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Journal articles on the topic "Nurses Education (Higher) Australia"
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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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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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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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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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Arunasalam, Nirmala Devi. "Pre-Pilot and Pilot Studies with Malaysian Nurses on Transnational Nurse Education." BORDER CROSSING 7, no. 2 (December 10, 2017): 339–48. http://dx.doi.org/10.33182/bc.v7i2.470.
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This article reports on research undertaken to identify Malaysian nurses’ experiences of the part-time Transnational Higher Education post-registration top-up degree programmes delivered by one Australian and two UK universities. An interpretive paradigm and hermeneutic phenomenology and ethnographic principle of cultural interpretation research designs were used. A mixed methods approach was chosen, using both quantitative and qualitative methods. The Bristol Online Survey Questionnaire (BOS) and semi-structured interviews were initially selected to collect data. Pre-pilot testing refined the quantitative and qualitative data collection tools. However, the pilot study for BOS failed to elicit useful responses. This led to only the qualitative methodology being used to elicit participants’ views in a culturally sensitive way. The interview guide allowed nurses’ views of their experiences in relation to the research question to be obtained. This study adds to the knowledge and insight on pre-pilot and pilot studies in international multicultural studies in Asia.
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Maida, Carl A., Marvin Marcus, Di Xiong, Paula Ortega-Verdugo, Elizabeth Agredano, Yilan Huang, Linyu Zhou, et al. "Investigating Perceptions of Teachers and School Nurses on Child and Adolescent Oral Health in Los Angeles County." International Journal of Environmental Research and Public Health 19, no. 8 (April 14, 2022): 4722. http://dx.doi.org/10.3390/ijerph19084722.
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This study reports the results of focus groups with school nurses and teachers from elementary, middle, and high schools to explore their perceptions of child and adolescent oral health. Participants included 14 school nurses and 15 teachers (83% female; 31% Hispanic; 21% White; 21% Asian; 14% African American; and 13% Others). Respondents were recruited from Los Angeles County schools and scheduled by school level for six one-hour focus groups using Zoom. Audio recordings were transcribed, reviewed, and saved with anonymization of speaker identities. NVivo software (QSR International, Melbourne, Australia) was used to facilitate content analysis and identify key themes. The nurses’ rate of “Oral Health Education” comments statistically exceeded that of teachers, while teachers had higher rates for “Parental Involvement” and “Mutual Perception” comments. “Need for Care” was perceived to be more prevalent in immigrants to the United States based on student behaviors and complaints. “Access to Care” was seen as primarily the nurses’ responsibilities. Strong relationships between community clinics and schools were viewed by some as integral to students achieving good oral health. The results suggest dimensions and questions important to item development for oral health surveys of children and parents to address screening, management, program assessment, and policy planning.
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FRANCIS, BECKY. "Rationalisation and Professionalisation: A comparison of the transfer of registered nurse education to higher education in Australia and the UK." Comparative Education 35, no. 1 (March 1999): 81–96. http://dx.doi.org/10.1080/03050069928080.
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Blauvelt, B. M., S. K. Podder, O. Abulkhair, C. H. Barrios, C. Huang, S. Kim, and L. D. Shockney. "An international perspective: The role of nurse involvement in improving breast cancer control." Journal of Clinical Oncology 29, no. 27_suppl (September 20, 2011): 152. http://dx.doi.org/10.1200/jco.2011.29.27_suppl.152.
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152 Background: Non-Western, non-Caucasian populations comprise 90% of the world’s estimated 3.2 billion women, living mostly in low and middle income nations. While medical advances have greatly reduced breast cancer morbidity and mortality in developed nations, those are on the rise in many low and middle income nations. The purpose of the study was to identify emerging needs and challenges observed by breast cancer thought leaders in diverse regions of the world consisting mainly of lesser developed nations to identify strategies for improving breast cancer control. Methods: 225 breast cancer medical, advocacy and policy leaders from 30 countries in Latin America, Asia, the Middle East/North and South Africa, Canada and Australia participated in this study. The study sample was composed of 203 breast cancer specialists, 12 patient advocates and 10 policy makers. Results: The most salient needs and challenges identified were to: (1) develop nurses trained in breast cancer patient and family care, management, education and clinical research (48%); (2) individualize breast cancer therapy (47%); and (3) improve understanding of the reasons for apparently higher proportions of younger women presenting with more aggressive tumors among these predominantly non-Caucasian populations (45%). Analysis of these and other needs identified evolved into 4 key themes and sub-dimensions involving nurses to improve breast cancer control: Capacity, Research, Advocacy and Access. Conclusions: The most significant need identified by this study was to increase both the capacity and capability of breast cancer nurses. A comprehensive approach to doing this would include: (1) increasing capacity to educate nurses in breast cancer patient education and related care issues in nursing schools and teaching hospitals; (2) working with local medical societies, educational institutions and governmental authorities to enable nurses to work as primary care practitioners; and (3) increasing participation of nurses in breast cancer clinical research, working with clinicians and in collaboration with breast cancer research centers of excellence from around the world.
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Mather, Carey, Angela Jacques, and Sarah J. Prior. "Australian First-Year Nursing Student Knowledge and Attitudes on Pressure Injury Prevention: A Three-Year Educational Intervention Survey Study." Nursing Reports 12, no. 3 (June 22, 2022): 431–45. http://dx.doi.org/10.3390/nursrep12030042.
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Pressure injury prevention is a significant issue as pressure injuries are difficult to heal, painful, and create clinical complications for patients. The aim of this study was to investigate knowledge and attitudes of first-year nursing students to pressure injury prevention, and to explore whether additional educational interventions augmented learning. A previously validated online survey was administered to three cohorts of first-year nursing students in 2016, 2017 (after additional online education), and 2018 (after further simulation education), and a subsequent comparative analysis was undertaken. Overall, the knowledge of students about pressure injury was low with measures to prevent pressure injury or shear achieving the lowest score (<50%). Students aged over 25 years (p < 0.001) and men (p = 0.14) gained higher attitude scores. There were significant differences for mean knowledge scores between the 2016 and 2018 cohorts (p = 0.04), including age group (p = 0.013) and number of clinical training units undertaken (p = 0.23). The 2016 cohort scored consistently lower in the attitude survey than both other cohorts (p < 0.001). Online resources and simulation experiences marginally improved knowledge and improved attitudes towards prevention of pressure injury. Nursing curricula should include targeted education to ensure student nurses are adequately prepared to prevent pressure injury through understanding of aetiology and risk assessment.
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Lorch, Rebecca, Rebecca Guy, Meredith Temple-Smith, Alaina Vaisey, Anna Wood, Belinda Ford, Carolyn Murray, et al. "The impact of a chlamydia education program on practice nurse’s knowledge and attitudes in relation to chlamydia testing: a cross-sectional survey." Sexual Health 13, no. 1 (2016): 73. http://dx.doi.org/10.1071/sh15134.
