Dr Sharyn Hunter

Biography

Dr Sharyn Hunter is a lecturer at the School of Nursing and Midwifery, University of Newcastle, Australia. Sharyn has a passionate interest in the preparation of student nurses for nursing older people. She has received awards for teaching into the undergraduate nursing program from the University of Newcastle and nationally by Australian Learning and Teaching Council with a Citation for Outstanding Contributions to Student Learning. She has recently published an undergraduate textbook for nurses about healthy ageing. Sharyn’s research interests include, the development of health professionals regarding the care of older people and the of clinical reasoning. She has published and presented papers nationally and internationally in these areas.

Qualifications

• Doctor of Philosophy, University of Newcastle, 2004
• Bachelor of Science (Honours), James Cook University, 2000
• Bachelor of Science, University of Queensland, 1989

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Research

Research keywords

• clinical reasoning
• healthy ageing
• older people
• simulation

Research expertise

Dr Hunter has experience in quantitative and qualitative research methods. She has conducted and supervised studies about nurse's practice development, clinical reasoning development, tertiary education and simulation.

PhD Thesis:

Title: The professional development of RN in Residential Aged Care

The use of multiple case study approach allowed for the exploration of the real-life context of registered nurses’ (RNs) practices in residential aged care (RAC). Previously, the boundaries between the phenomenon of aged care nursing practices and the management of aged care facilities were clear. This study provided evidence of the blurring of these boundaries with respect to designations of nurses and their respective functions. The multiple sources of data provided evidence of recurring patterns of behaviours, which have contributed to the development of a model to reflect the changes of registered nurses' practice in residential aged care. A series of expressions of the model demonstrates the relationships between the study findings and other research and available information.

This model addresses this need for a strategic approach to the ongoing professional development of RNs who work in RAC. A the presence of RNs in aged care is critical, there is a need to be proactive, feasible, and realistic in the approach to staff development in the contexts in which aged care is delivered. RAC now provides the opportunity for RNs to practise at an advanced level; to use and develop a range of sophisticated skills in critical thinking, problem solving and reflective practice to deliver the best possible care to residents.

Major grants:

Dr Hunter has been involved in a number of University of Newcastle funded projects about clinical reasoning and peer review of teaching. She was member of a team funded by the Australian Learning and Teaching Council to explore simulation and clinical reasoning in undergraduate nurses.

Other projects:

Dr Hunter is currently supervising research higher degree candidates studies on acute care and older people, and nursing education.

She is also a member of the Joanna Briggs Institute (JBI) Evidence Synthesis Group and has trained to undertake systematic reviews for JBI.

Collaboration

Registered Nurse Professional Development in Aged Care

Clinical Reasoning in Health Care

Simulation in Health Care

Fields of Research

Code	Description	Percentage
111099	Nursing Not Elsewhere Classified	50
170199	Psychology Not Elsewhere Classified	50

Memberships

Body relevant to professional practice.

• Member - Royal College of Nursing Australia
• Member - Joanna Briggs Institue Evidence Synthesis Group

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Administrative

Administrative expertise

Course co ordination within the undergraduate and post graduate program;

Student Academic Conduct Officer ( held this position for 2 years).

Assist with the coordination of the Research Higher Degree Skills Seminars

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Teaching

Teaching keywords

• ageing
• clinical reasoning
• healthy ageing
• older people
• primary health care
• simulation

Teaching expertise

Teaching Portfolio

Current Role (Lecturer)

Teaching Responsibilities

Course coordinator for in an undergraduate couse about the health and illness of the older person across both semesters of the academic year. This course focuses on developing competencies in undergraduate nurses about nursing older people across different health contexts. I also lecture and conduct tutorials.

Teaching Goals and Philosophy

In January 2007, I became involved in teaching and coordinating an undergraduate second year core course in the BN program focused on nursing older people. Prior to my academic role, as a senior clinician working in aged care, I facilitated the change of ‘old’ nursing roles in residential and community aged care services. My doctoral studies were also in this area. My research and clinical expertise have been recognised nationally and internationally.

I have been recognised for my expectional role as a tertiary teacher in relation to this course. My approach transformed students’ attitudes towards nursing older people and contributed to their professional development. I was ( and continure to) positively influence nursing students’ attitudes towards caring for older people and thus contribute to students’ professionalism by ensuring their ‘work readiness’for nursing older people. I have received 2 awards for my contribution to student learning in this course:

2008 Vice Chancellors Award for Teaching: Outstanding Contributions to Student Learning: and

2010 Australian Learning and Teaching Council (ALTC): Citations for Outstanding Contributions to Student Learning.

Student Feedback about my teaching

The quantitative results are continually positive with scores above 4.5/5 for all items,especially the teacher was enthusiastic, motivates me to extend my learning, and helped me understand the importance of the content to my program.The qualitative comments focus on my enthusiasm for aged care; how I was inspiring; and encouraging them to want to learn more. The students’ comments link my passion and expertise to their engagement and enjoyment. I also “…broadened my (the student’s) idea about aged care” ) and “The scenario based learning in tutorials was perfect for this course…” .

All comments were communicated via email. These comments demonstrate that students in this course are being transformed and also describe how this change impacts on their professionalism.

I felt that I learnt a great deal about aged care from you and the way you made the tutorials interesting. Your enthusiasm and passion for the subject came across so very well and this also helped keep the subject interesting. I feel that I am able to take so much to work with me now and also educate others about the very important aspect of aged care…. Learning the registered nurses responsibilities and what I will be able to bring to me place of employment once I am registered gives me hope that in the future aged care will improve out of sight!....You really are an inspiration to me ….Your delivery of the subject always came across with such a great insight and realism that made learning so worth while.

I would also like to thank-you so very much for making our tutorials so understandable and interesting. I know I’m not the only one commenting on how you helped us "get it".

Having you teach aged care to me over the last 7 weeks has put the wind back in my sails as far as working with the elderly go and I must admit it is wonderful to see someone so passionate about the elderly and their "individual" care .You have been exceptional and your enthusiasm is second to none... Thankyou from myself and also in advance from the elderly I will be caring for with a brighter and renewed sense of care.

On behalf of all the students in tut group X, and indeed on my personal behalf, I'd like to sincerely thank you for all your wonderful guidance and direction you have provided throughout this semester. You kept us interested and engaged, and inspired most of us