners to care deeply about an issue. Moreover, aesthetic learning, through the use of novels, memoirs and picture books, invites learners to enter into imagined worlds and can stimulate creative and critical thinking. This approach can also be a vehicle for transformative learning and for enhancing students' understanding and internalisation of threshold concepts that are integral to nursing. Guided engagement with the story by an effective educator can help learners to examine taken-for-granted assumptions, differentiate personal from professional values, remember the link between the story and the threshold concept and re-examine their own perspectives; this can result in transformative learning. In this paper, we show how threshold concepts can be introduced and discussed with nursing students via guided engagement with specific literature, so as to prompt meaningful internalised learning.

DOI 10.1016/j.nepr.2015.07.012
Citations Scopus - 3Web of Science - 1
Co-authors Teresa Stone, 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 - 5Web of Science - 5
Co-authors Sharyn Hunter, Tracy Levett-Jones
2014 Day J, Levett-Jones T, Taylor ACT, 'Using a virtual community to enhance nursing student's understanding of primary health care', Collegian, 21 143-150 (2014) [C1]
DOI 10.1016/j.colegn.2013.09.006
Citations Scopus - 3Web of Science - 2
Co-authors Ann Taylor, Tracy Levett-Jones, Jenny Day
2014 O'Donnell JM, Decker S, Howard V, Levett-Jones T, Miller CW, 'NLN/Jeffries Simulation Framework State of the Science Project: Simulation Learning Outcomes', Clinical Simulation in Nursing, 10 373-382 (2014)
DOI 10.1016/j.ecns.2014.06.004
Co-authors Tracy Levett-Jones
2014 Levett-Jones TL, Gilligan C, 'The effectiveness of web-based interprofessional learning modules on health professional student¿s behavioural intentions in relation to medication safety: A quasi-experimental study', Focus on Health Professional Education, 16 46-58 (2014)
Co-authors Conor Gilligan, Tracy Levett-Jones
2014 Bickhoff L, Sinclair PM, Levett-Jones T, 'Moral courage in undergraduate nursing students: A literature review', Collegian, (2014)

© 2015 Australian College of Nursing Ltd.Aim: The aim of this review was to explore factors which facilitate or inhibit undergraduate nursing students' willingness to demonstrate... [more]

© 2015 Australian College of Nursing Ltd.Aim: The aim of this review was to explore factors which facilitate or inhibit undergraduate nursing students' willingness to demonstrate moral courage when confronted by poor patient care. Methods: Included papers were those that met the criteria of being qualitative research that explored undergraduate nursing students' depictions of situations where moral courage was or was not demonstrated during clinical placements, with a particular focus on situations that impacted or had the potential to impact the quality of patient care.Papers were reviewed using the Critical Appraisal Skills Programme Qualitative Research Checklist. The 15 papers included in the review were then thematically analysed. Findings: The literature reports, despite feeling a moral obligation to act, most nursing students lack the moral courage to intervene or speak up when faced with poor practice. While students may subsequently report the behaviour, at the time of the event, they often remain passive spectators and sometimes even active participants. The major themes identified in the literature were: just a student, don't rock the boat, fear of consequences, mentor-student relationship, and patient advocate identity. The literature also identified that nursing students suffer ongoing moral distress when they do not have the courage to confront poor practice. Conclusion: There is a need for further research to explore positive examples of how nursing students demonstrate moral courage when undertaking clinical placements. These narratives have the potential to influence future students' attitudes, values and behaviours by providing stimulus materials for teaching.

DOI 10.1016/j.colegn.2015.08.002
Co-authors Tracy Levett-Jones
2014 Stone TE, Levett-Jones T, 'A comparison of three types of stimulus material in undergraduate mental health nursing education', NURSE EDUCATION TODAY, 34 586-591 (2014) [C1]
DOI 10.1016/j.nedt.2013.07.014
Citations Scopus - 2Web of Science - 1
Co-authors Teresa Stone, Tracy Levett-Jones
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 - 4Web of Science - 4
Co-authors Sharyn Hunter, Tracy Levett-Jones
2014 Levett-Jones T, Lapkin S, 'A systematic review of the effectiveness of simulation debriefing in health professional education', Nurse Education Today, 34 (2014) [C1]

Objective: The objective of this review was to identify, appraise and synthesise the best available evidence for the effectiveness of debriefing as it relates to simulation-based ... [more]

Objective: The objective of this review was to identify, appraise and synthesise the best available evidence for the effectiveness of debriefing as it relates to simulation-based learning for health professionals. Background: Simulation is defined as a technique used to replace or amplify real experiences with guided experiences that evoke or replace substantial aspects of the real world in a fully interactive manner. The use of simulation for health professional education began decades ago with the use of low-fidelity simulations and has evolved at an unprecedented pace. Debriefing is considered by many to be an integral and critical part of the simulation process. However, different debriefing approaches have developed with little objective evidence of their effectiveness. Inclusion Criteria: Studies that evaluated the use of debriefing for the purpose of simulation-based learning for health professionals were included. Simulation studies not involving health professionals and those conducted in other settings such as such as military or aviation were excluded. Review Methods: A review protocol outlining the inclusion and exclusion criteria was submitted, peer reviewed by the Joanna Briggs Institute (JBI) for Evidence Based Practice, and approved prior to undertaking the review. A comprehensive search of studies published between January 2000 and September 2011 was conducted across ten electronic databases. Two independent reviewers assessed each paper prior to inclusion or exclusion using the standardised critical appraisal instruments for evidence of effectiveness developed by the Joanna Briggs Institute. Results: Ten randomised controlled trials involving various debriefing methods were included in the review. Meta-analysis was not possible because of the different outcomes, control groups and interventions in the selected studies. The methods of debriefing included: post simulation debriefing, in-simulation debriefing, instructor facilitated debriefing and video-assisted instructor debriefing. In the included studies there was a statistically significant improvement pre-test to post-test in the performance of technical and nontechnical skills such as: vital signs assessment; psychomotor skills; cardiopulmonary resuscitation; task management; team working; and situational awareness, regardless of the type of debriefing conducted. Additionally, only one study reported consistent improvement in these outcomes with the use of video playback during debriefing. In two studies the effect of the debrief was evident months after the initial simulation experiences. Conclusion: These results support the widely held assumption that debriefing is an important component of simulation. It is recommended therefore that debriefing remains an integral component of all simulation-based learning experiences. However, the fact that there were no clinical or practical differences in outcomes when instructor facilitated debriefing was enhanced by video playback is an important finding since this approach is currently considered to be the 'gold standard' for debriefing. This finding therefore warrants further research. © 2013 Elsevier Ltd.

DOI 10.1016/j.nedt.2013.09.020
Citations Scopus - 34
Co-authors Tracy Levett-Jones
2014 Reid-Searl K, Levett-Jones T, Cooper S, Happell B, 'The implementation of Mask-Ed: Reflections of academic participants', Nurse Education in Practice, 14 485-490 (2014) [C1]

© 2014 Elsevier Ltd.This paper profiles the findings from a study that explored the perspectives and experiences of nurse educators who implemented a novel simulation approach te... [more]

© 2014 Elsevier Ltd.This paper profiles the findings from a study that explored the perspectives and experiences of nurse educators who implemented a novel simulation approach termed Mask-Ed. The technique involves the educator wearing a silicone mask and or body parts and transforming into a character. The premise of this approach is that the masked educator has domain specific knowledge related to the simulation scenario and can transmit this to learners in a way that is engaging, realistic, spontaneous and humanistic.Nurse educators charged with the responsibility of implementing Mask-Ed in three universities were invited to participate in the study by attending an introductory workshop, implementing the technique and then journaling their experiences, insights and perspectives over a 12 month period. The journal entries were then thematically analysed. Key themes were categorised under the headings of Preparation, Implementation and Impact; Reflexivity and Responsiveness; Student Engagement and Ownership; and Teaching and Learning.Mask-Ed is a simulation approach which allows students to interact with the 'characters' in humanistic ways that promote person-centred care and therapeutic communication. This simulation approach holds previously untapped potential for a range of learning experiences, however, to be effective, adequate resourcing, training, preparation and practice is required.

DOI 10.1016/j.nepr.2014.05.008
Citations Scopus - 2Web of Science - 1
Co-authors Tracy Levett-Jones
2014 Palmer L, Levett-Jones T, Smith R, McMillan M, 'Academic literacy diagnostic assessment in the first semester of first year at university', The International Journal of the First Year in Higher Education, 5 67-78 (2014) [C1]
DOI 10.5204/intjfyhe.v5i1.201
Co-authors Tracy Levett-Jones, Ros Smith
2014 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]

© 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]

© 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.

