Richard Say

UTAS Home Mr Richard Say

Richard Say


UTAS SNM, Cnr Church & Glover Streets , Rozelle Campus

+61 2 8572 7968 (phone)

+61 2 8572 7966 (fax)

Mr Say is a Registered Nurse who has worked primarily in critical care specialities including Emergency and in Intensive Care. He has previously worked in clinical education both in Nursing and Medicine and for the last two years has been based at the University of Tasmania teaching primarily into the Bachelor of Nursing.


Teaching expertise

Mr Say currently teaches into a Primary Health Care unit, Ethics and Law, and unit co-ordinates an Introduction to Nursing Unit which focuses on preparing students for clinical practice by teaching the required skills, knowledge, attitudes and behaviour. He has experience in teaching simulation at a range of fidelities and is interested in developments in this area.

View more on Mr Richard Say in WARP


Mr Say's current research areas are; a project on online quiz mastery; a study on low fidelity simulation and a number of studies involving health literacy and chronic heart failure.

  • Simulation
  • Online learning
  • Health literacy

Fields of Research

  • Higher education (390303)
  • Medicine, nursing and health curriculum and pedagogy (390110)
  • Nursing (420599)
  • Sub-acute care (420506)
  • Creative arts, media and communication curriculum and pedagogy (390101)
  • Community and primary care (420503)
  • Mental health services (420313)
  • Curriculum and pedagogy theory and development (390102)
  • Educational technology and computing (390405)

Research Objectives

  • Learner and learning (160199)
  • Health education and promotion (200203)
  • Nursing (200307)
  • Teaching and instruction technologies (160304)
  • Expanding knowledge in education (280109)
  • Mental health (200409)
  • Higher education (160102)
  • Pedagogy (160302)


Total publications


Journal Article

(8 outputs)
2022Say R, Visentin D, Cummings EA, Carr A, King C, 'Formative online multiple-choice tests in nurse education: An integrative review', Nurse Education in Practice, 58 pp. 1-9. ISSN 1471-5953 (2022) [Refereed Article]

DOI: 10.1016/j.nepr.2021.103262 [eCite] [Details]

Co-authors: Visentin D; Cummings EA; Carr A; King C


2019Saunders A, Say R, Visentin D, McCann D, 'Evaluation of a collaborative testing approach to objective structured clinical examination (OSCE) in undergraduate nurse education: A survey study', Nurse Education in Practice, 35 pp. 111-116. ISSN 1471-5953 (2019) [Refereed Article]

DOI: 10.1016/j.nepr.2019.01.009 [eCite] [Details]

Citations: Scopus - 3Web of Science - 3

Co-authors: Saunders A; Visentin D; McCann D


2019Say R, Visentin D, Betihavas V, Minutillo S, 'A cognitive load theory simulation design to assess and manage deteriorating patients', International journal of nursing education scholarship, 16, (1) pp. 1-9. ISSN 1548-923X (2019) [Refereed Article]

DOI: 10.1515/ijnes-2019-0009 [eCite] [Details]

Citations: Scopus - 3

Co-authors: Visentin D


2018Bramble M, Maxwell H, Einboden R, Farrington S, Say R, et al., 'Exploring and improving student engagement in an accelerated undergraduate nursing program through a mentoring partnership: An action research study', International Journal of Nursing Education Scholarship, 15, (1) Article 20170090. ISSN 2194-5772 (2018) [Refereed Article]

DOI: 10.1515/ijnes-2017-0090 [eCite] [Details]

Citations: Scopus - 5

Co-authors: Bramble M; Maxwell H; Einboden R; Farrington S; Beh CL; Stankiewicz G; Marembo E; Rickard G


2018Cleary M, Visentin DC, West SG, Say RE, McLean L, et al., 'Acid burn attacks: Looking beneath the surface', Journal of Advanced Nursing, 74 pp. 1737-1739. ISSN 0309-2402 (2018) [Non Refereed Article]

DOI: 10.1111/jan.13532 [eCite] [Details]

Citations: Scopus - 3

Co-authors: Cleary M; Visentin DC; West SG; Kornhaber RA


2018Rickard G, Bramble M, Maxwell H, Einboden R, Farrington S, et al., 'Exploring the first-year experience in a diverse population: using participatory action research to explore strategies to support student transition into fasttrack undergraduate degree programs', Student Success, 9, (4) pp. 41-51. ISSN 2205-0795 (2018) [Refereed Article]

DOI: 10.5204/ssj.v9i4.653 [eCite] [Details]

Citations: Web of Science - 2

Co-authors: Rickard G; Bramble M; Maxwell H; Einboden R; Farrington S; Beh C-L; Campbell C; Yeh C


