Professor Georgina Willetts
Professor, Nursing and Practice Development
Professor Georgina Willetts is an innovative healthcare leader, currently acting as the Head of Discipline (Nursing) in the Institute of Health and Wellbeing. She was the inaugural Head of Discipline Nursing at Swinburne University leading the design and implementation of the Nursing Program at Swinburne University
Professor Willetts has more than 40 years nursing and experience in leading nursing and midwifery reform within healthcare. Georgina’s focus is on building person centered cultures and strength’s-based curricula in healthcare. Her leadership in education development, design and evaluation has resulted in a strong national and international reputation.
She is a Fellow of the Australian College of Nursing (ACN) and a Fellow of the Institute of Managers and Leaders and Chartered Managers and is currently a Director on the Board of the Australian College of Nursing.
Her research interests include translational research healthcare education, leadership and workforce, Practice Development and professional identity in practice.
Pain management interventions of the non-communicating patient in intensive care: What works for whom and why? A rapid realist review
The effectiveness of chronic disease management planning on self-management among patients with diabetes at general practice settings in Australia: a scoping review
A multi-layered approach to developing academic written communication skills for nursing students
A Qualitative Study on Undergraduate Student Nurses’ Experience of Mental Health Simulation Preclinical Placement
Developing entrustable professional activities to enhance application of an aggression prevention protocol
Exploring adaptations to the clinical reasoning cycle for forensic mental health nursing: A qualitative enquiry
Nursing educators’ professional identity: Challenges and consequences when adopting the flipped approach
Students coping with change in higher education: An overview
Enhancing Cultural Capabilities Amongst Health Professions Students: A Pilot Study of Interprofessional Tag Team Simulation
Exploration of the utility of the Nursing Process and the Clinical Reasoning Cycle as a framework for forensic mental health nurses: A qualitative study
Implementation of a Registered Undergraduate Student of Nursing (RUSON) program: The nurses’ perspective
Using the Nominal Group Technique to determine a nursing framework for a forensic mental health service: A discussion paper
Balancing fluid, electrolyte and acid base status
Nursing degree students’ clinical placement experiences in Australia: A survey design
Aim: This study aimed to evaluate Australian nursing students’ views of placements at seven...
Pain assessment of the adult sedated and ventilated patients in the intensive care setting: A scoping review
Undergraduate nursing students’ experience of mental health simulation post-clinical placement: A Qualitative study
Undergraduate nursing students’ resilience, challenges, and supports during corona virus pandemic
Anxiety, flipped approach and self-efficacy: Exploring nursing student outcomes
Background: Self-efficacy is crucial for student success. Studies have demonstrated a positive...
Constructing nurses' professional identity through group performance
Measuring the quality of nursing clinical placements and the development of the Placement Evaluation Tool (PET) in a mixed methods co-design project
Background: The quality of nursing clinical placements has been found to vary. Placement...
The Nominal Group Technique: Generating Consensus in Nursing Research
The purpose of this article is to describe the Nominal Group Technique and its application as a...
Undergraduate student nurses’ experience of mental health simulation pre-clinical placement: A pre/post-test survey
Evaluation of an interprofessional tag team simulation based on an aboriginal case scenario
How graduate nurses adapt to individual ward culture: A grounded theory study
Professional Silos or Professional Integration? Exploring the role of the basic science disciplines in healthcare professionals’ professional identities
Values Exchange: Health Professional Students Learning about their Values from and with Each Other
A Systematic Method for Facilitating Curriculum Renewal and Transformation: Two case studies
Compromising content for context?: Debating the perceived dichotomy between clinical skills preparation and basic science teaching within healthcare education
Finding One’s Professional Identity: The Influence of Clinical Handover
Nurses' perceptions of working with families in the paediatric intensive care unit
The dynamic role of the graduate nurse in aged care: An Australian experience of delivering an aged care graduate nurse program
In 2012 an innovative graduate nurse program was implemented within the Australian aged care...
Achieving person-centredness with older people in residential aged care
Promoting mobility
Development of self-efficacy of newly graduated registered nurses in an aged care program
Aim: To evaluate an aged care program in developing self-efficacy of newly graduated registered...
Family experience and PICU death: A meta-synthesis
Nursing student’s Anxiety in Clinical Placement
Parents' experiences of healthcare provider actions when their child dies: An integrative review of the literature
Partnership for educating new graduates working in aged care
Partnership for educating new graduates working in aged care
[No abstract available]
A sudden death on clinical placement: A student's perspective of nurse grief
Constructing nurses' professional identity through social identity theory
Family-centred care in the paediatric intensive care unit: An integrative review of the literature
Nurses' perceptions of working with families in the Paediatric Intensive Care Unit
Are male nurses set up to fail? The work of caring in a woman’s world
More than just a scratch–the painful truth about adult and adolescent venepuncture
Using transformational leadership skills while working in transactional environments
First in aged care education: uni and industry collaborate.
Learning co-operatively – critical reflection for evaluation at a Practice Development Master Class
Using transformational leadership skills while working in transactional environments
Developing an interprofessional learning experience or program
Empowering Medical Surgical Nurses through Postgraduate Education: Implications for Practice Development
The shaping of Professional Identity in Nursing: An ethnographic Case Study