http://hdl.handle.net/10540/92240 Fri, 24 May 2013 23:06:28 GMT 2013-05-24T23:06:28Z http://hdl.handle.net/10540/285654 Title: Linguistic diversity as sociodemographic predictor of nursing program progression and completion Authors: Salamonson, Yenna; Andrew, Sharon; Clauson, Jennifer; Cleary, Michelle; Jackson, Debra; Jacobs, Sharon Abstract: Attrition from undergraduate nursing programs continues to warrant investigation particularly in the climate of nursing shortages and fiscal reflection on academic institutional programs. This three-year study used a prospective longitudinal survey design to determine entry characteristics of students, attrition, progression and completion in an undergraduate program. Students were surveyed in the first three weeks of commencing their program and gave permission for academic grades to be collected during their six session, three year Bachelor of Nursing program. Of the 740 students enrolled 48% (357 students) were surveyed and 352 students (99%) gave consent for their grades to be collected. One-third of the student cohort graduated in the expected three-year timeframe, one-third had dropped out and one-third was still completing their studies. A higher Grade Point Average and being a native English speaker were most predictive of students completing their course in the minimum expected timeframe. Fri, 01 Apr 2011 00:00:00 GMT http://hdl.handle.net/10540/285654 2011-04-01T00:00:00Z http://hdl.handle.net/10540/285325 Title: The emotional sequelae of whistleblowing: findings from a qualitative study Authors: Peters, Kath; Luck, Lauretta; Hutchinson, Marie; Wilkes, Lesley; Andrew, Sharon; Jackson, Debra Abstract: AIMS AND OBJECTIVES: To highlight and illuminate the emotional sequelae of whistleblowing from whistleblowers and subjects of whistleblowing complaints. BACKGROUND: Whistleblowing has the potential to have a negative impact on individuals' physical and emotional well-being. However, few empirical studies have been conducted using qualitative methods to provide an in-depth exploration of the emotional consequences for those involved in whistleblowing incidents. DESIGN: Qualitative narrative inquiry design. METHOD: Purposive sampling was used to recruit participants who had been involved in whistleblowing incidents. During interviews participants' accounts were digitally recorded and then transcribed verbatim. Data were then analysed by two researchers until consensus was reached. RESULTS: Findings revealed that participants' emotional health was considerably compromised as a result of the whistleblowing incident. Analysis of the data revealed the following dominant themes: 'I felt sad and depressed': overwhelming and persistent distress; 'I was having panic attacks and hyperventilating': acute anxiety; and, 'I had all this playing on my mind': nightmares, flashbacks and intrusive thoughts. CONCLUSIONS: While it has been previously acknowledged that whistleblowing has the potential to have a negative impact on all aspects of an individual's life, this study notably highlights the intensity of emotional symptoms suffered by participants as well as the extended duration of time these symptoms were apparent. RELEVANCE TO CLINICAL PRACTICE: As professionals, nurses, as well as organisations, have a responsibility to identify those who may be suffering the emotional trauma of whistleblowing and ensure they have access to appropriate resources. Tue, 31 May 2011 00:00:00 GMT http://hdl.handle.net/10540/285325 2011-05-31T00:00:00Z http://hdl.handle.net/10540/285322 Title: Value of web-based learning activities for nursing students who speak English as a second language Authors: Koch, Jane; Salamonson, Yenna; Du, Hui Yun; Andrew, Sharon; Frost, Steven A.; Dunncliff, Kirstin; Dunncliff, Katricia M. Abstract: There is an increasing need to address the educational needs of students with English as a second language. The authors assessed the value of a Web-based activity to meet the needs of students with English as a second language in a bioscience subject. Using telephone contact, we interviewed 21 Chinese students, 24 non-Chinese students with English as a second language, and 7 native English-speaking students to identify the perception of the value of the intervention. Four themes emerged from the qualitative data: (1) Language is a barrier to achievement and affects self-confidence; (2) Enhancement intervention promoted autonomous learning; (3) Focusing on the spoken word increases interaction capacity and self-confidence; (4) Assessment and examination drive receptivity and sense of importance. Targeted strategies to promote language acculturation and acquisition are valued by students. Linking language acquisition skills to assessment tasks is likely to leverage improvements in competence. Fri, 01 Jul 2011 00:00:00 GMT http://hdl.handle.net/10540/285322 2011-07-01T00:00:00Z http://hdl.handle.net/10540/285321 Title: Burden versus benefit: continuing nurse academics' experiences of working with sessional teachers Authors: Peters, Kathleen; Jackson, Debra; Andrew, Sharon; Halcomb, Elizabeth J.; Salamonson, Yenna Abstract: Sessional teachers are taking an increasing role in classroom teaching in Schools of Nursing. However, there is a paucity of literature reporting the experiences of, and impact on, career academics working with or alongside the burgeoning numbers of sessional teachers. Therefore, the purpose of this paper is to explore the experiences of continuing academics working with sessional teachers. This qualitative study used purposive sampling to recruit nurse academics and collect narrative data related to their experiences of working with sessional teachers. Four major themes emerged from the data, namely: They have got real credibility - perceptions of clinical currency, We've got people who are very good clinically, but don't know how to teach - lacking skills and confidence, No allegiance to the school or the students - perceived lack of commitment and accountability, and A terrible burden - workload implications for continuing academics. The development and implementation of standards for the recruitment and employment of sessional teachers would benefit both continuing academics and sessional teachers, and assist in the delivery of quality teaching and learning to nursing students. Fri, 01 Apr 2011 00:00:00 GMT http://hdl.handle.net/10540/285321 2011-04-01T00:00:00Z