Academic literature on the topic 'Nursing students Australia'
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Journal articles on the topic "Nursing students Australia"
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Wang, Carol Chunfeng, Lisa Whitehead, and Sara Bayes. "“They are friendly but they don’t want to be friends with you”: A narrative inquiry into Chinese nursing students’ learning experience in Australia." Journal of Nursing Education and Practice 7, no. 8 (March 7, 2017): 27. http://dx.doi.org/10.5430/jnep.v7n8p27.
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There is increasing interest in the phenomena of international student mobility and the growing global demand for skilled nurses. Little is known, however, about the learning experiences of Chinese nursing students at Australian universities. This study begins to address this gap. A narrative inquiry methodology was employed. In-depth interviews and focus group discussions, along with field notes and observations were conducted with six Chinese undergraduate nursing students studying undergraduate nursing in Western Australia. Chinese nursing students in Australia experienced fear and anxiety, driven by unfamiliarity with the hospital environment, education methods, and assessment expectations. Clinical placement experiences in Australian health services were identified by participants as the most stressful learning experience. Forming friendships with domestic students was difficult and rare for these students: none made friends with local students or joined university groups. Despite the challenges they experienced, the participants were motivated and adaptive to a new culture and learning methods, and all, demonstrated academic success. This study provides new knowledge about the learning experiences of Chinese nursing students at Australian universities. Many of the issues identified relate to the wider discussion around effective support for international students.
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Clark-Burg, Karen. "Future Perioperative Registered Nurses: An Insight into a Perioperative Programme for Undergraduate Nursing Students." Journal of Perioperative Practice 18, no. 10 (October 2008): 432–35. http://dx.doi.org/10.1177/175045890801801001.
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An Australian College of Operating Room Nurses (ACORN) submission (ACORN 2002–2008) recently stated that the specialities that suffered significantly from the transition of hospital-based nursing training to university training were the perioperative specialty, critical care and emergency. The main reason for this was that perioperative nursing was not included in the undergraduate nursing curriculum. Less than a handful of universities in Australia offer the subject as a compulsory unit. The University of Notre Dame Australia (UNDA) is one of these universities. This paper will provide an insight into the perioperative nursing care unit embedded within the Bachelor of Nursing (BN) undergraduate curriculum.
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Wang, Carol Chunfeng, Lisa Whitehead, and Sara Bayes. "Global mobility in nursing: Why Chinese students leave to study nursing in Australia." Journal of Nursing Education and Practice 7, no. 11 (June 21, 2017): 51. http://dx.doi.org/10.5430/jnep.v7n11p51.
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Objective: The world-wide demand for skilled Registered Nurses is high, and understanding the reasons why Chinese students leave home to study nursing in Australia is important for institutions, policy makers, and nursing administrators in both China and Australia. This paper explores the factors shaping the decision of six Chinese students to study nursing in Australia and their preference to eventually live and work either in China or Australia.Methods: A three-dimensional space narrative structure approach was used for this study. In-depth interviews and focus group discussions were conducted with six Chinese nursing students whom were studying nursing at universities in Western Australia.Results: Findings revealed that the most important factor that influenced Chinese students’ decision to study nursing in Australia was the possibility for permanent residency.Conclusions: Insights gained from the study are important for a myriad of factors including international nursing relocation, developments in networking and healthcare, and capitalising in education from a global perspective.
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Shakya, Anita, and Jan M. Horsfall. "ESL undergraduate nursing students in Australia: Some experiences." Nursing & Health Sciences 2, no. 3 (September 2000): 163–71. http://dx.doi.org/10.1046/j.1442-2018.2000.00050.x.
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Currie, Jane, Sarah Kourouche, Christopher Gordon, Christine Jorm, and Sandra West. "Mass casualty education for undergraduate nursing students in Australia." Nurse Education in Practice 28 (January 2018): 156–62. http://dx.doi.org/10.1016/j.nepr.2017.10.006.
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Smith, Derek R., and Peter A. Leggat. "Hand dermatitis among female nursing students in tropical Australia." Nursing and Health Sciences 6, no. 2 (June 2004): 109–13. http://dx.doi.org/10.1111/j.1442-2018.2004.00181.x.
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Wang, Chiu-Wen, Charanjit Singh, Beverly Bird, and Glenice Ives. "The Learning Experiences of Taiwanese Nursing Students Studying in Australia." Journal of Transcultural Nursing 19, no. 2 (April 2008): 140–50. http://dx.doi.org/10.1177/1043659607312968.
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Salamonson, Yenna, Bronwyn Everett, Sharon Andrew, Jane Koch, and Patricia M. Davidson. "Differences in universal diverse orientation among nursing students in Australia." Nursing Outlook 55, no. 6 (November 2007): 296–302. http://dx.doi.org/10.1016/j.outlook.2007.07.005.
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Luders, Elise, Simon Cooper, Robyn Cant, Donna Waters, Marion Tower, Amanda Henderson, Kerry Hood, Georgina Willetts, Colleen Ryan, and Kerry Reid-Searl. "Nursing degree students’ clinical placement experiences in Australia: A survey design." Nurse Education in Practice 54 (July 2021): 103112. http://dx.doi.org/10.1016/j.nepr.2021.103112.
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Brown, Stephen, Lara Wakeling, Mani Naiker, and Sue White. "Approaches to Study in Undergraduate Nursing Students in Regional Victoria, Australia." International Journal of Nursing Education Scholarship 11, no. 1 (January 1, 2014): 155–64. http://dx.doi.org/10.1515/ijnes-2014-0020.
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AbstractIn developmental research to devise a strategy to identify students who may benefit from assistance with learning habits, approaches to study were explored in undergraduate nursing students (n=122) enrolled in a compulsory first-year course in physiology at a regional Australian university. The course constituted 30 credits (25%) of their first year of study. Using the Approaches and Study Skills Inventory (ASSIST), students were identified as adopting a deep (n=38, 31%), strategic (n= 30, 25%), or a surface (n=54, 44%) approach to study. Internal consistency (Cronbach’s alpha [α]) for deep, strategic, and surface was 0.85, 0.87, and 0.76, respectively. Subsequently, a cluster analysis was done to identify two groupings: a “surface” group (n=53) and a “deep/strategic” group (n=69). The surface group scored lower in deep (33.28±6.42) and strategic (39.36±6.79) approaches and higher in the surface (46.96±9.57) approach. Conversely, the deep/strategic group scored 46.10±6.81, 57.17±7.81, and 41.87±6.47 in deep, strategic, and surface styles, respectively. This application of the ASSIST questionnaire and cluster analysis thus differentiated students adopting a surface approach to study. This strategy may enable educators to target resources, for example additional tutorial opportunities, peer-assisted study support, and tutor-led seminar sessions aimed at encouraging students to adopt a less superficial approach to study.
