Dr Helen Courtney-Pratt
Conjoint Senior Lecturer
School of Nursing and Midwifery
Career Summary
Biography
In 2015 Helen moved from University of Newcastle and commenced working at Wicking Dementia Research and Education Centre, an internationally recognised innovator in education and research related to Dementia. Teaching into the on line Bachelor of Dementia Care which has enrollments from a diverse population ranging from qualified health care professionals through to a range of people living with Dementia (both carers and those with Dementia) Helen also has a strong research focus as the Senior Research Fellow for models of care. Current projects are focused on Residential Aged Care, innovation in care delivery and care redesign.
Helen left the School of Nursing and Midwifery at the University of Newcastle after working there from March 2013- July 2015. She was the Director of Clinical Education and Senior Lecturer. The role had a strong focus on leadership and partnership with industry to improve both quality and quantity of clinical placements provided to undergraduate nursing students, contributing strongly to teaching, curriculum design and management of the student cohort.
Working in health care since 1983, Helen subsequently completed studies commencing with BN (Hons) and completed Doctoral Studies in 2010. Her engagement has been with health care research with a focus on action research, practice development and translation research focused on improving nursing care provided in acute and community care sectors. More recently Helen has focused on clinical placement experiences of undergraduate s, working with both undergraduates and clinical supervisors who provide support in placement.
Helen has published in the area of COPD, Dementia and paediatric care provision, and undergraduate clinical placement evaluation, working closely with care providers and nurses in practice.
Research ExpertiseHelen has extensive research experience in participatory action research and has worked primarily in aged care settings, community nursing and acute care areas utising the approach in order to facilitate change focused on greater alignment of practice with existing evidence. In particular Helen has experience with supporting chronic disease self management approaches by community nurses, and dementia care provision within acute care environments.
In addition Helen has high levels of experience with research in the area of clinical supervision, clinical placement and support for undergraduates in clinical placement. The approach is mulifaceted with mixed methods utilised to provide rich descriptions of the complex area. Central to any research in the area is the intention to provide information back to clinicians and tertiary providers of education drawing on action research principles to encourage and support sustainable change.
Teaching Expertise
Helen currently teaches into the Bachelor of Dementia Care at Wicking Dementia Research and Education Centre. Previously at UoN Helen Taught into the undergraduate and post graduate areas of the Nursing program. In addition Helen has supported Honours, Masters and PhD students through their journeys of Higher Degree Education.
Administrative Expertise
Helen has administration expertise on large projects, including managing grant budgets and project team organisation.
Collaborations
Helen will continue to collaborate strongly with UoN staff related to undergraduate nurse experiences and as part of UoN is part of the larger team led by Stephen Billett from Griffith University on an OLT grant titled: Augmenting students' learning for employability through post-practicum education processes'
Qualifications
- PhD (Nursing), University of Tasmania
- Bachelor of Nursing, University of Tasmania
- Bachelor of Nursing (Honours), University of Tasmania
Keywords
- Action Research
- Clinical Placement
- Dementia
- Nursing and Midwifery
- Paediatric
- Practice Development
- Qualitative
- Translation Research
Professional Experience
Academic appointment
Dates | Title | Organisation / Department |
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24/8/2015 - | Senior Research Fellow Wicking Dementia Research and Education Centre | University of Tasmania Australia |
4/3/2013 - 10/7/2015 | Director of Clinical Education; Senior Lecturer School of Nursing and Midwifery | Faculty of Health, University of Newcastle Australia |
Professional appointment
Dates | Title | Organisation / Department |
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1/7/2010 - 1/3/2013 | Clinical Nurse Educator- Research | Department of Health and Human Services Royal Hobart Hospital Australia |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Chapter (2 outputs)
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2019 |