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Background We aimed to determine the impact of a chlamydia (Chlamydia trachomatis) education program on the knowledge of and attitudes towards chlamydia testing of practice nurses (PNs). Methods: A cross-sectional survey was conducted at baseline and 6–12 months following recruitment with PNs in the Australian Chlamydia Control Effectiveness Pilot. Likert scales were analysed as continuous variables (scores), and t-tests were used to assess changes in mean scores between survey rounds and groups. Results: Of the 72 PNs who completed both surveys, 42 received education. Epidemiology knowledge scores increased significantly between surveys in the education group (P < 0.01), with change in knowledge being greater in the education group compared with the non-education group (P < 0.01). Knowledge of recommended testing scenarios (P = 0.01) and retesting following treatment (P < 0.01) increased in the education group. Attitudes to testing scores improved over time in the education group (P = 0.03), with PNs more likely to want increased involvement in chlamydia testing (P < 0.01). Change in overall attitude scores towards testing between surveys was higher in the education group (P = 0.05). Barriers to chlamydia testing scores also increased in the education group (P = 0.03), with change in barriers greater in the education vs the non-education group (P = 0.03). Conclusion: The education program led to improved knowledge and attitudes to chlamydia, and could be made available to PNs working in general practice. Future analyses will determine if the education program plus other initiatives can increase testing rates.
Dissertations / Theses on the topic "Nurses Education (Higher) Australia"
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Arunasalam, Nirmala. "A defining moment : Malaysian nurses' perspectives of transnational higher education." Thesis, University of Hertfordshire, 2013. http://hdl.handle.net/2299/11561.
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Transnational Higher Education (TNHE) post-registration top-up nursing degree programmes are relatively new in Malaysia and their impact in clinical settings is unknown. This research interprets Malaysian nurses’ experiences of such programmes and their perspectives of the extent TNHE theoretical knowledge has been applied in clinical settings. The contextual framework was established by drawing on a range of relevant dominant discourses, i.e. TNHE, nurse education, continuous professional development, theory-practice link in nursing, and culture and its influences, including coping with and adjusting to new ways of learning. Hermeneutic phenomenology and the ethnographic principle of cultural interpretation were used to explore the views of eighteen Malaysian nurses from two UK and one Australian TNHE universities (determined by convenience and snowball sampling methods) to enable data saturation. Semi-structured interviews were conducted to enable the nurses’ voices to define, describe and evaluate their TNHE experiences that were focused on personal and professional development, implementation and reaction of others towards change. In addition to the interviews, three threads of my own personal, professional and researcher experiences were reflected upon, to provide the contextual lens to shape the research process and situate the work firmly in the practice context. Data was analysed using thematic analysis. Four pre-determined key areas drawn from the literature were investigated and eight new sub-themes emerged. Findings indicated nurses’ improved self-confidence, knowledge, questioning skills and professionalism. The extent to which TNHE theory was applied in clinical practice was unable to be determined due to conflicting perceptions, contradicting views and restricted number of nurse-led examples. The main contribution this thesis offers to practice is what the voices of nurses tell about their experiences in TNHE programmes and in applying the taught theory in clinical settings. This study indicates enhanced application of theoretical knowledge in practice for improved quality and culturally competent patient care is unlikely to occur under current TNHE arrangements. Nurses’ motives for enrolling were mainly to obtain the high status western degree and the extrinsic benefits of a financial incentive and promotion. However, drawing on their resilience, nurses developed self and professional perspective transformation. The research provides new insights to inform continuous professional education policy for nurses, employers and the Malaysian Nursing Board, and can assist TNHE provider institutions to improve their programme delivery.
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Rueckert, Caroline M. "Conceptions of care in international higher education in Australia." Thesis, Queensland University of Technology, 2017. https://eprints.qut.edu.au/107901/1/Caroline_Rueckert_Thesis.pdf.
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This thesis analyses conceptions of care within the public discourse about international higher education in Australia from 2002-2013. It examines a series of public texts from the period that specifically addressed questions about the 'care' and 'duty of care' that government and institutions afforded to international students studying in Australia. I trace through the conceptions of care that are articulated within these documents, analyse how they both constitute and are constitutive of wider social practices within the period, and posit a new critical model of care to provide a way forward for how we might practice care more effectively within international higher education, both in Australia and elsewhere.
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Hidaka, Tomoko. "International students from Japan in higher education in South Australia /." Title page, contents and introduction only, 2002. http://web4.library.adelaide.edu.au/theses/09AR/09arh6321.pdf.
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Cooper, Trudi. "Quality management in Australian higher education : A critical review." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2004. https://ro.ecu.edu.au/theses/842.
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Quality management in higher education is a politically contentious issue in Australia. as it is in North America, New Zealand, and many European countries. The Australian government has instituted a quality management system for higher education that it claims will improve university efficiency, accountability and quality. Critics assert that the current quality management system is detrimental to universities and undermines the capability of universities to deliver maximal benefits to individuals and to society. Evaluation of the basis of conflicting claims is necessary to enable decisions about the usefulness of current practices and decisions about whether existing quality management arrangements should be retained, modified and developed, or replaced, or, abolished.
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Renner, William 1966. "The open learning initiative : a critical analysis of change in Australian higher education, 1990-1997." Monash University, School of Political and Social Inquiry, 2003. http://arrow.monash.edu.au/hdl/1959.1/9353.
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Sinclair-Jones, Janet A. "The idea of the university in Australia in the 1990s." Thesis, Curtin University, 1996. http://hdl.handle.net/20.500.11937/1747.
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Over the past ten years Australian higher education has undergone a transformation from a binary structure, marked by a division of 'traditional universities' and colleges of advanced education, to a uniform university structure. This transformation was first proposed in 1987 by the Hon. John Dawkins, Minister for Employment, Education and Training in the Hawke Labor Government. The proposals appeared in the form of a 'Green' policy discussion paper which drew substantial amounts of criticism from the academy, but nonetheless were swiftly transformed into policy as a 'White' paper or policy statement. Since that time, Australian higher education institutions have been subject to a series of changes that have fundamentally changed the patterns of tertiary education provision established over the previous forty years. They have experienced a re-allocation of research funds which has eroded the established advantage of the traditional universities; they have been obliged to accept amalgamations; and, student numbers have expanded at a rate and to a proportion never previously imagined. All of this has been achieved under the banner of improving Australia's place in the highly competitive international economy. The champions of a restructured higher education sector have argued that this competitiveness is greatly dependent upon Australia's ability to improve the scientific and technical base of its human capital: higher education must move towards a more efficient and effective provision of education which will meet the needs of the market.The transformation of higher education has been achieved without the unanimous blessing of the academy. Many of the most strident critics of what have come to be known as the Dawkins Reforms are academics who have expressed dismay at these changes. In particular there has been as strongly argued case that the reforms, with their emphasis on science and technology, mark the end of liberal education in Australia. Australian higher education is now, they declare, the site of mass education based upon a new instrumentalism in which the liberal arts have no significant place.This dissertation takes such criticisms as its focus. In particular it attempts to show that the critique founded upon a defence of the inherent role of liberal education in the Australian university sector has been misguided. Furthermore, the dissertation argues that because so much of the attack on the restructuring policy took this form there was little place for a substantial critical appraisal of the validity of restructuring based upon an imperative of the market.The idea of the university in Australia as one fundamentally defined by liberal education is examined at two levels. First, it is argued that the notion of liberal education used to defend the university against new instrumentalism is an idealised notion which both ignores the historical construction of such an idea at a time when liberalism itself was undergoing transformation, and, wrongly assumes the absence of instrumentalism, within it. Second, the history of the establishment of the university in Australia is reviewed to show that whilst the founders of the universities often had sympathies for the liberal arts, from the outset Australian universities were consistently conditioned by the drive for instrumental education.Higher education policies in the post-WWII era are given particular attention in order to show that mass higher education is no new phenomenon, but the continuation of the drive towards expanded education provision. Just as with the expansion of schooling to mass schooling, a greatly expanded higher education sector has been necessary to fulfil the continued demands of the social democratic consensus. The thesis concludes with the argument that the critique of higher education reforms has been hobbled by the absence of a critical sociology of education which could place the restructuring of Australian higher education in the context of the transformation of social to market democracy.
