Mrs Pauletta Irwin
School of Nursing and Midwifery
- Phone:(02) 65816358
Pauletta Irwin is a Nursing Lecturer and Simulated Learning Environment Coordinator at the School of Nursing and Midwifery, University of Newcastle. She focusses on the learning experiences of the student to improve learning outcomes and ultimately translating this to improvements in healthcare practice outcomes. Pauletta has a strong history in various simulation platforms in her years of employment in the tertiary sector. Pauletta’s doctoral research considers the nature of learning in a virtual world for undergraduate nursing students. She has led several innovative projects where virtual simulation has been piloted to teach nursing students skills such as holistic assessments, post graduate mental health students home environment assessments, and an international study examining a shared learning space with international students. Leadership on these projects has led to sustained partnerships with tertiary (national and international) and healthcare sectors. A committee member of the Faculty of Health and Medicine’s Centre of Excellence in Simulation, Pauletta is developing several interdisciplinary simulations that seek to improve student learning and capacity in the workforce. Throughout her academic career Pauletta has maintained collaborative relationships with health industry partners also in various positions that have supported the goal of improved student learning. Pauletta still practices clinically and has had a diverse clinical career and acknowledges this as being invaluable in the classroom setting where she can share her experiences to assist in student learning.
- Master of Professional Education &Training Systems, Deakin University
- Graduate Certificate in Critical Care Nursing, NSW College of Nursing
- Adult education
- Blended learning
- Immersive learning
- International education
- Online learning
- Qualitative research
- Reflective Practice
|Title||Organisation / Department|
|Lecturer||University of Newcastle
School of Nursing and Midwifery
|Dates||Title||Organisation / Department|
|1/7/2020 -||Head of Teaching and Learning||School of Nursing and Midwifery University of Newcastle
|30/6/2016 - 30/6/2020||Simulation learning environment coordinator||School of Nursing and Midwifery, University of Newcastle
School of Nursing and Midwifery
Vice-Chancellor’s Award for Teaching Excellence and Contribution to Student Learning : Faculty of Health and Medicine
The University of Newcastle
Teaching Excellence and Contribution to Student Learning:School of Nursing and Midwifery
School of Nursing and Midwifery, University of Newcastle
World Teacher's Day Award
Australian College of Educators
Clinical Practice 2B
School of Nursing and Midwifery, University of Newcastle
|Course Coordinator||5/6/2017 - 31/12/2017|
For publications that are currently unpublished or in-press, details are shown in italics.
Chapter (1 outputs)
Irwin P, 'Looking good sister! The use of a virtual world to develop nursing skills', Intersections in simulation and gaming: Disruption and balance, Springer, Singapore 33-45 (2019) [B1]
Journal article (9 outputs)
Robinson-Reilly M, Irwin P, Coutts R, Slattery N, 'Adding telehealth simulation into NP programs', The Nurse practitioner, 45 44-49 (2020) [C1]
NP educators are challenged to ensure their students have opportunities to learn how to apply skills within a telehealth context. This article presents an integration of telehealt... [more]
NP educators are challenged to ensure their students have opportunities to learn how to apply skills within a telehealth context. This article presents an integration of telehealth into clinical learning, depicting the connectedness possible when a healthcare professional and patient are challenged by geographic distance.
