List of Titles

Awakening and engaging in your learning

- Lyons, Judith

Authors: Lyons, Judith
Date: 2019
Type: Text , Book chapter
Relation: The road to nursing Chapter 2 p. 16-28
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Description: This chapter discusses what it means to be an awake student and how you can be an engaged student to take the maximum advantage of the learning environment. It will explore the interrelationship of being an awake student and an awake nurse. Nursing requires constantly observing the situation, being aware of the context of practice, the situation or event in which you are taking part, and the patient in your care in order to make professional nursing decisions. To be successful in learning and practice, you will need to develop the graduate attributes of a nurse. These including being a professional and ethical decision-maker, politically astute situational leader and citizen, socially and culturally aware agent of change, critically reflective thinker adept in clinical reasoning, creative problem-solver, skilled therapeutic communicator, capable interdisciplinary healthcare team member and competent, caring, safe and professional nurse (Federation University Australia 2015). This chapter also provides ideas for how to overcome difficulties and engage in your learning together with ways that will help you to spend effective time in your learning endearvour. It discusses how you can transition to university learning in a way that makes you an equal partner in the learning process towards becoming an independent learner.

Conclusion : What now? Where to from here?

- Paliadelis, Penny

Authors: Paliadelis, Penny
Date: 2019
Type: Text , Book chapter
Relation: The road to nursing Chapter 18 p. 295-306
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Description: The focus of this book has been on exploring the key concepts, knowledge and skills that are relevant to contemporary nursing practice, with a strong emphasis on 'meaning-making' - what things really mean; how this meaning is established; why particular knowledge is necessary or important; and how all this informs your road to nursing, your ongoing learning, practice and professional identity-formation and your conception of what it really means to be and act as a nurse. This final chapter weaves together some of the key focus areas that have made up this 'journey', using stories from practice that may provide you with some further insights to guide you on your path to becoming a skilled and experienced nurse. The second part of this chapter will focus your attention on the fact that once you enter the profession as a beginning-level nurse, this is not the end of your journey; it is only the first stage of your career. There are many options and learning opportunities that can further your career and assist you to develop into an expert nurse across a range of settings. The last part of this chapter will focus on how you can contribute to the further development of the nursing profession by role-modelling and promoting nursing, mentoring and supporting others, and developing and sharing your skills and knowledge with new generations of nurses.

Foundations of nursing practice

- Cramer, Rhian, Coombs, Nicole, Lyons, Judith, Kim, Jeong-ah

Authors: Cramer, Rhian , Coombs, Nicole , Lyons, Judith , Kim, Jeong-ah
Date: 2019
Type: Text , Book chapter
Relation: The road to nursing Chapter 11 p. 168-182
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Description: Becoming a safe and contemporary nurse is more than just being able to demonstrate clinical skills or understand disease processes. It is about critical thinking - understanding why we do what we do and how to do it in the most efficient and effective way. Achieving the best outcomes for the patients is always paramount. This chapter explores the foundational principles of contemporary nursing practice: evidence-based practice, person-centred care, and communication. It also introduces the growing role of technology in healthcare and looks at how numerous factors come together to influence health outcomes for the individual patient.

Nursing as a profession

- Lyons, Judith, Bliss, Suzanne

Authors: Lyons, Judith , Bliss, Suzanne
Date: 2019
Type: Text , Book chapter
Relation: The road to nursing Chapter 12 p. 183-203
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Description: All regulated health practitioners need to be aware of the standards imposed on them by their regulatory body in order for them to be able to practise. The standards are imposed on nurses and midwives by the Australian Health Practitioner Regulation Agency (AHPRA), which regulates the Australian workforce through the Nursing and Midwifery Board of Australia (NMBA). The NMBA regulates registered nurses, enrolled nurses and midwives. This chapter focuses on the professional aspects of nursing. It is intended to assist you to understand your obligations to obtain and retain your nursing or midwifery registration and your legal, regulatory and moral obligations both as a nursing or midwifery professional and as an individual. It also differentiates the scope of practice for the registered nurse, enrolled nurse and midwife, as we have the responsibility to provide safe, quality care to our clients. The first section discusses the general legal and regulatory requirements for nurses. Next, we turn to the Professional Practice Framework that constitutes a key part of nurses' legal and regulatory obligations. The Professional Practice Framework forms the overarching statement of nursing's values contained in the Code of Ethics and Code of Conduct, as well as the recently implemented Standards for Practice for Registered and Enrolled Nurses (NMBA 2016a, 2016c). We explain the registration standards first, then examine the new Standards for Practice. These standards replaced the old Competency Standards on 1 July 2016, and were developed to better reflect contemporary practice in nursing. The next section contains information on professional boundaries, including the recently updated Codes of Ethics and Conduct. Finally, we make some brief remarks relation to scope of practice.

