Julie Reis

Scopus Publications

Identifying higher education research priorities at a regional Australian university: a modified-Delphi study
Dara Tafazoli, Charlotte E. Rees, Susan Ledger, Liam Phelan, Tegan Bradley, Kathleen Butler, Bonnie McBain, Julie Reis, Jude Weidenhofer, Tamara Young
Australian Educational Researcher, 2026
Setting priorities is crucial for optimising research in resource-constrained environments, so we identify higher education (HE) research priorities at one regional Australian university. Employing constructivism, we conducted a three-round modified-Delphi with an expert panel (n = 64) using online questionnaires. Analysis included descriptive statistics (quantitative items), and content/theme analysis (qualitative). We collected 37 panellist-identified priorities (Round 1): the top three were AI in HE, how best to teach innovatively, and equity in HE. Across all three rounds, 48 priorities were considered with 31 achieving high importance and consensus: the top three were student engagement, how to teach creative/critical thinking skills, and how technology impacts HE. Key rationales underlying panellists’ priorities were conducting research to improve student learning, workforce preparedness, and aligning with institutional values. Findings align partly with international priority-setting exercises, but also reveal novel insights specific to the regional context. Although institution-specific, findings offer broader relevance and a replicable methodology for other HE institutions identifying research priorities.
Absenteeism among undergraduate nursing students: a scoping review
Eleni Kata, Seema Reddy, Rukshana Nisha, Julie Reis, Komal Kant, Michelle Stubbs, Ana Conikeli, Atelaite Kateni, Laisa Yavita, Lavenia Raiwalui, Luse Sivo, Matelita Drokaasaqa Ravai, Mereseini Kamunaga, Natasha Ali, Nikhat Shagufta Naaz, Radhika Sami, Rajesh Chandra, Shobhna Mala, Suraki Tavaita, Vilimaina Takayawa, Vilimaina Drugu, Ritin Fernandez
Nurse Education Today, 2026
BACKGROUND: Absenteeism among nursing students in classroom and clinical settings presents ongoing challenges to academic performance, clinical competency, and program completion. Understanding its causes, impacts and mitigation strategies is critical for improving student outcomes. AIM: To map the existing literature on absenteeism among undergraduate nursing students. The objectives were (1) to identify the factors contributing to absenteeism; (2) to examine the academic, clinical, and professional impacts of absenteeism; and (3) to explore strategies used to address this issue. DESIGN: Scoping review. METHODS: A comprehensive literature search was conducted in four major databases, including MEDLINE (Ovid), CINAHL (EBSCO), EMBASE, PsycINFO (Ovid) and also in Google Scholar. Keywords included "nursing students," "absenteeism," "classroom attendance," and "clinical placement". Studies published in English between 2000 and 2024 were included. Titles, abstracts, and full texts were screened, and relevant studies were analysed using content analysis, consistent with JBI guidance for scoping reviews. Findings were subsequently mapped and categorised into three overarching domains: contributing factors, impacts, and strategies to address absenteeism. RESULTS: Twenty-six studies were included. Absenteeism in classroom and clinical settings reflected four broad factors: teaching and academic factors, personal and health factors, logistical and institutional factors, and social and cultural factors. Impacts of absenteeism included reduced academic performance, delayed progression, and diminished clinical competency and skill development. Strategies to mitigate absenteeism were categorised into five domains: academic and curriculum support, student engagement and motivation, student wellbeing and support services, governance and policy enforcement, and community, clinical, and collaborative engagement. CONCLUSION: Absenteeism in nursing education is multifaceted and has an adverse impact on both academic and clinical outcomes. Addressing this issue requires a holistic, multi-level approach that combines academic support, student engagement, institutional governance, and collaborative partnerships. Further research is needed to evaluate the effectiveness of these strategies.
Articulating Grief: Arts-Based Therapy as a Pathway to Resilience in Nursing Practice
Michelle Stubbs, Minah Gaviola, Carla Sunner, Julie Reis
International Journal of Mental Health Nursing, 2026
Grief and bereavement are profound yet underexplored aspects of nursing practice within residential aged care facilities. Registered nurses who work in these settings often form close emotional bonds with residents, making repeated exposure to death deeply impactful. This study aimed to depict the grief, loss, and bereavement experiences of registered nurses in aged care through an arts‐based qualitative approach. Nine nurses participated in a one‐hour creative session involving drawing or painting to express their experiences of grief and loss. The artworks and accompanying narratives were analysed using a combined deductive and inductive approach guided by Guillemin's adaptation of Rose's critical visual methodology framework. Three key themes emerged: (i) symbolic use of colour, where colours conveyed emotions such as grief, peace, and transformation; (ii) elements of transformation, with imagery evolving from depictions of death and turmoil to representations of acceptance and renewal; and (iii) meaningful motifs, where symbols such as butterflies, birds, and domes represented peace, connection, and spirituality. Collectively, the artworks illustrated how grief, while painful, can evolve into acceptance and peace through creative expression. This study demonstrates the capacity of arts‐based methods to reveal the emotional complexity of grief among aged care nurses, highlighting symbolism and colour as powerful tools for emotional understanding. Integrating creative approaches into professional development and emotional support initiatives may enhance wellbeing, reduce burnout, and improve retention. Further research should explore the long‐term emotional effects of grief and the therapeutic potential of structured creative interventions in nursing practice.
