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Enhancing The Uptake Of Learning Through Simulation In Health, Cobie Rudd
Enhancing The Uptake Of Learning Through Simulation In Health, Cobie Rudd
Research outputs 2013
The initial reason that a simulated learning environment (SLE) was pursued was to offer university-based health students a safe and authentic environment in which to learn and practise their skills. Since that time, some eight years later, experience has shown that an SLE needed multiple dimensions to its work, based on evidence. In addition, a new approach to applying and integrating learning through simulation within health curricula, that was replicable and affordable, was required...
Creating Cultural Empathy And Challenging Attitudes Through Indigenous Narratives, Cobie Rudd, Moira Sim, Colleen Hayward, Toni Wain
Creating Cultural Empathy And Challenging Attitudes Through Indigenous Narratives, Cobie Rudd, Moira Sim, Colleen Hayward, Toni Wain
Research outputs 2013
The poorer health status of Indigenous Australians has been largely attributed to social disadvantage and their marginalisation within mainstream society (Marmot, 2011). This includes access to health care, as well as proximity to health services, availability and cultural appropriateness of health services, transport availability, health insurance, the affordability of health services and patient proficiency in English (AIHW, 2011).
The interpersonal attitudes and behaviours of non-Indigenous health providers, both conscious and unconscious, are also known to contribute to disparities in treatment, impairment of communication between health providers and patients, and consequently, patients’ mistrust of the health system due to negative past …
Reflective Practice: What Is It And How Do I Do It?, Abigail V. Lewis
Reflective Practice: What Is It And How Do I Do It?, Abigail V. Lewis
Research outputs 2013
Reflective practice holds importance for health and education practitioners in Australia, as demonstrated by increased prominence in the revised Competency based Occupational Standards for speech pathologists. This paper explores the topic of reflective practice, in the clinical context, by addressing the following questions: What is reflective practice? Why is it an important skill for speech pathologists? What is the evidence base for reflective practice? How do practitioners and students engage in the process of reflection? In addressing the final question, four methods of facilitating reflection are outlined: journal reflection, reflection on a critical incident, reflection following professional development, and reflection …