Preparing for success

- Wikander, Lolita, Lyons, Judith

Authors: Wikander, Lolita , Lyons, Judith
Date: 2019
Type: Text , Book chapter
Relation: The road to nursing Chapter 4 p. 48-60
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Description: In this chapter, you will learn how to plan your study around your existing commitments. You will be encouraged to build on your stengths and improve in areas that may hold you back. You will learn how to find time to study and be kind to your future self. This chapter gives you an idea of the different kinds of academic support you may be able to access and provides some hints for using the online study environment to your advantage. Critical reflection in self-directed learning will assist you to develop strategies for lifelong learning. Learning in the university context is self-directed, and the skills developed and employed in your nursing education will ensure you have mastered the graduate attributes needed to continue learning while you practise a s a nurse. Self-directed learning means being active and constructive in your learning process. This entails being clear on what your learning goals are and making a choice about how you will achieve your learning goals. It also involves deciding what strategies you will adopt in your own learning, together with what the teachers require you to do for successful completion of your courses. The section on relection and self-directed learning provides you with strategies for deep learning, which is learning for understanding as opposed to surface learning like cramming to pass tests. If you employ deep learning strategies, this learning will form the basis of your knowledge and skills, and you will be able to build on and apply it in new contexts. You are a partner in the learning endeavours. You will discover that you learn not only from your lecturers, but also from your peers and networks. You will be provided with hints for making both formal and informal peer support and group work function effectively for you. Finally, you will be given suggestions for using social media to help feel connected while simmultaneously avoiding common pitfalls in your journey to become the best nurse you can.

The history and evolving image of nursing

- Cruickshank, Mary, Paliadelis, Penny, Gazula, Swapnali, McAllister, Margaret

Authors: Cruickshank, Mary , Paliadelis, Penny , Gazula, Swapnali , McAllister, Margaret
Date: 2019
Type: Text , Book chapter
Relation: The road to nursing Chapter 7 p. 99-116
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Description: The traditional stereotypical image of a nurse is closely linked to that of Florence Nightingale, the founder of modern nursing, who established a training system for nurses to teach them how to be completely dedicated to the taskes of care regardless of personal needs; dependent on and deferential to authorities such as medical doctors and matron supervisors; and modest and feminine. Of course, contemporary nursing is no longer a profession exclusive to females, and nor does nursing work predominantly involve dependent actions. However, these old ideas remain strong in the minds of the public and are often repeated in popular culture.

The journey begins

- Arnott, Nick, Paliadelis, Penny, Cuickshank, Mary

Authors: Arnott, Nick , Paliadelis, Penny , Cuickshank, Mary
Date: 2019
Type: Text , Book chapter
Relation: The road to nursing Chapter 1 p. 3-15
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Description: This opening chapter aims to set the scene for your undergraduate nursing journey. We welcome you to the wonderful, dynamic and diverse profession of nursing and encourage some initial thinking about what nursing is, why you have chosen this career and the sort of nurse you hope to be. We also outline the purpose, structure and features of this book, and introduce you to the key concepts and ideas underpinning your learning journey, many of which will be emphasised and explored further in subsequent chapters.

