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Aim/purpose: This article reports on university-funded research conducted to inform, design and implement applied industry-integrated training that could support higher degree by research (HDR) candidates in the disciplines of nursing and creative arts. Background: Doctoral candidates contribute in steadily increasing numbers to the intellectual and economic capital of universities globally, however, the quality of candidate progression and outputs has also been widely criticised. How to best support doctoral candidates for success is therefore a critical focus for universities and an ongoing area of research. Methodology: The study was framed as an action research project as it was driven by the identification of a problem embedded in professional practice that invited action and reflection as well as participation from other practitioners in the field. Contribution: This article presents a multidimensional, industry-focused model for HDR training that effectively engages HDR candidates with key threshold concepts for research. Findings: Doctoral training needs to be more holistic, integrative and career-focused to meet the needs of increasing numbers of candidates with diverse backgrounds and post-doctoral career pathways. Recommendations for practitioners: This article provides a doctoral training model that can be adapted to other disciplines and industry contexts. Recommendations for researchers: This article provides a doctoral training model that can, and should, be adapted to other disciplines and industry contexts in order to build more substantive and reliable evaluative data. Impact on society: As secure career pathways in academia are diminishing, while the number of doctoral candidates are increasing, the integration of industry partners and applied contexts into holistic doctoral training is critical for the working futures of doctoral graduates. Future research: Further implementations and evaluations of the training workshop provided in this artic

A systematic review of the published work on consumer involvement in the education of health professionals was undertaken using the PRISMA guidelines. Searches of the CINAHL, MEDLINE, and PsychINFO electronic databases returned 487 records, and 20 met the inclusion criteria. Further papers were obtained through scanning the reference lists of those articles included from the initial published work search (n = 9) and contacting researchers in the field (n = 1). Thirty papers (representing 28 studies) were included in this review. Findings from three studies indicate that consumer involvement in the education of mental health professionals is limited and variable across professions. Evaluations of consumer involvement in 16 courses suggest that students gain insight into consumers’ perspectives of: (i) what life is like for people with mental illness; (ii) mental illness itself; (iii) the experiences of admission to, and treatment within, mental health services; and (iv) how these services could be improved. Some students and educators, however, raised numerous concerns about consumer involvement in education (e.g. whether consumers were pursuing their own agendas, whether consumers’ views were representative). Evaluations of consumer involvement in education are limited in that their main focus is on the perceptions of students. The findings of this review suggest that public policy expectations regarding consumer involvement in mental health services appear to be slowly affecting the education of mental health professionals. Future research needs to focus on determining the effect of consumer involvement in education on the behaviours and attitudes of students in healthcare environments.

Across Australia, innovations in simulation to enhance learning in nursing have been occurring for three decades and nursing is, and needs to be, a leading player in simulation knowledge diffusion. However, expertise is unevenly distributed across health services and education providers. Rather than build on the expertise and achievements of others, there is a tendency for resource duplication and for trial and error problem solving, in part related to a failure to communicate achievements for the benefits of the professional collective. For nursing to become a leader in the use of simulation and drive ongoing development, as well as conducting high quality research and evaluation, academics need to collaborate, aggregate best practice in simulation learning, and disseminate that knowledge to educators working in health services and higher education sectors across the whole of Australia and New Zealand. To achieve this strategic intent, capacity development principles and committed action are necessary. In mid 2010 the opportunity to bring together nurse educators with simulation learning expertise within Australia and New Zealand became a reality. The Council of Deans of Nursing and Midwifery (CDNM) Australia and New Zealand decided to establish an expert reference group to reflect on the state of Australian nursing simulation, to pool expertise and to plan ways to share best practice knowledge on simulation more widely. This paper reflects on the achievements of the first 18 months since the group's establishment and considers future directions for the enhancement of simulation learning practice, research and development in Australian nursing.

