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Preparing nursing students for the future: development and implementation of an Australian Bachelor of Nursing program with a community health focus

  • Authors: Cooper, Simon J. , Cant, Robyn , Browning, Mark , Robinson, Eddie
  • Date: 2015
  • Type: Text , Journal article
  • Relation: Contemporary Nurse: A Journal for the Australian Nursing Profession Vol. 49, no. (2015), p. 68-74
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  • Description: This paper focuses on changes in the educational preparation of undergraduate nurses in line with contemporary primary and preventative healthcare models. We evaluated a new Australian nursing and community care degree programme using focus groups with 38 students in their first years of study, and quantitative performance data (regarding entry, performance and course attrition). Four main themes were identified related to students’ course experience: ‘I think community health should be an elective’; ‘Focus on relevance to practice’; ‘Teaching by non-nursing academics’ and ‘Access to support during transition to university.’ Overall pass rates were 94% (first year) and 97% (second year) with a low 11% attrition rate. We conclude that based on prior experiences and stereotypical views, students may be ambivalent about the inclusion of primary and preventative care models which nevertheless are essential to enhance practice and to prepare the future nursing workforce

Conclusions and future directions: A socio-ecological renewal

  • Authors: Wattchow, Brian , Jeanes, Ruth , Alfrey, Laura , Brown Trent , O’Connor, Justen , Cutter-Mackenzie, Amy
  • Date: 2014
  • Type: Text , Book chapter
  • Relation: The Socioecological Educator: A 21st Century Renewal of Physical, Health, Environment and Outdoor Education p. 205-227
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  • Description: At the heart of this book has been the acknowledgment that there exist different ways of seeing and, consequently, different ways of knowing the world. The rich and diverse case studies that make up Part II of the book have seen respected authors from the varied disciplines of physical, sport and health education, outdoor and environmental education and early childhood education come together, utilising the multi-disciplinary framework of socio-ecological education. They have done so because of their belief that a socio-ecological theory and requisite methodological approaches offer the opportunity for renewal for researchers and practitioners in their fields. A significant part of this renewal involves reaching beyond disciplinary boundaries, or silos as we called them in the introduction chapter, to forge new connections. Overcoming these ‘invisible’ structures that can govern how we see, think and act is central to the work of the socio-ecological educator and is evident in many of the case studies. To that end we want to spend a little time here, in the conclusion, discussing this issue.

Examining the satisfaction levels of continual professional development provided by a rural accounting professional body

  • Authors: Halabi, Abdel
  • Date: 2014
  • Type: Text , Journal article
  • Relation: Australian and International Journal of Rural Education Vol. 24, no. 2 (2014), p. 59-70
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  • Description: The Society for the Provision of Education in Rural Australia (SPERA) recognises education as a lifelong process, and there is a need for continuing education and training to be available to rural communities. This paper examines the satisfaction levels of accounting continual professional development (CPD) when provided by a rural accounting professional body. Prior research has noted that rural accountants are disadvantaged when completing CPD because professional accounting bodies are city centric, and cost is prohibitive. Results of this study show that when CPD is locally provided this led to high levels of satisfaction. Implications for professional accounting bodies and rural accountants are discussed, as well as limitations and areas for further research.

Management of Maternal and Child Health Services in Victoria Australia : Education or Health Portfolio