Levett-Jones T, Courtney-Pratt H, Govind N, 'Implementation and evaluation of the post-practicum oral clinical reasoning exam', Professional and Practice-based Learning 57-72 (2019) Nurses with effective clinical reasoning skills have a positive impact on patient outcomes. For this reason it is imperative that students understand and are able to demonstrate a... [more] Nurses with effective clinical reasoning skills have a positive impact on patient outcomes. For this reason it is imperative that students understand and are able to demonstrate application of the clinical reasoning process. While clinical reasoning is often taught and assessed in preparation for clinical placements, a post-practicum assessment can help to identify if and to what extent students¿ clinical experiences influence their learning. The aim of this chapter is to provide a detailed overview of the development of a post-practicum clinical reasoning exam, guidelines for educators interested in adopting this novel approach, and results from the initial evaluation of the exam. The post-practicum clinical reasoning exam for nursing students was conducted in the following manner: Students were provided with a verbal clinical handover and the healthcare records of four patients. In the individual face-to-face oral exam that followed, students were required to describe how they would prioritise, plan and manage the care of the four patients using the clinical reasoning cycle as their organising framework. The exam was marked by a trained staff member, and immediate summative feedback was provided. On completion of the oral exam students were invited to complete a short evaluation survey with closed and open-ended questions. Quantitative data was statistically analysed and qualitative data was thematically analysed. There were 471 students enrolled in the clinical course; of these, 181 participated giving a response rate of 38%. The mean satisfaction score was 3.03 out of a maximum of 5 indicating a moderate level of satisfaction with the oral exam. Three themes emerged from qualitative analysis: ¿Better than written assessment items¿, ¿Authenticity of the approach¿ and ¿The need for better preparation¿.
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2015 |
Courtney-Pratt HM, 'Documenting and Reporting', Kozier and Erb's Fundamentals of Nursing. Australian edition, Pearson, Sydney 283-304 (2015) [B2]
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Journal article (36 outputs)
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2023 |
Abdullah JM, Courtney-Pratt H, Doherty K, Andrews S, 'Needs of older people living with dementia in low and middle-income Asian countries: A scoping review', Dementia, 22 1977-1993 (2023) [C1] Background: Population ageing in low and middle-income Asian countries is associated with increased prevalence of dementia. The proportion of people with dementia in countries suc... [more] Background: Population ageing in low and middle-income Asian countries is associated with increased prevalence of dementia. The proportion of people with dementia in countries such as Bangladesh and Thailand are increasing. People with dementia can have complex care and health service needs. If these needs are not adequately met, this can result in a decreased quality of life and burden on the health system. There is considerable research into the needs of people with dementia in high-income countries. However, research on the needs of people living with dementia in low and middle-income countries remains underexplored. The aim of this study was to review and summarise the literature on the health and social care needs of older people with dementia in low and middle-income Asian countries. Methods: Five online databases (PubMed, Scopus, Web of Science, CINAHL and PsycINFO) and google scholar were searched. The databases were searched using a selection of key words. PRISMA-ScR approach was followed in reporting the process. Key findings: We extracted eight studies related to the health and social care needs of people with dementia that met our inclusion criteria. From the available literature, needs were categorised across five categories: (i) social, cognitive, and mental health needs; (ii) physical needs; (iii) care and service needs; (iv) knowledge-related needs; and (v) spiritual care needs. Conclusion: While eight papers were located which discussed the needs of people with dementia across a range of domains, this review demonstrates a deficit in the current evidence-base about the health and social care needs of people living with dementia in low and middle-income Asian countries. Further research is needed to identify health and care needs of people with dementia and how these needs are being met.