DOI 10.1016/j.nepr.2015.07.009
Co-authors Tracy Levett-Jones, Pamela Vanderriet, Conor Gilligan, Helen Courtney-Pratt, Rachel Rossiter
2014 Gilligan C, Outram S, Levett-Jones T, 'Recommendations from recent graduates in medicine, nursing and pharmacy on improving interprofessional education in university programs: a qualitative study.', BMC Med Educ, 14 52 (2014) [C1]
DOI 10.1186/1472-6920-14-52
Citations Scopus - 21Web of Science - 13
Co-authors Tracy Levett-Jones, Sue Outram, Conor Gilligan
2013 Lapkin S, Levett-Jones T, Gilligan C, 'A systematic review of the effectiveness of interprofessional education in health professional programs', NURSE EDUCATION TODAY, 33 90-102 (2013) [C1]
DOI 10.1016/j.nedt.2011.11.006
Citations Scopus - 36Web of Science - 35
Co-authors Tracy Levett-Jones, Conor Gilligan
2013 McCoy MA, Levett-Jones T, Pitt V, 'Development and psychometric testing of the Ascent to Competence Scale', NURSE EDUCATION TODAY, 33 15-23 (2013) [C1]
DOI 10.1016/j.nedt.2011.11.003
Citations Scopus - 2Web of Science - 2
Co-authors Tracy Levett-Jones
2013 Arthur C, Levett-Jones T, Kable A, 'Quality indicators for the design and implementation of simulation experiences: A Delphi study', Nurse Education Today, 33 1357-1361 (2013) [C1]

Simulation is widely used in nursing education. Previous studies have examined the impact of simulation on the acquisition of psychomotor skills, knowledge, critical thinking and ... [more]

Simulation is widely used in nursing education. Previous studies have examined the impact of simulation on the acquisition of psychomotor skills, knowledge, critical thinking and non-technical skills such as teamwork.Challenges associated with the integration of simulation into nursing curricula have also been examined, however only limited research addresses the most effective simulation design and teaching strategies for quality educational outcomes.This paper reports a Delphi study that synthesises expert opinion on the pedagogical principles and teaching strategies that are indicative of quality in simulation based learning activities. The resultant set of Quality Indicator Statements is presented and opportunities for application and further research are discussed. © 2012 Elsevier Ltd.

DOI 10.1016/j.nedt.2012.07.012
Citations Scopus - 17
Co-authors Tracy Levett-Jones, Ashley Kable
2013 Kable AK, Arthur C, Levett-Jones T, Reid-Searl K, 'Student evaluation of simulation in undergraduate nursing programs in Australia using quality indicators', NURSING & HEALTH SCIENCES, 15 235-243 (2013) [C1]
DOI 10.1111/nhs.12025
Citations Scopus - 6Web of Science - 3
Co-authors Tracy Levett-Jones, Ashley Kable
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 Sharyn Hunter, Tracy Levett-Jones
2013 McAllister M, Levett-Jones T, Arthur C, Downer T, Harrison P, Layh J, et al., 'Snapshots of simulation: Creative strategies used by Australian educators to enhance simulation learning experiences for nursing students', Nurse Education in Practice, (2013) [C2]

Simulation in nursing is a flourishing area for nurse educators' practice. Defined as learning that amplifies, mimics or replaces real-life clinical situations, simulation aims to... [more]

Simulation in nursing is a flourishing area for nurse educators' practice. Defined as learning that amplifies, mimics or replaces real-life clinical situations, simulation aims to give students opportunity to reason through a clinical problem and make decisions, without the potential for harming actual patients. Educators in nursing are contributing to simulation learning in diverse and creative ways. Yet much of their craft is not being widely disseminated because educators are not always confident in publishing their work. This paper aims to stimulate creative development in simulation by providing short summaries, or snapshots, of diverse approaches that nurse educators are using. The objective is to inspire others to share other ideas in development or in practice that are improving learning for nursing students and practitioners, so that simulation scholarship is advanced. The snapshots presented range from approaches that: better support educators to attend to the whole process of simulation education, give students quick access to short skill-based videos, orientate students to the laboratory environment, harness the power of the group to develop documentation skills, use simulation to enrich lectures, develop multidisciplinary knowledge, and finally, which teach therapeutic communication with children in a fun and imaginative way. © 2013 Elsevier Ltd.

DOI 10.1016/j.nepr.2013.04.010
Citations Scopus - 9Web of Science - 5
Co-authors Tracy Levett-Jones
2012 MacDonald-Wicks L, Levett-Jones T, 'Effective teaching of communication to health professional undergraduate and postgraduate students: A systematic review', JBI Database of Systematic Reviews and Implementation Reports, 10 S172-S183 (2012)

© 2012, Joanna Briggs Institute. All rights reserved.Review Question/Objective: The objective is to identify and assess the effectiveness of tools and methods of teaching communi... [more]

© 2012, Joanna Briggs Institute. All rights reserved.Review Question/Objective: The objective is to identify and assess the effectiveness of tools and methods of teaching communication skills to health professional students in undergraduate and postgraduate programs, to facilitate communication in hospitals, nursing homes and mental health institutions.

