Mrs Charmaine Bonus

RN, BN UWS DipNursing MN UTS HDR (MEd) Candidate USYD
Associate Lecturer - Clinical Education Specialist

M02A - 88 Mallett Street - Building A
The University of Sydney

Telephone +61 8890 3703

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Biographical details

Charmaine Bonus is a registered nurse with post-registration experience primarily in critical care. She is still working within the post-anaesthetic recovery unit specialty area in order to maintain clinical currency. Her nursing experience spans across the areas of neurosurgery, urology, paediatrics, cardiovascular, general surgical/medical, gynaecology, orthopaedics, CCL, ICU/HDU, maternity, and operating theatres.

Charmaine completed her Bachelor of Nursing degree at Western Sydney University with the assistance of the UWS Smart Start Scholarship. She then went on to complete her postgraduate studies through the University of Technology Sydney, completing a postgraduate diploma of nursing, with a sub-major in recovery and anaesthetics. In early 2012, she graduated with a master's degree in nursing, majoring in clinical education. In order to gain the experience that coupled with her master's degree major, Charmaine has worked as a clinical facilitator for WSU, as well as for UTS, providing guidance in the application of clinical skills in accordance with university and facility protocols.

Since 2013, Charmaine has worked with Sydney Nursing School in a primarily teaching focused capacity for the pre-registration courses. She is also currently a Master of Education candidate, completing a thesis on situated learning aspects for pre-registration nursing education with the Faculty of Education and Social Work.

Research interests

  • Creative teaching strategies in nursing education
  • Innovations in teaching that lead to deeper learning
  • The student learning experience from informed teaching
  • Demographic diversity in the nursing student cohort
  • Clinical supervision for nurses
  • The role of modern media in clinical education
  • Future directions of tertiary nursing education

Teaching and supervision

Charmaine currently teaches nursing at the pre-registration level, consisting of undergraduate, postgraduate and combined degree students. She values highly continuous education and learning in life, and is eager to develop as an academic in both areas of teaching and research.

Thesis work

Thesis title: The pedagogical value of situated learning environment: delivery of a University nursing degree within a health precinct

Supervisors: Fran WAUGH , Jennifer HARDY

Thesis abstract:

This research was undertaken to explore the pedagogical value of a situated learning environment for the delivery of a pre-registration nursing degree from within a teaching hospital, and the wider health precinct. For the purpose of this study, pedagogical value will be defined as being conducive to meaningful engagement of learners (Horsfall, Cleary, & Hunt, 2012). In 2016, the nursing school of a large teaching university in Sydney, New South Wales, Australia introduced a new model of pedagogical practice. – For the duration of their pre-registration degree, a cohort of Graduate Entry (GE) students was situated within a Local Health District (LHD), namely the major teaching hospital. Eight students participated in this study. The epistemology of constructivism was used with the theoretical perspective of social constructionism (Crotty, 1998). Four qualitative data collection methods were conducted - photo elicitation (photographs), photo feedback (analytical, reflective captioning) (collectively, ‘Visual Participatory Methods’ or, ‘VPM), a focus group and follow-up semi-structured interviews 3C456E644E6F74653E3C436974653E3C417574686F723E4861727065723C2F417574686F723E3C596561723E323030323C2F596561723E3C5265634E756D3E33333C2F5265634E756D3E3C446973706C6179546578743E284372657377656C6C2C20323031343B204861727065722C20323030323B2050726F737365722C2032303131293C2F446973706C6179546578743E3C7265636F72643E3C7265632D6E756D6265723E33333C2F7265632D6E756D6265723E3C666F726569676E2D6B6579733E3C6B6579206170703D22454E222064622D69643D2273646678617330736577303239396576747665787A65646B707632323076703573396573222074696D657374616D703D2231343735323834343139223E33333C2F6B65793E3C2F666F726569676E2D6B6579733E3C7265662D74797065206E616D653D224A6F75726E616C2041727469636C65223E31373C2F7265662D747970653E3C636F6E7472696275746F72733E3C617574686F72733E3C617574686F723E4861727065722C20442E3C2F617574686F723E3C2F617574686F72733E3C2F636F6E7472696275746F72733E3C7469746C65733E3C7469746C653E54616C6B696E672061626F75742070696374757265733A2041206361736520666F722070686F746F20656C696369746174696F6E3C2F7469746C653E3C7365636F6E646172792D7469746C653E56697375616C20537475646965733C2F7365636F6E646172792D7469746C653E3C2F7469746C65733E3C706572696F646963616C3E3C66756C6C2D7469746C653E56697375616C20537475646965733C2F66756C6C2D7469746C653E3C2F706572696F646963616C3E3C70616765733E31332D32363C2F70616765733E3C766F6C756D653E31373C2F766F6C756D653E3C6E756D6265723E313C2F6E756D6265723E3C64617465733E3C796561723E323030323C2F796561723E3C2F64617465733E3C75726C733E3C2F75726C733E3C2F7265636F72643E3C2F436974653E3C436974653E3C417574686F723E50726F737365723C2F417574686F723E3C596561723E323031313C2F596561723E3C5265634E756D3E33323C2F5265634E756D3E3C7265636F72643E3C7265632D6E756D6265723E33323C2F7265632D6E756D6265723E3C666F726569676E2D6B6579733E3C6B6579206170703D22454E222064622D69643D2273646678617330736577303239396576747665787A65646B707632323076703573396573222074696D657374616D703D2231343735323834333031223E33323C2F6B65793E3C2F666F726569676E2D6B6579733E3C7265662D74797065206E616D653D22426F6F6B2053656374696F6E223E353C2F7265662D747970653E3C636F6E7472696275746F72733E3C617574686F72733E3C617574686F723E50726F737365722C204A2E3C2F617574686F723E3C2F617574686F72733E3C7365636F6E646172792D617574686F72733E3C617574686F723E44656E7A696E2C204E2E204B2E3C2F617574686F723E3C617574686F723E4C696E636F6C6E2C20592E20532E3C2F617574686F723E3C2F7365636F6E646172792D617574686F72733E3C74657274696172792D617574686F72733E3C617574686F723E3437392D3439353C2F617574686F723E3C2F74657274696172792D617574686F72733E3C2F636F6E7472696275746F72733E3C7469746C65733E3C7469746C653E56697375616C206D6574686F646F6C6F67792E20546F776172642061206D6F726520736565696E6720617070726F6163683C2F7469746C653E3C7365636F6E646172792D7469746C653E54686520534147452068616E64626F6F6B206F66207175616C697461746976652072657365617263683C2F7365636F6E646172792D7469746C653E3C2F7469746C65733E3C73656374696F6E3E32393C2F73656374696F6E3E3C64617465733E3C796561723E323031313C2F796561723E3C2F64617465733E3C7075622D6C6F636174696F6E3E54686F7573616E64204F616B732C20432E412E3C2F7075622D6C6F636174696F6E3E3C7075626C69736865723E53414745205075626C69636174696F6E73204C74643C2F7075626C69736865723E3C75726C733E3C2F75726C733E3C2F7265636F72643E3C2F436974653E3C436974653E3C417574686F723E4372657377656C6C3C2F417574686F723E3C596561723E323031343C2F596561723E3C5265634E756D3E32303C2F5265634E756D3E3C7265636F72643E3C7265632D6E756D6265723E32303C2F7265632D6E756D6265723E3C666F726569676E2D6B6579733E3C6B6579206170703D22454E222064622D69643D2273646678617330736577303239396576747665787A65646B707632323076703573396573222074696D657374616D703D2231343732323636393936223E32303C2F6B65793E3C2F666F726569676E2D6B6579733E3C7265662D74797065206