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2022 |
Blair W, Courtney-Pratt H, Doran E, Kable A, 'Nurses' recognition and response to unsafe practice by their peers: A qualitative descriptive analysis', Nurse Education in Practice, 63 (2022) [C1] Background: Unsafe practice is an important issue for the nursing profession however few studies have sought to identify how nurses recognise and respond to unsafe practice. Objec... [more] Background: Unsafe practice is an important issue for the nursing profession however few studies have sought to identify how nurses recognise and respond to unsafe practice. Objectives: To identify the behaviours and cues that registered nurses recognise as indications of unsafe practice, perceived factors that contribute to unsafe practice and action nurses take in response. Design: Qualitative descriptive study. Settings: New Zealand health care settings. Participants: New Zealand registered Nurses (n = 13). Methods: Data were collected via semi-structured interviews and analysis was conducted using constant-comparative and thematic analysis. Results: Nurses identified a range of behaviours, cues, contributing factors and responses to unsafe practice. Three themes emerged from the data: Uncertainty, ¿sensing¿ unsafe practice and disrupted professionalism. Conclusion: Understanding the challenges nurses face every day in recognising and responding to unsafe practice in increasingly complex nursing contexts is key to understanding how unsafe practice may be further addressed in clinical practice. Nurses in this study recognised overtly unsafe behaviour and subtle cues as indications of unsafe practice. Participants also identified factors which they perceived contributed to the occurrence of unsafe practice including high workloads and poor skill mix as well as organisational cultures that failed to support safe practice.
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2022 |
Courtney-Pratt H, Eccleston C, Lucas P, Tierney L, Harris W, Campbell B, Lawler K, 'The experience of paramedics providing care to people living with dementia: Working with uncertainty', Australasian Journal of Paramedicine, 19 (2022) [C1] Paramedics are key to the provision of emergency care in the community. Those living with dementia use paramedic services at a high rate, due to a range of issues related to comor... [more] Paramedics are key to the provision of emergency care in the community. Those living with dementia use paramedic services at a high rate, due to a range of issues related to comorbid conditions and other acute events which mean care cannot continue in the home. There is a paucity of literature related to care provided in such instances. Anecdotally, a perception exists that providing care to this group of people is challenging for paramedics in situations where high level assessment and emergency care are paramount. Paramedics in one Australian state were sought to participate in an exploratory study to enhance understanding of how they currently worked with people who lived in the community and had dementia. Sixteen participants were recruited to the study, and they worked in a number of areas, including urban and rural. Experience was broad, ranging from one to 36 years in the paramedic role. Inductive thematic analysis of interviews revealed key themes that framed the paramedic role and permeated interactions, assessment and decision-making. Paramedics participating in this study recognised people living with dementia who had high level impacts of the condition, suggesting those with less visible symptoms may remain hidden. With the projected increase of people diagnosed with dementia it is imperative that paramedics are aware of, and integrate dementia knowledge, skills and confidence into their practice. Deeper exploration of the area that includes volunteer ambulance personnel and further inquiry of the role of paramedics in relation to those living with dementia is needed. A focus on education and professional development to equip paramedics to work with people living with dementia is recommended. The findings suggest that greater work in this area is required.
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2022 |
Tierney L, Doherty K, Breen J, Courtney-Pratt H, 'Community expectations of a village for people living with dementia', HEALTH & SOCIAL CARE IN THE COMMUNITY, 30 E5875-E5884 (2022) [C1]
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2021 |
Eccleston CE, Courtney-Pratt H, McInerney F, Johnstone A, Doherty K, 'Predictors of dementia knowledge in a rural general public sample', AUSTRALIAN JOURNAL OF RURAL HEALTH, 29 530-537 (2021) [C1]
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2021 |
Breen J, Wimmer BC, Smit CCH, Courtney-Pratt H, Lawler K, Salmon K, et al., 'Interdisciplinary perspectives on restraint use in aged care', International Journal of Environmental Research and Public Health, 18 (2021) [C1] Restraint use in Australian residential aged care has been highlighted by the media, and investigated by researchers, government and advocacy bodies. In 2018, the Royal Commission... [more] Restraint use in Australian residential aged care has been highlighted by the media, and investigated by researchers, government and advocacy bodies. In 2018, the Royal Commission into Aged Care selected ¿Restraint¿ as a key focus of inquiry. Subsequently, Federal legislation was passed to ensure restraint is only used in residential aged care services as the ¿last resort¿. To inform and develop Government educational resources, we conducted qualitative research to gain greater understanding of the experiences and attitudes of aged care stakeholders around restraint practice. Semi-structured interviews were held with 28 participants, comprising nurses, care staff, physicians, physiotherapists, pharmacists and relatives. Two focus groups were also conducted to ascertain the views of residential and community aged care senior management staff. Data were thematically analyzed using a pragmatic approach of inductive and deductive coding and theme development. Five themes were identified during the study: 1. Understanding of restraint; 2. Support for legislation; 3. Restraint-free environments are not possible; 4. Low-level restraint; 5. Restraint in the community is uncharted. Although most staff, health practitioners and relatives have a basic understanding of restraint, more education is needed at a conceptual level to enable them to identify and avoid restraint practice, particularly ¿low-level¿ forms and chemical restraint. There was strong support for the new restraint regulations, but most interviewees admitted they were unsure what the legislation entailed. With regards to resources, stakeholders wanted recognition that there were times when restraint was necessary and advice on what to do in these situations, as opposed to unrealistic aspirations for restraint-free care. Stakeholders reported greater oversight of restraint in residential aged care but specified that community restraint use was largely unknown. Research is needed to investigate the extent and types of restraint practice in community aged care.
