Dr Joanne Gray
Associate Dean (Teaching and Learning), Faculty of Health
BHlthSc (RMIHE), GradCertHEdTeaching&Learning(UTS), GradDipWomens Studies (Deakin), MNurs (Flinders ), PhD
Joanne is currently the Associate Dean for Teaching and Learning in the Faculty of Nursing, Midwifery and Health at the University of Technology Sydney. Joanne is a registered nurse and midwife and has been involved in midwifery and nursing education in the tertiary sector for many years. She has worked as a midwife in both rural and metropolitan New South Wales.
Joanne has played a key role in the development and implementation of midwifery curricula over many years, including the first distance education midwifery program for registered nurses (Charles Sturt University, 1990) and the first Bachelor of Midwifery to be offered in NSW (UTS, 2005).
Joanne is a member of the Australian College of Midwives and is the current President of the NSW Branch. Joanne teaches in the midwifery programs within the Faculty and also supervises higher degree research students in the areas of midwifery workforce, midwifery education and simulation in midwifery.
In 2010, Joanne was part of the midwifery teaching team that was awarded a highly commended outcome for the UTS Learning and Teaching Awards for 2009. Joanne has been successful in gaining a number of learning and teaching grants to explore authentic assessment practices, the impact of clinical practice laboratory design on student learning, the use of simulation in midwifery education and the development of podcasts for use in teaching. Joanne is currently involved in an Australian Learning and Teaching Council (ALTC) project that focuses on mentoring for early career academics.
President, Australian College of Midwives, NSW Branch
Member, Australian College of Midwives (ACM)
Member, Midwifery accreditation committee, Australian Nursing and Midwifery Accreditation Council (ANMAC), Australian College of Midwives representative
Midwifery - undergraduate / postgraduate
Higher degrees supervision
Simulation in midwifery and nursing education
Teaching and learning
Research supervision: Yes
The Illustrated Dictionary of Midwifery is an adaptation of the popular UK dictionary, of the same name, for Australian and New Zealand student and practicing midwives. This highly illustrated dictionary contains approximately 4,000 midwifery terms and abbreviations. The Australian authors have further developed the dictionaryÔ++s women-centred care approach and updated the evidence throughout.
Gray, J.E. & Smith, R.M. 2008, Midwifery essentials, Churchill Livingstone, Sydney, Australia.
Dignam, D.M., Duffield, C.M., Stasa, H., Gray, J.E., Jackson, D.E. & Daly, J. 2012, 'Management and leadership in nursing: an Australian educational perspective', Journal of Nursing Management, vol. 20, no. 1, pp. 65-71.
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Aim: In this article, we present an Australian perspective on issues influencing management and leadership education in nursing. Background: Nurse leaders and managers work in a context of high pressure, uncertainty and rapid change, and face unprecedented challenges on a daily basis. Evaluation and Key Issues: In the present paper, we reflect on the issues and challenges facing providers of management education for nursing, and consider these challenges in relationship to current trends and imperatives. Conclusions: Collaborative approaches between educational and clinical settings are needed to ensure quality, relevant educational support for managers and leaders, and enhance curriculum integrity. Implications for Nursing Management: There is a need for contemporaneous and relevant research to inform innovative models of collaborative education.
Gray, J.E., Leap, N., Sheehy, A.D. & Homer, C.S. 2012, 'The 'follow-through' experience in three-year Bachelor of Midwifery programs in Australia: A survey of students', Nurse Education in Practice, vol. 12, pp. 258-263.
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The follow-through experience in Australian midwifery education is a strategy that requires midwifery students to follow a number of women through pregnancy, labour and birth and into the parenting period. The experience was introduced by the Australian College of Midwives as part of national standards for the three-year Bachelor of Midwifery programs. Anecdotally, the introduction caused considerable debate. A criticism was that these experiences were incorporated with little evidence of their value. An online survey was undertaken to explore the follow-through experience from the perspectives of current and former students. There were 101 respondents, 93 current students with eight recent graduates. Participants were positive about developing relationships with women. They also identified aspects of the follow-through experience that were challenging. Support to assist with the experience was often lacking and the documentation required varied. Despite these difficulties, 75% felt it should be mandatory as it facilitated positive learning experiences. The follow-through experience ensured that students were exposed to midwifery continuity of care. The development of relationships with women was an important aspect of learning. Despite these challenges, there were significant learning opportunities. Future work and research needs to ensure than an integrated approach is taken to enhance learning.
