Conjoint Professor Teri Stone
Conjoint Professor
School of Nursing and Midwifery (Nursing)
- Email:teresa.stone@newcastle.edu.au
- Phone:(02) 4921 7043
Career Summary
Biography
Dr Teresa (Teri) Stone RN, RMN, BA, MHM, PhD FACMHN is Professor of International Nursing at Yamaguchi University, Japan. She is Conjoint Professor at the University of Newcastle and visiting professor at Wuhan University, China. Previously she was programme convenor for the Bachelor of Nursing at the University of Newcastle.
Teri is Editor in Chief of Nursing and Health Sciences a premier international journal focusing on the exchange of knowledge in nursing and health sciences, particularly between the East and West.
She was awarded the Australian College of Mental Health Nurses Annual Research Award in 2008 and is involved in research in Japan, China, Korea and Australia. She has published widely in her field of mental health nursing and teaches into the undergraduate and post graduate mental health programmes. In 2009 she was awarded a NSW Quality Teaching Award.
Research ExpertiseTeri's research interests include verbal aggression, education, clinical supervision, and mental health.
Teaching Expertise
I have extensive teaching experience over a period of 20 years in the health context and at University level. ! have been responsible for coordinating and teaching the management development suite of courses for Hunter Health and won a Baxter award for excellence for this programme. I have taught in several areas of mental health including child and adolescent nursing; I have taught University of Newcastle medical students counseling and sexuality skills and have taught into and written several post graduate courses. I have the Certificate IV workplace Training and Assessment qualification.
Administrative Expertise
I have extensive management experience in the mental health field including service manager of the Newcastle Mental Health Service with a responsibility for community and inpatient services. I taught management and coached senior managers and ran organisational development activities as part of my role as Management Development coordinator of Hunter New England Mental Health. Both DOCS and the library services at the University of Newcastle contracted our service to run management programmes.
Qualifications
- PhD, University of Newcastle
- Bachelor of Arts, University of New England
- Master of Health Management, Charles Sturt University
- Graduate Certificate Practice of Tertiary Teaching, University of Newcastle
Keywords
- International nursing
- aggression
- clinical supervision
- health beliefs
- health services management
- mental health
- nursing
- suicide prevention
- swearing
- teaching and learning
- therapeutic interaction
- verbal aggression
Professional Experience
Academic appointment
Dates | Title | Organisation / Department |
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1/4/2012 - | Professor of International Nursing | Yamaguchi University Graduate School of Medicine Japan |
1/1/2008 - 1/1/2012 | Undergraduate Programme Convenor | University of Newcastle School of Nursing and Midwifery Australia |
1/1/2007 - 1/12/2009 | Lecturer B | University of Newcastle School of Nursing and Midwifery Australia |
1/3/2003 - | Editor in Chief | Nursing and Health Sciences Australia |
Publications
For publications that are currently unpublished or in-press, details are shown in italics.
Chapter (6 outputs)
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2016 |
Stone T, Mc Millan M, 'Warning this Job Contains Strong Language and Adult Themes: Do Nurses Require Thick Skins and Broad Shoulders to Deal with Encounters Involving Swearing?', (Re)Thinking Violence in Health Care Settings: A Critical Approach 259-280 (2016) Swearing is used to express deep emotional feelings so it is not surprising that nurses encounter it because they connect with people at their most vulnerable. Perhaps more surpri... [more] Swearing is used to express deep emotional feelings so it is not surprising that nurses encounter it because they connect with people at their most vulnerable. Perhaps more surprising is the frequency with which nurses are the target. This chapter will explore the complexities of the offensiveness of bad language in the workplace, whether nurses would benefit from becoming ¿thick skinned and broad shouldered¿ to counter the impact, or if some other method might more successfully deal with the emotional effect and assist them to cope with this sometimes ¿extreme behaviour with presence and attunement¿ (Delaney 2009a).
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2012 |
Levett-Jones TL, Stone TE, 'Writing for publication: Turning the conference paper into publishable works', Writing for Publication in Nursing and Healthcare, Wiley-Blackwell, Chichester, West Sussex 145-161 (2012) [B2]
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2012 |
Stone TE, McMillan MA, 'Warning - This job contains strong language and adult themes: Do nurses require thick skins and broad shoulders to deal with encounters involving swearing?', (Re)thinking violence in health care settings : A critical approach, Ashgate, Farnham, England 259-279 (2012) [B1]
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2012 | Stone TE, 'Leading, managing and delegating', Kozier and Erb's Fundamentals of Nursing, Pearson Australia, Frenchs Forest, NSW 588-600 (2012) [B2] | ||||
2011 | Stone TE, Taylor A, 'Nursing care of clients with problems of substance abuse', Medical Surgical Nursing: Critical Thinking in Client Care, Pearson Australia, Frenchs Forest, NSW 107-135 (2011) [B2] | ||||
2010 | Stone TE, 'Leading, managing and delegating', Kozier and Erb's Fundamentals of Nursing, Pearson Australia, Frenchs Forest, NSW 546-559 (2010) [B2] | Nova | |||
Show 3 more chapters |
Journal article (81 outputs)
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2024 |
Murakami K, Ito M, Nagata C, Tsutsumi M, Tanaka A, Stone TE, Conway J, 'Japanese nurse academics' pedagogical development using collaborative action research', Nurse Education Today, 132 (2024) [C1] Background: To meet contemporary professional standards, nurse educators must provide students with educational content that considers active learning strategies. Objective: This ... [more] Background: To meet contemporary professional standards, nurse educators must provide students with educational content that considers active learning strategies. Objective: This study explored the process and challenges faced by nurse academics working collaboratively to implement an online problem-based learning course. Design: Collaborative action research. Setting: This study was conducted with nurse academics at Yamaguchi University in Japan from May 2020 to April 2022. Participants: Five Japanese nurse academics and two Australian academics participated in this study. Methods: Nurse academics met regularly online to discuss issues and plan, act, and reflect on their experiences using Norton's (2001) five-step process. The meetings were recorded, and structured and written reflections from each participant were collected throughout the process. Data collected from the meetings and structured reflections were analysed to identify key themes. Results: In Step 1, the key stakeholders were discussed and issues were identified. Step 2 included planning a short seminar for the convenience of student participants, Step 3 involved the conduct of an online nursing ethics course (four sessions) for the students, and Step 4 included the evaluation. One year after the academics had completed their teaching, a discussion of future directions was conducted (Step 5). Through the collaborative action research process, four themes were identified: (1) creating a shared understanding, (2) adopting new paradigms for teaching and research, (3) learning and experiences while practicing, and (4) looking back and moving forward. Conclusions: Despite some challenges experienced, the action research approach enhanced the curriculum development process, provided collegial opportunities to explore and learn together, and led to increased changes in the educational practice of academics, even beyond the collaborative action research.