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2021 |
Blair W, Kable A, Palazzi K, Courtney-Pratt H, Doran E, Oldmeadow C, 'Nurses' perspectives of recognising and responding to unsafe practice by their peers: A national cross-sectional survey', JOURNAL OF CLINICAL NURSING, 30 1168-1183 (2021) [C1]
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2020 |
Mmako NJ, Courtney-Pratt H, Marsh P, 'Green spaces, dementia and a meaningful life in the community: A mixed studies review', Health and Place, 63 (2020) [C1] Engagement in green spaces impacts positively on wellbeing and quality of life. However, little is known about the impacts of green space engagement specifically for people living... [more] Engagement in green spaces impacts positively on wellbeing and quality of life. However, little is known about the impacts of green space engagement specifically for people living with the experience of dementia in the community; people with a heightened need to maintain a quality life. In this mixed study review, we explore existing evidence for quality of life impacts of contact with green spaces by people living with dementia in the community. Findings show that gardens and horticultural programs, green care farms, parks, urban woodlands and neighbourhood outdoor environments can impact positively in several ways. Four key mechanisms are identified: Engaging in meaningful activities; Empowerment; Positive risk taking; and Reinforcing Identity. These findings provide conceptual links between psychosocial understandings of the relationships between nature and wellbeing with rights-based dementia discourses. We conclude that evidence specific for people living with dementia in the community setting is growing and there is potential for green spaces to enable an active and meaningful community-life, despite cognitive decline. This is worthy of consideration by policy makers, practitioners and carers. Future studies can broaden this field of research and include investigations into lesser-explored aspects of quality of life, such as spirituality, and methods that incorporate the voices of people living with dementia.
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2018 |
van der Riet P, Levett-Jones T, Courtney-Pratt H, 'Nursing students' perceptions of a collaborative clinical placement model: A qualitative descriptive study', Nurse Education in Practice, 30 42-47 (2018) [C1] Clinical placements are specifically designed to facilitate authentic learning opportunities and are an integral component of undergraduate nursing programs. However, as academics... [more] Clinical placements are specifically designed to facilitate authentic learning opportunities and are an integral component of undergraduate nursing programs. However, as academics and clinicians frequently point out, clinical placements are fraught with problems that are long-standing and multidimensional in nature. Collaborative placement models, grounded in a tripartite relationship between students, university staff and clinical partners, and designed to foster students¿ sense of belonging, have recently been implemented to address many of the challenges associated with clinical placements. In this study a qualitative descriptive design was undertaken with the aim of exploring 14 third year third year nursing students¿ perceptions of a collaborative clinical placement model undertaken in an Australian university. Students participated in audio recorded focus groups following their final clinical placement. Thematic analysis of the interview data resulted in identification of six main themes: Convenience and Camaraderie, Familiarity and Confidence, Welcomed and Wanted, Belongingness and Support, Employment, and The Need for Broader Clinical Experiences. The clinical collaborative model fostered a sense of familiarity for many of the participants and this led to belongingness, acceptance, confidence and meaningful learning experiences.