Dissertations / Theses on the topic "Nursing students Australia"
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Saltmarsh, David L. W. (David Lloyd William). "National review of nursing education : student expectations of nursing education." Canberra, A.C.T. : Commonwealth Department of Education, Science and Training, 2001. http://www.dest.gov.au/highered/nursing/pubs/student_expect/1.htm.
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Wood, Beverley. "Attitudes toward the elderly : a case study of nursing students' attitudes." Monash University, Faculty of Education, 2001. http://arrow.monash.edu.au/hdl/1959.1/8808.
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Wang, Carol Chungfeng. "Chinese nursing students at Australian universities: A narrative inquiry into their motivation, learning experience, and future career planning." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2017. https://ro.ecu.edu.au/theses/1949.
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This study presents a narrative inquiry of Chinese nursing students at Australian universities in order to examine these students’ motivations, learning experiences and future career planning. Australia seeks to attract international nursing students from China to maintain its economic advantage and alleviate its projected nursing shortage. In contrast, China desperately needs its best and brightest citizens who have trained abroad as nurses to return to China in order to cope with its current challenges in the healthcare system and nursing education. Little is known about the underlying factors that motivate Chinese nursing students to study in Australia, these students’ learning experiences at Australian universities, and whether or not these students will return to China after graduation.
This study undertook a narrative inquiry using the three-dimensional space narrative structure approach, with an epistemological perspective drawing on constructivist and interpretivist theory. Through interviews, the authentic voices of six participants’ stories were collected to capture the entire emotional, social, intellectual and reflective processes of each student’s motivations, learning experiences and future career plans. The research findings from this study are presented as both narrative and thematic representations. By exploring and representing each theme and narrative that emerged from the field texts, meaning was unpacked to provide insights to the ‘reality’ as seen by the study participants.
The findings revealed that the students’ key motivation to study in Australia was related to the possibility of permanent residency post-qualification. The decision to move was dynamic, with the participants describing cultural and social push and pull factors. Encouragement and support from peers and family were strong contributors to the motivation to study nursing and eventually work and live in Australia. Parents played an especially vital role in this decision-making process. In addition, the participants expressed a strong desire to maximise Australia’s opportunities and cultural experiences.
The participants’ experience of studying in Australia was characterised by the need to learn a new language, feeling lost in a new education system vastly different to the one at home, the challenge of making new friends and socialising, and eventually successfully completing their study and attaining their goals. The experience of being an international student was not described as easy. It requires taking risks, courage, determination, motivation and persistence to succeed. Through their lived experiences and reflections of their learning journey in Australia, the six participants reconstructed their personal identity and worldviews, which ultimately helped them locate their place in Australia.
The conclusion of the participants’ journey highlighted that their learning experiences have particular implications for international education, healthcare development, future educational connections and investment globally. The insight gained from this study can support the development of successful human capital investment strategies for all parties involved.
In the field of international student education, nursing education is relatively understudied. This thesis presents insight into the reality of international student migration through the lens of individual actors in the process, the students themselves.
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Brown, Vickey Michelle. "Culturally and linguistically diverse nursing student education: a grounded theory study." Thesis, Curtin University, 2005. http://hdl.handle.net/20.500.11937/1422.
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This study set out to examine and describe the experiences of undergraduate students from different cultural backgrounds studying nursing across three Australian states. The researcher chose to use the grounded theory method to analyse data collected from 40 undergraduate student nurses and 32 nurse teachers. Other data resources included field observations of student nurses in clinical practice and classroom settings. All interviews were transcribed verbatim and along with field notes and memos were analysed using the constant comparative method synonymous with grounded theory. This study was set in a sociopolitical climate of disharmony in which the basic social problem of sociocultural discord: being different and not fitting in (SD) was identified and developed as the core category. The basic social psychological problem existed for culturally and linguistically diverse nursing students because they were in some way different to the majority of their White western counterparts. Differences existed in, for example, religion, dress, skin colour, beliefs, behaviours, and ways of communicating. Because these students were different they experienced discord. Discord was characterised as sociocultural because differences causing discord were rooted in either a cultural or social domain or both. Those students who experienced SD lived with feelings of social and professional isolation, discrimination, and low self esteem to name a few. For the students, experiences of sociocultural discord were largely unpredictable and occurred episodically. The fear of embarrassment, discrimination, or some other form of inequitable treatment prevented students participating actively in classes or on clinical practice.Students, however, were unable to determine when they were likely to experience inequitable treatment and for many when it had been identified it was too late; they were amidst the experience. Others were hesitant to interact with their Australian counterparts for fear of rejection. This study occurred during a particularly disharmonic climate which permeated all aspects of the students’ lives and had the propensity to impact upon individual levels of SD. As such this climate existed as the background in this study. One of the background issues identified as impacting upon students in this study was stereotyping. In this study stereotyping was often based upon perceived cultural, religious, and/or gender norms. The physical environments, that is, university campuses and clinical practice settings in which the students were required to participate, were also found to impact upon student participants and were therefore also considered as background. In these institutions there was an obvious lack of cultural role models and students’ behaviours were often misinterpreted. Whilst some students’ families were considered as immensely supportive others were identified as being the cause of much sociocultural discord. The politics of race and culture also acted to permeate the students’ existence and these issues were given wide media coverage at the time of this research. In an effort to deal with, or counter, episodes of sociocultural discord student participants engaged the process of seeking concord to get in the right track (SC). Some of these strategies worked to reduce SD whilst others did not. These strategies consisted of saving face, covert deception, and using the “yes syndrome”.Other strategies included clustering, trying to form friendships, and trying to interact with members of the dominant group. Many students struggled to suppress their feeling of SD by being quiet and/or ignoring differential treatment and avoiding interaction with others. Some adopted other strategies to strengthen their communication abilities in an effort to reduce discordant episodes. Many of these strategies were learnt from other students or supportive nurse teachers. Other support was attained from student counselling services and supportive family members. These were considered the influencing conditions. Unlike many grounded theories this study was unable to identify the end of the process, that is, successful outcomes. Irrespective that students implemented strategies to decrease their discord they continued to experience other discordant events throughout their undergraduate degree program. Whilst many of the findings in this research support the existing literature, this study can be considered as one of the first attempts to study student nurses from different cultural backgrounds and their experiences of nursing education in Australian universities.