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Malik, Mandeep Singh, and n/a. "Exploring the Need for Higher Education in Sales." University of Canberra. Community Education, 2000. http://erl.canberra.edu.au./public/adt-AUC20090609.090420.
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Shanks, Pamela-Anne. "A critical policy analysis of the Crossroads Review: implications for higher education in regional Western Australia." Thesis, Shanks, Pamela-Anne (2006) A critical policy analysis of the Crossroads Review: implications for higher education in regional Western Australia. Masters by Research thesis, Murdoch University, 2006. https://researchrepository.murdoch.edu.au/id/eprint/304/.
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This work is a critical policy analysis of the Crossroads Review, especially those aspects of it that are most likely to have a significant impact on higher education in regional Western Australia. It aims to understand the place of higher education in regional Western Australia historically with a view to critiquing current policy directions and the potential consequences of Crossroads. The thesis argues that the ideologies of marketisation and corporatisation are driving current higher education policy and this may significantly damage the long-term viability of regional campuses and learning centres as well as public and private funding allocations. The implications for the dismantling of the social contract (or social democratic settlement) in the knowledge economy is an important issue for regional populations for their continued growth, health, education and welfare.
The issues examined here are relevant to regional higher education in this State. The purpose of this thesis is to examine the potential policy effects with regard to accessibility of higher education in regional Western Australia. The thesis analyses the advantages and disadvantages of studying in regional WA in the current policy environment where there has been a dramatic shift in ideology from the welfare state to economic rationalism. Factors that impact on higher education in regional Western Australia include the provision of telecommunications services for access to and participation in the knowledge economy.
The thesis considers the evolution of higher education in Australia in general and more particularly in Western Australia, as it has evolved since its foundations in the mid-nineteenth century to the beginning of the twenty-first century. In this time there have been radical changes in higher education in Australia in line with changes to our society and its place in an increasingly globalised environment.
The thesis concludes by considering some possible options for the future such as the development of learning communities and branch campuses. In discussing such possible alternative forms of delivery of higher education to regional Western Australia, this thesis seeks to raise awareness in relevant government bodies and in rural and remote communities of their particular higher education needs. It is hoped also to encourage regional communities to become more confident and pro-active in their own endeavours to gain greater access and equity in higher education.
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Shanks, Pamela-Anne. "A critical policy analysis of the Crossroads Review : implications for higher education in regional Western Australia /." Shanks, Pamela-Anne (2006) A critical policy analysis of the Crossroads Review: implications for higher education in regional Western Australia. Masters by Research thesis, Murdoch University, 2006. http://researchrepository.murdoch.edu.au/304/.
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This work is a critical policy analysis of the Crossroads Review, especially those aspects of it that are most likely to have a significant impact on higher education in regional Western Australia. It aims to understand the place of higher education in regional Western Australia historically with a view to critiquing current policy directions and the potential consequences of Crossroads. The thesis argues that the ideologies of marketisation and corporatisation are driving current higher education policy and this may significantly damage the long-term viability of regional campuses and learning centres as well as public and private funding allocations. The implications for the dismantling of the social contract (or social democratic settlement) in the knowledge economy is an important issue for regional populations for their continued growth, health, education and welfare.
The issues examined here are relevant to regional higher education in this State. The purpose of this thesis is to examine the potential policy effects with regard to accessibility of higher education in regional Western Australia. The thesis analyses the advantages and disadvantages of studying in regional WA in the current policy environment where there has been a dramatic shift in ideology from the welfare state to economic rationalism. Factors that impact on higher education in regional Western Australia include the provision of telecommunications services for access to and participation in the knowledge economy.
The thesis considers the evolution of higher education in Australia in general and more particularly in Western Australia, as it has evolved since its foundations in the mid-nineteenth century to the beginning of the twenty-first century. In this time there have been radical changes in higher education in Australia in line with changes to our society and its place in an increasingly globalised environment.
The thesis concludes by considering some possible options for the future such as the development of learning communities and branch campuses. In discussing such possible alternative forms of delivery of higher education to regional Western Australia, this thesis seeks to raise awareness in relevant government bodies and in rural and remote communities of their particular higher education needs. It is hoped also to encourage regional communities to become more confident and pro-active in their own endeavours to gain greater access and equity in higher education.
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Chick, Lorraine. "Student nurses' perceptions of reflective journal writing: A poststructuralist approach." Thesis, University of Ottawa (Canada), 2004. http://hdl.handle.net/10393/26605.
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Within the profession of nursing, reflective journal writing is enthusiastically endorsed as an essential pedagogical strategy for producing reflective practitioners. Despite a lack of empirical evidence to substantiate the claims associated with reflective journaling, the prevailing belief in contemporary nursing education reflects an assumption that this practice is essential in the production of critically engaged nurses. This has resulted in a totalizing discourse that presents the adoption of reflective journaling within nursing curricula as unproblematic. This study combines the methodological principles of grounded theory, along with a poststructuralist approach, to explore the experience of reflective journaling from the perspective of university nursing students. Application of a Foucauldian analysis demonstrates how assumptions related to the utility of reflective journal writing are embedded within a variety of powerful discourses that shape how we think and speak about this practice. Of particular relevance is Foucault's exploration of the impact of surveillance, observation and disciplinary power. Reflective journaling is identified as a ritual of confession that produces self-regulating and compliant students. This study reveals that journal writing is largely viewed as a prescribed activity and assumptions are made by nurse educators regarding the ability of journals to facilitate critical reflection. The discourses that emerged from this analysis reflect different aspects of the socialization process that ultimately results in the construction of an "authentic" nurse. In closing, students and nurse educators are encouraged to develop alternative discourses that challenge the uncritical acceptance of reflective journal writing within contemporary nursing education.
Books on the topic "Nurses Education (Higher) Australia"
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Watts, Donald W. Higher education in Australia: A way forward. Perth, W.A: Australian Institute for Public Policy, 1986.
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Western Australian Higher Education Council. Planning for higher education in Western Australia. West Perth, WA: Western Australian Higher Education Council, 1991.
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Francis, Abraham P., and Margaret Anne Carter, eds. Mental Health and Higher Education in Australia. Singapore: Springer Singapore, 2022. http://dx.doi.org/10.1007/978-981-16-8040-3.
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Goodwin, Leigh. Nurses and higher education: The costs of change. York: University of York, Centre for Health Economics, 1986.
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Lewis, Philip. Malaysian demand for university education in Australia. Murdoch, W.A: Asia Research Centre on Social, Political and Economic Change, Murdoch University, 1994.
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McDaid, Catriona. Levels of study in professional education. Belfast: National Board for Nursing, Midwifery and Health Visiting for Northern Ireland, 2000.