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2018 |
Courtney-Pratt H, Pich J, Levett-Jones T, Moxey A, ' I was yelled at, intimidated and treated unfairly : Nursing students' experiences of being bullied in clinical and academic settings', Journal of Clinical Nursing, 27 e903-e912 (2018) [C1] Aims and objectives: To present findings from a study that explored nursing students' experiences of bullying in clinical and academic settings, the strategies used to negoti... [more] Aims and objectives: To present findings from a study that explored nursing students' experiences of bullying in clinical and academic settings, the strategies used to negotiate bullying and recommendations for empowering future students. Background: Nursing students are identified as a group who are at particular risk of bullying. Numerous studies have examined students' experiences of bullying in clinical contexts by qualified nurses; however, there has been far less attention to the bullying that occurs in academic settings where the perpetrators are university staff and other students. Design: The qualitative findings presented in this paper form one component of a mixed-methods, multisite study that examined the nature and extent of bullying in one cohort of nursing students. Methods: A convenience sample of 29 first-, second- and third-year undergraduate nursing students from one semimetropolitan Australian university was recruited for semistructured interviews in 2014. Interview data were analysed using NVivo. Findings: Participants described multiple examples of bullying occurring in both clinical and academic settings. Perpetrators included clinicians, facilitators, academics and fellow students. Bullying ranged from incivility to physical attacks. The impact of the bullying was profound; it caused many of the participants to feel anxious and distressed, it undermined their confidence and perception of competence, and it often led them to question their career choice. Strategies described by participants to cope with or manage the bullying included avoidance, trying to ¿just survive¿ and seeking support from trusted academic staff, family and friends. No episodes of bullying were formally reported. Conclusion: Bullying remains a pervasive phenomenon occurring in both clinical and academic settings. Students are, in many respects, a vulnerable and disempowered population who often fear the consequences of making a formal complaint. Thus, reporting structures and support strategies need to be re-examined, and resilience training is imperative. Relevance to clinical practice: Bullying remains a continuing concern in undergraduate nursing degrees. Efforts must be made in clinical and academic settings to heed the advice of undergraduates using broader strategies to address the issues.
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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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2016 |
Ford K, Courtney-Pratt H, Marlow A, Cooper J, Williams D, Mason R, 'Quality clinical placements: The perspectives of undergraduate nursing students and their supervising nurses', Nurse Education Today, 37 97-102 (2016) [C1] Background: Clinical placement for students of nursing is a central component of tertiary nursing programs but continues to be a complex and multifaceted experience for all stakeh... [more] Background: Clinical placement for students of nursing is a central component of tertiary nursing programs but continues to be a complex and multifaceted experience for all stakeholders. Objectives: This paper presents findings from a longitudinal 3-year study across multiple sites within the Australian context investigating the quality of clinical placements. Design: A study using cross-sectional survey. Settings: Acute care, aged care and subacute health care facilities. Participants: A total of 1121 Tasmanian undergraduate nursing students and 932 supervising ward nurses. Methods: Survey data were collected at completion of practicum from participating undergraduate students and supervising ward nurses across the domains of "welcome and belonging," "competence and confidence: reflections on learning," and "support for learning." In addition, free text comments were sought to further inform understandings of what constitutes quality clinical placements. Results: Overwhelmingly quantitative data demonstrate high-quality clinical placements are provided. Analysis of free text responses indicates further attention to the intersect between the student and the supervising ward nurse is required, including the differing expectations that each holds for the other. While meaningful interpersonal interactions are pivotal for learning, these seemingly concentrated on the relationship between student and their supervisor-the patient/client was not seen to be present. Conclusions: Meaningful learning occurs within an environment that facilitates mutual respect and shared expectations. The role the patient has in student learning was not made obvious in the results and therefore requires further investigation.