Across Australia, innovations in simulation to enhance learning in nursing have been occurring for three decades and nursing is, and needs to be, a leading player in simulation knowledge diffusion. However, expertise is unevenly distributed across health services and education providers. Rather than build on the expertise and achievements of others, there is a tendency for resource duplication and for trial and error problem solving, in part related to a failure to communicate achievements for the benefits of the professional collective. For nursing to become a leader in the use of simulation and drive ongoing development, as well as conducting high quality research and evaluation, academics need to collaborate, aggregate best practice in simulation learning, and disseminate that knowledge to educators working in health services and higher education sectors across the whole of Australia and New Zealand. To achieve this strategic intent, capacity development principles and committed action are necessary. In mid 2010 the opportunity to bring together nurse educators with simulation learning expertise within Australia and New Zealand became a reality. The Council of Deans of Nursing and Midwifery (CDNM) Australia and New Zealand decided to establish an expert reference group to reflect on the state of Australian nursing simulation, to pool expertise and to plan ways to share best practice knowledge on simulation more widely. This paper reflects on the achievements of the first 18 months since the group's establishment and considers future directions for the enhancement of simulation learning practice, research and development in Australian nursing.

This presentation reports a collaborative initiative lead by the University of Wollongong School of Nursing Midwifery and Indigenous Health to support increasing clinical training capacity initiatives and the implementation of SLE teaching and learning in nursing curricula. The pooled expertise of recognised nursing academics working in the field of simulation representing six Australian universities are engaged in developing a curriculum resource that comprise of fifty-six hours of clinical simulation scenarios. The resource utilises a range of simulation modalities which allow the user to tailor teaching to their facilities and curricula. Professional competencies (ANM C, 2008) and critical practice components identified by Crookes et al., (2010), Levett-Jones et al., (2010) and Rudd, et al (2010) provided the foundation for the resource development. Simulation scenarios are designed to enhance develop of clinical competence in medication and IV administration, clinical reasoning, patient assessment, monitoring and management of the deteriorating patient and associated clinical interventions, communication and interdisciplinary team work.

Across Australia, innovations in simulation to enhance learning in nursing have been occurring for three decades and nursing is, and needs to be, a leading player in simulation knowledge diffusion. However, expertise is unevenly distributed across health services and education providers. Rather than build on the expertise and achievements of others, there is a tendency for resource duplication and for trial and error problem solving, in part related to a failure to communicate achievements for the benefits of the professional collective. For nursing to become a leader in the use of simulation and drive ongoing development, as well as conducting high quality research and evaluation, academics need to collaborate, aggregate best practice in simulation learning, and disseminate that knowledge to educators working in health services and higher education sectors across the whole of Australia and New Zealand. To achieve this strategic intent, capacity development principles and committed action are necessary. In mid 2010 the opportunity to bring together nurse educators with simulation learning expertise within Australia and New Zealand became a reality. The Council of Deans of Nursing and Midwifery (CDNM) Australia and New Zealand decided to establish an expert reference group to reflect on the state of Australian nursing simulation, to pool expertise and to plan ways to share best practice knowledge on simulation more widely. This paper reflects on the achievements of the first 18 months since the group's establishment and considers future directions for the enhancement of simulation learning practice, research and development in Australian nursing.

This presentation reports a collaborative initiative lead by the University of Wollongong School of Nursing Midwifery and Indigenous Health to support increasing clinical training capacity initiatives and the implementation of SLE teaching and learning in nursing curricula. The pooled expertise of recognised nursing academics working in the field of simulation representing six Australian universities are engaged in developing a curriculum resource that comprise of fifty-six hours of clinical simulation scenarios. The resource utilises a range of simulation modalities which allow the user to tailor teaching to their facilities and curricula. Professional competencies (ANM C, 2008) and critical practice components identified by Crookes et al., (2010), Levett-Jones et al., (2010) and Rudd, et al (2010) provided the foundation for the resource development. Simulation scenarios are designed to enhance develop of clinical competence in medication and IV administration, clinical reasoning, patient assessment, monitoring and management of the deteriorating patient and associated clinical interventions, communication and interdisciplinary team work.

