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Journal articles on the topic 'Nurses Education (Higher) Australia'

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Author: Grafiati

Published: 10 December 2022

Last updated: 28 January 2023

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1

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.

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Moon, Sarah E., Pieter J. Van Dam, and Alex Kitsos. "Measuring Transformational Leadership in Establishing Nursing Care Excellence." Healthcare 7, no. 4 (November 4, 2019): 132. http://dx.doi.org/10.3390/healthcare7040132.

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Transformational leadership (TL) is known to be essential to achieving Magnet® recognition, an internationally prestigious status for nursing care excellence. Since its inception in the 1980s, empirical studies have identified benefits of implementing the Magnet® Model involving improved patient care and nursing workforce outcomes. However, little is known about the leadership styles of nurse managers (NMs) working in a regional Australian context, which may hinder achieving Magnet® status. To close the knowledge gap, a self-administered survey was conducted to measure leadership styles of NMs at a large health organization comprising hospitals with a wide range of service profiles in regional Australia using a validated tool—the Multifactor Leadership Questionnaire (MLQ-6S). One-way of variance (ANOVA) was used to identify statistical significance between respondents’ demographic characteristics (e.g., age, education, gender) and their MLQ-6S scores. Respondents (n = 78) reported their leadership styles as more transformational, compared to transactional or passive/avoidant leadership styles. The findings indicated that NMs’ higher education (p = 0.02) and older age (p = 0.03) were associated with TL styles, whereas passive/avoidant leadership was generally reported by female (p = 0.04) and younger (p = 0.06) respondents. This study has identified differences in reported leadership styles among NMs, providing a unique organizational insight into developing strategies to improve NMs’ TL, which could help to facilitate the implementation of the Magnet® framework. Healthcare organizations in similar settings could benefit from replicating this study to identify a dominant leadership style and customize strategies to improve TL.

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Penman, Joy, Eddie L Robinson, and Wendy M Cross. "Remaining Connected with our Graduates: A Pilot Study." Interdisciplinary Journal of e-Skills and Lifelong Learning 15 (2019): 043–57. http://dx.doi.org/10.28945/4243.

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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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Cochrane, Thomas, and Todd Stretton. "Enhancing Health Care Education and Practice Post COVID." Pacific Journal of Technology Enhanced Learning 4, no. 1 (January 26, 2022): 8–9. http://dx.doi.org/10.24135/pjtel.v4i1.121.

