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Journal articles on the topic 'Education, Nursing Australia'

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Published: 10 December 2022

Last updated: 28 January 2023

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1

Bergman, Rebecca. "Nursing and nursing education in multicultural Australia." International Journal of Nursing Studies 31, no. 4 (August 1994): 406–7. http://dx.doi.org/10.1016/0020-7489(94)90085-x.

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2

Juita, Dewi Nawar Sri, and Baiq L. S. W. Wardhani. "Bantuan Australia kepada Kiribati melalui Program Kiribati Australia Nursing Initiative (KANI)." Insignia: Journal of International Relations 8, no. 1 (March 24, 2021): 1. http://dx.doi.org/10.20884/1.ins.2021.8.1.3486.

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Kiribati merupakan salah satu negara yang terletak di Kepulauan Pasifik yang rentan dengan banjir karena kenaikan permukaan air laut dan diperkirakan akan tenggelam pada tahun 2050. Selain itu, Kiribati juga dihadapkan oleh permasalahan domestik, seperti pengangguran dan kemiskinan. Untuk mengatasi masalah tersebut, pemerintah Kiribati berupaya untuk membentuk kebijakan yang dikenal dengan “migration with dignity” dengan meningkatkan program pendidikan dan keterampilan. Untuk mendukung kebijakan tersebut, pemerintah Australia sebagai negara tetangga Kiribati, memberikan bantuan berupa beasiswa kepada masyarakat Kiribati dalam bentuk program beasiswa pendidikan geratis di bidang keperawatan dan memberikan kesempatan bagi masyarakat Kiribati yang telah lulus program tersebut untuk bekerja langsung di Australia. Bantuan beasiswa ini dikenal dengan Kiribati Australia Nursing Initiative (KANI). Penelitian ini menjawab pertanyaan faktor-faktor yang menjadi motif Australia dalam membantu Kiribati. Penelitian ini berupa studi kepustakaan dengan menggunakan metode kualitatif, mengumpulkan data dari buku, internet, dan artikel ilmiah. Hasil penelitian menunjukkan bahwa KANI merupakan program beasiswa yang tidak saja menguntungkan Kiribati sebagai negara penerima, tetapi juga menguntungkan Australia sebagai negara pemberi bantuan luar negeri. Self-interest Australia yang dominan dalam program KANI adalah kebutuhannya pada kekurangan tenaga kerja pada sektor kesehatan akibat terbatasnya sumber daya manusia dalam memenuhi kebutuhan tersebut, sekaligus untuk memenuhi tugas regional Australia sebagai ‘big brother’ di Pasifik. Kata kunci: Australia, bantuan luar negeri, KANI, Kiribati Kiribati is a nation in the Pacific Island that is exposed to flooding due to rising sea levels and is expected to sink by 2050. In addition, Kiribati is also faced domestic problems such as unemployment and poverty. To solve the problems, Kiribati government seeks to establish a policy known as "migration with dignity" by improving education and skills programs. To support this policy, Australian government as a neighboring country of Kiribati, provides scholarship assistance to the Kiribati community in the form of free education scholarship programs in the field of nursing and provides opportunities for kiribati citizen who have passed the program to work directly in Australia. This scholarship assistance is known as Kiribati Australia Nursing Initiative (KANI). This study answers the question of Australia's motive in helping Kiribati. This research is in the form of literature studies using qualitative methods, collecting data from books, the internet, journals and scientific articles. The result showed that KANI is a scholarship program that not only benefits Kiribati as a receiving country, but also benefits Australa as a foreign aid provider. Australia's dominant self-interest in KANI program is its need for workforce shortages in the health sector due to limited human resources in meeting those needs, as well as to fulfill Australia's regional duty as a 'big brother' in the Pacific. Keywords: Australia, foreign aid, KANI, Kiribati

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3

THOMPSON, J. "ET nursing education in Australia." Journal of WOCN 23, no. 3 (May 1996): 130–33. http://dx.doi.org/10.1016/s1071-5754(96)90008-x.

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4

Thompson, Julia M., and Elizabeth English. "ET Nursing Education in Australia." Journal of Wound, Ostomy and Continence Nursing 23, no. 3 (May 1996): 130–33. http://dx.doi.org/10.1097/00152192-199605000-00004.

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5

Scanlon, Andrew. "Doctor of Nursing Practice: Australia." Clinical Scholars Review 8, no. 1 (2015): 98–101. http://dx.doi.org/10.1891/1939-2095.8.1.98.

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This article explores the applicability of the Doctor of Nursing Practice degree from the Australian nurse practitioner (NP) perspective. NPs have been endorsed to practice in Australia for more than 13 years in many diverse roles requiring education beyond that of the current master’s level. However, there is little formal university training beyond this level. Current regulatory requirements, clinical practice settings, and the small number of NPs practicing do not provide the impetus to expand NP education requirements at this time.

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6

Axford, Rita L., and Barbara E. Carter. "Nursing research education practices in Australia." Collegian 2, no. 4 (January 1995): 23–28. http://dx.doi.org/10.1016/s1322-7696(08)60125-0.

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7

Pascoe, Tessa, Ronelle Hutchinson, Elizabeth Foley, Ian Watts, Lyndall Whitecross, and Teri Snowdon. "General practice nursing education in Australia." Collegian 13, no. 2 (January 2006): 22–25. http://dx.doi.org/10.1016/s1322-7696(08)60520-x.

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8

Anderson, Judith, and Linda Malone. "Chronic care undergraduate nursing education in Australia." Nurse Education Today 35, no. 12 (December 2015): 1135–38. http://dx.doi.org/10.1016/j.nedt.2015.08.008.