Co-authors Tracy Levett-Jones, Lesley Wicks
2012 Levett-Jones TL, Gilligan C, Lapkin S, Hoffman KA, 'Interprofessional education for the quality use of medicines: Designing authentic multimedia learning resources', Nurse Education Today, 32 934-938 (2012) [C2]
Citations Scopus - 7Web of Science - 6
Co-authors Tracy Levett-Jones, Conor Gilligan
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 - 40Web of Science - 27
Co-authors Tracy Levett-Jones, Sharyn Hunter
2012 Brown RA, Guinea S, McAllister M, Levett-Jones TL, Kelly M, Reid-Searl K, et al., 'Clinical simulation in Australia and New Zealand: Through the lens of an advisory group', Collegian, 19 177-186 (2012) [C1]
Citations Scopus - 8Web of Science - 6
Co-authors Tracy Levett-Jones
2012 Lapkin S, Levett-Jones TL, Gilligan C, 'A cross-sectional survey examining the extent to which interprofessional education is used to teach nursing, pharmacy and medical students in Australian and New Zealand Universities', Journal of Interprofessional Care, 26 390-396 (2012) [C1]
Citations Scopus - 18Web of Science - 15
Co-authors Conor Gilligan, Tracy Levett-Jones
2012 Levett-Jones TL, Lapkin S, 'The effectiveness of debriefing in simulation-based learning for health professionals: A systematic review', JBI Library of Systematic Reviews, 10 3295-3337 (2012) [C1]
Citations Scopus - 2
Co-authors Tracy Levett-Jones
2011 Levett-Jones TL, Gersbach J, Arthur C, Roche JM, 'Implementing a clinical competency assessment model that promotes critical reflection and ensures nursing graduates' readiness for professional practice', Nurse Education in Practice, 11 64-69 (2011) [C1]
DOI 10.1016/j.nepr.2010.07.004
Citations Scopus - 35
Co-authors Tracy Levett-Jones
2011 Van Der Riet PJ, Francis LM, Levett-Jones TL, 'Complementary therapies in healthcare: Design, implementation and evaluation of an elective course for undergraduate students', Nurse Education in Practice, 11 146-152 (2011) [C1]
DOI 10.1016/j.nepr.2010.10.002
Citations Scopus - 3
Co-authors Tracy Levett-Jones, Pamela Vanderriet
2011 Levett-Jones TL, Lapkin S, Hoffman KA, Arthur C, Roche JM, 'Examining the impact of high and medium fidelity simulation experiences on nursing students' knowledge acquisition', Nurse Education in Practice, 11 380-383 (2011) [C1]
DOI 10.1016/j.nepr.2011.03.014
Citations Scopus - 18
Co-authors Tracy Levett-Jones
2011 Sinclair PM, Levett-Jones TL, 'The evolution of the Nephrology Educators' Network', Journal of Renal Care, 37 40-46 (2011) [C1]
DOI 10.1111/j.1755-6686.2011.00208.x
Citations Scopus - 10
Co-authors Tracy Levett-Jones
2011 Lapkin S, Levett-Jones TL, Gilligan C, 'The effectiveness of interprofessional education in university-based health professional programs: A systematic review', Joanna Briggs Institute Library of Systematic Reviews, 9 1917-1970 (2011) [C1]
Co-authors Tracy Levett-Jones, Conor Gilligan
2011 Arthur C, Kable AK, Levett-Jones TL, 'Human patient simulation manikins and information communication technology use in Australian schools of nursing: A cross-sectional survey', Clinical Simulation in Nursing, 7 e219-e227 (2011) [C1]
DOI 10.1016/j.ecns.2010.03.002
Citations Scopus - 15
Co-authors Tracy Levett-Jones, Ashley Kable
2011 Gidding HF, Law MG, Amin J, MacDonald GA, Sasadeusz JJ, Levett-Jones TL, et al., 'Predictors of deferral of treatment for hepatitis C infection in Australian clinics', Medical Journal of Australia, 194 398-402 (2011) [C1]
Citations Scopus - 30Web of Science - 24
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 - 14Web of Science - 11
Co-authors Tracy Levett-Jones, Carol Norton, Sarah Jeong, Sharyn Hunter
2011 Levett-Jones TL, Moorby MA, Lapkin S, Noble DI, Hoffman KA, Dempsey J, et al., 'The development and psychometric testing of the Satisfaction with Simulation Experience Scale', Nurse Education Today, 31 705-710 (2011) [C1]
DOI 10.1016/j.nedt.2011.01.004
Citations Scopus - 31Web of Science - 27
Co-authors Tracy Levett-Jones
2011 Jeong Y-S, Hickey N, Levett-Jones TL, Pitt VL, Hoffman KA, Norton CA, Ohr SO, 'Understanding and enhancing the learning experiences of culturally and linguistically diverse nursing students in an Australian bachelor of nursing program', Nurse Education Today, 31 238-244 (2011) [C1]
DOI 10.1016/j.nedt.2010.10.016
Citations Scopus - 24Web of Science - 19
Co-authors Tracy Levett-Jones, Carol Norton, Sarah Jeong
2011 Bembridge ER, Levett-Jones TL, Jeong Y-S, 'The transferability of information and communication technology skills from university to the workplace: A qualitative descriptive study', Nurse Education Today, 31 245-252 (2011) [C1]
DOI 10.1016/j.nedt.2010.10.020
Citations Scopus - 10Web of Science - 5
Co-authors Tracy Levett-Jones, Sarah Jeong
2011 Lapkin S, Levett-Jones TL, 'A cost-utility analysis of medium vs. high-fidelity human patient simulation manikins in nursing education', Journal of Clinical Nursing, 20 3543-3552 (2011) [C1]
DOI 10.1111/j.1365-2702.2011.03843.x
Citations Scopus - 19Web of Science - 13
Co-authors Tracy Levett-Jones
2010 Bembridge ER, Levett-Jones TL, Jeong Y-S, 'The transferability of information and communication technology skills from university to the workplace: A qualitative descriptive study', HNE Handover. For Nurses and Midwives, 3 34-41 (2010) [C2]
DOI 10.1016/j.nedt.2010.10.020
Co-authors Sarah Jeong, Tracy Levett-Jones
2010 Jeong Y-S, Hickey N, Levett-Jones TL, Pitt VL, Hoffman KA, Norton CA, Ohr SO, 'Understanding and enhancing the learning experiences of culturally diverse nursing students in a bachelor of nursing program', HNE Handover. For Nurses and Midwives, 3 21-27 (2010) [C2]
Co-authors Tracy Levett-Jones, Carol Norton, Sarah Jeong
2010 Levett-Jones TL, Sundin DJ, Bagnall M, Hague KJ, Schumann WA, Taylor CJ, Wink J, 'Learning to think like a nurse', HNE Handover. For Nurses and Midwives, 3 15-20 (2010) [C2]
Co-authors Tracy Levett-Jones
2010 Lapkin S, Levett-Jones TL, Bellchambers HL, Fernandez R, 'Effectiveness of patient simulation manikins in teaching clinical reasoning skills to undergraduate nursing students: A systematic review', Clinical Simulation in Nursing, 6 e207-e222 (2010) [C1]
DOI 10.1016/j.ecns.2010.05.005
Citations Scopus - 75
Co-authors Tracy Levett-Jones, Helen Bellchambers
2010 Levett-Jones TL, Hoffman KA, Dempsey J, Jeong Y-S, Noble DI, Norton CA, et al., 'The 'five rights' of clinical reasoning: An educational model to enhance nursing students' ability to identify and manage clinically 'at risk' patients', Nurse Education Today, 30 515-520 (2010) [C1]
DOI 10.1016/j.nedt.2009.10.020
Citations Scopus - 58Web of Science - 40
Co-authors Tracy Levett-Jones, Carol Norton, Sarah Jeong
2010 Stone TE, Levett-Jones TL, Harris MA, Sinclair PM, 'The genesis of 'the Neophytes': A writing support group for clinical nurses', Nurse Education Today, 30 657-661 (2010) [C1]
DOI 10.1016/j.nedt.2009.12.020
Citations Scopus - 10Web of Science - 8
Co-authors Teresa Stone, Tracy Levett-Jones
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 - 8Web of Science - 8
Co-authors Sharyn Hunter, Tracy Levett-Jones
2010 Bembridge ER, Levett-Jones TL, Jeong Y-S, 'The preparation of technologically literate graduates for professional practice', Contemporary Nurse, 35 18-25 (2010) [C1]
DOI 10.5172/conu.2010.35.1.018
Citations Scopus - 9Web of Science - 7
Co-authors Sarah Jeong, Tracy Levett-Jones
2009 Stone TE, Francis LM, Levett-Jones TL, 'Profanity, expletives, swearing and offensive language: All in a day's work?', HNE Handover for Nurses and Midwives, 2 12-15 (2009) [C2]
Co-authors Teresa Stone, Tracy Levett-Jones
2009 Stone TE, Levett-Jones TL, Harris MA, 'The genesis of 'The neophytes': A writing support group for clinical nurses', HNE Handover for Nurses and Midwives, 2 32-36 (2009) [C2]
DOI 10.1016/j.nedt.2009.12.020
Co-authors Tracy Levett-Jones, Teresa Stone
2009 Levett-Jones TL, Lathlean J, 'Don't rock the boat: Nursing students' experiences of conformity and compliance', Nurse Education Today, 29 342-349 (2009) [C1]
DOI 10.1016/j.nedt.2008.10.009
Citations Scopus - 42Web of Science - 30
Co-authors Tracy Levett-Jones
2009 Levett-Jones TL, Kenny RP, Van Der Riet PJ, Hazelton MJ, Kable AK, Bourgeois S, Luxford Y, 'Exploring the information and communication technology competence and confidence of nursing students and their perception of its relevance to clinical practice', Nurse Education Today, 29 612-616 (2009) [C1]
DOI 10.1016/j.nedt.2009.01.007
Citations Scopus - 14Web of Science - 10
Co-authors Tracy Levett-Jones, Michael Hazelton, Ashley Kable, Pamela Vanderriet
2009 Levett-Jones TL, Lathlean J, Higgins IJ, McMillan MA, 'Staff-student relationships and their impact on nursing students' belongingness and learning', Journal of Advanced Nursing, 65 316-324 (2009) [C1]
DOI 10.1111/j.1365-2648.2008.04865.x
Citations Scopus - 101Web of Science - 80
Co-authors Tracy Levett-Jones, Isabel Higgins
2009 Levett-Jones TL, Lathlean J, 'The ascent to competence conceptual framework: An outcome of a study of belongingness', Journal of Clinical Nursing, 18 2870-2879 (2009) [C1]
DOI 10.1111/j.1365-2702.2008.02593.x
Citations Scopus - 40Web of Science - 30
Co-authors Tracy Levett-Jones
2009 Levett-Jones TL, Lathlean J, 'Response to Watson R (2009) Commentary on Levett-Jones T & Lathlean J (2009) The ascent to competence conceptual framework: an outcome of a study of belongingness', Journal of Clinical Nursing, 18 2920-2921 (2009) [C3]
DOI 10.1111/j.1365-2702.2009.02819.x
Co-authors Tracy Levett-Jones
2009 Levett-Jones TL, Lathlean J, Higgins IJ, McMillan MA, 'Development and psychometric testing of the Belongingness Scale-Clinical Placement Experience: An international comparative study', Collegian, 16 153-162 (2009) [C1]
DOI 10.1016/j.colegn.2009.04.004
Citations Scopus - 19Web of Science - 14
Co-authors Isabel Higgins, Tracy Levett-Jones
2008 Levett-Jones TL, Lathlean J, 'Belongingness: A prerequisite for nursing students' clinical learning', Nurse Education in Practice, 8 103-111 (2008) [C1]
DOI 10.1016/j.nepr.2007.04.003
Citations Scopus - 117
Co-authors Tracy Levett-Jones
2008 Levett-Jones TL, Lathlean J, Higgins IJ, McMillan MA, 'The duration of clinical placements: A key influence on nursing students' experience of belongingness', The Australian Journal of Advanced Nursing, 26 8-16 (2008) [C1]
Citations Scopus - 33Web of Science - 21
Co-authors Isabel Higgins, Tracy Levett-Jones
2008 Myall M, Levett-Jones TL, Lathlean J, 'Mentorship in contemporary practice: The experiences of nursing students and practice mentors', Journal of Clinical Nursing, 17 1834-1842 (2008) [C1]
DOI 10.1111/j.1365-2702.2007.02233.x
Citations Scopus - 73Web of Science - 56
Co-authors Tracy Levett-Jones
2007 Levett-Jones TL, Lathlean J, McMillan MA, Higgins IJ, 'Belongingness: A montage of nursing students' stories of their clinical placement experiences', Contemporary Nurse, 24 1 (2007) [C1]
Citations Scopus - 45Web of Science - 34
Co-authors Tracy Levett-Jones, Isabel Higgins
2007 Levett-Jones TL, 'Facilitating reflective practice and self-assessment of competence through the use of narratives', Nurse Education in Practice, 7 112-119 (2007) [C1]
DOI 10.1016/j.nepr.2006.10.002
Citations Scopus - 35
Co-authors Tracy Levett-Jones
2007 Levett-Jones TL, 'Researching the implementation of pioneering roles in nursing and midwifery: Empirical insights about lecturer practitioners, consultant nurses and nurse registrars', Journal of Research in Nursing, 12 41-42 (2007) [C3]
Citations Scopus - 1
Co-authors Tracy Levett-Jones
2007 Levett-Jones TL, Lathlean J, Maquire J, McMillan MA, 'Belongingness: A critique of the concept and implications for nursing education', Nurse Education Today, 27 210-218 (2007) [C1]
DOI 10.1016/j.nedt.2006.05.001
Citations Scopus - 48Web of Science - 39
Co-authors Tracy Levett-Jones, Jane Maguire
2006 Lathlean J, Burgess A, Coldham T, Gibson C, Herbert L, Levett-Jones TL, et al., 'Experiences of service user and career participation in health care education', Nurse Education Today, 26 732-737 (2006) [C1]
DOI 10.1016/j.nedt.2006.07.017
Citations Scopus - 28Web of Science - 15
Co-authors Tracy Levett-Jones
2006 Lathlean J, Burgess A, Coldham T, Gibson C, Herbert L, Levett-Jones T, et al., 'Experiences of service user and carer participation in health care education', Nurse Education in Practice, 6 424-429 (2006)

