Dr Donovan Jones
Conjoint Senior Lecturer
School of Medicine and Public Health
- Email:donovan.jones@newcastle.edu.au
- Phone:(02) 4921 6940
Career Summary
Biography
Donovan has been involved with the Bachelor of Midwifery program at University of Newcastle as a lecturer since 2010. Having held the position of deputy program convenor Donovan was actively involved in the development of new midwifery curriculum starting in 2016 for the bachelor of midwifery at the University of Newcastle. Currently Donovan is the program convenor for nursing and midwifery honours at the University of Newcastle.
As an early career researcher Donovan’s PhD “mindfulness for men with pregnant partners” has attracted international recognition receiving international publications and has gained him a position as a board advisor on the international forum for wellbeing in pregnancy www.ifwip.org. In Addition, Donovan’s PhD is being run in the UK in 2019 through the University of Leeds. Recently Donovan has been exploring the use and integration of transformative technologies such as virtual and augmented reality into the bachelor of midwifery curriculum at the University of Newcastle. Donovan has taken the lead forming inter-professional research collaborations across the University and the world (University of Surry, University of Atwerp and University of Hong Kong) to translate transformative technologies into clinical practice. To date Donovan’s team has developed a Neonatal Virtual Reality program designed to provide health professionals and students with accessible and repeatable neonatal resuscitation lifesaving skills. In addition to this Donovan team released the Road to Birth education application, providing a non-invasive internal view of pregnancy progression utilising both virtual and augmented reality technology. 2019 will see the launch of more research and teaching prototypes including a world first conflict resolution using VR and real-time biofeedback to help undergraduate students learn about conflict resolution in health care.
Donovan is committed to integrating immersive technologies for midwifery students and registered health professionals to promote maternal and infant health nationally and globally. Donovan is an alumni of the CSIRO OnPrime and OnAccelerate programs designed to assist researchers developing skills in the commercialisation of deep technologies from universities to commercial viability and continues to be active in this space. Additionally, Donovan is a member of the Hunter Medical Research Institute (HMRI) and BRICS nursing and midwifery research network. Internationally Donovan is a member of SMARTlab linked with Universities around the globe with the aim to create and research social inclusive, sustainable VR/AR projects for use to all.
Qualifications
- Doctor of Philisophy in Midwifery, University of Newcastle
- Bachelor of Nursing, University of Newcastle
- Graduate Diploma in Midwifery, University of Newcastle
- Bachelor of Information Science, University of Newcastle
Keywords
- AI
- AR
- Artificial Intelligence
- Augmented Reality
- Inclusive design
- Mens Health
- Midwifery
- Mindfulness
- Mindfulness for Dads
- Perinatal Mental Health
- VR
- Virtual Reality
Awards
Award
Year | Award |
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2017 |
2017 Vice-Chancellor's Award for Teaching Excellence and Contribution to Student learning Centre for Teaching and Learning, The University of Newcastle |
2016 |
Scholarship from Center for Brain and Mental Health Research University of Newcastle The University of Newcastle - Faculty of Health and Medicine |
2009 |
Hunter Valley Midwives award for clinical excellence Hunter Valley Midwives Association |
Nomination
Year | Award |
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2016 |
Faculty Teaching and learning award Faculty of Health, University of Newcastle |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Chapter (1 outputs)
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2021 |
Jones D, Hazelton M, Evans DJR, Pento V, See ZS, Van Leugenhaege L, Fealy S, 'The Road to Birth: Using Digital Technology to Visualise Pregnancy Anatomy', Digital Anatomy: Applications of Virtual, Mixed and Augmented Reality, Springer International Publishing, Cham, Switzerland 325-342 (2021) [B1]
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Journal article (32 outputs)
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2024 |
Jones D, Fealy S, Evans D, Galvez R, 'Editorial: The use of extended realities providing better patient outcomes in healthcare', Frontiers in Medicine, 11
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2023 |
Hutchcraft ML, Wallon RC, Fealy SM, Jones D, Galvez R, 'Evaluation of the Road to Birth Software to Support Obstetric Problem-Based Learning Education with a Cohort of Pre-Clinical Medical Students', Multimodal Technologies and Interaction, 7 84-84 [C1]