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9

Ralph, Nicholas, Melanie Birks, and Ysanne Chapman. "The accreditation of nursing education in Australia." Collegian 22, no. 1 (March 2015): 3–7. http://dx.doi.org/10.1016/j.colegn.2013.10.002.

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10

Peterson, David, Tracey Clark, Richard Sprod, Trudi Verrall, Louise English, and Amanda Thomson. "Bloody Good! The Impact of eLearning on Medical and Nursing Practice." International Journal of Advanced Corporate Learning (iJAC) 10, no. 2 (November 9, 2017): 75. http://dx.doi.org/10.3991/ijac.v10i2.7349.

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<p class="Abstract">Blood transfusion is a commonly-performed medical procedure that improves and saves the lives of patients. However, this procedure also has significant risks, is sometimes used inappropriately and has substantial costs associated with the collection, testing, processing and distribution of blood and blood products.</p><p class="Abstract">BloodSafe eLearning Australia (BEA) (<a href="/index.php/i-jac/author/saveSubmit/www.bloodsafelearning.org.au">www.bloodsafelearning.org.au</a>) is an education program for Australian doctors, nurses and midwives, designed to improve the safety and quality of clinical transfusion practice. Courses are interactive and include case studies, videos, and best-practice tips. Successful completion of a multiple-choice assessment provides learners with a certificate of completion. To date there are more than 400,000 registered learners, from more than 1500 organisations, who have completed more than 765,000 courses.</p><p class="Abstract">Stakeholder feedback shows that the program: provides credible, consistent education across Australia; is cost effective; reduces duplication; is ‘best-practice’ elearning that is readily accessible; allows institutions to focus on practical aspects of transfusion education; results in change to clinical practice; and supports the broader implementation of a blood management strategy in Australia.</p><p class="Abstract">User evaluation shows that the courses have a positive impact, with 89% of respondents stating they had gained additional knowledge of transfusion practice, processes and/or policy and more than 87% reporting they will make, or have made, changes to their work practices which will improve patient safety and outcomes.</p>The BloodSafe eLearning Australia program provides education to a large number of health professionals across Australia. Evaluation demonstrates that these courses provide users with a consistent and reliable knowledge base that translates into changes to practice and improved patient outcomes.

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Wang, Carol Chunfeng, Lisa Whitehead, and Sara Bayes. "“They are friendly but they don’t want to be friends with you”: A narrative inquiry into Chinese nursing students’ learning experience in Australia." Journal of Nursing Education and Practice 7, no. 8 (March 7, 2017): 27. http://dx.doi.org/10.5430/jnep.v7n8p27.

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There is increasing interest in the phenomena of international student mobility and the growing global demand for skilled nurses. Little is known, however, about the learning experiences of Chinese nursing students at Australian universities. This study begins to address this gap. A narrative inquiry methodology was employed. In-depth interviews and focus group discussions, along with field notes and observations were conducted with six Chinese undergraduate nursing students studying undergraduate nursing in Western Australia. Chinese nursing students in Australia experienced fear and anxiety, driven by unfamiliarity with the hospital environment, education methods, and assessment expectations. Clinical placement experiences in Australian health services were identified by participants as the most stressful learning experience. Forming friendships with domestic students was difficult and rare for these students: none made friends with local students or joined university groups. Despite the challenges they experienced, the participants were motivated and adaptive to a new culture and learning methods, and all, demonstrated academic success. This study provides new knowledge about the learning experiences of Chinese nursing students at Australian universities. Many of the issues identified relate to the wider discussion around effective support for international students.

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Moreno-Lacalle, Rainier C. "COMPARATIVE ANALYSIS BETWEEN NURSING CORE COMPETENCY STANDARDS OF AUSTRALIA AND THE PHILIPPINES." Belitung Nursing Journal 5, no. 5 (October 30, 2019): 176–79. http://dx.doi.org/10.33546/bnj.761.

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Philippines as one of the top producers of nurses worldwide must benchmark its national nursing standards to the rest of the world. Therefore, the standards must be compared and contrasted with other countries like Australia. The main purpose of this study is to compare and contrast nurse’s competency and performance indicators between the Philippines and Australia nursing competency system. This is a review article guided by Donnelly and Weichula’s Qualitative- Comparative Analysis (QCA). The process includes identification of the condition of interest, dichotomization and development of truth tables. Two official documents namely the Philippines’ National Nursing Core Competency Standards and Australia’s National Competency Standards for the Registered Nurse were selected as the condition of interest. Findings show that Australia adopted a one pronged-generalist, non-linear approach, and policy-based nursing education system while the Philippines emphasized on three-pronged specialization, work-based, and linear approach nursing competency standards. The Australia and Philippine nursing competency trails a different path in adopting standards for nursing education system. The strengths and weaknesses of each national nursing competency standards were discussed.

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Currie, Jane, Sarah Kourouche, Christopher Gordon, Christine Jorm, and Sandra West. "Mass casualty education for undergraduate nursing students in Australia." Nurse Education in Practice 28 (January 2018): 156–62. http://dx.doi.org/10.1016/j.nepr.2017.10.006.

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Wang, Carol Chunfeng, Lisa Whitehead, and Sara Bayes. "Global mobility in nursing: Why Chinese students leave to study nursing in Australia." Journal of Nursing Education and Practice 7, no. 11 (June 21, 2017): 51. http://dx.doi.org/10.5430/jnep.v7n11p51.

