simone Gibson | Monash University (original) (raw)
Papers by simone Gibson
Nutrition & Dietetics, 2016
Journal of the Academy of Nutrition and Dietetics, 2016
Nursing & Health Sciences, 2015
Clinical placement shortages and rising costs have created demand to provide low-resource, high v... more Clinical placement shortages and rising costs have created demand to provide low-resource, high value student learning opportunities. Malnutrition screening provides a vehicle for achieving this. A mixed methods explanatory sequential intervention study investigated time costs, and students' perceptions of preparedness after performing routine patient screening tasks, as well as students' overall views on their feelings of confidence and preparedness when commencing their first clinical placements. Pre-clinical student dietitians commencing initial placements participated (n=58), with 16 of these forming a subgroup who performed malnutrition screening tasks while the others attended usual placement orientation. The time saved when students undertook screening tasks usually assigned to nurses was substantial. Questionnaires revealed that student perceived confidence increased in the screening group when compared with controls. Focus group themes included "anxiety and confidence," "learning in the clinical learning environment," "communication skill development," and "the pre-placement screening experience." Students performing routine patient-screening tasks prior to initial clinical placement has potential cost savings for healthcare organizations and was perceived to be valuable for learning.
Journal of allied health, 2015
Clinical educators (CEs) play a key role in student learning, yet their insights of student prepa... more Clinical educators (CEs) play a key role in student learning, yet their insights of student preparedness and performance during initial clinical placements are often under-recognised. To explore the experience of hospital-based CEs on the preparedness and performance of student dietitians on clinical placements to inform curriculum planning. Eight semi-structured focus groups consisted of dietetic CEs (n=20) involved in the training of third-year students commencing their first clinical placement. Focus groups were conducted up to 2 months' post-placement completion and thematically analysed grounded in phenomenology. Six themes emerged: 1) role of professional skills, 2) clinical skills and knowledge, 3) anxiety and confidence, 4) unique needs of culturally and linguistically diverse (CALD) students, 5) impact of student training on CEs, and 6) variation in expectations of student preparedness. CEs valued professional skills of students and they reported students exhibited a ra...
Introduction/ Background A new teaching complex was launched in April 2013 at Monash University a... more Introduction/ Background A new teaching complex was launched in April 2013 at Monash University as part of the integrated “Be Active, Sleep and Eat” (BASE) facility. The clinic aims to provide a multidisciplinary health service to the community and enable innovation and extension in health professional student education. The clinic runs on a self-sustaining private practice model while providing new and exciting teaching and learning opportunities for health professional students and educators. The clinic currently encompasses a dietitian, specialist sports dietitian, exercise physiologist, radiographer and endocrinologist to provide holistic patient care and student training. Equipment includes a consulting room which is video-linked to a student learning space, O2 gas kinetic system, DXA machine, hydration measuring equipment, energy expenditure armbands and a fully equipped commercial kitchen. Student training is broadened and enhanced by video learning using advanced tagging sof...
Introduction/ Background Hospital-based clinical educators (CEs) are fundamental in supporting st... more Introduction/ Background Hospital-based clinical educators (CEs) are fundamental in supporting student learning and assessing practice-based competency, yet their perceptions and contextual knowledge of student preparedness and performance during clinical placements are often under-utilised. The clinical placement setting is ever-changing with increased demands in terms of patient acuity and turnover, and new technologies, procedures and policies continually emerging. Ensuring students are well equipped and optimally prepared to commence learning in the challenging and diverse placement environment can be guided by CEs’ valuable input. Purpose/Objectives To explore the lived experience of hospital-based CEs on the preparedness and performance of third year dietetics students on their initial clinical placements to help guide the development of a new initiatives to prepare both students and CEs for placement-based education within a new curriculum. Method Hospital-based CEs involved ...