Nurses as public educators: A scoping review of literature on misinformation mitigation
Michelle Stubbs, Kim van Wissen, Denise Blanchard, Julie Reis
Teaching and Learning in Nursing, 2026
• Nurses are trusted clinicians but lack clear, evidence-informed guidance on misinformation. • This review introduces emotional-cognitive labour and synthesises 5 key practice themes. • Findings inform education, policy and digital professionalism to strengthen nurses response. Health misinformation presents an ongoing challenge for healthcare systems, undermining public trust, contributing to preventable harm, and complicating clinical decision making. Nurses, as the largest and most trusted segment of the health workforce, play an important role in supporting the public to navigate inaccurate or misleading health information. Despite this potential, the opinions and perspectives of the nursing profession regarding their responsibilities and strategies in addressing misinformation have not been comprehensively mapped. To examine perspectives and recommendations within discussion, editorial, and opinion literature on nurses' roles in reducing health misinformation among the public. A scoping review. The review followed the JBI scoping review methodology and PRISMA ScR reporting guidelines. Searches were undertaken in CINAHL, Scopus, Ovid Emcare, MEDLINE, and ProQuest. The search period ranged from October 2024 to April 2025. Publications were screened for relevance to nursing responsibilities, strategies, and challenges in addressing health misinformation. Thematic analysis was used to synthesise concepts across the included papers. Thirteen publications met the inclusion criteria. Five key themes were identified:1. Advocacy for evidence based practice – emphasising the nurse's role in promoting credible information and modelling evidence informed decision making.2. Education and communication strategies – highlighting the importance of clear, accessible, and tailored communication to support public understanding.3. Professional and ethical responsibilities – outlining obligations related to professional standards, patient safety, and accountability when responding to misinformation.4. Empathy and critical thinking – recognising the need to balance compassionate dialogue with analytical appraisal of information sources.5. Social media engagement and leadership – describing opportunities for nurses to act as visible, authoritative voices on digital platforms.Across these themes, a central cross cutting concept emerged: emotional–cognitive labour, defined as the ongoing balance of empathy and evidence required when navigating conversations about misinformation. Nurses are well positioned to counter health misinformation due to their accessibility, professional trust, and communication expertise. However, to respond effectively and confidently, they require organisational support, robust policy frameworks, and targeted education in communication skills, digital professionalism, and critical appraisal. Strengthening these supports will enable nurses to fulfil their potential as leaders in addressing misinformation and promoting informed health decision making.
Digital reflective practice among new graduate nurses – A scoping review
Elizabeth Bembridge, Gary Crowfoot, Rhonda Wilson, Julie Reis
Nurse Education Today, 2025
OBJECTIVE: To scope the literature exploring the use of digital reflective practice for the professional development and wellbeing of new graduate registered nurses. BACKGROUND: There is a growing interest in the integration of digital technologies in nursing education and practice. Digital technology encompasses electronic tools, devices, systems, and resources used by organisations for data processing, storage, monitoring, and information dissemination. Digital reflective practice has the potential to improve new graduate registered nurse well-being and professional development through real-time feedback, personalised learning experiences, and collaborative reflection opportunities. DESIGN: A scoping review was conducted in accordance with the methodology outlined by Peters et al. (2020). The CINAHL, PubMed, Medline and PsychINFO databases were searched. Reference lists of included articles were hand searched to identify additional articles. A google scholar search was also conducted. METHODS: Database searches between 2008 and March 2024 yielded 29 articles. Six duplicates were removed. The studies were screened in title and abstract with 10 studies excluded for not meeting eligibility criteria. A further six were excluded following full text review with the five remaining studies included in the review. The Mixed Methods Appraisal Tool (MMAT) was used to appraise articles. Data was extracted in a table and analysed thematically. RESULTS: Five studies were identified from four countries using a mix of quantitative and qualitative methodologies. The digital platforms used included video recording, instant messaging, digital journals, and WhatsApp groups. The digital platforms were heterogenous in duration and locations. CONCLUSION: Digital reflective practice appears to support knowledge sharing and the overall wellbeing of new graduate nurses. Digital reflective practice can contribute to a community of practice that offers opportunities for collaborative learning and shared experiences. However, a paucity of research exists concerning how digital reflective practice affects new graduate registered nurse's professional development and well-being. Further, there is not a specific tool that supports digital reflective practice for new graduates. The development and use of digital reflective practice tools for new graduate nurses needs investment and research.