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Objective: The world-wide demand for skilled Registered Nurses is high, and understanding the reasons why Chinese students leave home to study nursing in Australia is important for institutions, policy makers, and nursing administrators in both China and Australia. This paper explores the factors shaping the decision of six Chinese students to study nursing in Australia and their preference to eventually live and work either in China or Australia.Methods: A three-dimensional space narrative structure approach was used for this study. In-depth interviews and focus group discussions were conducted with six Chinese nursing students whom were studying nursing at universities in Western Australia.Results: Findings revealed that the most important factor that influenced Chinese students’ decision to study nursing in Australia was the possibility for permanent residency.Conclusions: Insights gained from the study are important for a myriad of factors including international nursing relocation, developments in networking and healthcare, and capitalising in education from a global perspective.

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Lane, Riki, Elizabeth Halcomb, Lisa McKenna, Nicholas Zwar, Lucio Naccarella, Gawaine Powell Davies, and Grant Russell. "Advancing general practice nursing in Australia: roles and responsibilities of primary healthcare organisations." Australian Health Review 41, no. 2 (2017): 127. http://dx.doi.org/10.1071/ah15239.

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Objectives Given increased numbers and enhanced responsibilities of Australian general practice nurses, we aimed to delineate appropriate roles for primary health care organisations (PHCOs) to support this workforce. Methods A two-round online Delphi consensus process was undertaken between January and June 2012, informed by literature review and key informant interviews. Participants were purposively selected and included decision makers from government and professional organisations, educators, researchers and clinicians from five Australian states and territories Results Of 56 invited respondents, 35 (62%) and 31 (55%) responded to the first and second invitation respectively. Participants reached consensus on five key roles for PHCOs in optimising nursing in general practice: (1) matching workforce size and skills to population needs; (2) facilitating leadership opportunities; (3) providing education and educational access; (4) facilitating integration of general practice with other primary care services to support interdisciplinary care; and (5) promoting advanced nursing roles. National concerns, such as limited opportunities for postgraduate education and career progression, were deemed best addressed by national nursing organisations, universities and peak bodies. Conclusions Advancement of nursing in general practice requires system-level support from a range of organisations. PHCOs play a significant role in education and leadership development for nurses and linking national nursing organisations with general practices. What is known about the topic? The role of nurses in Australian general practice has grown in the last decade, yet they face limited career pathways and opportunities for career advancement. Some nations have forged interprofessional primary care teams that use nurses’ skills to the full extent of their scope of practice. PHCOs have played important roles in the development of general practice nursing in Australia and internationally. What does this paper add? This study delineates organisational support roles for PHCOs in strengthening nurses’ roles and career development in Australian general practice. What are the implications for practitioners? Effective implementation of appropriate responsibilities by PHCOs can assist development of the primary care nursing workforce.

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Parker, Vicki, and Margaret Mcmillan. "Challenges facing internationalisation of nursing practice, nurse education and nursing workforce in Australia." Contemporary Nurse 24, no. 2 (April 2007): 128–36. http://dx.doi.org/10.5172/conu.2007.24.2.128.

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17

O'Keefe, E. J. "The evolution of sexual health nursing in Australia: a literature review." Sexual Health 2, no. 1 (2005): 33. http://dx.doi.org/10.1071/sh04010.

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Background: The purpose of this paper is to describe and encapsulate the elements of the sexual health nurse’s role in Australia. In Australia, sexual health nursing is a fast evolving speciality operating within a climate of diverse role expectations, settings and population groups. Today’s health care climate demands that nurses’ roles and their impact on patient care be held up to scrutiny. Methods: A literature review was conducted that used descriptive analysis to elicit the recurrent themes appearing in the Australian sexual health nursing literature that would describe the role. Results: A model of sexual health nursing was evident with the two primary themes of professional responsibility and patient care. The professional role included a philosophy of sharing nursing experiences, collaboration, employment in multiple settings, and the development of the role into advanced practice, appropriate academic and clinical preparation and a commitment to research. The patient care role included the provision of individual and holistic patient care, ability to access specific at-risk groups, clinical effectiveness, patient education and community development roles. Conclusion: Australian sexual health nurses make a specific and measurable contribution to the health care system. They are likely to continue to advance their role supported by appropriate research that validates their models of practice, continues their philosophy of sharing their experiences and that documents the impact they have on the health outcomes of individuals and populations.

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Livesay, Karen, Ruby Walter, Sascha Petersen, and Lin Zhao. "Are women nursing academics represented in university leadership positions?" Journal of University Teaching and Learning Practice 19, no. 1 (March 8, 2022): 107–21. http://dx.doi.org/10.53761/1.19.1.07.

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The nursing workforce constitutes the largest professional health workforce in Australia. Nursing is traditionally a female dominated profession. This study reviewed Australian universities that provide entry to practice nursing education. The study identified the distribution of females and males in leadership in nursing education, the positioning of the discipline in the university, and where nurses occupy leadership roles above the nursing discipline (faculty/college). Of the 37 universities that offered entry to practice nursing, more females were evident. However, more men were evident in academia than the proportion of men in nursing outside of the academic setting. Leadership nomenclature varied within each nursing discipline group reviewed. This study demonstrated that the number of nursing academics has decreased since the late 1990’s. The nursing workforce is still a significant contributor to the academic workforce and yet numbers of nurse academics working in roles senior to their discipline were few. This paper discusses how the nursing workforce as predominantly female, has implications to both females and males, and may impact opportunities for leadership and promotion to senior roles.

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Hallinan, Christine M., and Kelsey L. Hegarty. "Advanced training for primary care and general practice nurses: enablers and outcomes of postgraduate education." Australian Journal of Primary Health 22, no. 2 (2016): 113. http://dx.doi.org/10.1071/py14072.