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2016 |
Blair W, Kable A, Courtney-Pratt H, Doran E, 'Mixed method integrative review exploring nurses' recognition and response to unsafe practice', Journal of Advanced Nursing, 72 488-500 (2016) [C1] Aim: To determine how nurses recognize and respond to unsafe practice. Background: Practice guidelines and standards outline safe practice. Nurses face challenges in recognizing a... [more] Aim: To determine how nurses recognize and respond to unsafe practice. Background: Practice guidelines and standards outline safe practice. Nurses face challenges in recognizing and responding unsafe practice. Design: Whittemore and Knafl's revised framework for integrative reviews guided the analysis. Data sources: A comprehensive search of literature exploring the identification and response to unsafe practice, was undertaken in CINAHL, Medline, Embase and PsychoINFO databases for the period 2004-2014. Review methods: Nineteen articles from 15 studies were included in the review. A mixed method integrative approach was used to review data and draw conclusions. Results: Behaviours and cues that indicate unsafe practice are influenced by organizational and individual characteristics. Individual nurses responses are variable and there are professional and personal costs associated with being reported or reporting unsafe practice. Conclusion: The small number of studies reviewed limits the conclusions that can be drawn from the review but suggest that nurses can identify unsafe practice in their peers. Individual nurses' recognition and response to unsafe practice in their peers contributes to patient outcomes and safety. Nurses need awareness training and strategies to respond to unsafe practice and reporting systems that protect reporters from repercussions. Further research investigating organizational factors and individual factors that contribute to a shift in practice across safety boundaries is required.
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2015 |
Courtney-Pratt H, Ford K, Marlow A, 'Evaluating, understanding and improving the quality of clinical placements for undergraduate nurses: A practice development approach.', Nurse Educ Pract, 15 512-516 (2015) [C1]
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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 |
Cooper J, Courtney-Pratt H, Fitzgerald M, 'Key influences identified by first year undergraduate nursing students as impacting on the quality of clinical placement: A qualitative study', Nurse Education Today, 35 1004-1008 (2015) [C1] Background: Despite the fact that high quality clinical placement is an integral component of pre-registration nursing education for the development of the future nursing workforc... [more] Background: Despite the fact that high quality clinical placement is an integral component of pre-registration nursing education for the development of the future nursing workforce, the literature identifies an ongoing struggle to 'get it right'. Objective: To examine qualitative data gathered through the Quality Clinical Placements Evaluation project to identify what pre-registration nursing students deemed helpful and not helpful influences on their first year Professional Experience Placement. Design: A total of 553 first year undergraduate nursing students from 2010 to 2012 were enrolled in the programme and all were invited to complete a validated survey to measure the quality of their first clinical placement. A total of 361 completed surveys were returned. This paper examines the data provided through open-ended questions within the survey related to most helpful and least helpful aspects of their clinical experience. Methods: An inductive analysis approach using NVIVO allowed inherent areas to emerge from the raw data forming three key themes that influenced the experience of students. Results: Feeling welcomed, individual versus team attitudes, and student expectations of supervising ward nurses were the themes identified that were perceived by the student as important to the success of learning and the quality of the experience overall. Conclusion: The findings echo previous research into the student experience of clinical placement; however the focus regarding the need for students to have a quality relationship with the supervising nurse is an area that warrants further exploration. Furthermore, we argue that students should be purposely engaged in the tertiary sector and provided guidance and strategies related to forming and maintaining relationships with those that supervise their clinical placement, in order to ensure consistent positive experiences. The outcomes from this study suggest that a missing component is teaching undergraduates how to manage relationships in clinical settings.
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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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2015 |
Levett-Jones T, Pitt V, Courtney-Pratt H, Harbrow G, Rossiter R, 'What are the primary concerns of nursing students as they prepare for and contemplate their first clinical placement experience?', Nurse Education in Practice, 15 304-309 (2015) [C1] Nursing students' first clinical placement experience can be a critical turning point -reinforcing professional aspirations for some, and for others, a time of emotional turb... [more] Nursing students' first clinical placement experience can be a critical turning point -reinforcing professional aspirations for some, and for others, a time of emotional turbulence. There is a paucity of research focusing on students' perceptions and concerns prior to their first placement experience. Thus, the aim of this study was to explore the concerns of first year bachelor of nursing students from one Australian university as they prepared for their first clinical placement. Participants completed an online 'readiness for practice' survey consisting of 22 items. This paper focuses on participants' responses to the one open ended question: 'Please comment on any concerns that you have in relation to being prepared for your first clinical placement'. Summative qualitative content analysis was used for analysis. 144 students (55%) responded to the open ended question. Responses were categorised into six themes including: Not prepared for placement; feeling nervous, anxious and worried; bullying and belonging; practicalities; patient safety and making mistakes; and working outside of my scope of practice. It appears that activities designed to equip students with the capacity to manage the inherent challenges of undertaking a clinical placement may sometimes have a paradoxical effect by increasing students' level of stress and anxiety. An enhanced understanding of students' concerns may help educators implement appropriate support strategies.