Health professionals need a variety of skills for successful practice and patient care. Although ... more Health professionals need a variety of skills for successful practice and patient care. Although much focus has been placed on clinical skill and knowledge acquirement during undergraduate degrees, it is becoming increasingly recognised that a range of professional skills are required for safe and effective practice. These include communication, reflection, ethical practice, teamwork and professional development. This systematic review aimed to identify the skill development needs of newly graduated health professionals that are required for effective practice, in terms of the professional skills identified and possible causes for deficits. Scopus, Psych Info and ERIC databases were searched for relevant data published from 2000-2009 using described criteria. The review suggests that curriculum planners, educators and senior clinicians regard professional skills important in healthcare practice. However, these skills are not rigorously measured throughout undergraduate programs, and...
Nutrition & Dietetics, 2012
ABSTRACT Aim: Nutrition screening is increasingly conducted in hospitals during the patient admis... more ABSTRACT Aim: Nutrition screening is increasingly conducted in hospitals during the patient admission process. We aimed to explore the ease of use of two tools in the conduct of screening by nutrition technicians (NTs), and to compare validity. The tools are Malnutrition Universal Screening Tool (MUST) and Modified Malnutrition Screening Tool (Mod-MST). Methods: A sample of 262 consecutive adult hospital patients in medical wards was screened during December 2008 to January 2009. Trained NTs used both tools to screen each patient. Dietitians who were blinded to screening results then assessed each patient using Subjective Global Assessment as a reference tool. Time taken for screening was recorded and ease of tool use was explored in interviews with technicians. Results: The specificity of MUST and Mod-MST was 85% and 83%, respectively, with sensitivity of 80% and 77%. Both tools were easy to use and could be applied to all patients, including those unable to answer interview questions. However, the MUST took two to three times longer to complete (5–7 min) using objective data. The Mod-MST collected subjective data that required interpretation by technicians. Conclusion: Specificity and sensitivity of the two tools were less than optimum at ≤85%, as some patients would be misclassified. Both tools were valid and feasible to use with all medical patients, including those with whom communication cannot be established. The Mod-MST is recommended, as choice of malnutrition screening tool needs to balance efficacy with time taken to be useful for mass screening programs.
Nutrition & Dietetics, 2016
Journal of the Academy of Nutrition and Dietetics, 2016
Nursing & Health Sciences, 2015
Clinical placement shortages and rising costs have created demand to provide low-resource, high v... more Clinical placement shortages and rising costs have created demand to provide low-resource, high value student learning opportunities. Malnutrition screening provides a vehicle for achieving this. A mixed methods explanatory sequential intervention study investigated time costs, and students' perceptions of preparedness after performing routine patient screening tasks, as well as students' overall views on their feelings of confidence and preparedness when commencing their first clinical placements. Pre-clinical student dietitians commencing initial placements participated (n=58), with 16 of these forming a subgroup who performed malnutrition screening tasks while the others attended usual placement orientation. The time saved when students undertook screening tasks usually assigned to nurses was substantial. Questionnaires revealed that student perceived confidence increased in the screening group when compared with controls. Focus group themes included "anxiety and confidence," "learning in the clinical learning environment," "communication skill development," and "the pre-placement screening experience." Students performing routine patient-screening tasks prior to initial clinical placement has potential cost savings for healthcare organizations and was perceived to be valuable for learning.
Journal of allied health, 2015
Clinical educators (CEs) play a key role in student learning, yet their insights of student prepa... more Clinical educators (CEs) play a key role in student learning, yet their insights of student preparedness and performance during initial clinical placements are often under-recognised. To explore the experience of hospital-based CEs on the preparedness and performance of student dietitians on clinical placements to inform curriculum planning. Eight semi-structured focus groups consisted of dietetic CEs (n=20) involved in the training of third-year students commencing their first clinical placement. Focus groups were conducted up to 2 months' post-placement completion and thematically analysed grounded in phenomenology. Six themes emerged: 1) role of professional skills, 2) clinical skills and knowledge, 3) anxiety and confidence, 4) unique needs of culturally and linguistically diverse (CALD) students, 5) impact of student training on CEs, and 6) variation in expectations of student preparedness. CEs valued professional skills of students and they reported students exhibited a ra...