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Brown, Vickey Michelle. "Culturally and linguistically diverse nursing student education : a grounded theory study /." Curtin University of Technology, School of Nursing and Midwifery, 2005. http://espace.library.curtin.edu.au:80/R/?func=dbin-jump-full&object_id=16543.
Full textAbstract:
This study set out to examine and describe the experiences of undergraduate students from different cultural backgrounds studying nursing across three Australian states. The researcher chose to use the grounded theory method to analyse data collected from 40 undergraduate student nurses and 32 nurse teachers. Other data resources included field observations of student nurses in clinical practice and classroom settings. All interviews were transcribed verbatim and along with field notes and memos were analysed using the constant comparative method synonymous with grounded theory. This study was set in a sociopolitical climate of disharmony in which the basic social problem of sociocultural discord: being different and not fitting in (SD) was identified and developed as the core category. The basic social psychological problem existed for culturally and linguistically diverse nursing students because they were in some way different to the majority of their White western counterparts. Differences existed in, for example, religion, dress, skin colour, beliefs, behaviours, and ways of communicating. Because these students were different they experienced discord. Discord was characterised as sociocultural because differences causing discord were rooted in either a cultural or social domain or both. Those students who experienced SD lived with feelings of social and professional isolation, discrimination, and low self esteem to name a few. For the students, experiences of sociocultural discord were largely unpredictable and occurred episodically. The fear of embarrassment, discrimination, or some other form of inequitable treatment prevented students participating actively in classes or on clinical practice.Students, however, were unable to determine when they were likely to experience inequitable treatment and for many when it had been identified it was too late; they were amidst the experience. Others were hesitant to interact with their Australian counterparts for fear of rejection. This study occurred during a particularly disharmonic climate which permeated all aspects of the students’ lives and had the propensity to impact upon individual levels of SD. As such this climate existed as the background in this study. One of the background issues identified as impacting upon students in this study was stereotyping. In this study stereotyping was often based upon perceived cultural, religious, and/or gender norms. The physical environments, that is, university campuses and clinical practice settings in which the students were required to participate, were also found to impact upon student participants and were therefore also considered as background. In these institutions there was an obvious lack of cultural role models and students’ behaviours were often misinterpreted. Whilst some students’ families were considered as immensely supportive others were identified as being the cause of much sociocultural discord. The politics of race and culture also acted to permeate the students’ existence and these issues were given wide media coverage at the time of this research. In an effort to deal with, or counter, episodes of sociocultural discord student participants engaged the process of seeking concord to get in the right track (SC). Some of these strategies worked to reduce SD whilst others did not. These strategies consisted of saving face, covert deception, and using the “yes syndrome”.
Other strategies included clustering, trying to form friendships, and trying to interact with members of the dominant group. Many students struggled to suppress their feeling of SD by being quiet and/or ignoring differential treatment and avoiding interaction with others. Some adopted other strategies to strengthen their communication abilities in an effort to reduce discordant episodes. Many of these strategies were learnt from other students or supportive nurse teachers. Other support was attained from student counselling services and supportive family members. These were considered the influencing conditions. Unlike many grounded theories this study was unable to identify the end of the process, that is, successful outcomes. Irrespective that students implemented strategies to decrease their discord they continued to experience other discordant events throughout their undergraduate degree program. Whilst many of the findings in this research support the existing literature, this study can be considered as one of the first attempts to study student nurses from different cultural backgrounds and their experiences of nursing education in Australian universities.
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McCarthy, Karen Ann. "The ward-based Nurse Clinical Educator: Impact on student learning outcomes and student and preceptor experiences." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2019. https://ro.ecu.edu.au/theses/2221.
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Aim
This study aimed to determine the impact of the implementation of a ward based Nurse Clinical Educator (NCE) role on students and staff at one health service whilst students were on clinical practicum at a Western Australian regional health care facility.
Question
The research question was: “What impact does the NCE support intervention have on students and clinical staff during clinical practicum?” Background Clinical experience for undergraduate student nurses (students) undertaking their bachelor’s degree is of utmost importance for gaining both competence and registration. Students encounter difficulties in obtaining opportunities to practice their skills and develop competence when on clinical practicum; and preceptors are often overwhelmed by their responsibility to supervise students, as well as provide holistic patient care. The literature identifies a need for a role which is directly responsible for student learning, which would maximise learning opportunities for students, as well as support preceptors. This role could maintain synergistic relationships and communication between the university and clinical facilities. Although there is literature reporting on the evaluation of either students’ or preceptors’ experience in the clinical setting, there have been only a few studies where both students’ and preceptors’ experiences were evaluated in the same study; or the effectiveness of a support model was implemented into the clinical setting and evaluated. Research focused on the implementation of a partnership intervention support model, would add to the limited body of knowledge on the efficacy of clinical support interventions.
Methods
This study utilises a convergent parallel mixed methods design, as it was deemed to provide a better triangulation of data obtained. Quantitative and qualitative data were collected in surveys before and after the NCE intervention, whilst students were on clinical practicum. Surveys collected data using both Likert-scale and open text responses. Analysis was performed using descriptive statistics and content analysis to interpret the findings.
Participants
Participants in this study were undergraduate nursing students and clinical staff who participated in clinical practicum during the implementation of a ward-based NCE support role in a Western Australian regional health care facility.
Findings
This study found the main impact of the NCE role was upon stress and time. Stress was reduced for both students who had access to increased support networks, and for preceptors who could obtain assistance with students when workloads were heavy. There was an increase in teaching time available for skill development for the students, which in turn led to increased competence of students, less time taken by student to undertake skills, and increased student confidence. There was an increase in available time for the preceptors for their workloads on the wards, and more time for preceptors to assist students, without being hampered by students taking a long time with skills.
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Browne, Caroline Amy. "Development of a framework for successful international clinical placements: A case study of Australian Bachelor of Nursing students studying abroad in Asia." Thesis, Browne, Caroline Amy ORCID: 0000-0003-4793-1454 (2020) Development of a framework for successful international clinical placements: A case study of Australian Bachelor of Nursing students studying abroad in Asia. PhD thesis, Murdoch University, 2020. https://researchrepository.murdoch.edu.au/id/eprint/58998/.