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2022 |
Omura M, Stone T, 'Editorial: Facemasks revisited: What should health professionals be telling the public now about the use of masks?', NURSING & HEALTH SCIENCES, 24 531-534 (2022)
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2022 |
Nguyen ATH, Kunaviktikul W, Stone TE, Sripusanapan A, Thungjaroenkul P, Pham DTT, 'The implementation of a competency-based nursing curriculum in a developing country: A qualitative descriptive study', F1000Research, 11 (2022) [C1] Background: Competency-based nursing curricula prepare nurse graduates with the required competencies to function effectively in a rapidly changing and increasingly complex health... [more] Background: Competency-based nursing curricula prepare nurse graduates with the required competencies to function effectively in a rapidly changing and increasingly complex healthcare environment. Implementation of a competency-based curriculum requires considerable investment in time and resources, and this process has not been described in Vietnam, a developing country. This research explores nurse educators' experiences from six Vietnamese nursing schools regarding implementing a competency-based nursing curriculum through the lens of McGrath¿s Input-Process-Output model. Methods: A qualitative descriptive method was used. A total of 11 participants were nurse academics purposively chosen from six nursing schools where a competency-based nursing curriculum has been implemented, and 11 in-depth interviews were conducted. Results: Participants identified various issues in implementing a competency-based nursing curriculum, including the need for curriculum redesign, required improvements in teaching and learning, and resistance from teaching staff. Adequate human resources and the availability of infrastructure facilitated the process. Simultaneously, barriers to implementation included nurse educators with poor preparation for a new curriculum, inadequate infrastructure, limited equipment, and no policies that support a competency-based curriculum. Conclusions: The study findings describe the process of moving to a competency-based nursing curriculum implementation in a low to the middle-income country from the perspective of nurse educators and indicate critical success factors in facilitating the process in similar environments.
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2021 |
Kutsunugi S, Tsujino K, Murakami K, Iida K, Gima T, Endoh Y, et al., 'Mothers' experiences of parenting a child with chromosomal structural abnormalities: The journey to acceptance', Japan Journal of Nursing Science, 18 (2021) [C1] Purpose: This study aimed to investigate the process mothers go through in coming to terms with raising a child with chromosomal structural abnormalities. Methods: Sixteen mothers... [more] Purpose: This study aimed to investigate the process mothers go through in coming to terms with raising a child with chromosomal structural abnormalities. Methods: Sixteen mothers living in Japan were interviewed and a modified grounded theory approach was used for the analysis. Results: A total of 35 concepts, nine subcategories, and six categories were extracted. The six categories were: (a) Concern about abnormalities; (b) A healthy child is considered as a standard; (c) Deepening attachment to the child; (d) Acceptance of the child as s/he is; (e) Changing attitude toward disabilities; (f) Creating a frontier for other mothers. The parenting journey meant that parents did not move in a straightforward way from the beginning of the process to the endpoint but instead moved between ¿Deepening attachment to the child¿ and ¿Acceptance of the child as s/he is¿ before they moved ahead. Conclusion: Having support and meeting peers of mothers with similar issues is essential for mothers to review their perspectives that healthy children are the standard against which to measure their child and to motivate them to raise their children, but it was extremely difficult to have such opportunities due to rarity of the disorder. It is crucial to accumulate more practical information so that mothers can access and use it. Mothers also need support to enhance their self-worth while giving due consideration to the possibility that they may be conscious of being stigmatized. Nurses need to advocate for these children and families to get the appropriate help, understanding and support.
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2021 |
Spencer S, Kable A, Stone T, McMillan M, 'Nurses' responses to adolescent distress in an acute child and adolescent mental health inpatient unit: A qualitative interpretive descriptive study', Journal of Child and Adolescent Psychiatric Nursing, 34 352-359 (2021) [C1] Purpose: To describe observed nursing responses and interventions to adolescent inpatients experiencing distress. Methods: Thorne's interpretive descriptive approach guided d... [more] Purpose: To describe observed nursing responses and interventions to adolescent inpatients experiencing distress. Methods: Thorne's interpretive descriptive approach guided data collection and analysis of nonparticipant observations of a purposive sample of adolescents, and nurses. Findings: Three major themes are presented: engagement: responses and interventions for working with distress; adolescent reactions and nurses' clinical decision making to manage distress; and outcomes: escalation or resolution of distress. Conclusions: The TAR3 conceptual model developed from this study can guide nurses' responses to distressed adolescents and promote safety, enhance positive outcomes, and reduce the use of coercive interventions.
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2021 |
Zhu J, Stone T, Petrini M, 'The ethics of refusing to care for patients during the coronavirus pandemic: A Chinese perspective', Nursing Inquiry, 28 (2021) [C1] As a result of the coronavirus (COVID-19) pandemic, health professionals are faced with situations they have not previously encountered and are being forced to make difficult ethi... [more] As a result of the coronavirus (COVID-19) pandemic, health professionals are faced with situations they have not previously encountered and are being forced to make difficult ethical decisions. As the first group to experience challenges of caring for patients with coronavirus, Chinese nurses endure heartbreak and face stressful moral dilemmas. In this opinion piece, we examine three related critical questions: Whether society has the right to require health professionals to risk their lives caring for patients; whether health professionals have the right to refuse to care for patients during the coronavirus pandemic; and what obligations there are to protect health professionals? Value of care, community expectations, legal obligations, professional and codes of practice may compel health professionals to put themselves at risks in emergency situations. The bioethical principles of autonomy, justice, beneficence and non-maleficence, as well as public health ethics, guide nurses to justify their decisions as to whether they are entitled to refuse to treat COVID-19 patients during the pandemic. We hope that the open discussion would support the international society in addressing similar ethical challenges in their respective situations during this public health crisis.
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2020 |
Omura M, Stone TE, Petrini MA, Cao R, 'Nurses health beliefs about paper face masks in Japan, Australia and China: a qualitative descriptive study', International Nursing Review, 67 341-351 (2020) [C1] Aim: To explore the health beliefs of clinical and academic nurses from Japan, Australia and China regarding wearing paper masks to protect themselves and others, and to identify ... [more] Aim: To explore the health beliefs of clinical and academic nurses from Japan, Australia and China regarding wearing paper masks to protect themselves and others, and to identify differences in participants' health beliefs regarding masks. Background: The correct use of face masks and consensus among health professionals across the globe is essential for containing pandemics, and nurses need to act according to policy to protect themselves, educate the public and preserve resources for frontline health workers. Paper masks are worn by health professionals and the general public to avoid the transmission of respiratory infections, such as COVID-19, but there appear to be differences in health beliefs of nurses within and between countries regarding these. Methods: This qualitative descriptive study used content analysis with a framework approach. Findings: There were major differences in nurse participants¿ beliefs between and within countries, including how nurses use paper masks and their understanding of their efficacy. In addition, there were cultural differences in the way that nurses use masks in their daily lives and nursing practice contexts. Conclusion: Nurses from different working environments, countries and areas of practice hold a variety of health beliefs about mask wearing at the personal and professional level. Implications for nursing policy and health policy: The COVID-19 pandemic has sparked much discussion about the critical importance of masks for the safety of health professionals, and there has been considerable discussion and disagreement about health policies regarding mask use by the general public. Improper use of masks may have a role in creating mask shortages or transmitting infections. An evidence-based global policy on mask use for respiratory illnesses for health professionals, including nurses, and the general public needs to be adopted and supported by a wide-reaching education campaign.