Introduction/ Background A new teaching complex was launched in April 2013 at Monash University a... more Introduction/ Background A new teaching complex was launched in April 2013 at Monash University as part of the integrated “Be Active, Sleep and Eat” (BASE) facility. The clinic aims to provide a multidisciplinary health service to the community and enable innovation and extension in health professional student education. The clinic runs on a self-sustaining private practice model while providing new and exciting teaching and learning opportunities for health professional students and educators. The clinic currently encompasses a dietitian, specialist sports dietitian, exercise physiologist, radiographer and endocrinologist to provide holistic patient care and student training. Equipment includes a consulting room which is video-linked to a student learning space, O2 gas kinetic system, DXA machine, hydration measuring equipment, energy expenditure armbands and a fully equipped commercial kitchen. Student training is broadened and enhanced by video learning using advanced tagging sof...
Introduction/ Background Hospital-based clinical educators (CEs) are fundamental in supporting st... more Introduction/ Background Hospital-based clinical educators (CEs) are fundamental in supporting student learning and assessing practice-based competency, yet their perceptions and contextual knowledge of student preparedness and performance during clinical placements are often under-utilised. The clinical placement setting is ever-changing with increased demands in terms of patient acuity and turnover, and new technologies, procedures and policies continually emerging. Ensuring students are well equipped and optimally prepared to commence learning in the challenging and diverse placement environment can be guided by CEs’ valuable input. Purpose/Objectives To explore the lived experience of hospital-based CEs on the preparedness and performance of third year dietetics students on their initial clinical placements to help guide the development of a new initiatives to prepare both students and CEs for placement-based education within a new curriculum. Method Hospital-based CEs involved ...
Health professionals need a variety of skills for successful practice and patient care. Although ... more Health professionals need a variety of skills for successful practice and patient care. Although much focus has been placed on clinical skill and knowledge acquirement during undergraduate degrees, it is becoming increasingly recognised that a range of professional skills are required for safe and effective practice. These include communication, reflection, ethical practice, teamwork and professional development. This systematic review aimed to identify the skill development needs of newly graduated health professionals that are required for effective practice, in terms of the professional skills identified and possible causes for deficits. Scopus, Psych Info and ERIC databases were searched for relevant data published from 2000-2009 using described criteria. The review suggests that curriculum planners, educators and senior clinicians regard professional skills important in healthcare practice. However, these skills are not rigorously measured throughout undergraduate programs, and...
Nutrition & Dietetics, 2012
ABSTRACT Aim: Nutrition screening is increasingly conducted in hospitals during the patient admis... more ABSTRACT Aim: Nutrition screening is increasingly conducted in hospitals during the patient admission process. We aimed to explore the ease of use of two tools in the conduct of screening by nutrition technicians (NTs), and to compare validity. The tools are Malnutrition Universal Screening Tool (MUST) and Modified Malnutrition Screening Tool (Mod-MST). Methods: A sample of 262 consecutive adult hospital patients in medical wards was screened during December 2008 to January 2009. Trained NTs used both tools to screen each patient. Dietitians who were blinded to screening results then assessed each patient using Subjective Global Assessment as a reference tool. Time taken for screening was recorded and ease of tool use was explored in interviews with technicians. Results: The specificity of MUST and Mod-MST was 85% and 83%, respectively, with sensitivity of 80% and 77%. Both tools were easy to use and could be applied to all patients, including those unable to answer interview questions. However, the MUST took two to three times longer to complete (5–7 min) using objective data. The Mod-MST collected subjective data that required interpretation by technicians. Conclusion: Specificity and sensitivity of the two tools were less than optimum at ≤85%, as some patients would be misclassified. Both tools were valid and feasible to use with all medical patients, including those with whom communication cannot be established. The Mod-MST is recommended, as choice of malnutrition screening tool needs to balance efficacy with time taken to be useful for mass screening programs.