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Healthcare education and practice has significantly been impacted by COVID-19. This includes the challenge on pedagogical approaches that highlight the potential of technology to facilitate innovative new approaches in response to social distancing, lockdowns, remote learning and improving the patient experience and positive outcomes. Many of these innovative approaches are not fundamentally new but are now seeing relevance beyond early adopters to mainstream implementation. This presentation draws upon collaborations with educational researchers and technologists that have explored the integration of technology into healthcare education and practice. COVID-19 Adversity to Opportunity Many healthcare programmes required reenvisaging teaching and learning approaches in response to COVID-19 restrictions. This had a particular impact on the development of interpersonal and practical knowledge and skills essential for healthcare graduates. The limited access to on-campus learning provided an opportunity for both institutional and individual evaluation of pedagogical practices. The affordances of traditional, didactic, and “hands-on” skills were compared with those that could be facilitated using online asynchronous/ synchronous strategies. A particular concern was the development of the interpersonal and practical skills required in safe and effective healthcare practice. Alongside easing of restrictions, these skills were adapted using online demonstrations within the limits of socially distanced “bubbles”, telehealth and limited clinical placements. Reconsideration of summative assessments was also required- with the introduction online synchronous and asynchronous verbal assessments, and asynchronous submissions of practical skills online (Cochrane et al., 2021; Narayan et al., 2021). In the prospect of COVID-19 restrictions continuing to lift, it is envisioned that most of the reenvisaged pedagogical approaches to healthcare education will persist, without compromising student critical thinking or practical skills. Interprofessional Collaboration This presentation will highlight the importance of interprofessional collaboration in healthcare curriculum design using a Design-Based-Research methodology (Chen et al., 2020; Kartoğlu et al., 2020) to facilitate authentic learning and develop self-determined learning capabilities for healthcare professionals. DBR- Design Principles in response to COVID Transferable design principles will be introduced for enhancing healthcare education that will improve practice in a COVID19 world, particularly drawing from eight healthcare projects including: STUDIO602 – enhancing clinical practice with mobile technologies (Cochrane & Sinfield, 2021), developing a virtual reality handover experience for healthcare students (Cochrane et al., 2018), using immersive reality to develop critical thinking in clinical health education (Stretton et al., 2018), enhancing first responder clinical simulation education using immersive reality and biometrics (Cochrane et al., 2020), designing authentic learning for graduate entry nursing students (Macdiarmid et al., 2021), designing public and environmental health education (Kersey et al., 2018), Biomedical engineering (Lam et al., 2021), and physiology education (Fabris et al., 2019). References Chen, W., Sandars, J., & Reeves, T. C. (2020). Navigating complexity: The importance of design-based research for faculty development. Medical Teacher, 1-3. https://doi.org/10.1080/0142159X.2020.1774530 Cochrane, T., Aiello, S., Cook, S., Aguayo, C., & Wilkinson, N. (2020). MESH360: A framework for designing MMR enhanced Clinical Simulations [Journal]. Research in Learning Technology, 28(Mobile Mixed Reality - Themed Collection). https://doi.org/10.25304/rlt.v28.2357 Cochrane, T., Narayan, V., Aiello, S., Birt, J., Cowie, N., Cowling, M., Deneen, C., Goldacre, P., Alizadeh, M., Sinfield, D., Stretton, T., & Worthington, T. (2021, 29th November- 1st December 2021). Post Pandemic Socially Constructed Blended Synchronous Learning: Vignettes from the Mobile Learning SIG. ASCILITE 2021: 38th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, University of New England (UNE), Armidale, Australia. Cochrane, T., & Sinfield, D. (2021). STUDIO602: A model for designing real world collaborations between Higher education and Industry. In K. MacCallum & D. Parsons (Eds.), Industry Practices, Processes and Techniques Adopted in Education - Supporting innovative teaching and learning practice (Vol. In preparation). Springer. http://davidparsons.ac.nz/industry-in-ed/ Cochrane, T., Stretton, T., Aiello, S., Britnell, S., Cook, S., & Narayan, V. (2018). Authentic Interprofessional Health Education Scenarios using Mobile VR [Journal]. Research in Learning Technology, 26, 2130. https://doi.org/10.25304/rlt.v26.2130 Fabris, C. P., Rathner, J. A., Fong, A. Y., & Sevigny, C. P. (2019). Virtual Reality in Higher Education. International Journal of Innovation in Science and Mathematics Education (formerly CAL-laborate International), 27(8). Kartoğlu, Ü., Siagian, R. C., & Reeves, T. C. (2020). Creating a "Good Clinical Practices Inspection" Authentic Online Learning Environment through Educational Design Research. TechTrends : for leaders in education & training, 1-12. https://doi.org/10.1007/s11528-020-00509-0 Kersey, K., Lees, A., Conn, C., Cochrane, T., Narayan, V., & Williams, M. (2018). “Context matters”: The challenges and opportunities of designing tertiary public and environmental health education in South Auckland. Pacific Health, 1(1), 1-12. https://doi.org/https://doi.org/10.24135/pacifichealth.v1i1.8 Lam, L., Cochrane, T., Rajagopal, V., Davey, K., & John, S. (2021). Enhancing student learning through trans-disciplinary project-based assessment in bioengineering. Pacific Journal of Technology Enhanced Learning, 3(1), 4-5. https://doi.org/10.24135/pjtel.v3i1.80 Macdiarmid, R., Winnington, R., Cochrane, T., & Merrick, E. (2021). Using educational design research to develop authentic learning for Graduate Entry Nursing students in New Zealand. Nurse Education in Practice, 102965. https://doi.org/10.1016/j.nepr.2021.102965 Narayan, V., Cochrane, T., Aiello, S., Birt, J., Cowie, N., Cowling, M., Deneen, C., Goldacre, P., Alizadeh, M., Sinfield, D., Stretton, T., & Worthington, T. (2021, 29 November - 1 December). Mobile learning and socially constructed blended learning through the lens of Activity Theory. ASCILITE 2021: 38th International Conference on Innovation, Practice and Research in the Use of Educational Technologies in Tertiary Education, University of New England (UNE), Armidale, Australia. Stretton, T., Cochrane, T., & Narayan, V. (2018). Exploring Mobile Mixed Reality in Healthcare Higher Education: A Systematic Review [Journal]. Research in Learning Technology, 26, 2131. https://doi.org/10.25304/rlt.v26.2131

