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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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Jacob, Elisabeth R., Lisa McKenna, and Angelo D'Amore. "Senior nurse role expectations of graduate registered and enrolled nurses on commencement to practice." Australian Health Review 38, no. 4 (2014): 432. http://dx.doi.org/10.1071/ah13216.
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Objective This paper reports on a project to examine the expectations of senior nurses regarding graduate roles of registered and enrolled nurses educated in Victoria, Australia. Methods Participants completed an online survey to indicate whether predetermined competencies were in the roles of graduate enrolled or registered nurses or not in the role of either nurse. Chi-squared analysis was used to identify differences between participant groups. Results Participants expressed variations in role expectations for the different level of graduate nurse. Although basic nursing care was undertaken by both graduate enrolled and registered nurses, no specific role was identified for enrolled nurses. Differences were found in the opinions of senior nurses over the roles of graduate nurses, demonstrating considerable variation in expectations. Management, education and research roles were not identified as the role of either nurse on graduation. Differences were found in the expectations of the different senior nurse groups regarding the roles of the enrolled nurse, particularly in the new skills taught in the enrolled nurse diploma program. Conclusions Confusion exists regarding the roles of both types of nurse on graduation. Further research across Australia is required to clarify the roles of the different level of nurse in different practice contexts. What is known about the topic? Australia, like many other countries, prepares two levels of nurse for entry to practice: the degree-prepared registered nurse and the diploma-prepared enrolled nurse. Role confusion and ambiguity have been reported in the literature by many countries, including Australia, that employ two levels of nurse. What does this paper add? Great variation exists between expectations of senior nursing staff as to the role of both levels of graduate nurse. Role confusion and ambiguity exists for nurses in Australia. Role confusion and ambiguity around the scope of practice for enrolled nurses is seen as both limiting their practice and encouraging them to work at levels for which they have not been prepared. Graduate registered nurses were seen as more prepared for required graduate attributes than enrolled nurses. Care of acute, complex or deteriorating patients remains the role of registered nurses. What are the implications for practitioners? Practising nurses need to be educated as to the skills and knowledge that diploma enrolled nurses are graduating with in order to enable them to use their full range of abilities. To provide safe, quality care, registered nurses must fully understand the roles and abilities of the enrolled nurses to whom they delegate care. Organisational health policies and procedures need to be reviewed to accommodate the increased skills and knowledge of diploma-prepared enrolled nurses and enable best utilisation of their skills. Practising nurses need to be aware that enrolled nurses are not educationally prepared to care for complex or deteriorating patients. Although they are able to undertake basic nursing care, the role of caring for complex, highly acute and deteriorating patients remains in the domain of registered nurses. The increasing acuity of patients admitted to health services requires a higher skill mix of registered nurses to safely care for them.
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Gray, Jodi, Elizabeth A. Hoon, Hossein Haji Ali Afzali, Catherine Spooner, Mark F. Harris, and Jonathan Karnon. "Is the Counterweight Program a feasible and acceptable option for structured weight management delivered by practice nurses in Australia? A mixed-methods study." Australian Journal of Primary Health 23, no. 4 (2017): 348. http://dx.doi.org/10.1071/py16105.
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Nurse-led weight management programs, like the Counterweight Program in the United Kingdom, may offer a way for Australian general practices to provide weight management support to adults who are overweight or obese. During Counterweight, nurses provide patients with six fortnightly education sessions and three follow-up sessions to support weight maintenance. This study examined the feasibility, acceptability and perceived value of the Counterweight Program in the Australian primary care setting using a mixed-methods approach. Six practice nurses, from three general practices, were trained and subsidised to deliver the program. Of the 65 patients enrolled, 75% (n=49) completed the six education sessions. General practitioners and practice nurses reported that the training and resource materials were useful, the program fitted into general practices with minimal disruption and the additional workload was manageable. Patients reported that the program created a sense of accountability and provided a safe space to learn about weight management. Overall, Counterweight was perceived as feasible, acceptable and valuable by Australian practice staff and patients. The key challenge for future implementation will be identifying adequate and sustainable funding. An application to publically fund Counterweight under the Medicare Benefits Schedule would require stronger evidence of effectiveness and cost-effectiveness in Australia.
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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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Afzali, Hossein Haji Ali, Jonathan Karnon, Justin Beilby, Jodi Gray, Christine Holton, and David Banham. "Practice nurse involvement in general practice clinical care: policy and funding issues need resolution." Australian Health Review 38, no. 3 (2014): 301. http://dx.doi.org/10.1071/ah13187.
