List of Titles

Educational leadership that fosters 'student voice'

- Smyth, John

Authors: Smyth, John
Date: 2006
Type: Text , Journal article
Relation: International journal of leadership in education: Theory and practice Vol. 9, no. 4 (2006), p. 279-284
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Description: This special issue focuses on a controversial topic that has been kept off the official agenda for far too long in educational circles. The question of how to pursue forms of leadership that listen to and attend to the voices of the most informed, yet marginalized witnesses of schooling, young people, has to be the most urgent issue of our times.
Description: C1
Description: 2003001901

Policy activism: An animating idea with/for young people

- Smyth, John

Authors: Smyth, John
Date: 2012
Type: Text , Journal article
Relation: Journal of Educational Administration and History Vol. 44, no. 3 (2012), p. 179-186
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Description: By whatever indicators we choose to use, the bold neoliberal experiment embarked upon by developed Western countries has been an unqualified disaster for young people. Far from them being ‘included’ as the shrill policy rhetoric argues, increasing numbers of young people, especially those who are pushed into the increasing social gradient that labels them as being ‘disadvantaged’, are finding schools to be inhospitable places that do not connect with their communities, lives or aspirations for rewarding futures. This particular social group are rejecting the institution of schooling in unprecedented numbers, and are switching off emotionally, relationally and intellectually.

The Deakin experience: discovery crafting and finessing a critical perspective with which to speak back

- Smyth, John

Authors: Smyth, John
Date: 2011
Type: Text , Book chapter
Relation: Education, social justice and the legacy of Deakin University: Reflections of the Deakin Diaspora p. 173-185
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Description: I will start at the beginning—even though I am sorely tempted to start from where I am at the moment and work backwards. There is a bit of history that is important to understanding my story.
Description: 2003009321

Introduction to themed issue new pedagogies for school and community 'capacity building' in disadvantaged schools and communities

- Smyth, John

Authors: Smyth, John
Date: 2006
Type: Text , Journal article
Relation: Learning communities Vol. 3, no. (2006), p. 3-6
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Description: The educational landscape is changing dramatically and profoundly for schools and communities across Australia and other western countries. It is no longer the case that children automatically do not attend their local neighbourhood school, nor can it be assumed that within public schools that there is a heterogenous social mix. What we have is an increasingly segregated, stratified and residualised system of education in Australia as neo-liberal policies of so-called 'choice' do their pock-marking with those who can afford it 'opting out' to private education, leaving behind those without the resources to exercise choice.
Description: C1
Description: 2003001904

Enhancing the management of deteriorating patients with Australian on line e-simulation software : Acceptability, transferability, and impact in Hong Kong

- Sparkes, Louise, Chan, Maggie, Cooper, Simon J., Pang, Michelle, Tiwari, Agnes

Authors: Sparkes, Louise , Chan, Maggie , Cooper, Simon J. , Pang, Michelle , Tiwari, Agnes
Date: 2016
Type: Text , Journal article
Relation: Nursing and Health Sciences Vol. 18, no. 3 (2016), p. 393-399
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Description: International concerns relating to healthcare professionals’ failure to rescue deteriorating patients exist. Web-based training programs have been developed and evaluated in Western settings but further testing is required before application in non-Western countries, as traditional modalities of learning may differ between cultures. We trialed an Australian English language online simulation program for the management of deteriorating patients, Feedback Incorporating Review and Simulation Techniques to Act on Clinical Trends (FIRST2ACTWeb), to test cultural acceptability, transferability, and educational impact. The study was designed as a quasi-experimental evaluation of the FIRST2ACTWeb program with final year nursing students from a Bachelor of Nursing program at the University of Hong Kong. Participants completed pre-course and post-course tests, three interactive scenarios, and program evaluations. The program was positively evaluated, with significant improvements in knowledge, skills, self-rating of performance, confidence, and competence. Outcomes were comparable to earlier evaluations with Australian students, demonstrating that an interactive simulation-based program of patient deterioration management has cultural and language acceptability and transferability across communities with significant educational impact. © 2016 John Wiley & Sons Australia, Ltd.