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The aims of the present study were to understand enablers to participation in postgraduate education for primary care nurses (PCNs), and to explore how postgraduate education has advanced their nursing practice. Cross-sectional questionnaires were mailed out in April 2012 to current and past students undertaking postgraduate studies in primary care nursing at The University of Melbourne, Victoria, Australia. Questionnaires were returned by 100 out of 243 nurses (response rate 41%). Ninety-one per cent (91/100) of the respondents were first registered as nurses in Australia. Fifty-seven per cent were hospital trained and 43% were university educated to attain their initial nurse qualification. The respondents reported opportunities to expand scope of practice (99%; 97/98), improve clinical practice (98%; 97/99), increase work satisfaction (93%; 91/98) and increase practice autonomy (92%; 89/97) as factors that most influenced participation in postgraduate education in primary care nursing. Major enablers for postgraduate studies were scholarship access (75%; 71/95) and access to distance education (74%; 72/98). Many respondents reported an increased scope of practice (98%; 95/97) and increased job satisfaction (71%; 70/98) as an education outcome. Only 29% (28/97) cited an increase in pay-rate as an outcome. Of the 73 PCNs currently working in general practice, many anticipated an increase in time spent on the preparation of chronic disease management plans (63%; 45/72), multidisciplinary care plans (56%; 40/72) and adult health checks (56%; 40/72) in the preceding 12 months. Recommendations emerging from findings include: (1) increased access to scholarships for nurses undertaking postgraduate education in primary care nursing is imperative; (2) alternative modes of course delivery need to be embedded in primary care nursing education; (3) the development of Australian primary care policy, including policy on funding models, needs to more accurately reflect the educational level of PCNs, PCN role expansion and the extent of interprofessional collaboration that is evident from research undertaken to date. Nurses with postgraduate education have the potential to increase their scope of practice, take on a greater teaching role and provide more preventive and chronic disease services in primary care. Policies aimed at increasing access to education for nurses working in primary care would strengthen the primary care nursing profession, and enhance the delivery of primary health care services in Australia.

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Daly, John, and Debra Jackson. "On the Use of Nursing Theory in Nurse Education, Nursing Practice, and Nursing Research in Australia." Nursing Science Quarterly 12, no. 4 (October 1999): 342–45. http://dx.doi.org/10.1177/089431849901200418.

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21

Piškorjanac, Silvija. "Oncology nursing and EONS (European Oncology Nursing Society) influence in Eastern Europe." Sestrinska vizija 5, no. 8 (2021): 34–37. http://dx.doi.org/10.5937/sestrviz2108034p.

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European Union (EU) has defined the process and norms of nursing education. As a source of data, Directive 2005/36/EC and Directive 2013/55/EU was used together with Croatian laws and regulations which are related to nursing education. Nursing education in Croatia is carried out through high school education and also at the university level. The situation is similar or the same in many other Eastern European countries. Experience in nursing education in different European countries can be useful in improving nursing education in Croatia. Cancer nursing specialization in the Republic of Croatia, as in many Eastern European countries, exists only on paper, unlike in Western Europe, the USA or Australia. Eastern European cancer nurses can be trained with the assistance of EONS (European Oncology Nursing Society) which is an umbrella organisation providing leadership in all areas of cancer nursing, research, practice, continuing education, communications and advocacy for better recognition of cancer nursing across Europe.

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Ranse, J., P. Arbon, R. Shaban, J. Considine, B. Mitchell, and S. Lenson. "(A49) Disaster Content Varies in Australian Postgraduate Tertiary Emergency Nursing Courses: Implications for Educational Preparedness." Prehospital and Disaster Medicine 26, S1 (May 2011): s15. http://dx.doi.org/10.1017/s1049023x11000616.

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Emergency nurses have key roles in responding to healthcare disasters. Emergency nurses often complete postgraduate qualifications in their area of specialty to equip them with a breadth and depth of knowledge to respond to the challenges and complexities of emergency nursing care. However, little is known about the disaster preparedness of emergency nurses in Australia. More specifically, the educational preparedness and training for disaster nursing roles is not well understood. This purpose of this study is to describe the disaster content of Australian postgraduate tertiary emergency nursing courses as a means of better understanding emergency nurses' educational preparedness for disaster. An exploratory, descriptive approach was used to survey postgraduate tertiary emergency nursing course convenors. Data were collected from course convenors by structured telephone interview. Questions included: (1) nursing background; (2) demographics and disaster experience of course convenors; (3) course type, duration and mode of delivery; and (4) the type and amount of disaster content. Currently, 12 universities in Australia offer postgraduate courses specific to Emergency Nursing, ranging from Graduate Certificates to Masters Degree level. Of these universities, 10 participated in this research project. This presentation will report on the demographics of course convenors, including their disaster education and experience. However, the focus of the presentation will be on the review of the course content. Seven courses had some disaster content, while three had none. The disaster content in these courses varied in both content and duration. Three had learning objectives, and one had an assessment item related to disasters. Five had recent modifications relating to disaster content; this was in response to real-world events, such as terrorism and communicable diseases. This research highlights that the disaster content in Australian postgraduate emergency nursing courses varies. This finding supports the need for national consistency and supporting framework for disaster content in post-graduate courses. The 2009 Ben Morley Scholarship, a financial award sponsored by the College of Emergency Nursing Australasia, supported this research.

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Ogle, Robyn, Elizabeth Bethune, Pauline Nugent, Arlene Walker, and David Wellman. "Mapping Postgraduate Nurse Education in Australia 2001-2002." Collegian 14, no. 2 (January 2007): 32–40. http://dx.doi.org/10.1016/s1322-7696(08)60553-3.