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In Australia, primary care-based funding initiatives have been implemented to encourage general practices to employ practice nurses. The aim of this paper is to discuss limitations of the current funding and policy arrangements in enhancing the clinical role of practice nurses in the management of chronic conditions. This paper draws on the results of a real-world economic evaluation, the Primary Care Services Improvement Project (PCSIP). The PCSIP linked routinely collected clinical and resource use data to undertake a risk-adjusted cost-effectiveness analysis of increased practice nurse involvement in clinical-based activities for the management of diabetes and obesity. The findings of the PCSIP suggested that the active involvement of practice nurses in collaborative clinical-based activities is cost-effective, as well as addressing general practice workforce issues. Although primary healthcare organisations (e.g. Medicare Locals) can play a key role in supporting enhanced practice nurse roles, improvements to practice nurse funding models could further encourage more efficient use of an important resource. What is known about the topic? There is evidence that the increased involvement of practice nurses in clinical-based activities in the management of patients with chronic conditions (e.g. diabetes and obesity) is cost-effective. The Australian Government has implemented financial incentives to encourage general practices to recruit nurses and to expand nursing roles within collaborative models of care. There is currently insufficient engagement of practice nurses in clinical care. What does this paper add? This paper summarises evidence regarding the value of an enhanced practice nurse role in Australian general practice, and discusses refinements to current funding arrangements for practice nurses. What are the implications for practitioners? Delegating clinical role (e.g. patient education and monitoring clinical progress) to practice nurses in the management of patients with chronic conditions can improve clinical outcomes without adversely affecting general practice business models.
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Fraser, Jennifer Anne, Marie Hutchinson, and Jessica Appleton. "Nurses’ experiences of home visiting new parents in rural and regional communities in Australia: a descriptive qualitative study." Journal of Children's Services 11, no. 3 (September 19, 2016): 204–16. http://dx.doi.org/10.1108/jcs-07-2015-0023.
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Purpose Child and family health (CAFH) services in Australia initially provide at least one nurse-home-visit following the birth of a child. Planning and referral then commences for the on-going provision of appropriate services to families. Unfortunately, services in rural and regional communities in Australia can be fragmented and poorly resourced. Little is known about CAFH nurses’ experiences of working with families in these communities. The purpose of this paper is to examine the way CAFH nurses work within a universal health service model that may be compromised by isolation, discontinuity and fragmentation. Design/methodology/approach Focus groups with 26 CAFH nurses from five rural, two regional and one urban community in New South Wales (NSW), Australia were conducted. A secondary, thematic analysis of the qualitative data were undertaken to reflect on change and continuity in the field of universal CAFH services. Analysis was driven by two key research questions: How do CAFH nurses experience their role in universal home-based CAFH services within rural and regional areas of Australia and, what unique factors are present in rural and regional areas that impact on their CAFH nursing role? Findings The experience of the CAFH nurses as presented by these data revealed a role that was family centred and concerned for the welfare of the family, yet compromised by the need to meet the disproportionately complex needs of families in the absence of a strong network of services. The opportunity to present the findings provides insight into the way in which families engage with available services in isolated communities. CAFH nurses in the study attempted to maintain service integrity by adapting to the unique context of their work. Originality/value It is important to understand the mechanisms through which CAFH nurses operate to work effectively with families referred to their service. This paper describes the way in which CAFH nurses work with families not meeting the threshold for more intensive and targeted home-visiting service delivery in rural and regional communities of NSW, Australia.
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Bielby, L., D. Peterson, and T. Spigiel. "Transfusion education for nurses and transfusion practitioners in Australia." ISBT Science Series 13, no. 3 (January 10, 2018): 259–67. http://dx.doi.org/10.1111/voxs.12409.
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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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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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Cass, Sarah, Lauren Ball, and Michael Leveritt. "Australian practice nurses’ perceptions of their role and competency to provide nutrition care to patients living with chronic disease." Australian Journal of Primary Health 20, no. 2 (2014): 203. http://dx.doi.org/10.1071/py12118.
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Nutrition is important in the management of chronic disease, and practice nurses in the Australian primary care setting are increasingly providing nutrition care to patients living with chronic disease. The aim of the present study was to investigate practice nurses’ perceptions of their role and competency to provide nutrition care to patients living with chronic disease in Australia. Twenty practice nurses currently employed in general practice participated in an individual semi-structured telephone interview. Interviews were transcribed verbatim and thematically analysed. Practice nurses perceived themselves to be in a prime position to provide opportunistic nutrition care to patients. Participants perceived that the ideal role of a practice nurse is to advocate for nutrition and provide a basic level of nutrition care to patients; however, the interpretation of the term ‘basic’ varied between participants. Participants perceived that practice nurses are highly trusted and approachable, which they valued as important characteristics for the provision of nutrition care. Barriers to providing nutrition care included time constraints, lack of nutrition knowledge and lack of confidence. Participants were concerned about the availability and accessibility of nutrition education opportunities for practice nurses. The present study has demonstrated that practice nurses perceive themselves as having a significant role in the provision of nutrition care to patients with chronic disease in the Australian primary care setting. Further investigation of strategies to enhance the effectiveness of nutrition care provision by practice nurses is warranted.
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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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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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Duong, Karen. "Disaster education and training of emergency nurses in South Australia." Australasian Emergency Nursing Journal 11, no. 4 (November 2008): 213. http://dx.doi.org/10.1016/j.aenj.2008.09.056.
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Duong, Karen. "Disaster education and training of emergency nurses in South Australia." Australasian Emergency Nursing Journal 12, no. 3 (August 2009): 86–92. http://dx.doi.org/10.1016/j.aenj.2009.05.001.
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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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Parker, Rhian, Helen Keleher, and Laura Forrest. "The work, education and career pathways of nurses in Australian general practice." Australian Journal of Primary Health 17, no. 3 (2011): 227. http://dx.doi.org/10.1071/py10074.