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Dawkins, John S. "Higher Education in Australia." Higher Education Policy 1, no. 2 (July 1988): 46–48. http://dx.doi.org/10.1057/hep.1988.32.

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Greaves, Kim, Anita Smith, Jason Agostino, Kuhan Kunarajah, Tony Stanton, and Rosemary Korda. "Cross-sectional survey describing general practitioners’ absolute cardiovascular disease risk assessment practices and their relationship to knowledge, attitudes and beliefs about cardiovascular disease risk in Queensland, Australia." BMJ Open 10, no. 8 (August 2020): e033859. http://dx.doi.org/10.1136/bmjopen-2019-033859.

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ObjectivesTo describe general practitioners’ (GPs’) absolute cardiovascular disease risk (ACVDR) self-reported assessment practices and their relationship to knowledge, attitudes and beliefs about ACVDR.DesignCross-sectional survey with opportunistic sampling (October–December 2017).SettingSunshine Coast region, Queensland, Australia.Participants111 GPs responded to the survey.Primary and secondary outcome measuresProportion of GPs reporting a high (≥80%) versus moderate (60%–79%)/low (<60%) percentage of eligible patients receiving ACVDR assessment; proportion agreeing with statements pertaining to knowledge, attitudes and beliefs about ACVDR and associations between these factors.ResultsOf the 111 respondents, 78% reported using the Australian ACVDR calculator; 45% reported high, 25% moderate and 30% low ACVDR assessment rates; >85% reported knowing how to use ACVDR assessment tools, believed assessment valuable and were comfortable with providing guideline-recommended treatment. Around half believed patients understood the concept of high risk and were willing to adopt recommendations. High assessment rates (vs moderate/low) were less likely among older GPs (≥45 vs ≤34 years, age-adjusted and sex-adjusted OR (aOR) 0.36, 95% CI 0.12 to 0.97). Those who answered knowledge-based questions about the guidelines incorrectly had lower assessment rates, including those who answered questions on patient eligibility (aOR 0.13, 95% CI 0.02 to 1.11). A high assessment rate was more likely among GPs who believed there was sufficient time to do the assessment (aOR 3.79, 95% CI 1.23 to 11.61) and that their patients were willing to undertake lifestyle modification (aOR 2.29, 95% CI 1.02 to 5.15). Over 75% of GPs agreed better patient education, nurse-led assessment and computer-reminder prompts would enable higher assessment rates.ConclusionsAlthough the majority of GPs report using the ACVDR calculator when undertaking a CVD risk assessment, there is a need to increase the actual proportion of eligible patients undergoing ACVDR assessment. This may be achieved by improving GP assessment practices such as GP and patient knowledge of CVD risk, providing sufficient time and nurse-led assessment.

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Shah, Mahsood, and Chenicheri Sid Nair. "International higher education in Australia." Perspectives: Policy and Practice in Higher Education 15, no. 4 (October 2011): 129–31. http://dx.doi.org/10.1080/13603108.2011.597888.

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Stone, Diana L. "Private higher education in Australia." Higher Education 20, no. 2 (September 1990): 143–59. http://dx.doi.org/10.1007/bf00143698.

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Bennett, Margaret. "Nursing education in Australian universities: report of the national review of nurse education in the higher education sector 1994 and beyond." Collegian 2, no. 2 (January 1995): 18–22. http://dx.doi.org/10.1016/s1322-7696(08)60094-3.