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International clinical placements (ICP) in undergraduate nursing programs are often offered to facilitate the integration of nursing students’ knowledge and clinical skills in complex and culturally diverse healthcare settings. This study aimed to better understand how key stakeholders’ value and attribute meaning to successful short-term placements undertaken in the Asia region within Australian Bachelor of Nursing programs.
A mixed-methods case study design was used to provide a holistic view of ICPs and incorporated four phases of data collection and analysis. Phase one consisted of a qualitative systematic review, and was completed in late 2014; Phase two was an online mapping survey of higher education providers in Australia (n=18) to collect descriptive data of current ICP practices (conducted August to September 2015); Phase three and four were conducted concurrently and included semi-structured interviews with key stakeholders (university, student, program administrators and local community) (n=19) and a reflective photo journal by the researcher. Six themes spanning the continuum of the ICP experience emerged from interpretive analysis of semi-structured interviews with stakeholders in Phase 3. They included: ‘Developing successful placements’, ‘Preparing for the unknown’, ‘Putting the focus on learning’, ‘Recognising difference’, and ‘Building relationships’ to ‘Growing from the experience’.
Alongside the findings from the other data collection phases, these themes informed the development of a framework to assist education providers to prepare for and critically evaluate placements. The International Clinical Placement Planning and Evaluation (ICliPPE) framework reflects the multifaceted nature of international clinical placements, through a focus on factors that enhance clinical learning within three pillars that contribute to a successful placement experience: ‘Maximising learning’, ‘Exploring difference’ and ‘Motivations and Intentions’. The ICliPPE framework, whilst created within the Australian nursing context provides an identifiable structure that can potentially have applicability for all higher education providers wishing to maximise learning opportunities and develop sustainable international clinical placements.
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Holmes, Lisa. "Exploring the preparedness of novice (student) paramedics for the mental health challenges of the paramedic profession: Using the wisdom of the Elders." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2018. https://ro.ecu.edu.au/theses/2102.
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This study investigates the preparedness of novice (student) paramedics for the mental health challenges of the paramedic profession and identifies the coping strategies used by veteran paramedics to successfully meet these challenges. The lived experience of veteran paramedics is utilised to provide this important assistance.
Initially, two surveys were developed and administered to 16 course coordinators and 302 students of the 16 accredited undergraduate degree paramedicine courses across Australia and New Zealand, to identify the perceived need (for preparation) within the curriculum. In addition, the anticipations, confidence and fears of novice (student) paramedics, course coordinators and veteran paramedics were also collected as a means to facilitate the preparedness through self-evaluation, reflection and discussion.
Twenty semi-structured interviews with veteran paramedics, each with a minimum 15 years paramedic experience from across Australia and New Zealand, were conducted to gain an understanding of their experiences, mental health coping strategies and advice for novice (student) paramedics. Results from the interviews were validated by three focus groups comprised of six veteran paramedics each, representative of the geographic spread.
All 16 course coordinators and 302 novice (student) paramedics responded to the surveys. Results suggest there is widespread recognition for the need to include preparation for the mental health challenges of the profession within accredited undergraduate paramedic courses with 100% of course coordinators and 97% of students recognising this need.
The semi-structured interviews with veteran paramedics provided valuable insights into the experiences and strategies used to aid the survival of the veterans throughout their careers. Within the interviews 70% of participants expressed a sincere love for theparamedic role, and 70% identified black humour as the coping strategy most used by themselves and colleagues.
In addition, extensive advice was given to novice (student) paramedics based on the veterans lived experiences. This advice focused comprised of three themes; support, health and the profession.
The findings of the study indicate that the preparation of novice (student) paramedics for the mental health challenges of the paramedic profession throughout the undergraduate curriculum could be advantageous. By utilising the relatable data collected on the anticipation, confidence and fears of novices, course coordinators and veterans, the advice offered by the veteran paramedics can be included within undergraduate paramedic curricula and delivered by sharing the lived experiences of the veteran paramedics. These lived experiences are highly credible and an opportunity for veterans to contribute positively to the future of paramedicine. Guidelines for their inclusion to the paramedic curriculum have been prepared to facilitate the knowledge and commence the development of conscious coping strategies by novice (student) paramedics during their learning phase.
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He, Flora Xuhua. "A comparative study of factors contributing to acculturative stress in chinese and nepalese nursing students in australia." Phd thesis, 2014. http://hdl.handle.net/1885/150077.
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Background. Worldwide, a large body of literature is devoted to studying the experiences of international students and the challenges they face. Major issues reported are language, cultural, academic and financial difficulties, as well as discrimination and social isolation. Asian students, for example, experience more psychological difficulties than other groups of international students. There are only a small number of studies of international nursing students' experiences in Australia, with none focusing on factors contributing to acculturative stress among Chinese or Nepalese nursing students. Given the increasing enrolments from these countries and given their dominance at the Australian Catholic University (the study site), this thesis is an attempt to address the gap in the literature. Aim. The aim was to explore Chinese and Nepalese international nursing students' experiences while living and studying in Australia. The specific objectives were to compare the two groups' levels of acculturative stress, sense of coherence (SOC), social support, ways of coping and depression; to examine the correlations between these measures; and to understand the predictors of acculturative stress. Method. This study comprised three phases. Phase A was a Master of Philosophy project that focused on Chinese international nursing students' (n = 119) experiences using a quantitative research design. Upgrading to a PhD project, Phase B and Phase C were added and focused on a comparison between Chinese and Nepalese international nursing students' experiences through a mixed methods design. Phase B used five questionnaires to measure the levels and inter-correlations of acculturative stress, depression, sense of coherence, ways of coping and social support of the participants (n = 187). Phase C, a qualitative design, used one-to-one interviews (n = 52) to supplement the quantitative findings. Results. Both student groups showed high levels of acculturative stress, with the Nepalese students rating higher than that of the Chinese. The Chinese students had a moderately low SOC, but the Nepalese students' scores were even lower. No participants displayed significant depression. There were no significant statistical differences between the two groups in terms of social support or ways of coping. The Chinese students adopted problem-focused coping strategies more often, while the Nepalese students used emotion-focused coping strategies. A significant positive correlation was found between acculturative stress and depression, and between SOC and social support. There was also a significant negative correlation between acculturative stress and sense of coherence, between acculturative stress and social support, and between depression and sense of coherence. The predictors of acculturative stress were identified as religion, sense of coherence, depression and perceived satisfaction with social support. Qualitative findings supplemented these results. The dominant problem among both groups was acculturative stress, which was associated with academic, financial and culture-related difficulties.Conclusion. The current study provides a more in-depth understanding of the factors contributing to acculturative stress among Chinese and Nepalese international nursing students. Insights produced should assist universities to offer more effective support for international students, including academic literacy skills. Findings should also assist international students to better prepare for the Australian study experience.
