Exercise and psychological benefits for older people

The literature establishes that older people benefit not only physically, but cognitively and socially from being engaged in community recreational activities. Community recreational activities support healthy ageing (Young et al. 2015 p2), and allow older people to maintain cognitive abilities, improve self-belief, and quality of life indicators (Balducci et al. 2014)

Incorporating the nursing and midwifery Aboriginal and Torres Strait Islander health curriculum framework into a BN program

When considering Aboriginal and Torres Strait Islander people\u27s culture, the appropriate approach with students should be to explore and reflect upon cultural safety initially followed by context, with an overlay of Aboriginal and Torres Strait Islander health throughout. * Learning outcomes should be reflective of this process throughout a curriculum - novice, intermediate and entry to practice, developing complexity throughout a degree to increase understanding and application. * Using the CATSINaM Nursing and Midwifery Aboriginal and Torres Strait Islander Health Curriculum Framework will facilitate progression and integration into curriculum. * How can I develop Aboriginal and non-Aboriginal partnerships to cocreate curriculum content

The Use of Data Collected from mHealth apps to inform Evidence-based Quality Improvement: An Integrative Review:Using data from mHealth apps to inform Evidence-based Quality Improvement

© 2019 Sigma Theta Tau International Background: The global acceptance and use of technology in health care has resulted in an abundance of mobile health (mHealth) applications (apps) available for use in the delivery and improvement of care. With so many apps available to patients and clinicians, it is important to understand how data from apps are being used to inform quality improvement in practice. Aim: The aim of this integrative review is to establish current knowledge of how mHealth apps are used to produce data to inform quality improvement in health care. Methods: Scopus, Web of Science, CINAHL, and Medline Plus Full Text databases were searched for peer-reviewed papers written in English. The inclusion criteria comprised of full-text, empirical research studies relating to mobile health application use (not development) in clinical care. Results: Nineteen studies met inclusion criteria. The functions of the apps outlined in the studies can be summarized into four different categories: communication, illness management, clinical management, and education/information. The types of data collected by the apps included numerical, textual, photographic, and graphical with several apps able to collect a variety of data types. Analysis of the studies showed that although data collection is rarely outlined as the explicit purpose of mHealth apps, data collected through such technology are and can be used to inform practice change both in real time and retrospectively. Linking Evidence to Action: This review highlights while this is an emerging area, data obtained from mHealth apps can and are being used to inform quality improvement in health care. Further research is required in this area to adequately understand how data from mHealth apps can be used to produce quality improvement, specifically in relation to nursing. This review also highlights a need for the development of apps that aim to capture data to inform quality improvement, particularly from the patient perspective

The EdTech difference: Digitalisation, digital pedagogy, and technology enhanced learning

This editorial is in support of an issue of the Journal that has a focus on educational technology (EdTech). With this in mind, this editorial will provide advice on how the editorial team for this section feels that educational technology will evolve into the latter part of the 2020’s, especially given the disruption caused by the COVID-19 pandemic. Examples are given of how writing in this space has changed over the years of the pandemic, with a history of EdTech given, followed by an argument for the need for technology to be used in context. This is followed by descriptions of good practice around theoretical framing, methodology rigour, inclusion of the people element, and the need for the technology to serve a purpose. The piece concludes with a summary of where the editorial team feels the field will go from here into the future. Throughout, practical examples of submissions made over the last few years are given to help illustrate a coherent direction. It is anticipated that this editorial will serve as a guide for future authors to use in service of better educational technology outputs in the future

Artificial Intelligence and Authorship Editor Policy: ChatGPT, Bard Bing AI, and beyond

Artificial intelligence and large-language model chatbots have generated significant attention in higher education, and in research practice. Whether ChatGPT, Bard, Jasper Chat, Socratic, Bing AI, DialoGPT, or something else, these are all shaping how education and research occur. In this Editorial, we offer five editorial principles to guide decision-making for editors, which will also become policy for the Journal of University Teaching and Learning Practice. First, we articulate that non-human authorship does not constitute authorship. Second, artificial intelligence should be leveraged to support authors. Third, artificial intelligence can offer useful feedback and pre-review. Fourth, transparency of artificial intelligence usage is an expectation. And fifth, the use of AI in research design, conduct, and dissemination must comply with established ethical principles. In these five principles, we articulate a position of optimism for the new forms of knowledge and research we might garner. We see AI as a mechanism that may augment our current practices but will not likely replace all of them. However, we do issue caution to the limitations of large language models including possible proliferation of poor-quality research, Stochastic Parroting, and data hallucinations. As with all research, authors should be comfortably familiar with the underlying methods being used to generate data and should ensure a clear understanding of the AI tools being used prior to deployment for research

Active Learning in an undergraduate setting - reflections, key learning and recommendations

