Dr Liz Jones

Conjoint Lecturer

School of Medicine and Public Health (Education)

Cher Jones - Director, Institution Relations (Greater China)

Ms Jones plays a leading role in the development and execution of the University of Newcastle’s Greater China Strategy, Confucius Institute operations management, and industry partnership and engagement.

Ms Jones joined the University from the NSW Department of Premier and Cabinet, where she was the Trade and Investment Commissioner and Senior Representative of New South Wales Government for South China and Hong Kong, based in Guangzhou, People’s Republic of China.

She has a wealth of knowledge and expertise established during a diverse 25 -year career in the Australian public sector, international business, and research and development commercialisation.

Prior to her role with the Department of Premier and Cabinet, Ms Jones was the Associate Director of the Australian and New Zealand Banking Group ‘ANZ’ Guangzhou Branch with responsibilities in corporate and institutional banking for large local corporations in South China. She also worked at Commonwealth Scientific and Industrial Research Organisation (CSIRO) in Canberra contributing to the commercialisation of Australian intellectual property in biotechnology.

She holds a Bachelor of Business Administration from the University of Hong Kong, a Master of Business Administration from the University of Michigan and undertook a Master Degree of Public Policy with the Australian National University

Cher Jones - Director, Institution Relations (Greater China)

Ms Jones plays a leading role in the development and execution of the University of Newcastle’s Greater China Strategy, Confucius Institute operations management, and industry partnership and engagement.Ms Jones joined the University from the NSW Department of Premier and Cabinet,…

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Safety first

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

Professor Tracy Levett-Jones

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

'The statistics are quite staggering,' she concedes.

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

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

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

Multipronged and multipurpose

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

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

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

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

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

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

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

Moral courage and patient safety

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

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

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

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

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

Thinking about thinking

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

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

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

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

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

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

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

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

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

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

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

Cultural competence

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

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

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

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

What matters most

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

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

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

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

Professor Tracy Levett-Jones

Safety first

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

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Fasten your belts

"Bulk handling is not rocket science - it's harder." It is a big claim, but the Director of TUNRA Bulk Solids and the Head of the School of Engineering at the University of Newcastle, Professor Mark Jones, deals in big business and big products.

Mark Jones With a global reputation as an authority on pneumatic conveying and bulk solids handling, Jones leads a team of 36 staff at TUNRA that have delivered more than 3,500 bulk solids handling projects for over 1,000 companies across 40 countries.

"The handling of materials can be a very, very significant proportion of costs and the University of Newcastle and TUNRA has saved millions of dollars for many national and international companies through rigorous contract research leading to significant improvements to production," Professor Jones said.

"Bulk materials handling deals with a number of varying factors that make it an extremely specialised field. The research undertaken is multidisciplinary in nature and spans a wide range of engineering and scientific topics," he said.

"It's an incredibly diverse field requiring expert knowledge in many aspects of mechanical engineering from fluid mechanics to vibrations. The interaction of a bulk material with the environment, in particular effects of moisture content, temperature and loading conditions, have a profound effect on the way a material behaves. These interactions have a massive effect on the performance of bulk handling systems and equipment.

"In fact one of our PhD students, who actually did his masters in rocket science, said he found bulk handling harder due to the complexities and wide expertise required."

Within the next six months, TUNRA is on schedule to develop a multi-million prototype for a new belt conveyor that is expected to cut energy consumption by half and potentially convey over double the distance of the current largest conveyor in the world in a single stage, resulting in huge cost savings.

Located at the University's Newcastle Institute of Energy and Resources (NIER), TUNRA's independent testing facilities has set the world standard for belt conveying with companies around the world sending their products for validation and improvement.

TUNRA is also currently researching safe transportable moisture limits for bulk cargo on ships, the outputs of which could potentially help set the world standard and guidelines through the International Maritime Organisation. Another project that Jones has in the pipeline, is a software tool and algorithm combination that predicts the lifetime of pipelines.

"TUNRA is a very unique animal and I don't know of another entity like it in the world. On one level, it's a commercial company that provides contract research and development and professional consulting. On another level, it is not-for-profit so all proceeds go straight back into research, hiring post doctorates, supporting students and building infrastructure.

"Within the one research group, our work ranges from fundamental and applied research through to industry practice and professional development programs."

Under Professor Jones' guidance, TUNRA's turnover has risen from less than a million dollars in 2005 to $4.7 million in 2012. Crucially, Jones credits much of TUNRA's success to the fact that the researchers are so closely linked with industry.

"TUNRA works very closely with industry so we actually see what the real problems are and the research we undertake is all directed to solving or minimising the problems that industry face."

With over 30 years' experience in the field and as President of the International Freight Pipeline Society, Professor Jones' is in-demand as a speaker and is set to present to conferences and courses in South Africa, UK, United States of America, India and China in the coming six months.

Professor Mark Jones

Fasten your belts

"Bulk handling is not rocket science - it's harder." It is a big claim, but the Director of TUNRA Bulk Solids and the Head of the School of Engineering at the University of Newcastle, Professor Mark Jones, deals in big…

Read more

Dr Liz Jones


Conjoint Lecturer
School of Medicine and Public Health
Faculty of Health and Medicine

Focus area


Contact Details

Email l.jones@newcastle.edu.au
Phone 02 6755 3502
Fax 02 6761 8766


Building Tamworth Education Centre
Location Tamworth