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Papers by Catherine Madden
British Journal of Nursing, 2019
Background: person-centred care should be responsive to the needs of older adults in long-term ca... more Background: person-centred care should be responsive to the needs of older adults in long-term care. It is central to collaborative and high-quality healthcare delivery. Aim: to explore the perceptions of older Irish adults aged 65 years of age or more regarding the person-centred climate of the long-term care setting in which they live. Method: a cross-sectional study design using the Person-centered Climate Questionnaire–Patient (PCQ-P) was used to survey 56 older adults in a long-term care setting. Results: overall, residents considered the setting to be hospitable, welcoming, clean and safe; the mean (SD) scale score was 5.39 (0.520). Psychosocial concerns about adapting to living in long-term care environments need to be addressed, particularly among the younger male residents when compared with older male residents (53.8% v 86.7%, P=0.018). Conclusion: older people in long-term care may prioritise different facets of person-centredness to staff. Further research of approaches ...
INTED2016 Proceedings, 2016
This paper discusses the strategic implementation and augmentation of Technology-Enhanced Learnin... more This paper discusses the strategic implementation and augmentation of Technology-Enhanced Learning (TEL) in third level education. Learning using TEL has become a global phenomenon at tertiary level; one that is ubiquitous and forcing a reconceptualization of the value and purpose of higher education in modern society. The need for transformation in higher education can be linked to improving student retention, enhancing learning outcomes, and reducing the overall cost of education. TEL has subsequently raised significant questions around the current models of education that consist largely of on-campus delivery and limited creative teaching and learning approaches. Numerous models exist to guide the implementation of TEL and there is an abundance of literature advocating strategic leadership and the adoption of management theory and principles of project management to guide the implementation process. However, common issues continue to prevail. There is still a reliance on delivery models that consist largely of on-campus learning using predominantly traditional learning modalities. Implementation of TEL tends to be siloed resulting in inconsistent and varied learning experiences. A typology for a strategic execution and actualisation of TEL implementation is afforded in this paper. The authors propose a conceptual framework that incorporates constructivist learning. Learner Engagement for Understanding (LEU) is achieved in the TEL implementation through the adoption of Multiple Intelligences (MI) and Multiple Intelligences Teaching Approach (MITA). The authors situate diverse approaches to strategic management of TEL in higher education, aimed at fostering greater engagement amongst academic staff. A virtuous synthesis between teaching, learning, research and quality enhancement is situated in research informed teaching and learning. The critical adjuncts of TEL implementation are also discussed as they relate to technology learning interventions, the immersive experience of the learner and social interaction or its absence.
INTED2016 Proceedings, 2016
This paper describes a case study examining how peer assessment (PA) was implemented in an underg... more This paper describes a case study examining how peer assessment (PA) was implemented in an undergraduate nursing programme through a conceptual framework of learning-oriented assessment (LOA), and presents a preliminary evaluation of students’ experiences undertaking PA. Firstly, peer assessment is situated as an innovative, collaborative student-centered approach to assessment. Secondly, this case study is set in the context of Irish nurse education in one Institute of Technology, across two undergraduate modules and this landscape is described as the contextual backdrop for this discussion. Thirdly, two illustrative cases of peer assessment activities embedded in the curriculum are described, and how the LOA components were applied within a blended learning design are illustrated. Finally, an evaluation of the impact of PA on the quality of learning will be presented, highlighting the inherent opportunities and challenges for nurse education. The paper argues that peer assessment empowers the learning process in a collaborative and supportive environment enabling active engagement of students by linking teaching and assessment to learning. Moreover, the authors contend peer assessment promotes transferable meta-cognitive skills such as critical, analytical and reflective thinking, which are critical competencies for nurse education and contemporary nursing practice.
Nurse Education Today, 2006
The ability to respond quickly and effectively to a cardiac arrest situation rests on nurses bein... more The ability to respond quickly and effectively to a cardiac arrest situation rests on nurses being competent in the emergency life-saving procedure of cardiopulmonary resuscitation (CPR). The aim of this study was to investigate the extent to which Irish nursing students acquire and retain CPR cognitive knowledge and psychomotor skills following CPR training. A quasi-experimental time series design was used. A pre-test, CPR training programme, post-test, and re-test were conducted. CPR knowledge was assessed by a multiple-choice assessment and psychomotor skills were assessed by observing CPR performance on a Resusci-Anne skill-meter manikin. The findings showed an acquisition in nurses' CPR knowledge and psychomotor performance following a 4 h CPR training programme. Despite this, at no point in this study, did any nurse pass the CPR skills assessment. A deterioration in both CPR knowledge and skills was found 10 weeks following CPR training. However, students' knowledge and skills were improved over their pre-training scores, which clearly indicated a positive retention in CPR cognitive knowledge and psychomotor skills. The study findings present strong evidence to support the critical role of CPR training in ensuring that nursing students progress to competent and confident responders in the event of a cardiac related emergency.