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Dickson, CL. "The nature of learning to nurse through clinical practice experience for international culturally and linguistically different students in Sydney, Australia : an interpretive description." Thesis, 2013. http://hdl.handle.net/10453/23474.
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University of Technology, Sydney. Faculty of Health.Nursing in Australia is a practice based discipline that is governed and structured by national authorities that aim to maintain safe, effective and professional standards of care for the population. These standards reflect the notion of care, the role of the nurse, and the language of nursing as it is constructed in the Australian social culture. Undergraduate nursing courses are expected to prepare students to meet the professional and social expectations of the Australian nurse, so that they are prepared for graduate practice. These courses rely on the clinical practice learning experience to socialize students into the profession as well as integrate theory with practice. International culturally and linguistically different students (ICALD) who come to Australia to study nursing have been found to experience difficulty with learning to nurse in the clinical environment. Through the method of interpretive description, this study presents a comprehensive understanding of learning to nurse in the clinical environments of Sydney, Australia, for international students who come from countries where their language and culture is not western. The findings reveal the complexity of the nature of learning that often remains hidden to clinical educators and facilitators. ICALD students’ motivation to learn to nurse is underpinned by cultural pressure and personal circumstance that sustained them for the three years of the degree. The participants in this study came to Australia with very little knowledge of the culture or the population, armed with a learner level of English that was inadequate for full engagement in the clinical environment. Their ideas about nursing were constructed by their own experience and culture and therefore varied from the Australian ideal; therefore having ‘to do’ nursing as it is constructed here, often placed participants in moral peril and at risk of damaged reputations. The participants also felt that they were different to the Australian nurses they worked with, which affected their socialisation into the role. Despite these issues, the participants took ownership of their clinical learning experience and sought to become Australian nurses. The doctoral portfolio completing this thesis provides an examination of current and pertinent policy that influences the education of nurses and has informed the actions undertaken to address clinical learning issues. The ICALD student should be seen as a student of cultural literacy, for the wider Australian society and for the nursing profession, and the clinical learning environment as a space for language learning.
Books on the topic "Nursing students Australia"
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Woodcock, Rosalind. An evaluation of the Western Australian Country Medical Foundation scholarship program for medicine & nursing students. Claremont, WA: Western Australian Centre for Remote & Rural Medicine, 1996.
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Fraser, Jennifer, Donna Waters, Elizabeth Forster, and Nicola Brown, eds. Paediatric Nursing in Australia and New Zealand. 3rd ed. Cambridge University Press, 2022. http://dx.doi.org/10.1017/9781108980944.
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The health of babies, children and young people is fundamentally different from that of adults, so their healthcare must reflect their unique needs and engage their parents, family members and communities. Paediatric Nursing in Australia and New Zealand introduces nursing students to the care of infants, children, young people and their families in a range of clinical and community settings across Australasia. This third edition includes New Zealand content and an increased focus on families. New chapters cover health services available for Aboriginal, Torres Strait Islander and Māori children, the transition to parenthood for new families, children's sleep patterns and behaviour, and paediatric health in school settings. Case studies and reflective questions encourage students to develop critical thinking and problem-solving skills. Written by an expert team, Paediatric Nursing in Australia and New Zealand equips future nurses with the knowledge and skills to provide evidence-based care to babies, children and their families.
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Arnott, Nick, Penny Paliadelis, and Mary Cruickshank, eds. The Road to Nursing. 2nd ed. Cambridge University Press, 2021. http://dx.doi.org/10.1017/9781009003469.
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Being an effective and well-rounded nurse in Australia is not just about technical skills - it's also about thinking like a nurse. The Road to Nursing helps students develop clinical reasoning and critical reflection skills, understand the philosophical and ethical considerations necessary to care for clients and reflect on how to provide care that meets the unique needs of clients. This edition retains three parts which guide students through their transition to university, formation of a professional identity and progression to professional practice. A revised chapter order improves the transition between topics and a new chapter explores the ever-changing Australian health landscape, including recent technological innovations. Each chapter includes definitions of key terms, reflection questions, perspectives from nurses, end-of-chapter review questions, research topics and resources that connect students with the real-world practice of nursing. Written by healthcare experts, The Road to Nursing is a fundamental resource for students beginning a nursing career.
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Berglund, Catherine. Integrating Law, Ethics and Regulation: A Guide for Nursing and Health Care Students. Oxford University Press Australia & New Zealand, 2019.
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Speedie, Lisa, and Andrea Middleton. Wong's Nursing Care of Infants and Children Australia and New Zealand Edition for Students - Pack: Includes Elsevier Adaptive Quizzing for Wong's Nursing Care of Infants and Children, ANZ. Elsevier - Health Sciences Division, 2021.
Find full textBook chapters on the topic "Nursing students Australia"
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Henderson, Amanda, and Heather Alexander. "Maximising the Integration of Medical and Nursing Students in Clinical Learning Environments: An Australian Perspective." In Professional and Practice-based Learning, 131–48. Dordrecht: Springer Netherlands, 2011. http://dx.doi.org/10.1007/978-90-481-3937-8_8.
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"Workplace Bullying and Violence." In Incivility Among Nursing Professionals in Clinical and Academic Environments, 21–47. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7341-8.ch002.
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Bullying in nursing is not a problem existing only in the United States. Nurses internationally are affected by workplace incivility and bullying. Chapter 2 explores the phenomenon of bullying and incivility in nursing in countries such as Israel, Turkey, and Australia. Uncivil conduct experienced by nursing students, faculty, administrators, clinical nurses, and clinical faculty are discussed through the examination of current issues in various workplace settings that nurses work within. Imbalances of workplace tranquility and disruption influence work-life balance, as nurses attempt to find ways to cope with bullying and incivility. The latter potentially leading to organizational issues with retention and turnover of nursing staff.