The agenda of involving service users and their carers more meaningfully in the development, delivery and evaluation of professional education in health is gaining in importance. ... [more]

The agenda of involving service users and their carers more meaningfully in the development, delivery and evaluation of professional education in health is gaining in importance. The paper reports on a symposium3The symposium was prepared by a team of nurse educators, service users and researchers from the UK and an academic from Australia.3 which presented three diverse initiatives, established within a school of nursing and midwifery in the United Kingdom. These represent different approaches and attempts to engage service users and in some instances carers more fully in professional education aimed at developing mental health practitioners. Each is presented as achieving movement on a continuum of participation from service users as passive recipients to service users as collaborators and co-researchers. The paper concludes with a discussion of the lessons to be learnt which will hopefully stimulate service user involvement on a wider basis. © 2006 Elsevier Ltd. All rights reserved.

DOI 10.1016/j.nepr.2006.07.012
Citations Scopus - 13
Co-authors Tracy Levett-Jones
2006 Levett-Jones TL, Fahy KM, Parsons K, Mitchell A, 'Enhancing nursing students' clinical placement experiences: A quality improvement project', Contemporary Nurse, 23 58-71 (2006) [C1]
DOI 10.5172/conu.2006.23.1.58
Citations Scopus - 37
Co-authors Tracy Levett-Jones
2005 Levett-Jones TL, 'Continuing education for nurses: a necessity or a nicety?', The Journal of Continuing Education in Nursing, 36 229-233 (2005) [C1]
Citations Scopus - 35
Co-authors Tracy Levett-Jones
2005 Levett-Jones TL, Fitzgerald GM, 'A review of graduate nurse transition programs in Australia', Australian Journal of Advanced Nursing, 23 40-45 (2005) [C1]
Citations Scopus - 48Web of Science - 40
Co-authors Tracy Levett-Jones
2005 Levett-Jones TL, 'Self-directed learning: Implications and limitations for undergraduate nursing education', Nurse Education Today, 25 363-368 (2005) [C1]
DOI 10.1016/j.nedt.2005.03.003
Citations Scopus - 61Web of Science - 44
Co-authors Tracy Levett-Jones
2004 Levett-Jones TL, 'Clinical assessment increases confidence', Australian Nursing Journal, 12 31 (2004) [C2]
Co-authors Tracy Levett-Jones
Show 91 more journal articles

Conference (74 outputs)