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There is little understanding about the educational levels and career pathways of the primary care nursing workforce in Australia. This article reports on survey research conducted to examine the qualifications and educational preparation of primary care nurses in general practice, their current enrolments in education programs, and their perspectives about post-registration education. Fifty-eight practice nurses from across Australia completed the survey. Over 94% reported that they had access to educational opportunities but identified a range of barriers to undertaking further education. Although 41% of nurses said they were practising at a speciality advanced level, this correlated with the number of years they had worked in general practice rather than to any other factor, including level of education. Respondents felt a strong sense of being regarded as less important than nurses working in the acute care sector. Almost 85% of respondents reported that they did not have a career pathway in their organisation. They also felt that while the public had confidence in them, there was some way to go regarding role recognition.
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Ranse, J., and S. Lenson. "(A111) Role, Resources, and Clinical and Educational Backgrounds of Nurses Who Participated in the Prehospital Response to the 2009 Bushfires in Victoria, Australia." Prehospital and Disaster Medicine 26, S1 (May 2011): s31. http://dx.doi.org/10.1017/s1049023x11001130.
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The bushfires of February 2009 in Victoria, Australia resulted in the deaths of 173 people and caused injuries to 414. Furthermore, > 2,030 houses and 3,500 structures were destroyed. The role and experience of nurses in this environment are not well understood, and little is known about the clinical and education background of nurses in this setting. This presentation will provide an overview of the bushfires and report on two research projects. The aims of these projects were to explore participant demographics and various aspects of nursing activities in the prehospital environment. These projects used volunteer nursing members of St John Ambulance Australia who responded to the Victorian fires. The first project used a retrospective, descriptive postal survey, and the second was descriptive and exploratory, using semi-structured interviews as a means of data collection. The survey highlighted that nurses had varying clinical and educational backgrounds. Males were overrepresented when compared to the national average of nurses. Most participants had taken disaster-related education, however, this varied in type and duration. Similarly, most had participated in training or mock disasters; however this usually was not related to bushfire emergencies. The qualitative findings identified two main themes having expansive roles and being prepared. These highlighted that nurses maintained a variety of roles, such as clinicians, emotional supporters, coordinators and problem solvers, and they were well prepared for these roles. This research provided insight into the characteristics and level of preparedness of nurses who responded to the 2009 Victorian bushfires in the prehospital environment. Additionally, it highlights the need for more structured education and training for nurse that is aligned with their role and deployment environment.
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Meadley, Liz, Jane Conway, and Margaret McMillan. "Education and training needs of nurses in general practice." Australian Journal of Primary Health 10, no. 1 (2004): 21. http://dx.doi.org/10.1071/py04004.
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Practice nurses have been identified as key personnel in management of patients either in the prevention of hospitalisation or follow-up post-discharge from acute settings. There is an increase in numbers of practice nurses (PNs) in Australia, but the role of nurses who work in general practice is poorly understood. There is considerable variation in the activities of PNs, which can include functions as diverse as receptionist duties, performing a range of clinical skills at the direction of the medical practitioner, and conducting independent patient assessment and education. This paper reports on an investigation of PNs? perceptions of their ongoing professional development needs, and identifies issues in providing education and training to nurses who work with general practitioners (GPs).
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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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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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Williams,, Leonie Mosel. "Defining Professionat Nurse Caring: Against a Backdrop of 200 Years of Neglect." International Journal of Human Caring 2, no. 1 (February 1998): 10–16. http://dx.doi.org/10.20467/1091-5710.2.1.10.
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More than five generations of nurses have been educated and have practiced as caring professionals in Australia’s recent history. Nursing education has evolved from the cultures of those who migrated to Australia over the last 200 years with very little attention being paid to the culture which developed and thrived on the continent since time began. Few of the five generations of nurses know or have sought to know about Aboriginal peoples, the original inhabitants of Australia. Contemporary education is endeavoring to address this omission, however it is attempting to do so against 200 years of institutionalized racism.
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Ng, Linda, Robert Eley, and Anthony Tuckett. "Exploring factors affecting registered nurses' pursuit of postgraduate education in Australia." Nursing & Health Sciences 18, no. 4 (May 19, 2016): 435–41. http://dx.doi.org/10.1111/nhs.12289.
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Jelinek, G. A., T. J. Weiland, C. Mackinlay, N. Hill, and M. F. Gerdtz. "Perceived Differences in the Management of Mental Health Patients in Remote and Rural Australia and Strategies for Improvement: Findings from a National Qualitative Study of Emergency Clinicians." Emergency Medicine International 2011 (2011): 1–7. http://dx.doi.org/10.1155/2011/965027.
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Introduction. We aimed to describe perceptions of Australian emergency clinicians of differences in management of mental health patients in rural and remote Australia compared with metropolitan hospitals, and what could be improved.Methods. Descriptive exploratory study using semi-structured telephone interviews of doctors and nurses in Australian emergency departments (EDs), stratified to represent states and territories and rural or metropolitan location. Content analysis of responses developed themes and sub-themes.Results. Of 39 doctors and 32 nurses responding to email invitation, 20 doctors and 16 nurses were interviewed. Major themes were resources/environment, staff and patient issues. Clinicians noted lack of access in rural areas to psychiatric support services, especially alcohol and drug services, limited referral options, and a lack of knowledge, understanding and acceptance of mental health issues. The clinicians suggested resource, education and guideline improvements, wanting better access to mental health experts in rural areas, better support networks and visiting specialist coverage, and educational courses tailored to the needs of rural clinicians.Conclusion. Clinicians managing mental health patients in rural and remote Australian EDs lack resources, support services and referral capacity, and access to appropriate education and training. Improvements would better enable access to support and referral services, and educational opportunities.
