Dr Anne Croker
Research Fellow
University Newcastle Department of Rural Health
- Email:anne.croker@newcastle.edu.au
- Phone:(02) 67 553521
Career Summary
Biography
I am a Research Fellow at the Department of Rural Health in Tamworth. In 2011 I completed my PhD exploring collaboration in healthcare teams and received the Outstanding Thesis of Year Award from Charles Sturt University’s Faculty of Science. My current research exploring how students learn to work with other health professions is a natural extension of my PhD.
From my long term interest in patient-centred collaborative health care, my location in a rural area and my experience with qualitative research methods I am well positioned to embrace the complexity of interprofessional education and learning. I am also interested in issues related to equity, particularly in rural education and rural healthcare practice.
Research Expertise
I have experience with hermeneutic phenomenology, philosophical hermeneutics and collaborative dialogical inquiry.
I am also interested in the practice of research; particularly the curiosity, complexity, uncertainty and opportunities for ongoing learning and reflection.
Teaching Expertise
Through my interest in collaboration, interprofessional rapport and practice-based education I work collaboratively with educators to facilitate their explicit role modelling of interprofessional practice.
Administrative Expertise
As well as being a lead and co-lead on research projects, I am an instigator and participant in our Engaging with Research Community of Practice, an initiative that enables staff within our Department of Rural Health and the Tamworth Rural Referral Hospital to work together to develop their research capability.
Current Research projects
1. Collaboration in healthcare
My research project exploring how students learn to work with other professions involves 2 interrelated phases:
- Phase 1 using a philosophical hermeneutic research approach to explore the question "How do students in a co-located setting learn to work with other health professions?", and
- Phase 2 using collaborative dialogical inquiry (with academic colleagues as co-researchers) exploring the research question "How do educators in a co-located setting work together to prepare students for collaborative practice?"
2. Equity in education
(ii) In my most recent project I am working with my academic colleagues (with support from the Centre of Excellence for Equity in Higher Education) to establish a framework to enable rural health professional educators teach for equity. Using collaborative dialogical inquiry we will explore "How can we use Aboriginal ways of knowing and learning to support clinical placement experiences of Aboriginal health professional students in a rural area?".
Collaborations
As well as writing collaboratively with my UON colleagues, I have also edited books and co-authored book chapters with people of different disciplines from different universities. For example, Collaborating in Healthcare and Health Practice Relationships are two edited books arising from my PhD.
I am a partner in the Education, Practice and Employability Network (EPEN). Directed by Prof Joy Higgs from Charles Sturt University, this is a network of individuals, groups, companies and organisations interested in employability and its connects to education and practice.
Qualifications
- PhD, Charles Sturt University
- Registered Physiotherapist, Physiotherapy Board of Australia
Keywords
- collaboration
- collaborative practice
- equity
- health care
- hermeneutics
- interpofessional practice
- interprofessional education
- interprofessional learning
- phenomenology
- practice-based education
- rural health
- teamwork
- work integrated learning
Fields of Research
Code | Description | Percentage |
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390110 | Medicine, nursing and health curriculum and pedagogy | 25 |
500307 | Hermeneutics | 25 |
420321 | Rural and remote health services | 50 |
Professional Experience
Academic appointment
Dates | Title | Organisation / Department |
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1/4/2012 - | Postdoctoral Research Fellow | University of Newcastle Department of Rural Health Australia |
Membership
Dates | Title | Organisation / Department |
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1/1/2011 - | Membership - Australian and New Zealand Association for Health Profession Association | Australian and New Zealand Association for Health Profession Association Australia |
Awards
Recognition
Year | Award |
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2021 |
Mentorship Team Commendation for Global Engagement, College of Human and Social Futures College of Human and Social Futures, University of Newcastle |
Research Award
Year | Award |
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2011 |
Faculty of Science, Thesis of Year from Charles Sturt University: Award for PhD thesis Charles Sturt University |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Book (3 outputs)
Year | Citation | Altmetrics | Link | ||
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2016 |
Croker A, Higgs J, Trede F, Collaborating in Healthcare: Reinterpreting Therapeutic Relationships, Sense Publishers, Rotterdam, The Netherlands, 272 (2016)
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2008 | Smith M, Webb G, Skinner M, Contexts of Physiotherapy Practice, Churchill Livingstone, Chatswood, 340 (2008) [A2] | ||||
2008 | Smith M, Webb G, Skinner M, Contexts of Physiotherapy Practice, Churchill Livingstone, Chatswood, 340 (2008) [A2] |
Chapter (83 outputs)
Year | Citation | Altmetrics | Link | ||||
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2016 | Trede F, Croker AL, 'RESPECT: An aporia of collaborating in and across all levels of healthcare', Collaborating in Healthcare Reinterpreting Therapeutic Relationships, Sense Publishers, Rotterdam, The Netherlands 125-138 (2016) [B1] | Nova | |||||
2016 | Croker AL, Higgs J, 'The RESPECT Model of Collaboration', Collaborating in Healthcare Reinterpreting Therapeutic Relationships, Sense Publishers, Rotterdam, The Netherlands 43-54 (2016) [B1] | Nova | |||||
2016 | Higgs J, Croker AL, 'Researching collaboration and collaborating', Collaborating in Healthcare Reinterpreting Therapeutic Relationships, Sense Publishers, Rotterdam, The Netherlands 27-42 (2016) [B1] | Nova | |||||
