JCU Physio Better Balance classes for >60s commencing 12 Sept

JCU Physiotherapy Better Balance classes starting 12 Sept (6 weeks, Tues or Fri 2-4pm), for men and women aged 60 years and over wanting to improve their balance and mobility - held at JCU Health, Level 1 Clinical Practice Building, JCU Townsville.

To register or for further information contact Carla Dyson 47813635 or Chris Myers 47815630 or email physioclined@jcu.edu.au

Publication: A snapshot of placement activities and learning outcomes assessed through logbook submission for clinical exercise physiology students

Crowther, R.G., Sealey, R.M., and Harris, R. (2017) A snapshot of placement activities and learning outcomes assessed through logbook submission for clinical exercise physiology students. Focus on Health Professional Education, 18 (1). pp. 67-79.

https://researchonline.jcu.edu.au/48932/

Abstract

Introduction: Student professional placement is integral to authentic student learning. A common requirement of the professional placement experience is for students to log details of their day-to-day activities, including a description of the clients and the knowledge and skills applied. Unfortunately, there is a lack of research investigating the specific activities that students undertake during clinical exercise physiology placement and whether completing logbooks provides assurance that learning outcomes have been achieved.

Methods: The purpose of this research project was to capture the skills and experiences that students report (via logbooks) being exposed to during their clinical professional placement for clinical exercise physiology and to compare these to the intended learning outcomes.

Results: Students tended to undertake 1-hour client sessions with clients 60–69 years of age. Osteoarthritis, general pain, hypertension, type 2 diabetes mellitus, mood affective disorders and post-traumatic stress disorders were the most common conditions seen during placement. Student skills involved predominately resistance and cardio prescription and assessment.

Conclusions: The snapshot analysis of experiences logged by students, although time consuming, provided an evaluation of student learning during placement. Now, with online, real-time data collection available, this type of analysis will be efficient and will provide evidence for learning outcome curriculum improvements.

Publication: The experiences of Australian military spouses on overseas postings: a qualitative study

Biedermann, Narelle (2017) The experiences of Australian military spouses on overseas postings: a qualitative study. Australian Defence Force Journal, 202. pp. 53-62.

https://researchonline.jcu.edu.au/49919/

Abstract
Geographical mobility is an accepted part of life for a military spouse, as is dealing with extended absences of one’s partner from the home. The aim of this study was to understand the experiences of being a spouse of an Australian Defence Force member who is posted overseas. An asynchronous virtual focus group was conducted with 23 Australian women who accompanied their military spouse on an overseas posting for at least twelve months. Key themes identified from the data were sacrifices for the good of the family; adjustments to new environment; seeking support; and personality and resilience. The provision of more appropriate and relevant support resources before and after the posting would improve adaptation to change experienced by the military spouse and their family.

JCU Speech Pathology Students video - Speech Pathology Week 2017

Look at what our fabulous JCU Speech Pathology students have created!

Speech pathologists create communication access for those who have communication difficulties.

Happy Speech Pathology week!  #spweek

Seminar: “All I Hear is White Noise: Knowledge Exchange in Aboriginal and Torres Strait Islander Health” - 15 Sept

2017 Jocelyn Wale Seminar Series

Guest Speaker Professor Neil Drew presenting: “All I Hear is White Noise: Knowledge Exchange in Aboriginal and Torres Strait Islander Health”

Date: Friday, 15 September
Time: 4.00pm – 5.00pm (Townsville & Cairns); 2.00pm – 3.00pm (Singapore only)
Venue: JCU Townsville – Room 134-010; Video linked to: JCU Cairns – Room A1-129; Singapore – Room C4-14

Abstract:
In the information age we are exposed to an overwhelming amount of information. It is literally beyond that capacity of anyone to stay abreast of developments in their field of endeavour. In this presentation using the HealthInfoNet as an example I will explore issues related to effective knowledge exchange in Aboriginal and Torres Strait Islander health. In particular I will focus on effective knowledge exchange to enhance the critical health literacy of the natural helpers in community – those who are naturally turned to in times of crisis and need to support their community. They are an under recognised, under resourced and overburdened defacto health workforce. Communicating research findings to diverse audiences represents a challenge to university researchers who may struggle to present their findings effectively to those outside academic settings using traditional academic outputs such as refereed papers and conference presentations.

Publication: Culturally-informed case conceptualisation: developing a clinical psychology approach to treatment planning for non-Indigenous psychologists working with Aboriginal and Torres Strait Islander clients

Kilcullen, Meegan, and Day, Andrew (2017) Culturally-informed case conceptualisation: developing a clinical psychology approach to treatment planning for non-Indigenous psychologists working with Aboriginal and Torres Strait Islander clients. Clinical Psychologist. pp. 1-23. (In Press)

https://researchonline.jcu.edu.au/49899/

Abstract

Objective: In the context of the Australian Psychological Society’s formal apology and the increasing awareness of the need to develop interventions that improve the social and emotional wellbeing of clients who identify from Aboriginal and Torres Strait Islander cultural backgrounds, this paper considers the clinical psychology case conceptualisation. The primary aim of any case conceptualisation is to inform intervention and, in the initial stages of treatment, is considered important in helping the psychologists to develop a stronger therapeutic relationship whilst also providing a reference point from which to evaluate treatment progress. In other words, it enables practitioners to develop a coherent set of explanatory inferences – based in theory – that describe and explain why the person has a particular problem at a particular time.

