Dr Tonia Crawford

RN, PhD, MHlthSc(Ed), BHlthSc(Nurs), DipAppSc(Nurs), TESOL Cert, Grad Cert Linguistic Research
Lecturer

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

Telephone +61 2 9114 4068

Biographical details

Dr Crawford joined Sydney Nursing School as a Lecturer in 2013. She is a registered nurse with more than 20 years clinical experience, including 10 year’s in the community health setting. She has taught in the Bachelor and Master of Nursing programs since 2007. Tonia’ interests in adult education developed while teaching health education including volunteer work in Papua New Guinea where she provided HIV/AIDs education, and in Kosovo where she assisted with income generation for war widows. Tonia’s skills in teaching English as a second language (TESOL) underpin her approach to her teaching as well as her ongoing interest in working with students from culturally and linguistically diverse (CALD) backgrounds.

Research Interests

Tonia’s research primarily focusses on intercultural communication in health care settings and the place of communication-based interactions in achieving safe practice within nursing. Her research currently focusses on the interactions between nurses from culturally and linguistically diverse (CALD) backgrounds and their patients. Using qualitative interviews and linguistic Discourse Analysis (Interactional sociolinguistic methods), these interactions have been analysed to identify broad themes of empathy, rapport and patient education within such interactions, to explore how these themes are then performed within interactions where English is not a heritage language.

Research interests

Supporting communication skills for nurses from culturally and linguistically diverse (CALD) backgrounds .

Communication, interactions and safe practice.

Intercultural communication in health care settings.

Discourse analysis.

Language needs of students with English as a second/other language (ESL).

Forthcoming Publications

Crawford, T., Roger, P., Candlin, Sally. (2018). Supporting patient education using schema theory: A discourse analysis. Collegian (accepted) https://doi.org/10.1016/j.colegn.2017.12.004

Teaching and supervision

Pre-registration Master of Nursing (Graduate Entry) program: Community and Primary Healthcare.

Health communication and linguistic discourse analysis.

Current projects

Small Education Innovation Grant: $10,000: to embed technological support for student learning (J. River, J. Currie, T. Crawford, V. Betihavas, S. Randall).

Associations

Member Australian College of Nursing

Member Australian Nurse Teachers Society

Communication and Medicine Society, University of Aarlborg, Denmark (Interdisciplinary Health communication)

Community work

Mentor for PhD candidates, Faculty of Human Sciences, Macquarie University

Scout (Joey) Leader for 1st Roselea Scout group.

Journal reviewer

Nurse Education Today

English for Specific Purposes Journal

Collegian

International Journal of Applied Linguistics

Awards and honours

Outstanding achievement award, 2008, University of Sydney.

Australian Postgraduate Award (2014 to 2017).

Post Graduate Research Fund awarded ($5000) with commendation from the Deputy Vice Chancellor (Research) and an additional $500.

UNPUBLISHED REPORTS

Jeon, Y-H., Moensted, M., Crawford, T. & Gillespie, J. (2017). A Narrative Synthesis of Evidence for the Development of Guidance Materials - Aged Care Standard 1: Consumer Dignity, Autonomy and Choice. Sydney Nursing School, The University of Sydney.

Jeon, Y-H., Crawford, T. & Moensted, M.L, (2017). A Narrative Synthesis of Evidence for the Development of Guidance Materials - Aged Care Standard 8: Organisational Governance - Medication management.Sydney Nursing School, The University of Sydney.

Keywords

Health communication; CALD; Language needs; Safe practice

Selected grants

2015

  • Creating a Community of Enquiry: A Blended Team-Based Learning Approach to Nursing Education; River J, Currie J, Betihavas V, Randall S, Crawford T; DVC Education/Small Educational Innovation Grant.