2016 |
Tinlin L, Croker C, Wakely LT, 'Students' experiences of learning to work with other professions: If we read enough patient notes will we learn collaboration?', Collaborating in Healthcare Reinterpreting Therapeutic Relationships, Sense Publishers, Rotterdam, The Netherlands 237-244 (2016) [B1]
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Nova | |||||
2016 | Croker AL, Higgs J, 'Reinterpreting professional relationships in healthcare: The question of collaboration', Collaborating in Healthcare Reinterpreting Therapeutic Relationships, Sense Publishers, Rotterdam, The Netherlands 3-16 (2016) [B1] | Nova | |||||
2016 | Croker AL, 'Valuing ordered and organic collaboration: People, place, process and purpose', Collaborating in Healthcare Reinterpreting Therapeutic Relationships, Sense Publishers, Rotterdam, The Netherlands 55-80 (2016) [B1] | Nova | |||||
2016 | Croker AL, 'Healthcare as a context for collaboration: More than we can easily see', Collaborating in Healthcare: Reinterpreting Therapeutic Relationships, Sense Publishers, Rotterdam, The Netherlands 17-24 (2016) [B1] | Nova | |||||
2016 | Croker AL, 'Reviewing dimensions of collaborating: Reflexivity, reciprocity and responsiveness', Collaborating in Healthcare Reinterpreting Therapeutic Relationships, Sense Publishers, Rotterdam, The Netherlands 111-124 (2016) [B1] | Nova | |||||
2016 | Croker AL, 'Experience dimensions of collaborating: Engaging, entering, establishing, envisioning and effecting', Collaborating in Healthcare Reinterpreting Therapeutic Relationships, Sense Publishers, Rotterdam, The Netherlands 81-110 (2016) [B1] | Nova | |||||
2016 |
Little AL, Brown L, 'Putting interprofessional education into practice: Is it really as simple as it seems?', Collaborating in Healthcare Reinterpreting Therapeutic Relationships, Sense Publishers, Rotterdam, The Netherlands 229-236 (2016) [B1]
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Nova | |||||
2016 | Trede F, Croker AL, 'RESPECT: An aporia of collaborating in and across all levels of healthcare', Collaborating in Healthcare Reinterpreting Therapeutic Relationships, Sense Publishers, Rotterdam, The Netherlands 125-138 (2016) [B1] | Nova | |||||
2016 |
Fisher KA, Squires K, Woodley I, 'Community collaboration beyond the red tape: Complying without being constrained', Collaborating in Healthcare Reinterpreting Therapeutic Relationships, Sense Publishers, Rotterdam, The Netherlands 211-220 (2016) [B1]
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Nova | |||||
2016 | Croker AL, Higgs J, 'The RESPECT Model of Collaboration', Collaborating in Healthcare Reinterpreting Therapeutic Relationships, Sense Publishers, Rotterdam, The Netherlands 43-54 (2016) [B1] | Nova | |||||
2016 |
Little FH, Croker E, 'Collaborating within professions: Many layers and many roles', Collaborating in Healthcare Reinterpreting Therapeutic Relationships, Sense Publishers, Rotterdam, The Netherlands 157-166 (2016) [B1]
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Nova | |||||
2016 | Munro S, 'Collaborating across white and black spaces: The power of language', Collaborating in Healthcare Reinterpreting Therapeutic Relationships, Sense Publishers, Rotterdam, The Netherlands 175-184 (2016) [B1] | Nova | |||||
2016 | Higgs J, Croker AL, 'Researching collaboration and collaborating', Collaborating in Healthcare Reinterpreting Therapeutic Relationships, Sense Publishers, Rotterdam, The Netherlands 27-42 (2016) [B1] | Nova | |||||
2016 |
Tinlin L, Croker C, Wakely LT, 'Students' experiences of learning to work with other professions: If we read enough patient notes will we learn collaboration?', Collaborating in Healthcare Reinterpreting Therapeutic Relationships, Sense Publishers, Rotterdam, The Netherlands 237-244 (2016) [B1]
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Nova | |||||
2016 |
Grotowski M, 'Collaborating with colleagues across distances: Face-to-face versus tele- and video-conferencing', Collaborating in Healthcare Reinterpreting Therapeutic Relationships, Sense Publishers, Rotterdam, The Netherlands 193-200 (2016) [B1]
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Nova | |||||
2016 | Croker AL, Higgs J, 'Reinterpreting professional relationships in healthcare: The question of collaboration', Collaborating in Healthcare Reinterpreting Therapeutic Relationships, Sense Publishers, Rotterdam, The Netherlands 3-16 (2016) [B1] | Nova | |||||
2016 | Croker AL, 'Valuing ordered and organic collaboration: People, place, process and purpose', Collaborating in Healthcare Reinterpreting Therapeutic Relationships, Sense Publishers, Rotterdam, The Netherlands 55-80 (2016) [B1] | Nova | |||||
2016 | Croker AL, 'Healthcare as a context for collaboration: More than we can easily see', Collaborating in Healthcare: Reinterpreting Therapeutic Relationships, Sense Publishers, Rotterdam, The Netherlands 17-24 (2016) [B1] | Nova | |||||
2016 | Croker AL, 'Reviewing dimensions of collaborating: Reflexivity, reciprocity and responsiveness', Collaborating in Healthcare Reinterpreting Therapeutic Relationships, Sense Publishers, Rotterdam, The Netherlands 111-124 (2016) [B1] | Nova | |||||
2016 | Croker AL, 'Experience dimensions of collaborating: Engaging, entering, establishing, envisioning and effecting', Collaborating in Healthcare Reinterpreting Therapeutic Relationships, Sense Publishers, Rotterdam, The Netherlands 81-110 (2016) [B1] | Nova | |||||
2014 |
Croker AL, Grotowski M, Croker J, 'Interpersonal communication for interprofessional collaboration', Critical Conversations for Patient Safety - An Essential Guide for Health Professionals, Pearson Australia, Frenchs Forest, NSW 50-61 (2014) [B2]
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2014 | Croker AL, Sheehan D, Iedema R, 'Healthcare Systems and Spaces', Health Practice Relationships, Sense Publishers, Rotterdam, The Netherlands 17-26 (2014) [B1] | ||||||
2014 | Hummell J, Tasker D, Croker AL, 'Healthcare systems and policies', Health Practice Relationships, Sense Publications, Rotterdam 229-236 (2014) [B1] | Nova | |||||
2014 | Coyle J, Croker AL, 'Working in Teams: Where is the client?', Health Practice Relationships, Sense Publishers, Rotterdam, The Netherlands 65-74 (2014) [B1] | Nova | |||||