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2023 |
Birtill M, King J, Jones D, Thyer L, Pap R, Simpson P, 'The use of immersive simulation in paramedicine education: a scoping review', Interactive Learning Environments, 31 2428-2443 (2023) [C1] The emergence of augmented reality (AR) and mixed reality (MR) modalities has increased the potential of simulation in paramedicine education. The integration of AR/MR into educat... [more] The emergence of augmented reality (AR) and mixed reality (MR) modalities has increased the potential of simulation in paramedicine education. The integration of AR/MR into education programmes should be underpinned by sound learning design; however, little is known about their effective use. The purpose of this scoping review was to identify the application and integration of AR/MR within paramedicine education. The review searched MEDLINE, EMBASE, PsychInfo, CINAHL and ERIC up to February 2020 to identify peer-reviewed articles describing the application or integration of any AR/virtual reality (VR) in the context of paramedicine education. The search yielded 11 records for qualitative synthesis from 170 unique records. The quality assessment showed diversity, from good to very poor quality papers. Categories of AR/MR were identified: computer-based avatar worlds, headset-based VR and screen-projection immersive spaces. An application was diverse, with triage and management of mass casualty featuring prominently. One paper described cost-effectiveness, and none discussed issues associated with volume or frequency of exposure required to achieve sustained outcomes. This review identified a small and heterogeneous evidence base describing AR/MR in paramedicine education. Limited, weak evidence demonstrates outcomes of equal to or better than traditional simulation when using AR/VR in paramedicine education.
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2023 |
Jones D, Galvez R, Evans D, Hazelton M, Rossiter R, Irwin P, et al., 'The Integration and Application of Extended Reality (XR) Technologies within the General Practice Primary Medical Care Setting: A Systematic Review', Virtual Worlds, 2 359-373 [C1]
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2023 |
Siang See Z, Ledger S, L Goodman L, Matthews B, Jones D, Fealy S, et al., 'Playable Experiences Through Technologies: Opportunities and Challenges for Teaching Simulation Learning and Extended Reality Solution Creation', Journal of Information Technology Education: Innovations in Practice, 22 067-090 [C1]
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2023 |
Fealy S, Logan PA, Micalos PS, Rossiter R, Jones D, Irwin P, et al., 'Exploring Parkinson's disease prevalence in regional, rural and remote Australia: A systematic scoping review', Australian Journal of Rural Health, 31 1156-1167 (2023) [C1] Introduction: Idiopathic Parkinson's disease (PD) is the second most prevalent neurodegenerative disorder worldwide. Due to ageing populations, prevalence estimates for PD ar... [more] Introduction: Idiopathic Parkinson's disease (PD) is the second most prevalent neurodegenerative disorder worldwide. Due to ageing populations, prevalence estimates for PD are set to increase in western countries including Australia. Objective: This study aims to investigate the prevalence of PD in regional, rural and remote areas of Australia, to inform the provision of equitable PD-specific care. Design: A scoping review, following the Joanna Briggs Institute methodology for scoping reviews and the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR), was conducted. An electronic search of four databases and the search engine google scholar was completed in May 2022 and updated in September 2023. Article screening and quality appraisal were undertaken independently by at least two reviewers. Findings: Of 514 records screened, six articles (between 1966 and 2019) were identified and included for review. Wide variations in PD prevalence were evident, ranging from 0.58 to 8.5 per 1000 people. Two studies suggested prevalence may be higher in regional, rural and remote areas of Australia than in urban localities. Discussion: The limited number of studies identified, and wide variation in prevalence rates makes it difficult to draw firm conclusions to inform heath care planning and resource allocation. Conclusion: A paucity of reliable prevalence data indicates the need for well-designed, country-specific epidemiological studies to be conducted to estimate the actual impacts of the disease to inform public health planning, particularly in regional, rural and remote areas where access to PD-specific care is already inequitable.
