Kelli Nicola-Richmond
Biographic Data
| ID | 8988905 |
|---|---|
| NAME | Kelli Nicola-Richmond |
| GIVEN NAMES | Kelli |
| FAMILY NAME | Nicola-Richmond |
| SIGNATURE | NICOLA-RICHMOND K |
| AFFILIATIONS | Deakin University |
| VERIFIED | No |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
‘Lightbulb moments’: A qualitative study of psychology trainees’ perspectives on learning CBT
Objective Cognitive Behavioural Therapy (CBT) is the most evidence based psychological intervention for a wide range of mental disorders and is central to clinical psychology training. Although several methods support trainees in developing CBT skills, little research has explored their experiences of learning CBT. This study examines which CBT tools and concepts postgraduate clinical psychology students find challenging and which they view as es…
The care-full craft of feedback in an age of generative AI
The disruptive and transformative presence of Generative Artificial Intelligence (GenAI) is rapidly reshaping education and learning. In this paper, we consider how GenAI is redefining what it means for students and educators to engage in feedback encounters, raising questions not only about what matters in feedback, but also about the very values that underpin meaningful learning. Taking stock of this significant shift, we examine what we know a…
Implementing a collaborative program-wide approach to redeveloping assessment in response to generative artificial intelligence (GenAI)
The rapid advancement of generative artificial intelligence (GenAI) presents one of the most significant challenges to higher education in many years. Universities retain the responsibility to assure students graduate with the competencies associated with programs and must also ensure that students are prepared for a world where GenAI has become ubiquitous. Program-wide approaches to redeveloping assessment are encouraged to address this but thes…
Making it real: The development of a web-based simulated learning resource for occupational therapy students
Equipping students with graduate attributes that ensure they are ready to work in complex health environments is highly important. Recently there has been increased use of simulation in health education to assist in the acquisition of graduate attributes, and to provide meaningful and authentic learning opportunities. The Deakin University Occupational Therapy program developed a unique web-based Occupational Therapy Simulations for Learning reso…
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Making it real: The development of a web-based simulated learning resource for occupational therapy students
Equipping students with graduate attributes that ensure they are ready to work in complex health environments is highly important. Recently there has been increased use of simulation in health education to assist in the acquisition of graduate attributes, and to provide meaningful and authentic learning opportunities. The Deakin University Occupational Therapy program developed a unique web-based Occupational Therapy Simulations for Learning reso…
‘Lightbulb moments’: A qualitative study of psychology trainees’ perspectives on learning CBT
Objective Cognitive Behavioural Therapy (CBT) is the most evidence based psychological intervention for a wide range of mental disorders and is central to clinical psychology training. Although several methods support trainees in developing CBT skills, little research has explored their experiences of learning CBT. This study examines which CBT tools and concepts postgraduate clinical psychology students find challenging and which they view as es…
The care-full craft of feedback in an age of generative AI
The disruptive and transformative presence of Generative Artificial Intelligence (GenAI) is rapidly reshaping education and learning. In this paper, we consider how GenAI is redefining what it means for students and educators to engage in feedback encounters, raising questions not only about what matters in feedback, but also about the very values that underpin meaningful learning. Taking stock of this significant shift, we examine what we know a…
Implementing a collaborative program-wide approach to redeveloping assessment in response to generative artificial intelligence (GenAI)
The rapid advancement of generative artificial intelligence (GenAI) presents one of the most significant challenges to higher education in many years. Universities retain the responsibility to assure students graduate with the competencies associated with programs and must also ensure that students are prepared for a world where GenAI has become ubiquitous. Program-wide approaches to redeveloping assessment are encouraged to address this but thes…
Educational and Psychological Assessments (2 works) · Generative grammar (2 works) · Generative model (2 works) · Higher education (2 works) · Academic and Historical Perspectives in Psychology (1 works) · Active listening (1 works) · AI in Service Interactions (1 works) · Artificial Intelligence in Healthcare and Education (1 works) · Cognitive reframing (1 works) · Collaborative learning (1 works)