2014 | Croker AL, Trede F, Higgs J, 'Collaboration and Collaborating', Health Practice Relationships, Sense Publishers, Rotterdam, The Netherlands 75-84 (2014) [B1] | Nova | |||||
2014 |
Croker AL, Croker J, Grotowski M, 'Changing Directions in Healthcare', Health Practice Relationships, Sense Publishers, Rotterdam, The Netherlands 27-36 (2014) [B1]
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2014 |
Higgs J, Croker A, Tasker D, Hummell J, Patton N, 'Health Practice Relationships', , Sense Publishers, Rotterdam, The Netherlands (2014) [A3]
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2014 | Tasker D, Croker AL, Patton N, Higgs J, 'Health practice and relationships', Health Practice Relationships, Sense Publishers, Rotterdam, The Netherlands 221-228 (2014) [B1] | Nova | |||||
2014 |
Fisher KA, Grotowski M, 'Caring for Patients Who Have Sexually Transmitted Infections: Getting the team on board', Health Practice Relationships, Sense Publishers, Rotterdam, The Netherlands 171-178 (2014) [B1]
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Nova | |||||
2014 | Croker AL, Sheehan D, Iedema R, 'Healthcare Systems and Spaces', Health Practice Relationships, Sense Publishers, Rotterdam, The Netherlands 17-26 (2014) [B1] | ||||||
2014 | Hummell J, Tasker D, Croker AL, 'Healthcare systems and policies', Health Practice Relationships, Sense Publications, Rotterdam 229-236 (2014) [B1] | Nova | |||||
2014 | Coyle J, Croker AL, 'Working in Teams: Where is the client?', Health Practice Relationships, Sense Publishers, Rotterdam, The Netherlands 65-74 (2014) [B1] | Nova | |||||
2014 |
Little FH, Brown L, Grotowski M, Harris D, 'Interprofessional Relationships in Healthcare Practice', Health Practice Relationships, Sense Publishers, Rotterdam, The Netherlands 143-152 (2014) [B1]
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Nova | |||||
2014 |
Croker AL, Croker J, Grotowski M, 'Changing Directions in Healthcare', Health Practice Relationships, Sense Publishers, Rotterdam, The Netherlands 27-36 (2014) [B1]
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Nova | |||||
2014 |
Smith AN, 'Health Education and Practice Relationships in a Rural Context', Health Practice Relationships, Sense Publishers, Rotterdam, The Netherlands 161-170 (2014) [B1]
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2014 | Hudson JN, Weston K, 'The Benefits of Longitudinal Relationships with Patients for Developing Health Professionals: The longitudinal student-patient relationship', Health Practice Relationships, Sense Publishers, Rotterdam, The Netherlands 211-218 (2014) [B1] | Nova | |||||
2014 | Rae KM, Weatherall L, 'Relationships in Indigenous Health Practice: Long conversations and embraced vulnerabilities within the Gomeroi gaaynggal Centre', Health Practice Relationships, Sense Publishers, Rotterdam, The Netherlands 153-160 (2014) [B1] | Nova | |||||
2014 |
Higgs J, Croker A, Tasker D, Hummell J, Patton N, 'Health Practice Relationships', , Sense Publishers, Rotterdam, The Netherlands (2014) [A3]
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Nova | |||||
2014 | Tasker D, Croker AL, Patton N, Higgs J, 'Health practice and relationships', Health Practice Relationships, Sense Publishers, Rotterdam, The Netherlands 221-228 (2014) [B1] | Nova | |||||
2013 |
Croker A, Trede F, Higgs J, 'Practice-based education: Joining multiple communities of practice', Realising Exemplary Practice-Based Education 57-68 (2013)
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Show 80 more chapters |
Journal article (19 outputs)
Year | Citation | Altmetrics | Link | ||||||||
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2024 |
Paton I, Patton N, Croker A, 'Allied Health Collaborative Practice Capability: A Coalescence of Capabilities', Journal of Allied Health, 53 45-50 (2024) [C1] Allied health professionals are key in collaborative practice in healthcare settings. To better inform allied health student preparation for collaborative practice, this research ... [more] Allied health professionals are key in collaborative practice in healthcare settings. To better inform allied health student preparation for collaborative practice, this research illuminated the nature of allied health collaborative practice capability. Literature and perceptions of allied health students and academics were examined using a philosophical hermeneutic approach. A literature text set was constructed from a range of health and health education related fields. An experiential text was constructed from two sources; focus groups with students and semi-structured interviews with academics. Through this research we identified a plurality of capabilities that coalesce to become allied health collaborative practice capability. These dimensions and capabilities are: contextual (adaptability, responsiveness and persistence), social (friendliness, openness and reciprocity), and individual (professional expertise, willingness and flexibility). Capabilities illuminated in this research included skills and qualities. The plurality and coalescence of capabilities identified in this research highlight the complex nature of collaborative practice capability. A challenge remains to bring the more tacit qualities and how they interact into focus so that they receive meaningful attention to inform practice development and education. |
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2022 |
Croker A, Fisher K, Hungerford P, Gourlay J, May J, Lees S, Chapman J, 'Developing a meta-understanding of human aspects of providing palliative care', Palliative Care and Social Practice, 16 (2022) [C1] Objectives: Our intention was to develop a meta-understanding of the ¿human aspects¿ of providing palliative care. Integral to developing this meta-understanding was recognising t... [more] Objectives: Our intention was to develop a meta-understanding of the ¿human aspects¿ of providing palliative care. Integral to developing this meta-understanding was recognising the individuality of people, their varied involvements, situations, understandings, and responses, and the difficulty in stepping back to get a whole view of this while being in the midst of providing palliative care. We intended for this meta-understanding to inform reflections and sense-making conversations related to people¿s changing situations and diverse needs. Methods: Using collaborative inquiry, this qualitative research was undertaken ¿with¿ clinicians