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2023 |
Fealy S, Irwin P, Tacgin Z, See ZS, Jones D, 'Enhancing Nursing Simulation Education: A Case for Extended Reality Innovation', Virtual Worlds, 2 218-230 [C1]
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2022 |
Fealy S, Jones D, Davis D, Hazelton M, Foureur M, Attia J, Hure A, 'Pregnancy weight gain a balancing act: The experience and perspectives of women participating in a pilot randomised controlled trial', Midwifery, 106 (2022) [C1] Background: Supporting women to achieve healthy gestational weight gain is a global health challenge. Inadequate and excessive gestational weight gains are associated with short a... [more] Background: Supporting women to achieve healthy gestational weight gain is a global health challenge. Inadequate and excessive gestational weight gains are associated with short and long-term adverse maternal and infant health outcomes. Qualitative studies suggest that symptoms of pregnancy, health professional attitudes, lack of guidance, personal knowledge and beliefs, lack of support, weight stigma, and lack of time and money, are barriers to achieving healthy weight gain. Less is known about women's perceptions and experience of gestational weight gain within normal body mass index categories with even less known about the experience of women motivated to participate in pregnancy weight management intervention trials. Aim: To describe the experience and perspectives of women participating in an Australian weight management pilot randomised controlled trial. Methods: Five women from regional New South Wales enrolled in the Eating 4 Two trial, participated in semi - structured interviews during the post-natal period. A qualitative descriptive methodology and inductive thematic analysis was applied. Findings: Two main themes emerged: 1) Addressing weight gain in pregnancy; and 2) Pregnancy weight the balancing act. Women identified weight gain as an important topic, the need for improvements within maternity services, responsive feedback and realistic support strategies. Women identified pregnancy symptoms, occurring during early and late pregnancy as barriers to achieving healthy weight gain. Conclusion: Further investigation into the effects of pregnancy symptoms on eating and physical activity patterns across pregnancy is warranted. Both qualitative and quantitative research is needed to monitor the translation of guideline recommendations into clinical practice.
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2022 |
Mangan J, Rae J, Anderson J, Jones D, 'Undergraduate paramedic students and interpersonal communication development: a scoping review', Advances in Health Sciences Education, (2022) [C1]
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2021 |
Arrighi G, Siang See Z, Jones D, 'Victoria Theatre Virtual Reality: A Digital Heritage Case Study and User Experience Design', Digital Applications in Archaeology and Cultural Heritage, 21 (2021) [C1]
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2020 |
Dowse E, Chan S, Ebert L, Wynne O, Thomas S, Jones D, et al., 'Impact of maternal perinatal depression and anxiety on birth outcomes: A retrospective data analysis', Maternal and Child Health Journal, 24 718-726 (2020) [C1]
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2020 |
See ZS, Matthews B, Goodman L, Jones D, Hight C, Egglestone P, et al., 'Extended Reality Interactive Wall: User Experience Design Research-Creation', Virtual Creativity, 10 163-174 (2020) [C1]
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2019 |
Fealy S, Jones D, Hutton A, Graham K, McNeill L, Sweet L, Hazelton M, 'The integration of immersive virtual reality in tertiary nursing and midwifery education: A scoping review', Nurse Education Today, 79 14-19 (2019) [C1] Background: Immersive virtual reality is an advancing technology that has the potential to change the traditional pedagogical approaches to teaching tertiary nursing and midwifery... [more] Background: Immersive virtual reality is an advancing technology that has the potential to change the traditional pedagogical approaches to teaching tertiary nursing and midwifery students. The application of immersive virtual reality in nursing and midwifery education may be a novel, accessible method for information provision and skill acquisition, however little is known of the extent of immersive virtual reality technology integration into tertiary nursing and midwifery programs. Objectives: The purpose of this review is to identify the application and integration of immersive virtual reality within nursing and midwifery tertiary education programs. Design: A scoping review based on the Joanna Briggs Institute methodology for scoping reviews was undertaken. An a priori review protocol and eligibility criterion was developed with the protocol subject to review a posteriori following first round screening. An electronic search of ten databases was conducted in January 2018. Results: A total of n = 506 non-duplicate records were identified and subjected to level one and level two screening. The search strategy and screening process identified n = 2 articles that were quality checked and included for review. Conclusions: There is currently a paucity of quality published literature on the application and/or integration of immersive virtual reality into nursing and midwifery tertiary education. Immersive virtual reality has the potential to increase competence and confidence for students providing accessible and repeatable learning opportunities in a fail-safe environment. There is a need for educators to be involved in the conceptualisation, design, integration and research of immersive virtual reality technology into undergraduate nursing and midwifery programs.