Smith, R.M., Gray, J.E., Raymond, J.E., Catling-Paull, C. & Homer, C.S. 2012, 'Simulated Learning Activities: Improving Midwifery Students' Understanding of Reflective Practice', Clinical Simulation in Nursing, vol. 8, no. 9, pp. 451-457.
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Graduate Diploma in Midwifery students at an Australian university poorly evaluated a compulsory theoretical subject (unit of study) titled Becoming a Reflective Practitioner over several years. Method: Authentic practice-based simulated scenarios were introduced to improve student learning and as an innovative approach to teaching reflective practice. The introduction was evaluated using student feedback surveys, pre- and post simulation knowledge questionnaires, and 6-week retention-of-knowledge questionnaires. Students reported improved levels of satisfaction, greater earning, and increasing knowledge in the simulated practice area. The students rated the scenarios as useful in increasing reflective practice, but this was secondary to skill acquisition. Simulated activities may prove useful in developing reflective practice, but further investigation is required to examine how to shift the focus from clinical skill acquisition to reflective practice.
Hammond, A.D., Gray, J.E., Smith, R.M., Fenwick, J.H. & Homer, C.S. 2011, 'Same ... Same But Different: Expectations Of Graduates From Two Midwifery Education Courses In Australia', Journal Of Clinical Nursing, vol. 20, no. 15-16, pp. 2315-2324.
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Aims and objectives. To identify the expectations and workforce intentions of new graduate midwives from two different preregistration educational courses at one Australian university. Background. In Australia there are two different educational pathways to midwifery qualification, one offered for registered nurses, commonly at a postgraduate level and the other for non-nurses, at an undergraduate level. The knowledge about midwifery graduates in general is reasonably limited and there is no specific research that examines the similarities and differences between graduates from the two different courses. Design. A cross-sectional design was used. Method. Data were collected by questionnaire from both undergraduate and postgraduate midwifery graduates in 2007 and 2008 at one Australian university. Data were analysed using descriptive statistics. Results. Almost all the graduates from the two different pre-registration courses intended to enter the midwifery workforce with both groups rating the factors that influenced this decision similarly. There were, however, significant differences in graduates age and their intention to work part time. Their views of their ideal roles and subsequent uptake into formal new graduate transition programmes differed. Graduates from the two courses also reported philosophical differences regarding their concepts of job satisfaction and ways their jobs could be improved.
Smith, R.M. & Gray, J.E. 2009, 'Integrating point-of-care technology into the midwifery curricula', Studies in Health Technology and Informatics, vol. 143, pp. 55-61.
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At the University of Technology, Sydney (UTS), Australia, a pilot study was conducted to introduce and integrate mobile point-of-care technologies into the clinical laboratory experiences of students in the Bachelor of Midwifery program. The pilot study was a collaborative project between Intel Healthcare and the Faculty of Nursing Midwifery and Health at UTS and was conducted using Intel's mobile clinical assistants (MCA). Through role playing, students were exposed to a number of case scenarios drawn from authentic midwifery practice. The MCA was used to gain information such as test results, clinical practice protocols, and best evidence guidelines. The students were expected to discuss the information with the woman. Following the activity, students completed an online survey to identify the impact of the MCA on the role-playing situations. They also participated in a focus group where they could discuss the use of the point-of-care technology in relation to preparation for practice. Results from these evaluations indicated that the students were positive about using the MCA in simulation sessions and they also considered that this technology would be helpful in their practice. It is hoped that the use of such point-of-care technology will be integrated across the Faculty's pre-registration midwifery and nursing programs to provide students with access to the most recent information technology innovations in health care.
Smith, R.M., Gray, J.E. 2009, 'Integrating point-of-care technology into the midwifery curricula', Information Technology and Communications in Health, Victoria BC, Canada, February 2009 in Integrating point-of-care technology into the midwifery curricula, ed McDaniel, J.G;, IOS Press, The Netherlands, pp. 55-61.