rather than ¿on¿ them. Our team (n = 7) was composed of palliative care clinicians and researchers from a co-located rural health service and university. We explored our personal perceptions and experiences through a series of 12 meetings over 8 months. In addition, through five focus groups, we acccessed perceptions and experiences of 13 purposively sampled participants with a range of roles as carers and/or healthcare providers. Data were dialogically and iteratively interpreted. Findings: Our meta-understanding of ¿human aspects¿ of providing palliative care, represented diagrammatically in a model, is composed of ATTRIBUTES OF HUMANITY and ACTIONS OF CARING. ATTRIBUTES OF HUMANITY are death¿s inevitability, suffering¿s variability, compassion¿s dynamic nature, and hope¿s precariousness. ACTIONS OF CARING include recognising and responding, aligning expectations, valuing relationships, and using resources wisely. The meta-understanding is a framework to keep multiple complex concepts ¿in view¿ as they interrelate with each other. Significance of findings: Our meta-understanding, highlighting ¿human aspects¿ of providing palliative care, has scope to embrace complexity, uncertainty, and the interrelatedness of people in the midst of resourcing, requiring, and engaging in palliative care. Questions are posed for this purpose. The non-linear diagrammatic representation of ATTRIBUTES OF HUMANITY and ACTIONS OF CARING facilitates multiple ways of engaging and revisiting palliative care situations or navigating changes within and across them.
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2022 |
Little A, Croker A, Ferns J, Grotowski M, Edgar A, Carter L, 'Sharing our research experience in higher education: should doing it differently be the exception?', Access, 10 88-98 (2022)
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2022 |
Tvedten OG, Croker A, Lawrence M, Williams K, Perry N, Croker J, 'Personalised written consultation summaries for patients: An 'up-close, in-depth, inside-out' exploration of a rheumatologist's patient-centred strategy.', Patient Educ Couns, 105 2362-2370 (2022) [C1]
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2021 |
Croker BA, Croker A, Smith SD, ' Dimensions and tensions? : embracing the complexity of working in a rural area through qualitative research interpreting perspectives of dermatologists and dermatology trainees', Rural and Remote Health, 21 1-9 (2021) [C1] Introduction: Challenges to addressing workforce maldistribution for equitable rural healthcare access continue, including for dermatology services. The conceptual complexity of t... [more] Introduction: Challenges to addressing workforce maldistribution for equitable rural healthcare access continue, including for dermatology services. The conceptual complexity of the notion of ¿rural¿ adds to the challenges, with the term¿rural¿ reflecting socially constructed meanings. In relation to healthcare workforce strategies, socially constructed meanings of ¿rural¿ indicate preferences for quantifiable framings and tendencies towards deficit-based portrayals. While quantifiable framings provide impetus for implementing and evaluating important rural healthcare workforce strategies, their tendency towards deficit-based portrayals risks overlooking positives of rural healthcare practice and stereotyping rural areas as problematic environments for health care. The importance of balancing deficit-based portrayals of ¿rural¿ with more positive orientations is recognised as important for addressing the maldistribution of the healthcare workforce. Addi g further to the complexity of addressing workforce maldistribution is the range of strategies required. Encompassed in these strategies are socially constructed approaches and conflicting interests. The notion of ¿tensions¿ has potential for making sense of, and addressing, the complexity of these competing interests. Importantly, not all ¿tensions¿ need to be resolved. By identifying, embracing and holding ¿tensions¿ rather than necessarily resolving them, space for ongoing rich discussion can be deliberately created. Methods: This qualitative research used a wide-angle, strengthbased lens to explore the topic of working in a rural area, from the perspectives of dermatologists and dermatology trainees. The wide-angle lens allowed consideration of the multiplicity of approaches. The strength-based lens allowed the research to go beyond deficit-based portrayals and embrace ¿tensions¿ inherent in the complexities of addressing workforce maldistribution. This study, undertaken in the interpretive research paradigm, was informed by philosophical hermeneutics. The research question was, ¿How can working in a rural area be conceptualised from the perspectives of dermatologists and dermatology trainees?¿. Data collected through semi-structured interviews with 17 participants providing dermatology services in rural areas (11 dermatologists and 6 dermatology trainees) were iteratively interpreted. Data were initially coded descriptively, with iterations moving towards more conceptual themes. Results: A conceptual model of dimensions and tensions of working in a rural area, from the perspective of dermatologists and dermatology trainees, is presented to illustrate the interpreted key themes, subthemes and implications. The four key themes are dimensions of working in a rural area: choosing to work in a rural area, transitioning out of a metropolitan area, embedding into the rural community and working within the complexity of ¿rural¿. As illustrated in the model, subthemes are characteristics capturing inherent diversity within each dimension, and the implications are ¿tensions¿. Issues for ongoing discussion arising from these ¿tensions¿ include metropolitan as a gravitational force to be overcome; complexities of individual choice, including implications for absence of choice; importance of community as people at the core of the strategies; and the taken-for-granted language for ¿rural¿ inadvertently reinforcing deficit-based portrayals. A set of reflective questions related to these issues is provided. Conclusion: The reflective questions posed can be discussed, grappled with and considered when developing strategies that address workforce maldistribution and when exploring different experiences within the complex social construction of ¿rural¿.
