12 results on '"Harreveld, B."'
Search Results
2. Pilot study to identify attributes of professionalism in sonography
- Author
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Tinetti, C., Thoirs, K., Harreveld, B., and Zipf, R.
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- 2021
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3. Who, how and why? The nature of industry participants in agricultural industry school partnerships in Gippsland, Australia
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O’Dea, M., primary, Cosby, A., additional, Manning, J., additional, McDonald, N., additional, and Harreveld, B., additional
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- 2023
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4. Gps Cows: Improving Digital Literacy & Engagement In Rural Students Through An Applied Agri-Tech Learning Resource
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Cosby, A, Trotter, M, Lacey, K, Krehlik, M, Harris, C, Kilpatrick, D, Milne, J, Donnan, P, Lenane, P, Nagle, T, Briggs, A, Petersen, R, Saul, G, Young, J, Butler, T, Bailey, D, Swain, D, Roberts, J, Hewson, M, Harreveld, B, and Fasso, W
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ComputingMilieux_COMPUTERSANDEDUCATION - Abstract
Background: A key issue facing rural communities is the low level of digital literacy amongst students. This is particularly pertinent for students involved in agricultural studies where it is commonly perceived that digital literacy is not relevant to their future occupation. However, this is far from the truth as the reality of farming today means that students must have an excellent grasp of technology. This project will develop and evaluate an innovative learning module “GPS Cows” for use in senior agricultural science classes. Methods: A collaborative workshop and action research pedagogical evaluation processes to develop and deliver the GPS Cows learning module will be utilised to deliver this project. Surveys pre and post completion of the learning module, of both educators and students, will be developed to assess the knowledge gained and level of engagement achieved of the relevance of technology in agriculture. Results and discussion: The pilot program will involve 8 high schools from Queensland and New South Wales. The GPS cows project will: Deliver educator and student resources enabling the use of GPS tracking in the senior high school agriculture curriculum; Increase student and teacher knowledge and appreciation of the role of technology in agriculture; Inform the development of a best practice in the creation of collaborative agri-tech learning modules. Provide researchers and industry with a better understanding of how technologies can be offered for development as student engagement activities. Conclusion: The “GPS cows” project will develop and evaluate a unique learning resource targeted at increasing digital literacy and engagement amongst year 11 and 12 agriculture students. This project will work collaboratively with teachers, curriculum developers and researchers to identify best practice in linking current agricultural research technologies into high school teaching through the development of teacher and student resources.
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- 2017
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5. Components of eLearning and Progression: Radical Innovation in Built Environment Teaching.
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Pienaar, J., Adams, N., Harreveld, B., and Winchester, H.
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BUILT environment ,MOBILE learning ,TECHNOLOGICAL innovations ,EFFECTIVE teaching ,CONSTRUCTION materials ,EDUCATION - Abstract
Bricks and mortar are common building materials and without them the building would fail to fulfil its purpose. Alternative building materials have become more acceptable and desirable for modern residents. The use of alternative materials in construction is analogous to eLearning as a radical innovation in the education process. In this paper, the design and effective delivery of eLearning in Built Environment programmes (distance learning) is examined. Its purpose is to enhance student progression while decreasing attrition. The basic design components of an eLearning environment are presented and evaluated through findings from a mixed-method study. We find that students who take up components of eLearning are more aligned with their progression goals than those who do not. An area for further study has been identified as the portability of content on mobile devices. [ABSTRACT FROM AUTHOR]
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- 2016
6. DeHub: Examples of some projects and models for future collaboration
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Victor Minichiello, James, R., Albion, P., Brown, M., Harreveld, B., and Keppell, M.