Method: The model draws together mainstream case formulation processes with culturally specific understandings of social and emotional health and wellbeing. A worked case example is used in this paper to illustrate how the non-Indigenous psychologist can integrate influence of the broader social and cultural context into the case conceptualisation to enhance culturally responsive practice.

Results: The proposed model provides the psychologist with an entry point for understanding an individual’s experience within a broader socio-historical-political context. The model may help the practitioner to identify areas in which he or she needs to develop their cultural intelligence.

Conclusions: Developing and enhancing culturally responsive practice is a practical way in which clinical psychologists can meaningfully participate in “active reconciliation” within a clinical psychology encounter.

Club RHINO 'Passion for Rural' Placement Bursary - applications close 20 August

Club RHINO 'Passion for Rural' Placement Bursary, proudly supported by Glencore.

Club RHINO is offering the opportunity for five nursing or allied health students located at either one of JCU campuses in Mackay, Townsville or Cairns $200 to grow their passion for rural health.

So are you eligible? Successful applicants will be: current Club RHINO members, enrolled at JCU in a nursing or allied health course (or nursing at CQU), an Australian citizen/PR, have an approved upcoming JCU rural placement. (No medical students sorry).

"How do you apply for this fantastic opportunity Club RHINO!?", we hear you ask. Just write a 100-200 word submission explaining your passion for rural health, how you'll make a difference on rural placement, and how the money will be used to support your placement. Easy as that!

Applications close August 20th 2017.

Please provide confirmation of your Rural Placement from the university i.e. screenshot of upcoming placements from InPlace or a letter from your discipline placements officer. Please also write that you consent to a media release when we announce the recipient winners. Please also note that handwritten applications are discouraged.

Submit your completed applications, with the subject line 'Passion bursary' to jcurhino@gmail.com.

Any further questions please contact the scholarship administrator Jessie Stone:
Jessie Stone – Townsville RHINO Nursing Representative Email: jessie.stone@my.jcu.edu.au

Successful applicants will be notified by email and will be formally announced at the Townsville RHINO Gala on the 25th August and via our website / Facebook page.

https://www.facebook.com/RhinoRHC/

Proudly supported by Glencore.

Outstanding Alumni Awards - congratulations to our JCUCHS winners

Congratulations to our JCU College of Healthcare Sciences Outstanding Alumni, honoured at the annual Outstanding Alumni Awards in Townsville this morning:

• Denise Craig, Cairns and Hinterland Hospital and Health Service (College winner);
• Dr Kiera Buchanan, Centre for Integrative Health (Early Career winner).

https://www.jcu.edu.au/news/releases/2017/august/celebrating-jcus-outstanding-alumni

Publication: Investigating a physiotherapy clinical simulation assessment tool using the delphi approach

Jones, Anne, Mandrusiak, Allison, Judd, Belinda, Gordon, Christopher, and Alison, Jennifer (2017) Investigating a physiotherapy clinical simulation assessment tool using the delphi approach. Internet Journal of Allied Health Sciences and Practice, 15 (3). pp. 1-6.

https://researchonline.jcu.edu.au/49788/

Abstract

Purpose: Simulation in physiotherapy education is increasing, but a standardised assessment tool for student performance in simulation has not been developed. The Assessment of Physiotherapy Practice (APP) is a validated tool for student performance in the clinical workplace, and has been used recently for simulation despite its relevance for this context being unknown. The purpose of the study was to gain consensus about which APP items should be included in a tool to assess physiotherapy students’ performance in simulation. The relevance of items was considered for both single patient encounters, and longitudinal (multiple) encounters.

Methods: An online Delphi approach used a custom designed survey. A purposive sample of physiotherapists with simulation experience was recruited via email. Two rounds were undertaken with consensus being reached when at least 80% of the panel agreed on inclusion or exclusion of an item.

Results: Twenty participants responded in the first round and fourteen in the second (70% retention). For longitudinal simulations, all APP items reached consensus in the first round. For single patient simulation encounters, consensus was not reached in the first round for the following items: commitment to learning (61%), teamwork (76%) and discharge planning (72%). In the second round, consensus for ‘teamwork’ remained the only item below eighty percent agreement (78.6%).

Conclusions: The APP was deemed to be an appropriate measure for longitudinal clinical simulations, and with the exclusion of teamwork, for a single patient simulation encounter.

18yo JCU Nursing student awarded $10,000 grant to develop a mental health program

An 18-year-old nursing student who’s set up a mentoring scheme to help young people battle mental illness has won a $10,000 grant to further develop her innovative program.

James Cook University first-year nursing student Zoe Barnes founded Common Connections to fill the gap between young people and the existing healthcare system.

Ms Barnes said Common Connections pairs young people with a peer mentor in their community who shares a common interest.