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2019 |
Croker A, Brown L, Little A, Squires K, Crowley E, 'Developing and maintaining collaborative practice: Exploring perspectives from dietetics and speech pathology about what works well ', Nutrition and Dietetics, 76 28-37 (2019) [C1] Aim: The aim was to support rich collaborative practice between two professions who frequently work together across both ordered and organic modes of collaboration. Methods: This ... [more] Aim: The aim was to support rich collaborative practice between two professions who frequently work together across both ordered and organic modes of collaboration. Methods: This study uses a qualitative research approach of collaborative dialogical inquiry to explore the question ¿From the perspective of dietitians and speech pathologists, ¿what works well¿ for developing and maintaining collaborative practice?¿ We deliberately chose a context where collaborative practice is evident, University Department of Rural Health (UONDRH). Participants in the research were academics and clinicians from dietetics and speech pathology. Data were sourced from our research reflections and focus group transcriptions. Analysis was dialogical and iterative. Results: Beyond shared purpose, knowledge of roles and good communication, the notions of curiosity, willingness and momentum were at the core of ¿what works well¿ for collaborative practice between dietitians and speech pathologists. Participant perspectives related to collaborative practice between these professions and beyond to other professions, and involved collaborative practice within and across healthcare organisations and a university setting. Conclusions: Our interpreted themes of curiosity, willingness and momentum for developing and maintaining collaborative practice highlight the importance of paying attention to the less visible and difficult to measure aspects of patient-centred care. Questions for reflection are suggested to inform the ongoing process of developing and maintaining our and others¿ collaborative practice.
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2019 |
Little F, Croker A, Carey TA, 'Valued but tenuous? Postgraduate clinical psychology placements for psychology students in rural and remote areas - implications for future directions', Rural and Remote Health, 19 (2019) [C1]
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2018 |
Hudson JN, Croker A, 'Educating for collaborative practice: an interpretation of current achievements and thoughts for future directions', Medical Education, 52 114-124 (2018) [C1] Context: The Edinburgh Declaration, developed in 1998 as a pledge to alter the character of medical education to more effectively meet the needs of society, included a recommendat... [more] Context: The Edinburgh Declaration, developed in 1998 as a pledge to alter the character of medical education to more effectively meet the needs of society, included a recommendation to increase the opportunity for joint learning between health and health-related professions, as part of the training for teamwork. This article acknowledges achievements since the Declaration in relation to this recommendation, using an umbrella term for the phenomenon, ¿educating for collaborative practice¿, and presents a perspective framed as a series of questions to encourage reflection on future directions. Methods: A literature interpretation, informed by philosophical hermeneutics, was conducted using text sets comprising reports and reviews from a section of the international literature since 1988. The interpretation involved: engaging with meanings as presented in the chosen texts; making iterative returns to the texts to explore emerging understanding; and ensuring parts of our understanding from particular texts were fused with complete understanding of the texts as a whole. A lens of appreciative inquiry facilitated acknowledgement of what has been achieved, while being curious about how it could be. Results: Interpretation of the selected literature revealed notable achievements. Areas for further consideration were identified in relation to three themes: establishing shared understanding AND purpose behind use of terminology; being a conduit AND sharing responsibility for change; exploring ways of doing things AND ensuring ongoing inclusivity. Conclusions: Interpreting the current literature on ¿educating for collaborative practice¿ has generated questions for reflection on how it may be otherwise. Readers are encouraged to embrace the tensions inherent in unanswered questions, providing space for communication, initiative and diversity of thought. An ongoing dialogue with the literature is proposed, asking whether educating students for a collective identity in settings where they are learning for and with patients is likely to advance educating for patient-centred collaborative practice.