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Humphreys, Melanie, Deborah J. Rosenorn-Lanng, and Luke Bracegirdle. "Using a Virtual Learning Environment within Simulation to Enhance Inter-Professional Team Working Skills." In Advances in Healthcare Information Systems and Administration, 41–46. IGI Global, 2014. http://dx.doi.org/10.4018/978-1-4666-4546-2.ch004.
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This chapter details a collaborative teaching and learning evaluative project between Nursing and Midwifery, Pharmacy, and Medicine at Keele University to explore the development of team working skills (NOTECH) and debrief within an inter-professional active virtual learning environment (KAVE). The virtual ward and NOTECH training provided within the KAVE are thought to be the first of their kind within the UK. The project has recently been presented within Australia and Italy, and been very positively received. KAVE is a physical room where three-dimensional “stereoscopic” visuals display on three walls and the floor to create a computer-generated virtual environment. A student wears active 3D glasses and a lightweight head and hand-tracking device. The computer-generated visuals respond to position in the KAVE and allow the student to “pick up” and interact with digital objects such as care plans, prescription charts, observation charts, etc. The virtual ward is able to simulate observation and diagnostic skills training. ECG monitors' provide information regarding the status of each virtual patient within the ward. The virtual ward clinical simulation enabled the students to rehearse professional behaviours in a risk-free environment, whilst providing opportunities for non-technical skills practice prior to real-world patient encounters. Early evaluations received from students have been very positive.
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Clayton, Kaylene. "Attitudes Towards ICT in Australian High Schools." In Information Communication Technologies, 3384–90. IGI Global, 2008. http://dx.doi.org/10.4018/978-1-59904-949-6.ch238.
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Information and communication technology (ICT) is integrated into almost every daily activity. Yet, few females today are choosing ICT based careers; a large percentage prefer to work in “pink collar” jobs such as childcare, education, and nursing. A recent report (Queensland Government, 2004) states that the average weekly earnings of full-time female workers in ICT, personal services, education, and health careers are $883.30, $513.10, $802, and $854.20 respectively. Furthermore, even though females consistently earn less than males, female ICT workers record the highest average earnings for all female occupations. Not only are females rejecting the financial rewards associated with ICT careers in favor of jobs that are seen to have a high human concern, they are also denying their voice in the creation and development of future technologies and applications. However, why are they shunning ICT study and careers? How does their educational environment and their perceptions of ICT impact ICT study and career choices? This article explores these questions through the 2003 case study of Year 9 and 12 students, teachers and guidance officers at two co-educational schools in Queensland, Australia. Data was collected from 490 participants through questionnaires and six students and four teachers took part in interviews. Two theoretical frameworks, organizational culture and information quality, were used as a lens to view the situation.
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Lee, Mark J. W., and Catherine McLoughlin. "Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software." In Cases on Online Tutoring, Mentoring, and Educational Services, 84–97. IGI Global, 2010. http://dx.doi.org/10.4018/978-1-60566-876-5.ch007.
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The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce, the humanities, science and technology, and the creative arts, ACU National seeks to make specific and targeted contributions to its local, national, and international communities. The university explicitly engages the social, ethical, and religious dimensions of the questions it faces in teaching, research, and service. In its endeavors, it is guided by a fundamental concern for social justice, equity, and inclusivity. The university is open to all, irrespective of religious belief or background. ACU National opened its doors in 1991 following the amalgamation of four Catholic tertiary institutions in eastern Australia. The institutions that merged to form the university had their origins in the mid-17th century when religious orders and institutes became involved in the preparation of teachers for Catholic schools and, later, nurses for Catholic hospitals. As a result of a series of amalgamations, relocations, transfers of responsibilities, and diocesan initiatives, more than twenty historical entities have contributed to the creation of ACU National. Today, ACU National operates within a rapidly changing educational and industrial context. Student numbers are increasing, areas of teaching and learning have changed and expanded, e-learning plays an important role, and there is greater emphasis on research. In its 2005–2009 Strategic Plan, the university commits to the adoption of quality teaching, an internationalized curriculum, as well as the cultivation of generic skills in students, to meet the challenges of the dynamic university and information environment (ACU National, 2008). The Graduate Diploma of Education (Secondary) Program at ACU Canberra Situated in Australia’s capital city, the Canberra campus is one of the smallest campuses of ACU National, where there are approximately 800 undergraduate and 200 postgraduate students studying to be primary or secondary school teachers through the School of Education (ACT). Other programs offered at this campus include nursing, theology, social work, arts, and religious education. A new model of pre-service secondary teacher education commenced with the introduction of the Graduate Diploma of Education (Secondary) program at this campus in 2005. It marked an innovative collaboration between the university and a cohort of experienced secondary school teachers in the ACT and its surrounding region. This partnership was forged to allow student teachers undertaking the program to be inducted into the teaching profession with the cooperation of leading practitioners from schools in and around the ACT. In the preparation of novices for the teaching profession, an enduring challenge is to create learning experiences capable of transforming practice, and to instill in the novices an array of professional skills, attributes, and competencies (Putnam & Borko, 2000). Another dimension of the beginning teacher experience is the need to bridge theory and practice, and to apply pedagogical content knowledge in real-life classroom practice. During the one-year Graduate Diploma program, the student teachers undertake two four-week block practicum placements, during which they have the opportunity to observe exemplary lessons, as well as to commence teaching. The goals of the practicum include improving participants’ access to innovative pedagogy and educational theory, helping them situate their own prior knowledge regarding pedagogy, and assisting them in reflecting on and evaluating their own practice. Each student teacher is paired with a more experienced teacher based at the school where he/she is placed, who serves as a supervisor and mentor. In 2007, a new dimension to the teaching practicum was added to facilitate online peer mentoring among the pre-service teachers at the Canberra campus of ACU National, and provide them with opportunities to reflect on teaching prior to entering full-time employment at a school. The creation of an online community to facilitate this mentorship and professional development process forms the context for the present case study. While on their practicum, students used social software in the form of collaborative web logging (blogging) and threaded voice discussion tools that were integrated into the university’s course management system (CMS), to share and reflect on their experiences, identify critical incidents, and invite comment on their responses and reactions from peers.
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Lokmic-Tomkins, Zerina, Sandeep Brar, Neville Lin, Melvin Khor, Kate Mathews, and Karl Lawlor. "Advancing Nursing Informatics Through Clinical Placements: Pilot Study." In Studies in Health Technology and Informatics. IOS Press, 2021. http://dx.doi.org/10.3233/shti210678.