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2020 |
Stone TE, Kunaviktikul W, Omura M, Petrini M, 'Facemasks and the Covid 19 pandemic: What advice should health professionals be giving the general public about the wearing of facemasks?', Nursing and Health Sciences, 22 339-342 (2020) [C1]
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2020 |
Murakami K, Kutsunugi S, Tsujino K, Stone TE, Ito M, Iida K, 'Developing competencies in genetics nursing: Education intervention for perinatal and pediatric nurses', NURSING & HEALTH SCIENCES, 22 263-272 (2020) [C1]
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2020 |
Yang F, Yang BX, Stone TE, Wang XQ, Zhou Y, Zhang J, Jiao SF, 'Stigma towards depression in a community-based sample in China', Comprehensive Psychiatry, 97 (2020) [C1] Objective: Understanding the general public's beliefs about depression is essential if public education and anti-stigma interventions are to be effective. This study aimed to... [more] Objective: Understanding the general public's beliefs about depression is essential if public education and anti-stigma interventions are to be effective. This study aimed to examine Chinese respondents' personal attitudes towards depression and their perceptions about the attitudes of others regarding depression and to identify the correlates of personal stigma and perceived stigma towards depression. Methods: A community survey was conducted among 1697 residents aged between 16 and 89 years of a large city in central China using the Depression Stigma Scale. Participants completed questionnaires assessing experiences of depression and family functioning. Results: Participants reported high levels of stigma towards depression, with greater perceived stigma than personal stigma. Increasing age was correlated with greater personal stigma and perceived stigma. Higher personal stigma was also significantly correlated with being male, unemployed and good family function. Conclusion: Concerningly high levels of stigmatizing beliefs towards depression were prevalent among the public. This may be a reason why people with mental disorders do not seek assistance. This highlights the importance of the need for health education and promotion activities. Findings from this study suggest that targeted, culturally appropriate education programs are needed to improve knowledge about depression in the broader community.
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2020 |
Turale S, Elizabeth Stone T, Fongkaew W, 'The nutritional health beliefs of nurses in Japan, Thailand, China and Australia', Pacific Rim International Journal of Nursing Research, 24 20-38 (2020) [C1] Nurses¿ beliefs about food and nutrition influence the care and advice they give patients, their families, nurses and others, but these beliefs have not been extensively researche... [more] Nurses¿ beliefs about food and nutrition influence the care and advice they give patients, their families, nurses and others, but these beliefs have not been extensively researched before. This paper presents findings from the qualitative phase of a large q-methodology study that involved both quantitative and qualitative methods. The phase of the study reported here utilized a qualitative descriptive approach regarding a range of beliefs, and in-depth interviews with 240 participants who comprised 30 academics and 30 clinical nurses each from China, Thailand, Japan and Australia. Content analysis was employed to analyse the extracted data regarding their beliefs about nutrition and nutritional supplements, and the sources of these beliefs. Findings and resultant discussion are reported about 17 specific nutritional beliefs. We concluded that many nurses in all the surveyed countries had some false and scientifically unsupported beliefs about nutrition, derived primarily from the media or personal experience. Study findings speak to the need for nurses to critically examine the sources of information they use in their practice and teaching, as well as a need for research to be reported responsibly and accurately. The review of the presented evidence about nutrition will assist nurses in their clinical and teaching practice, and hopefully inspire them to use evidence-based practice in future. |
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2019 |
Omura M, Levett-Jones T, Stone TE, 'Evaluating the impact of an assertiveness communication training programme for Japanese nursing students: A quasi-experimental study', NURSING OPEN, 6 463-472 (2019) [C1]
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2019 |
Omura M, Levett-Jones T, Stone TE, 'Design and evaluation of an assertiveness communication training programme for nursing students', Journal of Clinical Nursing, 28 1990-1998 (2019) [C1] Aims: The aims of this paper are to (a) outline the design and implementation of an evidence-based assertiveness communication workshop for Japanese nursing students; and (b) repo... [more] Aims: The aims of this paper are to (a) outline the design and implementation of an evidence-based assertiveness communication workshop for Japanese nursing students; and (b) report on the evaluation of nursing students¿ satisfaction with the workshop using the Satisfaction with Assertiveness Communication Training Program Survey. Background: A body of research attests to the relationship between assertive communication and patient safety. This paper reports the design and evaluation of an assertiveness communication training programme designed to enhance students¿ ability to communicate safety in clinical practice. Design: A culturally appropriate and evidence-based assertiveness communication workshop, informed by Gagne's instructional design principles, was implemented for third-year nursing students in two Japanese higher educational institutions in December 2017. A descriptive study design was used to evaluate the workshop. Methods: Students¿ perceptions of the workshop were evaluated using the Satisfaction with Assertiveness Communication Training Program Survey, which includes ten items that are rated using a 5-point Likert scale from strongly disagree [1] to strongly agree [5]. Data were analysed using descriptive statistics. The Revised Standards for Quality Improvement Reporting Excellence (SQUIRE 2.0) guidelines were used in the reporting of this study. Results: A total of 111 students from a population of 150 participated in the study giving a response rate of 74%. The overall mean satisfaction score was 4.12 indicating a high level of agreement with each of the survey items. With the exception of two items, the mean scores were above 4.0. ¿Confidence in using assertiveness communication skills¿ and ¿Utilising role-plays to practice learnt skills¿ received mean scores of 3.71 and 3.90, respectively. Conclusion: Given the compelling research about the importance of assertive communication in health care, the results from this study support continuing investment in assertiveness communication training programmes for nursing students. Relevance to clinical practice: Assertive communication is an essential communication skill for safe nursing practice. Culturally appropriate assertiveness communication training programmes are of particular relevance in hierarchical healthcare contexts.
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2019 |
Spencer S, Stone T, Kable A, McMillan M, 'Adolescents experiences of distress on an acute mental health inpatient unit: A qualitative study', International Journal of Mental Health Nursing, 28 712-720 (2019) [C1] Adolescents admitted to acute mental health inpatient units can experience episodes of distress for numerous reasons. Little is known about how they attempt to cope with this dist... [more] Adolescents admitted to acute mental health inpatient units can experience episodes of distress for numerous reasons. Little is known about how they attempt to cope with this distress. This paper explores adolescent experiences of distress in an acute mental health inpatient unit. Fifty hours of non-participant observations were conducted and documented using a critical incident technique (CIT) framework. An interpretive descriptive approach was used to analyse the observation data collected. Nineteen episodes of adolescent distress were observed and five themes emerged, of which two will be explored in this paper: clinical contexts and triggers, and coping or help-seeking actions. The findings of this study will help mental health nurses working on acute adolescent units understand how adolescents attempt to cope with, and seek help for, episodes of distress, and enhance early responses to prevent escalation of distress.
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2019 |
Treloar A, Stone T, McMillan M, Kim M, 'Developing Criteria for the Selection of Contemporary Stimulus Material in Mental Health Nursing Education: Engaging Students and Meeting Curriculum Goals - Part 2: Authenticity in Design and Core Values for Stimulus Material for Enquiry-Based Learning in Mental Health Nursing Education', Journal of Problem-Based Learning, 6 27-35 (2019) [C1]
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2019 |
Treloar A, McMillan M, Stone T, Kim M, 'Developing Criteria for the Selection of Contemporary Stimulus Material in Mental Health Nursing Education: Engaging Students and Meeting Curriculum Goals - Part 1: Critical Analysis of Simulation and Stimulus Material in Mental Health Nursing Education', Journal of Problem-Based Learning, 6 10-20 (2019) [C1]
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2018 |
Liu W, Stone TE, McMaster R, 'Increasing undergraduate nursing students cultural competence: an evaluation study', Global Health Research and Policy, 3 (2018) Background: Cultural competence has become increasingly important for Chinese health professionals because of internationalization and the opening up of China to overseas visitors... [more] Background: Cultural competence has become increasingly important for Chinese health professionals because of internationalization and the opening up of China to overseas visitors and business as well as a growing awareness of the needs of minority groups within China. This study aimed to evaluate a workshop designed to improve cultural competence among Chinese undergraduate nursing students. Methods: A one-group pretest and posttest design was applied. The intervention was a one-day workshop based on transformative learning theory using a variety of teaching strategies. Forty undergraduate nursing students from a university in Wuhan, China selected by convenient sampling received the intervention. Data were collected before the intervention (T1), immediately after the intervention (T2), and 1 month (T3) and 3 months (T4) following the intervention through the Chinese version of Cultural Competence Inventory for Nurses (CCIN). A researcher-designed evaluation form including open-ended questions was also used. Results: Participants¿ scores by CCIN increased significantly in the total score (p <.001) as well as the components of cultural awareness (p =.003), cultural knowledge (p <.001), cultural understanding (p =.007) and cultural skills (p <.001), but not in cultural respect. This improvement maintained at T3 and T4. Overall, participants were satisfied with the workshop, and the qualitative results supported the effects of this intervention. Conclusions: The one-day workshop was effective in improving nursing students¿ cultural competence. Replication or further refinement of this workshop is recommended for future research among additional nursing students with diverse backgrounds.