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2017 |
Croker N, Lobo A, Croker A, Balogh ZJ, Dewar D, 'Who, where, what and where to now? A snapshot of publishing patterns in Australian orthopaedic surgery', ANZ Journal of Surgery, 87 1044-1047 (2017) [C1] Background: Development of core research competency is a principle of orthopaedic surgical training in Australia. This paper aims to provide an objective snapshot of publications ... [more] Background: Development of core research competency is a principle of orthopaedic surgical training in Australia. This paper aims to provide an objective snapshot of publications by Australian orthopaedic trainees and surgeons, to contribute to the discussion on how to identify and build on research capability in the Australian Orthopaedic Association (AOA). Methods: By analysing journals with a journal impact factor >1 from 2009 to 2015, data were gathered to explore scientific journal publications by Australian orthopaedic surgeons and trainees in relation to who are the authors, what they are reporting and where they are publishing. Results: One thousand five hundred and thirty-nine articles were identified with 134 orthopaedic trainees and 519 surgeons as authors. The publication rate for both trainees and surgeons was just over two in five. The majority of studies were of level three or four evidence (Oxford's Centre for Evidence-Based Medicine guidelines). Only 5% of trainee papers were published without surgeons¿ co-authorship. Eighty-six percent of papers published by surgeons did not involve a trainee. The rates of trainees publishing with other trainees were low. Conclusion: Only 5% of trainee papers were published without surgeons' co-authorship, highlighting the importance of surgeon mentorship in developing trainee research capability. The 86% of papers published by surgeons without trainee co-authorship raises the question of missed mentoring opportunities. Low rates of trainee co-authorship highlight potential for trainees to work together to support each other's research efforts. There is scope for more studies involving higher levels of evidence. This paper raises discussion points and areas for further exploration in relation to AOA trainee research capability.
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2016 |
Croker A, Smith T, Fisher K, Littlejohns S, 'Educators Interprofessional Collaborative Relationships: Helping Pharmacy Students Learn to Work with Other Professions', Pharmacy, 4 17-17 [C1]
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2016 |
Croker A, Wakely L, Leys J, 'Educators working together for interprofessional education: From fragmented beginnings to being intentionally interprofessional ', Journal of Interprofessional Care, 30 671-674 (2016) [C1] This article explores the development of interprofessional relationships between healthcare educators working together for interprofessional education (IPE). As part of a collabor... [more] This article explores the development of interprofessional relationships between healthcare educators working together for interprofessional education (IPE). As part of a collaborative dialogical inquiry, data from 19 semi-structured interviews and 9 focus groups were used to explore how IPE educators develop shared purpose to help students learn to work with other health professions. Consistent with this methodology, the research group and study participants comprised educators from eight different professions. Questions asked of the data, using a lens of intersubjectivity, included: ¿What implicit assumptions are brought to interactions?¿ and ¿What happens to these assumptions as educators interact?¿ The emergent themes caution against assuming that all educators initially bring to interprofessional spaces only positive attitudes towards all professions. Educators beginning in a fragmented interprofessional space needed to reflect on earlier negative experiences with particular professions for reframing in a socially aware interprofessional space to enable collaborating in an intentional interprofessional space.
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2016 |
Croker A, Brown L, Little A, Crowley E, 'Interprofessional Relationships for Work-Integrated Learning in Healthcare: Identifying Scope for Ongoing Professional Development', Creative Education, 07 1729-1738 (2016) [C1]
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2015 |
Croker A, Hudson JN, 'Interprofessional education: does recent literature from rural settings offer insights into what really matters?', Medical Education, 49 880-887 (2015) [C1]
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2015 |
Massey S, Fisher K, Croker A, Smith T, 'Collaboration across the health care and education interface: what is it like for teachers of children with traumatic brain injury?', AUSTRALIAN JOURNAL OF PRIMARY HEALTH, 21 74-78 (2015) [C1]
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2015 |
Croker A, Fisher K, Smith T, 'When students from different professions are co-located: the importance of interprofessional rapport for learning to work together', JOURNAL OF INTERPROFESSIONAL CARE, 29 41-48 (2015) [C1]
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Show 16 more journal articles |
Conference (50 outputs)
Year | Citation | Altmetrics | Link | |||||
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2023 |
Little F, Hazelton M, Croker A, Higgins I, 'Unleashing the potential of thriving at work to improve job satisfaction in mental health nursing', INTERNATIONAL JOURNAL OF MENTAL HEALTH NURSING (2023)
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2023 |
Little F, Hazelton M, Croker A, Higgins I, 'Unleashing the potential of thriving at work to improve job satisfaction in mental health nursing', https://doi.org/10.1111/inm.13210, Melbourne, VIC (2023)
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2022 |
Little F, Croker A, Hazelton M, Higgins I, 'Thriving at work: Interpreting the perspectives of rural nurses providing mental health care', Gold Coast, QLD (2022)
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2015 |
Croker AL, Smith T, Wakely L, 'More about interprofessional education: Is educators' rapport a missing link?', Melbourne (2015) [E3]
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2015 |
Fisher KA, Croker A, Smith T, May J, 'Grappling with a shared understanding of 'interprofessional learning': "I know what i mean... but what do we mean"', ANZAHPE-AMEA 2015 Conference, Newcastle (2015) [E3]
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2015 |
Little AL, Croker A, Brown L, Crowley E, ''Bang for buck' In interprofessional learning grants: Should we be funding catalysts or coercers of interprofessional rapport?', ANZAHPE-AMEA 2015 Conference, Newcastle (2015) [E3]
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2015 | Wolfgang RL, Croker A, Wakely K, Harries-Jones H, 'Interprofessionally practice what you interprofessionally preach', ANZAHPE-AMEA 2015 Conference, Newcastle (2015) [E3] | |||||||
