Australian Catholic University

About: Australian Catholic University is a education organization based out in Brisbane, Queensland, Australia. It is known for research contribution in the topics: Population & Poison control. The organization has 2721 authors who have published 10013 publications receiving 215248 citations. The organization is also known as: ACU & ACU National.

The nine rights of medication administration: an overview

Abstract: Nurses are responsible for ensuring safety and quality of patient care at all times. Many nursing tasks involve a degree of risk, and medication administration arguably carries the greatest risk. Unfortunately, patients are frequently harmed or injured by medication errors. Some suffer permanent disability and for others the errors are fatal. Nurses have traditionally followed the five rights of medication administration (patient, drug, route, time, dose) to help prevent errors, and more recently, the seven rights (including documentation and reason). This article identifies nine rights of medication administration.

Optimizing Students' Motivation in the Era of Testing and Pressure: A Self-Determination Theory Perspective

Abstract: Many countries that are concerned about their standing on international achievement tests have been pressuring schools to improve, often leading teachers and students to be more controlled in their motivation. Using self-determination theory, we argue that supporting teacher and student autonomy has substantial advantages in terms of educational outcomes relative to controlling strategies, and we review research supporting that position. Research has also shown that autonomous motivation tends to flourish in situations where people experience satisfaction of their three basic psychological needs—the needs for competence, relatedness, and autonomy. We also review research on goals—both mastery and performance goals and intrinsic and extrinsic goals—examining them in relation to autonomous and controlled motives. As well, we discuss ways in which teachers can support satisfaction of their students’ basic psychological needs, especially when teachers themselves are similarly supported. Finally, we suggest that educational outcomes are often too narrowly focused on performance in specific areas, whereas we see higher-quality learning and development occurring most optimally in contexts of need support.

The theory of planned behaviour and discrete food choices: a systematic review and meta-analysis.

Abstract: The combination of economic and social costs associated with non-communicable diseases provide a compelling argument for developing strategies that can influence modifiable risk factors, such as discrete food choices. Models of behaviour, such as the Theory of Planned Behaviour (TPB) provide conceptual order that allows program designers and policy makers to identify the substantive elements that drive behaviour and design effective interventions. The primary aim of the current review was to examine the association between TPB variables and discrete food choice behaviours. A systematic literature search was conducted to identify relevant studies. Calculation of the pooled mean effect size (r + ) was conducted using inverse-variance weighted, random effects meta-analysis. Heterogeneity across studies was assessed using the Q- and I2-statistics. Meta-regression was used to test the impact of moderator variables: type of food choice behaviour; participants’ age and gender. A total of 42 journal articles and four unpublished dissertations met the inclusion criteria. TPB variables were found to have medium to large associations with both intention and behaviour. Attitudes had the strongest association with intention (r + = 0.54) followed by perceived behavioural control (PBC, r + = 0.42) and subjective norm (SN, r + = 0.37). The association between intention and behaviour was r + = 0.45 and between PBC and behaviour was r + = 0.27. Moderator analyses revealed the complex nature of dietary behaviour and the factors that underpin individual food choices. Significantly higher PBC-behaviour associations were found for choosing health compromising compared to health promoting foods. Significantly higher intention-behaviour and PBC-behaviour associations were found for choosing health promoting foods compared to avoiding health compromising foods. Participant characteristics were also found to moderate associations within the model. Higher intention-behaviour associations were found for older, compared to younger age groups. The variability in the association of the TPB with different food choice behaviours uncovered by the moderator analyses strongly suggest that researchers should carefully consider the nature of the behaviour being exhibited prior to selecting a theory.

Sleep and the athlete: Narrative review and 2021 expert consensus recommendations

Abstract: Elite athletes are particularly susceptible to sleep inadequacies, characterised by habitual short sleep (

Measuring emotions during epistemic activities: the Epistemically-Related Emotion Scales.

Abstract: Measurement instruments assessing multiple emotions during epistemic activities are largely lacking. We describe the construction and validation of the Epistemically-Related Emotion Scales, which measure surprise, curiosity, enjoyment, confusion, anxiety, frustration, and boredom occurring during epistemic cognitive activities. The instrument was tested in a multinational study of emotions during learning from conflicting texts (N = 438 university students from the United States, Canada, and Germany). The findings document the reliability, internal validity, and external validity of the instrument. A seven-factor model best fit the data, suggesting that epistemically-related emotions should be conceptualised in terms of discrete emotion categories, and the scales showed metric invariance across the North American and German samples. Furthermore, emotion scores changed over time as a function of conflicting task information and related significantly to perceived task value and use of cognitive and metacognitive learning strategies.