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Cruickshank, Mary. "A study of quality management practices in nursing in universities in Australia." Australian Health Review 26, no. 1 (2003): 194. http://dx.doi.org/10.1071/ah030194.

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In Australia,the traditional Quality Assurance approach used in the hospital setting has played an important role in nursing practice.During the past decade, nurses have begun making a paradigm shift from Quality Assurance to Total Quality Management but scant attention has been paid to quality management practices in nursing in the higher education sector. This paper reports on a quantitative study examining the perceptions of nurse academics to the applicability of TQM to nursing in universities. The findings identified how TQM could be applied to suit the nursing culture in the higher education sector.

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Wang, Carol Chunfeng. "Closing the gap in nursing education: Comparing nursing registration systems in Australia and China." Chinese Nursing Research 3, no. 1 (March 2016): 1–6. http://dx.doi.org/10.1016/j.cnre.2016.03.001.

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Mclean, A. S., and E. J. Egan. "Australian Intensive Care Educational Links with Asian Countries." Anaesthesia and Intensive Care 23, no. 6 (December 1995): 718–20. http://dx.doi.org/10.1177/0310057x9502300612.

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A survey examining the level of Australian Intensive Care Unit involvement in the education of Asian critical care doctors and nurses was performed. Of the 49 hospitals surveyed, 34% have ongoing links. An analysis of countries involved, proportion of medical and nursing numbers, and whether the teaching was performed in Australia or the Asian country was undertaken. The survey revealed that a high proportion of Australian Intensive Care Units are actively involved, or would consider future participation, in educational links with Asian units.

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Hartin, Peter, Melanie Birks, and David Lindsay. "Bullying in Nursing: Is it in the Eye of the Beholder?" Policy, Politics, & Nursing Practice 20, no. 2 (May 2019): 82–91. http://dx.doi.org/10.1177/1527154419845411.

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The nursing profession is presented with numerous definitions of workplace bullying. This study provides an in-depth analysis of the concept of bullying in the nursing profession in Australia through a scoping review of definitions presented in literature published up until 2018. The research questions used to guide the search were as follows: How has the definition of bullying in nursing in Australia been conceptualized in the literature? How do these definitions of bullying differ? How has the definition of bullying, as used in the literature, evolved over time? The review was informed by the approach of Arksey and O’Malley, containing explicit definitions of bullying in nursing literature. The findings reveal that the literature does not reflect a shared and integrated vision of the exact nature of bullying in the nursing profession. The conceptualization of bullying in the nursing profession has become more dynamic over time. The myriad ways in which bullying in nursing is defined in Australia has important implications for research, practice, education, and policy.

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Grimes, Andrea, Christopher Rouen, and Caryn West. "Measuring Student Nurses’ Preparedness and Resilience for a Disaster Setting." Prehospital and Disaster Medicine 34, s1 (May 2019): s148. http://dx.doi.org/10.1017/s1049023x19003315.

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Introduction:Nurses have long been utilized in disaster response and recovery and they possess broad skill sets, which are critical in times of crisis. However, studies show that more than 80% of nurses who volunteered in disasters settings have no disaster education.Aim:This project explored the disaster knowledge, preparedness, and resilience of 2nd and 3rd-year undergraduate student nurses in a Bachelor of Nursing Science program in a regional university to garner support for the introduction of dedicated disaster nursing education, which is currently absent from Australian undergraduate nursing curricula. Whilst disaster management processes in Australia are robust and Australian health care systems have explicit plans in place, the same cannot be said for all countries and health care systems. Australian trained nurses are highly valued and actively sought in the global health workforce market. In a world marked by increasing change and instability, the lack of dedicated disaster education and skills in the largest health workforce increases the overall vulnerability.Methods:Data were collected using the Disaster Preparedness Evaluation Tool, the Connor-Davidson Resilience Scale, simple demographics, and a previous disaster experience questionnaire.Results:The results highlight important gaps in current practice and vulnerabilities in the current disaster management framework. Local students scored higher results in preparedness and resilience.Discussion:Student nurses are an underutilized resource in disaster preparation and by response teams around the world. With a global intent of shared responsibility and increased resilience in individuals and communities before, during, and after disaster events, dedicated capacity building of nursing staff has the potential to address key factors and simultaneously utilize an underappreciated demographic of student nurses. To the best of the author’s knowledge, this project is the first to explore disaster knowledge, preparedness, and resilience in undergraduate student nurses using validated disaster preparedness and resilience tools in Australia.

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29

Cusack, Lynette. "Re: Recent Collegian publication: The accreditation of nursing education in Australia." Collegian 22, no. 4 (December 2015): 453. http://dx.doi.org/10.1016/j.colegn.2015.10.007.

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30

Happell, Brenda. "Psychiatric/Mental Health Nursing Education in Victoria, Australia: Barriers to Specialization." Archives of Psychiatric Nursing 20, no. 2 (April 2006): 76–81. http://dx.doi.org/10.1016/j.apnu.2005.08.011.

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31

Li, Mian-Li, Jacqui Allen, Virginia Plummer, and Yan-Ling Dai. "Comparison of research hotspots and trends in long-term care for the elderly between China and Australia: a bibliometric analysis^†." Frontiers of Nursing 9, no. 4 (December 1, 2022): 421–30. http://dx.doi.org/10.2478/fon-2022-0053.