2014 |
Fisher KA, Croker A, May J, Smith T, 'Are we on the same page yet?": Using photo-elicitation for shared understandings within an interpretive research team', N/A, Sydney (2014) [E3]
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2014 |
Croker AL, Harries-Jones H, Wakely L, Brown L, Little A, Fisher K, 'Preparing students for collaborative healthcare practice: Valuing educators' interdisciplinary rapport', Proceedings of the 2014 Practice-Based Education Summit, Sydney (2014) [E3]
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2014 |
Croker AL, Wolfgang R, Leys J, Wakely K, Fisher K, Smith T, et al., 'Students as Individuals in Interprofessional Learning: Should there be an 'I' in 'Team'?', ANZAHPE 2014 Conference Handbook & Program, Gold Coast (2014) [E3]
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2014 |
Croker AL, Wakely L, Fisher K, 'Interprofessional collaboration as a context for patient-centred care: Compassion or competition', Compassion and Care in a Changing World the 3rd Asia-Pacific Internation Conference on Qualitative Research in Nursing, Midwifery and Health, Newcastle (2014) [E3]
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2013 | Croker AL, Higgs J, 'Collaboration in health care - "Are we together on this?". A hermeneutic interpretation of the literature', Proceedings of 38th World Hospital Congress Future Healthcare - The Opportunities of New Technology, Oslo, Norway (2013) [E3] | Nova | ||||||
2013 |
Croker AL, Fisher K, Smith A, May J, 'Of vacuums and scaffolds: Interprofessional learning on a rural clinical placement', The 2013 Practice-Based Education Summit http://csusap.csu.edu.au/~areport/documents/pbe_summit_2013/Handbook.pdf, Sydney, NSW, Australia (2013) [E3]
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2013 |
Croker AL, May J, Fisher K, Smith A, 'A Moving Feast of Opportunities: How do Students in Rural Areas Learn to Work with other Professions?', Handbook & Program of ANZAHPE 2013 - Professional Development of Health Professional Educators, Melbourne (2013) [E3]
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Nova | ||||||
2012 | Croker AL, Trede F, Higgs J, 'Embracing the complexity of collaboration in health care', Interprofessional Education for Quality Use of Medicines Symposium, Newcastle, NSW (2012) [E3] | |||||||
2012 |
Croker A, Smith AN, Fisher KA, May JA, 'Exploring interprofessional education - Seeing the whole elephant', Symposium Program. Interprofessional Education for Quality Use of Medicines, Newcastle Beach, NSW (2012) [E3]
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Show 47 more conferences |
Report (2 outputs)
Year | Citation | Altmetrics | Link | ||
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2021 |
Croker A, Fisher K, Wakely K, Cooper E, Grotowski M, Cone L, et al., 'Out of Sight, Out of Mind: Pedagogical and equity implications of videoconferencing for higher education students learning in rural areas', Excellence for Equity in Higher Education (CEEHE) in Teaching for Equity in Higher Education (2021)
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2019 |
Croker A, Wakely K, Brown L, Cone L, Cooper E, De Silva L, et al., 'Out of sight, out of mind?: Pedagogical and equity implications of videoconferencing for healthcare students education in rural areas' (2019)
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Grants and Funding
Summary
Number of grants | 8 |
---|---|
Total funding | $63,650 |
Click on a grant title below to expand the full details for that specific grant.
20221 grants / $10,000
Rapport between supervisors from different professions: Tapping into unrealised potential for developing students’ collaborative practice through work integrated learning$10,000
Funding body: Australian Collaborative Education Network Limited (ACEN)
Funding body | Australian Collaborative Education Network Limited (ACEN) |
---|---|
Project Team | Doctor Susan Heaney, Mrs Alex Little, Mrs Jane Ferns, Associate Professor Leanne Brown, Doctor Anne Croker |
Scheme | Research Grant |
Role | Investigator |
Funding Start | 2022 |
Funding Finish | 2022 |
GNo | G2200476 |
Type Of Funding | C3100 – Aust For Profit |
Category | 3100 |
UON | Y |
20191 grants / $5,000
"Knots to know?": Making visible, untangling and exploring tensions associated with different pedagogical approaches to interprofessional education for healthcare student$5,000
Funding body: the Educator Network (tEN)
Funding body | the Educator Network (tEN) |
---|---|
Project Team | Mrs Alexandra Little, Mrs Anna Edgar, Mrs Jane Ferns, Dr Miriam Grotowski, Ms Lani De Silva, Dr Anne Croker |
Scheme | Teaching and Innovation Investment Scheme (TI2) |
Role | Investigator |
Funding Start | 2019 |
Funding Finish | 2019 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20181 grants / $13,400
Out of sight, out of mind? Pedagogical and equity implications of videoconferencing for healthcare students' education in rural areas.$13,400
Funding body: University of Newcastle Centre of Excellence for Equity in Higher Education
Funding body | University of Newcastle Centre of Excellence for Equity in Higher Education |
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Project Team | Anne Croker, Leanne Brown, Emma Cooper, Karin Fisher, Miriam Grotowski, Alex Little, Sonja Littlejohns, Simon Munro, Katrina Wakely, Luke Wakely |
Scheme | Excellence in Teaching for Equity in Higher Education |
Role | Lead |
Funding Start | 2018 |
Funding Finish | 2019 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20172 grants / $25,000
Yearning to yarn: Using ‘Aboriginal ways of knowing and learning’ to support clinical placement experiences of Aboriginal health professional students $15,000
Yearning to Yarn will aim to develop “teaching for equity” among clinical educators of Aboriginal and Torres Strait Islander students from the university and healthcare settings. At the core of this project is the notion of “yarning” as a way of understanding and supporting Aboriginal and Torres Strait Islander knowing and learning. To develop this framework the experiences of two groups engaged in the UONDRH clinical placement initiative will be explored through yarning, including: (i) Aboriginal and Torres Strait Islander medical, nursing and allied health students (past and present) who have undergone or are undergoing their clinical placements and (ii) educators from the university and healthcare settings (who may or not supervised students). These insights will inform educators’ teaching and engagement strategies when engaging with Aboriginal and Torres Strait Islander students studying in a range of health professions including diagnostic radiation, medicine, nuclear medicine science, nursing, nutrition and dietetics, occupational therapy, pharmacy, physiotherapy, radiation science, social work and speech pathology.