Full Text, Thesis (PhD Doctorate), Doctor of Philosophy (PhD), School of Nursing and Midwifery, Griffith Health, There has been very little empirical research in Australia that examines the role of the family caregiver of the person with dementia in residential care. Nevertheless, both in Australia and overseas, researchers and clinicians recognise that there are benefits for staff, families and their relative with dementia from increased family accessibility, involvement and engagement as clients in care. Client partnerships are defined as dynamic, therapeutic relationships with health professionals that require articulation of common care goals, the exchange of knowledge and clarification of care roles. In the later stages of the dementia syndrome as the person with dementia experiences profound, deteriorating cognitive effects, the focus inevitably shifts to family caregivers to fulfil the surrogate role in providing information about their relatives’ individual care needs. The aim of this thesis is to explore family involvement as partners with staff in the care of their relative with dementia in residential care. This was achieved by implementing and evaluating a family-staff partnership model of care based on negotiation of therapeutic activities for the person with dementia. The study is a partial replication of an intervention conducted in United States of America (US) with successful care outcomes. The Family Involvement in Care (FIC) education intervention and partnership model has evolved from research over the period of two decades, led by Meridean Maas. Her research demonstrated that, through education and contractual partnership, caregiving arrangements between family and staff not only improved care for the person with dementia, but also resulted in more harmonious and productive partnerships which benefit all.

Full Text, Thesis (PhD Doctorate), Doctor of Philosophy (PhD), School of Nursing and Midwifery, Griffith Health, This study addresses a significant clinical and social issue: self-injury among gay men. Self-injury can be understood as any act undertaken by the self to cause physical damage to the body without the conscious intent to die. The existing self-injury literature tends to focus on self-injury as a problem for women. That is to say, because more women than men self-injure, research focuses more strongly on their motivations and treatment needs. The literature that explores self-injury as it relates to gay men is not well developed and focuses strongly on suicidality and the risks associated with various self-injurious behaviours. This has produced useful information for some areas of practice such as risk management and public health suicide prevention strategies. What this literature has not done is explore the contexts and meanings of self-injury for this particular group. This study is a narrative inquiry, which explores gay men’s self-injury through their experiences in context. This thesis therefore tells the stories of gay men who participated in the study and reveals their self-injury across a landscape of time, context, experiences and interactions. This study sought to address gaps in available knowledge by examining how gay men are self-injuring and what their self-injury means in the context of a life lived in relationship with self and others. Self-injury for the gay men in this study was enacted, according to their stories, through similar methods to those reported for other populations. The men’s stories illustrated how self-injury also helped them to manage their distress and cope with a social world that can be invalidating. Through attending to the similarities and differences in experience, as they are told in the men’s stories, this thesis introduces two narratives that shape the way self-injury is known. The first, the harm narrative, is a conventional plotline derived from dominant explanations of the risk, pathology and irrationality of self-inju

Full Text, Thesis (PhD Doctorate), Doctor of Philosophy (PhD), School of Nursing and Midwifery, Children of parents with mental illness (COPMI) are a substantial, yet until quite recently, marginalised group within society. Whilst extensive empirical research has been conducted into their risk for adverse psychosocial outcomes as well as potential for resilience, there has been relatively little focus on their personal experiences and understandings of such experiences. In recent years, national and international mental health service policies and guidelines for service provision have been developed to address the specific needs of families and children where parents have mental illness, including serious mental illnesses such as schizophrenia and bipolar disorder. These policies and related service provision guidelines have appropriately focused health professionals' attention on the needs and importance of prevention and early intervention for COPMI. There has not, however, been an associated focus on the needs and experiences of adult children of parents with mental illness (ACOPMI), who have remained significantly marginalised in respect to policy and mental health service provision whilst also demonstrating an increased risk for psychosocial adversity yet potential for resilience. Thus, there has been a gap in knowledge of the experiences of adult children with parents who have mental illness, and their needs have not been served adequately. This narrative inquiry set out to extend the limited understandings of the needs and experiences of adult children of parents with serious mental illnesses (ACOPSMI) such as schizophrenia and major depression. These illnesses have been recognised through research as having potential for long-term and often adverse impacts on children. A lengthy unstructured narrative interview and member check process was conducted with nine ACOPSMI in Australia over a nine month period. The inclusion of the researcher's experience through the use of auto-ethnography resulted in a total of ten participants in the study. Postmodern ass