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2018 |
Omura M, Stone TE, Maguire J, Levett-Jones T, 'Exploring Japanese nurses perceptions of the relevance and use of assertive communication in healthcare: A qualitative study informed by the Theory of Planned Behaviour', Nurse Education Today, 67 100-107 (2018) [C1] Background: The hierarchical nature of healthcare environments presents a key risk factor for effective interprofessional communication. Power differentials evident in traditional... [more] Background: The hierarchical nature of healthcare environments presents a key risk factor for effective interprofessional communication. Power differentials evident in traditional healthcare cultures can make it difficult for healthcare professionals to raise concerns and be assertive when they have concerns about patient safety. This issue is of particular concern in Japan where inherent cultural and social norms discourage assertive communication. Aim: The aim of this study was to (a) explore nurses¿ perceptions of the relevance and use of assertive communication in Japanese healthcare environments; and (b) identify the factors that facilitate or impede assertive communication by Japanese nurses. Design: A belief elicitation qualitative study informed by the Theory of Planned Behaviour was conducted and reported according to the COnsolidated criteria for REporting Qualitative research. Settings and Participants: Twenty-three practicing Japanese registered nurses were recruited by snowball sampling from October 2016 to January 2017. Methods: Individual face-to-face semi-structured interviews were conducted and transcribed in Japanese and then translated into English. Two researchers independently conducted a directed content analysis informed by the Theory of Planned Behaviour. Participants¿ responses were labelled in order of frequency for behavioural beliefs about the consequences of assertive communication, sources of social pressure, and factors that facilitate or impede assertive communication in Japanese healthcare environments. Findings: Although person-centred care and patient advocacy were core values for many of the participants, strict hierarchies, age-based seniority, and concerns about offending a colleague or causing team disharmony impeded their use of assertive communication. Novice nurses were particularly reluctant to speak up because of their perception of having limited knowledge and experience. Conclusion: This study identified Japanese nurses¿ behavioural, normative, and control beliefs in relation to assertive communication. The findings will be used to inform the development of a culturally appropriate assertiveness communication training program for Japanese nurses and nursing students.
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2018 |
Sun Y, Stone TE, Yang B, Petrini MA, McMillan M, 'Translation and Adaptation of a Nursing Swearing Impact Questionnaire Into Chinese', Journal of the American Psychiatric Nurses Association, 24 260-269 (2018) [C1] BACKGROUND: Verbal aggression and swearing are the most frequently encountered violence in the health care industry. Nurses are the most frequent victims. Not known is the inciden... [more] BACKGROUND: Verbal aggression and swearing are the most frequently encountered violence in the health care industry. Nurses are the most frequent victims. Not known is the incidence and impact of swearing against nurses in China. OBJECTIVES: (a) Develop a Chinese version of the Nursing Swearing Impact Questionnaire; (b) report the preliminary findings from the use of the tool. METHOD: Using a translation¿back translation procedure, focus groups and expert review, followed by a survey of 32 participants. RESULTS: The Chinese version of the Nursing Swearing Impact Questionnaire has been developed, and cultural differences and different attitudes toward verbal aggression and swearing in disparate groups and workplaces have been highlighted. CONCLUSIONS: This is the first Chinese tool to research nurses¿ perspectives and experiences of swearing in the workplace. Nurses in China face serious challenges, and the impact of swearing on nurses requires more attention.
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2018 |
Omura M, Stone TE, Levett-Jones T, 'Cultural factors influencing Japanese nurses' assertive communication. Part 1: Collectivism.', Nursing & health sciences, 20 283-288 (2018) [C1]
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2018 |
Omura M, Stone TE, Levett-Jones T, 'Cultural factors influencing Japanese nurses assertive communication: Part 2 hierarchy and power', Nursing and Health Sciences, 20 289-295 (2018) [C1] Hierarchy and power characterize health-care relationships around the world, constituting a barrier to assertive communication and a risk to patient safety. This issue is more pro... [more] Hierarchy and power characterize health-care relationships around the world, constituting a barrier to assertive communication and a risk to patient safety. This issue is more problematic and complex in countries such as Japan, where deep-seated cultural values related to hierarchy and power persist. The current paper is the second of two that present the findings from a study exploring Japanese nurses¿ views and experiences of how cultural values impact assertive communication for health-care professionals. We conducted semistructured interviews with 23 registered nurses, following which data were analyzed using directed content analysis. Two overarching themes emerged from the analysis: hierarchy/power and collectivism. In the present study, we focus on cultural values related to hierarchy and power, including differences in professional status, gender imbalance, seniority/generation gap, bullying, and humility/modesty. The findings from our research provide meaningful insights into how Japanese cultural values influence and constrain nurses¿ communication and speaking up behaviors, and can be used to inform educational programs designed to teach assertiveness skills.
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2017 |
Omura M, Maguire J, Levett-Jones T, Stone TE, 'The effectiveness of assertiveness communication training programs for healthcare professionals and students: A systematic review', International Journal of Nursing Studies, 76 120-128 (2017) [C1] Background Communication errors have a negative impact on patient safety. It is therefore essential that healthcare professionals have the skills and confidence to speak up assert... [more] Background Communication errors have a negative impact on patient safety. It is therefore essential that healthcare professionals have the skills and confidence to speak up assertively when patient safety is at risk. Although the facilitators to and barriers of assertive communication have been the subject of previous reviews, evidence regarding the effectiveness of interventions designed to enhance assertive communication is lacking. Thus, this paper reports the findings from a systematic review of the effectiveness of assertiveness communication training programs for healthcare professionals and students. Objective The objective of this review is to identify, appraise and synthesise the best available quantitative evidence in relation to the effectiveness of assertiveness communication training programs for healthcare professionals and students on levels of assertiveness, communication competence and impact on clinicians¿ behaviours and patient safety. Data sources The databases included: CINAHL, Cochrane library, EMBASE, Informit health collection, MEDLINE, ProQuest nursing and allied health, PsycINFO, Scopus and Web of Science. The search for unpublished studies included: MedNar, ProQuest Dissertations & Theses A&I. Studies published in English from 2001 until 2016 inclusive were considered. Study eligibility criteria The review included original quantitative research that evaluated (a) any type of independent assertiveness communication training program; and (b) programs with assertiveness training included as a core component of team skills or communication training for healthcare professionals and students, regardless of healthcare setting and level of qualification of participants. Study appraisal and synthesis methods Studies selected based on eligibility criteria were assessed for methodological quality and the data were extracted by two independent researchers using the Joanna Briggs Institute critical appraisal and data extraction tools. Results Eleven papers were critically appraised using the Joanna Briggs Institute critical appraisal checklists. Eight papers from the USA, Australia, Ireland, and Taiwan were included in the review. Conclusions Interventions to improve assertive communication were reported to be effective to some degree with all targeted groups except experienced anaesthesiologists. Face-to-face and multimethod programs, support from leaders, teamwork skills training and communication techniques adapted from the aviation industry were identified as appropriate approaches for optimising the effectiveness of assertiveness communication training programs. Behavioural change as the result of assertiveness interventions was evaluated by observer-based rating scales during simulation, whilst self-perceived knowledge and attitudes were evaluated using validated scales. Future research should consider evaluation of sustained effect on behaviour change and patient safety.