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Texas Higher Education Coordinating Board. Nursing Study Committee. Texas nursing crisis: The higher education response. [Austin]: Texas Higher Education Coordinating Board, 1990.
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John, Cain. Off course: From public place to marketplace at Melbourne Univerity. Melbourne: Scribe Publications, 2004.
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COE International Seminar on Mergers and Cooperation among Higher Education Institutions (2003 Hiroshima University). COE International Seminar on Mergers and Cooperation among Higher Education Institutions: Australia, Japan and Europe. Higashi-Hiroshima, Japan: Research Institute for Higher Education, Hiroshima University, 2004.
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Ong, Danny. The International students' handbook: Living and studying in Australia. Sydney: UNSW Press, 2010.
Find full textBook chapters on the topic "Nurses Education (Higher) Australia"
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Gao, Catherine Yuan. "Australia." In Palgrave Studies in Global Higher Education, 155–84. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-21465-4_6.
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Marginson, Simon. "Higher Education Research, Australia." In Encyclopedia of International Higher Education Systems and Institutions, 1–6. Dordrecht: Springer Netherlands, 2018. http://dx.doi.org/10.1007/978-94-017-9553-1_178-1.
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Marginson, Simon. "Higher Education Research, Australia." In The International Encyclopedia of Higher Education Systems and Institutions, 749–54. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_178.
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Benner, Mats, Jonathan Grant, and Mary O’Kane. "Higher Education in Australia." In Crisis Response in Higher Education, 51–63. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-97837-2_4.
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AbstractThis chapter outlines the evolution of universities in Australia. The chapter shows how Australian universities have been shaped in the interplay between academic, political and economic forces, and how the model of university governance has exposed them to vulnerabilities that ensue in periods of rapid ruptures in the surrounding society, especially when the globalisation of higher education is in peril. The chapter pays particular attention to the responses that have unfolded to the COVID-19 pandemic but also more generally to how universities have balanced the orientation to global templates with that of societal expectations.
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Benner, Mats, Jonathan Grant, and Mary O’Kane. "Higher Education in Australia." In Crisis Response in Higher Education, 51–63. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-97837-2_4.
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AbstractThis chapter outlines the evolution of universities in Australia. The chapter shows how Australian universities have been shaped in the interplay between academic, political and economic forces, and how the model of university governance has exposed them to vulnerabilities that ensue in periods of rapid ruptures in the surrounding society, especially when the globalisation of higher education is in peril. The chapter pays particular attention to the responses that have unfolded to the COVID-19 pandemic but also more generally to how universities have balanced the orientation to global templates with that of societal expectations.
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Blackmore, Jill. "Australia." In International Perspectives on Leadership in Higher Education, 130–49. Abingdon, Oxon; New York: Routledge, 2020.: Routledge, 2019. http://dx.doi.org/10.4324/9781315122410-12.
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Kinnaird, Bob. "Australia: Foreign Students Exploited as Temporary Workers." In Understanding Higher Education Internationalization, 235–38. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-161-2_51.
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Veles, Natalia. "Case two (Australia)." In Optimising the Third Space in Higher Education, 70–83. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003259527-4.
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Veles, Natalia. "Case three (Australia)." In Optimising the Third Space in Higher Education, 84–96. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003259527-5.
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Veles, Natalia. "Case one (Australia)." In Optimising the Third Space in Higher Education, 51–69. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003259527-3.
Full textConference papers on the topic "Nurses Education (Higher) Australia"
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"Remaining Connected with our Graduates: A Pilot Study." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4162.
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[This Proceedings paper was revised and published in the 2019 issue of the Interdisciplinary Journal of E-Skills and Lifelong Learning, Volume 15.] Aim/Purpose This study aims to determine where nursing students from a metropolitan university subsequently work following graduation, identify the factors that influence decisions to pursue careers in particular locations, ascertain educational plans in the immediate future; and explore the factors that might attract students to pursue postgraduate study. Background The global nursing shortage and high attrition of nursing students remain a challenge for the nursing profession. A recurrent pattern of maldistribution of nurses in clinical specialities and work locations has also occurred. It is imperative that institutions of learning examine their directions and priorities with the goal of meeting the mounting health needs of the wider community. Methodology Qualitative and quantitative data were obtained through an online 21-item questionnaire. The questionnaire gathered data such as year of graduation, employment status, the location of main and secondary jobs, the principal area of nursing activity, and plans for postgraduate study. It sought graduates’ reasons for seeking employment in particular workplaces and the factors encouraging them to pursue postgraduate study. Contribution This study is meaningful and relevant as it provided a window to see the gaps in higher education and nursing practice, and opportunities in research and collaboration. It conveys many insights that were informative, valuable and illuminating in the context of nurse shortage and nurse education. The partnership with hospitals and health services in providing education and support at the workplace is emphasized. Findings Twenty-three students completed the online questionnaire. All respondents were employed, 22 were working in Australia on a permanent basis (96%), 19 in urban areas (83%) with three in regional/rural areas (13%), and one was working internationally (4%). This pilot study revealed that there were varied reasons for workplace decisions, but the most common answer was the opportunity provided to students to undertake their graduate year and subsequent employment offered. Moreover, the prevailing culture of the organization and high-quality clinical experiences afforded to students were significant contributory factors. Data analysis revealed their plans for postgraduate studies in the next five years (61%), with critical care nursing as the most popular specialty option. The majority of the respondents (78%) signified their interest in taking further courses, being familiar with the educational system and expressing high satisfaction with the university’s program delivery. Recommendations for Practitioners The results of the pilot should be tested in a full study with validated instruments in the future. With a larger dataset, the conclusions about graduate destinations and postgraduate educational pursuits of graduates would be generalizable, valid and reliable. Recommendation for Researchers Further research to explore how graduates might be encouraged to work in rural and regional areas, determine courses that meet the demand of the market, and how to better engage with clinical partners are recommended. Impact on Society It is expected that the study will be extended in the future to benefit other academics, service managers, recruiters, and stakeholders to alert them of strategies that may be used to entice graduates to seek employment in various areas and plan for addressing the educational needs of postgraduate nursing students. The end goal is to help enhance the nursing workforce by focusing on leadership and retention. Future Research Future directions for research will include canvassing a bigger sample of alumni students and continuously monitoring graduate destinations and educational aspirations. How graduates might be encouraged to work in rural and regional areas will be further explored. Further research will also be undertaken involving graduates from other universities and other countries in order to compare the work practice of graduates over the same time frame.
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Woodhouse, David, and Antony Stella. "Regulation and Quality assurance of higher education institutions in Australia." In 2011 International Workshop on Institutional and Programme Accreditation: Connections and Opportunities. IEEE, 2011. http://dx.doi.org/10.1109/iwipa.2011.6221146.
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Nicolls, Barbara Anne, Maria Cassar, Corinne Scicluna, and Sharon Martinelli. "Charting the competency-based eportfolio implementation journey." In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13183.