  • Authors: Breach, Rayleen , Jones, Linda , Sheeran, Leanne
  • Date: 2014
  • Type: Text , Journal article
  • Relation: International Journal of Nursing Vol. 1, no. 2 (2014), p. 103-114
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  • Description: In Victoria, Maternal and Child Health (MCH) service is currently located within the State Government’s Department of Education and EarlyChildhood Development (DEECD) portfolio. This department is accountable for the planning and provision of early childhood services in partnership with local government. The MCH service has experienced many changes in State Government departmental portfolios over the years.It was therefore considered relevant to explore the knowledge, attitudes and beliefs held by the MCH workforce in regards to the portfolio that they considered should manage the MCH service.A qualitative exploratory descriptive approach was used to explore the Knowledge, attitudes and beliefs of the Victorian MCH nurses regarding the positioning portfolio for the service. The involved interviewing 12 key stakeholders and 36 MCH nurses until data saturation was reached. Presented are the findings that indicated that the majority of the participants believed that the service did not belong well currently in either Victorian Government Education or Health portfolio. The strength of this opinion, however, highlights the need for some collaborative discussion with all concerned parties in order to appropriately position the MCH service in order to achieve optimum outcomes for children in Victoria.

Men learning through life

  • Authors: Golding, Barry , Mark, Rob , Foley, Annette
  • Date: 2014
  • Type: Text , Book chapter
  • Relation: Men learning through life Chapter 1 p. 3-17
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  • Description: This introductory chapter seeks, through a broad-brush analysis of a wide range of international research and data, to provide context for our book. It consists of four sections. The first sets the broad intentions and the main source of information for the two parts of our book that follow, including some limitations. The second section seeks to make explicit our interest in focusing mainly on men, particularly those men beyond paid work. The third section teases out some of our theoretical presuppositions about the process, purposes and value of learning that men experience. The fourth explains our reasons for overtly including and emphasising the seldom-theorised link between men’s learning and wellbeing. In its totality, this introductory chapter provides an outline of our equity and evidence-based case for acknowledging worldwide changes and trends that have made this book timely, particularly for men not in paid work, including a ‘big picture’ view of men learning through life in international settings. It begins to delineate a range of social and economic factors, including the global financial crisis and population ageing, that have led to an increase in the proportion of men not in paid work in most developed nations. This increase has been accompanied by a decrease in many nations in the proportion of young men completing post-school qualifications

Men's Health and wellbeing: Learning through the lifecourse

  • Authors: McDonald, John
  • Date: 2014
  • Type: Text , Book chapter
  • Relation: Men Learning Through Life Chapter 3 p. 34-48
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  • Description: Men’s health and wellbeing: Learning through the lifecourseJohn MacdonaldIntroductionThis chapter draws on new data and insights from international research to provide a background to the question of why men’s health and well-being is a matter that deserves looking at in more depth. It also aims to offer some insights into men and learning in the context of their health and the ways in which a social determinants approach to health can enrich an understanding of men’s health and learning.For some time, thinking about men’s health, both in academic writ-ing and in policy and programmes, has been carried out within two main frameworks: a bio-medical one and what might be called a social-psychological one, based on notions of ‘masculinity’. While both of these approaches may have useful insights, they are increasingly being shown to be an inadequate basis for a comprehensive approach to men’s health, including the structuring of men’s health policies and of programmes aimed at ‘educating’ men about their health. The emergence on the world public health scene of the enormous amount of evidence concerning the social determinants of health (SDOH) presents a fresh way of thinking about men’s health. The World Health Organization (WHO) has led the field (WHO 2003, 2008) and many scholars throughout the world are adding to the available evidence of the impact of social and political environments on people’s health (Marmot, 2005; Macdonald, 2010). The systematic study of social determinants, Men’s health and wellbeing: Learning through the lifecourse 35social epidemiology (Berkman and Kawachi, 2000), is described as looking for the ‘causes of causes’, not just of disease but also of health. This approach calls for consideration of diverse local contexts, societies and populations. There is a considerable body of research on the social determinants of women’s health (Wuest et al., 2002; Anderson, 2006) as well as the inspirational Australian Longitudinal Study on Women’s Health (ALSWH, 2013), which has spent two decades looking at wom-en’s physical and psychosocial health over the lifespan.