Selected publications

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Journals

  • Randall, S., Crawford, T., Currie, J., River, J., Betihavas, V. (2017). Impact of community based nurse-led clinics on patient outcomes, patient satisfaction, patient access and cost effectiveness: A systematic review. International Journal of Nursing Studies, 73, 24-33. [More Information]
  • Crawford, T., Candlin, S., Roger, P. (2017). New perspectives on understanding cultural diversity in nurse-patient communication. Collegian, 24(1), 63-69. [More Information]
  • Crawford, T., Roger, P., Candlin, S. (2017). The interactional consequences of 'empowering discourse' in intercultural patient education. Patient Education and Counseling, 100(3), 495-500. [More Information]
  • Crawford, T., Roger, P., Candlin, S. (2017). Tracing the discursive development of rapport in intercultural nurse-patient interactions. International Journal of Applied Linguistics, 27(3), 636-650. [More Information]
  • Crawford, T., Roger, P., Candlin, S. (2016). 'Are we on the same wavelength?' International nurses and the process of confronting and adjusting to clinical communication in Australia. Communication and Medicine, 13(3), 263-275. [More Information]
  • River, J., Currie, J., Crawford, T., Betihavas, V., Randall, S. (2016). A systematic review examining the effectiveness of blending technology with team-based learning. Nurse Education Today, 45, 185-192. [More Information]
  • Smedley, A., Crawford, T., Cloete, L. (2015). An intervention aimed at reducing plagiarism in undergraduate nursing students. Nurse Education in Practice, 15, 168-173. [More Information]
  • Crawford, T., Candlin, S. (2013). A literature review of the language needs of nursing students who have English as a second/other language and the effectiveness of English language support programmes. Nurse Education in Practice, 13(3), 181-185. [More Information]
  • Crawford, T., Candlin, S. (2013). Investigating the language needs of culturally and linguistically diverse nursing students to assist their completion of the bachelor of nursing programme to become safe and effective practitioners. Nurse Education Today, 33(8), 796-801. [More Information]
  • Crawford, T. (2011). Using problem-based learning in web-based components of nurse education. Nurse Education in Practice, 11(2), 124-130. [More Information]

Conferences

  • Crawford, T. (2016). The interactional consequences of 'empowering discourse' in intercultural patient education. COMET Communications, Medicine and Ethics Conference, Aarlborg, Denmark.
  • Randall, S., Hayes, L., Crawford, T., Raisin, I. (2014). Linking census data and public health needs to inform community nurse practice. Sydney Teaching Colloquium: Is Our Teaching Up to Standard?, Sydney, NSW: University of Sydney.
  • Crawford, T. (2011). An investigation of the language needs of ESL nursing students to identify strategies that will assist them to complete the Bachelor of Nursing program and become effective and safe practitioners. 7th International Symposium on Teaching English at Tertiary Level, Polytechnic University, Hong Kong.

2017

  • Randall, S., Crawford, T., Currie, J., River, J., Betihavas, V. (2017). Impact of community based nurse-led clinics on patient outcomes, patient satisfaction, patient access and cost effectiveness: A systematic review. International Journal of Nursing Studies, 73, 24-33. [More Information]
  • Crawford, T., Candlin, S., Roger, P. (2017). New perspectives on understanding cultural diversity in nurse-patient communication. Collegian, 24(1), 63-69. [More Information]
  • Crawford, T., Roger, P., Candlin, S. (2017). The interactional consequences of 'empowering discourse' in intercultural patient education. Patient Education and Counseling, 100(3), 495-500. [More Information]
  • Crawford, T., Roger, P., Candlin, S. (2017). Tracing the discursive development of rapport in intercultural nurse-patient interactions. International Journal of Applied Linguistics, 27(3), 636-650. [More Information]

2016

  • Crawford, T., Roger, P., Candlin, S. (2016). 'Are we on the same wavelength?' International nurses and the process of confronting and adjusting to clinical communication in Australia. Communication and Medicine, 13(3), 263-275. [More Information]
  • River, J., Currie, J., Crawford, T., Betihavas, V., Randall, S. (2016). A systematic review examining the effectiveness of blending technology with team-based learning. Nurse Education Today, 45, 185-192. [More Information]
  • Crawford, T. (2016). The interactional consequences of 'empowering discourse' in intercultural patient education. COMET Communications, Medicine and Ethics Conference, Aarlborg, Denmark.

2015

  • Smedley, A., Crawford, T., Cloete, L. (2015). An intervention aimed at reducing plagiarism in undergraduate nursing students. Nurse Education in Practice, 15, 168-173. [More Information]

2014

  • Randall, S., Hayes, L., Crawford, T., Raisin, I. (2014). Linking census data and public health needs to inform community nurse practice. Sydney Teaching Colloquium: Is Our Teaching Up to Standard?, Sydney, NSW: University of Sydney.

2013

  • Crawford, T., Candlin, S. (2013). A literature review of the language needs of nursing students who have English as a second/other language and the effectiveness of English language support programmes. Nurse Education in Practice, 13(3), 181-185. [More Information]
  • Crawford, T., Candlin, S. (2013). Investigating the language needs of culturally and linguistically diverse nursing students to assist their completion of the bachelor of nursing programme to become safe and effective practitioners. Nurse Education Today, 33(8), 796-801. [More Information]

2011

  • Crawford, T. (2011). An investigation of the language needs of ESL nursing students to identify strategies that will assist them to complete the Bachelor of Nursing program and become effective and safe practitioners. 7th International Symposium on Teaching English at Tertiary Level, Polytechnic University, Hong Kong.
  • Crawford, T. (2011). Using problem-based learning in web-based components of nurse education. Nurse Education in Practice, 11(2), 124-130. [More Information]

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