Showing papers by "Melanie Birks published in 2011"

Grounded Theory: A Practical Guide

Abstract: This is a highly practical book which introduces the whole range of grounded theory approaches. Unlike most existing books in this area, which are written from a particular philosophical standpoint, this text provides a comprehensive description of the strategies and techniques employed in this methodology. Birks and Mills accessible and highly-readable text is driven by practical case examples throughout to help the reader get to grips with the process of doing grounded theory analysis for themselves. The book deploys a variety of educational activities to guide readers through both the principles and the application of grounded theory, making this an ideal starter text for those new to the approach. This is an ideal first introduction to grounded theory for any student or researcher looking to use grounded theory approaches in their analysis for the first time.

"I don't want to become a scientist": undergraduate nursing students' perceived value of course content

Abstract: Background: In the development and delivery of pre‑registration baccalaureate nursing programs, universities must address both the needs of industry and the registering authorities that regulate health professional practice. Balanced with this, providers of education at this level also wish to deliver an experience to students that they both value and enjoy. Objective: This paper describes the findings of a study examining these factors in the first year of four pre‑registration programs at a rural campus and outreach centre of one Australian university. Design: A descriptive, exploratory survey was employed in this research, which is drawn from a larger study into entry pathway, success and academic experience. Results: Results indicate that students found units such as fundamental nursing subjects and law most enjoyable and valuable. Units with a sociological foundation were considered less enjoyable and valuable. Overall, students recognised the value of the bioscience units while contrarily not expressing enjoyment of this aspect of their studies. Conclusions: These findings have implications for nurse educators in respect of the content and delivery of pre‑registration nursing programs. As first year students, the participants may have been focused on learning fundamental nursing tasks, lacking an understanding of the breadth of knowledge required for their professional role. Future research into aspects of nursing studies found to be most valuable may provide a different perspective if conducted in the period post graduation.

Making it real: a hands-on approach to teaching research

Abstract: Aim: The purpose of this paper was to report on the delivery of a series of seminars in Sarawak, East Malaysia using a unique hands-on approach to the teaching of skills in research and evidence-based health care. These seminars proved to be a meaningful and memorable experience for both the facilitators and participants. Background: The international push for the delivery of evidence-based health care has resulted in a growing need for the teaching of skills in the conduct and application of research. Nurses and other health-care professionals recognize that they have a responsibility to contribute to and maintain an evidence base for practice, yet are often stymied by a lack of professional development opportunities. Conclusion: The knowledge necessary to understand research, along with skills in the conduct of research, can be made accessible to health-care professionals in diverse locations. The experience reported in this paper demonstrates that opportunities exist to provide education about research and evidence-based practice in an engaging, active and meaningful way.

Entry criteria versus success in undergraduate nursing courses

Abstract: Students enter nursing degree programs through a variety of pathways. This article reports on a study that investigated the success and experience of these students. The aim was to determine any linkages between the pathway of entry in a preregistration nursing course and the academic achievements of these students. To achieve this aim, a descriptive correlational design was used to gather information from students enrolled in four different streams of a Bachelor of Nursing program over a 12-month period that were then compared with their academic records. Results suggest that students from different entry pathways can succeed at university provided they are supported and encouraged.

Increasing the pool of students in rural locations: A satellite model of nurse education

Abstract: [Extract] In response to professional nurse shortages in rural areas of Australia,1 initiatives have been introduced including the development of new university pre-registration programs in various states.2 It is hoped that nursing students who experience the rural environment choose to remain in these locations after graduation. In 2008, one Australian university, in conjunction with a rural health service, introduced a model of education designed to open access to nursing courses for students at a satellite location. This program ran for 2 years. Under this model, most students were located at the main campus with a small cohort situated at the rural health service, a distance of approximately 60 km from the main campus, for their first academic year. This health service includes a small acute care hospital with an aged care inpatient unit. Funded by a government seeding grant, this project offered an opportunity for students to study as part of a unique cohort with readily accessible on-site clinical experiences. Students located at the satellite centre enrolled in the same units of study and were required to meet identical assessment requirements. While a local coordinator facilitated most classes, core lectures were also provided by video link and visiting lecturers, with students transported to the main campuses fortnightly to facilitate a broader university experience.

Factors that make the health care professions an attractive career option in East Malaysia

Abstract: A shortage of health care professionals, particularly nurses, has led to the development of strategies to increase recruitment to these disciplines. This paper describes the findings of a study of factors that attract nurses and related health care professionals to their chosen discipline. A survey design was employed, in which a questionnaire was administered at a research seminar with the intent of demonstrating the conduct of research in real time. Seventy-six health care professionals participated in this survey. Most respondents were female and employed as nurses. The mean age of participants was 39 years. The ability to help others, training being provided and job security were rated highly by respondents as factors attracting them to their profession, along with the ability that to combine work and family commitments. While the findings reported here reflect some similarities with those of earlier studies, the demographically different sample may account for many of the differences.

Educational Leadership in Nursing: Supporting cultural change to develop research capacity in novice nurse academics

Abstract: The question of leadership in nursing education is one that has been examined extensively in the literature. In this paper, the authors will initially provide a vignette written in the first person aimed at illustrating the ethos of the university in which they work. This vignette will then be followed by an analysis of actions and strategies used in a capacity building project aimed at developing novice nurse academics' research skills. Theories of transformational leadership, and contingency theory of leadership are discussed in relation to the processes used, thus illustrating the application of theory to the practice of nursing leadership in the academy.

Nursing in remote or isolated areas of Queensland: role, resources and readiness for practice

Abstract: Introduction: Examining the role of the nurses working in remote and isolated areas of Queensland and identifying the necessary competencies, training and resources required by registered nurses to work in these practice contexts was the aim of this commissioned research study. Methods: A multiple case study research design was utilised to investigate nursing in remote and isolated areas of Queensland. The data generation methods included an integrative review of the published and grey literature, an analysis of workforce data, and a mini environmental scan to determine the parameters and characteristics of the three cases. These data provided background for interpreting additional data generated from semi-structured interviews and focus groups with nurses employed in each case. Results: 13.11% of the nursing workforce in Queensland work in non-metropolitan areas as classified using the ARIA classification index with 4.34% of this number employed in remote or very remote areas. For most of these nurses their role is generalist and acute care interventionist focussed, although there was an acceptance that health outcomes would improve if primary prevention activities were prioritised. Conclusion: The role of nurses working in remote and isolated practice settings in Queensland is complex. A refocussing of the role of these nurses with an emphasis on primary health care is recommended. Nurses must be adequately resourced in these positions and prepared for their unique role both clinically and culturally. Access to pre-deployment professionals to engage with communities and promote wellbeing.