E616D653D22426F6F6B223E363C2F7265662D747970653E3C636F6E7472696275746F72733E3C617574686F72733E3C617574686F723E4372657377656C6C2C204A2E20572E3C2F617574686F723E3C2F617574686F72733E3C2F636F6E7472696275746F72733E3C7469746C65733E3C7469746C653E52657365617263682064657369676E203A207175616C697461746976652C207175616E74697461746976652C20616E64206D69786564206D6574686F647320617070726F61636865733C2F7469746C653E3C2F7469746C65733E3C65646974696F6E3E3474683C2F65646974696F6E3E3C64617465733E3C796561723E323031343C2F796561723E3C2F64617465733E3C7075622D6C6F636174696F6E3E54686F7573616E64204F616B732C20432E412E3C2F7075622D6C6F636174696F6E3E3C7075626C69736865723E53414745205075626C69636174696F6E733C2F7075626C69736865723E3C75726C733E3C2F75726C733E3C2F7265636F72643E3C2F436974653E3C2F456E644E6F74653E00 (Creswell, 2014; Harper, 2002; Prosser, 2011). The Graneheim and Lundman (2004) method of qualitative content analysis was applied, with analysis remaining within the descriptive or manifest domain. The findings of this study support the argument for a more integrated, socio-cultural approach to learning and teaching for student nurses within Communities of Practice (CoPs) (Wenger-Trayner, Fentron-O'Creevy, Hutchinson, Kubiak, & Wenger-Trayner, 2015). For these student participants, the pedagogical value of a health care setting as their situated learning environment was that meaningful learning experiences that aid in their transition to professional practice were enabled. Participants identified and associated themselves with the hospital more so than the nursing school responsible for the delivery of their program. This was a matter of place and the perceived legitimacy that their situated learning environment has over the traditional university campus setting. The authentic hospital environment reassured students of the choice to pursue nursing as a career, and the relevance of their concurrent learning. In this way, there is a constant and visible source of ongoing motivation. Due to the reality of the hospital environment and dynamics, there is a heightened awareness of the relevance that theory directly has to practice for participants. The realism that the environment holds facilitated student awareness of professional boundaries and identities; something participants would often refer to as “the mindset” of being a nurse. This arose from experienced environmental familiarity and perceived belongingness. Perceptions of hospital environment-associated anxiety decreased over time and experience, expediting the process of adjustment and orientation to the hospital setting and the clinical environments in it. The strength of using the VPM were that memories became more vivid and emotions evoked. Through the use of transcripts, photographic depictions and the accompanied reflections, discussions were more in-depth and insightful than what would have been possible without its use. The reflective exercise paired with photography can be valuable when investigating the role of places in people's experiential journeys. Recommendations from this study include extending the research using this current model, or other methods within situated learning frameworks to better understand the inverse translations between theory and practice through experiences of students. I also recommend using student experiences to inform ways to better support identity development in the preparation for transition to professional practice, and to explore the potential influence that a prolonged and consistent exposure to a situated hospital learning environment has on levels of student clinical reasoning and belongingness.

Associations

  • Australian Nurse Teachers Society (ANTS)
  • University of Western Sydney Alumni
  • University of Technology, Sydney Alumni
  • Xi Omicron Chapter of the Honor Society of Nursing, Sigma Theta Tau International (STTI)
  • NSW OTA (Operating Theatre Association) and ACORN (Australian College of Perioperative Nurses)
  • PIGNI (Pain Interest Group - Nursing Issues) - A sub group of the Australian Pain Society (APS)

In the media

  • Twitter account: twitter.com/charmainebonus
  • Westmead Re-development and the (Graduate Entry) Masters of Nursing student cohort commencing in 2016. Project update no. 51. Link: bit.ly/1TXAlGp
  • Master of Nursing (Graduate Entry) launches at Westmead heath precinct. WSLHD News. March 3, 2016. Link: bit.ly/1ReJAkL
  • Master of Nursing (Graduate Entry) course promotional video. Recording from Westmead Precinct campus / faciltities. September 19, 2016. Link: youtu.be/Dxb7OyR42B8

Keywords

Nursing practice; Education; E-learning and teaching technologies

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