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As health professionals, nurses are responsible not only for staying abreast of current professional knowledge to provide effective care but also for managing their own career, professional growth and development. Nurse educators have acknowledged that eportfolios provide a means through which nurses can record and provide evidence of skills, achievements, experience, professional development and, on-going learning, not only for themselves, but for the information and scrutiny of registration boards, employers, managers and peers. Recognising that practices to support these activities that foster 21st century learning should ideally start during their student years, the authors explored eportfolios as a valuable learning device for on-going personal and professional development for fostering students’lifelong learning and enhancing continuous personal and professional development. This paper describes the critical success factors for successful implementation of the Google Sites Practice eportfolio embedded in the three-year BSc(Hons) Nursing Programme in Malta. Evidence-based practice of successful eportfolio implementors was examined and their methods adapted to ensure the initiative had a sound foundation and fit for purpose.The authors argue that to be successful, eportfolio implementation must primarily be strategic, holistic, supported and have senior management buy-in and secondarily, have a robust tool, good pedagogy, and skilled and enthusiastic staff. Keywords:nursing;competency;implementation;eportfolio;Malta;Nurse Education
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Broadnax, Pier A. "African American Nurse’s Hesitancy to Obtain COVID-19 Vaccinations." In 2nd Annual Faculty Senate Research Conference: Higher Education During Pandemics. AIJR Publisher, 2022. http://dx.doi.org/10.21467/proceedings.135.7.
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It has been over a year since the first laboratory-confirmed case of the Coronavirus -19 disease (COVID-19) was detected in the United States. Since then, according to the Kaiser Family Foundation, there have been over 31, 023,000 citizens diagnosed with the disease, resulting in over 560,315 deaths. Although the rate of citizens being diagnosed with the virus as well as the number of deaths has slowed down since the use of the vaccine, there are still concerns regarding sections of communities and various minority groups who are resistant to obtaining the vaccines. Vaccines first became available in November 2020 in response to this pandemic, but distribution issues and problems with compliance soon became evident and demonstrated an extreme gap in health disparities. As of March 31, 2021, the Kaiser Family Foundation reported that in the District of Columbia, African Americans (AA) make up 46% of the population but 45% of the infected cases as compared to whites who make up 31% of the population but only 26% of the infected cases. Anecdotally, it has been reported that AA nurses are hesitant to obtain the COVID-19 vaccine for a variety of reasons, including fear and mistrust of the medical community. The purpose of this pilot study was to survey a small group of AA nurses to refine a tool that will be used to obtain information on factors contributing to their hesitancy to obtain the COVID-19 vaccination. A secondary purpose is to create educational tools that would be effective in developing messages targeting the concerns of African American nurses.
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Bryceson, Kim. "Disruptive Technologies supporting Agricultural Education." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.8957.
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This paper looks at a number of different technologies that are being used currently in agricultural education at the University of Queensland (UQ), Australia through the lens of ‘disruption’ as a positive force. The paper will describe a number of tools and systems that have been developed, tested and implemented to engage students and provide an interesting, educative interactive experience at UQ. These tools include Internet of Things multisensory mesh networks and associated Data Dashboard developments for biophysical monitoring, Drone technology design and build for agricultural management and Augmented Reality simulations. These tools have all added engagement of, and value to, students.
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Wati Abas, Zoraini, Nafsiah Shamsuddin, and Kai Lit Phua. "How Prepared are Malaysian Nurses for Online Distance Learning?" In 2003 Informing Science + IT Education Conference. Informing Science Institute, 2003. http://dx.doi.org/10.28945/2650.
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Malaysia is moving towards a developed country status and it is imperative that the healthcare provided be at a higher standard than it is today. As members of the healthcare team, nurses play an essential role in the provision of healthcare. As such it is timely that nurses’ education be upgraded. As most of them only have a certificate or diploma in nursing, one way to upgrade the nurses is by providing opportunities for a baccalaureate degree. However, due to the shortage of nurses, nurses find it a challenge to enroll in a full-time on-campus programme. One way to help nurses meet the challenge is by providing an online distance learning programme to Malaysian nurses. And, to ensure the success of the online distance learning programme, it was realized that the nursing students need to be adequately prepared for an online learning environment. How much preparation will be determined, among other things, by their prior experience and skill in using technology as well as by their belief and attitude towards online distance learning. A survey was conducted on a cohort group of students during a face-to-face precourse orientation, that is, prior to the start of the online program. The findings of the survey are presented and discussed in the paper and implications for the future are highlighted.
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Chen, Yi, and Kexin Han. "The Evaluation and Enlightenment of Student Loan Policy for Higher Education in Australia." In Proceedings of the 2019 3rd International Conference on Education, Economics and Management Research (ICEEMR 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/assehr.k.191221.066.
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"Is Improving Service Quality in Higher Education Satisfies Students? An Answer from Australia." In June 19-21, 2019 Lisbon (Portugal). Excellence in Research & Innovation, 2019. http://dx.doi.org/10.17758/eirai5.ea06191010.
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Kim, Daeyoung, and Shanton Chang. "The use of WeChat in higher education: Investigation of Chinese students in Australia." In ASCILITE 2021: Back to the Future – ASCILITE ‘21. University of New England, Armidale, 2021. http://dx.doi.org/10.14742/ascilite2021.0133.
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With the increasing popularity of social technologies, many Chinese students use WeChat for their studies in Australia. However, there have been limited studies about how students effectively use WeChat for their academic activities and the impacts on students' academic achievements. Therefore, this study focuses on the relationship between WeChat usage and academic activities of university students in Australia. Using a modified Delphi technique, we conducted three online focus groups of 16 university students who had an experience of WeChat. A thematic analysis revealed that the usage of WeChat could impact their academic performance, and many international students had challenges to be familiarised with a new digital environment in Australia. The findings contribute to much clear understanding of how students utilise WeChat for academic activities to provide a better usage of social media for university students.
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Beutel, Denise Ann, Donna Tangen, and Rebecca Spooner-Lane. "An exploratory study of early career teachers as culturally responsive teachers." In Fifth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.8928.
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The purpose of this study was to advance understanding on how early career teachers imagined themselves to be culturally responsive and how their beliefs and ideologies about teaching a diverse range of learners were challenged and refined during their early years of teaching. This qualitative, exploratory study was conducted in a large, secondary school in eastern Australia that has a highly diverse population of students. Findings indicate that, while these early career teachers lacked preparation for working with diverse learners, building relationships on multiple levels (with students, with fellow beginning teachers, and with senior staff which includes ongoing support and mentoring from colleagues) is essential for the development of early career teachers as culturally responsive practitioners. Findings are discussed in relation to Garmon’s (2005) six key factors for teaching diverse groups of students: openness, self-awareness, commitment to social justice, having intercultural experiences, have support group experiences, and recognising individual growth. These findings have implications for schooling systems in how they can better transition early career teachers to classrooms and for higher education teacher preparation programs in Australia and many other countries with a growing number migrant and refugee students coming into the school system.
Reports on the topic "Nurses Education (Higher) Australia"
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Smit, Amelia, Kate Dunlop, Nehal Singh, Diona Damian, Kylie Vuong, and Anne Cust. Primary prevention of skin cancer in primary care settings. The Sax Institute, August 2022. http://dx.doi.org/10.57022/qpsm1481.