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2019 |
Ebert L, Levett-Jones T, Jones D, 'Nursing and midwifery students sense of connectedness within their learning communities', Journal of Nursing Education, 58 47-52 (2019) [C1] Background: Recognition of the importance of a supportive academic and clinical learning environment for nursing and midwifery students enrolled in health care programs is not new... [more] Background: Recognition of the importance of a supportive academic and clinical learning environment for nursing and midwifery students enrolled in health care programs is not new. However, the factors that influence social connections within these environments and the consequences for students¿ learning are not well understood. Method: This study used a multisite mixed-methods design to examine students¿ learning experiences. Results: Participants stated that to develop a sense of professional connectedness, opportunities are needed to develop meaningful relationships with academic staff and peers through increased face-to-face on-campus learning experiences, as well as through off-campus contexts. Conclusion: To enhance nursing and midwifery students¿ sense of connectedness, the balance between online and face-to-face learning experiences needs to be reexamined, and a renewed focus on the development of quality clinical learning experiences that foster a sense of belonging also is needed.
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2018 |
Abbott BP, Abbott R, Abbott TD, Acernese F, Ackley K, Adams C, et al., 'Search for Subsolar-Mass Ultracompact Binaries in Advanced LIGO's First Observing Run', PHYSICAL REVIEW LETTERS, 121 (2018)
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2018 |
Everson N, Levett-Jones T, Pitt V, Lapkin S, Van Der Riet P, Rossiter R, et al., 'Analysis of the Empathic Concern Subscale of the Emotional Response Questionnaire in a Study Evaluating the Impact of a 3D Cultural Simulation.', International journal of nursing education scholarship, 15 (2018) [C1]
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2018 |
Williams J, Jones D, Walker R, 'Consideration of using virtual reality for teaching neonatal resuscitation to midwifery students', Nurse Education in Practice, 31 126-129 (2018) [C1] Within the last decade, there has been significant change in the way tertiary midwifery education has been delivered to students. The use of blended teaching methods and the intro... [more] Within the last decade, there has been significant change in the way tertiary midwifery education has been delivered to students. The use of blended teaching methods and the introduction of simulated learning experiences has been observed in the literature to improve students¿ self-confidence, competence, clinical judgement and decision-making abilities. Simulation is seen to be particularly important when practising skills that may be infrequently encountered in practice, such as clinical emergencies. Neonatal resuscitation is the most common neonatal emergency encountered within midwifery today, with up to 15% of babies requiring some form of resuscitation at birth. Recent research describes the benefits of using a multi-modal approach to teaching neonatal resuscitation, utilising both theory and simulated learning methods. One emerging method of simulation is that of virtual reality (VR), which has been recognised for its enormous educational potential in risk-free clinical skills training. Currently, however, there is limited research looking at the use of VR in emergency skills training. This article examines the literature to highlight the potential benefits that VR simulation could provide for emergency skills training, as well as the potential challenges that should be acknowledged.
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2017 |
Jones D, Ebert L, Hazelton M, 'Mindfulness for men with pregnant partners: An integrative literature review (Part two)', British Journal of Midwifery, 25 783-791 (2017) [C1] Background Both men and women can experience depressive or anxious episodes when transitioning to parenthood. Mindfulness interventions are one way to teach men coping strategies ... [more] Background Both men and women can experience depressive or anxious episodes when transitioning to parenthood. Mindfulness interventions are one way to teach men coping strategies to manage these feelings. Aim This integrative review examined original research, evaluating mindfulness as an intervention for men during the perinatal period. Methods A comprehensive search resulted in 157 articles. After applying defined inclusion and exclusion criteria, 2 original research papers remained. Thematic analysis identified five themes, the first three of which were discussed in Part I of this article. Findings Mindfulness based stress reduction strategies for men have been shown to be effective across a range of health issues, although there is little research during the perinatal period. Research suggests that men engaged in mindfulness based stress reduction in the perinatal period experienced better regulation of emotions and stress, and felt more present for their pregnant partners. Conclusions To improve men¿s wellbeing, innovative ways of providing perinatal mindfulness based stress reduction are needed. New or adapted mindfulness based stress reduction programmes are needed to improve men¿s awareness, empathy, self-esteem and psychological wellbeing to better support their pregnant partners.