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Work integrated learning in the space of nursing informatics is a new concept in Australian nursing curriculum. This study examined nursing students’ experiences in the pilot nursing informatics clinical placement centered on electronic medical records, their use in patient care and clinical decision making. Students completed reflective diaries of their learning during the four-week placement. Data was explored by thematic analysis. Emergent themes included: importance of adequate training in using EMR; impact of EMR on nursing workflow and patient care; shaping future career choices; forming rewarding relationships; and potential for improvements. These themes will be used to enhance teaching and learning opportunities as this pilot placement evolves into permeant part of the nursing curriculum.
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"Being A Nursing or Paramedic Student in Rural and Regional Australia: Profiles and Challenges." In Rural Lifestyles, Community Well-being and Social Change: Lessons from Country Australia for Global Citizens, edited by Jennifer Cox, Patricia Logan, and Alicia Curtis, 300–337. BENTHAM SCIENCE PUBLISHERS, 2014. http://dx.doi.org/10.2174/9781608058020114010010.
Full textConference papers on the topic "Nursing students 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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Francis, Gary. "O7 Promoting best practice in patient care: an exploration of pre-registration nursing students’ simulated health care education experience in australia." In Abstracts of the Association for Simulation Practice in Healthcare Annual Conference, 6th to 7th November 2017, Telford, UK. The Association for Simulated Practice in Healthcare, 2017. http://dx.doi.org/10.1136/bmjstel-2017-aspihconf.30.
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Penman, Joy, and Glenna C Lear. "Over Mountain Tops and Through the Valleys of Postgraduate Study and Research: A Transformative Learning Experience from Two Supervisees’ Perspectives [Abstract]." In InSITE 2020: Informing Science + IT Education Conferences: Online. Informing Science Institute, 2020. http://dx.doi.org/10.28945/4547.
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Aim/Purpose: [This Proceedings paper was revised and published in the journal "Issues in Informing Science and Information Technology,"16, 21-40.] The purpose of this paper is to illuminate the learning that happens in assuming a supervisee’s role during the postgraduate study. Background: The facilitators and barriers students encountered while pursuing postgraduate studies, strategies to achieve success in postgraduate studies, and how to decrease attrition rates of students, have been sufficiently explored in literature. However, there is little written about the personal and professional impact on students when they are being supervised to complete their postgraduate studies. Methodology: Autoethnographic method of deep reflection was used to examine the learning that transpired from the supervisee’s perspective. Two lecturers (a Senior Lecturer in Nursing and an Aboriginal Tutor) focused on their postgraduate journeys as supervisees, respectively, with over 30 years of study experience between them, in Australia and abroad. Contribution: Future postgraduate students, researchers, would-be supervisors and experienced supervisors could learn from the reflections of the authors’ postgraduate experiences. Findings: Four themes surfaced, and these were Eureka moments, Critical friend(s), Supervisory relationship, and Transformative learning. The authors highlighted the significance of a supervisory relationship which is key to negotiating the journey with the supervisor. Essential for these students also were insights on finding the path as well as the destination and the transformative aspects that happened as a necessary part of the journey. Conclusion. The postgraduate journey has taught them many lessons, the most profound of which was the change in perspective and attitude in the process of being and becoming. Personal and professional transformative learning did occur. At its deepest level, the authors’ reflections resulted in self-actualization and a rediscovery of their more authentic selves. Recommendations for Practitioners: This article highlights the importance of the supervisory relationship that must be negotiated to ensure the success of the candidate. Reflections of the transformation are recommended to support the students further. Recommendation for Researchers: Quality supervision can make a significant influence on the progress of students. Further research on the supervisory relationship is recommended. Impact on Society: The support in terms of supervision to ensure postgraduate students’ success is essential. Postgraduate students contribute to the human, social, professional, intellectual, and economic capital of universities and nations globally. Future Research: Further reflections of the transformative learning will advance the understanding of the personal and professional changes that occur with postgraduate supervision.
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Thalluri, Jyothi, and Joy Penman. "Sciences come alive for first-year university students through flipped classroom." In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5169.
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This paper discussed an initiative implemented for on-campus first-year nursing and midwifery students studying Human Body, which covered core Anatomy and Physiology, at a South Australian university. The initiative implemented was flipping the classroom with the objective of facilitating active learning. Formal lectures were replaced by student-centred activities that encouraged studying the topics before coming to class, discussing their understanding and misconceptions, and determining the new learning that was achieved during class. A post-flip classroom survey was used to gauge the impact of the initiative on students. Of the 532 students enrolled in the science class, 188 students completed the questionnaire for a 35% response rate. The survey queried students’ views about the flipped classroom, their experience/s with the teaching format, the learning that transpired, engagement with content and study materials, what they liked about it, impact on their test scores, and areas to improve the initiative. Findings showed 60% preferred the flipped classroom approach,.Students were actively engaged with and challenged by the content. They actively participated and learned, and found the flipped classroom to be interactive,enjoyable and fun. In fact, 77% of respondents recommended flipped classroom to future students.
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Shuk, Dr HUNG, and Professor Sandra. "What is the current knowledge and attitudes of Western Australian final semester registered nursing students undertaking a Bachelor of Science (Nursing) towards patients’ pain management?" In 6th Annual Worldwide Nursing Conference (WNC 2018). GSTF, 2018. http://dx.doi.org/10.5176/2315-4330_wnc18.207.
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"Virtual Pathology Learning Resource is proving to be an effective strategy in teaching Pathology to allied health science students." In InSITE 2018: Informing Science + IT Education Conferences: La Verne California. Informing Science Institute, 2018. http://dx.doi.org/10.28945/3972.