7. Pilot study to identify attributes of professionalism in sonography
- Author
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C. Tinetti, R. Zipf, B. Harreveld, Kerry Thoirs, Tinetti, C, Thoirs, K, Harreveld, B, and Zipf, R
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media_common.quotation_subject ,Context (language use) ,Empathy ,Pilot Projects ,030218 nuclear medicine & medical imaging ,03 medical and health sciences ,Nonverbal communication ,0302 clinical medicine ,Role model ,Surveys and Questionnaires ,Personality ,Humans ,Radiology, Nuclear Medicine and imaging ,stakeholder ,sonographer ,media_common ,Ultrasonography ,Medical education ,ultrasound ,questionnaire ,Perspective (graphical) ,Australia ,Professionalism ,Content analysis ,030220 oncology & carcinogenesis ,Sonographer ,Psychology - Abstract
Introduction While a list of competency standards exists for sonographers, the profession does not have a specific statement concerning professionalism. What constitutes professionalism within sonography is important and needs to be considered from the perspective of all stakeholders. This paper reports the results of the first two exploratory phases of a larger study investigating professionalism in sonography. Methods Phase 1 involved interviews with experienced and early-career sonographers to identify attributes of professionalism within the context of sonography. Attributes identified in phase 1 were used to frame survey questions for phase 2. In phase 2, sonography patients were asked to rate the attributes using Likert-type responses, and to provide additional comments at the end of each category. Patients had the opportunity to add attributes not mentioned in the survey. Results Content analysis of Phase 1 interview data identified 27 professional attributes organised into seven categories. Phase 2 results indicated that only a few attributes were rated as not important or not applicable by patients. Highest-rating attributes by patients included verbal communication, patient privacy, trust, behaviour, empathy, and respect. Attributes that were not rated as highly included rapport, physical presentation, dedication to learning and improving oneself, personality, and role model. Conclusion Due to the complexities around a clear definition of professionalism within the context of sonography, this study has highlighted the need for a comprehensive list of attributes to identify what professionalism in sonography means. Implications for practice Having a clear understanding of the concept of professionalism within the context of sonography will provide a guide for sonographers and sonography students, and enable academic and on-site clinical trainers to explicitly teach what professionalism looks like and feels like in sonography practice.
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- 2021
8. We Cannot Do This Work Without Being Who We Are: Researching and Experiencing Academic Selves
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Sarah Loch, Alison L. Black, Harreveld, B, Danaher, M, Lawson, C, Knight, B, and Busch, G
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Poetry ,Work (electrical) ,Aesthetics ,Political science ,Pedagogy ,Personal experience - Abstract
In this chapter we experiment with ways to speak our lives in the academy as we question what counts as research and what should and could be the work of researchers. As we do this we confirm the notion that we cannot do the work of research without being who we are. Our chapter emerges from a body of shared communication which seeps deeply into our lives — our work in education, our values, identities, histories, domesticities and professional and personal experiences. In assembling our chapter we use aesthetic methodologies of story and image to explore our thinking, feeling and manoeuvring through the expectations and requirements of academic life and the everyday happenings of being human. Researchers interested in the human experience have long been attracted to inquiry approaches that possess aesthetic qualities (Dewey, 1934; Eisner, 1997). Aesthetic representations and visual methodologies support inquiry and voice, and promote personal and professional connections to ways of knowing and to internal and tacit narratives. For us, these methodologies have opened doorways to deep experiences, thinking and reflection. Acknowledging and responding to our own and each other’s ways of knowing and living has created nurturing, reciprocal spaces of disclosure/exposure which we make public and invite others to share.
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- 2016
9. Pre-assessment judgement framework for judging nursing students' performance in clinical placements: A qualitative case study.