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2017 |
Jones D, Ebert L, Hazelton M, 'Mindfulness for men with pregnant partners: An integrative literature review (Part one)', British Journal of Midwifery, 25 707-714 (2017) [C1] Background Men are as likely to suffer stressors associated with pregnancy as their pregnant partners, but are less likely to receive support. Mindfulness interventions are a poss... [more] Background Men are as likely to suffer stressors associated with pregnancy as their pregnant partners, but are less likely to receive support. Mindfulness interventions are a possible way to enable men to manage and reduce stress that may provoke anger and depression. Aim This integrative review examined original research into using mindfulness as an intervention for men during the perinatal period. Methods Using the question, 'Can mindfulness based stress reduction reduce stress in men with pregnant partners during the perinatal period?', a comprehensive search retrieved 157 articles. Following defined inclusion and exclusion criteria, 2 original research papers were included in the review. Thematic analysis identified five themes, the first three of which will be discussed here. Findings Research suggests that men engaged in mindfulnessbased stress reduction during the perinatal period experienced improvements in regulating emotions and handling stress, as well a deeper sense of connection with their pregnant partner. Conclusion To improve the wellbeing of men with pregnant partners, mindfulness-based stress reduction techniques are needed to help men to improve psychological wellbeing and better support their pregnant partners.
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2017 |
O'Brien AP, McNeil K, Fletcher R, Conrad A, Wilson A, Jones D, Chan W, 'New fathers perinatal depression & anxiety - treatment options: an integrative review', American Journal of Men's Health, 11 863-876 (2017) [C1]
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2016 |
Lavender TJ, Ebert L, Jones D, 'An evaluation of perinatal mental health interventions: An integrative literature review', Women and Birth, 29 399-406 (2016) [C1] Background National statistics related specifically to the mental health of women in the perinatal period is poorly acknowledged in Australia. Maternal deaths related to mental he... [more] Background National statistics related specifically to the mental health of women in the perinatal period is poorly acknowledged in Australia. Maternal deaths related to mental health in the perinatal period can be attributed to a lack of appropriate treatment and/or support. A barrier to women's help-seeking behaviors is the lack of discrete, perinatal specific interventions where women can self-assess and access support. Aim This review examines original research evaluating perinatal mental health interventions used by women to improve mental health. Method An integrative literature review was undertaken. A comprehensive search strategy using 5 electronic databases resulted in the retrieval of 1898 articles. Use of an inclusion and exclusion criteria and Critical Appraisal Skills Program tools resulted in 4 original research papers. Thematic analysis identified universal themes. Findings Cognitive Behavioral Therapy, Behavioral Activation and Mindfulness-based interventions, specifically adapted to meet the needs of women in the perinatal period, demonstrate an overall improvement in mental health. Women involved in the interventions experienced both improvements in symptoms of anxiety and depression as well as secondary benefits from participating in the research. Conclusion To improve perinatal mental health outcomes, innovative modes of providing effective perinatal mental health interventions that address the unique needs of women in the perinatal period are needed. Future development of perinatal mental health interventions require adaptions of Cognitive Behavioral Therapy, Behavioral Activation and/or Mindfulness-based methods to address mental health outcomes for women in the perinatal period.
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2015 |
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, 15 530-536 (2015) [C1] 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 ... [more] 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.
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2015 |
Jones DP, Hazelton M, Ebert L, 'Perinatal mental health and men', Australian Nursing & Midwifery Journal, 23 41-41 (2015) [C3]
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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. Backgrou... [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.