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2013 |
Ford K, Courtney-Pratt H, Fitzgerald M, 'The development and evaluation of a preceptorship program using a practice development approach', AUSTRALIAN JOURNAL OF ADVANCED NURSING, 30 5-13 (2013) [C1]
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Show 33 more journal articles |
Conference (3 outputs)
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2013 |
Walters J, Wills K, Schuez N, Cameron-Tucker H, Courtney-Pratt H, Nelson M, et al., 'TELEPHONE HEALTH MENTORING IMPROVES SELF-MANAGEMENT CAPACITY IN COMMUNITY-RECRUITED COPD', RESPIROLOGY (2013) [E3]
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2012 |
Courtney-Pratt H, FitzGerald M, Ford K, Robinson A, 'People with Dementia in Hospital: A case study', 27TH INTERNATIONAL CONFERENCE OF ALZHEIMER'S DISEASE INTERNATIONAL, London, ENGLAND (2012) [E2]
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2006 |
Cummings E, Turner P, Walters H, Baker RW, Robinson A, Courtney-Pratt H, 'Pathways home project: Patient self-management and self-efficacy through the deployment of ICTs', 19th Bled eConference "eValues" - Conference Proceedings (2006) This research-in-progress paper presents an examination of, and reflections on, the challenges of using information and communication technologies (ICTs) to support patients suffe... [more] This research-in-progress paper presents an examination of, and reflections on, the challenges of using information and communication technologies (ICTs) to support patients suffering chronic respiratory conditions to achieve increased levels of selfmanagement and self-efficacy. These research insights arise as part of the planning and on-going implementation of the Pathways Home for Respiratory Illness project (Pathways). This project seeks to assist patients with either chronic obstructive pulmonary disease (COPD) or cystic fibrosis (CF) to acquire skills that empower them to comprehend and initiate action in relation to alterations in their conditions. The overall aim of Pathways is to evaluate the impact of these newly acquired skills for improving health outcomes at individual and population levels and is due for completion in 2008. Achieving benefits from the introduction of ICTs as part of processes aimed at building sustainable self-efficacy and self-management is very difficult, not least because of a desire to avoid simply replacing patient dependency on health professionals with dependency on technology. Reflections on the challenges and experiences within the project to-date illuminate some implicit assumptions underpinning existing IS models for evaluating impact in terms of adoption, usage and benefit and the end-points we presume in our system development processes.
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Grants and Funding
Summary
Number of grants | 1 |
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Total funding | $1,500 |
Click on a grant title below to expand the full details for that specific grant.
20141 grants / $1,500
Fifth International Nurse Education Conference, Noordwijkerhout Netherlands, 22-25 June 2014$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 Helen Courtney-Pratt |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2014 |
Funding Finish | 2014 |
GNo | G1400530 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
Research Supervision
Number of supervisions
Past Supervision
Year | Level of Study | Research Title | Program | Supervisor Type |
---|---|---|---|---|
2021 | PhD | Nurses’ Recognition and Response to Unsafe Practice by Their Peers | PhD (Nursing), College of Health, Medicine and Wellbeing, The University of Newcastle | Co-Supervisor |
Dr Helen Courtney-Pratt
Position
Conjoint Senior Lecturer
School of Nursing and Midwifery
College of Health, Medicine and Wellbeing
Contact Details
helen.courtney-pratt@newcastle.edu.au | |
Link | Research Networks |