Browse By Person: Ramsbotham, Joanne

Tutticci, Naomi, Johnston, Sandra, Gillan, Pauline, McEnroe, Georgia, Lesse, Ryan, Currie, Jane, Ramsbotham, Joanne, Theobald, Karen, & Delaney, Lori (2024) Simulation strategies to develop undergraduate nurse's skills to identify patient deterioration: A quasi-experimental study. Clinical Simulation in Nursing, 91, Article number: 101534.

Kelly, Michelle, Slatyer, Susan, Tutticci, Naomi, Ramsbotham, Joanne, Johnston, Sandra, Ngune, Irene, & Theobald, Karen (2024) Challenging the Nuances of Pain Assessment With Co-designed Audio-Visual Simulations in Nursing Education: A Descriptive Study. Clinical Simulation in Nursing, 87, Article number: 101510.

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Johnston, Sandra, Delaney, Lori, Gillan, Pauline, Theobald, Karen, Ramsbotham, Joanne, & Tutticci, Naomi (2024) Teaching nursing students to respond to patient deterioration using a deliberate practice mastery learning approach: A feasibility study. Teaching and Learning in Nursing, 19(1), e225-e228.

Tutticci, Naomi, Johnston, Sandra, Delaney, Lori, Gillan, Pauline, McEnroe, Georgina, Leese, Ryan, Ramsbotham, Joanne, Currie, Jane, & Theobald, Karen (2023) A quasi-experiential pilot study exploring the perception and performance of nursing students using a second-generation version of rapid cycle deliberate practice simulation. In 19th National Nurse Education Conference, 2023-06-07 - 2023-06-09, Gold Coast, Australia, AUS.

Johnston, Sandra, Delaney, Lori, Gillan, Pauline, Tutticci, Naomi, Theobald, Karen, & Ramsbotham, Joanne (2023) Innovation in simulation during COVID-19 in the School of Nursing, QUT. Australian Nursing and Midwifery Journal, 27(10), p. 50, 2023. [Article]

Delaney, Lori, Tutticci, Naomi, Johnston, Sandra, Gillan, Pauline, Theobald, Karen, Ramsbotham, Joanne, McEnroe, Georgia, Leese, Ryan, & Currie, Jane (2023) Nursing Student's Perception and Performance Using Rapid Cycle Intentional Simulation: A Quasi-Experiential Pilot Study. Clinical Simulation in Nursing, 80, pp. 35-45.

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Tutticci, Naomi, Theobald, Karen A., Ramsbotham, Joanne, & Johnston, Sandra (2022) Exploring the observer role and clinical reasoning in simulation: A scoping review. Nurse Education in Practice, 59, Article number: 103301.

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Hines, Sonia, Ramsbotham, Joanne, & Coyer, Fiona (2022) Registered Nurses' experiences of reading and using research for work and education: a qualitative research study. BMC Nursing, 21(1), Article number: 114.

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Hines, Sonia, Ramsbotham, Joanne, & Coyer, Fiona (2022) A theory-based research literacy intervention for nurses: A pilot study. Nursing Forum, 57(6), pp. 1052-1058.

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Hines, Sonia, Ramsbotham, Joanne, & Coyer, Fiona (2021) The Experiences and Perceptions of Nurses Interacting With Research Literature: A Qualitative Systematic Review to Guide Evidence-Based Practice. Worldviews on Evidence-Based Nursing, 18(6), pp. 371-378.

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Shah, Jennifer M., Ramsbotham, Joanne, Seib, Charrlotte, Muir, Rachel, & Bonner, Ann (2021) A scoping review of the role of health literacy in chronic kidney disease self-management. Journal of Renal Care, 47(4), pp. 221-233.

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Theobald, Karen A., Tutticci, Naomi, Ramsbotham, Joanne, & Johnston, Sandra (2021) Effectiveness of using simulation in the development of clinical reasoning in undergraduate nursing students: A systematic review. Nurse Education in Practice, 57, Article number: 103220.

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Johnston, Sandra, Tutticci, Naomi, Theobald, Karen, & Ramsbotham, Joanne (2021) Comparison of simulation observer tools on engagement and maximising learning: A pilot study. International Journal of Nursing Education Scholarship, 18(1), Article number: 20190110 1-8.

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Rosser, E., Buckner, E., Avedissian, T., Cheung, D. S.K., Eviza, K., Hafsteinsdóttir, T. B., Hsu, M. Y., Kirshbaum, M. N., Lai, C., Ng, Y. C., Ramsbotham, J., & Waweru, S. (2020) The Global Leadership Mentoring Community: building capacity across seven global regions. International Nursing review, 67(4), pp. 484-494.