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2017 |
Treloar A, McMillan M, Stone T, 'Nursing in an imperfect world: Storytelling as preparation for mental health nursing practice', International Journal of Mental Health Nursing, 26 293-300 (2017) [C1] Storytelling is a valuable adjunctive method of preparing undergraduate mental health nursing students for practice. To explore the possibilities of this method of teaching, 100 s... [more] Storytelling is a valuable adjunctive method of preparing undergraduate mental health nursing students for practice. To explore the possibilities of this method of teaching, 100 stories were collected from experienced nurses working in mental health and analysed using a case study methodology. The aim was to explore the purpose of clinical anecdotes told by experienced nurses working in mental health settings to undergraduates and new recruits, with an ancillary purpose of looking at the implications of these anecdotes for the exploration of contemporary mental health practice and education. A framework for student discussion of stories is provided. The insights gained illuminate not only the history of mental health nursing and the daily activities of nurses working in mental health, but also some of the deep-level skills developed and used by these nurses as they work in the complexity and ambiguity of an imperfect world where the job requires managing the unexpected every shift, and where there might not always be a textbook-perfect solution to clinical situations.
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2017 |
Stone TE, Maguire J, Kang SJ, Cha C, 'Practical issues of conducting a Q methodology study: Lessons learned from a cross-cultural study', Advances in Nursing Science, 40 291-299 (2017) [C1] This article advances nursing research by presenting the methodological challenges experienced in conducting a multination Q-methodology study. This article critically analyzes th... [more] This article advances nursing research by presenting the methodological challenges experienced in conducting a multination Q-methodology study. This article critically analyzes the relevance of the methodology for cross-cultural and nursing research and the challenges that led to specific responses by the investigators. The use of focus groups with key stakeholders supplemented the Q-analysis results. The authors discuss practical issues and shared innovative approaches and provide best-practice suggestions on the use of this flexible methodology. Q methodology has the versatility to explore complexities of contemporary nursing practice and cross-cultural health research.
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2017 |
Zhang L, Stone TE, Zhang J, 'Understanding the rise of Yinao in China: A commentary on the little known phenomenon of healthcare violence', NURSING & HEALTH SCIENCES, 19 183-187 (2017) [C1]
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2017 |
Treloar A, Little P, Stone T, McMillan M, 'Workshops and data collection: Ways to embed clinical complexity in learning events', Journal of Problem-Based Learning, 4 15-24 (2017) [C1]
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2016 |
Cai D, Stone TE, Petrini MA, Mcmillan M, ''An exploration of the health beliefs of Chinese nurses' and nurse academics' health beliefs: A Q-methodology study'', Nursing and Health Sciences, 18 97-104 (2016) [C1] Q-methodology was used to investigate the health beliefs of Chinese clinical nurses and nurse academics. Twenty-eight participants from one hospital and nursing school in China we... [more] Q-methodology was used to investigate the health beliefs of Chinese clinical nurses and nurse academics. Twenty-eight participants from one hospital and nursing school in China were involved. The four stages of this study included: (i) concourse development from literature review, Internet searches, and key informant interviews; (ii) A pilot study to develop the Q-sample from the concourse; (iii) participants sorted the Q-sample statements along a continuum of preference (Q-sorting); and (iv) PQ data analysis using principal component analysis and varimax rotation. Five viewpoints were revealed: (i) factor 1 - health management and the importance of evidence; (ii) factor 2 - challenging local cultural belief, and Eastern and Western influences; (iii) factor 3 - commonsense; (iv) factor 4 - health and clinical practice; and (v) factor 5 - health and nursing education. This study presents a need for nurses and nurse academics to think critically, examine their long-held health beliefs, and promote the use of evidence-based practice.
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2016 |
Stone T, Hua S, Turale S, 'Evaluation of an international and interprofessional collaboration forum', Nurse Education Today, 46 10-16 (2016) [C1] Background International and interprofessional collaborations are increasingly becoming a core requirement for health professionals in our globalized world. Aim The aim of this st... [more] Background International and interprofessional collaborations are increasingly becoming a core requirement for health professionals in our globalized world. Aim The aim of this study was to evaluate the effectiveness of the Asia Pacific Alliance of Health Leaders (APAHL) Forum to enhance the development of international perspectives and leadership among students and faculty in the discipline of health. Methods This pilot study used a student-designed questionnaire to evaluate the views of students and faculty members about the effectiveness of APAHL in meeting its goals. Quantitative data from the scaled items on the questionnaire were analyzed by aggregating the data. Qualitative data were analyzed using a qualitative descriptive approach. Results Study participants comprised of 22 health science (nursing and laboratory science) students and 15 faculty members. Both faculty and students agreed that APAHL was effective in leadership development of students, as well as in advancing internationalization, interprofessional collaboration, and cultural awareness among students. A clear theme among the students was acknowledgement of the importance of communication, in particular being proficient in English. Difficulties in communication were an issue for both students and faculty members. Conclusion This pilot study has shown the benefits of a student-focused international forum in developing cross-cultural awareness, and will provide the groundwork for evaluating the effectiveness of cross-cultural and interprofessional leadership forums aimed particularly at students of health.
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2016 |
Honda K, Levett-Jones T, Stone T, Maguire J, 'Japanese nursing students' sense of belonging: A story of Uchi (insider) and Soto (outsider)', Nurse Education in Practice, 20 85-92 (2016) [C1] Clinical placement experiences are the cornerstone of nursing education and a body of literature indicates that belongingness is fundamental to students' learning when undert... [more] Clinical placement experiences are the cornerstone of nursing education and a body of literature indicates that belongingness is fundamental to students' learning when undertaking placements. However, little is known about Japanese nursing students¿ sense of belonging and how it is influenced by their cultural values. The aim of this paper is to profile a study that: measured the extent to which Japanese nursing students¿ experience a sense of belonging in clinical placements, and explored the factors that impact on and are consequences of that experience. A mixed methods design was used with quantitative data collected using the Belongingness Scale-Clinical Placement Experience and qualitative data collected using semi-structured interviews. Ninety-two third and fourth year students from a large regional university in Japan completed the questionnaire; of these six also participated in interviews. The results identified similarities and differences between this and other studies of belongingness. Supportive and welcoming clinical environments facilitated participants' belongingness and motivation to learn. However, the belongingness scores of this sample were lower than those in all other studies. This may be explained, in part, by the Japanese cultural values of ¿Uchi (insider) and Soto¿ (outsider), which pervaded the participants¿ placement experiences and led to feelings of exclusion and alienation.
