Miss Sarah Kennedy
Casual Research Assistant
School of Education
- Phone:(02) 49217439
- Physical Activity
- Resistance Training
- exercise science
- school-based health promotion
For publications that are currently unpublished or in-press, details are shown in italics.
Journal article (14 outputs)
Kennedy S, Chesser-Smyth P, 'Assessment of undergraduate nursing students from an Irish perspective: Decisions and dilemmas?', Nurse Education in Practice, 27 95-100 (2017)
Â© 2017 Elsevier Ltd Assessment of clinical competence plays a pivotal role in the education of undergraduate nursing students in preparation for registration. The challenges that... [more]
Â© 2017 Elsevier Ltd Assessment of clinical competence plays a pivotal role in the education of undergraduate nursing students in preparation for registration. The challenges that face preceptors are represented in the international literature yet few studies have focused on the factors that influence the decision-making process by preceptors when students under-perform or appear to be borderline status in relation to clinical practice. This study explored the lived experiences of the preceptors during the assessment process using a phenomenological approach. This was a qualitative study that utilised a phenomenological approach to explore the lived experiences of the preceptors in relation to student assessment of those students who were incompetent and underperformed in clinical practice. Three categories emerged from the findings: First impressions, Emotional turmoil of failing a clinical assessment and competing demands in the workplace. It is proposed that employing a tripartite approach would enhance the assessment process to ensure a more robust and decision-sharing mechanism. This would support decisions that are made in the cases of incompetent or borderline nursing students and increase the objectivity of the competency assessment to ameliorate the emotional turmoil that is experienced by preceptors.
Rhodes RE, Lubans DR, Karunamuni N, Kennedy S, Plotnikoff R, 'Factors associated with participation in resistance training: a systematic review.', Br J Sports Med, 51 1466-1472 (2017)
Kennedy SG, Smith JJ, Morgan PJ, Peralta LR, Hilland TA, Eather N, et al., 'Implementing Resistance Training in Secondary Schools: A Cluster RCT.', Med Sci Sports Exerc, (2017)
Smith JJ, DeMarco M, Kennedy SG, Kelson M, Barnett LM, Faigenbaum AD, Lubans DR, 'Prevalence and correlates of resistance training skill competence in adolescents.', J Sports Sci, 1-9 (2017)
Costigan SA, Eather N, Plotnikoff RC, Taaffe DR, Pollock E, Kennedy SG, Lubans DR, 'Preliminary efficacy and feasibility of embedding high intensity interval training into the school day: A pilot randomized controlled trial', Preventive Medicine Reports, 2 973-979 (2015) [C1]
Â© 2015. Current physical activity and fitness levels among adolescents are low, increasing the risk of chronic disease. Although the efficacy of high intensity interval training ... [more]
Â© 2015. Current physical activity and fitness levels among adolescents are low, increasing the risk of chronic disease. Although the efficacy of high intensity interval training (HIIT) for improving metabolic health is now well established, it is not known if this type of activity can be effective to improve adolescent health. The primary aim of this study is to assess the effectiveness and feasibility of embedding HIIT into the school day. A 3-arm pilot randomized controlled trial was conducted in one secondary school in Newcastle, Australia. Participants (n= 65; mean age = 15.8(0.6) years) were randomized into one of three conditions: aerobic exercise program (AEP) (n = 21), resistance and aerobic exercise program (RAP) (n = 22) and control (n = 22). The 8-week intervention consisted of three HIIT sessions per week (8-10. min/session), delivered during physical education (PE) lessons or at lunchtime. Assessments were conducted at baseline and post-intervention to detect changes in cardiorespiratory fitness (multi-stage shuttle-run), muscular fitness (push-up, standing long jump tests), body composition (Body Mass Index (BMI), BMI-z scores, waist circumference) and physical activity motivation (questionnaire), by researchers blinded to treatment allocation. Intervention effects for outcomes were examined using linear mixed models, and Cohen's d effect sizes were reported. Participants in the AEP and RAP groups had moderate intervention effects for waist circumference (p = 0.024), BMI-z (p = 0.037) and BMI (not significant) in comparison to the control group. A small intervention effect was also evident for cardiorespiratory fitness in the RAP group.
Kennedy S, Hardiker N, Staniland K, 'Empowerment an essential ingredient in the clinical environment: A review of the literature', Nurse Education Today, 35 487-492 (2015)
Â© 2014 Elsevier Ltd. Empowerment is an important concept worthy of attention in healthcare. The merits of empowerment are irrefutable including benefits to the organisation and t... [more]
Â© 2014 Elsevier Ltd. Empowerment is an important concept worthy of attention in healthcare. The merits of empowerment are irrefutable including benefits to the organisation and to the individual nurse. Empowered nurses contribute to the clinical learning environment in a positive way. There is a dearth of literature on how or indeed if nursing students are empowered. The process of empowering registered staff/nursing students is not clear. Ward environment and culture are important contributors to patient care, patient safety and staff well-being. It is therefore necessary to address how empowerment can contribute positively to improving the environment in which care is provided.
