College of Nursing and Health Sciences

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https://hdl.handle.net/2328/2977

We are at the heart of advanced learning in health sciences, nursing and midwifery.

The College of Nursing and Health Sciences has strong partnerships to industry, community and the healthcare sector.

In fact, we’re world renowned for multidisciplinary research and improving health care, where our high-quality programs and professional practices continue to expand what we can do to address emerging health issues.

We base our innovation on the very best teaching methods, using the latest equipment and facilities.

But most of all we seek to change and improve practice through our research and through our graduates.

We see it as thinking bravely.

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Browsing College of Nursing and Health Sciences by Author "Abery, Elizabeth"

Now showing 1 - 4 of 4
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    After hours nurse staffing, work intensity and quality of care - Missed Care Study: South Australia
    (Flinders University, 2013-04) Henderson, Julie Anne; Blackman, Ian Robert; Hamilton, Patti; Willis, Eileen Mary; Toffoli, Luisa Patrizia; Verrall, Claire; Abery, Elizabeth; Harvey, Clare
    During November, 2012, the Flinders University After Hours Nurse Staffing, Work Intensity and Quality of Care project team, in collaboration with the Australian Nursing and Midwifery Federation, SA Branch (ANMFSA), administered the MISSCARE survey to a sample of 354 nurse/midwife members of ANMFSA. The survey contained 13 demographic questions, 28 questions that explored working conditions, 96 questions concerning missed nursing care (defined as care that is omitted, postponed, or incomplete) and 17 questions concerning perceived reasons care is omitted in the settings in which the nurse/midwives practice. In addition, respondents were asked to add comments of their own concerning nursing care that is missed and why.
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    The cycle of student and staff wellbeing: Emotional labour and extension requests in Higher Education. A Practice Report
    (Student Success, 2016-03-02) Abery, Elizabeth; Gunson, Jessica Shipman
    This paper suggests that the sociological theory of emotional labour is a useful way to interpret how teaching practices in Higher Education often involve the simultaneous management of both staff and student wellbeing. This paper applies Berry and Cassidy’s Higher Education Emotional Labour model (2013) to the management of extension requests. We put forward a case study of processing a significant number of extension requests in a short space of time in a large, first year Health Sciences topic. We consider the responsibilities and risks for staff and students in this scenario, and ponder the implications for future practice and pedagogy. We argue that student and staff wellbeing must always be considered as interrelated, and that academic administrative procedures need to be developed with this mind.
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    Nurses and midwives perceptions of missed nursing care – A South Australian study
    (Elsevier, 2014-09) Verrall, Claire; Abery, Elizabeth; Harvey, C; Henderson, Julie Anne; Willis, Eileen Mary; Hamilton, P; Toffoli, Luisa Patrizia; Blackman, Ian Robert
    Background Budgetary restrictions and shorter hospital admission times have increased demands upon nursing time leading to nurses missing or rationing care. Previous research studies involving perceptions of missed care have predominantly occurred outside of Australia. This paper reports findings from the first South Australian study to explore missed nursing care. Aim To determine and explore nurses’ perceptions of reasons for missed care within the South Australian context and across a variety of healthcare settings. Method The survey was a collaborative venture between the Flinders University of South Australia, After Hours Nurse Staffing Work Intensity and Quality of Care project team and the Australian Nursing and Midwifery Federation, SA Branch. Electronic invitations using Survey Monkey were sent to randomly selected nurses and midwives and available online for two months. Three hundred and fifty four nurses and midwives responded. Recurring issues were identified from qualitative data within the survey and three main reasons for missed care emerged. Findings Three main reasons for missed care were determined as: competing demands that reduce time for patient care; ineffective methods for determining staffing levels; and skill mix including inadequate staff numbers. These broad issues represented respondents’ perceptions of missed care. Conclusion Issues around staffing levels, skill mix and the ability to predict workload play a major role in the delivery of care. This study identified the increasing work demands on nurses/midwifes. Solutions to the rationing of care need further exploration.
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    Teaching in Focus: The value of implementing a program-specific teaching support project for staff wellbeing and student success
    (Student Success, 2016-07-24) Gunson, Jessica Shipman; Abery, Elizabeth; Krassnitzer, Lindsay; Barton, Christopher Allan; Prichard, Ivanka Joyce; Willis, Eileen Mary
    This paper reports on a program-level teaching support initiative that was implemented in a Health Sciences undergraduate degree with a large and highly casualised teaching team. It has been argued that to improve student retention and success, universities need to consider implementing comprehensive teaching support models that address institutional, program, and individual level needs. We report on the implementation of our project and reflect on participant feedback, which demonstrated the value of the program for improving staff wellbeing. We argue that introducing support strategies for staff at a local level is essential not only for delivery of high quality learning experiences, but also for staff wellbeing which, in turn, has important implications for student success and retention.