Background: Healthcare anywhere in the world is a dynamic environment. It requires effective and fast thinking workers who will keep the patient central amid all the change and diversity. Registered nurses are pivotal to this workforce as one of the only constants - they are present 24 hours a day. Emerging registered nurses need to be equipped with leadership skills, knowledge and behaviours to ensure patient safety and effective nursing care is provided. These facets need to be developed in undergraduate nursing students to help them to manage themselves, their environment and their patients/clients as they prepare to transition into the workplace. Active Learning is a concept frequently used in the practice development world. The integration of critical thinking with creative use of multiple intelligences embodies Active Learning in action (Dewing, 2008, p 273). Use of this style of learning in undergraduate education is not well documented in literature. Aim: This paper looks briefly at the introduction of Active Learning in an undergraduate curriculum, but focuses on the author\u27s reflection and key learning surrounding its implementation and its impact on teachers/facilitators. It then makes recommendations from the reflection and learning to enhance the use of Active Learning in undergraduate settings. Concluding questions: •How can Active Learning be integrated meaningfully into undergraduate education? •How can an educator facilitate Active Learning effectively in classrooms? •Is practice development a requirement to implement Active Learning

Is reflection \u27overdone\u27 in nursing education?

Nursing educators, and indeed almost every healthcare practitioner, advocates the notion of reflection on practice (deVries & Timmins, 2016). With healthcare aspiring to bridge the theory-practice gap, critical reflection is required so that healthcare professionals are empowered and have capacity for change. Then they are able to contribute to improving health outcomes. We know this is true, but can reflection be overdone with nursing students so that the meaning and value of reflection is lost

What emergency nurses consider the reasons possible primary care patients present to an Emergency Department for treatment

Objective: This thesis examines the opinions of emergency nurses towards the possible primary care patient. It aims to explore what emergency nurses consider the reasons possible primary care patients present to an Emergency Department for treatment. This thesis also compares these nursing perceptions to those of patients. Background: Literature speaks of health professionals’ opinions towards patients who present to an Emergency Department who could potentially be seen by a General Practitioner or Medical Centre. This patient population are termed ‘possible primary care patients’ in this research. There is no literature that discusses nurses specifically and how nurses view the intention of this group of patients for presentation to an Emergency Department. With this in mind and with an interest in Emergency Departments and in particular emergency nurses, the researcher chose to focus on the beliefs of emergency nurses working in Emergency Departments within the former Illawarra Health Service towards primary care patients. For the purpose of the research, the patient population being examined were the possible primary care patients identified by the following criteria: any patient given a triage category 4 or 5 who self-presents, is not a planned return visit, and is unlikely to be admitted according to the Triage nurse assessing the patient. Methods: Nursing staff working in the five Emergency Departments within the former Illawarra Area Health Service were given questionnaires to ascertain their perceptions of the reasons possible primary care patients present to an Emergency Department for care. Data were also collected about their department, sex, age, position held in the department, and length of time the nursing staff member had been working in an Emergency Department. These data were analysed to determine any differences in perception based on these variables. Findings: Four key themes emerged from the data analysis. These were: despite demography, nurses generally considered free service provision to be the leading reason that possible primary care patients choose an Emergency Department for care; nurses holding positions of advanced practice or management did not consider cost to be an overwhelming factor for possible primary care patients when choosing to come to an Emergency Department when compared with nurses working as Registered Nurse (RN) or Enrolled Nurse (EN); rural nurses consider access to General Practitioners to be lacking; and nurses and patients have polar views of why possible primary care patients come to an Emergency Department for service delivery. Conclusions: Emergency nurses consistently believe that possible primary care patients choose to present to an Emergency Department because it is a free service. This agreement occurs despite various demographic differences. There were evidenced differences regarding reasons for presentation to an Emergency Department between nurses and presenting patients. Nurses focused on free delivery of medical care and lack of access to General Practitioner services. Patients however focused on the urgency of their illness/injury believing it needed immediate care

Critical reflection: the struggle of a practice developer

Context: Critical reflection is espoused as aligning with person-centred approaches and with being an effective person-centred facilitator. Knowing \u27self\u27 represents a key prerequisite of being an effective person-centred facilitator. This attribute is essential for personal growth and for helping create the conditions that enable others to grow. Aims: This article seeks to explore why critical reflection is difficult for some, sharing personal stories of a practice developer\u27s experiences of wrestling with reflective models and learning to critically reflect in a meaningful way. Questions for practice: How can practice developers earnestly engage in reflection? Is it necessary to be bound by historical models of reflection? How does critical companionship foster and encourage engagement in critical reflection

\u27Prescription\u27 of exercise for people with diabetes

Physical activity is vital in providing positive health improvements in people with diabetes. Balducci et al. (2014 p13) states however, that medical officers and/ or general practitioners rarely prescribe exercise as a \u27therapy\u27 for people with diabetes