Irwin PM, Brown RA, Butler S, 'The undergraduate simulation framework: standardising design and delivery', Higher Education, Skills and Work-based Learning, (2020)
© 2020, Emerald Publishing Limited. Purpose: Higher education organisations have the need and capacity to meet the expectations of industry partners to develop practice-ready grad... [more]
© 2020, Emerald Publishing Limited. Purpose: Higher education organisations have the need and capacity to meet the expectations of industry partners to develop practice-ready graduates. Altered social and fiscal constraints have implications for the health workforce and, as such, decisions about how best to prepare undergraduate students should be considered. The purpose of this (conceptual) paper is to present the undergraduate simulation framework that has been designed to promote a standardised delivery of simulation, enabling graduates to have a higher capacity to meet workforce needs. Design/methodology/approach: Education and simulation literature were explored to inform the development of the undergraduate simulation framework. A working knowledge of accreditation standards of health professions was key in designing a framework that could be applied across disciplines. Findings: The framework encompasses tenets of a learner-centred pedagogy as well as professional and simulation standards. Experiential learning, behaviourism and social constructivism are viewed as foundational pillars when developing and delivering a simulation and have been considered in developing the framework. Other constructs of the undergraduate simulation framework are prebriefing, debriefing, repetition in the form of simulation cycles and the roles of student and educator. Practical implications: It is recommended that this framework be incorporated into undergraduate health programmes to enhance student learning and potentiate the transference of knowledge and skills to the clinical setting. Originality/value: The undergraduate simulation framework was developed to contribute to education and simulation research literature specific to health programmes to enhance student learning in readiness for the clinical environment.
Hutchinson M, Doran F, Brown J, Douglas T, East L, Irwin P, et al., 'A cross-sectional study of domestic violence instruction in nursing and midwifery programs: Out of step with community and student expectations', NURSE EDUCATION TODAY, 84 (2020) [C1]
Doran F, Hutchinson M, Brown J, East L, Irwin P, Mainey L, et al., 'Australian nursing and midwifery student beliefs and attitudes about domestic violence: A multi-site, cross-sectional study', Nurse Education in Practice, 40 1-7 (2019) [C1]
|2017||Irwin P, Coutts R, 'Learning through Reflection. SPROUT: A Schema to Teach Reflective Practice', Journal of Education and Practice, 8 1-8 (2017) [C1]|
Irwin P, Coutts R, 'A systematic review of the experience of using second life in the education of undergraduate nurses', Journal of Nursing Education, 54 572-577 (2015) [C1]
© SLACK Incorporated. BACKGROUND: The virtual world of Second Life® is an emerging technology that is being considered as a simulation methodology for the education of professiona... [more]
© SLACK Incorporated. BACKGROUND: The virtual world of Second Life® is an emerging technology that is being considered as a simulation methodology for the education of professionals. Particularly for nursing, the adoption of simulation, although a response to technological advancement, is occurring during changes in population health care needs, the resultant impact on the workforce, and also the changing profile of students. METHOD: This systematic review aimed to establish the current applications of Second Life in the education of undergraduate nursing students. Databases searched were CINAHL®, Medline®, Education Research Complete¿, ERIC¿, Computers and Applied Sciences Complete¿, and Library, Information Sciences and Technology¿. RESULTS: Fourteen studies met the inclusion and exclusion criteria. Evidence identified included the themes of transferability from theory to practice, focus on learner centeredness, and evaluative processes. CONCLUSION: This review demonstrates that positive learning outcomes are achievable in Second Life. Evaluative research is in an early stage, and further investigation is warranted.
Van de Mortel TF, Whitehair LP, Irwin PM, 'A whole-of-curriculum approach to improving nursing students' applied numeracy skills', Nurse Education Today, 34 462-467 (2014) [C1]
Background: Nursing students often perform poorly on numeracy tests. Whilst one-off interventions have been trialled with limited success, a whole-of-curriculum approach may provi... [more]
Background: Nursing students often perform poorly on numeracy tests. Whilst one-off interventions have been trialled with limited success, a whole-of-curriculum approach may provide a better means of improving applied numeracy skills. Objective: The objective of the study is to assess the efficacy of a whole-of-curriculum approach in improving nursing students' applied numeracy skills. Design: Two cycles of assessment, implementation and evaluation of strategies were conducted following a high fail rate in the final applied numeracy examination in a Bachelor of Nursing (BN) programme. Strategies included an early diagnostic assessment followed by referral to remediation, setting the pass mark at 100% for each of six applied numeracy examinations across the programme, and employing a specialist mathematics teacher to provide consistent numeracy teaching. Setting: The setting of the study is one Australian university. Participants: 1035 second and third year nursing students enrolled in four clinical nursing courses (CNC III, CNC IV, CNC V and CNC VI) were included. Methods: Data on the percentage of students who obtained 100% in their applied numeracy examination in up to two attempts were collected from CNCs III, IV, V and VI between 2008 and 2011. A four by two ¿2 contingency table was used to determine if the differences in the proportion of students achieving 100% across two examination attempts in each CNC were significantly different between 2008 and 2011. Results: The percentage of students who obtained 100% correct answers on the applied numeracy examinations was significantly higher in 2011 than in 2008 in CNC III (¿2=272, 3; p<0.001), IV (¿2=94.7, 3; p<0.001) and VI (¿2=76.3, 3; p<0.001). Conclusions: A whole-of-curriculum approach to developing applied numeracy skills in BN students resulted in a substantial improvement in these skills over four years. © 2013 Elsevier Ltd.