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Aim/Purpose: [This Proceedings paper was revised and published in the 2018 issue of the journal Issues in Informing Science and Information Technology, Volume 15] The aim of this study was to concept test a novel instructional aid called Virtual Pathology Learning Resource (VPLR), which was used as a vehicle to communicate information, and enhance teaching and learning of basic sciences (Anatomy, Physiology and Pathology) to allied health science students at a South Australian university. Background: Pathology was traditionally taught using potted specimens to independently review macroscopic features of disease. However, this approach alone was found inadequate and ineffective. For one, the potted specimens were not easily accessible for all students. VPLR is a new teaching platform comprising of digitised human normal and human pathology specimens (histology, histopathology), patient case studies, short answer and critical thinking questions, and self-assessment quizzes. Using authentic learning theory as an educational approach, this learning resource was developed to enhance the teaching and learning of Pathology. Methodology: A cross-sectional study design was used. A survey, administered at the conclusion of the course, gathered qualitative and quantitative data concerning the perceptions and experiences of the students about VPLR. The online tool SurveyMonkey was utilised so that students could respond anonymously to a web link that displayed the questionnaire. The effectiveness of the program and its perceived impact on students was assessed using a 18-item questionnaire seeking agreement or disagreement with statements about VPLR, and open-ended questions querying the best things about VPLR, benefits to be derived, and areas for improvement. Descriptive and frequency analyses were performed. Contribution: The VPLR approach involved rich learning situations, contextualised content, and facilitated greater understanding of disease concepts and problems. Findings: In a sample of 103 Medical Radiation students, 42% of students (N=43) responded to the post-intervention survey. The majority of students reported highly positive effects for each component of the VPLR. The overall results indicated that this tool was an effective strategy in teaching Pathology as it assisted students' gaining knowledge and developing professional imaging skills. Recommendations for Practitioners: As students found VLPR to be beneficial, it is recommended that the same approach be applied for teaching of Pathology to other allied health students, such as Nursing. Other universities might consider adopting this innovation for their courses. Recommendation for Researchers: Applying VPLR to other allied health science students will be undertaken next. This innovation will be appropriate for other health science students with particular emphasis on case-based or problem-based learning, and combined with clinical experiences. Impact on Society: In reshaping the way of teaching a science course, students are benefited by a greater depth of understanding of content, and increase motivation with study. These are important to keep students engaged and prepared for practice. VPLR may impact on education and technology trends so that continuous exploration and possibilities of initiatives are ongoing to help students be successful learners. Other impacts are the new forms of learning discovered, and the renewed focus on group work and collaboration and the use of technology in innovation. Future Research: Future directions of this research would be to conduct a follow-up of this cohort of students to determine if the impacts of the innovation were durable, that means the change in perceptions and behaviour are sustained over time.
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"Transition to First Year University Study: A Qualitative Descriptive Study on the Psychosocial and Emotional Impacts of a Science Workshop." In InSITE 2019: Informing Science + IT Education Conferences: Jerusalem. Informing Science Institute, 2019. http://dx.doi.org/10.28945/4188.
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[This Proceedings paper was revised and published in the 2019 issue of the journal Issues in Informing Science and Information Technology, Volume 16] Aim/purpose The purpose of this article is to discuss the psychosocial and emotional outcomes of an introductory health science workshop designed to support and assist incoming health science students before starting their university study. Background For the past two decades, a South Australian university offered an on-campus face to face workshop titled ‘Preparation for Health Sciences’ to incoming first-year students from eleven allied health programs such as Nursing, Physiotherapy and Medical Imaging. While many were locals, a good number came from regional and rural areas, and many were international students also. They consisted of both on-campus and off-campus students. The workshop was created as a new learning environment that was available for students of diverse age groups, educational and cultural backgrounds to prepare them to study sciences. The content of the four-day workshop was developed in consultation with the program directors of the allied health programs. The objectives were to: introduce the assumed foundational science knowledge to undertake health sciences degree; gain confidence in approaching science subjects; experience lectures and laboratory activities; and become familiar with the University campus and its facilities. The workshop was delivered a week before the orientation week, before first-year formal teaching weeks. The topics covered were enhancing study skills, medical and anatomical terminology, body systems, basic chemistry and physics, laboratory activities, and assessment of learning. Methodology In order to determine the outcomes of the workshop, a survey was used requiring participants to agree or disagree about statements concerning the preparatory course and answer open-ended questions relating to the most important information learned and the best aspects of the workshop. Several students piloted this questionnaire before use in order to ascertain the clarity of instructions, terminology and statements. The result of the 2015-2018 pre- and post-evaluation showed that the workshop raised confidence and enthusiasm in commencing university and that the majority considered the workshop useful overall. The findings of the survey are drawn upon to examine the psychosocial and emotional impacts of the workshop on participants. Using secondary qualitative analysis, the researchers identified the themes relating to the psychosocial and emotional issues conveyed by the participants. Contribution The contributions of the article are in the areas of improving students’ confidence to complete their university degrees and increasing the likelihood of academic success. Findings Of the 285 students who participated in the workshops from 2015 to 2018, 166 completed the survey conducted at the conclusion of the initiative, representing a 58% response rate. The workshops achieved the objectives outlined at the outset. While there were many findings reported (Thalluri, 2016), the results highlighted in this paper relate to the psychosocial and emotional impacts of the workshop on students. Three themes emerged, and these were Increased preparedness and confidence; Networking and friendships that enhanced support, and Reduced anxiety to study sciences. Some drawbacks were also reported including the cost, time and travel involved. Recommendations for practitioners Students found the introductory workshop to be psychosocially and emotionally beneficial. It is recommended that the same approach be applied for teaching other challenging fields such as mathematics and physics within the university and in other contexts and institutions. Recommendations for researchers Improving and extending the workshop to provide greater accessibility and autonomy is recommended. A longitudinal study to follow up the durability of the workshop is also proposed. Impact on society The impacts in the broader community include: higher academic success for students; improved mental health due to social networking and friendship groups and reduced anxiety and fear; reduced dropout rate in their first year; greater potential to complete educational degrees; reduced wastage in human and financial resources; and increased human capital. Future research Addressing the limitations of cost, time and travel involved, and following-up with the participants’ academic and workplace performance are future directions for research.
Reports on the topic "Nursing students Australia"
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Liu, Xian-Liang, Tao Wang, Daniel Bressington, Bróna Nic Giolla Easpaig, Lolita Wikander, and Jing-Yu (Benjamin) Tan. Influencing factors and barriers to retention among regional and remote undergraduate nursing students in Australia: A systematic review of current research evidence. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, June 2022. http://dx.doi.org/10.37766/inplasy2022.6.0087.
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Review question / Objective: To explore the attrition problems, influencing factors and barriers to retention among regional and remote nursing students who enrolled in the undergraduate programs in Australia. Condition being studied: Student retention concerns an individual’s commitment to an learning goal. Low student retention has been a long-standing issue for nursing programs and it is an important threat to the future nursing workforce. Attrition is measured by the number of students enrolled in the first year who do not complete their study in the following year. With the growth of online programs, the issue of high attrition raises concern for students enrolled in these programs. Moreover, the social context of students may influence positive motivation and affect their decision to stay in their nursing programs.