The experience of transition from student nurse to registered nurse among newly graduated nurses in the paediatric setting: An integrative literature review
Wafaa Asseiri, Julie Reis, Mieko Omura, Alison Hutton
Nurse Education in Practice, 2025
AIM: This integrative review explores the transition to practice experiences of graduate nurses working in either acute or non-acute paediatric settings across different countries. BACKGROUND: Graduate nurses frequently experience feelings of inadequacy, uncertainty, increased accountability, and workload pressures during their transition, particularly in paediatric settings. However, research specifically examining their experiences in paediatric healthcare is limited, with most studies focusing on broader nursing contexts. This highlights a gap in understanding the unique challenges graduate nurses face in paediatric nursing. DESIGN: Integrative literature review. METHOD: The review commenced in January 2023 and was updated in October 2023. Data were collected from Medline, Embase, CINAHL, PsycINFO, and Scopus using search terms such as "new* graduate* nurse* " AND "experience" AND "transition to practice" OR "work readiness" AND "p?ediatric setting* ". Inclusion criteria focused on primary studies published after 2000 that examined the transition experiences of graduate nurses in paediatric settings. Nine studies meeting these criteria were assessed using the Mixed Methods Appraisal Tool. RESULTS: From 2954 articles, nine met the inclusion criteria. Most studies were qualitative (n = 8), with one using mixed methods. Thematic analysis identified three key themes: transition experience, challenges faced by graduate nurses, and supportive factors during transition. CONCLUSIONS: This review highlights the unique challenges graduate nurses face in paediatric nursing and emphasises the need for targeted support post-qualification. The findings provide valuable insights for healthcare administrators to develop tailored strategies and interventions to improve graduate nurses' transitions, retention, and paediatric nursing practice in dynamic healthcare environments.
Effectiveness of pre-employment assessments in improving worker health in the meat processing industry: a scoping review
Bree Renfrew, Julie Reis, Alison Hutton, Michelle Stubbs
Journal of Public Health Germany, 2025
Objective This scoping review aimed to investigate the potential impact of pre-employment assessments (PEAs) on worker and community health outcomes in the Australian meat processing industry. Methods A systematic search was conducted across EBSCO, ProQuest, Scopus, and Ovid (MEDLINE) databases. Peer-reviewed articles written in English focusing on PEAs or similar assessments in the meat processing industry were included. The review followed the Joanna Briggs Institute (JBI) framework for scoping reviews. Results Five articles met the eligibility criteria. Themes emerging from included studies included (1) challenges to adoption and effectiveness, (2) health checks in other countries, (3) assessment tools and methodologies, (4) barriers to effective health and safety practices, (5) injury rates and risk factors, (6) effectiveness of occupational health interventions, (7) historical and contextual, (8) sampling and data limitations, (9) global perspectives and variations, and (10) impact on worker and community health. Conclusion While direct evidence for PEAs in the Australian meat processing industry is limited, the potential benefits for worker and community health are promising. Future research should evaluate the effectiveness of different PEA methods, establish causal links between PEAs and improved health outcomes, and address implementation challenges specific to the Australian context. By addressing these research gaps, PEAs may play a crucial role in promoting a healthier workforce and improving community health outcomes in this high-risk industry.
Experiences of grief and loss among registered nurses in residential aged care facilities: A qualitative descriptive study
Michelle Stubbs, Carla Sunner, Minah Gaviola, Tosin Popoola, Julie Reis
Death Studies, 2025
Registered nurses working in residential aged care facilities frequently encounter dying and death. While caring for the dying is part of their role, RNs are at risk of experiencing unexpressed grief and loss, which can have negative physical and emotional effects. Individual experiences of grief and loss in registered nurses working residential aged care facilities are underexplored. This qualitative descriptive study explores how registered nurses in residential aged care facilities characterize their experience of grief and loss. Semi structured face-to face interviews were conducted with nine registered nurses from two residential aged care facilities in New South Wales, Australia. Data were analyzed using an inductive thematic approach. Four themes were identified: (1) evolution of emotion; (2) wellbeing and resilience; (3) challenges; (4) solutions. While participants expressed resilience and coping strategies, there is a need for a structured organizational approach to support RNs, particularly new graduate registered nurses in managing grief and loss.