Usher K, Woods C, Casella E, Glass N, Wilson R, Mayner L, et al., 'Australian health professions student use of social media', Collegian, 21 95-101 (2014) [C1]
Increased bandwidth, broadband network availability and improved functionality have enhanced the accessibility and attractiveness of social media. The use of the Internet by highe... [more]
Increased bandwidth, broadband network availability and improved functionality have enhanced the accessibility and attractiveness of social media. The use of the Internet by higher education students has markedly increased. Social media are already used widely across the health sector but little is currently known of the use of social media by health profession students in Australia. A cross-sectional study was undertaken to explore health profession students' use of social media and their media preferences for sourcing information. An electronic survey was made available to health profession students at ten participating universities across most Australian states and territories. Respondents were 637 first year students and 451 final year students. The results for first and final year health profession students indicate that online media is the preferred source of information with only 20% of students nominating traditional peer-reviewed journals as a preferred information source. In addition, the results indicate that Facebook® usage was high among all students while use of other types of social media such as Twitter® remains comparatively low.As health profession students engage regularly with social media, and this use is likely to grow rather than diminish, educational institutions are challenged to consider the use of social media as a validated platform for learning and teaching. © 2014 Australian College of Nursing Ltd.
|Show 6 more journal articles|
Conference (9 outputs)
Gregory S, Gregory B, Jacka L, Lierse S, McDonald M, Ellis D, et al., 'Vision - A space for digital learning and exploring pedagogies: Virtual world education', ASCILITE 2019 - Conference Proceedings - 36th International Conference of Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education: Personalised Learning. Diverse Goals. One Heart. (2019)
© ASCILITE 2019 Singapore University of Social Sciences. All Rights Reserved. The Australian and New Zealand Virtual Worlds Working Group (VWWG) was established in 2009. Members o... [more]
© ASCILITE 2019 Singapore University of Social Sciences. All Rights Reserved. The Australian and New Zealand Virtual Worlds Working Group (VWWG) was established in 2009. Members of the group have written papers for ASCILITE conferences since 2010. Each paper¿s intention is to provide an overview on using virtual worlds in higher education, especially the practical aspects of incorporating 3D worlds to enhance student learning. This VWWG¿s paper looks at a virtual world as a space for digital learning and exploratory pedagogy ¿ meaning, that the authors perhaps do not perceive virtual worlds as ordinary. However, they do acknowledge that those who do not regularly engage in virtual worlds may see it as new and innovative, perhaps even untested ground, but still with a degree of unfamiliarity. A survey was sent to the members of the VWWG in which the narratives have provided rich data for in depth understanding. The themes focused in the survey were ¿disruptive thinking¿, ¿emerging ideas¿ and ¿lateral connections¿, from the perspective of the respondents¿ experiences in the implementation of virtual worlds in education. They discuss the idea of a virtual world used in education as a new treasure, or perhaps it has been in use for some time and now classified as traditional.
