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  5.     <title>UTas ePrints - Building Connections in Aged Care: Developing Support Structures for Student Nurses on Placement in Residential Care: Report on Stage Two, SNM Aged Care Report No.3</title>
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  37. <meta content="A key focus of the Building Connections in Aged Care project was to facilitate the development of quality clinical placements in aged care as a strategy to positively influence student attitudes to working in the sector. Consistent with the recommendations the outlined in the Stage 1 project report, Stage 2 of the project implemented a number of strategies to: address problems with the orientation of students to the RACFs; develop resources to support students in practice, and; promote a greater degree of continuity between students and their preceptors. The implementation of these strategies and associated changes had a major impact, which was no more obvious than the positive change in student attitude to working in the sector. 
  38.  
  39. The proejct findings documented in the Stage 2 report demonstrate that the implementation of the Stage 1 recommendations had a significant positive impact on students (n=20) stated career intentions. On commencement 55% of students indicated they would possibly not/definitely not have an interest in working in aged care following graduation. However, at the end of their first week in practice, following orientation to the facilities, 80% of students indicated a possible/definite interest in working in aged care following graduation. Moreover, at the completion of the practicum 90% of students indicated a possible/definite interest in working in aged care following graduation. The evaluation also demonstrated a threefold decrease in the number of students who held definite views that they would not work in aged care following graduation. The findings also demonstrated that in the context of a supportive environment, the presence of students provides a significant impetus for aged care nurses involvement in professional development activities." name="eprints.abstract" />
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  49. <meta content="AIHW (2003a). Residential aged care in Australia 2001-02: A statistical overview. Cat. no.
  50. AGE 29. Canberra, Australian Institute of Health and Welfare.
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  52. 29. Canberra.
  53. Angus, J. and R. Nay (2003): The paradox of the Aged Care Act 1997: the marginalisation of
  54. nursing discourse. Nursing Inquiry 10(2): 130-138.
  55. Australian Department of Health and Ageing (2003). Clinical IT in aged care - Interim report.
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  57. Australian Nursing Federation (2004). The national Aged Care Phone-In, Australian Nursing
  58. Federation.
  59. Bowles, N. (1995): Story telling: A search for meaning within nursing practice. Nurse
  60. Education Today: 365-369.
  61. Braithwaite, V., D. Gibson and J. Holman (1986): Age Stereotyping: Are we over simplifying
  62. the phenomenon? Baywood Publishing Co., Canberra.
  63. Chater, K. (2002): Ageing:A body of resistance. Nursing and Health Sciences 4: 123-129.
  64. Chen, S.-l., J. Witucki, P. Melcher and M. A. McKibben (2001): Use of nursing homes in
  65. Baccalaureate nursing education. Nursing and Health Sciences 3: 57-61.
  66. Chilvers, J. R. and D. Jones (1997): The teaching nursing homes innovation: a literature
  67. review. Journal of Advanced Nursing 26(3): 463-469.
  68. Commonwealth Department of Health and Ageing (2003). Resident Classification Scale
  69. Review: February 2003-No. 43. Canberra, Aged Care Evaluation and Management
  70. Advisors, Publications Production Unit.
  71. Courtney, M. and V. Minichiello (1997): Aged care in Australia: a critical review of the
  72. reforms. Journal of Ageing Studies 11(3): 229.
  73. Department of Education; Science and Training and Department of Health and Ageing
  74. (2002a). National Review of Nursing Education: Literature reviews. Canberra,
  75. Ausinfo.
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  83. Epston, D. and M. White (1992): Consulting your consultants:The documentation of
  84. alternative knowledges. In: D. Epston and M. White (ed.) Experience, contradiction,
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  98. nurses toward the care of older adults. Journal of Gerontological Nursing 27(12): 12-
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  149. Connections in Aged Care:The report on the residential aged care preceptor project.
  150. Launceston, Tasmanian School of Nursing, University of Tasmania.
  151. Robinson, A., K. Cubit, L. Venter and M. Fassett (2004). Building Connections in Aged Care:
  152. Developing support structures for student nurses on placement in residential care -
  153. Stage one report. Hobart, Tasmanian School of Nursing, University of Tasmania.
  154. Robinson, A., F. McInerney, M. Sherring and A. Marlow (1999): Developing a collaborative
  155. preceptorship program involving registered nurses, student nurses and faculty.
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  164. White, M. (1992a): Deconstruction and Therapy. In: D. Epston and M. White (ed.)
  165. Experience, contradiction, narrative and imagination:Selected papers of David
  166. Epston &amp; Michael White 1989-1991, pp. 109-151. Dulwich Centre Publications,
  167. Adelaide.
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  169. narrative. In: D. Epston and M. White (ed.) Experience, contradiction, narrative and
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  171. 95. Dulwich Centre Publications, Adelaide.
  172. Young, I. M. (1997): Intersecting voices:Dilemmas of gender, political philosophy and
  173. policy. New Jersey University Press, Princeton." name="eprints.referencetext" />
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  188.  