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Overview Skin cancer prevention is a component of the new Cancer Plan 2022–27, which guides the work of the Cancer Institute NSW. To lessen the impact of skin cancer on the community, the Cancer Institute NSW works closely with the NSW Skin Cancer Prevention Advisory Committee, comprising governmental and non-governmental organisation representatives, to develop and implement the NSW Skin Cancer Prevention Strategy. Primary Health Networks and primary care providers are seen as important stakeholders in this work. To guide improvements in skin cancer prevention and inform the development of the next NSW Skin Cancer Prevention Strategy, an up-to-date review of the evidence on the effectiveness and feasibility of skin cancer prevention activities in primary care is required. A research team led by the Daffodil Centre, a joint venture between the University of Sydney and Cancer Council NSW, was contracted to undertake an Evidence Check review to address the questions below. Evidence Check questions This Evidence Check aimed to address the following questions: Question 1: What skin cancer primary prevention activities can be effectively administered in primary care settings? As part of this, identify the key components of such messages, strategies, programs or initiatives that have been effectively implemented and their feasibility in the NSW/Australian context. Question 2: What are the main barriers and enablers for primary care providers in delivering skin cancer primary prevention activities within their setting? Summary of methods The research team conducted a detailed analysis of the published and grey literature, based on a comprehensive search. We developed the search strategy in consultation with a medical librarian at the University of Sydney and the Cancer Institute NSW team, and implemented it across the databases Embase, MEDLINE, PsycInfo, Scopus, Cochrane Central and CINAHL. Results were exported and uploaded to Covidence for screening and further selection. The search strategy was designed according to the SPIDER tool for Qualitative and Mixed-Methods Evidence Synthesis, which is a systematic strategy for searching qualitative and mixed-methods research studies. The SPIDER tool facilitates rigour in research by defining key elements of non-quantitative research questions. We included peer-reviewed and grey literature that included skin cancer primary prevention strategies/ interventions/ techniques/ programs within primary care settings, e.g. involving general practitioners and primary care nurses. The literature was limited to publications since 2014, and for studies or programs conducted in Australia, the UK, New Zealand, Canada, Ireland, Western Europe and Scandinavia. We also included relevant systematic reviews and evidence syntheses based on a range of international evidence where also relevant to the Australian context. To address Question 1, about the effectiveness of skin cancer prevention activities in primary care settings, we summarised findings from the Evidence Check according to different skin cancer prevention activities. To address Question 2, about the barriers and enablers of skin cancer prevention activities in primary care settings, we summarised findings according to the Consolidated Framework for Implementation Research (CFIR). The CFIR is a framework for identifying important implementation considerations for novel interventions in healthcare settings and provides a practical guide for systematically assessing potential barriers and facilitators in preparation for implementing a new activity or program. We assessed study quality using the National Health and Medical Research Council (NHMRC) levels of evidence. Key findings We identified 25 peer-reviewed journal articles that met the eligibility criteria and we included these in the Evidence Check. Eight of the studies were conducted in Australia, six in the UK, and the others elsewhere (mainly other European countries). In addition, the grey literature search identified four relevant guidelines, 12 education/training resources, two Cancer Care pathways, two position statements, three reports and five other resources that we included in the Evidence Check. Question 1 (related to effectiveness) We categorised the studies into different types of skin cancer prevention activities: behavioural counselling (n=3); risk assessment and delivering risk-tailored information (n=10); new technologies for early detection and accompanying prevention advice (n=4); and education and training programs for general practitioners (GPs) and primary care nurses regarding skin cancer prevention (n=3). There was good evidence that behavioural counselling interventions can result in a small improvement in sun protection behaviours among adults with fair skin types (defined as ivory or pale skin, light hair and eye colour, freckles, or those who sunburn easily), which would include the majority of Australians. It was found that clinicians play an important role in counselling patients about sun-protective behaviours, and recommended tailoring messages to the age and demographics of target groups (e.g. high-risk groups) to have maximal influence on behaviours. Several web-based melanoma risk prediction tools are now available in Australia, mainly designed for health professionals to identify patients’ risk of a new or subsequent primary melanoma and guide discussions with patients about primary prevention and early detection. Intervention studies have demonstrated that use of these melanoma risk prediction tools is feasible and acceptable to participants in primary care settings, and there is some evidence, including from Australian studies, that using these risk prediction tools to tailor primary prevention and early detection messages can improve sun-related behaviours. Some studies examined novel technologies, such as apps, to support early detection through skin examinations, including a very limited focus on the provision of preventive advice. These novel technologies are still largely in the research domain rather than recommended for routine use but provide a potential future opportunity to incorporate more primary prevention tailored advice. There are a number of online short courses available for primary healthcare professionals specifically focusing on skin cancer prevention. Most education and training programs for GPs and primary care nurses in the field of skin cancer focus on treatment and early detection, though some programs have specifically incorporated primary prevention education and training. A notable example is the Dermoscopy for Victorian General Practice Program, in which 93% of participating GPs reported that they had increased preventive information provided to high-risk patients and during skin examinations. Question 2 (related to barriers and enablers) Key enablers of performing skin cancer prevention activities in primary care settings included: • Easy access and availability of guidelines and point-of-care tools and resources • A fit with existing workflows and systems, so there is minimal disruption to flow of care • Easy-to-understand patient information • Using the waiting room for collection of risk assessment information on an electronic device such as an iPad/tablet where possible • Pairing with early detection activities • Sharing of successful programs across jurisdictions. Key barriers to performing skin cancer prevention activities in primary care settings included: • Unclear requirements and lack of confidence (self-efficacy) about prevention counselling • Limited availability of GP services especially in regional and remote areas • Competing demands, low priority, lack of time • Lack of incentives.
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Pitman, Tim, Paul Koshy, Daniel Edwards, Liang-Cheng Zhang, and Julie McMillan. Australian Higher Education Equity Ranking Project: Final Report. Australian Council for Educational Research, 2019. http://dx.doi.org/10.37517/978-1-74286-666-6.
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This report details the findings of a feasibility study for the Department of Education and Training (DET) into the development of a higher education student equity ranking index. The purpose of study was to determine whether it was possible to measure higher education equity performance at the institutional level and convey each institution’s relative performance through an ‘equity rank’. The ranking was to be based on institutional performance in regard to equity-group students, including students from low socio-economic backgrounds; students from regional/remote areas of Australia; Indigenous students; students with disability; and students from non-English speaking backgrounds.
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Mayfield, Colin. Higher Education in the Water Sector: A Global Overview. United Nations University Institute for Water, Environment and Health, May 2019. http://dx.doi.org/10.53328/guxy9244.