Thinking like a nurse

- Porter, Joanne, Perkins, Alicia, Lyons, Judith, Sewgolam, Shireen

Authors: Porter, Joanne , Perkins, Alicia , Lyons, Judith , Sewgolam, Shireen
Date: 2019
Type: Text , Book chapter
Relation: The road to nursing Chapter 8 p. 117-136
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Description: Critical thinking and problem-solving, clinical reasoning, self-reflection and self-awareness are valued attributes of the contemporary nurse. These skills are essential for the provision of safe and competent person-centred care to patients with ever-increasing acuity and multiple, often complex comorbidities. This chapter focuses on critical thinking, clinical reasoning and reflective practice, and personal documentation using e-portfolios, along with strategies to assist beginning nurses in the development of these specific skills, which should be honed, practised and adapted to everyday clinical practice. The chapter also assists the professional nurse to develop methods to demonstrate their personal and professional development through the use of e-portfolios.

Understanding self and others

- Arnott, Nick, Paliadelis, Penny, Cruickshank, Mary, Williams, Danielle

Authors: Arnott, Nick , Paliadelis, Penny , Cruickshank, Mary , Williams, Danielle
Date: 2019
Type: Text , Book chapter
Relation: The road to nursing Chapter 10 p. 152-167
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Description: As a society, we generally expect those working in professional roles to be 'professional', but this term is difficult to define. What does it actually mean to be professional? How can students develop their personal sense of self, and how might this interact with their professional identify and performance? This chapter explains self-awareness and the importance of understanding your own values, beliefs and motivations, which in turn will assist you to better understand the unique experiences and 'world-views' of others, and to develop and nurture the therapeutic and professional relationships that are essential for successful nursing practice.

"There needs to be something there for people to remember" : Industrial heritage in Newcastle and the Hunter Valley, Australia

- Eklund, Erik

Authors: Eklund, Erik
Date: 2018
Type: Text , Book chapter
Relation: Industrial Heritage and Regional Identities (Routledge Cultural Heritage and Tourism Series) Chapter 8 p. 168-189
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Description: Newcastle is located on the east coast of Australia in the state of New South Wales (NSW). Coal mining began in the early 19th centrury, and from the 1850s encouraged the development of pit-top towns gathered around an increasingly busy river port. Coal mining shifted west into the Hunter Valley where there are still vast amounts of open pit coal production. Mining also encouraged industrial development in engineering, transport and, from 1915, iron and steel production. Deindustrialization in Newcastle dates from the mid-1970s and plant closures accelerated in the 1980s and 1990s as the steel works and other related manufacturing industries closed down.

A 'program of such potential' : The Australian Assistance Plan

- Scott, Joanne, Oppenheimer, Melanie, Eklund, Erik

Authors: Scott, Joanne , Oppenheimer, Melanie , Eklund, Erik
Date: 2018
Type: Book chapter , Text
Relation: The state of welfare : comparative studies of the welfare state at the end of the long boom, 1965-1980 Chapter 5 p. 85-104
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Description: The Australian Assistance Plan (AAP) was an innovative programme of social welfare reform. Foreshadowed in the late 1960s, launched in 1973, and abolished in 1977, it was the subject of substantial commentary during and immediately after its brief existence. Attracting more brickbats than bouquets, the AAP was variously described as ‘a feasible and indeed exciting approach’, ‘the most random of random experiments’, ‘welfare on the cheap’, ‘a confusing program’ and ‘good news’.2 In contrast to other major initiatives of the Whitlam Labor government, it has attracted almost no scholarly analysis since the 1970s.

A chronological history of the school

- Reeves, Mark, Dyson, Michael, Plunkett, Margaret

Authors: Reeves, Mark , Dyson, Michael , Plunkett, Margaret
Date: 2018
Type: Text , Book chapter
Relation: Surviving, thriving and reviving in adolescence : Research and narratives from the school for student leadership Chapter 2 p. 7-25
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Description: This chapter introduces the Alpine School and its original purpose and goals before leading into the story of the historical development of the current School for Student Leadership (SSL). It outlines the extensive political background behind the creation of this unique Victorian school and the search for an appropriate principal. The development of the school from a single campus to the current three campuses is detailed, with photos of each included to illustrate the diverse environmental contexts that are represented. Also presented is an outline of some of the major differences in the curriculum and overall experience that students receive through a term spent at the SSL, compared to that offered via traditional mainstream education. The different learning opportunities resulting from a program that focuses on providing a rite of passage for adolescents and includes experiential learning, reflection and a Community Learning Project are discussed, illustrating the contemporary approach used at the school to meet the cognitive, physical, social and emotional needs of the attending Year 9 students.