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Fan, Emilia, and Joel J. Rhee. "A self-reported survey on the confidence levels and motivation of New South Wales practice nurses on conducting advance-care planning (ACP) initiatives in the general-practice setting." Australian Journal of Primary Health 23, no. 1 (2017): 80. http://dx.doi.org/10.1071/py15174.
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Nurses are well positioned to initiate and conduct advance-care planning (ACP) conversations; however, there has been limited research on practice nurses performing this role in Australia. The aim of the present study was to understand the beliefs, attitudes, perceptions, confidence, training and educational needs of New South Wales practice nurses with regards to involvement in ACP. A cross-sectional online survey was conducted in August to October 2014. Nurses were recruited through nursing organisations and Medicare Locals. There were 147 completed surveys (n=147). Participants were mostly female registered nurses, with a median age of 50, and 6 years of practice-nurse experience. Practice nurses were generally positive towards their involvement in ACP and believed it would be beneficial for the community. Their confidence in initiating ACP increased as their familiarity with patients increased. They showed a high level of interest in participating in training and education in ACP. Barriers to their involvement in ACP included the lack of a good documentation system, limited patient-education resources and unclear source of remuneration. Nurses were also concerned over legalities of ACP, ethical considerations and their understanding of end-of-life care options. Nevertheless, they were highly receptive of integrating ACP discussions and were willing to enhance their skills. These findings uncover a need for further training and development of practice nurses for ACP discussions.
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Lovett, Del, Bodil Rasmussen, Carol Holden, and Patricia M. Livingston. "Are nurses meeting the needs of men in primary care?" Australian Journal of Primary Health 23, no. 4 (2017): 319. http://dx.doi.org/10.1071/py16106.
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Meeting men’s health needs by improving healthcare service access is a key objective of comprehensive primary health care. The aims of this qualitative study were to explore the perception of nurses in men’s health services and to describe men’s expectation of the nurse. The comparative component identifies the barriers and facilitators to improved access to health services. A purposive sample of 19 nurses and 20 men was recruited from metropolitan and regional settings in the state of Victoria, Australia, and each participant was interviewed individually or as part of three focus groups. The main findings were: nurses and men were unclear on the role of the nurse in men’s health; and health promotion provided by nurses was predominantly opportunistic. Both participant groups indicated barriers to healthcare access related to: the culture and environment in general practice; limitation of Australia’s Medicare healthcare financing system; out-of-pocket costs, waiting time and lack of extended hours; and men not wanting to be perceived as complainers. Facilitators related to: positive inter-professional relations; effective communication; personal qualities; and level of preparedness of nurse education. The findings demonstrate a need for the role to be better understood by both men and nurses in order to develop alternative approaches to meeting men’s healthcare needs.
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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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Boldy, Duncan, Phillip Della, Rene Michael, Mark Jones, and Shelley Gower. "Attributes for effective nurse management within the health services of Western Australia, Singapore and Tanzania." Australian Health Review 37, no. 2 (2013): 268. http://dx.doi.org/10.1071/ah12173.
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Objective. To identify the perceptions of nurse managers in Western Australia, Singapore and Tanzania regarding desirable attributes for effective management of their health services, and to identify and discuss the implications for health-management education provided by Australian universities. Methods. Nurse managers completed a questionnaire covering four key dimensions: personality characteristics, knowledge and learning, skills, and beliefs and values. Each of 75 items were rated as to their effect on management effectiveness, according to a 5-point Likert scale. Results. Skills were considered the most important for management effectiveness by each group. Tanzanian respondents rated knowledge and learning almost as highly, and significantly higher than Western Australian respondents. They also rated personality characteristics and beliefs and values significantly higher than Western Australian respondents. No significant differences were found between Singapore and Western Australia. Conclusions. Participants desired a different relative mix of attributes in their nurse managers, with Western Australian respondents most likely to indicate that transformational leadership contributed most to managerial effectiveness. Tanzanian nurse managers were most likely to advocate transactional leadership, whereas Singaporean nurse managers’ views were located somewhere between. Given that these perceptions are valid, the content and curricula of management-development courses need to be cognisant of the cultural backgrounds of participants. What is known about the topic? Views differ as to the extent to which the criteria for management effectiveness are broadly universal or contingent on culture. This applies to the area of nurse management as it does to healthcare management in general. What does this paper add? It is demonstrated that each of the three quite different countries or states considered identified a distinctive combination of attributes as desirable, with the nurse managers of Western Australia most likely to favour a transformational style of leadership, those from Tanzania a transactional leadership style and those from Singapore somewhere in between. What are the implications for practitioners? Given the country- or state-specific desire for a different relative mix of attributes in their nurse managers, management educators in Australia need to ensure that the content and curricula of their courses are cognisant of the cultural backgrounds of their students. There are also important lessons to be taken on board regarding recruitment of nurses into management positions in terms of each of the four dimensions considered, particularly in terms of desirable personality characteristics and beliefs and values.