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Higher education related to water is a critical component of capacity development necessary to support countries’ progress towards Sustainable Development Goals (SDGs) overall, and towards the SDG6 water and sanitation goal in particular. Although the precise number is unknown, there are at least 28,000 higher education institutions in the world. The actual number is likely higher and constantly changing. Water education programmes are very diverse and complex and can include components of engineering, biology, chemistry, physics, hydrology, hydrogeology, ecology, geography, earth sciences, public health, sociology, law, and political sciences, to mention a few areas. In addition, various levels of qualifications are offered, ranging from certificate, diploma, baccalaureate, to the master’s and doctorate (or equivalent) levels. The percentage of universities offering programmes in ‘water’ ranges from 40% in the USA and Europe to 1% in subSaharan Africa. There are no specific data sets available for the extent or quality of teaching ‘water’ in universities. Consequently, insights on this have to be drawn or inferred from data sources on overall research and teaching excellence such as Scopus, the Shanghai Academic Ranking of World Universities, the Times Higher Education, the Ranking Web of Universities, the Our World in Data website and the UN Statistics Division data. Using a combination of measures of research excellence in water resources and related topics, and overall rankings of university teaching excellence, universities with representation in both categories were identified. Very few universities are represented in both categories. Countries that have at least three universities in the list of the top 50 include USA, Australia, China, UK, Netherlands and Canada. There are universities that have excellent reputations for both teaching excellence and for excellent and diverse research activities in water-related topics. They are mainly in the USA, Europe, Australia and China. Other universities scored well on research in water resources but did not in teaching excellence. The approach proposed in this report has potential to guide the development of comprehensive programmes in water. No specific comparative data on the quality of teaching in water-related topics has been identified. This report further shows the variety of pathways which most water education programmes are associated with or built in – through science, technology and engineering post-secondary and professional education systems. The multitude of possible institutions and pathways to acquire a qualification in water means that a better ‘roadmap’ is needed to chart the programmes. A global database with details on programme curricula, qualifications offered, duration, prerequisites, cost, transfer opportunities and other programme parameters would be ideal for this purpose, showing country-level, regional and global search capabilities. Cooperation between institutions in preparing or presenting water programmes is currently rather limited. Regional consortia of institutions may facilitate cooperation. A similar process could be used for technical and vocational education and training, although a more local approach would be better since conditions, regulations and technologies vary between relatively small areas. Finally, this report examines various factors affecting the future availability of water professionals. This includes the availability of suitable education and training programmes, choices that students make to pursue different areas of study, employment prospects, increasing gender equity, costs of education, and students’ and graduates’ mobility, especially between developing and developed countries. This report aims to inform and open a conversation with educators and administrators in higher education especially those engaged in water education or preparing to enter that field. It will also benefit students intending to enter the water resources field, professionals seeking an overview of educational activities for continuing education on water and government officials and politicians responsible for educational activities
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Hajarizadeh, Behzad, Jennifer MacLachlan, Benjamin Cowie, and Gregory J. Dore. Population-level interventions to improve the health outcomes of people living with hepatitis B: an Evidence Check brokered by the Sax Institute for the NSW Ministry of Health, 2022. The Sax Institute, August 2022. http://dx.doi.org/10.57022/pxwj3682.
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Background An estimated 292 million people are living with chronic hepatitis B virus (HBV) infection globally, including 223,000 people in Australia. HBV diagnosis and linkage of people living with HBV to clinical care is suboptimal in Australia, with 27% of people living with HBV undiagnosed and 77% not receiving regular HBV clinical care. This systematic review aimed to characterize population-level interventions implemented to enhance all components of HBV care cascade and analyse the effectiveness of interventions. Review questions Question 1: What population-level interventions, programs or policy approaches have been shown to be effective in reducing the incidence of hepatitis B; and that may not yet be fully rolled out or evaluated in Australia demonstrate early effectiveness, or promise, in reducing the incidence of hepatitis B? Question 2: What population-level interventions and/or programs are effective at reducing disease burden for people in the community with hepatitis B? Methods Four bibliographic databases and 21 grey literature sources were searched. Studies were eligible for inclusion if the study population included people with or at risk of chronic HBV, and the study conducted a population-level interventions to decrease HBV incidence or disease burden or to enhance any components of HBV care cascade (i.e., diagnosis, linkage to care, treatment initiation, adherence to clinical care), or HBV vaccination coverage. Studies published in the past 10 years (since January 2012), with or without comparison groups were eligible for inclusion. Studies conducting an HBV screening intervention were eligible if they reported proportion of people participating in screening, proportion of newly diagnosed HBV (participant was unaware of their HBV status), proportion of people received HBV vaccination following screening, or proportion of participants diagnosed with chronic HBV infection who were linked to HBV clinical care. Studies were excluded if study population was less than 20 participants, intervention included a pharmaceutical intervention or a hospital-based intervention, or study was implemented in limited clinical services. The records were initially screened by title and abstract. The full texts of potentially eligible records were reviewed, and eligible studies were selected for inclusion. For each study included in analysis, the study outcome and corresponding 95% confidence intervals (95%CIs) were calculated. For studies including a comparison group, odds ratio (OR) and corresponding 95%CIs were calculated. Random effect meta-analysis models were used to calculate the pooled study outcome estimates. Stratified analyses were conducted by study setting, study population, and intervention-specific characteristics. Key findings A total of 61 studies were included in the analysis. A large majority of studies (study n=48, 79%) included single-arm studies with no concurrent control, with seven (12%) randomised controlled trials, and six (10%) non-randomised controlled studies. A total of 109 interventions were evaluated in 61 included studies. On-site or outreach HBV screening and linkage to HBV clinical care coordination were the most frequent interventions, conducted in 27 and 26 studies, respectively. Question 1 We found no studies reporting HBV incidence as the study outcome. One study conducted in remote area demonstrated that an intervention including education of pregnant women and training village health volunteers enhanced coverage of HBV birth dose vaccination (93% post-intervention, vs. 81% pre-intervention), but no data of HBV incidence among infants were reported. Question 2 Study outcomes most relevant to the HBV burden for people in the community with HBV included, HBV diagnosis, linkage to HBV care, and HBV vaccination coverage. Among randomised controlled trials aimed at enhancing HBV screening, a meta-analysis was conducted including three studies which implemented an intervention including community face-to-face education focused on HBV and/or liver cancer among migrants from high HBV prevalence areas. This analysis demonstrated a significantly higher HBV testing uptake in intervention groups with the likelihood of HBV testing 3.6 times higher among those participating in education programs compared to the control groups (OR: 3.62, 95% CI 2.72, 4.88). In another analysis, including 25 studies evaluating an intervention to enhance HBV screening, a pooled estimate of 66% of participants received HBV testing following the study intervention (95%CI: 58-75%), with high heterogeneity across studies (range: 17-98%; I-square: 99.9%). A stratified analysis by HBV screening strategy demonstrated that in the studies providing participants with on-site HBV testing, the proportion receiving HBV testing (80%, 95%CI: 72-87%) was significantly higher compared to the studies referring participants to an external site for HBV testing (54%, 95%CI: 37-71%). In the studies implementing an intervention to enhance linkage of people diagnosed with HBV infection to clinical care, the interventions included different components and varied across studies. The most common component was post-test counselling followed by assistance with scheduling clinical appointments, conducted in 52% and 38% of the studies, respectively. In meta-analysis, a pooled estimate of 73% of people with HBV infection were linked to HBV clinical care (95%CI: 64-81%), with high heterogeneity across studies (range: 28-100%; I-square: 99.2%). A stratified analysis by study population demonstrated that in the studies among general population in high prevalence countries, 94% of people (95%CI: 88-100%) who received the study intervention were linked to care, significantly higher than 72% (95%CI: 61-83%) in studies among migrants from high prevalence area living in a country with low prevalence. In 19 studies, HBV vaccination uptake was assessed after an intervention, among which one study assessed birth dose vaccination among infants, one study assessed vaccination in elementary school children and 17 studies assessed vaccination in adults. Among studies assessing adult vaccination, a pooled estimate of 38% (95%CI: 21-56%) of people initiated vaccination, with high heterogeneity across studies (range: 0.5-93%; I square: 99.9%). A stratified analysis by HBV vaccination strategy demonstrated that in the studies providing on-site vaccination, the uptake was 78% (95%CI: 62-94%), significantly higher compared to 27% (95%CI: 13-42%) in studies referring participants to an external site for vaccination. Conclusion This systematic review identified a wide variety of interventions, mostly multi-component interventions, to enhance HBV screening, linkage to HBV clinical care, and HBV vaccination coverage. High heterogeneity was observed in effectiveness of interventions in all three domains of screening, linkage to care, and vaccination. Strategies identified to boost the effectiveness of interventions included providing on-site HBV testing and vaccination (versus referral for testing and vaccination) and including community education focussed on HBV or liver cancer in an HBV screening program. Further studies are needed to evaluate the effectiveness of more novel interventions (e.g., point of care testing) and interventions specifically including Indigenous populations, people who inject drugs, men who have sex with men, and people incarcerated.