A glitch in the machine or a glimmer of what could be? Mindfulness as resistance in higher education

- McDonough, Sharon

Authors: McDonough, Sharon
Date: 2018
Type: Text , Book chapter
Relation: Mindfulness in the academy : Practices and perspectives from scholars Chapter 16 p. 247-258
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Description: The work of academics in higher education institutions is widely recognised as having intensified in demands and in accountability measures. In the field of teacher education, this intensification alsomanifests in academics needing to meet the requirements of both the university and external stakeholders and accrediting bodies. In this chapter, I draw on a central narrative “A glitch in the machine” to explore the demands that academics face in contemporary higher education contexts. I use this narrative as a stimulus for considering the nature of academic work and I contend that the adoption of the principles and practices of mindfulness provides an opportunity for academics to engage in resistance that enables them to remain focused on their authentic self and purpose as academics. In so doing, I describe the strategies I have adopted in order to make mindful choices about my work and identity as an academic in this space.

A narrative account of the research journey

- Dyson, Michael, Plunkett, Margaret

Authors: Dyson, Michael , Plunkett, Margaret
Date: 2018
Type: Text , Book chapter
Relation: Surviving, thriving and reviving in adolescence : Research and narratives from the school for student leadership Chapter 3 p. 27-42
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Description: This narrative chapter unravels the story of the research journey undertaken over the last 16 years as part of a partnership between the Alpine School/School for Student Leadership and staff from Monash University’s Gippsland campus, which later became part of Federation University, Australia. It has been written in a narrative style to provide a conceptual context for discussing some of the major research insights from this partnership, including the significance of a ‘Landscape of Transformation’ as an overarching framework that has emerged from this longitudinal study. An outline of the research directions, and the associated teams who have been involved, is clarified. Also presented is a full listing of publications and reports associated with the research, with a focus on some of the key findings which are covered in more detail in later chapters.

Addressing food insecurity in Papua New Guinea through food safety and sago cropping

- Pue, Aisak, Fletcher, Mary, Blaney, Barry, Greenhill, Andrew, Warner, Jeffrey, Latifa, Atagazli, Ng, Jack

Authors: Pue, Aisak , Fletcher, Mary , Blaney, Barry , Greenhill, Andrew , Warner, Jeffrey , Latifa, Atagazli , Ng, Jack
Date: 2018
Type: Text , Book chapter
Relation: Sago Palm: Multiple Contributions to Food Security and Sustainable Livelihoods 9 p. 123-137
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Description: Papua New Guinea (PNG) is known to have a large resource base of sago with over 1 million ha, as well as a high number of germplasm types of the Metroxylon species. The country’s food security status is very low and is primarily dependent on subsistence fresh garden produce as practiced by 85% of the population who are rural dwellers. Postharvest losses can be as high as 40% with little to no postharvest technology nor processing of foods done. Sago provides well for food security and sustains life in rural communities during disasters such as droughts, floods, and cyclones. The dilemma of sago being an underutilized crop in PNG is exacerbated by the introduction of new food crops, cash crops, and limited accessibility to cash to purchase other foods. Over the last 50 years, sago consumption has diminished as one of the major traditional food staples, from 16% to less than 10%. Neglect of sago is further due to food safety concerns about traditionally processed sago, in particular, the risk from sago hemolytic disease (SHD). For over 30 years, SHD has been a food safety issue since it was first reported in 1973. Investigations on SHD highlight the serious need to improve on the hygiene and sanitation of the traditional postharvest processing and storage methods of sago starch in PNG. A set of hazard analysis and critical control point (HACCP) protocols has been developed for traditional processing of sago as a food safety measure to improve food safety for food security. While commercial cultivation is nonexistent, there is increased planting of the larger hapaxanthic, non-soboliferous sago species, Metroxylon salomonense Becc., in some nontraditional sago-consuming areas as a low-cost raw material source for roof thatching and other building materials. It is however a wasted opportunity for food security in these areas as the starch from the palm is not utilized. Current work in these areas promotes sago as a potential food source that can be harvested or processed into flour. This is to improve the food security status in areas of high population density, like island communities where land is scarce.