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2014 |
Jones D, Rossiter R, 'Research project supports the emotional wellbeing of young fathers during the perinatal journey in parenthood', Australian nursing & midwifery journal, 22 37 (2014) In Australia, mental health problems carry the highest burden of disease in 18-25 year olds, with males representing 23% of those affected (Australian Institute of health and Welf... [more] In Australia, mental health problems carry the highest burden of disease in 18-25 year olds, with males representing 23% of those affected (Australian Institute of health and Welfare [AIHW] 2011).
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2013 |
Jones D, 'The life of men in midwifery: Male midwives changing the rules', WOMEN AND BIRTH, 26 S32-S32 (2013)
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Show 29 more journal articles |
Review (1 outputs)
Year | Citation | Altmetrics | Link | ||
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2017 |
O'Brien AP, McNeil K, Fletcher R, Conrad A, Wilson A, Jones D, Chan S, 'Should fathers postnatal depression be part of maternal and newborn health services? (2017)
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Conference (6 outputs)
Year | Citation | Altmetrics | Link | ||||||||
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2019 |
See ZS, Rey U, Neilson F, Cuneo M, Barnes-Keoghan A, O'Donnell L, et al., 'Sodeisha Sculptural Ceramics: Digitalization and VR Interaction', The 17th International Conference on Virtual-Reality Continuum and its Applications in Industry on - VRCAI '19, Australia (2019) [E1]
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2019 |
Jones D, See Z, Billinghurst M, Goodman L, Fealy S, 'Extended Reality for Midwifery Learning: MR VR Demonstration', Proceedings of VRCAI '19: The 17th International Conference on Virtual Reality Continuum and its Applications in Industry (VRCAI '19), Brisbane, Queensland (2019) [E1]
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2019 |
See ZS, Rey U, Neilson F, Cuneo M, Barnes-Keoghan A, O Donnell L, et al., 'Sodeisha Avant-grade Ceramic: High Fidelity Digitization, Virtual Reality, and Interaction Design', Singapore (2019)
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Show 3 more conferences |
Creative Work (1 outputs)
Year | Citation | Altmetrics | Link | ||
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2019 |
Rey U, See ZS, Neilson F, Cuneo M, Barnes-Keoghan A, O'Donnell L, et al., Please Touch: a virtual engagement with Sodeisha sculptural ceramics, Newcastle Art Gallery, Australia (2019)
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Other (1 outputs)
Year | Citation | Altmetrics | Link | ||
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2014 |
O'Brien AP, Fletcher R, Chan S, Conrad A, Jones D, Wilson A, 'CBT to address new fathers depression and anxiety', ( pp.1): Family Action Centre, The University of Newcastle15th August (2014) [O1]
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Grants and Funding
Summary
Number of grants | 16 |
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Total funding | $198,861 |
Click on a grant title below to expand the full details for that specific grant.
20201 grants / $14,896
Strategic Networks and Pilot Projects$14,896
Funding body: Strategic Networks and Pilot Projects University of Newcastle School of Creative Industries
Funding body | Strategic Networks and Pilot Projects University of Newcastle School of Creative Industries |
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Project Team | Benjamin Matthews Zi Siang See Adam Manning Rewa Wright Jamin Day Shanna Fealy |
Scheme | Strategic Networks and Pilot Projects |
Role | Investigator |
Funding Start | 2020 |
Funding Finish | 2020 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20193 grants / $31,968
DVC-A New Education Framework transformative technologies $21,000
Funding body: Office of the DVC (A), The University of Newcastle, Australia
Funding body | Office of the DVC (A), The University of Newcastle, Australia |
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Project Team | Professor Michael Hazelton, Ms Shanna Fealy, Ms Theressa lavender |
Scheme | NeW Education Framework Strategic Funding for Teaching and Learning |
Role | Lead |
Funding Start | 2019 |
Funding Finish | 2019 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
FHEAM Visiting Fellow research grant $6,644
