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Objectives: The aim of this paper is to provide an integrative review of the literature associated with signature pedagogies and to discover what lessons have been learned about unearthing, articulating and applying signature pedagogies across a variety of disciplines, but particularly with respect to nursing. Design: A systematic search of databases using key terms was utilised with a particular focus to papers emerging from nursing disciplines. Data sources: The databases MEDLINE, CINAHL, ERIC, Web of Science and Google Scholar were searched for literature from 2005 to 2018 inclusive. Review methods: An initial examination of titles and abstracts by the authors resulted in the retrieval of 45 papers and following the application of exclusion criteria, 25 papers were included. Results and conclusions: Signature pedagogy literature is a developing area and scholars both in nursing disciplines and beyond, often fail to develop on Lee Shulman's framework in their identification of signature pedagogies, resulting in poorly adapted conceptions. Ways forward include closer linking with the original signature pedagogy framework in research, the development of robust evidence-based signature pedagogy identification processes in disciplines and a reconsideration of the esteem of scholars performing signature pedagogies within disciplines.

Effective supervision in doctoral research is critical to successful and timely completion. However, supervision is a complex undertaking with structural as well as relational challenges for both students and supervisors. This instructional paper describes an internationally applicable approach to supervision that we have developed in the health and social care disciplines that offers structure, but is also dynamic and responsive to the needs of students and supervisors and aims to develop the research competency of students. Our approach called Solution Focused Research Supervision (SFRS) is based on solution focused approaches, adapted from Solution Focused Brief Therapy and questioning techniques derived from coaching. This approach has enabled our supervision teams to effectively develop focused research questions and decide on appropriate research methodologies and methods. We offer the SFRS approach as a way of working that seeks to recognize and build upon strengths, foster engagement and openness to learning as well as build trust between students and supervisors. The authors, from (countries deleted for peer review), are supervisors and students who have developed the approach and provide practical examples of its application.

This paper provides a commentary on a significant collaborative international project to set up an effective system for promoting innovation in the Australian higher education sector. This project was the pilot Transforming Practice Programme (TPP), which was run in Australia in 2014. A sophisticated knowledge translation methodology, the TPP was influenced by the UK's Higher Education Academy's (HEA's) thematic change programmes and focused on enhancing the reward and recognition of quality teaching in Australian higher education. The paper explains the intentions of the TPP and how it was run in conjunction with the HEA in both Australia and the UK. Thirteen Australian universities took part in the pilot, and nine UK universities took part in the UK version of the programme. Having detailed the content and process of the pilot TPP, this article also presents details of feedback received via surveys and interviews with participants, and closes with some evidence-informed conclusions on what worked in the pilot and why. Alongside these conclusions, recommendations are outlined regarding what people in other higher education sectors might learn from the pilot TPP.

This paper presents data regarding how experienced clinicians and academics said they assess the competency of nursing students progressing through eligibility to practice programmes in Australian universities. The development of competence during nursing education programmes is an essential part of university based nursing eligibility to practice courses and so facilitating consistent, reliable and valid assessment of the demonstration of those competencies is critical. A consensus methodology incorporating a modified nominal group technique was used to explore how clinicians assessed nursing students whilst on workplace experience. These assessment strategies were then analysed to develop guidance notes for assessors. Consensus was reached regarding strategies for assessing the competence of nursing students as they progress through their programme of study based on the views of experienced clinicians and academics. This work culminated in the production of guidance notes to assist assessors to feel confident that the student they were assessing was competent. The identification of strategies and activities, including the 'work of the nurse' could be observed within specific practice activities. Through using these 'everyday activities' the assessor would be able to observe, question and measure (within the student being assessed) all aspects of the NMBA (2006) Competencies of the Registered Nurse.

Background Individuals who have recently completed accredited courses and are eligible to register as a nurse in Australia are often referred to as not being 'work-ready' by clinically based colleagues. This project identified the level of competence that can be reasonably expected of a newly registered nurse (RN) graduating in Australia. The research was undertaken using the necessary skills identified by Crookes and Brown in 2010. Methods A consensus methodology using a modified Delphi technique invited experienced nurses to identify the level of competency expected by the new RN in each of the skills areas. Results More than half of respondents did not believe that new graduates could practice independently in 18 of the 30 skills areas. There were only four skills areas where more than two thirds of the respondents believed the new graduate could operate independently. Conclusions There is a lack of clarity about the level of competency of the newly graduating registered nurse in Australia. The profession and employers need clarity regarding the areas and level of competence that can reasonably be expected of a newly graduated RN. Utilising the findings of this research will enable the skills and competencies to be integrated into eligibility to practice programmes. Further research needs to be undertaken to review the foci of nursing preparation programmes to meet the needs of novice practitioners and the health care consumer population.

