Elizabeth Oldland

474 total citations
18 papers, 315 citations indexed

About

Elizabeth Oldland is a scholar working on Education, Public Health, Environmental and Occupational Health and General Health Professions. According to data from OpenAlex, Elizabeth Oldland has authored 18 papers receiving a total of 315 indexed citations (citations by other indexed papers that have themselves been cited), including 10 papers in Education, 9 papers in Public Health, Environmental and Occupational Health and 4 papers in General Health Professions. Recurrent topics in Elizabeth Oldland's work include Problem and Project Based Learning (9 papers), Innovations in Medical Education (9 papers) and Education and Critical Thinking Development (3 papers). Elizabeth Oldland is often cited by papers focused on Problem and Project Based Learning (9 papers), Innovations in Medical Education (9 papers) and Education and Critical Thinking Development (3 papers). Elizabeth Oldland collaborates with scholars based in Australia. Elizabeth Oldland's co-authors include Judy Currey, Julie Considine, Mari Botti, Bernice Redley, Alison M. Hutchinson, Ian Story, Josh Allen, Debra Berry, Anastasia Hutchinson and Stéphane Bouchoucha and has published in prestigious journals such as SHILAP Revista de lepidopterología, Journal of Clinical Nursing and Higher Education Research & Development.

In The Last Decade

Elizabeth Oldland

17 papers receiving 302 citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Elizabeth Oldland Australia	9	145	92	88	57	34	18	315
Nuala Walshe Ireland	10	76 0.5×	94 1.0×	96 1.1×	147 2.6×	49 1.4×	18	386
Aklime Dicle Türkiye	11	189 1.3×	128 1.4×	92 1.0×	99 1.7×	19 0.6×	21	459
Elizabeth Andersen Canada	11	80 0.6×	92 1.0×	120 1.4×	43 0.8×	10 0.3×	34	310
Kristen Graham Australia	9	44 0.3×	86 0.9×	60 0.7×	86 1.5×	57 1.7×	26	300
Mary McGrath Ireland	6	100 0.7×	70 0.8×	48 0.5×	59 1.0×	33 1.0×	7	253
Louise Boyer Canada	11	118 0.8×	150 1.6×	142 1.6×	146 2.6×	63 1.9×	19	399
Rodrigo Guimarães dos Santos Almeida Brazil	11	154 1.1×	93 1.0×	96 1.1×	155 2.7×	13 0.4×	54	379
Selma Atay Türkiye	8	79 0.5×	43 0.5×	44 0.5×	59 1.0×	22 0.6×	34	315
Majeda M. El‐Banna United States	12	113 0.8×	73 0.8×	157 1.8×	39 0.7×	50 1.5×	24	350
Jenny B. Schuessler United States	10	121 0.8×	54 0.6×	64 0.7×	71 1.2×	39 1.1×	14	301

Countries citing papers authored by Elizabeth Oldland

Since Specialization

Citations

This map shows the geographic impact of Elizabeth Oldland's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Elizabeth Oldland with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Elizabeth Oldland more than expected).

Fields of papers citing papers by Elizabeth Oldland

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Elizabeth Oldland. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Elizabeth Oldland. The network helps show where Elizabeth Oldland may publish in the future.

Co-authorship network of co-authors of Elizabeth Oldland

This figure shows the co-authorship network connecting the top 25 collaborators of Elizabeth Oldland. A scholar is included among the top collaborators of Elizabeth Oldland based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Elizabeth Oldland. Elizabeth Oldland is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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18 of 18 papers shown

Hutchinson, Anastasia, et al.. (2023). Australian emergency nurses' experiences of working with personal protective equipment during the COVID-19 pandemic. A qualitative study. Australasian Emergency Care. 27(1). 63–70. 6 indexed citations

Oldland, Elizabeth, Bernice Redley, Mari Botti, & Alison M. Hutchinson. (2022). Nurses’ motivations and desired learning outcomes of postgraduate critical care studies: A descriptive exploratory study. Australian Critical Care. 36(4). 586–594. 8 indexed citations

Hutchinson, Anastasia, et al.. (2022). 37. Australian emergency nurses’ experiences of work, using personal protective equipment during the COVID-19 pandemic. A qualitative study. Infection Disease & Health. 27. S5–S5.

Oldland, Elizabeth, Alison M. Hutchinson, Bernice Redley, Mohammadreza Mohebbi, & Mari Botti. (2021). Evaluation of the validity and reliability of the Nurses' Responsibility in Healthcare Quality Questionnaire: An instrument design study. Nursing and Health Sciences. 23(2). 525–537. 6 indexed citations

Considine, Julie, et al.. (2021). Specific Elements of Team-Based Learning Used in Nursing Education. Nurse Educator. 46(5). E84–E89. 9 indexed citations

Considine, Julie, et al.. (2020). Team‐based learning in nursing education: A scoping review. Journal of Clinical Nursing. 30(7-8). 903–917. 33 indexed citations

Oldland, Elizabeth & Judy Currey. (2020). Team-based learning promotes high level student engagement. Own your potential (DEAKIN). 1 indexed citations

Currey, Judy, Ian Story, Julie Considine, et al.. (2020). Stakeholder acceptance of digital team-based learning. Nurse Education in Practice. 46. 102833–102833. 10 indexed citations

Oldland, Elizabeth, Mari Botti, Alison M. Hutchinson, & Bernice Redley. (2019). A framework of nurses’ responsibilities for quality healthcare — Exploration of content validity. Collegian Journal of the Royal College of Nursing Australia. 27(2). 150–163. 79 indexed citations

10.

Currey, Judy, et al.. (2018). Students perceive Team-Based Learning facilitates development of graduate learning outcomes and professional skills. SHILAP Revista de lepidopterología. 9(1). 93–113. 15 indexed citations

11.

Oldland, Elizabeth, Judy Currey, Julie Considine, & Josh Allen. (2017). Nurses’ perceptions of the impact of Team-Based Learning participation on learning style, team behaviours and clinical performance: An exploration of written reflections. Nurse Education in Practice. 24. 62–69. 20 indexed citations

12.

Oldland, Elizabeth, Josh Allen, & Judy Currey. (2016). Students’ perception of the role of team-based learning in shaping individual learning style, team skills and clinical practice. Australian Critical Care. 29(2). 117–117. 3 indexed citations

13.

Currey, Judy, et al.. (2015). Development of a postgraduate interventional cardiac nursing curriculum. Australian Critical Care. 28(4). 184–188. 6 indexed citations

14.

Currey, Judy, et al.. (2015). Developing professional attributes in critical care nurses using Team-Based Learning. Nurse Education in Practice. 15(3). 232–238. 43 indexed citations

15.

Currey, Judy, et al.. (2014). Evaluation of postgraduate critical care nursing students’ attitudes to, and engagement with, Team-Based Learning: A descriptive study. Intensive and Critical Care Nursing. 31(1). 19–28. 61 indexed citations

16.

Oldland, Elizabeth, Andrea Driscoll, & Judy Currey. (2013). High complexity chronic heart failure management programmes: Programme characteristics and 12 month patient outcomes. Collegian Journal of the Royal College of Nursing Australia. 21(4). 319–326. 3 indexed citations

17.

Currey, Judy, et al.. (2011). Postgraduate critical care nursing students' experiences of team based learning. Deakin Research Online (Deakin University). 3 indexed citations

18.

Oldland, Elizabeth. (2011). Transition from clinical manager to university lecturer: a self-reflective case study. Higher Education Research & Development. 30(6). 779–790. 9 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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