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Crawford, Tonia, Peter Roger, and Sally Candlin. "‘Are we on the same wavelength?’ International nurses and the process of confronting and adjusting to clinical communication in Australia." Communication and Medicine 13, no. 3 (June 16, 2017): 263–74. http://dx.doi.org/10.1558/cam.28953.
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Effective communication skills are important in the health care setting in order to develop rapport and trust with patients, provide reassurance, assess patients effectively and provide education in a way that patients easily understand (Candlin and Candlin, 2003). However with many nurses from culturally and linguistically diverse (CALD) backgrounds being recruited to fill the workforce shortfall in Australia, communication across cultures with the potential for miscommunication and ensuing risks to patient safety has gained increasing focus in recent years (Shakya and Horsefall, 2000; Chiang and Crickmore, 2009). This paper reports on the first phase of a study that examines intercultural nurse patient communication from the perspective of four Registered Nurses from CALD backgrounds working in Australia. Five interrelating themes that were derived from thematic analysis of semi-structured interviews are discussed. The central theme of ‘adjustment’ was identified as fundamental to the experiences of the RNs and this theme interrelated with each of the other themes that emerged: professional experiences with communication, ways of showing respect, displaying empathy, and vulnerability.
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Cassidy, Samuel, Andrea Coda, Kerry West, Gordon Hendry, Debra Grech, Julie Jones, Fiona Hawke, and Davinder Singh-Grewal. "Confidence amongst Multidisciplinary Professionals in Managing Paediatric Rheumatic Disease in Australia." Arthritis 2018 (January 18, 2018): 1–4. http://dx.doi.org/10.1155/2018/7807490.
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Objective. Interprofessional collaboration is a crucial component of care for children with rheumatic disease. Interprofessional care, when delivered appropriately, prevents disability and improves long-term prognosis in this vulnerable group. Methods. The aim of this survey was to explore allied health professionals’ and nurses’ confidence in treating paediatric rheumatology patients. Results. Overall, 117 participants were recruited, 77.9% of participants reported being “not confident at all,” “not confident,” or “neutral” in treating children with rheumatic diseases (RD) despite 65.1% of participants reporting having treated >1 paediatric rheumatology case in the past month. Furthermore, 67.2% of participants felt their undergraduate education in paediatric rheumatology was inadequate. “Journals” or “texts books” were used by 49.3% of participants as their primary source of continuing professional development (CPD) and 39.3% of participants indicated that they did not undertake any CPD related to paediatric rheumatology. Small group and online education were perceived to be potentially of “great benefit” for CPD. Conclusion. This paper highlights allied health professionals’ and nurses’ perceived inadequacy of their undergraduate education in paediatric RD and their low confidence in recognising and treating RD. Undergraduate and postgraduate education opportunities focusing on interprofessional collaboration should be developed to address this workforce deficiency.
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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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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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J, Vine, Shahwan-Akl L, Maude P, Jones LK, and Kimpton A. "Nurses knowledge and attitudes to individuals who self-harm: A quantitative exploration." Journal of Hospital Administration 6, no. 5 (August 2, 2017): 1. http://dx.doi.org/10.5430/jha.v6n5p1.
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Objective: Self-injury can be described as the deliberate destruction of the body without the intent to die, and is a distinct clinical presentation needing to be assessed separately from suicide and para-suicide. Nurses attitude to self-injury is a largely unexplored area particularly within Australia. The aim of this paper is to explore Australian general and mental health nurses’ attitudes towards self-injury taking into account their preparation as registered nurses (RNs) or enrolled nurses (ENs) and length of experience.Methods: This was a mixed methods exploratory design study. Phase one used a combination of two established surveys, the Self-Harm Antipathy Scale (SHAS) and the Attitudes Towards Deliberate Self-Harm Questionnaire (ATDSHQ). Nurses who were either RNs or ENs, mental health educated (MHE) or not, working in the area of mental health or emergency departments (ED) were recruited through a number of professional nursing organisations. A total of 172 nurses completed the phase one online questionnaire. The results of this survey are reported in this paper.Results: The key findings indicated a significant relationship between years of mental health nursing experience and mental health nursing qualification. A significant difference was noted in the knowledge level of self-injury between the mental health nurses who had a greater knowledge compared to those who were not mental health educated. Lastly, the attitudes of nurses to self-injury were generally found to be positive.Conclusions: These results extend much of what is in the literature on knowledge, attitudes and beliefs of nurses to non-suicidal self-injury (NSSI) and place these results in an Australian context. Further research to assess the effectiveness of increased education and community engagement should be undertaken.
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Coventry, Tracey H., and Kylie P. Russell. "The clinical nurse educator as a congruent leader: A mixed method study." Journal of Nursing Education and Practice 11, no. 1 (September 11, 2020): 8. http://dx.doi.org/10.5430/jnep.v11n1p8.