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Tutticci, Naomi, Theobald, Karen, Ramsbotham, Joanne, & Johnston, Sandra (2020) Sigma Final Grant Report: Executive Summary of CRiticAL – Clinical Reasoning and simulation -The passive observer becomes Active Learner. (Unpublished)

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Hoang, Lan Van, Mccarthy, Alexandra, & Ramsbotham, Joanne (2020) Dich Va Hoa Bo Cong Cu Dahn Gia Duc DREEM: Nghien Cuu Buoc Dau Ve Giao Duc Dieu Duong Tai Viet Nam [Translation and Validation of the DREEM instrument in educational assessment: Initial research in nursing education in Vietnam]. Vietnam National Nursing Journal, 31, pp. 84-89.

Ramsbotham, Joanne (2020) Ears. In Lewis, Peter & Foley, David (Eds.) Health Assessment in Nursing. [3rd ed.]. Wolters Kluwer Health, Macquarie Park, NSW, pp. 311-328.

Dinh, Ha T.T., Bonner, Ann, Ramsbotham, Joanne, & Clark, Robyn (2019) Cluster randomized controlled trial testing the effectiveness of a self-management intervention using the teach-back method for people with heart failure. Nursing and Health Sciences, 21(4), pp. 436-444.

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Tutticci, Naomi, Liske, Carole, & Ramsbotham, Joanne (2019) Mentoring for global leadership: Experiences of mentors and mentees through SIGMA's global leadership mentoring community. In SIGMA 45th Biennial Convention, 2019-11-16 - 2019-11-20, Washington DC, United States, USA.

Tutticci, Naomi, Theobald, Karen, Ramsbotham, Joanne, & Johnston, Sandra (2019) Critical-Clinical Reasoning and Simulation: The passive observer becomes active learner. In SIGMA 45th Biennial Convention, 2019-11-16 - 2019-11-20, Washington DC, United States, USA.

Ramsbotham, Joanne, Dinh, Ha, Truong, Thi Hue, Huong, Nguyent Than, Dang, Thanh, Nguyen, Chinh, Duong, Tran, & Bonner, Ann (2019) Evaluating the learning environment of nursing students: A multisite cross-sectional study. Nurse Education Today, 79, pp. 80-85.

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Theobald, Karen & Ramsbotham, Joanne (2019) Inquiry-based learning and clinical reasoning scaffolds: An action research project to support undergraduate students' learning to 'think like a nurse'. Nurse Education in Practice, 38, pp. 59-65.

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Truong, Hue T., Ramsbotham, Joanne, & McCarthy, Alexandra (2019) Translation and validation of a Vietnamese version of the modified Clinical Learning Environment Inventory (V-CLEI). Nurse Education in Practice, 34, pp. 117-122.

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Dinh, Ha, Bonner, Ann, Ramsbotham, Joanne, & Clark, Robyn (2018) Self-management intervention using teach-back for people with heart failure in Vietnam: A cluster randomized controlled trial protocol. Nursing and Health Sciences, 20(4), pp. 458-463.

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Ramsbotham, Joanne, Dinh, Thi Thuy Ha, Truong, Thi Hue, Bonner, Ann, Thanh, Dang Tran Ngoc, Nguyen, Chinh Minh, Huong, Nguyen, & Duong, Tran Thuy (2018) Vietnamese Nursing Students' perspectives on learning environments: a cross-sectional benchmark study informing future initiatives. In Proceedings of the Nursing Education Research Conference 2018. Sigma Theta Tau International, United States of America.

Ramsbotham, Joanne, Theobald, Karen, & Alexander, Heather (2017) 'I Didn’t Know it was That Serious': Students as Partners - Perspectives on Academic Integrity and Awareness Raising Resources. In Annual International Society for the Scholarship of Teaching and Learning (ISSOTL) Conference, 2017-10-11 - 2017-10-14, Calgary, Canada, CAN.

Theobald, Karen & Ramsbotham, Joanne (2017) Remapping Learning Experiences: Changing Pedagogy to Embed Clinical Reasoning and Improve Capability to 'Think Like a Nurse'. In Annual International Society for the Scholarship of Teaching and Learning (ISSOTL) Conference, 2017-10-11 - 2017-10-14, Calgary, Canada, CAN.

Dinh, Ha Thi Thuy, Bonner, Ann, Ramsbotham, Joanne, & Clark, Robyn (2016) Training Vietnamese cardiac nurses about heart failure self-management and teach-back: A pilot study. In Australasian Cardiovascular Nursing College Annual Conference, 2016-03-04 - 2016-03-05. (Unpublished)

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Hines, Sonia, Ramsbotham, Joanne, & Coyer, Fiona (2016) Interventions for improving the research literacy of nurses: A systematic review. JBI Database of Systematic Reviews and Implementation Reports, 14(2), pp. 256-294.