Year Citation Altmetrics Link
2015 Levett-Jones TL, smith A, croker A, 'Do As We Say And As We Do¿: Building Rapport Between Educators For Role Modelling And Planning ¿Learning Together To Work Together?' (2015)
Co-authors Tony Smith, Tracy Levett-Jones, Anne Croker
2015 Levett-Jones TL, 'From culture shock to cultural empathy and cultural competence: An innovative 3D immersive simulation experience' (2015)
Co-authors Tracy Levett-Jones
2015 Levett-Jones TL, van der riet P, 'Measuring the impact of a 3D simulation experience on nursing students¿ cultural empathy' (2015)
Co-authors Pamela Vanderriet, Tracy Levett-Jones
2015 Levett-Jones TL, 'Tag team simulation: An innovative approach for promoting active engagement of participants and observers during group simulations' (2015)
Co-authors Tracy Levett-Jones
2015 Hills C, Jones LT, Forward WH, Ryan S, 'A review of the literature on 'Generation Y'', BRITISH JOURNAL OF OCCUPATIONAL THERAPY (2015) [E3]
Co-authors Tracy Levett-Jones, Helen Warren-Forward, Caroline Hills, Susan Ryan
2015 Hills C, Levett-Jones T, Lapkin S, Boshoff K, Jewell K, ''Generation Y' students' preference for lecture and on-line learning. A systematic review', BRITISH JOURNAL OF OCCUPATIONAL THERAPY (2015) [E3]
Co-authors Caroline Hills, Tracy Levett-Jones
2013 Kable AK, Arthur C, Levett-Jones T, Reid-Searl K, 'Student Evaluation of Simulation in Undergraduate Nursing Programs using Quality Indicators: A Pilot Study', Proceedings of the 5th International Clinical Skills Conference (2013) [E3]
Co-authors Ashley Kable, Tracy Levett-Jones
2013 Kable AK, Humphreys M, Walsh P, Levett-Jones T, 'The Evaluation of Quality Indicators for the Design and Implementation of Simulation within the Undergraduate Nursing Programme', Valuing Safe Professional Practice (2013) [E3]
Co-authors Tracy Levett-Jones, Ashley Kable
2012 Hoffman KA, Levett-Jones TL, 'Cue acquisition, interpretation and decision-making of nursing students during high fidelity simulated patient experiences', Conference Proceedings. 4th International Nurse Education Conference (2012) [E3]
Co-authors Tracy Levett-Jones
2012 Levett-Jones TL, Day JL, 'Wiimali: A virtual community that engages nursing students in learning about primary health care', Conference Proceedings. 4th International Nurse Education Conference (2012) [E3]
Co-authors Tracy Levett-Jones, Jenny Day
2012 Palmer L, Levett-Jones TL, 'Assessing the academic literacy of undergraduate nursing students: A pilot study using the MASUS diagnostic tool', Conference Proceedings. 4th International Nurse Education Conference (2012) [E3]
Co-authors Tracy Levett-Jones
2012 O'Donnell JM, Levett-Jones TL, Decker S, Howard VM, 'NLN-Jeffries Simulation Framework Project - Outcomes of simulation education', Clinical Simulation in Nursing (2012) [E3]
Co-authors Tracy Levett-Jones
2012 Arthur C, Kable AK, Levett-Jones TL, 'The application and testing of quality indicators for the design and implementation of simulation experiences', 14th National Nurse Education Conference 2012. Speaker Abstracts (2012) [E3]
Co-authors Tracy Levett-Jones, Ashley Kable
2012 Levett-Jones TL, 'The paradox of being a 'casual academic' in an Australian university', 14th National Nurse Education Conference 2012. Speaker Abstracts (2012) [E3]
Co-authors Tracy Levett-Jones
2012 Noble DI, Levett-Jones TL, Budgell B, 'Nursing language - what is the language?', 14th National Nurse Education Conference 2012. Speaker Abstracts (2012) [E3]
Co-authors Tracy Levett-Jones
2012 Maclellan LI, Higgins IJ, Levett-Jones TL, 'The personal experiences of Australian nurse practitioners during transition to practice: Stories from the field', 2nd Australian Capital Region Nursing & Midwifery Research Conference. Conference Proceedings (2012) [E3]
Co-authors Tracy Levett-Jones, Isabel Higgins
2011 Arthur C, Levett-Jones TL, Kable AK, 'Quality indicators for the design and implementation of simulation experiences', 4th International Clinical Skills Conference: Showcasing Innovation and Evidenced Based Clinical Skills Education and Practice: Abstracts (2011) [E3]
DOI 10.1016/j.nedt.2012.07.012
Citations Scopus - 1Web of Science - 11
Co-authors Tracy Levett-Jones, Ashley Kable
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 (2011) [E3]
Co-authors Sarah Jeong, Sharyn Hunter, Carol Norton, Tracy Levett-Jones
2011 Hoffman KA, Dempsey J, Levett-Jones TL, Jeong Y-S, Noble DI, Kenny RP, et al., 'Examining the relationship between interpersonal communication skills and nursing students' clinical reasoning ability', 4th International Clinical Skills Conference: Showcasing Innovation and Evidenced Based Clinical Skills Education and Practice: Abstracts (2011) [E3]
Co-authors Sarah Jeong, Tracy Levett-Jones, Carol Norton
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 (2011) [E3]
Co-authors Sharyn Hunter, Ashley Kable, Tracy Levett-Jones
2011 Levett-Jones TL, Bellchambers HL, Gilligan C, 'Interprofessional education: Enhancing the teaching of medication safety to nursing, pharmacy and medical students', 4th International Clinical Skills Conference: Showcasing Innovation and Evidenced Based Clinical Skills Education and Practice: Abstracts (2011) [E3]
Co-authors Helen Bellchambers, Conor Gilligan, Tracy Levett-Jones
2011 Williams AP, Simmons CA, Gu N, Sher WD, Levett-Jones TL, Bowen LJ, 'Exploring students' demonstration of professional work integrated learning through e-portfolios', 2011 International Conference on E -Business and E -Government (ICEE) Proceedings (2011) [E1]
DOI 10.1109/ICEBEG.2011.5881518
Co-authors Tracy Levett-Jones, Lynette Bowen, Willy Sher
2011 Hoffman KA, Dempsey J, Levett-Jones TL, Andersen P, Brown R, Crookes P, et al., 'Examining the relationship between interpersonal communication skills and nursing students' clinical reasoning ability', Innovations in Nursing Practice, Thinking Aloud, Thinking Ahead: 15th Australasian Nurse Educators Conference 2011 (2011) [E3]
Co-authors Tracy Levett-Jones
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 (2011) [E3]
Co-authors Sharyn Hunter, Tracy Levett-Jones
2011 Palmer L, Levett-Jones TL, 'Intuition versus reason: Implications for the teaching and learning of moral reasoning and ethical decision-making in undergraduate nurse education', Innovations in Nursing Practice, Thinking Aloud, Thinking Ahead: 15th Australasian Nurse Educators Conference 2011 (2011) [E3]
Co-authors Tracy Levett-Jones
2011 Noble DI, Budgell B, Levett-Jones TL, 'A corpus linguistics study of the undergraduate nursing curriculum', Innovations in Nursing Practice, Thinking Aloud, Thinking Ahead: 15th Australasian Nurse Educators Conference 2011 (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 (2011) [E3]
Co-authors Tracy Levett-Jones, Sharyn Hunter
2011 Hoffman KA, Dempsey J, Levett-Jones TL, Andersen P, Brown R, Crookes P, et al., 'A model to develop interpersonal and teamwork skills in undergraduate nursing students', Innovations in Nursing Practice, Thinking Aloud, Thinking Ahead: 15th Australasian Nurse Educators Conference 2011 (2011) [E3]
Co-authors Tracy Levett-Jones
2011 Dempsey J, Hoffman KA, Levett-Jones TL, Crookes P, Brown R, Andersen P, et al., 'An innovative model for teaching critical reflection and debriefing', nnovations in Nursing Practice, Thinking Aloud, Thinking Ahead: 15th Australasian Nurse Educators Conference 2011 (2011) [E3]
Co-authors Tracy Levett-Jones
2010 Hoffman KA, Roche JM, Levett-Jones TL, 'Is cue acquisition and clinical reasoning influenced by the use of high fidelity human patient simulation manikins?', 2010 International Nursing Conference. Abstracts (2010) [E3]
Co-authors Tracy Levett-Jones
2010 Noble DI, Levett-Jones TL, 'The nursing language: Is it like learning a second language?', 2010 International Nursing Conference. Abstracts (2010) [E3]
Co-authors Tracy Levett-Jones
2010 Maclellan LI, Higgins IJ, Levett-Jones TL, 'Transition to nurse practitioner practice in Australia: What really happens on the journey to the top?', 25th National Conference of the American Academy of Nurse Practitioners (2010) [E3]
Co-authors Isabel Higgins, Tracy Levett-Jones
2010 Maclellan LI, Higgins IJ, Levett-Jones TL, 'Challenges to nurse practitioner practice in Australia', 25th National Conference of the American Academy of Nurse Practitioners. Abstracts (2010) [E3]
Co-authors Isabel Higgins, Tracy Levett-Jones
2010 Arthur C, Levett-Jones TL, Kable AK, 'Australian simulation and technology survey', 3rd International Nurse Education Conference. Programme (2010) [E3]
Co-authors Tracy Levett-Jones, Ashley Kable
2010 Bellchambers HL, Reid-Searl K, Levett-Jones TL, 'The creative use of masks to promote quality teaching and learning of safe medication practices for nurses', 3rd International Nurse Education Conference. Programme (2010) [E3]
Co-authors Helen Bellchambers, Tracy Levett-Jones
2010 Bembridge ER, Levett-Jones TL, Jeong Y-S, 'University vs reality: Are the information and communication (ICT) skills of new graduate nurses working in regional/ semi metropolitan areas transferable to the workplace?', 3rd International Nurse Education Conference. Programme (2010) [E3]
Co-authors Tracy Levett-Jones, Sarah Jeong
2010 Dempsey J, Jeong Y-S, Levett-Jones TL, Hoffman KA, 'Reasoning without reflecting', 3rd International Nurse Education Conference. Programme (2010) [E3]
Co-authors Tracy Levett-Jones, Sarah Jeong
2010 Van Der Riet PJ, Francis LM, Levett-Jones TL, 'Complementary therapies: Design, implementation and evaluation of an elective course for undergraduate nursing students', 3rd International Nurse Education Conference. Programme (2010) [E3]
Co-authors Pamela Vanderriet, Tracy Levett-Jones
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 (2010) [E3]
Co-authors Sharyn Hunter, Sarah Jeong, Tracy Levett-Jones
2010 McCoy MA, Pitt VL, Levett-Jones TL, 'Testing the psychometric properties of the ascent to competence scale: A study of nursing students' clinical placement experiences', 3rd International Nurse Education Conference. Programme (2010) [E3]
Co-authors Tracy Levett-Jones
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 (2010) [E3]
Co-authors Tracy Levett-Jones, Sharyn Hunter
2010 Levett-Jones TL, Bellchambers HL, Gilligan C, 'Enhancing medication safety through the use of innovative multimedia, interprofessional communication and clinical reasoning', Healthcare Communication Symposium 2010 (2010) [E3]
Co-authors Conor Gilligan, Tracy Levett-Jones, Helen Bellchambers
2010 Levett-Jones TL, 'Educating undergraduates: Have we overlooked an opportunity for improving patient safety?', Recognising and Responding to Clinical Deterioration: Solutions for Safe Care Conference 2010 (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 (2010) [E3]
Co-authors Ashley Kable, Sharyn Hunter, Tracy Levett-Jones
2010 Roche JM, Hoffman KA, Levett-Jones TL, 'Interpersonal communication and the effect on nursing students clinical reasoning', SimTech Health 2010: Education and Innovation in Healthcare. Conference Handbook with Program and Abstracts (2010) [E3]
Co-authors Tracy Levett-Jones
2010 Arthur C, Levett-Jones TL, Kable AK, 'Identifying quality indicators for the use of human patient simulation manikins and ICT - A Delphi study', Symposium: Simulation and Beyond. Creative Teaching Approaches for Improving Patient Safety. Program (2010) [E3]
Co-authors Ashley Kable, Tracy Levett-Jones
2010 Pitt VL, Van Der Riet PJ, Levett-Jones TL, 'Integrating palliative care into undergraduate nursing curriculum. The University of Newcastle's experience', Third National Palliative Care Education Conference (2010) [E3]
Co-authors Tracy Levett-Jones, Pamela Vanderriet
2010 Williams AP, Levett-Jones TL, Sher WD, Simmons CA, Gu N, Bowen LJ, 'Can ePortfolios assist university students' work integrated learning? Exploring professional competencies in nursing and construction management', ePortfolios Australia Conference 2010: Book of Abstracts and Papers (2010) [E1]
Co-authors Willy Sher, Lynette Bowen, Tracy Levett-Jones
2010 Simmons CA, Williams AP, Levett-Jones TL, Sher WD, Bowen LJ, Gu N, 'Can e-Portfolios assist students' learning in the work place? Exploring students' demonstration of their professional work experience through e-Portfolios in the Construction Management and Nursing disciplines', Learning Forum London 2010. Internet of Subjects Forum Proceedings (2010) [E1]
Co-authors Tracy Levett-Jones, Lynette Bowen, Willy Sher
2010 Simmons CA, Williams AP, Levett-Jones TL, Sher WD, Bowen LJ, Gu N, 'Worlds apart? Developing a professional competency assessment framework that links university education with 'real world' practices in the Construction Management and Nursing disciplines', Learning Forum London 2010. Internet of Subjects Forum (2010) [E3]
Co-authors Tracy Levett-Jones, Lynette Bowen, Willy Sher
2010 Palmer L, Levett-Jones TL, Mintoff JG, McMillan MA, 'Teaching moral reasoning: Challenges for undergraduate nursing education', Rethinking Learning in Your Discipline. Proceedings of the University Learning and Teaching Futures Colloquium, 2010 (2010) [E3]
Co-authors Tracy Levett-Jones, Joseph Mintoff
2010 Rossiter RC, Stone TE, Levett-Jones TL, 'One oar or two? Enhancing mental health undergraduate education', International Journal of Mental Health Nursing (2010) [E3]
Co-authors Teresa Stone, Tracy Levett-Jones, Rachel Rossiter
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 (2009) [E3]
Co-authors Sharyn Hunter, Sarah Jeong, Carol Norton, Tracy Levett-Jones
2009 Noble DI, Hoffman KA, Levett-Jones TL, 'How can clinical skills improve patient safety? The 5 R's of clinical reasoning', Australasian Nurse Educators Conference 2009: Concurrent Sessions (2009) [E3]
Co-authors 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 (2009) [E3]
Co-authors Tracy Levett-Jones, Sharyn Hunter
2009 Roche JM, Levett-Jones TL, Hoffman KA, 'Is cue acquisition and clinical reasoning influenced by the use of high fidelity human simulation?', Australasian Nurse Educators Conference 2009: Concurrent Sessions (2009) [E3]
Co-authors Tracy Levett-Jones
2009 Arthur C, Kable AK, Levett-Jones TL, Bourgeois S, 'Human patient simulation manikin and information communication technology use in Australian nurse education', Australasian Nurse Educators Conference 2009: Concurrent Sessions (2009) [E3]
Co-authors Ashley Kable, Tracy Levett-Jones
2009 Lapkin S, Levett-Jones TL, Bellchambers HL, 'The effectiveness of using human patient simulation manikins in the teaching of clinical reasoning skills to undergraduate nursing students: A systematic review', Australasian Nurse Educators Conference 2009: Poster Presentations (2009) [E3]
Co-authors Helen Bellchambers, 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 (2009) [E3]
Co-authors Tracy Levett-Jones, Sharyn Hunter
2009 Kenny RP, Levett-Jones TL, Kable AK, 'The information communication technology profile of commencing bachelor of nursing students enrolled in three Australian universities', RCNA Annual Conference 09: Program and Book of Abstracts (2009) [E3]
Co-authors Ashley Kable, Tracy Levett-Jones
2009 Levett-Jones TL, Roche JM, Arthur C, Dempsey J, 'Structured observation and assessment of practice (SOAP): A comprehensive clinical competence assessment that motivates student learning, promotes critical reflection and confirms nursing graduates' readiness for professional practice', Third International Clinical Skills Conference. Abstracts, Papers, Workshops and Posters (2009) [E3]
Co-authors Tracy Levett-Jones
2009 Reid-Searl K, Bellchambers HL, Levett-Jones TL, 'Using innovative simulation to teach medication safety to nurses', Third International Clinical Skills Conference. Abstracts, Papers, Workshops and Posters (2009) [E3]
Co-authors Tracy Levett-Jones, Helen Bellchambers
2009 Roche JM, Levett-Jones TL, Hoffman KA, Hazelton MJ, 'How can clinical skills education improve patient safety? - Is cue acquistion and clinical reasoning influences by the use of high fidelity human patient simulation?', Third International Clinical Skills Conference. Abstracts, Papers, Workshops and Posters (2009) [E3]
Co-authors Tracy Levett-Jones, Michael Hazelton
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 (2009) [E3]
Co-authors Sharyn Hunter, Carol Norton, Tracy Levett-Jones
2009 Harris MA, Stone TE, Levett-Jones TL, Sinclair PM, 'The genesis of 'the neophytes': A writing support group for clinical nurses', International Journal of Mental Health Nursing (2009) [E3]
DOI 10.1111/j.1447-0349.2009.00648.x
Co-authors Tracy Levett-Jones, Teresa Stone
2008 Levett-Jones TL, 'Belongingness: Essential for optimising the learning of nursing students in the clinical environment', 13th National Nurse Education Conference. Program (2008) [E3]
Co-authors Tracy Levett-Jones
2008 Bowen LJ, Kenny K, Levett-Jones TL, 'When a flexible delivery learning model becomes flexible!', 13th National Nurse Education Conference. Program (2008) [E3]
Co-authors Lynette Bowen, Tracy Levett-Jones
2008 Kable AK, Levett-Jones TL, Maynard JM, 'Enhancing academic staff understanding of the learning needs of Indigenous Australian students in a tertiary education setting', 13th National Nurse Education Conference. Program (2008) [E3]
Co-authors Ashley Kable, John Maynard, Tracy Levett-Jones
2008 Levett-Jones TL, Lathlean J, 'Belongingness: Its contribution to student nurse learning', 13th Ottawa International Conference on Clinical Competence. Abstracts (2008) [E3]
Co-authors Tracy Levett-Jones
2008 Levett-Jones TL, Bourgeois S, Van Der Riet PJ, 'Exploring the information and communication technology skills of nursing students and graduates', NETNEP 2008: 2nd International Nurse Education Conference: Abstract Book (2008) [E3]
Co-authors Pamela Vanderriet, Tracy Levett-Jones
2008 Levett-Jones TL, Lathlean J, 'Don't 'rock the boat': Nursing students' stories of conformity and compliance', NETNEP 2008: 2nd International Nurse Education Conference: Abstract Book (2008) [E3]
Co-authors Tracy Levett-Jones
2008 Levett-Jones TL, 'Innovations in clinical teaching in nursing', The Clinical Teaching Forum in Nursing Education Program (2008) [E3]
Co-authors Tracy Levett-Jones
2007 Bourgeois S, Levett-Jones TL, 'From practice to research to practice', The 18th International Nursing Research Congress Focusing on Evidence-Based Practice. Abstracts (2007) [E3]
Co-authors Tracy Levett-Jones
2007 Levett-Jones TL, 'Belongingness: A pivotal precursor to optimising the learning of nursing students in the clinical environment', The 18th International Nursing Research Congress Focusing on Evidence-Based Practice. Abstracts (2007) [E3]
Co-authors Tracy Levett-Jones
Show 71 more conferences