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Educational leadership in the clinical setting has an influence on the promotion and achievement of competent and confident nurses. In Australia, the newly qualified registered nurse entering the workforce is exposed to a variety of experiential learning opportunities and engages with the nurse who is responsible for the clinical learning and development (clinical nurse educator) in the first-year graduate program. There is limited research examining the clinical nurse educator role and actual and potential leadership in the workforce. This study aimed to articulate the extent to which the clinical nurse educator is perceived as a clinical leader in the acute hospital setting. And specifically, the relationship of the role to the congruent leadership style. A mixed method convergent design (QUANT + QUAL) approach used (1) an online questionnaire with open and closed ended questions for the graduate nurses and (2) semi-structured individual interviews with graduate nurses, their clinical nurse educators and their nurse managers. Findings confirmed the clinical nurse educator leadership was visible, approachable, and relational with clearly identified values and passionate patient-centred principles. Challenges to the clinical nurse educator identity and confidence exist and impact the clinical role and leadership value. The clinical nurse educator did not need to be in a management position to lead and influence graduates’ successful transition to practice and integration into the clinical environment. The clinical nurse educator exhibits a congruent leadership style through engagement and promotion of the graduate nurses in their first year of nursing. The education role is of significance to meet contemporary health care expectations and promote quality patient care and new nurse retention in the healthcare organisation.
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Munikar, Sabika, and Kanchan Thapa. "Determinants and Aspirants of Nurse Migration from Nepal: A Cross Sectional Study from Kathmandu." Medical Journal of Shree Birendra Hospital 18, no. 2 (July 12, 2019): 22–28. http://dx.doi.org/10.3126/mjsbh.v18i2.22855.
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Introduction: Migration is the result of interplay of many factors, which guide the individual’s decision to emigrate. Health workers tend to go where the working conditions are best. This study aims to identify the determinants and aspirants of nurse migration from Nepal.
Methods: A descriptive cross sectional study was conducted using interview technique. A semi structured questionnaire was administered to all nurses working at a private hospital who met the inclusion criteria.
Results: Majority of the participants were 20- 30 years old (93.20%), Hindu (86.5%), Chhetri (35.1%), unmarried (66.2%), had completed intermediate level (58.1%). Among the total respondents, 93.20% intended to migrate to abroad and more than half of the respondent (62.20%) preferred Australia as destination. The general factor provoking migration was bad nature of politician (98.6%) followed by political instability (90.5%) and non-availability of job (90.5%). The major working condition and social factors provoking migration were occupational security in other country (85.10%) and peer influence (91.9%) respectively. The reasons for migration as mentioned by respondents were education (59.50%) followed by better job opportunities (40.50%), better living standard (21.60%) and family and/or peer pressure (8.10%).
Conclusions: The present study concluded that majority wanted to migrate and Australia was famous choices for nurses. Bad nature of politician, occupational security in other country and peer influence were factors for migration. The major purpose for migration was education.
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Ellis, Lorraine B. "The professional doctorate for nurses in Australia: Findings of a scoping exercise." Nurse Education Today 26, no. 6 (August 2006): 484–93. http://dx.doi.org/10.1016/j.nedt.2006.01.002.
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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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Scanlon, Andrew, Janice Smolowitz, Judy Honig, and Katie Barnes. "Building the Next Generation of Advanced Practice Nurses Through Clinical Education and Faculty Practice: Three International Perspectives." Clinical Scholars Review 8, no. 2 (2015): 249–57. http://dx.doi.org/10.1891/1939-2095.8.2.249.
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Aims and Objectives: This article aims to provide an overview of the history of advanced practice nursing, including regulation, education, and faculty practice of nurse practitioners/advanced practice nurses from Australia, the United Kingdom, and the United States. Background: Clinical nursing education has evolved from the apprenticeship model to the multiple learning methods that are employed today. The faculty practice model has the most promise and maybe the new frontier to achieve excellence in clinical education. Design: Discursive paper. Methods: Advanced practice nursing clinical education will be discussed, current trends presented, and future educational directions considered. The essential characteristics of an effective clinical educator and the ideal context for clinical education will be highlighted with the goal of educating for clinical excellence. Contemporary practices of a nurse practitioner regulation and education will be examined. Conclusions: Faculty practice in advanced practice nursing requires critical elements, which include role modeling, financial sustainability, teaching credibility, translation of research to practice, and clinical expertise. Challenges to a functional context include conflicting regulatory issues, limited scope of practice, external agency restrictions, and lack of institutional support. Relevance to clinical practice: It is essential to understand the ideal characteristics and context for effective advanced practice clinical education and identify specific challenges within each country’s functional contexts that prevent effective advanced practice clinical education. Strategies to address these current challenges and to enhance clinical excellence to maximize the effectiveness of advanced practice nursing education.
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Brott, Shirley. "News of The Academy of Neonatal Nursing." Neonatal Network 26, no. 6 (November 2007): 385–88. http://dx.doi.org/10.1891/0730-0832.26.6.385.
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Through your generous donations, ANN’s contribution of $2,500 to the Council of International Neonatal Nurses (COINN) enabled two neonatal nurses to attend the 6th International Neonatal Nursing Conference in New Delhi, India, organized by the National Neonatal Forum of India. The recipients of the scholarships are Shobha Nepali and Shela Akbar Ali Hirani. Ms. Nepali is from Nepal and currently is the president of the Nepal Australia Maitri Sangh Association. Ms. Hirani is an instructor at the Aga Khan University School of Nursing in Karachi, Pakistan. According to Ms. Nepali, “I was so excited; it was my first trip to New Dehli, India. At the conference, there was a common feeling among neonatal nurses that their voices were not being heard and they have no influence on budget decisions. I can clearly see the discontent among nurses in developing countries who have advanced skills. Nonetheless, nurses from India have pursued recognition of their rights, as shown by the inauguration of the Indian Association of Neonatal Nurses. During the COINN conference we prioritized the following action points: (1) better nurse education and clinical training, (2) an exchange program for global unity, and (3) research focus on evidence. I am grateful to COINN for providing me with such a great opportunity to attend the 6th International Neonatal Nursing Conference 2007. I refreshed my knowledge and expertise, and I will try my best to share this among the people of Nepal.”