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Abstract Objective: To explore the current status and development of long-term care (LTC) research in terms of publications in China and Australia, to identify the major contributing authors and institutions, and to compare the research hotspots and trends between China and Australia in order to encourage informed collaborations and work in future. Methods: We collected bibliometric data on the LTC of the elderly in China and Australia from 2009 to 2020 using Chinese National Knowledge Infrastructure (CNKI) and Web of Science (WOS). CiteSpace software was used to analyze co-authorships, co-institutions, and co-keywords. Results: A total of 826 articles in Chinese and 393 in English were included for analysis. The total number of publications showed an upward trend in both countries. The top 10 productive researchers and institutions in China and Australia were identified, and their collaboration network was revealed. Then, the knowledge maps of cooccurring keywords, respectively, showed the hotspots of “LTC insurance, disabled elderly, combination of medical and health care, nursing home” and “nursing home, dementia, quality of life, intervention” in China and Australia. Strong citation burst keywords illustrated the emerging trends of “combination of medical and health care, healthy aging” in China and “polypharmacy, prevention” in Australia. Conclusions: This article provided an insight into LTC of the elderly in China and Australia, and research in this field is developing rapidly and is being increasingly valued. The findings will be useful for future researchers to facilitate collaboration, identify new topics, and support urgently needed research of LTC in China.

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Rasmussen, Philippa, Tiffany Conroy, and Mette Grønkjær. "Child and adolescent mental health nurses’ perceptions of their professional identity: an exploratory study." Journal of Mental Health Training, Education and Practice 12, no. 5 (September 11, 2017): 281–91. http://dx.doi.org/10.1108/jmhtep-12-2016-0058.

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Purpose Nurses with specialised knowledge, experience and education are needed to provide specific care in nursing subspecialties such as child and adolescent mental health (CAMH) nursing. However, some of these attributes are implicit and not clear to the wider nursing community. The purpose of this paper is to explore the applicability of a conceptual framework for CAMH inpatient nursing practice to other areas of CAMH nursing practice. This paper presents an exploratory study regarding the applicability of the framework to two small cohorts of CAMH nurses. This study was conducted in Tasmania, Australia and Northern Denmark. These settings were chosen due to the self-perceived knowledge gap surrounding the role and professional identity of these Australian and Danish CAMH nurses. Design/methodology/approach An exploratory qualitative study within the social constructivist paradigm was undertaken. The method of data collection was two focus groups of CAMH nurses in Tasmania, Australia and Northern Denmark. The data were analysed using an adaptation of a six-phase thematic analysis process. Findings The analysis of the data resulted in three themes: individual preparation and experience of CAMH nurses, knowledge transfer and nurses’ perceptions of their individual and team roles. The findings have contributed new knowledge of CAMH nursing. Originality/value The findings of this study may support the applicability of the conceptual framework with participants’ endorsing that it reflects their role.

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White, Edward, and Julie Winstanley. "A randomised controlled trial of clinical supervision: selected findings from a novel Australian attempt to establish the evidence base for causal relationships with quality of care and patient outcomes, as an informed contribution to mental health nursing practice development." Journal of Research in Nursing 15, no. 2 (January 20, 2010): 151–67. http://dx.doi.org/10.1177/1744987109357816.

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This paper reports on selected findings from a novel randomised controlled trial (RCT) conducted in mental health settings in Queensland, Australia. Several national and state reports recently revealed the sub-optimal state of Australian mental health service provision which have direct implications for mental health nursing, including the privately experienced cost of working and coping in these settings. Clinical supervision (CS), a structured staff support arrangement, has shown promise as a positive contribution to the clinical practice development agenda and is now found reflected in health policy themes elsewhere in the world. However, CS is underdeveloped in Australia and the empirical evidence base for the informed implementation of CS, per se, has remained elusive. Within the overall context of a RCT design, therefore, and supplemented by other data collection methods, this large and generously funded study attempted to make an incremental contribution to better understanding this demanding substantive domain. Whilst the substantive insights and theoretical propositions reported here were derived from, and may be limited by, a sub-specialty of nursing and a single geographic location, they were earthed in the personal self-reported experience of those directly involved with a clinical practice innovation. They may resonate with counterparts beyond mental health nursing and Queensland, Australia, respectively, therefore, and may assist in both conceptualising and operationalising CS research, education, management, policy and clinical practice development decision making in the future.

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Stuhlmiller, Cynthia. "Rethinking mental health nursing education in Australia: A case for direct entry." International Journal of Mental Health Nursing 14, no. 3 (September 2005): 156–60. http://dx.doi.org/10.1111/j.1440-0979.2005.00374.x.

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Dean, Judith, Shaun Staunton, Stephen Lambert, Mary Batch, Warren Fitzgerald, and Joanne Leamy. "The Evolution of HIV Education for Nurses in Australia." Journal of the Association of Nurses in AIDS Care 25, no. 5 (September 2014): 458–64. http://dx.doi.org/10.1016/j.jana.2013.07.007.

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Peters, Lisa, Sharon L. Bourke, Janet A. Green, Elianna Johnson, Ligi Anish, and Linda K. Jones. "Understanding the healthcare needs of Sudanese refugee women settling in Australia." Clinical Nursing Studies 8, no. 2 (June 16, 2020): 40. http://dx.doi.org/10.5430/cns.v8n2p40.