Report (1 outputs)

Year Citation Altmetrics Link
2011 Levett-Jones TL, 'Examining the impact of simulated patients and information and communication technology on nursing students' clinical reasoning', Australian Learning and Teaching Council, 81 (2011) [R1]
Co-authors Tracy Levett-Jones
Edit

Grants and Funding

Summary

Number of grants 36
Total funding $1,311,679

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


20162 grants / $14,500

Preparing undergraduate nurses for the workforce in the context of patient safety through innovation simulation$10,000

Funding body: Office for Learning and Teaching

Funding body Office for Learning and Teaching
Project Team Associate Professor Kerry Reid-Searl, Associate Professor Trudy Dwyer, Ms Leeanne Heaton, Professor Tracy Levett-Jones, Associate Professor Patrea Andersen, Mr Stephen Guinea
Scheme Innovation and Development Program
Role Lead
Funding Start 2016
Funding Finish 2017
GNo G1600679
Type Of Funding Aust Competitive - Commonwealth
Category 1CS
UON Y

Understanding and enhancing the learning experiences of international nursing students at the University of Newcastle$4,500

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team

Jeong, S., Hazelton, M., Van der riet, P., Levett-Jones, T., Hickey, H., Harris, M., Stone, T., Norton, C., Hoffman, K, and Pitt, V.

Scheme Equity Initiative Grant
Role Investigator
Funding Start 2016
Funding Finish 2016
GNo
Type Of Funding Internal
Category INTE
UON N

20154 grants / $118,880

Safe Administration of Medications: Managing Interruptions during Medication Administration $65,400

Funding body: NSW Health

Funding body NSW Health
Project Team

Johnson, M., Levett-Jones, T., Everett, B. Manias, E., Weidemann, G.