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Mitchell, Amy, Fraser, Jennifer, Morawska, Alina, Ramsbotham, Joanne, & Yates, Patsy (2016) Parenting and childhood atopic dermatitis: A cross-sectional study of relationships between parenting behaviour, skin care management, and disease severity in young children. International Journal of Nursing Studies, 64, pp. 72-85.

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Dinh, Thi Thuy Ha, Bonner, Ann, Clark, Robyn, Ramsbotham, Joanne, & Hines, Sonia (2016) The effectiveness of the teach-back method on adherence and self-management in health education for people with chronic disease: a systematic review. JBI Database of Systematic Reviews and Implementation Reports, 14(1), pp. 210-247.

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Mitchell, Amy, Fraser, Jennifer, Ramsbotham, Joanne, Morawska, Alina, & Yates, Patsy (2015) Childhood atopic dermatitis: A cross-sectional study of relationships between child and parent factors, atopic dermatitis management, and disease severity. International Journal of Nursing Studies, 52(1), pp. 216-228.

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Hines, Sonia, Ramsbotham, Joanne, & Coyer, Fiona (2015) Effectiveness of Educational Interventions on the Research Literacy of Post-Registration Nurses: A Systematic Review. In 26th International Nursing Research Congress 2015 Conference Proceedings. Sigma Theta Tau International, Indianapolis, IN, pp. 582-584.

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Dam, Ngoc Minh, McCarthy, Alexandra, & Ramsbotham, Joanne (2015) Nursing fever management in adult oncology patients: A literature review. Australian Journal of Cancer Nursing, 16(2), pp. 12-17.

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Hines, Sonia, Ramsbotham, Joanne, & Coyer, Fiona (2015) The effectiveness of interventions for improving the research literacy of nurses: A systematic review. Worldviews on Evidence-Based Nursing, 12(5), pp. 265-272.

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Dinh, Thi Thuy Ha, Bonner, Ann, Ramsbotham, Joanne, & Clark, Robyn (2015) A pilot education on heart failure self-management and introduction of the teach-back method to cardiac nurses in Vietnam. Vietnam Journal of Medicine and Pharmacy (Khoa Hoc va Doi Song), 8(2), pp. 1-11.

Ramsbotham, Joanne (2014) Ears. In Lewis, P & Foley, D (Eds.) Weber and Kelley's Health Assessment in Nursing, 2nd Australian and New Zealand edition. Lippincott Williams & Wilkins, United States of America, pp. 305-323.

Hines, Sonia, Ramsbotham, Joanne, & Coyer, Fiona (2014) Effectiveness of educational interventions on the research literacy of post-registration nurses: A systematic review protocol. JBI Database of Systematic Reviews and Implementation Reports, 12(9), pp. 90-101.

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Wright-St Clair, Valerie, Reid, Duncan, & Shaw, Susan (2014) Evidence-based health practice. Oxford University Press, Australia.

Came, Heather & Ramsbotham, Joanne (2014) Health Promotion. In Reid, D, Shaw, S, Ramsbotham, J, & Wright-St Clair, V (Eds.) Evidence-based health practice. Oxford University Press, Australia, pp. 371-386.

Ramsbotham, Joanne (2014) Linking research and practice. In Reid, D, Shaw, S, Ramsbotham, J, & Wright-St Clair, V (Eds.) Evidence-based health practice. Oxford University Press, Australia, pp. 226-237.

Ramsbotham, Joanne (2011) Theory for Midwifery Practice [Book Review]. Research and Theory for Nursing Practice, 25(3), pp. 227-228.

Anderson, Debra, Gardner, Glenn E, Ramsbotham, Joanne, & Tones, Megan (2009) E-portfolios: developing nurse practitioner competence and capability. Australian Journal of Advanced Nursing, 26(4), pp. 70-76.

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Ramsbotham, Joanne (2009) The development and evaluation of an innovative nursing practice model to improve undergraduate nursing students' competence in paediatric physical assessment. PhD thesis, Queensland University of Technology.

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Ramsbotham, Joanne, Young, Jeanine, Gore, Rosemary Anne, & Goreman, Barbara (2008) Infant wrapping as an evidence-based strategy to encourage settling and the utilisation of the supine sleep position. In Sudden Infant Death Syndrome (SIDS) 10th International Conference, 2008-06-23 - 2008-06-26. (Unpublished)

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Coyer, Fiona & Ramsbotham, Joanne (2006) Respiratory health breakdown. In Daly, J, Chang, E, & Elliott, D (Eds.) Pathophysiology Applied to Nursing. Elsevier, Sydney, N.S.W, pp. 138-168.

Young, J., Yunus, J, Da Silva, M, Melville, D, Batch, J, & Ramsbotham, Joanne (2006) Safe perioperative fasting : implementation of evidence based guidelines and an 'at risk' checklist. Journal of Gastroenterology and Hepatology, 21(s4), A350-A350.

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