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2015 |
Stone TE, McMillan M, Hazelton M, 'Back to swear one: A review of English language literature on swearing and cursing in Western health settings', Aggression and Violent Behavior, 25 65-74 (2015) [C1] The purpose of this paper is to review the literature on swearing in English with particular emphasis on healthcare contexts, a previously neglected area of research. The review c... [more] The purpose of this paper is to review the literature on swearing in English with particular emphasis on healthcare contexts, a previously neglected area of research. The review commences with a discussion of the nature of swearing, definitional considerations, and its prevalence. This is followed by an outline of the uses and functions of swearwords, and discussion of those aspects of swearing linked to illness, aggression, gender, and mental health problems. The final section focuses on the importance of appropriate responses to swearing to the practice of health professionals, in particular, those within the nursing profession.
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2015 |
Stone TE, Treloar AE, '"How did it get so late so soon?": Tips and tricks for managing time.', Nursing & health sciences, 17 409-411 (2015) [C3]
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2015 |
Rossiter RC, Stone TE, 'Getting the message across: Delivering a quality conference presentation', Nursing and Health Sciences, 17 145-147 (2015)
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2015 |
Stone TE, Rossiter RC, 'Predatory publishing: Take care that you are not caught in the Open Access net', Nursing and Health Sciences, 17 277-279 (2015)
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2015 |
Omura M, Levett-Jones T, Stone TE, Maguire J, Lapkin S, 'Measuring the impact of an interprofessional multimedia learning resource on Japanese nurses and nursing students using the Theory of Planned Behavior Medication Safety Questionnaire', Nursing and Health Sciences, 17 500-506 (2015) [C1]
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2015 |
McAllister M, Lasater K, Stone TE, Levett-Jones T, 'The reading room: Exploring the use of literature as a strategy for integrating threshold concepts into nursing curricula', Nurse Education in Practice, 15 549-555 (2015) [C1] In addition to acquiring a solid foundation of clinical knowledge and skills, nursing students making the transition from lay person to health professional must adopt new conceptu... [more] In addition to acquiring a solid foundation of clinical knowledge and skills, nursing students making the transition from lay person to health professional must adopt new conceptual understandings and values, while at the same time reflecting on and relinquishing ill-fitting attitudes and biases. This paper presents creative teaching ideas that utilise published narratives and explores the place of these narratives in teaching threshold concepts to nursing students. Appreciating nuance, symbolism and deeper layers of meaning in a well-drawn story can promote emotional engagement and cause learners to care deeply about an issue. Moreover, aesthetic learning, through the use of novels, memoirs and picture books, invites learners to enter into imagined worlds and can stimulate creative and critical thinking. This approach can also be a vehicle for transformative learning and for enhancing students' understanding and internalisation of threshold concepts that are integral to nursing. Guided engagement with the story by an effective educator can help learners to examine taken-for-granted assumptions, differentiate personal from professional values, remember the link between the story and the threshold concept and re-examine their own perspectives; this can result in transformative learning. In this paper, we show how threshold concepts can be introduced and discussed with nursing students via guided engagement with specific literature, so as to prompt meaningful internalised learning.
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2015 |
Yan YE, Turale S, Stone T, Petrini M, 'Disaster nursing skills, knowledge and attitudes required in earthquake relief: Implications for nursing education', International Nursing Review, 62 351-359 (2015) Background: Globally, nurses becoming more aware of getting better prepared for disaster relief, but in China, disaster nursing knowledge, courses and research are still limited. ... [more] Background: Globally, nurses becoming more aware of getting better prepared for disaster relief, but in China, disaster nursing knowledge, courses and research are still limited. Introduction: China has long been prone to disasters, but disaster nursing education and training is in its infancy. Aim: This study explored the skills, knowledge and attitudes required by registered nurses from across China who worked in the aftermath of three large earthquakes to try to determine future disaster nursing education requirements. Method: The Questionnaire ofNurses'DisasterNursingSkills atEarthquakeSites, assessing nursing skills, knowledge and attitudes, was distributed to 139 registered nurses in 38 hospitals in 13 provinces across China who had worked in one or more earthquake disaster zones. Descriptive statistics were used for quantitative data, and content analysis for qualitative data. Results: Eighty-nine questionnaires were returned, a response rate of 68.3%. No respondent had ever received specific disaster nursing training prior to their post-earthquake nursing. Skills most often used by respondents were haemostasis bandaging, fixation, manual handling, observation and monitoring, debridement and dressing, and mass casualty transportation. Respondents identified that the most important groups of skills required were cardiopulmonary resuscitation; haemostasis, bandaging, fixation, and manual handling; and emergency management. They emphasized the need for psychological care of victims as well as that of fellow health workers. Conclusion: No respondent had ever received disaster nursing training prior to engagement at the earthquake disaster sites. All believed that there were important gaps in their knowledge and skills, and supported disaster nursing courses in the future. Implications for nursing and health policy: China urgently needs to develop disaster nursing courses, with the support of nurse leaders, educationalists and government, to implement training using an all hazards approach in accordance with international best practice and trainees' background clinical experience and knowledge. International Nursing Review
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2015 |
Li Y, Turale S, Stone TE, Petrini M, 'A grounded theory study of 'turning into a strong nurse': Earthquake experiences and perspectives on disaster nursing education', Nurse Education Today, 35 e43-e49 (2015) Background: While Asia has the dubious distinction of being the world's most natural disaster-prone area, disaster nursing education and training are sparse in many Asian cou... [more] Background: While Asia has the dubious distinction of being the world's most natural disaster-prone area, disaster nursing education and training are sparse in many Asian countries, especially China where this study took place. Objective: To explore the earthquake disaster experiences of Chinese nurses and develop a substantive theory of earthquake disaster nursing that will help inform future development of disaster nursing education. Design: A qualitative study employing grounded theory, informed by symbolic interactionism. Participants and Setting: Fifteen Chinese registered nurses from five hospitals in Jiangxi Province who undertook relief efforts after the 2008 Wenchuan Earthquake. Methods: Data were collected in 2012-2013 in digitally-recorded, semi-structured, in-depth interviews and reflective field notes, and analyzed using Glaser's grounded theory method. Results: Participants were unprepared educationally and psychologically for their disaster work. Supporting the emergent theory of "working in that terrible environment", was the core category of "turning into a strong nurse", a process of three stages: "going to the disaster" "immersing in the disaster" and "trying to let disaster experiences fade away". The participants found themselves thrust in "terrible" scenes of destruction, experienced personal dangers and ethical dilemmas, and tried the best they could to help survivors, communities and themselves, with limited resources and confronting professional work. Conclusions: Our rich findings confirm those of other studies in China and elsewhere, that attention must be paid to disaster education and training for nurses, as well as the mental health of nurses who work in disaster areas. Emergent theory helps to inform nurse educators, researchers, leaders and policy makers in China, and elsewhere in developing strategies to better prepare nurses for future disasters, and assist communities to prepare for and recover after earthquake disasters.