Funding body: University of Newcastle Centre of Excellence for Equity in Higher Education
Funding body | University of Newcastle Centre of Excellence for Equity in Higher Education |
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Project Team | Simon Munro, Anne Croker, Karin Fisher, Julie Burrows Leanne Brown |
Scheme | Excellence in Teaching for Equity in Higher Education |
Role | Investigator |
Funding Start | 2017 |
Funding Finish | 2018 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
Exploration of rural palliative care models in the Tamworth region to inform future research$10,000
Funding body: NSW Department of Health
Funding body | NSW Department of Health |
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Project Team | Dr Phil Hungerford, Dr Karin Fisher, Associate Professor Tony Smith, Mr Jonathon Gourlay, Dr Anne Croker, Professor Jenny May |
Scheme | NSW Regional Health Partners RICH Outcomes Research Grants |
Role | Investigator |
Funding Start | 2017 |
Funding Finish | 2018 |
GNo | |
Type Of Funding | Other Public Sector - State |
Category | 2OPS |
UON | N |
20151 grants / $750
Interprofessional Health, Education & Practice (IHEP) International Conference, Pullman Albert Park Hotel in Melbourne, Australia - 5-7 October 2015$750
Funding body: University of Newcastle - Faculty of Health and Medicine
Funding body | University of Newcastle - Faculty of Health and Medicine |
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Project Team | Doctor Anne Croker |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2015 |
Funding Finish | 2015 |
GNo | G1501064 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20142 grants / $9,500
Where there's a WIL there's a way: Integrating interprofessional compentence-based assessments into healthcare students' clinical learning$8,000
Co-located healthcare students on clinical placements at UoNDRH have numerous informal opportunities to interact with students from other disciplines; they may also see interprofessional practice role-modelled by supervisors. However further scope was identified for structured work integrated learning (WIL) strategies for interprofessional education (IPE). This project pilots a WIL-IPE strategy. Patient-centred clinically-based WIL-IPE activities will be developed using existing rapport between dietetics and speech pathology academic educators, clinical supervisors and students. Interprofessional competency-based assessment of students will be undertaken and an interprofessional community of practice for staff developed. The strategy will be evaluated using the Kirkpatrick model of education evaluation.
Funding body: University of Newcastle, Centre for Teaching and Learning
Funding body | University of Newcastle, Centre for Teaching and Learning |
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Project Team | Leanne Brown, Alexandra Little, Anne Croker, Lesley MacDonald-Wicks, Elesa Crowley, Deanne Harris and Tamara Penberthy |
Scheme | IPE Health Education Grant Scheme |
Role | Investigator |
Funding Start | 2014 |
Funding Finish | 2015 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
ANZAHPE: Developing Health Professional Educators: Connecting science and theory with learning for clinical practice$1,500
Funding body: University of Newcastle - Faculty of Health and Medicine
Funding body | University of Newcastle - Faculty of Health and Medicine |
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Project Team | Doctor Anne Croker |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2014 |
Funding Finish | 2014 |
GNo | G1400512 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
Research Supervision
Number of supervisions
Current Supervision
Commenced | Level of Study | Research Title | Program | Supervisor Type |
---|---|---|---|---|
2023 | Masters | Teledermatology For Rural Areas: Experiences And Perspectives Of Australian Dermatologists And Dermatology Trainees | M Philosophy (Medicine), College of Health, Medicine and Wellbeing, The University of Newcastle | Co-Supervisor |
2020 | PhD | From Student to Practitioner: The Lived Experience of Navigating the Transition from Pre- to Post-Qualification in Relation to Collaborative Practice in Healthcare | PhD (Medical Education), College of Health, Medicine and Wellbeing, The University of Newcastle | Co-Supervisor |
2016 | PhD | How Do Rural Mental Health Nurses Experience Thriving in Their Workplace? | PhD (Nursing), College of Health, Medicine and Wellbeing, The University of Newcastle | Co-Supervisor |
Past Supervision
Year | Level of Study | Research Title | Program | Supervisor Type |
---|---|---|---|---|
2021 | PhD | Preparing allied health students for collaborative healthcare practice | Physiotherapy, Charles Sturt University | Co-Supervisor |
Research Collaborations
The map is a representation of a researchers co-authorship with collaborators across the globe. The map displays the number of publications against a country, where there is at least one co-author based in that country. Data is sourced from the University of Newcastle research publication management system (NURO) and may not fully represent the authors complete body of work.
Country | Count of Publications | |
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Australia | 25 | |
Canada | 1 | |
New Zealand | 1 |
Dr Anne Croker
Position
Research Fellow
University Newcastle Department of Rural Health
College of Health, Medicine and Wellbeing
Contact Details
anne.croker@newcastle.edu.au | |
Phone | (02) 67 553521 |
Fax | (02) 6761 2355 |
Link |
Office
Building | Tamworth Education Centre. |
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Location | Tamworth , |