Scheme Nursing & Midwifery Strategy Reserve Initiative Funding
Role Investigator
Funding Start 2015
Funding Finish 2017
GNo
Type Of Funding Other Public Sector - State
Category 2OPS
UON N

High Quality Simulation of Clinical Practice – Phase One of the Australian National Nursing and Midwifery Simulation Study$29,480

Funding body: QCETC

Funding body QCETC
Project Team

Bogassian, F., Cooper, S., McKenna, L. & Levett-Jones, T.

Scheme Small grants
Role Investigator
Funding Start 2015
Funding Finish 2015
GNo
Type Of Funding Other Public Sector - State
Category 2OPS
UON N

Augmenting students' learning for employability through post-practicum educational processes$22,000

Funding body: Office for Learning and Teaching

Funding body Office for Learning and Teaching
Project Team Professor Stephan Billett, Professor Tracy Levett-Jones
Scheme Seed Projects
Role Lead
Funding Start 2015
Funding Finish 2016
GNo G1501143
Type Of Funding Aust Competitive - Commonwealth
Category 1CS
UON Y

6th International Clinical Skills Conference, Prato Italy, 17-20 May 2015$2,000

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

Funding body University of Newcastle - Faculty of Health and Medicine
Project Team Professor Tracy Levett-Jones
Scheme Travel Grant
Role Lead
Funding Start 2015
Funding Finish 2015
GNo G1500202
Type Of Funding Internal
Category INTE
UON Y

20144 grants / $30,827

Evaluating the effectiveness of an innovative simulation program designed to develop clinical reasoning skills in final semester nursing students. $19,874

Funding body: Australian Catholic University

Funding body Australian Catholic University
Project Team

Saghafi, F., Guinea, S., Blakey, N. & Levett-Jones, T.

Scheme Teaching Development Grant
Role Investigator
Funding Start 2014
Funding Finish 2014
GNo
Type Of Funding External
Category EXTE
UON N

The experience of undergraduate nursing students with horizontal violence$5,875

Funding body: Univeristy of Newcastle

Funding body Univeristy of Newcastle
Project Team

Courtney-Pratt, H. Pich, J. & Levett-Jones, T.

Scheme Faculty of Health and Medicine 2014 Strategic Pilot Grant
Role Investigator
Funding Start 2014
Funding Finish 2014
GNo
Type Of Funding Internal
Category INTE
UON N

Developing a course handover tool to support new course coordinators$3,078

Funding body: Office for Learning and Teaching

Funding body Office for Learning and Teaching
Project Team Professor Tracy Levett-Jones, Dr David Birbeck, Assoicate Professor Andrea Chester
Scheme Commissioned Strategic Projects
Role Lead
Funding Start 2014
Funding Finish 2015
GNo G1400919
Type Of Funding Aust Competitive - Commonwealth
Category 1CS
UON Y

Fifith International Nurse Education Conference, Noordwijkerhout Netherlands, 22-25 June 2014$2,000

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

Funding body University of Newcastle - Faculty of Health and Medicine
Project Team Professor Tracy Levett-Jones
Scheme Travel Grant
Role Lead
Funding Start 2014
Funding Finish 2014
GNo G1400371
Type Of Funding Internal
Category INTE
UON Y

20132 grants / $20,000

Reshaping curricula: integrating culturally diverse/mental health online content to prepare work ready health professionals$10,000

Funding body: Office for Learning and Teaching

Funding body Office for Learning and Teaching
Project Team Professor Tracy Levett-Jones, Professor Elnear Muir-Cochrane
Scheme Innovation and Development Program
Role Lead
Funding Start 2013
Funding Finish 2014
GNo G1400358
Type Of Funding Aust Competitive - Commonwealth
Category 1CS
UON Y

Interprofessional Education in Clinical Contexts$10,000

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team

Levett-Jones, T. & Gilligan, C.

Scheme University of Newcastle
Role Investigator
Funding Start 2013
Funding Finish 2013
GNo
Type Of Funding Internal
Category INTE
UON N

20121 grants / $2,000

NETNEP 2012 - The 4th International Nurse Education Conference - Changing the landscape for nursing and healthcare education: evidence-based innovation, policy and practice, Baltimore, USA, 16 - 20 Ju$2,000

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

Funding body University of Newcastle - Faculty of Health and Medicine
Project Team Professor Tracy Levett-Jones
Scheme Travel Grant
Role Lead
Funding Start 2012
Funding Finish 2012
GNo G1200422
Type Of Funding Internal
Category INTE
UON Y

20116 grants / $449,000

Enhancing the teaching of medication safety to nursing, pharmacy and medical students through interprofessional education (IPE)$217,000

Funding body: Australian Learning and Teaching Council

Funding body Australian Learning and Teaching Council
Project Team Professor Tracy Levett-Jones, Doctor Helen Bellchambers, Doctor Conor Gilligan
Scheme Research Grant
Role Lead
Funding Start 2011
Funding Finish 2012
GNo G1000934
Type Of Funding Other Public Sector - Commonwealth
Category 2OPC
UON Y

Swimming with Sea Horses: An Integrated approach to supporting the learning and wellbeing of students from low socioeconomic backgrounds$200,000

Funding body: The University of Newcastle

Funding body The University of Newcastle
Project Team

Southgate, E. Levett-Jones, T., Libert, A., Phoenix, C., Heil, D., Forster, D., Hartman, D., Osland, D., Archer, J., Gore, J. Scevak, J., McDowell, J., Holmes, K., Kavanagh, K., Edmunds, K., Messham-Muir, K., Aglias, K., Shaw, K., Harvey, M

Scheme The University of Newcastle HEPPP grant
Role Investigator
Funding Start 2011
Funding Finish 2013
GNo
Type Of Funding External
Category EXTE
UON N

Establishing effective strategies to facilitate teaching in the tertiary sector about minorities$10,000

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team

Outram, S., Levett-Jones, T., Butler, K., O’Toole, G. & Dundas, K.

Scheme Teaching and Learning Project Grant
Role Investigator
Funding Start 2011
Funding Finish 2011
GNo
Type Of Funding Internal
Category INTE
UON N

Interprofessional Education Course Development$10,000

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team

Gilligan, C. & Levett-Jones, T.

Scheme The University of Newcastle Teaching and Learning Project Grant
Role Investigator
Funding Start 2011
Funding Finish 2011
GNo
Type Of Funding Internal
Category INTE
UON N

Examining the impact of simulated patients and information communication technology on nursing students’ clinical reasoning$10,000

Funding body: Australian Learning and Teaching Council

Funding body Australian Learning and Teaching Council
Project Team

Hoffman, K., Dempsey, J., Levett-Jones, T., Anderson, P., Brown, R., Crookes, P., McKay, A., Miller, A. & Zasadny, M

Scheme Extension Grant
Role Investigator
Funding Start 2011
Funding Finish 2011
GNo
Type Of Funding Aust Competitive - Commonwealth
Category 1CS
UON N

International Forum on Quality and Safety in Health Care, Amsterdam, The Netherlands, 5 - 8 April 2011$2,000

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

Funding body University of Newcastle - Faculty of Health and Medicine
Project Team Professor Tracy Levett-Jones
Scheme Travel Grant
Role Lead
Funding Start 2011
Funding Finish 2011
GNo G1100288
Type Of Funding Internal
Category INTE
UON Y

20103 grants / $217,303

Use of Simulated Learning Environments in Nursing Curricula$139,914

Funding body: National Health Workforce

Funding body National Health Workforce
Project Team

Rudd, C., Levett-Jones, T., Stoddart, C., Marriot, R., Starr, L., Driggers, B

Scheme National Health Workforce Taskforce Grant
Role Investigator
Funding Start 2010
Funding Finish 2010
GNo
Type Of Funding Other Public Sector - Commonwealth
Category 2OPC
UON N

Use of Simulated Learning Environments in Pharmacy Curricula$67,477

Funding body: National Health Workforce Taskforce

Funding body National Health Workforce Taskforce
Project Team

Rasiah, R., Peterson, P., Cooper, J., Levett-Jones, T., Westbury, J., & Gee, P

Scheme National Health Workforce Taskforce
Role Investigator
Funding Start 2010
Funding Finish 2010
GNo
Type Of Funding Other Public Sector - Commonwealth
Category 2OPC
UON N

The Impact of High Fidelity Patient Latex Simulation on learning outcomes for undergraduate nursing students$9,912

Funding body: CQUniversity

Funding body CQUniversity
Project Team

Reid-Searl, K. & Levett-Jones, T.