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Reading, writing and unruliness : Female education in the St Trinian's films

- Speed, Lesley

Authors: Speed, Lesley
Date: 2002
Type: Text , Journal article
Relation: International Journal of Cultural Studies Vol. 5, no. 2 (2002), p. 221-238
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Description: This article examines how the St Trinian’s films (1954–1980) engage with shifts in the social organization of gender and class, while celebrating the defiance of social constraints on women. Focusing on the films’ depiction of unruly female behaviour, the article addresses the historical and social dimensions of the films in relation to carnival, adolescence and education. The films express public responses to the increasing public significance of female youth, and celebrate the predominantly female environment of the girls’ school.
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Description: 2003002837

Developing culturally competent reflective practitioners. Part 1. Cultural reflections

- Stockhausen, Lynette

Authors: Stockhausen, Lynette
Date: 2007
Type: Text , Journal article
Relation: Asian Journal of Nursing Vol. 10, no. 4 (2007), p. 212-217
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Description: Reflective practice is principally a widely recognised Euro-western concept that has been used to promote inquiry; however, explanations of the natures and use of reflective practice in its present form may not be easily transferable to some Asian cultures. The cultural significance of introducing an educational practice as unfamiliar as reflective practice to experienced nurse practitioners and undergraduate nursing students in Japan and Vietnam are highlighted. Part 1 of this 2 part article on developing culturally competent reflective practitioners reflects on previous research studies, the literature, and the author's experiences as a teacher and consultant in Japan and Vietnam. © 2007 Scientific Communications International Limited.
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Description: 2003005860

Developing culturally competent reflective practitioners. Part 2. The culturally responsive reflective practice model

- Stockhausen, Lynette, Serizawa, A.

Authors: Stockhausen, Lynette , Serizawa, A.
Date: 2008
Type: Text , Journal article
Relation: Asian Journal of Nursing Vol. 11, no. 1 (2008), p. 8-12
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Description: This paper extends the issues and arguments raised in Part 1 of this article, and outlines the dimensions of a new framework designed specifically for the introduction of reflective practice into different cultures and becoming culturally attuned as competent reflective practitioners. The framework for the development of culturally competent reflective practice draws on theories, models, and explanations of both reflective practice and culture, and benefits from the cultural experiences of the authors, which adds further authenticity to the model's development and use. This educational model can be used by educators to sensitise themselves to cultural nuances, aid students in becoming culturally responsive (aware, safe, or competent), provide a structure for class planning, and remind themselves of the need for cultural competence when introducing reflective practice within a 'different' culture. © 2008 Scientific Communications International Limited.
Description: C1

Nursing education in Iran : Past, present, and future

- Tabari Khomeiran, Rasoul, Deans, Cecil

Authors: Tabari Khomeiran, Rasoul , Deans, Cecil
Date: 2007
Type: Text , Journal article
Relation: Nurse Education Today Vol. 27, no. 7 (2007), p. 708-714
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Description: Nursing education in Iran has undergone significant change since its genesis with foreign missionaries over one hundred years ago. More recently, following the 1979 Islamic revolution, nurse education has followed the direction taken by most other countries in moving from an apprenticeship model of training to an academic model. A series of transformative changes to nursing education specifically-and across the higher education system generally-has resulted in nurses now being able to undertake study across all university-based programs up to and including doctoral level. Contemporary nursing students have access to full-text professional journals through the internet, and they may pursue their doctoral studies in other countries. Although these improvements in nursing education in Iran are to be applauded, much more needs to be accomplished to ensure that highly competent nurse practitioners continue to be produced in this country. This article presents an historical overview of the development of nursing education in Iran, within its economic and sociopolitical contexts. Recommendations based upon lessons learned from historical and contemporary realities are presented in order to advance nursing education in this part of world. © 2006 Elsevier Ltd. All rights reserved.
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Description: 2003005859

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Promoting the development of children's emotional and social wellbeing in early childhood settings : How can we enhance the capability of educators to fulfil role expectations?

- Temple, Elizabeth, Emmett, Susan

Authors: Temple, Elizabeth , Emmett, Susan
Date: 2013
Type: Text , Journal article
Relation: Australasian Journal of Early Childhood Vol. 38, no. 1 (2013), p. 66-72
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Description: This article discusses the expectations implicit in both Early Years Learning and National Quality Frameworks regarding the role of early childhood educators in promoting the development of children's social and emotional wellbeing. There is a specific focus on factors that may impact on the ability of early childhood educators to successfully adjust their practice to meet these expectations. Suggestions are made in relation to the training and education of pre-service teachers and the professional development of the current early childhood workforce to ensure that all early childhood educators are able to promote the development of social and emotional wellbeing in children. Copyright 2013. All rights reserved by Early Childhood Australia Inc.
Description: 2003011108