Guilhermino M, Bowen L, Irwin P, Arthur C, Lethbridge L, Sara G, et al., 'Patient communication simulators and the development of empathy in undergraduate nursing students', Newcastle Exhibition and Convention Centre, Newcastle, NSW (2019)
|2018||Irwin P, 'Simulation design for undergraduate programs Altered simulation design and delivery to enhance learner outcomes and increase simulation capacity.', Simulation design for undergraduate programs Altered simulation design and delivery to enhance learner outcomes and increase simulation capacity., University of the Sunshine Coast, Sippy Downs, Australia (2018)|
Gregory S, Gregory B, Wood D, Grant S, Nikolic S, Hillier M, et al., 'Me, us and IT: Insiders views of the complex technical,
organisational and personal elements in using virtual worlds in
education', Towoomba, Australia (2017) [E1]
|Show 6 more conferences|
Grants and Funding
|Number of grants||2|
Click on a grant title below to expand the full details for that specific grant.
20191 grants / $167,068
Funding body: 2019 FHEAM Equipment Grant
|Funding body||2019 FHEAM Equipment Grant|
Pauletta Irwin, Cassie Kinsela, Amanda Wilson
|Scheme||FHEAM Equipment Grant Round|
|Type Of Funding||Internal|
20181 grants / $6,000
Supporting the development of empathy in undergraduate nursing students using a patient communication simulator (PCS) known as ALEX$6,000
The primary aim of this study is to identify if the use of a patient communicator simulator (ALEX) -with patient point of view video capture and artificial intelligence - will assist in the development of empathy by undergraduate nursing students towards patients.
A secondary aim is to explore the experience of using artificial intelligence as a simulation strategy and to promote innovation within the simulated learning environment.
Funding body: 2018 Strategic Pilot Grant-Research and Teaching, Faculty of Health and Medicine, University of Newcastle
|Funding body||2018 Strategic Pilot Grant-Research and Teaching, Faculty of Health and Medicine, University of Newcastle|
Irwin, P., Alqudah, M., Arthur, A., Bowen, L., Kinsela, C., Geale, S., Lethbridge, L., Guithermino, M., Noble. & Hutton, A.
|Scheme||2018 Strategic Pilot Grant- Research and Teaching, Faculty of Health and Medicine, University of Newcastle|
|Type Of Funding||Internal|
Number of supervisions
|Commenced||Level of Study||Research Title||Program||Supervisor Type|
|2019||PhD||A Knowledge Translation Project using Participatory Co-design to Promote the Uptake of Evidence for the Management of Central Venous Catheters in the Community||PhD (Nursing), Faculty of Health and Medicine, The University of Newcastle||Co-Supervisor|
Me, Us and IT: Insiders views of the complex technical, organisational and personal elements in using virtual worlds in education 2017
Using VR environmental simulation and case based learning to develop post graduate mental health nursing mental status assessment 2017
This project aims to evaluate the use of virtual simulation technology delivered as part of course work within the post graduate offering of Therapeutic Engagement and Psychosocial Interventions (NURS6035). A mixed methods approach will be employed where student participants will be invited to complete a short questionnaire and provide written responses to open ended questions about their satisfaction and self-confidence in learning and participating in the simulation activity. Additional data collected from the device software will provide an overall view of decisions participants’ made during the simulation. Invited participants will be post graduate students enrolled in NURS6035 who are in attendance at the on campus workshop.
An exploration of undergraduate nursing and midwifery student's attitudes and views towards domestic violence. Stage 2 2017
It is a National low-risk survey study of pre-registration nursing and midwifery students’ self-reported attitudes and views towards domestic violence. This study follows from an earlier study conducted with nursing students from Southern Cross University that validated a measurement instrument that will be employed in the study.
Telehealth education for undergraduate and post graduate health students: exploring the role of simulation 2017
Learning through reflection. SPROUT: An innovative schema to teach reflective practice 2016 - 2018
Undergraduate nursing students' use of virtual simulation to develop decision making and prioritisation skills: a pilot 2017 - 2018
Developing empathy: undergraduate nursing students use of ALEX 2017 - 2018