Mrs Jane Ferns
Lecturer
University Newcastle Department of Rural Health
- Email:jane.ferns@newcastle.edu.au
- Phone:(02) 4055 1909
Career Summary
Biography
Jane Ferns is a Lecturer in Interprofessional Practice at The University of Newcastle Department of Rural Health (UONDRH), based in Taree. In this role, Jane coordinates Interprofessional Learning modules for students of all health disciplines, bringing students together for interactive interprofessional learning experiences. Jane is responsible for piloting Service Learning programs in the local area, where students provide benefit to rural communities while consolidating their clinical practice and skills. This role is underpinned by strong collaboration with other academic staff at the UONDRH in order to provide interprofessional education to students within the area. Previous experience with the UONDRH includes overseeing Pharmacy student placements in the local area, providing support to placement supervisors and students.
Since graduating with a Master of Pharmacy in 2010 from The University of Newcastle, Jane has been employed in a range of pharmacy settings, including community pharmacy management and professional services roles and is accredited with the Australian Association of Consultant Pharmacy to provide medication reviews as well as accredited to provide immunisation services within pharmacy.
Qualifications
- Master of Pharmacy, University of Newcastle
- Bachelor of Biomedical Sciences, University of Newcastle
- Registered Pharmacist, Pharmacy Board of Australia
Keywords
- Interprofessional Learning
- Pharmacy
- Rural Health
- Service Learning
Languages
- English (Fluent)
Fields of Research
| Code | Description | Percentage |
|---|---|---|
| 420399 | Health services and systems not elsewhere classified | 100 |
Professional Experience
UON Appointment
| Title | Organisation / Department |
|---|---|
| Lecturer | University of Newcastle University Newcastle Department of Rural Health Australia |
Membership
| Dates | Title | Organisation / Department |
|---|---|---|
| 1/1/2017 - | Australian Association of Consultant Pharmacy Accredited | Australian Association of Consultant Pharmacy Australia |
Professional appointment
| Dates | Title | Organisation / Department |
|---|---|---|
| 1/1/2012 - | Community Pharmacist | Various Australia |
Awards
Award
| Year | Award |
|---|---|
| 2019 |
DVC(A) Educator Innovation and Impact Award The University of Newcastle |
| 2018 |
Excellence in Health Professional Education Flinders University and Australian and New Zealand Association of Health Professional Educators (ANZAHPE) |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Journal article (5 outputs)
| Year | Citation | Altmetrics | Link | ||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|
| 2024 |
Quilliam C, Green E, Rasiah RL, Sheepway L, Seaton C, Moore L, et al., 'University staff perspectives on determinants of high-quality health professions student placements in regional, rural and remote Australia: protocol for a mixed-method study', BMJ Open, 14 (2024) Introduction In rural areas, work-integrated learning in the form of health student placements has several potential benefits, including contributing to student learning, enhancin... [more] Introduction In rural areas, work-integrated learning in the form of health student placements has several potential benefits, including contributing to student learning, enhancing rural health service capacity and attracting future rural health workforce. Understanding what constitutes a high-quality rural placement experience is important for enhancing these outcomes. There is no current standardised definition of quality in the context of rural health placements, nor is there understanding of how this can be achieved across different rural contexts. This study is guided by one broad research question: what do university staff believe are the determinants of high-quality health professions student placements in regional, rural and remote Australia? Methods and analysis This study will adopt a convergent mixed-method design with two components. Component A will use explanatory sequential mixed methods. The first phase of component A will use a survey to explore determinants that contribute to the development of high-quality health student placements from the perspective of university staff who are not employed in University Departments of Rural Health and are involved in the delivery of health student education. The second phase will use semistructured interviews with the same stakeholder group (non-University Department of Rural Health university staff) to identify the determinants of high-quality health student placements. Component B will use a case study Employing COnceptUal schema for policy and Translation Engagement in Research mind mapping method to capture determinants that contribute to the development of high-quality health student placements from the perspective of University Department of Rural Health university staff. Ethics and dissemination The University of Melbourne Human Ethics Committee approved the study (2022-23201-33373-5). Following this, seven other Australian university human research ethics committees provided external approval to conduct the study. The results of the study will be presented in several peer-review publications and summary reports to key stakeholder groups.