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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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Wexler, Geoff. "Higher Education in Orthodontics in Australia." British Journal of Orthodontics 19, no. 4 (November 1992): 343–44. http://dx.doi.org/10.1179/bjo.19.4.343.

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Simon, David S. "Accounting in higher education in Australia." Accounting Education 1, no. 2 (June 1992): 133–36. http://dx.doi.org/10.1080/09639289200000023.

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23

Gibson, Chris. "Geography in Higher Education in Australia." Journal of Geography in Higher Education 31, no. 1 (January 2007): 97–119. http://dx.doi.org/10.1080/03098260601033050.

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24

Meek, V. Lynn, and Fiona Q. Wood. "Higher education governance and management: Australia." Higher Education Policy 11, no. 2-3 (June 1998): 165–81. http://dx.doi.org/10.1016/s0952-8733(98)00005-1.

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25

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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27

Woodhouse, David, and Terry Stokes. "Australia: Evaluation and Quality in Higher Education." Research in Comparative and International Education 5, no. 1 (January 2010): 18–31. http://dx.doi.org/10.2304/rcie.2010.5.1.18.

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Shah, Mahsood, Hai Yen Vu, and Sue-Ann Stanford. "Trends in private higher education in Australia." Perspectives: Policy and Practice in Higher Education 23, no. 1 (September 24, 2018): 5–11. http://dx.doi.org/10.1080/13603108.2018.1521348.

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Harrold, Ross. "Evolution of Higher Education Finance in Australia." Higher Education Quarterly 46, no. 4 (October 1992): 321–37. http://dx.doi.org/10.1111/j.1468-2273.1992.tb01606.x.

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Hayden, Martin, and Peter Carpenter. "From school to higher education in Australia." Higher Education 20, no. 2 (September 1990): 175–96. http://dx.doi.org/10.1007/bf00143700.

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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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Arunasalam, Nirmala Devi. "Malaysian nurses’ views: Local versus Transnational Higher Education." BORDER CROSSING 6, no. 1 (June 17, 2017): 188–205. http://dx.doi.org/10.33182/bc.v7i1.485.

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This paper reports the findings of a study undertaken with Malaysian nurses who studied for a locally provided part-time post-registration top-up Nursing Degree versus those who studied on a Transnational Higher Education (TNHE) programme. Both types of programmes are bridging courses that allow registered nurses to upgrade their Diploma qualifications to Degree level. What is not sufficiently explored in available literature is nurses’ rationales for choosing a local programme over TNHE programme. Using hermeneutic phenomenology, six Malaysian nurses (chosen by snowball sampling method) were interviewed, in English and Bahasa Malaysia (Malaysian language). Thematic analysis was used to analyse data. The structure of the course and taught theory influenced the nurses’ choice to study on a local programme: the deciding factor was the practice component that ensured a theory-practice connection. The findings principally provide insights to TNHE providers and may guide them to enhance their teaching delivery, support and courses.

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Arunasalam, Nirmala. "Malaysian nurses' evaluation of transnational higher education courses." British Journal of Nursing 25, no. 6 (March 24, 2016): 337–40. http://dx.doi.org/10.12968/bjon.2016.25.6.337.

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James, Veronica. "Ownership and values: nurses, nursing and higher education." Nursing Inquiry 7, no. 1 (March 2000): 1–2. http://dx.doi.org/10.1046/j.1440-1800.2000.00054.x.

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Hill, Yvonne, Janet MacGregor, and Kate Dewar. "Nurses’ access to higher education: a quality product." Quality Assurance in Education 4, no. 2 (June 1996): 21–27. http://dx.doi.org/10.1108/09684889610116021.

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Altschul, AT. "Why higher education for nurses? Issues and developments." Nurse Education Today 7, no. 1 (February 1987): 10–16. http://dx.doi.org/10.1016/0260-6917(87)90116-x.

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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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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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Hardwick-Franco, Kathryn Gay. "Flexible education in Australia." Higher Education, Skills and Work-Based Learning 8, no. 3 (August 13, 2018): 259–73. http://dx.doi.org/10.1108/heswbl-02-2018-0019.