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Objective: Explore the healthcare needs of Sudanese refugee women settling in Australia.Background: Refugees from Sudan are the fastest growing community in Australia. Nurses who care for people from the Sudan will be required to be familiar with the needs of this emerging community and offer culturally competent and safe care.Methods: Integrative review of the literature.Results: Sudan is one of the countries in Africa where the practice of female genital mutilation (FGM), cutting or circumcision is considered a social norm. This is a deeply rooted traditional cultural practice that is still prevalent in many developing countries. Healthcare professionals in Australia are ill equipped to care for women and children who have undergone this procedure. This paper explores the Sudanese refugee community in Shepparton, Victoria to explore the nursing considerations caring for women affected by FGM within the Australian health care context.Conclusions: There is a need for more education in undergraduate, postgraduate and continuing professional education on the healthcare needs of women who have undergone female genital mutilation in order to provide appropriate care and support for these women.

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Brodie, Pat, and Lesley Barclay. "Contemporary issues in Australian midwifery regulation." Australian Health Review 24, no. 4 (2001): 103. http://dx.doi.org/10.1071/ah010103.

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This paper reports on research that examined the Nurses' Acts, regulations and current policies of each state and territory in Australia, in order to determine their adequacy in regulating the education and practice of midwifery. This is part of a three-year study (Australian Midwifery Action Project) set up to identify and investigate barriers to midwifery within the provision of mainstream maternity services in Australia. Through an in-depth examination and comparison of key factors in the various statutes, the paper identifies their effect on contemporary midwifery roles and practices. The work assessed whether the current regulatory system that subsumes midwifery into nursing is adequate in protecting the public appropriately and ensuring that minimum professional standards are met. This is of particular importance in Australia, where many maternity health care services are seeking to maximise midwives' contributions through the development of new models of care that increase midwives' autonomy and level of accountability.

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Birks, Melanie, Ainsley James, Catherine Chung, Robyn Cant, and Jenny Davis. "The teaching of physical assessment skills in pre-registration nursing programmes in Australia: Issues for nursing education." Collegian 21, no. 3 (September 2014): 245–53. http://dx.doi.org/10.1016/j.colegn.2013.05.001.

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Brown, Stephen, Lara Wakeling, Mani Naiker, and Sue White. "Approaches to Study in Undergraduate Nursing Students in Regional Victoria, Australia." International Journal of Nursing Education Scholarship 11, no. 1 (January 1, 2014): 155–64. http://dx.doi.org/10.1515/ijnes-2014-0020.

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AbstractIn developmental research to devise a strategy to identify students who may benefit from assistance with learning habits, approaches to study were explored in undergraduate nursing students (n=122) enrolled in a compulsory first-year course in physiology at a regional Australian university. The course constituted 30 credits (25%) of their first year of study. Using the Approaches and Study Skills Inventory (ASSIST), students were identified as adopting a deep (n=38, 31%), strategic (n= 30, 25%), or a surface (n=54, 44%) approach to study. Internal consistency (Cronbach’s alpha [α]) for deep, strategic, and surface was 0.85, 0.87, and 0.76, respectively. Subsequently, a cluster analysis was done to identify two groupings: a “surface” group (n=53) and a “deep/strategic” group (n=69). The surface group scored lower in deep (33.28±6.42) and strategic (39.36±6.79) approaches and higher in the surface (46.96±9.57) approach. Conversely, the deep/strategic group scored 46.10±6.81, 57.17±7.81, and 41.87±6.47 in deep, strategic, and surface styles, respectively. This application of the ASSIST questionnaire and cluster analysis thus differentiated students adopting a surface approach to study. This strategy may enable educators to target resources, for example additional tutorial opportunities, peer-assisted study support, and tutor-led seminar sessions aimed at encouraging students to adopt a less superficial approach to study.

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Bowen-Withington, Julie, Shelaine Zambas, Rachel Macdiarmid, Catherine Cook, and Stephen Neville. "Integration of high-fidelity simulation into undergraduate nursing education in Aotearoa New Zealand and Australia: An integrative literature review." Nursing Praxis Aotearoa New Zealand 36, no. 3 (November 2020): 37–50. http://dx.doi.org/10.36951/27034542.2020.013.

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In undergraduate nursing education, low to high-fidelity simulations are used to prepare students for clinical placement and work readiness. This review provides a synthesis of what is known about the use of high-fidelity simulation in Aotearoa New Zealand and Australian undergraduate nursing education programmes. The aim of this review is to evaluate and synthesise the existing evidence about the use of high-fidelity simulation in these programmes. An integrative literature review methodology was used. Specific search terms and specific inclusion/exclusion criteria were applied to academic databases EBSCO, Medline, CINAHL, and the search engine Google Scholar. Electronic databases were searched for peer reviewed empirical research articles published in English (2000 – 2020), undertaken in Aotearoa New Zealand and Australia. Sixteen studies met the inclusion criteria. The main themes identified from this review included: i) realism and high-fidelity simulation; ii) resource implications; iii) preparation of simulation scenarios; iv) simulation for clinical preparedness; and v) students’ difficulties with simulation. In conclusion, simulation-based experiences continue to be used to support undergraduate nursing student learning. There is a shift from technical skill acquisition to soft skill development such as communication and teamwork. This review suggests that while high-fidelity simulation has benefits, it is resource-intensive, both in terms of equipment, and in the time required for educators to develop scenarios and learning packages. Nonetheless, students remain positive about simulation-based education that is well facilitated.

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Foster, Kim, Kim Usher, Lauretta Luck, Nikki Harvey, and David Lindsay. "Learning from experience: an evaluation of an external nursing course in regional Australia." Innovations in Education and Teaching International 45, no. 2 (May 2008): 155–67. http://dx.doi.org/10.1080/14703290801950369.

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Fetherstonhaugh, Deirdre, Rhonda Nay, and Mandy Heather. "Clinical school partnerships: the way forward in nursing education, research and clinical practice." Australian Health Review 32, no. 1 (2008): 121. http://dx.doi.org/10.1071/ah080121.