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Simes T, Levett-Jones T, and Harreveld B
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- Humans, Judgment, Australia, Qualitative Research, Learning, Students, Nursing psychology, Education, Nursing, Baccalaureate
- Abstract
Aim: This study aims to better understand and articulate the pre-assessment judgement processes commonly used by experienced clinical facilitators when assessing nursing students undertaking clinical placement., Background: In the Australian context, clinical facilitators are registered nurses who primarily educate, monitor, support and assess groups of nursing students on clinical placements without carrying a patient load. The duties and scope of clinical facilitators may differ across international and institutional contexts. However, the core concepts of this paper will be relevant despite these differences as the importance of facilitators' confidence in making pre-assessment judgements of individual nursing student performance while on placement is universally acknowledged. Nursing students are often assessed on their provision of safe practice, patient task-orientated outcomes and professional behaviour. Clearly articulating performance judgements prior to formal assessment is vital to ensure progressive learning of students. Literature reports that many clinical facilitators lack confidence in the art of making performance judgements and call for targeted professional training and support in the clinical assessment of nursing students. To better understand and address this problem, clinical facilitators need a shared understanding of how individual nursing students' pre-assessment performance judgements are reached during placement experiences., Design: A qualitative case study was used, with data collected via semi-structured interviews. Fifteen Australian clinical facilitators participated, each with over six months of experience., Methods: Interview transcripts were analysed through an interpretive-constructivist paradigm. Thematic analysis revealed themes that were then deductively described through the application of the Cognitive Continuum Theory., Results: Six modes of pre-assessment judgement emerged from the data synthesis process: 1) Recognising patterns, 2) Acknowledging uncertainty, 3) Understanding key players, 4) Verifying or refuting the information, 5) Benchmarking performance and 6) Contextualising information. Each mode is validated through the deductive application of the Cognitive Continuum theory., Conclusions: Understanding how experienced clinical facilitators make pre-assessment performance judgements has the potential to increase confidence in performance judgement decisions. In turn, confidence in judgements will increase clinical facilitator's capacity to give nursing students feedback that can be explained and justified. The pre-assessment judgement framework also provides a preliminary model for teaching the art of reaching accurate performance judgements to clinical educators in disciplines beyond nursing., Competing Interests: Declaration of Competing Interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2023 The Authors. Published by Elsevier Ltd.. All rights reserved.)
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- 2023
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10. Education leads to increased adherence to the 'Australian Competency Standards for Occupational Therapy Driver Assessors'.
- Author
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Fields SM, Unsworth CA, and Harreveld B
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- Humans, Australia, Educational Measurement methods, Clinical Competence, Research Design, Occupational Therapy
- Abstract
Background: Occupational therapy competency standards provide an evidence-base to inform clinical best practice, however it is not known whether education about competency standards will increase occupational therapists' adherence to their use., Aims/objectives: To investigate if education about the 'Australian Competency Standards for Occupational Therapy Driver Assessors' leads to increased adherence to the competency standards in the clinical practice of occupational therapy driver assessors., Materials and Methods: A mixed methods multiple case study design was used to evaluate 5 occupational therapy driver assessors' adherence to the competency standards. An audit of 25 client files and interviews were conducted to evaluate practice against the competency standards prior to an education session, followed by an audit of a further 25 files, interview and feedback after education., Results: Qualitative and quantitative analyses suggest that education about the 'Australian Competency Standards for Occupational Therapy Driver Assessors' was associated with increased adherence to the competency standards in clinical practice. The results also support the use of competency standards in clinical practice., Conclusions and Significance: Competency standards can be used to inform and guide clinical practice, and individualised education and feedback of practice against the competency standards can increase occupational therapists' adherence to these standards.
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- 2023
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11. Conducting Health Literacy Research With Hard-to-Reach Regional Culturally and Linguistically Diverse Populations: Evaluation Study of Recruitment and Retention Methods Before and During COVID-19.
