Director, Clinical Practice, Faculty of Health
Jan Forber has a Bachelor of Science (Biochemistry) and a Masters of Clinical Life Sciences degrees and is a lecturer in medical-surgical nursing. Following completion of her general nursing qualification Jan gained clinical experience in a range of acute settings including emergency, intensive care and major trauma. A move into infection prevention and control enhanced a growing interest in education and Jan took up a full time role in tertiary education at Kings College, London contributing to pre-and post registration programs.
Following relocation to Sydney in 2001 Jan worked as Clinical Nurse Consultant in infection prevention and control before returning to education at UTS in 2007. Since then, she has been involved in teaching on undergraduate programs with a focus in acute care nursing, clinical practice and infection prevention and control. Her areas of research interest are in patient safety, simulation as a teaching medium and the provision of clinical experience in undergraduate programs. Jan is currently the Academic Clinical Advisor in the Faculty.
Network of clinical coordinators
Adult Medical-surgical and acute care nursing - undergraduate
Infection prevention and control
Patient safety, simulation as a teaching medium and the provision of clinical experience in undergraduate programs.
Rochester, S.F., Kelly, M.A., Disler, R.T., White, H.L., Forber, J. & Matiuk, S. 2012, 'Providing simulation experiences for large cohorts of 1st year nursing students: Evaluating quality and impact', Collegian, vol. 19, no. 3, pp. 117-124.
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To provide each student within a large cohort the opportunity to participate in a small group simulation that meets recognised quality indicators is a challenge for Bachelor of Nursing programmes in Australia. This paper, as part of a larger longitudinal study, describes one approach used to manage a simulation for 375 1st year nursing students and to report on the quality of the experience from the student's perspective. To ensure quality was maintained within the large cohort, aspects of the simulation were assessed against the following indicators: alignment with curriculum pedagogy and goals; preparation of students and staff; fidelity; and debriefing. Data obtained from a student focus group were analysed in the context of the quality indicators. The following themes emerged from the data: knowing what to expect; assuming roles for the simulation; authenticity and thinking on your feet; feeling the RN role; and, preparation for clinical practice. This paper demonstrates it is possible to provide students in large cohorts with active participatory roles in simulations whilst maintaining quality indicators.
Kelly, M.A., Forber, J., Conlon, L.S., Stasa, H., Roche, M.A. 2010, 'Empowering the RNs of tomorrow: pre and post simulation analysis of clinical skill parameters related to deteriorating patients', SimTecT Health, Melbourne, August 2010.
Final year Bachelor of Nursing students in an adult medical surgical subject engaged in a deteriorating patient simulation encounter. Local Ethics Review Committee approval was obtained for the study. Sixty two students agreed to participate in the study and completed consent and confidentiality forms. A pre-simulation survey consisting of ten questions, with a 4 point Likert scale response was completed immediately prior to the activity. Students participated either actively in predetermined roles or as observers with structured questions to address and discuss during the debriefing. A post-simulation survey, of identical questions, was completed immediately after the simulation encounter.