Introducing new nurse leadership roles through an educational framework to protect the planet and human health
Janet Roden, Victoria Pitt, Anna Anaker, Teresa Lewis, Julie Reis, Amanda Johnson
Contemporary Nurse, 2025
AIMS AND OBJECTIVES This discussion paper proposes four new nursing leadership roles to address planetary health challenges. BACKGROUND Nurses are essential in reducing healthcare's greenhouse emissions. The Planetary Health Education Framework (PHEF) supports integrating planetary health concepts into sustainable healthcare practice. Nurse educators with planetary health expertise should teach the PHEF, while nurse climate advocates promote it to health professionals, with nurse-led planetary health researchers undertaking climate-change research and Planetary Health Nurse Practitioners practicing sustainable healthcare. DESIGN Discussion paper. DATA SOURCES A PICO framework was used to identify relevant articles: In nursing (P) should new roles be introduced (I) compared to no new roles (C) to understand climate change impacts on both nursing and planetary health (O). DISCUSSION Barriers to sustainable healthcare include denial, group-think, and ignorance. National and International organisation enablers highlight the importance of climate change in nurse education. The Australian College of Nursing recommends government funding for nurse-led planetary health research. CONCLUSION Educators should focus on curricula development, nurse climate advocates on education and policy, researchers on supporting planetary health research, and PHNPs on climate justice, environmental protection, and emissions reduction.
Experiences of nurse preceptors in a continuity-aligned dedicated education unit
Michelle Anne Stubbs, Bethany Porteous, Julie Reis, Mary Kelly, Colleen Vandy, Julie Anne Olaisen, Melsina Makaza, Lyndall Mollart, Noriko Koizumi, Kim Volegoff, Jane Martin, Marlen Orsina, Elizabeth Bembridge, Danielle Noble, Gary Crowfoot
Contemporary Nurse, 2025
BACKGROUND A continuity-aligned dedicated education unit is a novel professional experience model focused on teaching and learning in clinical environments. Students complete repeat placements within a clinical ward designed to support student learning. Evidence reports high student and preceptor satisfaction within dedicated education units. However, information concerning nurse preceptor experiences within a continuity-aligned dedicated education unit have not been explored. AIMS To explore the experiences of nurse preceptors who mentor students in a continuity-aligned dedicated education unit at the commencement of the initial four weeks of professional experience placement. DESIGN Qualitative descriptive study. METHODS Registered nurses (n = 8) employed for >6 months with a minimum of 12 months' experience working within the clinical ward participated in group or individual 30-minute recorded interviews. The interviews were conducted face-to-face or via Zoom. All recordings were transcribed verbatim. Data analysis was undertaken using inductive thematic analysis. RESULTS/FINDINGS Participants had a median (Q1, Q3) age of 44 (25, 36) years. Four themes emerged: (i) preceptorship is a multifaceted role, (ii) precepting is important and positive, (iii) continuity-aligned dedicated education unit model brings hope, and (iv) endorsed model. CONCLUSION Preceptors perceive the continuity-aligned dedicated education unit as beneficial for students' learning and their professional development. However, the model can be impacted by occasional staffing challenges. Further studies are required to explore the long-term impact of continuity-aligned dedicated education units on both student nurses and nurse preceptors. IMPACT STATEMENT A Continuity-Aligned Dedicated Education Unit (CADEU) model appears to be an innovative approach to support preceptorship of nursing students on professional experience placement. The CADEU model leads to enhanced placement experiences for students and nurse preceptors with reported improvements in support, teamwork, confidence, workforce readiness.
Encouraging Meaningful Student Feedback in Nursing Education
Julie Reis, Gary Crowfoot, Michelle Stubbs
Nurse Educator, 2024
The feasibility and impact of a brief behavioural intervention for anxiety in later life: perceptions of general practice nurses
Julie Reis, Sharon Hills, Tracy Robinson, Danny Hills
Contemporary Nurse, 2024
The use of humour in nursing education: An integrative review of research literature
Gunilla Haydon, Julie Reis, Lynette Bowen
Nurse Education Today, 2023
Gender, generational groups and leadership
Julie Reis, Denise Blanchard
Clinical Leadership in Nursing and Healthcare, 2022
The impact of suicide prevention education programmes for nursing students: A systematic review
Monika Ferguson, Julie Reis, Lyn Rabbetts, Tara McCracken, Mark Loughhead, Kate Rhodes, Dianne Wepa, Nicholas Procter
International Journal of Mental Health Nursing, 2020
Food, Nutrition and Older People Living in Rural Communities
Julie Reis, Judy Nagy
Odysseys of Plates and Palates Food Society and Sociality, 2019
The effectiveness of suicide prevention education programs for nurses: A Systematic Review
Monika S. Ferguson, Julie A. Reis, Lyn Rabbetts, Heather-Jean Ashby, Miriam Bayes, Tara McCracken, Christine Ross, Nicholas G. Procter
Crisis, 2018
A cultural economy study of beef as a commodity: A preliminary analysis from Central Queensland
Julie Reis, Geoffrey Lawrence, Stewart Lockie
Rural Society, 2001

Julie Reis

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