Language, ideology and identity : education implications for Afghanistan

- Terry, Daniel, Yeoh, Joanne, Terry, Melissa

Authors: Terry, Daniel , Yeoh, Joanne , Terry, Melissa
Date: 2015
Type: Text , Book chapter
Relation: Linguistics and Language Education in New Horizons: The Link between Theory, Research and Pedagogy 9 p. 101-111
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Description: War and conflict have been widespread in Afghanistan for more than three decades, with insurmountable atrocities, human suffering and population displacement. Over one and half million Afghans have died and eight million have become refugees or internally displaced people because of conflict. Afghans continue to be the world's largest refugee population, the majority being women, children and the elderly. The political and sociocultural background to the conflict and how it has influenced population displacement throughout the region will be outlined in detail. The psychosocial and psychological effects of trauma will be discussed, including how these situations impact both male and female Afghanis. The examination will discuss young male refugees, a vulnerable population who are recruited and trained as resistance fighters to further expand Jihad and maintain control of Afghanistan. The examination will also identify an increase in post war antagonism, domestic violence and domination of women within Afghan communities. Overall, the chapter will discuss how lingering and new world ideologies are impacted by education, language and identity. The discussion will conclude with recommendations for policy, practice and interventions to effectively respond to the educational needs of those who remain physically and psychologically displaced by conflict and those who now live in post war Afghanistan. © 2015 by Nova Science Publishers, Inc. All rights reserved.

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Supervision in healthcare : a critical review of the role, function and capacity for training

- Terry, Daniel, Nguyen, Hoang, Perkins, Alicia, Peck, Blake

Authors: Terry, Daniel , Nguyen, Hoang , Perkins, Alicia , Peck, Blake
Date: 2020
Type: Text , Journal article
Relation: Universal Journal of Public Health Vol. 8, no. 1 (2020), p. 1-14
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Description: This paper examines the notion of clinical supervision and takes a close look at what it means from the perspective of both the supervisee and the supervisor, considering how it can be of benefit to the learner, the teacher and the patient. Clinical supervision has been shown to be vital for the development and consolidation of undergraduate and postgraduate education, while having a positive impact on patient outcomes and as such is a fundamental component in healthcare education. Central to supervision is achieving the best outcomes for the supervisee, and effective supervision ensures the development of confidence, professional identity, and the consolidation of therapeutic knowledge. Clinical supervision provides a platform for extending the supervisor-supervisee relationship beyond the student-teacher model to one of mutual personal development in contemporary knowledge and skills for clinical practice. Despite the perceived importance of clinical supervision for healthcare more broadly, there is evidence to suggest that few supervisors are adequately prepared with the theory and practice of clinical supervision to adequately fulfill the expectations that the role entails. It follows therefore, that in many cases, there is an expectation that the health professionals will supervise without adequate preparation. This paper, although not a panacea, may assist those who are supervising and who seek or require some guidance and support.

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Communities of practice : a systematic review and meta-synthesis of what it means and how it really works among nursing students and novices

- Terry, Daniel, Nguyen, Hoang, Peck, Blake, Smith, Andrew, Phan, Hoang

Authors: Terry, Daniel , Nguyen, Hoang , Peck, Blake , Smith, Andrew , Phan, Hoang
Date: 2020
Type: Text , Journal article , Review
Relation: Journal of Clinical Nursing Vol. 29, no. 3-4 (2020), p. 370-380
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Description: Aims and objectives: To evaluate the enablers, barriers and impact that communities of practice have on novice nurses and students learning to become registered nurses. Background: Communities of practice have formed the basis for conceptualising the process of learning that occurs among groups of people within a place of work—a mainstay of healthcare practice. There is a dearth of literature that focuses specifically on the outcomes from student and novice engagement with existing communities of practice. Design: Systematic review and Meta-synthesis. Methods: MEDLINE, PubMed, EMBASE, CINAHL, ProQuest, Scopus and PsycINFO databases were accessed between 1997–2019. The screening and selection of studies were based on eligibility criteria and methodological quality assessment using the Critical Appraisal Skills Programme tool for qualitative research. Meta-synthesis was grounded in the original experiences and collectively synthesised into meaningful themes. The review follows the PRISMA reporting guidelines and PRISMA checklist. Results: The findings highlight three major themes and included enablers for successful communities of practice, barriers to successful communities of practice, and success in action as described by students and novice nurses. Discussion: We suggest successful communities of practice occur when safe and supported spaces ensure students and novices feel comfortable to experiment with their learning, and we emphasise the benefits of having more novice nurses situated within close proximity and under the direct influence of the established practices of more experienced or core group of peers. Relevance to clinical practice: Communities of practice that function successfully create an environment that prioritises the embedding of novices into the broader group. In so doing, students and novice nurses feel supported, welcomed, empowered, and able to make the transition from student to colleague and novice nurse to more experienced nurse. It allows them to experiment with ever new ways of fulfilling the role, while aiding better clinical outcomes. © 2019 John Wiley & Sons Ltd

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