- Author
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Perrins G, Ferdous T, Hay D, Harreveld B, and Reid-Searl K
- Abstract
Background: In health research, culturally and linguistically diverse (CALD) health care consumers are cited as hidden or hard to reach. This paper evaluates the approach used by researchers to attract and retain hard-to-reach CALD research participants for a study investigating health communication barriers between CALD health care users and health care professionals in regional Australia. As the study was taking place during the COVID-19 pandemic, subsequent restrictions emerged. Thus, recruitment and retention methods were adapted. This evaluation considered the effectiveness of recruitment and retention used throughout the pre-COVID and during-COVID periods., Objective: This evaluation sought to determine the effectiveness of recruitment and retention efforts of researchers during a study that targeted regional hard-to-reach CALD participants., Methods: Recruitment and retention methods were categorized into the following 5 phases: recruitment, preintervention data collection, intervention, postintervention data collection, and interviews. To compare the methods used by researchers, recruitment and retention rates were divided into pre-COVID and during-COVID periods. Thereafter, in-depth reflections of the methods employed within this study were made., Results: This paper provides results relating to participant recruitment and retainment over the course of 5 research phases that occurred before and during COVID. During the pre-COVID recruitment phase, 22 participants were recruited. Of these participants, 15 (68%) transitioned to the next phase and completed the initial data collection phase. By contrast, 18 participants completed the during-COVID recruitment phase, with 13 (72%) continuing to the next phase. The success rate of the intervention phase in the pre-COVID period was 93% (14/15), compared with 84.6% (11/13) in the during-COVID period. Lastly, 93% (13/14) of participants completed the postintervention data collection in the pre-COVID period, compared with 91% (10/11) in the during-COVID period. In total, 40 participants took part in the initial data collection phase, with 23 (58%) completing the 5 research phases. Owing to the small sample size, it was not determined if there was any statistical significance between the groups (pre- and during-COVID periods)., Conclusions: The success of this program in recruiting and maintaining regional hard-to-reach CALD populations was preserved over the pre- and during-COVID periods. The pandemic required researchers to adjust study methods, thereby inadvertently contributing to the recruitment and retention success of the project. The maintenance of participants during this period was due to flexibility offered by researchers through adaptive methods, such as the use of cultural gatekeepers, increased visibility of CALD researchers, and use of digital platforms. The major findings of this evaluation are 2-fold. First, increased diversity in the research sample required a high level of flexibility from researchers, meaning that such projects may be more resource intensive. Second, community organizations presented a valuable opportunity to connect with potential hard-to-reach research participants., (©Genevieve Perrins, Tabassum Ferdous, Dawn Hay, Bobby Harreveld, Kerry Reid-Searl. Originally published in JMIR Formative Research (https://formative.jmir.org), 02.11.2021.)
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- 2021
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12. The revision of competency standards for occupational therapy driver assessors in Australia: A mixed methods approach.
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Fields SM, Unsworth CA, and Harreveld B
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- Australia, Clinical Competence, Delphi Technique, Focus Groups, Humans, Licensure, Automobile Driving, Occupational Therapy
- Abstract
Introduction: Competency standards outline the knowledge, skills, and attributes that are required for competent practice. This study describes the process followed to revise and validate the competency standards for occupational therapy driver assessors in order to guide clinical practice in this area of advanced occupational therapy practice., Methods: A mixed methods research approach was used in this study. In phase 1, three focus groups with driver assessors reviewed and suggested revisions to the competency standards for occupational therapy driver assessors. Phase 2 involved content validation with key stakeholders through a focus group with consumers, written feedback from Australian state, and territory driver licensing authorities, and a two-round Delphi process with Australian occupational therapy driver assessors., Results: Forty-nine occupational therapy driver assessors participated in the phase 1 focus groups. Deductive content analysis of the transcripts provided data to revise the competency standards. Inductive analysis provided an in-depth understanding of the participants' views and was interpreted through six categories and their underlying subcategories: purposes and benefits; jurisdictional variations and practice diversity; language use; defining competent practice; challenging systems and processes; and competency standards content. Forty-eight occupational therapy driver assessors participated in the Delphi process. In Round 1, only 1 of the 164 competency standards and practice behaviours rated did not achieve the pre-determined 70% consensus rate. In Round 2, all statements achieved consensus, with the overall average consensus level obtained across the Round 2 statements at 96.8%., Conclusion: The revised Australian Competency Standards for Occupational Therapy Driver Assessors have been endorsed by Occupational Therapy Australia and released for clinical use. The methods described in this research provide a framework suitable for revision or development of competency standards in both other areas of occupational therapy practice and other health-care professions., (© 2021 Occupational Therapy Australia.)
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- 2021
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