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| 2023 |
Ferns J, Hawkins N, Little A, Hamiduzzaman M, 'The escape room experience: Exploring new ways to deliver interprofessional education', INNOVATIONS IN EDUCATION AND TEACHING INTERNATIONAL, [C1]
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| 2022 |
Green E, Quilliam C, Sheepway L, Hays CA, Moore L, Rasiah RL, et al., 'Identifying features of quality in rural placements for health students: scoping review', BMJ Open, 12 (2022) [C1] Objectives To explore and synthesise the evidence relating to features of quality in rural health student placements. Design Scoping review. Data sources MEDLINE, CINAHL, Embase, ... [more] Objectives To explore and synthesise the evidence relating to features of quality in rural health student placements. Design Scoping review. Data sources MEDLINE, CINAHL, Embase, ProQuest, Informit, Scopus, ERIC and several grey literature data sources (1 January 2005 to 13 October 2020). Study selection The review included peer-reviewed and grey literature from Organisation for Economic Co-operation and Development listed countries that focused on quality of health student placements in regional, rural and remote areas. Data extraction Data were extracted regarding the methodological and design characteristics of each data source, and the features suggested to contribute to student placement quality under five categories based on a work-integrated learning framework. Results Of 2866 resulting papers, 101 were included for data charting and content analysis. The literature was dominated by medicine and nursing student placement research. No literature explicitly defined quality in rural health student placements, although proxy indicators for quality such as satisfaction, positive experiences, overall effectiveness and perceived value were identified. Content analysis resulted in four overarching domains pertaining to features of rural health student placement quality: (1) learning and teaching in a rural context, (2) rural student placement characteristics, (3) key relationships and (4) required infrastructure. Conclusion The findings suggest that quality in rural health student placements hinges on contextually specific features. Further research is required to explore these findings and ways in which these features can be measured during rural health student placements.
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Conference (19 outputs)
| Year | Citation | Altmetrics | Link | ||
|---|---|---|---|---|---|
| 2022 |
Heaney S, Ferns J, Grotowski M, Brown L, Killey N, 'Embracing partnerships: Developing a QuALITY community of practice for teaching & learning', Virtual Conference (2022)
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| 2022 |
Heaney S, Brown L, Ferns J, Little A, Urquhart L, Crowley E, 'Nurturing student dietitians to emerge as interprofessional practitioners', Adelaide, SA (2022)
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| 2021 |
Little A, Croker A, Carter L, Grotowski M, Ferns J, Cooper E, 'Grappling with linguistic subtleties when teaching interprofessional practice: Can theory help move us from bewilderment towards clarity ?', Virtual Conference (2021)
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| Show 16 more conferences | |||||
Grants and Funding
Summary
| Number of grants | 3 |
|---|---|
| Total funding | $18,406 |
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 |
20192 grants / $8,406
"Knots to know?": Making visible, untangling and exploring tensions associated with different pedagogical approaches to interprofessional education for healthcare students$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 |
Escaping the lecture theatre: a team effort$3,406
Funding body: the Educator Network (tEN)
| Funding body | the Educator Network (tEN) |
|---|---|
| Project Team | Mrs Jane Ferns, Mrs Natasha Hawkins, Mrs Kerrie Wisely, Ms Jenny Norris, Mrs Alexandra Little, Ms Lani De Silva, Ms Lauren Cone |
| Scheme | Teaching and Innovation Investment Scheme (TI2) |
| Role | Investigator |
| Funding Start | 2019 |
| Funding Finish | 2019 |
| GNo | |
| Type Of Funding | Internal |
| Category | INTE |
| UON | N |
Mrs Jane Ferns
Position
Lecturer
University Newcastle Department of Rural Health
College of Health, Medicine and Wellbeing
Contact Details
| jane.ferns@newcastle.edu.au | |
| Phone | (02) 4055 1909 |
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