Funding body: Faculty of Health Medicine Visiting Fellow Scheme
Funding body | Faculty of Health Medicine Visiting Fellow Scheme |
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Scheme | Visiting Fellow |
Role | Lead |
Funding Start | 2019 |
Funding Finish | 2019 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
School of Health Sciences Strategic Pilot Grant $4,324
Funding body: 2019 School Health Science - Strategic Pilot Grant
Funding body | 2019 School Health Science - Strategic Pilot Grant |
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Project Team | Dr Jamin Day, Dr James Kirby |
Scheme | SHS 2019 Strategic Pilot Scheme |
Role | Investigator |
Funding Start | 2019 |
Funding Finish | 2019 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20185 grants / $86,300
Early Career Research grant Neonatal VR$50,000
Funding body: Faculty of Health and Medicine, University of Newcastle
Funding body | Faculty of Health and Medicine, University of Newcastle |
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Scheme | Faculty Grant |
Role | Lead |
Funding Start | 2018 |
Funding Finish | 2018 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
CSIRO National Innovation Accelerator 4 Program$15,000
Funding body: CSIRO - Commonwealth Scientific and Industrial Research Organisation
Funding body | CSIRO - Commonwealth Scientific and Industrial Research Organisation |
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Project Team | Donovan Jones, Shanna Fealy, Rohan Walker |
Scheme | Australia's National Innovation Accelerator Program |
Role | Lead |
Funding Start | 2018 |
Funding Finish | 2018 |
GNo | |
Type Of Funding | Aust Competitive - Commonwealth |
Category | 1CS |
UON | N |
RAPID Research and Project Innovation & Development "Sodeisha Project"$10,000
Funding body: School of Creative Arts, University of Newcastle
Funding body | School of Creative Arts, University of Newcastle |
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Project Team | Dr Una Rae, Mr Zi Siang See, Sarah Johnson, Dr Faye Neilson, Dr Donovan Jones, Michael Cuneo, Luke o'Donnell, Alexander Barnes-Keoghan |
Scheme | RAPID-Research and Project Innovation & Development |
Role | Investigator |
Funding Start | 2018 |
Funding Finish | 2019 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
CSIRO Australia's National Innovation Accelerator Program performance bonus grant $10,000
Funding body: CSIRO - Commonwealth Scientific and Industrial Research Organisation
Funding body | CSIRO - Commonwealth Scientific and Industrial Research Organisation |
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Project Team | Donovan Jones, Shanna Fealy, Rohan Walker |
Scheme | Australia's National Innovation Accelerator Program |
Role | Lead |
Funding Start | 2018 |
Funding Finish | 2018 |
GNo | |
Type Of Funding | Aust Competitive - Commonwealth |
Category | 1CS |
UON | N |
CBMHR Mental Health Hub Funding $1,300
Funding body: Priority Research Centre for Brain and Mental Health | The University of Newcastle
Funding body | Priority Research Centre for Brain and Mental Health | The University of Newcastle |
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Scheme | Research Support Grant Round Funding |
Role | Lead |
Funding Start | 2018 |
Funding Finish | 2018 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20175 grants / $42,697
Supporting postnatal first-time mothers – An RCT of a new mobile$20,000
Funding body: Hunter Medical Research Institute
Funding body | Hunter Medical Research Institute |
---|---|
Project Team | Professor Sally Chan, Doctor Lyn Ebert, Doctor Donovan Jones, Doctor Eileen Dowse, Ms Shanna Fealy |
Scheme | Project Grant |
Role | Investigator |
Funding Start | 2017 |
Funding Finish | 2017 |
GNo | G1700189 |
Type Of Funding | C3300 – Aust Philanthropy |
Category | 3300 |
UON | Y |
An app-based postnatal psychoeducational program for first-time mothers – A randomized controlled trial$17,697
Funding body: Mid North Coast Local Health District
Funding body | Mid North Coast Local Health District |
---|---|
Project Team | Ms Shanna Fealy, Professor Sally Chan, Doctor Eileen Dowse, Doctor Donovan Jones, Dr OLIVIA Wynne |
Scheme | Research Support Grant Program |
Role | Investigator |
Funding Start | 2017 |
Funding Finish | 2017 |
GNo | G1600633 |
Type Of Funding | C2400 – Aust StateTerritoryLocal – Other |
Category | 2400 |
UON | Y |
CSIRO OnPrime grant$3,000