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Chow, Josephine S. F., Yeoungjee Cho, Keri-Lu Equinox, Ana Figueiredo, Serena Frasca, Carmel Hawley, Kirsten Howard, et al. "An Intervention Design: Supporting Skills Development for Peritoneal Dialysis Trainers." Peritoneal Dialysis International: Journal of the International Society for Peritoneal Dialysis 39, no. 2 (March 2019): 134–41. http://dx.doi.org/10.3747/pdi.2018.00159.
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Background Peritoneal dialysis (PD) is a home-based therapy where nurses train patients in its use. There has been no published randomized controlled trial (RCT) evaluating any specific protocol for nurses delivering PD training. A standardized education package based upon the best available evidence and utilizing modern educational practices may lead to improved patient outcomes. The aim is to develop a standardized, evidence-based curriculum for PD trainers and patients aligned with guidelines from the International Society for Peritoneal Dialysis (ISPD), using best practice pedagogy. Methods A literature search and clinical audit were conducted to identify current practice patterns and best practice. Results were reviewed by a focus group of practitioners comprising PD nurses, nephrologists, consumers, a medical education expert, and an eLearning expert. From this, a training curriculum and modules were developed. Results A comprehensive PD training curriculum has been developed, which includes modules for training PD nurses (trainers) and patient training manuals. The package comprises 2 introductory modules and 2 clinical case modules. The curriculum is designed for both interactive digital media (trainers) and traditional paper-based teaching with practical demonstrations (patients). Assessment is also addressed. Conclusion The need for the development of a comprehensive and standardized curriculum for PD nurse trainers and their patients was confirmed. This paper outlines the process of the development of this curriculum. Pilot testing of the modules was launched in late 2017 to examine feasibility, and planning has commenced for a RCT in 2019 to investigate the effect of the modules on clinical outcomes, and their wider application across Australia and New Zealand.
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Hegarty, Kelsey, Rhian Parker, Danielle Newton, Laura Forrest, Janelle Seymour, and Lena Sanci. "Feasibility and acceptability of nurse-led youth clinics in Australian general practice." Australian Journal of Primary Health 19, no. 2 (2013): 159. http://dx.doi.org/10.1071/py12025.
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Internationally, youth access to primary health care is problematic due to documented barriers such as cost, concerns about confidentiality, and knowledge about when to attend and available services. The treatment of health problems earlier in life together with engagement in prevention and health education can optimise youth health and maximise the potential of future wellbeing. This study investigated the feasibility, acceptability and cost of establishing nurse-led youth clinics in Victoria, Australia. Three general practices in rural and regional areas of Victoria implemented the nurse-led youth health clinics. The clinics were poorly attended by young people. Practice nurses identified several barriers to the clinic attendance including the short timeframe of the study, set times of the clinics and a lack of support for the clinics by some GPs and external youth health clinics, resulting in few referrals. The clinics cost from $5912 to $8557 to establish, which included training the practice nurses. Benefits of the clinics included increased staff knowledge about youth health issues and improved relationships within the general practice staff teams. The implementation of youth health clinics is not feasible in a short timeframe and to maximise use of the clinics, all members of the general practice team need to find the clinics acceptable.
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Berry, Karen, Yun-Hee Jeon, Kim Foster, and Jennifer Fraser. "Extended parenting education in an early parenting centre." Journal of Child Health Care 20, no. 4 (July 26, 2016): 446–55. http://dx.doi.org/10.1177/1367493515603827.
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This article reports findings from a process and impact study of a residential early parenting centre programme in Australia. The programme supports parents with young children under the age of three, referred from health and child protection services. Multiple sources of data were used from interviews, focus groups, direct observations, observer notes and a parenting sense of competence questionnaire. Qualitative data were analysed using thematic analyses, and paired t-tests were used to test data from the questionnaire. Three themes emerged from thematic analysis of the qualitative data: engaging families, building parenting capacity and transitioning back to the community. Parents’ perceptions of parent competence improved significantly between admission and discharge for participating families. Detailed accounts of the way in which nurses work to achieve positive outcomes in relation to parenting confidence and satisfaction in the short term have provided useful insights into often taken-for-granted support processes in working with referred parents. The complexity of the nurses’ role and implications for nursing practice in residential parenting centres are discussed. Future research is warranted to determine longer-term benefits of this programme being delivered in a residential early parenting centre.
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Kersaitis, Cindy. "Attitudes and Participation of Registered Nurses in Continuing Professional Education in New South Wales, Australia." Journal of Continuing Education in Nursing 28, no. 3 (May 1997): 135–39. http://dx.doi.org/10.3928/0022-0124-19970501-08.