Scheme Faculty Research Initiative Scheme
Role Investigator
Funding Start 2010
Funding Finish 2011
GNo
Type Of Funding External
Category EXTE
UON N

20093 grants / $136,734

Facilitating WIL Through Skills-Enabled e-Portfolios in the Disciplines of Construction and Nursing$130,000

Funding body: Australian Learning and Teaching Council

Funding body Australian Learning and Teaching Council
Project Team Professor Anthony Williams, Professor Tracy Levett-Jones, Associate Professor Willy Sher
Scheme Research Grant
Role Investigator
Funding Start 2009
Funding Finish 2010
GNo G0900116
Type Of Funding Other Public Sector - Commonwealth
Category 2OPC
UON Y

Enhancing nursing students’ transition to clinical placement through on-line engagement: Planning and Preparation for Professional Practice$4,234

Funding body: University of Newcastle, Australia

Funding body University of Newcastle, Australia
Project Team

Sundin, D., Levett-Jones, T., Stone, T., Jeong, S., Norton, C.

Scheme Teaching and Learning Project Grant
Role Investigator
Funding Start 2009
Funding Finish 2009
GNo
Type Of Funding Internal
Category INTE
UON N

3rd International Clinical Skills Conference, Prato Italy, 29 June - 7 July 2009$2,500

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

Funding body University of Newcastle - Faculty of Health and Medicine
Project Team Professor Tracy Levett-Jones
Scheme Travel Grant
Role Lead
Funding Start 2009
Funding Finish 2009
GNo G0190128
Type Of Funding Internal
Category INTE
UON Y

20084 grants / $261,376

Examining the impact of simulated patients and information communication technology on nursing students' clinical reasoning$229,000

Funding body: Australian Learning and Teaching Council

Funding body Australian Learning and Teaching Council
Project Team Professor Tracy Levett-Jones, Ms Kerry Hoffman, Doctor Jennifer Dempsey
Scheme Research Grant
Role Lead
Funding Start 2008
Funding Finish 2011
GNo G0189623
Type Of Funding Other Public Sector - Commonwealth
Category 2OPC
UON Y

Neophyte Writers Group: Writing for publication workshops$20,000

Funding body: Hunter New England Health

Funding body Hunter New England Health
Project Team

Stone, T and Levett-Jones, T.

Scheme Nurse Initiative Grant
Role Investigator
Funding Start 2008
Funding Finish 2009
GNo
Type Of Funding Other Public Sector - Local
Category 2OPL
UON N

Enhancing nursing students’ clinical reasoning skills through their engagement with computerised decision support frameworks$9,876

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team

Hoffman, K., Dempsey, J., Levett-Jones, T., Hunter, S., Jeong, S, Hickey, N. Kenny, R. and Norton, C.

Scheme Teaching and Learning Project Grant
Role Investigator
Funding Start 2008
Funding Finish 2008
GNo
Type Of Funding Internal
Category INTE
UON N

The Second International Nursing Education Conference, Dublin Ireland, 8/6/2008 - 11/6/2008$2,500

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Tracy Levett-Jones
Scheme Travel Grant
Role Lead
Funding Start 2008
Funding Finish 2008
GNo G0188975
Type Of Funding Internal
Category INTE
UON Y

20073 grants / $16,350

First year experience website: supporting and advancing first year student transition into higher education across all Newcastle University campuses with the provision of immediate and easy-to-access information$9,650

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team

Surjan, Y, Levett-Jones, T

Scheme First Year Experience Project Grant
Role Investigator
Funding Start 2007
Funding Finish 2007
GNo
Type Of Funding Internal
Category INTE
UON N

Enhancing Academic staff understanding of the needs of Indigenous Australian students and the range of support services available$5,000

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team

Levett-Jones, T., Kable, A. and Maynard, J

Scheme Equity Initiative Grant
Role Lead
Funding Start 2007
Funding Finish 2007
GNo
Type Of Funding Internal
Category INTE
UON N

/18th International Nursing Research Congress Foucusing on Evidence-Based Practise, Vienna, Austria, 11/7/2007 - 14/$1,700

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Tracy Levett-Jones
Scheme Travel Grant
Role Lead
Funding Start 2007
Funding Finish 2007
GNo G0187674
Type Of Funding Internal
Category INTE
UON Y

20062 grants / $35,039

Equity Research Fellowship Semester 1, 2006$33,539

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Tracy Levett-Jones
Scheme Equity Research Fellowship
Role Lead
Funding Start 2006
Funding Finish 2006
GNo G0185969
Type Of Funding Internal
Category INTE
UON Y

1st Nurse Education International Conference, 14-16 May 2006$1,500

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Tracy Levett-Jones
Scheme Travel Grant
Role Lead
Funding Start 2006
Funding Finish 2006
GNo G0186224
Type Of Funding Internal
Category INTE
UON Y

20052 grants / $9,670

Belongingness: Implications for third year nursing students in Australia and the United Kingdom$8,000

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Tracy Levett-Jones
Scheme Early Career Researcher Grant
Role Lead
Funding Start 2005
Funding Finish 2005
GNo G0185880
Type Of Funding Internal
Category INTE
UON Y

First International Clinical Skills Conference, 9-11 May 2005$1,670

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Tracy Levett-Jones
Scheme Travel Grant
Role Lead
Funding Start 2005
Funding Finish 2005
GNo G0185212
Type Of Funding Internal
Category INTE
UON Y
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Research Supervision

Number of supervisions

Completed4
Current8

Total current UON EFTSL

PhD3.45

Current Supervision

Commenced Level of Study Research Title / Program / Supervisor Type
2016 PhD Teaching and Measuring Empathy in Nursing Education
PhD (Nursing), Faculty of Health and Medicine, The University of Newcastle
Principal Supervisor
2016 PhD How Do Graduate Nurses Transfer Technical and Non-­Technical Skills Form University Based Simulation into Clinical Practice and What Factors Impact Upon This Transferability?
PhD (Nursing), Faculty of Health and Medicine, The University of Newcastle
Principal Supervisor
2016 PhD Optimising Insulin Therapy For High Fat, High Protein Meal in People With Type 1 Diabetes Mellitus
PhD (Medicine), Faculty of Health and Medicine, The University of Newcastle
Co-Supervisor
2015 PhD Examining the effectiveness of assertiveness communication training programs for registered nurses and nursing students in Japan
PhD (Nursing), Faculty of Health and Medicine, The University of Newcastle
Principal Supervisor
2015 PhD Identifying the Impact Factors Affecting Pharmacist Performance to Develop a Best-Practice Model for Pharmaceutical Care Delivery
PhD (Pharmacy), Faculty of Health and Medicine, The University of Newcastle
Principal Supervisor
2013 PhD Using e-learning and the theory of planned behaviour to predict behavioural intention in Chronic Kidney Disease screening practices in Australian practice nurses
PhD (Nursing), Faculty of Health and Medicine, The University of Newcastle
Co-Supervisor
2011 PhD Are Contemporary Practice Environments Conducive to the Learning Needs and Preferences of 'Generation Y' Occupational Therapy Students?
PhD (Occupational Therapy), Faculty of Health and Medicine, The University of Newcastle
Principal Supervisor
2010 PhD A Mixed Methods Study of Academic Literacies Development within a Cohort of Undergraduate Nursing Students
PhD (Nursing), Faculty of Health and Medicine, The University of Newcastle
Principal Supervisor

Past Supervision

Year Level of Study Research Title / Program / Supervisor Type
2016 PhD A Critical Ethnography of the Transition Experiences of Newly Endorsed Nurse Practitioners in Australia
PhD (Nursing), Faculty of Health and Medicine, The University of Newcastle
Co-Supervisor
2014 PhD Enhancing Safe Medication Practices: An Interprofessional Education Approach
PhD (Nursing), Faculty of Health and Medicine, The University of Newcastle
Principal Supervisor
2014 Masters Human Patient Stimulation Manikins and Information and Communication Technology: Use and Quality Indicators in Australian Schools of Nursing
M Philosophy (Nursing), Faculty of Health and Medicine, The University of Newcastle
Co-Supervisor
2014 PhD Factors Impacting on Bachelor of Nursing Students' Clinical and Academic Performance and Progression
PhD (Nursing), Faculty of Health and Medicine, The University of Newcastle
Co-Supervisor
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News

UON innovation and development grants

January 19, 2016

The University of Newcastle (UON) has achieved success in the latest round of Office of Learning and Teaching (OLT) funding for innovation and development projects.

Professor Tracy Levett-Jones

Position

Professor
School of Nursing and Midwifery
Faculty of Health and Medicine

Focus area

Nursing

Contact Details

Email tracy.levett-jones@newcastle.edu.au
Phone (02) 492 16599
Fax (02) 492 16301
Links Personal Blogs
Twitter

Office

Room RW1-40
Building Richardson Wing
Location Callaghan
University Drive
Callaghan, NSW 2308
Australia
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