Funding body: CSIRO - Commonwealth Scientific and Industrial Research Organisation
Funding body | CSIRO - Commonwealth Scientific and Industrial Research Organisation |
---|---|
Project Team | Donovan Jones, Shanna Fealy, Rohan Walker |
Scheme | Australia's National Innovation Accelerator Program |
Role | Lead |
Funding Start | 2017 |
Funding Finish | 2018 |
GNo | |
Type Of Funding | External |
Category | EXTE |
UON | N |
Faculty of Health and Medicine travel grant University of Newcastle$1,000
Funding body: Faculty of Health and Medicine, University of Newcastle
Funding body | Faculty of Health and Medicine, University of Newcastle |
---|---|
Scheme | Faculty Grant |
Role | Lead |
Funding Start | 2017 |
Funding Finish | 2017 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
Center for Brain and Mental Health Research (CBMHR) University of Newcastle$1,000
Funding body: Faculty of Health and Medicine, University of Newcastle
Funding body | Faculty of Health and Medicine, University of Newcastle |
---|---|
Scheme | Faculty of Health and Medicine Conference Travel Grant |
Role | Lead |
Funding Start | 2017 |
Funding Finish | 2017 |
GNo | |
Type Of Funding | Internal |
Category | INTE |
UON | N |
20151 grants / $18,000
Supporting student success through connecting and belonging$18,000
This study aims to explore the student experience of two health disciplines, nursing and
midwifery. These programs have a higher than average UON number of low SES and
Aboriginal or Torres Strait Islander students. Students' sense of connectedness to the
academic environment and learning activities as well as the development of a sense of
professional belongingness within different models of clinical placement and linked academic
support will be examined.
Funding body: The Centre of Excellence for Equity in Higher Education
Funding body | The Centre of Excellence for Equity in Higher Education |
---|---|
Project Team | Dr Lyn Ebert |
Scheme | The Centre of Excellence for Equity in Higher Education |
Role | Investigator |
Funding Start | 2015 |
Funding Finish | 2015 |
GNo | |
Type Of Funding | Aust Competitive - Commonwealth |
Category | 1CS |
UON | N |
20131 grants / $5,000
Developing models of clinical learning that meets national guidelines and improves the student experience $5,000
Funding body: Centre for Teaching and Learning, University of Newcastle
Funding body | Centre for Teaching and Learning, University of Newcastle |
---|---|
Scheme | Teaching and Learning Project Grants |
Role | Investigator |
Funding Start | 2013 |
Funding Finish | 2014 |
GNo | |
Type Of Funding | Aust Competitive - Commonwealth |
Category | 1CS |
UON | N |
Research Supervision
Number of supervisions
Current Supervision
Commenced | Level of Study | Research Title | Program | Supervisor Type |
---|---|---|---|---|
2017 | PhD | Conflict Resolution and Virtual Reality | PhD (Midwifery), College of Health, Medicine and Wellbeing, The University of Newcastle | 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 | |
---|---|---|
Australia | 30 | |
United States | 4 | |
Ireland | 2 | |
Singapore | 2 | |
Belgium | 1 | |
More... |
News
News • 25 Nov 2019
Ground-breaking conflict simulator helps train budding nurses
A world-first virtual reality (VR) simulation is helping train nursing students at the University of Newcastle in conflict resolution.
News • 2 Mar 2018
Road to Birth delivers world-first virtual window into pregnancy
A ground-breaking development in virtual reality (VR) technology at the University of Newcastle (UON) has given world-first visual insight into the internal stages of childbearing and its effect on the human body, signifying a huge step for health practitioners and expectant parents globally.
News • 26 May 2017
A new world in sight: virtual reality to advance human health
Giving birth has been the foundation of the human race since the start of humanity, but the primal practice is set to benefit from groundbreaking advances in virtual reality (VR) and augmented reality (AR) at the University of Newcastle (UON).
Dr Donovan Jones
Position
Conjoint Senior Lecturer
School of Medicine and Public Health
College of Health, Medicine and Wellbeing
Contact Details
donovan.jones@newcastle.edu.au | |
Phone | (02) 4921 6940 |
Links |
Twitter Personal webpage |
Office
Room | RW226 |
---|---|
Building | Richardson Wing |
Location | Callaghan University Drive Callaghan, NSW 2308 Australia |