Assessing student–generated representations to explore theory–practice connections

- Sellings, Peter

Authors: Sellings, Peter
Date: 2018
Type: Text , Book chapter
Relation: Evidence-Based Learning and Teaching : A Look into Australian Classrooms Chapter 10 p. 113-122
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Description: Assessment is an integral part of the learning cycle and is necessary to determine where students are currently at, how to move them to the next level of understanding and to make judgements about whether or not learning has occurred. Assessment becomes formative assessment when the teacher uses it to modify the teaching or learning that occurs next.

Assessment to develop students’ strategies and competence as learners

- Fletcher, Anna

Authors: Fletcher, Anna
Date: 2018
Type: Text , Book chapter
Relation: Evidence-based learning and teaching : A look into Australian classrooms Chapter 11 p. 123-137
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Description: Assessment has been called “the bridge between teaching and learning” (Wiliam, 2011, p. 50), which reflects this chapter’s exploration of how students’ use of learning strategies can be developed when they engage in Assessment as Learning (AaL). The chapter’s discussion of AaL as an evidence-based teaching and learning approach derives from a larger mixed-methods study (Fletcher, 2015), in which teachers and students from Years 2, 4 and 6 worked together on an AaL writing project. The term AaL refers to assessment that is designed to enable students to reflect on and monitor their own progress to inform their future learning goals.

Choice theory, relationships and community

- Dyson, Michael, Plunkett, Margaret

Authors: Dyson, Michael , Plunkett, Margaret
Date: 2018
Type: Text , Book chapter
Relation: Surviving, thriving and reviving in adolescence : Research and narratives from the school for student leadership Chapter 4 p. 43-67
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Description: The themes of ‘relationships’, and ‘community’, amongst others, have been constantly framed and reframed in the research conducted at the three campuses of the School for Student Leadership (SSL), and in the SSL China project, over the past 16 years. The student participants involved in the various research projects continue to highlight these themes and others, revealing that something unique happens at the SSL. This chapter on the student perspective discusses the themes of relationships and community, in the context of an Indigenous cohort of students who attended the Alpine School, which is what the SSL was originally known as. They were a unique cohort, who attended for a 6-week shortened program in 2006. Through focus group discussions at the end of their stay, these students provided through their narratives, key insights into what the experience meant to them. It appears that while the focus of the SSL experience is different, much of what is covered is transferable into mainstream schooling, which means that schools both nationally and internationally have much to learn from the practices of the SSL. This is further evident in the next chapter (Chap. 5), which is also on the student perspective, particularly examining leadership and student engagement in relation to the SSL experience.

Concluding summary

- Dyson, Michael, Plunkett, Margaret

Authors: Dyson, Michael , Plunkett, Margaret
Date: 2018
Type: Text , Book chapter
Relation: Surviving, thriving and reviving in adolescence : Research and narratives from the school for student leadership Chapter 12 p. 203-205
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Description: This final summary brings to a conclusion the narratives and the research associated with our description of the journey of development of this unique school.

Education and social class : How did we get to this and what needs to change?

- Simmons, Robin, Smyth, John

Authors: Simmons, Robin , Smyth, John
Date: 2018
Type: Text , Book chapter
Relation: Education and Working-Class Youth: Reshaping the Politics of Inclusion Chapter 10 p. 233-259
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Description: This chapter locates the classed nature of education within a critical socio-historical framework, and considers how questions of social class are played out not only in the classroom but also at the institutional and the systemic level. Historical and contemporary debates about the nature and purpose of education are used to challenge the status quo, and present an agenda for change. The chapter argues that re-engaging with social class as a key organising concept is necessary in order to understand the nature of contemporary schooling in western neoliberal societies such as the UK, and to re-imagine young people’s relationship with education. This, it is argued, is necessary to re-engage working-class youth in ways that are not only meaningful but also socially and economically just.

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