“This provides a platform for them to connect with each other and eventually it becomes a gateway to more meaningful conversations about mental health. The mentor supports them and provides information if they need to seek help for mental illness,” she said.

Ms Barnes entered a competition run by the ABC called ‘Heywire’, where she told the story of her own battle with mental illness. This led to a partnership with Headspace - the National Youth Mental Health Foundation program for 12 -25-year-olds - and an application to the Foundation for Rural and Regional Renewal (FRRR).

“I was shopping with my partner and I got the call saying that I had received the $10,000 grant from the FRRR. I almost dropped to the floor in the meat aisle while trying to find some lamb chops, I was in so much shock! I started to tear up, I was so happy!”

Ms Barnes said the money will go towards starting Common Connections in her hometown of Mackay.

“The best feature of Common Connections is that it’s been designed to cater to all communities, being very simple and flexible. I should be getting a look at the budget within the next couple of days,” she said.

Ms Barnes said she found her way through her own depression with the help of Headspace and a decision to focus on the needs of others.

“I was sent to a mental health clinic due to the severity of my conditions. The counsellors suggested I take up a past-time, something I enjoyed doing. I realised that I’m a person who cares more about other people than I do myself. So I used that to my advantage.”

She became active in her community, joining a Zonta Club, Amnesty International, Rotary, and organising school fundraisers. She finished school as Service Captain and as a Youth Ambassador for Queensland. This year on Australia Day she was named Mackay District Council’s Young Australian of the Year.

“In November I went to Fiji for my first ever international volunteer trip. I volunteered at Treasure House Orphanage for two weeks, helping the staff and hanging out with the kids. I've also been asked to become an ambassador for Headspace Mackay which is pretty cool!”

She said it was hard now to recognise herself as the person trapped in depression at 13.

“I'm honestly surprised that the person in that dark place was me. I am a completely different person now. Giving back to my community has been my way out.”

Reproduced from https://www.jcu.edu.au/news/releases/2017/august/young-jcu-student-developing-a-mental-health-program

NAFEA Student Placement Scholarships - applications close 21 August

NAFEA Student Scholarships 2017 providing financial assistance for students to undertake placements in rural settings and nominated key priority areas - applications close 21 August.

Approved applications will be awarded scholarships up to $1500 in 2017.

Funding will help to assist with the out-of-pocket costs incurred by the student on placement, including:

• Travel costs;
• Accommodation;
• Living expenses on placement.

See http://nafea.org.au/programs/scholarships/ for further information and applications

PhD Thesis: Too close to home: the lived experiences of rural Queensland nurses who have cared for people with cancer who have died

Aitken, Ann (2016) Too close to home: the lived experiences of rural Queensland nurses who have cared for people with cancer who have died. PhD thesis, James Cook University.

https://researchonline.jcu.edu.au/49721/

Abstract

Rural nurses are not specialist oncology nurses; rather they are specialist– generalists. Specialist oncology nurses working in specialist units accept that the loss of a patient from cancer is something that will happen as a regular part of their working experience. Specialist nurses also enjoy a large degree of anonymity away from their workplace that allows them to leave their work and patients behind them at the end of their working day. Anecdotal evidence suggests that many rural nurses would not choose to care for patients with cancer as a long-term career choice, but because of the nature of their work they accept the task of meeting the often advanced needs of these patients and their families. In many instances rural and remote nurses caring for patients with cancer may be caring for friends and in some cases, family.

For the past 25 years I have worked alongside nurses caring for patients with cancer in both metropolitan and rural and remote settings. More recently I have observed rural nursing colleagues caring for their friends and supporting them with compassion and skilled care to a good death. Many staff experience this several times in a year, and many times over during their time in that rural setting. Anecdotally, there is little opportunity to recover from the stress of providing that care or from the loss of a friend, before nurses are called on to support another.

This study used the phenomenological methodology of van Manen to examine and understand the lived experience of rural nurses who have cared for people with cancer who have died. In-depth interviews were conducted with nurses from across Queensland, providing them with the opportunity to share their feelings and experiences of caring for people with cancer, and of the effect of the death of their patient. Common themes have been highlighted and explored, with the three main phenomenological themes being:

1. Accepting the need to adopt progressive ways of delivering nursing care.
2. Learning different ways of relating to patients and families.
3. Seeking to achieve a work–life balance.

There are several sub-themes in each main theme.

The results of this research will lead to recommendations relating to staff support in rural settings for nurses caring for patients with cancer. This will provide team leaders and members alike in rural settings with information that may be used to identify and manage situations that may lead to staff distress. Among other aspects, recommendations relate to grief management, ways to separate home and work situations to ensure that staff members receive time apart from the care of the patient, and ways to manage the expectations of the patient, their family and the community in general in the rural setting. The identification of themes relating to this subject may also provide reassurance for nursing staff in similar situations who may have in the past struggled with their own feelings and reactions to the loss of a patient with cancer. The themes raised in this research might also be applied to areas outside of the care of patients with cancer, to include the support of nursing staff in rural settings who care for patients with chronic and complex illness who also have extended or frequent stays in hospital.