Adshead S, Collier E, Kennedy S, 'A literature review exploring the preparation of mental health nurses for working with people with learning disability and mental illness', Nurse Education in Practice, 15 103-107 (2015)
Â© 2015 Elsevier Ltd. The aim of this literature review is to explore whether mental health nurses are being appropriately prepared to care for learning disabled patients who also... [more]
Â© 2015 Elsevier Ltd. The aim of this literature review is to explore whether mental health nurses are being appropriately prepared to care for learning disabled patients who also suffer from mental ill health. A systematic approach was adopted in order to identify relevant literature for review on the topic. Five electronic databases were searched; CINAHL, Medline, ERIC, PubMed and Scopus. Searches were limited to the years 2001-2013. A total of 13 articles were identified as relevant to the topic area for review. Three main themes were identified relating to (a) attitudes (b) practice and (c) education. There appears to be a lack of research that directly addresses this issue and the existing literature suggests that there are considerable deficits in the ability of mental health nurses to be able to provide appropriate care for those with both a learning disability and mental ill health. The findings of this review would suggest that this topic area is in urgent need of further investigation and research. Further research into this area of practice could possibly help to inform education regarding this subject at pre-registration and post qualifying levels, which could therefore in turn, improve the delivery of mental health nursing care to this particular client group.
Plotnikoff RC, Costigan SA, Williams RL, Hutchesson MJ, Kennedy SG, Robards SL, et al., 'Effectiveness of interventions targeting physical activity, nutrition and healthy weight for university and college students: A systematic review and meta-analysis', International Journal of Behavioral Nutrition and Physical Activity, 12 1-10 (2015) [C1]
Â© 2015 Plotnikoff et al.; licensee BioMed Central. To examine the effectiveness of interventions aimed at improving physical activity, diet, and/or weight-related behaviors among... [more]
Â© 2015 Plotnikoff et al.; licensee BioMed Central. To examine the effectiveness of interventions aimed at improving physical activity, diet, and/or weight-related behaviors amongst university/college students. Five online databases were searched (January 1970 to April 2014). Experimental study designs were eligible for inclusion. Data extraction was performed by one reviewer using a standardized form developed by the researchers and checked by a second reviewer. Data were described in a narrative synthesis and meta-analyses were conducted when appropriate. Study quality was also established. Forty-one studies were included; of these, 34 reported significant improvements in one of the key outcomes. Of the studies examining physical activity 18/29 yielded significant results, with meta-analysis demonstrating significant increases in moderate physical activity in intervention groups compared to control. Of the studies examining nutrition, 12/24 reported significantly improved outcomes; only 4/12 assessing weight loss outcomes found significant weight reduction. This appears to be the first systematic review of physical activity, diet and weight loss interventions targeting university and college students. Tertiary institutions are appropriate settings for implementing and evaluating lifestyle interventions, however more research is needed to improve such strategies.
Kleinert HL, Haigh J, Kearns JF, Kennedy S, 'Alternate assessments: Lessons learned and roads to be taken', Exceptional Children, 67 51-66 (2000)
The Individuals with Disabilities Education Act Amendments of 1997 (IDEA) require that all states develop and implement, by July 2000, alternate assessment methods for those stude... [more]
The Individuals with Disabilities Education Act Amendments of 1997 (IDEA) require that all states develop and implement, by July 2000, alternate assessment methods for those students with disabilities who cannot be included within regular state and local district educational assessment and accountability measures. The focus of this article is how two states have addressed a set of seven essential questions in developing their alternate assessments; why they chose the formats, standards, and implementation systems that they did; and the intended and unintended consequences that have resulted thus far from those decisions. To further guide the efforts of others, a set of recommendations are provided for states and practitioners to consider in developing alternate assessments to meet the requirements of IDEA '97.
Kearns JF, Kleinert HL, Kennedy S, 'We need not exclude anyone', Educational Leadership, 56 33-38 (1999)
When it comes to ensuring that all students participate in statewide assessments, Kentucky takes the lead.... [more]
When it comes to ensuring that all students participate in statewide assessments, Kentucky takes the lead.
Kleinert HL, Kennedy S, Kearns JF, 'The impact of alternate assessments: A statewide teacher survey', Journal of Special Education, 33 93-102 (1999)
The Individuals with Disabilities Education Act (IDEA) Amendments of 1997 require that all states, by July 2000, will have developed and implemented alternate assessment methods f... [more]
The Individuals with Disabilities Education Act (IDEA) Amendments of 1997 require that all states, by July 2000, will have developed and implemented alternate assessment methods for those students with disabilities who cannot be included within regular state and local district educational assessment and accountability measures. A statewide survey of teachers involved in the nation's first alternate assessment and accountability system for students with moderate and severe disabilities was conducted to determine the extent to which these teachers perceived benefits of including their students in state and school accountability measures, as well as their perceptions of the instructional impact of the alternate system upon student outcomes. The results of this survey indicated that teachers did realize such benefits, and perceived positive changes in both instructional programming (e.g., students' learning to follow their own individualized schedules, students' learning to assess their own performance) and enhanced student outcomes (an increased percentage of students having functional augmentative communication systems). However, teachers also expressed frustration with the amount of time required to complete student assessment portfolios, and concern over scoring reliability and the extent to which the alternate assessment was more of a teacher assessment than a student assessment.
|Show 11 more journal articles|
Grants and Funding
|Number of grants||1|
Click on a grant title below to expand the full details for that specific grant.
20171 grants / $59,092
Funding body: NSW Department of Education
|Funding body||NSW Department of Education|
|Project Team||Doctor Jordan Smith, Professor David Lubans, Miss Sarah Kennedy, Professor Philip Morgan, Mr Mike Noetel|
|Type Of Funding||Other Public Sector - Commonwealth|
Miss Sarah Kennedy
Casual Research Assistant
PRC Physical Activity and Nutrition
School of Education
Faculty of Education and Arts