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2015 |
Wenji Z, Turale S, Stone TE, Petrini MA, 'Chinese nurses' relief experiences following two earthquakes: Implications for disaster education and policy development', Nurse Education in Practice, 15 75-81 (2015) Disasters require well trained nurses but disaster nursing education is very limited in China and evidence is urgently required for future planning and implementation of specializ... [more] Disasters require well trained nurses but disaster nursing education is very limited in China and evidence is urgently required for future planning and implementation of specialized disaster education. This describes the themes arising from narratives of Chinese registered nurses who worked in disaster relief after two major earthquakes. In-depth interviews were held with 12 registered nurses from Hubei Province. Riessman's narrative inquiry method was used to develop individual stories and themes, and socio-cultural theory informed this study. Five themes emerged: unbeatable challenges; qualities of a disaster nurse; mental health and trauma; poor disaster planning and co-ordination; and urgently needed disaster education. Participants were challenged by rudimentary living conditions, a lack of medical equipment, earthquake aftershocks, and cultural differences in the people they cared for. Participants placed importance on the development of teamwork abilities, critical thinking skills, management abilities of nurses in disasters, and the urgency to build a better disaster response system in China in which professional nurses could more actively contribute their skills and knowledge. Our findings concur with previous research and emphasize the urgency for health leaders across China to develop and implement disaster nursing education policies and programs.
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2014 |
Treloar A, Stone TE, Mcmillan M, Flakus K, 'A Narrative in Search of a Methodology', Perspectives in Psychiatric Care, (2014) Purpose: Research papers present us with the summaries of scholars' work; what we readers do not see are the struggles behind the decision to choose one methodology over anot... [more] Purpose: Research papers present us with the summaries of scholars' work; what we readers do not see are the struggles behind the decision to choose one methodology over another. Design and Methods: A student's mental health portfolio contained a narrative that led to an exploration of the most appropriate methodology for a projected study of clinical anecdotes told by nurses who work in mental health settings to undergraduates and new recruits about mental health nursing. This paper describes the process of struggle, beginning with the student's account, before posing a number of questions needing answers before the choice of the most appropriate methodology. Findings: We argue, after discussing the case for the use of literary analysis, discourse analysis, symbolic interactionism, hermeneutics, and narrative research, that case study research is the methodology of choice. Practice Implications: Case study is frequently used in educational research and is sufficiently flexible to allow for an exploration of the phenomenon. © 2014 Wiley Periodicals, Inc.
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2014 |
Stone TE, Levett-Jones T, 'A comparison of three types of stimulus material in undergraduate mental health nursing education', NURSE EDUCATION TODAY, 34 586-591 (2014) [C1]
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2014 |
Stone TE, Francis L, van der Riet P, Dedkhard S, Junlapeeya P, Orwat E, 'Awakening to the other: Reflections on developing intercultural competence through an undergraduate study tour', Nursing and Health Sciences, 16 521-527 (2014) [C1] For the past 4 years, undergraduate students from the Faculty of Health, University of Newcastle, Newcastle, Australia, have undertaken a two week cultural study tour in Thailand,... [more] For the past 4 years, undergraduate students from the Faculty of Health, University of Newcastle, Newcastle, Australia, have undertaken a two week cultural study tour in Thailand, being exposed to a broad range of cultural interactions, health settings in rural and remote areas, and health-treatment approaches, including traditional and complementary therapies. Student evaluations and reflections were collected after the 2010 and 2011 study tours. This paper reports on findings following thematic analysis of the data, which identified central themes, including connectivity to others, "awakenings", "embodiment", and looking to the future. Findings included a recognition by students of a growth in awareness and change in perspective, which they felt would impact on their future approach in caring for patients from culturally- and linguistically-diverse backgrounds. We conclude that the study tour provided an effective way of sensitizing students to cultural differences and promoting cross-cultural awareness.
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2014 |
Stone TE, Rossiter R, 'Making the most of conference attendance', Nursing and Health Sciences, 16 275-276 (2014) [C3]
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2014 |
Tone M, Stone T, 'What we can learn about recovery: Lessons from the Fukushima survivors', Nursing and Health Sciences, 16 52-55 (2014) Recovery from disaster can take a lifetime, and people looking in from outside might not appreciate the stages of recovery. Little talked about is the stigma, which might attach t... [more] Recovery from disaster can take a lifetime, and people looking in from outside might not appreciate the stages of recovery. Little talked about is the stigma, which might attach to the survivors of a disaster, especially if it is a man-made disaster. This paper documents the account of a Japanese nursing student who visited the area 18 months after the Great East Japan earthquake and tsunami, talked to the people there, and shared her reflections. The experiences of the Fukushima survivors are linked to those of victims of other disasters, whose recovery was impeded by being discriminated against and stigmatized. © 2014 Wiley Publishing Asia Pty Ltd.
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2013 |
Stone TE, Ajayi C, '"There comes a time when silence is betrayal": Racism and nursing', Nursing and Health Sciences, 15 407-409 (2013) [C3]
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2013 |
Stone TE, 'Blowing away the myths of time: Evidence-based health promotion', Nursing and Health Sciences, 15 1-2 (2013)
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2013 |
Stone TE, 'Malnutrition in hospitals: What is the next course?', Nursing and Health Sciences, 15 135-136 (2013)
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2012 |
Joyce T, Higgins IJ, Magin PJ, Goode SM, Pond CD, Stone TE, et al., 'The experiences of nurses with mental health problems: Colleagues' perspectives', Archives of Psychiatric Nursing, 26 324-332 (2012) [C1]
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2011 |
Stone TE, McMillan MA, Hazelton MJ, Clayton EH, 'Wounding words: Swearing and verbal aggression in an inpatient setting', Perspectives in Psychiatric Care, 47 194-203 (2011) [C1]
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2011 |
Joyce TA, Higgins IJ, Magin PJ, Goode SM, Pond CD, Stone TE, et al., 'Nurses' perceptions of a mental health education programme for Australian nurses', International Journal of Mental Health Nursing, 20 247-252 (2011) [C1]
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2010 |
Kepreotes EA, Keatinge DR, Stone TE, 'The experience of parenting children with chronic health conditions: A new reality', Journal of Nursing and Healthcare of Chronic Illness, 2 51-62 (2010) [C1]
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2010 | Spencer S, Stone TE, McMillan MA, 'Violence and aggression in mental health inpatient units: An evaluation of aggression minimisation programs', HNE Handover. For Nurses and Midwives, 3 42-48 (2010) [C2] | Nova | |||||||||
2010 |
Stone TE, Levett-Jones TL, Harris MA, Sinclair PM, 'The genesis of 'the Neophytes': A writing support group for clinical nurses', Nurse Education Today, 30 657-661 (2010) [C1]
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2010 |
Stone TE, Francis LM, 'What's the bloody law on this? Nurses, swearing, and the law in New South Wales, Australia', Contemporary Nurse, 34 248-257 (2010) [C1]
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2010 |
Stone TE, McMillan MA, Hazelton MJ, 'Swearing: Its prevalence in healthcare settings and impact on nursing practice', Journal of Psychiatric and Mental Health Nursing, 17 528-534 (2010) [C1]