Men's turn to learn? Discussion and Conclusion

  • Authors: Golding, Barry , Mark, Rob , Foley, Annette
  • Date: 2014
  • Type: Text , Book chapter
  • Relation: Men Learning through life Chapter Sixteen p. 244-259
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  • Description: Our intention in this final chapter is to argue a case for repositioning men’s learning at any age as a significant benefit not only for the men involved, but also for their families and the community, aside from the narrowly defined vocational benefits which lifelong learning policies often focus on. We seek to identify some generalisable conclusions based on the data and literature examined in the first part of this book and the national research policies and practices identified in the second part. The chapter consists of a discussion, comprising a number of important acknowledgments about the extensive theoretical and practical ground our book has covered. This is followed by a number of broad and over-arching conclusions

Undergraduate nursing students' peformance in recognising and responding to sudden patient deterioration in high psychological fidelity simulated environments: Quantitative results from an Australian multi-centre study

  • Authors: Bogossian, Fiona , Cooper, Simon J. , Cant, Robyn , Beauchamp, Alison , Porter, Joanne , Kain, Victoria , Bucknall, Tracey , Phillips, Nicole
  • Date: 2014
  • Type: Text , Journal article
  • Relation: Nurse Education Today Vol. 34, no. 5 (2014), p. 691-696
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  • Description: Objectives This paper reports the quantitative findings of the first phase of a larger program of ongoing research: Feedback Incorporating Review and Simulation Techniques to Act on Clinical Trends (FIRST2ACTTM). It specifically aims to identify the characteristics that may predict primary outcome measures of clinical performance, teamwork and situation awareness in the management of deteriorating patients. Design Mixed-method multi-centre study. Setting High fidelity simulated acute clinical environment in three Australian universities. Participants A convenience sample of 97 final year nursing students enrolled in an undergraduate Bachelor of Nursing or combined Bachelor of Nursing degree were included in the study. Method In groups of three, participants proceeded through three phases: (i) pre-briefing and completion of a multi-choice question test, (ii) three video-recorded simulated clinical scenarios where actors substituted real patients with deteriorating conditions, and (iii) post-scenario debriefing. Clinical performance, teamwork and situation awareness were evaluated, using a validated standard checklist (OSCE), Team Emergency Assessment Measure (TEAM) score sheet and Situation Awareness Global Assessment Technique (SAGAT). A Modified Angoff technique was used to establish cut points for clinical performance. Results Student teams engaged in 97 simulation experiences across the three scenarios and achieved a level of clinical performance consistent with the experts' identified pass level point in only 9 (1%) of the simulation experiences. Knowledge was significantly associated with overall teamwork (p = .034), overall situation awareness (p = .05) and clinical performance in two of the three scenarios (p = .032 cardiac and p = .006 shock). Situation awareness scores of scenario team leaders were low overall, with an average total score of 41%. Conclusions Final year undergraduate nursing students may have difficulty recognising and responding appropriately to patient deterioration. Improving pre-requisite knowledge, rehearsal of first response and team management strategies need to be a key component of undergraduate nursing students' education and ought to specifically address clinical performance, teamwork and situation awareness.