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This paper describes the development of a partnership between a university clinical school and a sub-acute health care facility in Melbourne, Australia. A brief history of nursing education is given to provide a background for the development of this collaborative model. The paper explores the partnership, what it has achieved and continues to achieve, as well as the challenges that have been faced along the way.

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Lambert, Vickie A., Clinton E. Lambert, John Daly, Patricia M. Davidson, Wipada Kunaviktikul, and Kyung Rim Shin. "Nursing Education on Women’s Health Care in Australia, Japan, South Korea, and Thailand." Journal of Transcultural Nursing 15, no. 1 (January 2004): 44–53. http://dx.doi.org/10.1177/1043659603259973.

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Rose, L., S. Goldsworthy, L. O’Brien-Pallas, and S. Nelson. "Critical care nursing education and practice in Canada and Australia: A comparative review." International Journal of Nursing Studies 45, no. 7 (July 2008): 1103–9. http://dx.doi.org/10.1016/j.ijnurstu.2007.06.006.

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Henderson, Anthony R., and Philippa Martyr. "Too little, too late: Mental health nursing education in Western Australia, 1958-1994." International Journal of Mental Health Nursing 22, no. 3 (July 19, 2012): 221–30. http://dx.doi.org/10.1111/j.1447-0349.2012.00861.x.

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Nattress, K., K. White, M. Davidson, F. Shipman, H. McKenzie, P. Cahill, and J. Bishop. "8132 POSTER An innovative collaboration to develop cancer nursing education in rural Australia." European Journal of Cancer Supplements 5, no. 4 (September 2007): 447. http://dx.doi.org/10.1016/s1359-6349(07)71634-8.

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Happell, Brenda, Rhonda Wilson, and Paul McNamara. "Undergraduate mental health nursing education in Australia: More than Mental Health First Aid." Collegian 22, no. 4 (December 2015): 433–38. http://dx.doi.org/10.1016/j.colegn.2014.07.003.

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Bennett, Elaine, Selma Alliex, and Caroline Bulsara. "The nursing history of Ngala since 1890: an early parenting organisation in Western Australia." Australian Journal of Child and Family Health Nursing 16, no. 1 (July 2019): 24–32. http://dx.doi.org/10.33235/ajcfhn.16.1.24-32.

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Background: This study was the first phase of a larger study which explored the past, present and future of nursing in early parenting services in Australia. Aim: The aim of this paper is to describe the history of nursing within an early parenting service in Western Australia (WA). Methods: Triangulation of multiple data sources was used to summarise the nursing role over 120 years. The history was discovered through a document analysis of archives, including oral histories, organisational documents, focus groups, nurses’ diaries and interviews with nurses. Findings: The nursing role and context is described over three time periods: 1890–1960; 1960–1990 and 1990–2010. Nursing during the 20th century was influenced by societal and policy changes, but the essence of nursing remained the same with a focus on providing support and education to parents during pregnancy and caring for their babies and young children. Nursing within early parenting up to the 1980s was reasonably static until the move from hospital-based training to the university sector, which was the turning point of change to a new era of professionalisation and ultimately working within an interdisciplinary team. Conclusion: This description of nursing history within one early parenting service has provided insight into this specialist area of nursing.

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Penman, J., and F. White. "Peer-Mentoring Program ‘Pop-Up’ Model for Regional Nursing Students." Journal of University Teaching and Learning Practice 3, no. 2 (April 1, 2006): 65–78. http://dx.doi.org/10.53761/1.3.2.6.

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In late 2003, the regional campus of the University of South Australia initiated a peer-mentoring program aimed at assisting the smooth transition of new students to university life. In particular, the Nursing and Rural Health unit envisaged a program that would be effective and rewarding for both student mentees and mentors. This paper presents an analysis of the peer-mentoring program initiated. It begins by discussing the concept of mentoring and the advantages and disadvantages of peermentoring programs in educational institutions. It then introduces the program, describes how it was conceptualised, implemented and strengthened and how the program developed into a unique ‘pop-up’ model of mentoring that fitted the needs of mentees and mentors. The paper evaluates the experiences of mentees and mentors and concludes with some suggestions for improving the program, which others may learn from. Key words: nursing education, first year academic experience, nursing students’ transition to university, peer-mentoring, mentee-mentor relationship.

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Kang, Kyung Im, and Jaewon Joung. "Outcomes of Consumer Involvement in Mental Health Nursing Education: An Integrative Review." International Journal of Environmental Research and Public Health 17, no. 18 (September 16, 2020): 6756. http://dx.doi.org/10.3390/ijerph17186756.

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This integrative review analyzed the research on consumer involvement in mental health nursing education in the last decade. We aimed to derive the main contents, methods, and outcomes of education using consumer involvement for mental health nursing students. We searched six electronic databases using English and Korean search terms; two authors independently reviewed the 14 studies that met the selection criteria. Studies on the topic were concentrated in Australia and some European countries; most of them used a qualitative design. The main education subject was recovery, and consumers tended to actively participate in education planning. Moreover, students’ perceptions about education using consumer involvement and people with mental health problems changed positively, as well as their experiences of participating in mental health nursing education. There is a lack of interest in the topic in Asian countries, including Korea. Thus, future studies in Asian countries are needed to conduct qualitative and in-depth explorations of students’ experiences regarding an educational intervention that uses consumer involvement as a tool rigorously designed for mental health nursing education. Consumer involvement can be an innovative strategy to produce high-quality mental health nurses by minimizing the gap between theory and practice in the undergraduate program.

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