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Purpose The purpose of this paper is twofold: first, to explore the extent to which the South Australian flexible learning option (FLO) secondary school enrolment strategy supports some of the most vulnerable and disengaged students to simultaneously engage in secondary- and higher-education, skills and work-based learning; second, to explore the degree to which this FLO enrolment strategy addresses the United Nations (UN) principles of responsible management education and 17 sustainable development goals. Design/methodology/approach The approach includes a practice perspective, field-notes and documents analysis. Findings This paper finds the flexibility inherent in the FLO enrolment strategy goes some way to addressing inequity in education outcomes amongst those who traditionally disengage from education and work-based learning. Findings also highlight ways in which the FLO enrolment strategy addresses some of the UN principals and 17 goals. Research limitations/implications This paper supports the work of HESWBL by calling for future research into the long-term benefits of flexible education strategies that support HESWBL, through exploring the benefits to young people, from their perspective, with a view to providing accountability. Social implications The paper offers an example of a way a practice perspective can explore an education strategy that addresses “wicked problems” (Rittel and Webber, 1973). Currently, “wicked problems” that pervade member countries of the Organisation for Economic Co-operation and Development include intergenerational poverty, under-education and unemployment. Originality/value This paper is valuable because it explores from a practice perspective, how a secondary education enrolment strategy supports vulnerable students engage in their secondary schooling, while simultaneously supporting students achieve higher education, skills and work-based learning.

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Ninnes, Peter. "Acculturation of International Students in Higher Education: Australia." Education and Society 17, no. 1 (January 1, 1999): 73–101. http://dx.doi.org/10.7459/es/17.1.07.

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41

Walker, W. G. "Private higher education: challenges for Australia and beyond." Journal of Education Policy 3, no. 3 (July 1988): 261–72. http://dx.doi.org/10.1080/0268093880030305.

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Barr, Nicholas. "Higher Education in Australia and Britain: What Lessons?" Australian Economic Review 31, no. 2 (June 1998): 179–88. http://dx.doi.org/10.1111/1467-8462.00064.

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Sealey, Tim N. "Socio-economic position and higher education in Australia." Australian Educational Researcher 38, no. 1 (February 2011): 43–56. http://dx.doi.org/10.1007/s13384-010-0004-6.

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44

Power, Colin, and Frances Robertson. "Factors influencing participation in higher education in Australia." Australian Educational Researcher 15, no. 1 (March 1988): 85–98. http://dx.doi.org/10.1007/bf03219403.

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Ahmed, Sara. "Doing Diversity Work in Higher Education in Australia." Educational Philosophy and Theory 38, no. 6 (January 2006): 745–68. http://dx.doi.org/10.1111/j.1469-5812.2006.00228.x.

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White, Kate. "Women and leadership in higher education in Australia." Tertiary Education and Management 9, no. 1 (January 2003): 45–60. http://dx.doi.org/10.1080/13583883.2003.9967092.

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Ferris, James M. "HIGHER EDUCATION "REFORM" IN AUSTRALIA: AN OUTSIDER'S VIEW." Australian Journal of Public Administration 51, no. 3 (September 1992): 333–41. http://dx.doi.org/10.1111/j.1467-8500.1992.tb02619.x.

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Le Claire, Kenneth A. "Higher education choice in Australia: Processes and impediments." Higher Education 17, no. 3 (May 1988): 333–49. http://dx.doi.org/10.1007/bf00163795.

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Gross, Michael J., Pierre Benckendorff, Judith Mair, and Paul A. Whitelaw. "Hospitality higher education quality: Establishing standards in Australia." Journal of Hospitality and Tourism Management 30 (March 2017): 4–14. http://dx.doi.org/10.1016/j.jhtm.2017.01.007.

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Faller, Marcia, and Jim Gogek. "Troubling Trend: Fewer Nurses May Be Seeking Higher Education." Nurse Leader 16, no. 3 (June 2018): 186–89. http://dx.doi.org/10.1016/j.mnl.2018.03.008.

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