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McEntee, Alice, Sonia Hines, Joshua Trigg, Kate Fairweather, Ashleigh Guillaumier, Jane Fischer, Billie Bonevski, James A. Smith, Carlene Wilson, and Jacqueline Bowden. Tobacco cessation in CALD communities. The Sax Institute, June 2022. http://dx.doi.org/10.57022/sneg4189.
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Background Australia is a multi-cultural society with increasing rates of people from culturally and linguistically diverse (CALD) backgrounds. On average, CALD groups have higher rates of tobacco use, lower participation in cancer screening programs, and poorer health outcomes than the general Australian population. Lower cancer screening and smoking cessation rates are due to differing cultural norms, health-related attitudes, and beliefs, and language barriers. Interventions can help address these potential barriers and increase tobacco cessation and cancer screening rates among CALD groups. Cancer Council NSW (CCNSW) aims to reduce the impact of cancer and improve cancer outcomes for priority populations including CALD communities. In line with this objective, CCNSW commissioned this rapid review of interventions implemented in Australia and comparable countries. Review questions This review aimed to address the following specific questions: Question 1 (Q1): What smoking cessation interventions have been proven effective in reducing or preventing smoking among culturally and linguistically diverse communities? Question 2 (Q2): What screening interventions have proven effective in increasing participation in population cancer screening programs among culturally and linguistically diverse populations? This review focused on Chinese-, Vietnamese- and Arabic-speaking people as they are the largest CALD groups in Australia and have high rates of tobacco use and poor screening adherence in NSW. Summary of methods An extensive search of peer-reviewed and grey literature published between January 2013-March 2022 identified 19 eligible studies for inclusion in the Q1 review and 49 studies for the Q2 review. The National Health and Medical Research Council (NHMRC) Levels of Evidence and Joanna Briggs Institute’s (JBI) Critical Appraisal Tools were used to assess the robustness and quality of the included studies, respectively. Key findings Findings are reported by components of an intervention overall and for each CALD group. By understanding the effectiveness of individual components, results will demonstrate key building blocks of an effective intervention. Question 1: What smoking cessation interventions have been proven effective in reducing or preventing smoking among culturally and linguistically diverse communities? Thirteen of the 19 studies were Level IV (L4) evidence, four were Level III (L3), one was Level II (L2), none were L1 (highest level of evidence) and one study’s evidence level was unable to be determined. The quality of included studies varied. Fifteen tobacco cessation intervention components were included, with most interventions involving at least three components (range 2-6). Written information (14 studies), and education sessions (10 studies) were the most common components included in an intervention. Eight of the 15 intervention components explored had promising evidence for use with Chinese-speaking participants (written information, education sessions, visual information, counselling, involving a family member or friend, nicotine replacement therapy, branded merchandise, and mobile messaging). Another two components (media campaign and telephone follow-up) had evidence aggregated across CALD groups (i.e., results for Chinese-speaking participants were combined with other CALD group(s)). No intervention component was deemed of sufficient evidence for use with Vietnamese-speaking participants and four intervention components had aggregated evidence (written information, education sessions, counselling, nicotine replacement therapy). Counselling was the only intervention component to have promising evidence for use with Arabic-speaking participants and one had mixed evidence (written information). Question 2: What screening interventions have proven effective in increasing participation in population cancer screening programs among culturally and linguistically diverse populations? Two of the 49 studies were Level I (L1) evidence, 13 L2, seven L3, 25 L4 and two studies’ level of evidence was unable to be determined. Eighteen intervention components were assessed with most interventions involving 3-4 components (range 1-6). Education sessions (32 studies), written information (23 studies) and patient navigation (10 studies) were the most common components. Seven of the 18 cancer screening intervention components had promising evidence to support their use with Vietnamese-speaking participants (education sessions, written information, patient navigation, visual information, peer/community health worker, counselling, and peer experience). The component, opportunity to be screened (e.g. mailed or handed a bowel screening test), had aggregated evidence regarding its use with Vietnamese-speaking participants. Seven intervention components (education session, written information, visual information, peer/community health worker, opportunity to be screened, counselling, and branded merchandise) also had promising evidence to support their use with Chinese-speaking participants whilst two components had mixed (patient navigation) or aggregated (media campaign) evidence. One intervention component for use with Arabic-speaking participants had promising evidence to support its use (opportunity to be screened) and eight intervention components had mixed or aggregated support (education sessions, written information, patient navigation, visual information, peer/community health worker, peer experience, media campaign, and anatomical models). Gaps in the evidence There were four noteworthy gaps in the evidence: 1. No systematic review was captured for Q1, and only two studies were randomised controlled trials. Much of the evidence is therefore based on lower level study designs, with risk of bias. 2. Many studies provided inadequate detail regarding their intervention design which impacts both the quality appraisal and how mixed finding results can be interpreted. 3. Several intervention components were found to have supportive evidence available only at the aggregate level. Further research is warranted to determine the interventions effectiveness with the individual CALD participant group only. 4. The evidence regarding the effectiveness of certain intervention components were either unknown (no studies) or insufficient (only one study) across CALD groups. This was the predominately the case for Arabic-speaking participants for both Q1 and Q2, and for Vietnamese-speaking participants for Q1. Further research is therefore warranted. Applicability Most of the intervention components included in this review are applicable for use in the Australian context, and NSW specifically. However, intervention components assessed as having insufficient, mixed, or no evidence require further research. Cancer screening and tobacco cessation interventions targeting Chinese-speaking participants were more common and therefore showed more evidence of effectiveness for the intervention components explored. There was support for cancer screening intervention components targeting Vietnamese-speaking participants but not for tobacco cessation interventions. There were few interventions implemented for Arabic-speaking participants that addressed tobacco cessation and screening adherence. Much of the evidence for Vietnamese and Arabic-speaking participants was further limited by studies co-recruiting multiple CALD groups and reporting aggregate results. Conclusion There is sound evidence for use of a range of intervention components to address tobacco cessation and cancer screening adherence among Chinese-speaking populations, and cancer screening adherence among Vietnamese-speaking populations. Evidence is lacking regarding the effectiveness of tobacco cessation interventions with Vietnamese- and Arabic-speaking participants, and cancer screening interventions for Arabic-speaking participants. More research is required to determine whether components considered effective for use in one CALD group are applicable to other CALD populations.