A 3D approach to first year English education

  • Authors: Zeegers, Margaret
  • Date: 2013
  • Type: Text , Journal article
  • Relation: Quality Assurance in Education Vol. 21, no. 1 (2013), p. 54-69
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  • Description: Purpose: The purpose of this paper is to explore the suggestive possibilities of an approach to undergraduate English teacher education that the author has called the 3D Approach - Develop professional knowledge, Display professional knowledge, Disseminate professional knowledge - in relation to a number of groups of first year pre-service teachers (PSTs) engaging the teaching and learning materials of their English education course. Design/methodology/approach: The paper examines ways in which this approach has been assessed by the PSTs themselves, constructing this as an expression of their lived experience as PSTs. The author draws on Vygotsky's concept of the Zone of Proximal Development, initiates a systematic and orchestrated program of explicit scaffolding of first year PST learning and draws on University-generated student assessment of their courses, focus groups and individual interviews to investigate ways in which the 3D approach may be considered as enhancing first year PST learning. Findings: PSTs' own informed evaluations of their own developing knowledge have made visible the teaching and learning that they have engaged and articulated. What the author outlines in this paper is not a "Eureka" moment for first year PSTs, but it is the result of careful scholarly considerations of what careful scholarly considerations by first years in Education courses may engage. For this cohort of PSTs, and for the author, it is a particular form of engagement with pedagogy. It is a pedagogy for teachers, part of active engagement on the part of the teacher and the learner, producing knowledge together. Research limitations/implications: Lack of generalisability from case study research may be considered as a limitation, but the author would argue that it is the details thrown up for careful examination in a case study which may serve to inform professional discussion and debate. Practical implications: Negative press of inadequate teachers emerging from universities, with their specious claims will not progress reasoned discussion; research on how the PSTs are themselves taught and how they develop as professionals will. PSTs' own informed evaluations of their own developing knowledge will go some way towards enabling this to happen. This sort of research opens up possibilities for starting with the right sort of questions, a shift from asking the wrong sort of questions, which the author would argue is that sort on which the media are basing their opinion pieces. Social implications: Continuing public discussions, usually conducted in and by the media, about teacher quality, particularly as this tends to be tied to notions of teacher pay, indicates a wider social concern about the need for quality teachers. This sort of social concern is also a major concern for teacher educators, and is to be addressed as such. This paper addresses some of those concerns. Originality/value: The paper engages issues about teacher education raised publicly in the media and ties these to the more private domain of university practice in a given teacher education course. © Emerald Group Publishing Limited.

A prospective cohort study of the changing mental health needs of adolescents in custody

  • Authors: Lennox, Charlotte , Bell, Vicky , O'Malley, Kate , Shaw, Jenny , Dolan, Mairead
  • Date: 2013
  • Type: Text , Journal article
  • Relation: BMJ Open Vol. 3, no. 3 (2013), p.002358
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  • Description: Objective: To investigate changes in mental health and other needs, as well as clinical and diagnostic 'caseness', in a sample of adolescents over a 6-month period following entry into a Young Offenders Institution in the UK. Design: Prospective cohort study. Setting: One Young Offenders Institution between November 2006 and August 2009. Participants: 219 male adolescents aged 15-18 years (M=16.56; SD=0.6) were assessed at baseline (median=4; range 0-26 days following reception into custody) on the Salford Needs Assessment Schedule for Adolescents (SNASA) and Kiddie Schedule for Affective Disorders and Schizophrenia (K-SADS). Participants were then reassessed at 3-month and 6-month postbaseline to document any change in mental health. Results: Of the initial baseline sample, 132 were still in the study at 3-month postbaseline and 63 were still available for assessment at 6 months. There were no differences between those who were not available for assessment at the three key stages in terms of demographic and criminological data. Over time there was a general improvement in mental health. While the proportion of participants with a mental health need (SNASA) did not change over time, symptom severity as measured by the SNASA did reduce significantly. When we assessed diagnostic 'caseness' using the K-SADS, three young people showed significant mental health deterioration. Conclusions: In line with previous studies, we found that symptoms in prison generally improved over time. Prison may provide an opportunity for young people previously leading chaotic lifestyles to settle into a stable routine and engage with services; however, it is unclear if these would be maintained either within the prison or on release into the community.
  • Description: 2003011032

An investigation of the efficiency of South Africa's sector education and training authorities (SETA's)