Full Text, Thesis (PhD Doctorate), Doctor of Philosophy (PhD), School of Nursing and Midwifery, This study explored the experience of shame in nursing using an interpretive phenomenological approach as described by van Manen (1997). Shame is a concept that has been extensively theorised within the social sciences as important in the development of individual identity, self esteem and role performance but overlooked in nursing. The purpose of this research was twofold; to gain an understanding of how shame influences and shapes nursing identity and to produce knowledge and stimulate dialogue about what that means for nursing culture. Participants were asked to discuss significant interactions with colleagues. Significantly, all disclosed the experience of shame. Further, four major themes emerged from this study to deepen understanding of what appears to be a cultural experience. The experience of shame involves: self appraisal, professional identity in conflict, the experience of isolation and recrimination. Within each theme a number of sub themes were identified including feeling dumb, being incompetent, withdrawing and going quiet and seeking revenge. The study concluded that in relation to nursing, internalised shame is not readily recognised although negative emotions that are linked to it are clearly felt. When these emotions are left unprocessed or unidentified as shame, then they are likely to have negative consequences. But recognising this hidden shame and bringing it to conscious awareness can express and perhaps relieve shame. Further, shame's adaptive functions, to provide moral direction and teach respect, could be acknowledged or reclaimed. It is argued therefore that acknowledging and discussing shame openly in nursing, such as through future research, scholarships and education, will facilitate consciousness raising and the potential for cultural change.

Adverse childbirth experiences can evoke fear and overwhelming anxiety for some women and precipitate posttraumatic stress disorder. The objective of this study was to assess a midwife‐led brief counseling intervention for postpartum women at risk of developing psychological trauma symptoms. Method: Of 348 women screened for trauma symptoms, 103 met inclusion criteria and were randomized into an intervention (n = 50) or a control (n = 53) group. The intervention group received face‐to‐face counseling within 72 hours of birth and again via telephone at 4 to 6 weeks postpartum. Main outcome measures were posttraumatic stress symptoms, depression, self‐blame, and confidence about a future pregnancy. Results: At 3‐month follow‐up, intervention group women reported decreased trauma symptoms, low relative risk of depression, low relative risk of stress, and low feelings of self‐blame. Confidence about a future pregnancy was higher for these women than for control group women. Three intervention group women compared with 9 control group women met the diagnostic criteria for posttraumatic stress disorder at 3 months postpartum, but this result was not statistically significant. Discussion: A high prevalence of postpartum depression and trauma symptoms occurred after childbirth. Although most women improved over time, the intervention markedly affected participants' trajectory toward recovery compared with women who did not receive counseling. Conclusions: A brief, midwife‐led counseling intervention for women who report a distressing birth experience was effective in reducing symptoms of trauma, depression, stress, and feelings of self‐blame. The intervention is within the scope of midwifery practice, caused no harm to participants, was perceived as helpful, and enhanced women's confidence about a future pregnancy.

This study focused on exploring student assessment approaches utilised by various teachers of mental health. Classrooms of three (3) teachers were selected to become the subject of case studies that were described and analysed using an educational criticism method. The following evolved as major research questions: What are the teacher's assessment values? What effect does assessment have on enriching the learning process? A qualitative approach was considered appropriate to address these questions because the nature of the enquiry was understanding rather than proof. Methods of inquiry used for the study were a) observation, b) interviews with teachers and their students, and c) educational criticism as a medium for describing, analysing and presenting findings. The case studies, each focussing in some way on mental health, produced rich descriptions of particular situations and prompted detailed analytical criticism from the researcher. Different themes about assessment of students in psychiatric/mental health courses were uncovered and included: • When assessment is reframed to mean pedagogy, instead of the more familiar notion as technique, it becomes part of teaching rather than an addition to it. In this way, the role of the teacher in promoting learning is enhanced and revalued. In relation to assessment, a teacher needs to have technical expertise but more important are the creative ways a teacher invites students to think about and share approaches to assessment and practise the particular learning being assessed. • Students who are learning the knowledge and practice of a discipline need guidance and support from their teachers. Furthermore, teachers have a commitment to the profession and to the community to graduate safe, effective practitioners. Therefore, assessment performs a dual role: in guiding and in judging. Teachers are pressed with a fundamental tension between a desire to do justice to the content of a curriculum and to provide activities and