2017Rice H, Say R, Betihavas V, 'The effect of nurse-led education on hospitalisation, readmission, quality of life and cost in adults with heart failure. A systematic review', Patient Education and Counseling, 101, (3) pp. 363-374. ISSN 0738-3991 (2017) [Refereed Article]

DOI: 10.1016/j.pec.2017.10.002 [eCite] [Details]

Citations: Scopus - 42Web of Science - 40


2014Mitchell BG, Say R, Wells A, Wilson F, Cloete L, et al., 'Australian graduating nurses' knowledge, intentions and beliefs on infection prevention and control: a cross-sectional study', BMC Nursing, 13 Article 43. ISSN 1472-6955 (2014) [Refereed Article]

DOI: 10.1186/s12912-014-0043-9 [eCite] [Details]

Citations: Scopus - 23


Conference Publication

(8 outputs)
2018Say R, Betihavas V, Visentin DC, Minutillo S, 'Designing low-fidelity simulation: A cognitive load theory approach', Teaching Matters 2018, 21 November 2018, Launceston, Tasmania (2018) [Conference Extract]

[eCite] [Details]

Co-authors: Visentin DC

2018Say R, Cummings E, Saunders A, Visentin D, Carr A, et al., 'Formative online quizzes and self-regulated learning: are the students guessing, cheating or just becoming good nurses?', NETNEP2018 - 7th International Nurse Education Conference, 6-9 May 2018, Banff, Canada (2018) [Conference Extract]

[eCite] [Details]

Co-authors: Cummings E; Saunders A; Visentin D; Carr A; King C

2017Campbell CB, Heydari M, Maxwell H, Oprescu N, Say RE, et al., 'Conversations challenging assumptions in teaching and learning spaces', Teaching Matters 2017, 28 November 2017, Hobart, Tasmania (2017) [Conference Extract]

[eCite] [Details]

Co-authors: Campbell CB; Maxwell H; Einboden R; Farrington S; Rickard GJ; Beh CL; Stankiewicz G

2017Say RE, King C, Cummings EA, Saunders AF, Visentin DC, 'Promoting self-regulated learning through feedback for nursing students completing formative online multiple-choice question tests', Teaching Matters 2017, 28 November 2017, Hobart, Tasmania (2017) [Conference Extract]

[eCite] [Details]

Co-authors: King C; Cummings EA; Saunders AF; Visentin DC

2016Bramble M, Maxwell H, Munro G, Say R, Stankiewicz G, et al., 'Walking Together: Enhancing staff and student leadership and mentorship capability at Rozelle' (2016) [Non Refereed Conference Paper]

[eCite] [Details]

Co-authors: Bramble M; Maxwell H; Munro G; Stankiewicz G; Einboden R; Farrington S; Rickard G

2016Bramble MD, Stankiewicz G, Einboden R, Maxwell H, Say RE, et al., 'Leadership development: Enhancing staff and student mentor capability to improve engagement and retention in a two-year 'fast track' degree program', Teaching Matters 2016: Transforming Practice through Innovation and Partnerships, 7 December, 2016, Launceston, Tasmania, pp. 37. (2016) [Conference Extract]

[eCite] [Details]

Co-authors: Bramble MD; Stankiewicz G; Einboden R; Maxwell H; Beh CL; Farrington S; Munro GG; Rickard GJ

2015Betihavas V, Duff J, Chan A, Say RE, Ferry C, et al., 'Identifying health literacy levels and modifiable risk factors in adults with cardiovascular disease', Heart, Lung and Circulation, 13-16 August, 2015, Melbourne, Australia, pp. S113-S472. ISSN 1443-9506 (2015) [Conference Extract]

[eCite] [Details]

Co-authors: Duff J; Chan A; Walker KN

2014Toohey T, Betihavas V, Say RE, 'Peer Learning Circles: Peer mentoring and evaluation of teaching within a Bachelor of Nursing program in Australia', Places and Spaces Teaching Matters 2014, 2‐3 December, 2014, Hobart, Tasmania, pp. 39. (2014) [Conference Extract]

[eCite] [Details]

Co-authors: Toohey T; Betihavas V

Grants & Funding

Funding Summary

Number of grants


Total funding



The health Literacy Adults with Cardiovascular Disease (ACD) study (2014)$4,545
This project will evaluate the impact of a structured cardiac rehabilitation program. Specifically, this study will evaluate participants satisfaction with the program, its effect on their cardiovascular health knowledge and literacy, and its impact on their modifiable cardiovascular risk factors.
Heart Foundation ($4,545)
Contract Research
Administered By
University of Tasmania
Research Team
Walker KN; Betihavas V; Duff J; Chan A; Say RE