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  303.     <h1 class="ep_tm_pagetitle">Building Connections in Aged Care: Developing Support Structures for Student Nurses on Placement in Residential Care: Report on Stage Two, SNM Aged Care Report No.3</h1>
  304.     <p style="margin-bottom: 1em" class="not_ep_block"><span class="person_name">Robinson, Andrew</span> and <span class="person_name">Cubit, Katrina</span> and <span class="person_name">Venter, Louise</span> and <span class="person_name">Fassett, Mathew</span> and <span class="person_name">Mather, Carey</span> and <span class="person_name">Andrews, Sharon</span> (2004) <xhtml:em>Building Connections in Aged Care: Developing Support Structures for Student Nurses on Placement in Residential Care: Report on Stage Two, SNM Aged Care Report No.3.</xhtml:em> Project Report. University of Tasmania, Hobart.</p><p style="margin-bottom: 1em" class="not_ep_block"></p><table style="margin-bottom: 1em" class="not_ep_block"><tr><td valign="top" style="text-align:center"><a onmouseover="EPJS_ShowPreview( event, 'doc_preview_1858' );" onmouseout="EPJS_HidePreview( event, 'doc_preview_1858' );" href="http://eprints.utas.edu.au/1450/1/Stage_2_Final_Report_Building_Connections.pdf"><img alt="[img]" src="http://eprints.utas.edu.au/style/images/fileicons/application_pdf.png" border="0" class="ep_doc_icon" /></a><div class="ep_preview" id="doc_preview_1858"><table><tr><td><img alt="" src="http://eprints.utas.edu.au/1450/thumbnails/1/preview.png" border="0" class="ep_preview_image" /><div class="ep_preview_title">Preview</div></td></tr></table></div></td><td valign="top"><a href="http://eprints.utas.edu.au/1450/1/Stage_2_Final_Report_Building_Connections.pdf"><span class="ep_document_citation">PDF</span></a> - Requires a PDF viewer<br />3668Kb</td></tr></table><div class="not_ep_block"><h2>Abstract</h2><p style="padding-bottom: 16px; text-align: left; margin: 1em auto 0em auto">A key focus of the Building Connections in Aged Care project was to facilitate the development of quality clinical placements in aged care as a strategy to positively influence student attitudes to working in the sector. Consistent with the recommendations the outlined in the Stage 1 project report, Stage 2 of the project implemented a number of strategies to: address problems with the orientation of students to the RACFs; develop resources to support students in practice, and; promote a greater degree of continuity between students and their preceptors. The implementation of these strategies and associated changes had a major impact, which was no more obvious than the positive change in student attitude to working in the sector. &#13;
  305. &#13;
  306. The proejct findings documented in the Stage 2 report demonstrate that the implementation of the Stage 1 recommendations had a significant positive impact on students (n=20) stated career intentions. On commencement 55% of students indicated they would possibly not/definitely not have an interest in working in aged care following graduation. However, at the end of their first week in practice, following orientation to the facilities, 80% of students indicated a possible/definite interest in working in aged care following graduation. Moreover, at the completion of the practicum 90% of students indicated a possible/definite interest in working in aged care following graduation. The evaluation also demonstrated a threefold decrease in the number of students who held definite views that they would not work in aged care following graduation. The findings also demonstrated that in the context of a supportive environment, the presence of students provides a significant impetus for aged care nurses involvement in professional development activities.</p></div><table style="margin-bottom: 1em" border="0" cellpadding="3" class="not_ep_block"><tr><th valign="top" class="ep_row">Item Type:</th><td valign="top" class="ep_row">Report (Project Report)</td></tr><tr><th valign="top" class="ep_row">Keywords:</th><td valign="top" class="ep_row">Aged care, preceptorship, student nurses, residential aged care, nursing homes</td></tr><tr><th valign="top" class="ep_row">Subjects:</th><td valign="top" class="ep_row"><a href="http://eprints.utas.edu.au/view/subjects/320000.html">320000 Medical and Health Sciences</a><br /><a href="http://eprints.utas.edu.au/view/subjects/321106.html">320000 Medical and Health Sciences &gt; 321100 Nursing &gt; 321106 Aged Care Nursing</a><br /><a href="http://eprints.utas.edu.au/view/subjects/321100.html">320000 Medical and Health Sciences &gt; 321100 Nursing</a></td></tr><tr><th valign="top" class="ep_row">Collections:</th><td valign="top" class="ep_row">UNSPECIFIED</td></tr><tr><th valign="top" class="ep_row">ID Code:</th><td valign="top" class="ep_row">1450</td></tr><tr><th valign="top" class="ep_row">Deposited By:</th><td valign="top" class="ep_row"><span class="ep_name_citation"><span class="person_name">A/Prof Andrew L Robinson</span></span></td></tr><tr><th valign="top" class="ep_row">Deposited On:</th><td valign="top" class="ep_row">24 Sep 2007</td></tr><tr><th valign="top" class="ep_row">Last Modified:</th><td valign="top" class="ep_row">30 Jan 2008 16:33</td></tr><tr><th valign="top" class="ep_row">ePrint Statistics:</th><td valign="top" class="ep_row"><a target="ePrintStats" href="/es/index.php?action=show_detail_eprint;id=1450;">View statistics for this ePrint</a></td></tr></table><p align="right">Repository Staff Only: <a href="http://eprints.utas.edu.au/cgi/users/home?screen=EPrint::View&amp;eprintid=1450">item control page</a></p>
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