This Diary summarises the legislative and administrative changes made in the social policy field during 1981 by the Commonwealth government, and to a lesser extent by the State governments. It provides a ready reference for research workers, and can also be used as a succinct and factual account of policy during the year.Unlike its predecessors, this Diary attempts to cover the main policy changes at a State level in the social policy field. It was not possible to obtain complete coverage for all fields and all States, but it was decided to publish those summaries which were obtained, on the grounds that a beginning must be made. This Diary covers the main areas of social policy apart from education. However, it makes no mention of general economic policy or political events. For these the reader is referred to the 'Diary of Recent Economic Events and policy statements' included in each issue of the Australian Economic Review, to the Diary of Political Events in each issue of Australian Quarterly, and to the 'Broadcasting Chronology' included since 1981 in Media Information Australia.

This paper reports the first evaluation of the Waverley Community Housing Officer project: the project is the first planned and co-ordinated attempt by state and local government in New South Wales to implement a specific role for local government in housing. It was established in April 1980 as a two year pilot project funded jointly by the Department of Youth and Community Services and the Housing Commission of NSW, and involves the employment of a housing specialist to establish housing policy and, within its framework, to undertake a range of housing programmes and housing-related services in a local government area. One of the stated objectives of the project is the need for its evaluation. In August 1981, the Social Welfare Research Centre of the University of New South Wales was commissioned by the Consultative Group overseeing the project to undertake the first stage of that evaluation. Our findings, which relate to a substantially established but incomplete project, are presented in the following chapters. In Chapter 1, the origins of the project and the history of its objectives, practice and effects are documented. Chapter 2 describes the perceptions of the project reported to us by a large range of people directly connected with it. The records of the project and people's perceptions of these are placed in a context for interpretation in Chapter 3. Here it is argued that the project must also be evaluated against the broader economic, political and bureaucratic structures which pattern housing provision in Australia. Our considered assessment, integrating the hard data on the project, the judgements of it by interested groups and individuals and the societal context is discussed in Chapter 4. Chapter 5 addresses the specific question of how the objectives, strategies and achievements of the project might be generalised, paying particular attention to its applicability to other local government areas. Our recommendations for the future of the project are c

This Diary summarises the legislative and administrative changes made in the social welfare field by the Commonwealth government during 1980. It provides a ready reference for research workers, and can also be used as a succinct and factual account of policy during the year. Like its predecessors this Diary makes only incidental mention of State and local government policies. Were resources much greater it would be very useful to add State legislative and administrative events to the record, but for the moment this must remain an unfulfilled hope. It will also be noted that except for the section on immigration, which covers events for both 1979 and 1980, the present Diary covers 1980 only. This leaves 1979 as a gap between the end of the diaries contained in the Public expenditures volumes and the beginning of the present series. We hope to be able to fill this gap and will publish the results as supplements to future issues. The Diary covers the main areas of social welfare policy apart from education. However it makes no mention of general economic policy. For this area the reader is referred to the 'Diary of recent economic events and policy statements' included in each issue of the Australian economic review.

Foster, J., Allen, W. J., Oprescu, F., & McAllister, M. (2014). Mytern: an innovative approach to increase students' achievement, sense of wellbeing and levels of resilience. Proceedings of ISANA International Education Conference. (pp. 31-40). Adelaide, SA. Australian & New Zealand Student Services Association.