  • Authors: Turner, Magda , Halabi, Abdel , Sartorius, Kurt , Arendse, J.
  • Date: 2013
  • Type: Text , Journal article
  • Relation: South African Journal of Business Management Vol. 44, no. 2 (2013), p. 1-9
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  • Description: The performance of South African Sector Education and Training Authorities (SETA's) has been increasingly questioned. On this premise, the paper investigated the efficiency of the SETAs with respect to their utilization of funds in order to promote a range of education and training outputs was investigated. More specifically, the study investigated the quantity and quality of five training and education outputs, set by the National Skills Development Strategy (NSDS), in relation to the funding received. Furthermore, the study examined the amount of money spend on administrative expenditure by the various SETAs, as well as the SETAs management of financial reserves. In order to guide the study, as well as analyze the data, a conceptual framework to measure efficiency was based on an input-output model developed by Gupta and Verhoeven (2001). Data were obtained from the published accounting and annual reports for the period 2006 - 2009. The results indicated only two of the SETA's were efficient with respect to their utilization of funds and that only five SETA's consistently met their own targets. The study also shows that if the SETA' s funds had been applied to education and training outputs, rather than for investment purposes, training outputs could have been considerably increased. The paper has implications for the use of public funds with respect to the critical skills shortage confronting the economy [ABSTRACT FROM AUTHOR]

At last count : Engineering undergraduates in 21st Century Australia

  • Authors: Dobson, Ian
  • Date: 2013
  • Type: Text , Journal article
  • Relation: World Transactions on Engineering and Technology Education Vol. 10, no. 4 (2013), p. 253-257
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  • Description: The number of enrolments in undergraduate programmes in engineering has grown at more than the national average this century. The main areas of enrolment growth in Australian higher education have been of women and overseas students, and the latter group has been particularly relevant in the case in engineering. The analysis undertaken for this article is based on statistical data from the ministry responsible for Australia's tertiary education. However, women remain underrepresented in engineering programmes, and there is a risk that the high proportion of overseas students means that Australia is exporting engineering talent at a cost to the development of its own knowledge-intensive labour force. © 2012 WIETE.
  • Description: 2003010825

Broadening the concept of school: how a re-configuration of school must be inclusive of students who are "put at" a disadvantage

  • Authors: Peters, Edward (Keith)
  • Date: 2013
  • Type: Text , Thesis , PhD
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  • Description: This thesis critically examines how students enrolled in state-funded schools can be ‘put at’ a disadvantage. I do this through examining two techniques of exclusion that stimulate student disconnection from school: first, the ways in which standards-based and performativity-driven learning outcomes are implemented to shape how student success is determined. Secondly, I examine how discourses around power control curriculum and student identity instil monological learning structures that normalises standards-based learning outcomes. Challenging this, I allow the voices of my co-researchers, the students in my thesis, to speak back to confront these school-based policies that allow disconnection to occur. Examining school policy and student voice at the point where they intersect allowed me to undertake an evaluation of how schools adversely affect students, and what students say they want from their experience of schooling. The final theme I develop is based on student and agency worker voice and what they say school-based learning should become. Relational learning and learning that develops students ethically emerged as fundamental strengths of what enriching learning transactions should look like. I argue that creating relational learning spaces develop challenging environments that can lead students to ethically understand their identity within complex social and cultural lifestyles. I argue that the ways in which schools are organised to administer time and space must be radically overhauled if this is to be achieved.
  • Description: Doctor of Philosophy

Educational Dissonance: Reconciling a radical upbringing

Ideals and realities in Chinese immigrant parenting: Tiger mother versus others

  • Authors: Guo, Karen
  • Date: 2013
  • Type: Text , Journal article
  • Relation: Journal of Family Studies Vol. 19, no. 1 (2013), p. 44-52
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  • Description: This paper is about Chinese immigrant parenting. Drawing on discourses of cultural ideals and living realities of Chinese immigrants, it sketches the complex cultural and contextual web of Chinese immigrant parenting, and explains why the tiger mother practice illustrated in one of the 2011 bestselling books Battle Hymn of the Tiger Mother was a story of a mother's pursuit of cultural ideals in her parenting. The paper proposes that traditions and contexts both play an important role in the constitution of parental expectations and practices of Chinese immigrants.