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2009 | Stone TE, Francis LM, Levett-Jones TL, 'Profanity, expletives, swearing and offensive language: All in a day's work?', HNE Handover for Nurses and Midwives, 2 12-15 (2009) [C2] | Nova | |||||||||
2009 |
Stone TE, Levett-Jones TL, Harris MA, 'The genesis of 'The neophytes': A writing support group for clinical nurses', HNE Handover for Nurses and Midwives, 2 32-36 (2009) [C2]
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2008 |
Stone TE, Hazelton MJ, 'An overview of swearing and its impact on mental health nursing practice', International Journal of Mental Health Nursing, 17 208-214 (2008) [C1]
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Show 78 more journal articles |
Conference (15 outputs)
Year | Citation | Altmetrics | Link | |||||
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2012 |
Spencer S, Stone TE, McMillan M, Hanstock T, 'When life unravels: Adolescent mental health therapeutic interventions', International Journal of Mental Health Nursing, Darwin (2012) [E3]
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2012 | Stone TE, Turale S, 'Changing our social and cultural fabric: Experiences of two ex-pat mental health professors in Japan', International Journal of Mental Health Nursing, Darwin (2012) [E3] | |||||||
2011 | Stone TE, McMillan MA, 'When patients use bad language: The therapeutic implications for nurses', 8th International Nursing Conference: INC2011 Abstracts, Seoul (2011) [E3] | |||||||
2011 | Stone TE, Kirby DM, Dluzewska T, 'Turning the tide: Promoting nursing student mental health and wellbeing for academic success', International Journal of Mental Health Nursing, Gold Coast, QLD (2011) [E3] | |||||||
2011 | Hartog CY, O'Brien LM, Stone TE, 'That's not my job! Well...whose job is it to place the flags in caring for mentally disordered offenders?', International Journal of Mental Health Nursing: Australian College of Mental Health Nursing 37th International Conference Abstracts, Gold Coast (2011) [E3] | |||||||
2010 |
Joyce TA, Higgins IJ, Magin PJ, Goode SM, Stone TE, Pond CD, et al., 'Up the creek without a paddle', 36th International Conference 2010: Australian College of Mental Health Nurses. Abstracts, Hobart, Tas (2010) [E3]
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2010 | McCauley-Elsom K, Goodwin V, Stone TE, Cross W, 'Mothers or mad women: Media portrayal of maternal filicide', 36th International Conference 2010: Australian College of Mental Health Nurses. Abstracts, Hobart, Tas (2010) [E3] | |||||||
2010 | Stone TE, 'Warning: This job contains coarse language: Dilemmas preparing nurses for real world practice', Healthcare Communication Symposium 2010, Melbourne, Vic (2010) [E3] | |||||||
2010 | Rossiter RC, Stone TE, Levett-Jones TL, 'One oar or two? Enhancing mental health undergraduate education', International Journal of Mental Health Nursing, Hobart, Tas (2010) [E3] | |||||||
2009 |
Hazelton MJ, Stone TE, 'Leadership skills across cultures and communities', Asia-Pacific Alliance for Health Leaders (APAHL): Developing Health Leaders for the Future, Yamaguchi, Japan (2009) [E3]
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2009 | Stone TE, 'The impact of bad language on the therapeutic relationship', Asia-Pacific Alliance for Health Leaders (APAHL): Developing Health Leaders for the Future, Yamaguchi, Japan (2009) [E3] | |||||||
2009 |
Stone TE, Sharples J, 'The filth and the fury: Caring on the margins of care', International Journal of Mental Health Nursing, Sydney, NSW (2009) [E3]
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2009 |
Stone TE, ''Mind' the gap: The impact of swearing and its effects on the therapeutic relationship between nurse and patient', International Journal of Mental Health Nursing, Sydney, NSW (2009) [E3]
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2009 |
Harris MA, Stone TE, Levett-Jones TL, Sinclair PM, 'The genesis of 'the neophytes': A writing support group for clinical nurses', International Journal of Mental Health Nursing, Sydney, NSW (2009) [E3]
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2008 |
Stone TE, Hazelton MJ, ''Delete as appropriate': Language and conduct in mental health nursing practice', 34th Annual International Conference of the Australian College of Mental Health Nurses: Presenters Abstracts, Melbourne, VIC (2008) [E3]
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Show 12 more conferences |
Thesis / Dissertation (1 outputs)
Year | Citation | Altmetrics | Link | ||
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2018 |
Omura M, Design and evaluation of an assertiveness communication training program for Japanese nursing students, The University of Newcastle (2018)
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Grants and Funding
Summary
Number of grants | 5 |
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Total funding | $52,630 |
Click on a grant title below to expand the full details for that specific grant.
20111 grants / $1,500
Nursing Education: New Paradigm for Global Environment, Sheraton Grande Walkerhill Hotel, Soeul Korea, 27-28th October 2011$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 | Conjoint Professor Teri Stone |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2011 |
Funding Finish | 2011 |
GNo | G1100965 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20101 grants / $1,500
HORATIO Congress Prague 2010, Hotel Pyramida - Prague Czech Republic, 15 - 17 April 2010$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 | Conjoint Professor Teri Stone |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2010 |
Funding Finish | 2011 |
GNo | G1000097 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20091 grants / $840
International Conference College of Australian Mental Health Nurses, Sydney, 29 September - 2 October 2009$840
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 | Conjoint Professor Teri Stone |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2009 |
Funding Finish | 2009 |
GNo | G0190475 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
20081 grants / $47,443
Healing the healer - a peer based mentorship intervention$47,443
Funding body: Beyond Blue Ltd
Funding body | Beyond Blue Ltd |
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Project Team | Prof DIMITY Pond, Doctor Teresa Joyce, Conjoint Professor Parker Magin, Professor Isabel Higgins, Conjoint Professor Teri Stone, Mrs Susan Goode |
Scheme | Research Grant |
Role | Investigator |
Funding Start | 2008 |
Funding Finish | 2009 |
GNo | G0188948 |
Type Of Funding | Contract - Aust Non Government |
Category | 3AFC |
UON | Y |
20071 grants / $1,347
Mental Health Nursing - Making Waves 33 International Conference, Cairns, 8/10/2007 - 12/10/2007$1,347
Funding body: University of Newcastle
Funding body | University of Newcastle |
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Project Team | Conjoint Professor Teri Stone |
Scheme | Travel Grant |
Role | Lead |
Funding Start | 2007 |
Funding Finish | 2007 |
GNo | G0188060 |
Type Of Funding | Internal |
Category | INTE |
UON | Y |
Research Supervision
Number of supervisions
Past Supervision
Year | Level of Study | Research Title | Program | Supervisor Type |
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2018 | PhD | Design and Evaluation of an Assertiveness Communication Training Program for Japanese Nursing Students | PhD (Nursing), College of Health, Medicine and Wellbeing, The University of Newcastle | Co-Supervisor |
2017 | PhD | Nursing Responses and Interventions for Episodes of Adolescent Distress in an Acute Child and Adolescent Mental Health Inpatient Unit: An Interpretive Descriptive Study | PhD (Nursing), College of Health, Medicine and Wellbeing, The University of Newcastle | Co-Supervisor |
2015 | PhD | Storytelling in Mental Health Nursing: Clinical and Educational Purpose | PhD (Nursing), College of Health, Medicine and Wellbeing, The University of Newcastle | Co-Supervisor |
2014 | PhD | A Critical Ethnography: The Parental Impact of Diagnosed Rare Diseases of Childhood | PhD (Nursing), College of Health, Medicine and Wellbeing, The University of Newcastle | Principal Supervisor |
Conjoint Professor Teri Stone
Positions
Conjoint Professor
School of Nursing and Midwifery
College of Health, Medicine and Wellbeing
Casual Web Learn Tutor Nursing & Midwifery
School of Nursing and Midwifery
College of Health, Medicine and Wellbeing
Focus area
Nursing
Contact Details
teresa.stone@newcastle.edu.au | |
Phone | (02) 4921 7043 |
Fax | (02) 4921 6301 |
Office
Room | RW1-19 |
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Building | Richardson Wing |
Location | Callaghan University Drive Callaghan, NSW 2308 Australia |