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Contact


Email

andree.gamble@unimelb.edu.au

Credentials


Position
Lecturer, Nursing
Department of Nursing
Education
Certificate
Society for simulation in healthcare
Certificate
Workplace Interventions (MHFA)
PhD
Monash University
Doctorate
Monash University
ORCID

0000-0003-2924-3965

Dr Andree Gamble

Lecturer, Nursing
Department of Nursing

16 Scholarly works
0 Projects

HIGHLIGHTS

  • 2025

    Journal article

    Experiences of health care professionals in intensive care when families participate in clinician handovers: a qualitative systematic review
    DOI: 10.11124/JBIES-24-00154
  • 2025

    Journal article

    Nationwide Cross-Sectional Online Survey of Australian Clinicians' Pain Management Practices for Newborns During Heel Lance Procedures.
    DOI: 10.1002/pne2.70010
  • 2025

    Journal article

    The story of Sam: an ethical dilemma in simulation-based education
    DOI: 10.54531/nozo1773
  • 2025

    Journal article

    Quick Fix: Leveraging Social-Media Trends to Deliver Key Unit Information to Commencing Students
    DOI: 10.1080/87567555.2025.2582568
  • 2025

    Journal article

    Can an introvert survive in the world of nursing academia?
  • 2023

    Journal article

    The impact of integrating bioscience and nursing subjects in a first-year nursing curriculum: A retrospective study
    DOI: 10.1016/j.nepr.2023.103843
  • 2023

    Book Chapter

    Pediatric Nursing
    DOI: 10.1007/978-3-031-31090-4_11
Andree Gamble

Latest Honours,
Awards and Fellowships


2024
Monash University
2024
Monash University
2024
<p>Value &#36;50 000</p> Monash University
2023
ASPE

RECENT SCHOLARLY WORKS

  • 2022

    Journal article

    Children and young people as simulated patients: recommendations for safe engagement
    DOI: 10.54531/erqf8206
  • 2022

    Journal article

    Experiences of health care professionals in intensive care when families participate in clinician handovers: a qualitative systematic review protocol
    DOI: 10.11124/JBIES-21-00310
  • 2021

    Journal article

    Engaging young people as simulated patients: A qualitative description of health professional educators' perspectives
    DOI: 10.1136/bmjstel-2020-000807

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We acknowledge Aboriginal and Torres Strait Islander people as the Traditional Owners of the unceded lands on which we work, learn and live. We pay respect to Elders past, present and future, and acknowledge the importance of Indigenous knowledge in the Academy.

Read about our Indigenous priorities

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