Learning to think like a teacher educator

  • Authors: McDonough, Sharon
  • Date: 2013
  • Type: Text , Book chapter
  • Relation: Pedagogies for the future p. 61-72
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  • Description: The rapid pace of change and reform in education requires teachers to be both the subjects and implementers of change (Main, 2012). For those working in higher education the challenge can be twofold as they attempt to develop their own teaching and learning, while also preparing students for the future world of work beyond university. This dual challenge is present for teacher-educators who seek to provide students with opportunities to think pedagogically and to discover ways in which experience, theory and practice come together (Hedges, 2012).

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?

  • 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

Rural's men's experience of returning to study in human services and social sciences

  • Authors: Townsend, Robert , Lang, Natasha
  • Date: 2013
  • Type: Text , Journal article
  • Relation: Advances in social work and welfare education Vol. 15, no. 2 (2013), p. 97-100
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  • Description: This article discusses the narratives of twelve participants who shared their experiences of returning to study as mature-age men. The majority of the participants came from small rural farming communities where the expectation from their family and friends was about finding employment, preferably working on the family farm, not about continuing with education. Significant life events such as family illness also impacted on decisions in relation to further study. The narratives reveal a complex composition of societally gendered expectations, family expectations and individual expectations that influence boys'/men's identities as learners no matter their age. Questions remain in relation to how mature-aged men can be engaged to consider education as an available option. Tertiary education for the participants in this research clearly had positive outcomes in relation to familial relationships and wellbeing.

Tracking academic regional workforce retention through author affiliation data

  • Authors: Kitt, Sharon
  • Date: 2013
  • Type: Text , Conference paper
  • Relation: Proceedings of ISSI 2013 - 14th International Society of Scientometrics and Informetrics Conference Vol. 2, p. 1746-1758
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  • Description: Academic mobility is considered a standard requirement for the development and progression of an academic research career. However, this career mobility is at odds with the drive to recruit and retain professionally-qualified workers in regional Australia, to ensure future generations of regional Australians have capacity to access higher education in their home region. To date, little work has been completed regarding the retention of active research staff in regional Australia. The purpose of this paper is twofold: to determine the viability of using author affiliation data as listed on publications to track an institutional cohort of authors by their affiliation; also, to determine if data analysed using this method revealed any insights regarding the retention of academic staff. Whilst using author affiliation data was found to be viable, it required extensive data manipulation and cleansing. Once analysed, the data revealed intriguing insights into the retention and movement of active academic researchers. Implications for regional higher education will be discussed.

Understanding the contexts of adolescent female participation in sport and physical activity

  • Authors: Eime, Rochelle , Harvey, Jack , Sawyer, Neroli , Craike, Melinda , Symons, Caroline , Polman, Remco , Payne, Warren
  • Date: 2013
  • Type: Text , Journal article
  • Relation: Research quarterly for exercise and sport Vol. 84, no. 2 (2013), p. 157-166
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  • Description: Purpose: Participation in physical activity (PA) is reported to decline in adolescence, particularly for girls. However, we do not know if this decline in PA is consistent across modes and settings or whether there are transfers of participation between modes and settings. Nor do we understand the changes in specific types of PA or the interaction between types of participation and different modes/settings. This study investigated contexts of PA participation for female adolescents at two life transition points. Method: A survey of 489 Year 7 and 243 Year 11 adolescent girls was conducted, incorporating a measure of overall PA level and participation rates in seven modes/settings and in specific types of sport and PA. Results: Less than half of the respondents met or exceeded the recommended level of moderate or vigorous PA-60 min or more-on the previous day, and there was no statistically significant difference in the proportions in Years 7 and 11 (39.5% vs. 45.9%; p > .05). However, older adolescents shifted their participation away from organized, competitive modes and settings toward nonorganized and noncompetitive modes and settings and individual types of PA. Conclusions: An understanding of the changes in PA modes and settings identified here can inform the planning of policies and implementation of programs for the promotion of PA by adolescent girls.