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Birks, Melanie, Robyn Cant, Ainsley James, Catherine Chung, and Jenny Davis. "The use of physical assessment skills by registered nurses in Australia: Issues for nursing education." Collegian 20, no. 1 (March 2013): 27–33. http://dx.doi.org/10.1016/j.colegn.2012.02.004.
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Francis, Becky, and John Humphreys. "Enrolled nurses and the professionalisation of nursing: a comparison of nurse education and skill-mix in Australia and the UK." International Journal of Nursing Studies 36, no. 2 (April 1999): 127–35. http://dx.doi.org/10.1016/s0020-7489(99)00006-1.
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Adams, Maree, Paul Aylward, Nicholas Heyne, Charmaine Hull, Gary Misan, Judy Taylor, and May Walker-Jeffreys. "Integrated support for Aboriginal tertiary students in health-related courses: the Pika Wiya Learning Centre." Australian Health Review 29, no. 4 (2005): 482. http://dx.doi.org/10.1071/ah050482.
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The barriers to Indigenous people entering tertiary education, succeeding, and gaining employment in the health professions are broad and systemic. While efforts have been made to address these barriers, the number of Indigenous health professionals remains extremely low across Australia. The Pika Wiya Learning Centre in South Australia provides a range of practical, social, cultural, and emotional supports for tertiary students to increase the number of Indigenous health professionals, especially registered nurses, in the region. This paper reports on the Centre?s strengths that may represent best practice in student support, and the obstacles to further development.
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Karanges, Emily Aspasia, Conrad Nangla, Lisa Parker, Alice Fabbri, Cynthia Farquhar, and Lisa Bero. "Pharmaceutical industry payments and assisted reproduction in Australia: a retrospective observational study." BMJ Open 11, no. 9 (August 31, 2021): e049710. http://dx.doi.org/10.1136/bmjopen-2021-049710.
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ObjectivesTo investigate the extent and nature of pharmaceutical industry payments related to fertility and assisted reproduction in Australia.Design and settingThis retrospective observational study employed four databases compiled from publicly available pharmaceutical industry transparency reports on educational event sponsorship (October 2011–April 2018), payments to healthcare professionals (October 2015–April 2018) and patient group support (January 2013–December 2017). Analyses were restricted to fertility-related payments by two major manufacturers of fertility medicines in Australia: Merck Serono and Merck, Sharp and Dohme (MSD).Primary and secondary outcome measuresDescriptive statistics on fertility-related payments and other transfers of value (counts, total and median costs in Australian dollars) for educational events and to healthcare professionals and patient groups.ResultsBetween October 2011 and April 2018, Merck Serono and MSD spent $A4 522 263 on 970 fertility-related events for healthcare professionals, including doctors, nurses and fertility scientists. 56.8% (551/970) events were held by fertility clinics and 29.3% (284/970) by professional medical associations. Between October 2015 and April 2018, Merck Serono spent $A403 800 across 177 payments to 118 fertility healthcare professionals, predominantly for educational event attendance. Recipients included obstetricians and gynaecologists (76.3% of payments, 135/177), nurses (11.3%, 20/177) and embryologists/fertility scientists (9.6%, 17/117). The highest paid healthcare professionals held leadership positions in major fertility clinics. Merck Serono provided $A662 850 to fertility-related patient groups for advocacy and education (January 2013–December 2017).ConclusionsThe pharmaceutical industry sponsored a broad range of fertility clinicians and organisations, including doctors, nurses, embryologists, professional medical organisations, fertility clinics and patient groups. This sponsorship may contribute to the overuse of fertility services.
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Patford, Kerry. "RECOGNISING THE NEED FOR SPECIALIST METASTATIC BREAST CARE NURSES WITHIN AUSTRALIA; PLANNING FOR ONGOING EDUCATION AND PLACEMENT OF METASTATIC BREAST CARE NURSES." Breast 48 (November 2019): S33. http://dx.doi.org/10.1016/s0960-9776(19)30642-3.
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Maddox, Atticus, and Lynette Mackenzie. "Occupational Violence Experienced by Care Workers in the Australian Home Care Sector When Assisting People with Dementia." International Journal of Environmental Research and Public Health 20, no. 1 (December 27, 2022): 438. http://dx.doi.org/10.3390/ijerph20010438.
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Background: People with advancing dementia may be dependent on community services from home care workers and nurses to be supported at home. However, these care workers face difficulty undertaking their roles due to challenging behaviours or occupational violence. This study aimed to explore the challenges faced by home care workers and nurses working with people diagnosed with dementia in the community, to identify job demands contributing to their vulnerability to occupational violence, and to determine ways to help manage occupational violence. Methods: A qualitative descriptive study was conducted by interviewing 10 homecare workers and six registered nurses from agencies in South Australia and New South Wales, Australia. Interviews were audiotaped, transcribed and inductive thematic data analysis was conducted. Results: The following themes were identified: (i) sources of threats; (ii) categories of violent, threatening or challenging behaviour; (iii) aggravating factors; (iv) early warning signs; (v) education and training; (vi) managing occupational violence, (vii) resources, (viii) outcomes associated with exposure to occupational violence. Conclusion: Serious issues were identified by participants, yet very little is known about occupational violence for these community care workers. Findings can inform what aspects of work design can be improved to moderate the effects of occupational violence exposure or mitigate rates of exposure, to enable long-term services for people with dementia.