Gabrielle Brand is a Registered Nurse and Professor at Monash Nursing and Midwifery (MNM) and a leader in Education Research across MNM and the Faculty of Medicine, Nursing and Health Sciences. She completed a Bachelor of Nursing at Edith Cowan University in Western Australia (WA). Following 5 years in clinical practice, Gabrielle completed a post graduate qualification in Community Health Nursing from Curtin University before working as a Youth Health Nurse in the Peel region of WA. She was the inaugural winner of the Joan Hardy Scholarship for post graduate Masters in Nursing research in 2008 and was awarded an Australian Post Graduate Industry scholarship to complete a Doctor of Philosophy at Murdoch University in 2013. She has over 18 years of experience in academia across both health professions education and research.

Gabrielle teaches into the Education Stream of the Master of Advanced Nursing and is the Chief Examiner and Unit Coordinator of NUR5204 – Education in Health Care Practice in Semester 1 and team teaches into NUR5209 – Education Program Development in Semester 2.

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Gabrielle’s research interests span health professions education and research, including narrative medicine, health humanities and creative and critical pedagogy. She is recognised as a leader in the co-design of education with healthcare consumers leading funded research in the co-design and development of a series of consumer driven, reflective learning resources titled ‘Depth of Field’^© which are used across Australia and New Zealand to teach students to move beyond ‘diagnosis’ to more humanistic models of care. More recently Gabrielle’s research has included planetary health education, integrating tolerance of uncertainty pedagogy into higher education and co-designing workforce simulation-based education to address cognitive bias in healthcare. Gabrielle has published and presented her research in Australia and internationally, having authored over 30 peer reviewed articles and several book chapters.

Brand, G., Wise, S., Bedi, G, & Kickett, R. (2023). Embedding Indigenous knowledges and voices in planetary health education. The Lancet Planetary Health, 7(1), e97-e102 doi.org/10.1016/S2542-5196(22)00308-4

This paper advocates for a change to traditional health professional education that includes embedding Indigenous knowledges and voices into planetary health education. An innovative case study that uses Indigenist health humanities (e.g. Depth of Field narrative portraiture) and arts-based education strategies is presented to offer an alternate way of seeing, knowing and understanding planetary health.

Brand, G., Sheers, C., Wise, S., Seubert, L., Clifford, R., Griffiths, P., & Etherton-Beer, C. (2021). A research approach for co-designing education with healthcare consumers. Medical Education, 55(5), 574-581 https://doi.org/10.1111/medu.14411

This paper presents the conceptual development of a new research approach to co-designing education with health care consumers, offering the first ever guide to health professions education co-design.

Gabrielle is an Accredited Level 1 Research Supervisor with experience supervising domestic and international students in PhD, Masters and Honours studies.

Research supervision topics of interest include:

• Narrative inquiry/narrative portraiture
• Health professions education research
• Co-designing education with healthcare consumers
• Health humanities
• Planetary health education

Current Supervision

PhD: Exploring how clinicians make decisions regarding Intensive Care Interventions in critical illness

PhD: The interplay between emotions and learning during health professions simulation-based education (SBE)

PhD: How do Graduate Nurses develop a sense of Belonging in the Operating Theatre? A grounded theory study

PhD: Cultivating compassion for a flourishing mental healthcare system: An appreciative inquiry on compassion in mental healthcare

Completed Supervision

PhD: The impact of a simulation-based education intervention on cultural emapthy development in first year Saudi nursing students.

PhD: Investigating the role of Quality Improvement (QI) education partnerships between higher education and healthcare organisations in the Australian pre-registration nursing curricula: A mixed methods study.

PhD: Exploration of health literacy in health and social care professions education: a multi-stakeholder perspective 

PhD: Developing and Evolving a Value System: A Grounded Theory

Honours: Midwives’ experiences of facilitating informed decision-making

Honours: What Factors Influence Clinical Decision-Making for Registered Nurses in Intensive Care Units?

Masters: A snapshot of escape rooms in nursing education: A systematic review

Masters: The experiences of international students in simulation-based education: A descriptive qualittaive research

Masters: How and why do undergraduate physiotherapy students use reflection in learning and practice?

Masters: Growing medical teachers in the Pacific - How do Fiji Clinicians translate knowledge and skills learned in a medical education workshop to their teaching practice?

Masters: Western Australian midwives’ perceptions of clinical supervision.

Masters: “What’s Their Story?” Experiences of newly graduated nurses encountered in their first learning journey in the Neonatal Intensive Care Unit.

Masters: “Talking out loud”: Western Australian medical students views on a sexual health elective.

Research Project: Undergraduate nursing experiences with a virtual simulation activity

Minor Thesis: Master of Nursing Students’ Learning Experiences with Online Teaching Methods During COVID-19 Pandemic: A Qualitative Study

• Member of The Australian and New Zealand Association for Health Professions Education (ANZAHPE)
• ANZAHPE 2020 commissioning Editor of the Ways of Seeing in Healthcare digital booklet: https://www.anzahpe.org/Ways-of-Seeing
• Inaugural MCSHE Research Network Lead for Preparation for Work
• Curator of the RAIL Exhibition – The Cube Gallery in Frankston
• Journal reviewer for Reflective Practice; Frontiers in Medicine – Healthcare Professions Education; International Journal of Qualitative Methods