British Journal of Nursing, 2019
Background: person-centred care should be responsive to the needs of older adults in long-term ca... more Background: person-centred care should be responsive to the needs of older adults in long-term care. It is central to collaborative and high-quality healthcare delivery. Aim: to explore the perceptions of older Irish adults aged 65 years of age or more regarding the person-centred climate of the long-term care setting in which they live. Method: a cross-sectional study design using the Person-centered Climate Questionnaire–Patient (PCQ-P) was used to survey 56 older adults in a long-term care setting. Results: overall, residents considered the setting to be hospitable, welcoming, clean and safe; the mean (SD) scale score was 5.39 (0.520). Psychosocial concerns about adapting to living in long-term care environments need to be addressed, particularly among the younger male residents when compared with older male residents (53.8% v 86.7%, P=0.018). Conclusion: older people in long-term care may prioritise different facets of person-centredness to staff. Further research of approaches ...
INTED2016 Proceedings, 2016
This paper discusses the strategic implementation and augmentation of Technology-Enhanced Learnin... more This paper discusses the strategic implementation and augmentation of Technology-Enhanced Learning (TEL) in third level education. Learning using TEL has become a global phenomenon at tertiary level; one that is ubiquitous and forcing a reconceptualization of the value and purpose of higher education in modern society. The need for transformation in higher education can be linked to improving student retention, enhancing learning outcomes, and reducing the overall cost of education. TEL has subsequently raised significant questions around the current models of education that consist largely of on-campus delivery and limited creative teaching and learning approaches. Numerous models exist to guide the implementation of TEL and there is an abundance of literature advocating strategic leadership and the adoption of management theory and principles of project management to guide the implementation process. However, common issues continue to prevail. There is still a reliance on delivery models that consist largely of on-campus learning using predominantly traditional learning modalities. Implementation of TEL tends to be siloed resulting in inconsistent and varied learning experiences. A typology for a strategic execution and actualisation of TEL implementation is afforded in this paper. The authors propose a conceptual framework that incorporates constructivist learning. Learner Engagement for Understanding (LEU) is achieved in the TEL implementation through the adoption of Multiple Intelligences (MI) and Multiple Intelligences Teaching Approach (MITA). The authors situate diverse approaches to strategic management of TEL in higher education, aimed at fostering greater engagement amongst academic staff. A virtuous synthesis between teaching, learning, research and quality enhancement is situated in research informed teaching and learning. The critical adjuncts of TEL implementation are also discussed as they relate to technology learning interventions, the immersive experience of the learner and social interaction or its absence.
INTED2016 Proceedings, 2016
This paper describes a case study examining how peer assessment (PA) was implemented in an underg... more This paper describes a case study examining how peer assessment (PA) was implemented in an undergraduate nursing programme through a conceptual framework of learning-oriented assessment (LOA), and presents a preliminary evaluation of students’ experiences undertaking PA. Firstly, peer assessment is situated as an innovative, collaborative student-centered approach to assessment. Secondly, this case study is set in the context of Irish nurse education in one Institute of Technology, across two undergraduate modules and this landscape is described as the contextual backdrop for this discussion. Thirdly, two illustrative cases of peer assessment activities embedded in the curriculum are described, and how the LOA components were applied within a blended learning design are illustrated. Finally, an evaluation of the impact of PA on the quality of learning will be presented, highlighting the inherent opportunities and challenges for nurse education. The paper argues that peer assessment empowers the learning process in a collaborative and supportive environment enabling active engagement of students by linking teaching and assessment to learning. Moreover, the authors contend peer assessment promotes transferable meta-cognitive skills such as critical, analytical and reflective thinking, which are critical competencies for nurse education and contemporary nursing practice.
Nurse Education Today, 2006
The ability to respond quickly and effectively to a cardiac arrest situation rests on nurses bein... more The ability to respond quickly and effectively to a cardiac arrest situation rests on nurses being competent in the emergency life-saving procedure of cardiopulmonary resuscitation (CPR). The aim of this study was to investigate the extent to which Irish nursing students acquire and retain CPR cognitive knowledge and psychomotor skills following CPR training. A quasi-experimental time series design was used. A pre-test, CPR training programme, post-test, and re-test were conducted. CPR knowledge was assessed by a multiple-choice assessment and psychomotor skills were assessed by observing CPR performance on a Resusci-Anne skill-meter manikin. The findings showed an acquisition in nurses' CPR knowledge and psychomotor performance following a 4 h CPR training programme. Despite this, at no point in this study, did any nurse pass the CPR skills assessment. A deterioration in both CPR knowledge and skills was found 10 weeks following CPR training. However, students' knowledge and skills were improved over their pre-training scores, which clearly indicated a positive retention in CPR cognitive knowledge and psychomotor skills. The study findings present strong evidence to support the critical role of CPR training in ensuring that nursing students progress to competent and confident responders in the event of a cardiac related emergency.