Aim To present for wider debate a conceptual model for clinical leadership development in pre-registration nursing programmes and a proposed implementation plan. Background Globally, leadership in nursing has become a significant issue. Whilst there is continued support for leadership preparation in pre-registration nursing programmes, there have been very few published accounts of curriculum content and/or pedagogical approaches that foster clinical leadership development in pre-registration nursing. A doctoral research study has resulted in the creation of an overarching model for clinical leadership. Design A multi-method research study using theoretical and empirical literature 1974-2015, a focus group, expert opinion and a national on-line survey. Discussion A conceptual model of clinical leadership development in pre-registration nursing programme is presented, including the infinity loop of clinical leadership, an integral curriculum thread and a conceptual model: a curriculum-pedagogy nexus for clinical leadership. In order to test out usability and evaluate effectiveness, a multi method programme of research in one school of nursing in Australia is outlined. Conclusion Implementation of the proposed conceptual model for clinical leadership development in pre-registration nursing programmes and a programme of (post-doctoral) research will contribute to what is known about curriculum content and pedagogy for nurse academics. Importantly, for nursing students and the profession as a whole, there is a clearer expectation of what clinical leadership might look like in the novice registered nurse. For nurse academics a model is offered for consideration in curriculum design and implementation with an evaluation strategy that could be replicated.

Background There appears to be a sense of disappointment with the product of contemporary nursing programs in Australia in that new graduate RNs are often referred to as not possessing appropriate skills by clinical colleagues. This work identifies the skills that the profession believes that newly graduating RN's should possess at the point of registration. Methods A qualitative consensus methodology was used in the form of a modified Delphi survey. Expert panels were used to review and validate data. Results Consensus was reached on the top 25 skills areas that can be reasonably expected of a new graduate Registered Nurse in Australia. The top ranked skills areas included efficient and effective communication, professional nursing behaviours, privacy and dignity and managing medication administration. Conclusions The consensus methodologies used to develop the skills areas indicated broad agreement across the profession in Australia. The complexity and context of practice was highlighted in the comments within the Delphi rounds. Interestingly no new skills were added and none removed from the initial list - some were prioritised over others but the majority agreed that all the skills areas were important for a newly graduating nurse.

With an academic workforce undergoing transformation, it is vital that universities rethink how they define and value scholarship through their processes for academic promotion. A key part of this rethink is to review and refine existing documentation about promotion to reflect changing conceptions of scholarly work, in a way that enables scholars from non-traditional academic pathways to be valued equally through the promotion process with their more traditional counterparts. This process of reviewing scholarship was the aim of a promotions review project which began at the University of Wollongong in 2011 and concluded with the production of an Academic Performance Framework (APF). This framework outlines a new way of articulating performance expectations in order to recognise scholarship more broadly, as well as to emphasise more clearly the imperative for academics to be able to articulate evidence of the impact of their work.

Background In recent years there has been a growth in leadership development frameworks in health for the existing workforce. There has also been a related abundance of leadership programmes developed specifically for qualified nurses. There is a groundswell of opinion that clinical leadership preparation needs to extend to preparatory programmes leading to registration as a nurse. To this end a doctoral research study has been completed that focused specifically on the identification and verification of the antecedents of clinical leadership (leadership and management) so they can shape the curriculum content and the best way to deliver the curriculum content as a curriculum thread. Objectives To conceptualise how the curriculum content, identified and verified empirically, can be structured within a curriculum thread and to contribute to the discussion on effective pedagogical approaches and educational strategies for learning and teaching of clinical leadership. Design A multi-method design was utilised in the research in Australia. Drawing on core principles in critical social theory, an integral curriculum thread is proposed for pre-registration nursing programmes that identifies the antecedents of clinical leadership; the core concepts, together with the continuum of enlightenment, empowerment, and emancipation. Conclusions The curriculum content, the effective pedagogical approaches and the educational strategies are supported theoretically and we believe this offers a design template for action and a way of thinking about this important aspect of preparatory nursing education. Moreover, we hope to have created a process contributing to a heighten sense of awareness in the nursing student (and other key stakeholders) of the what, how and when of clinical leadership for a novice registered nurse. The next stage is to further test through research the proposed integral curriculum thread.

Background In the last decade literature, inquiries and reports into the short comings in health services have highlighted the vital role of leadership in clinical practice and the impact on patient care and effective workplace culture. Whilst there is an abundance of literature on leadership and the registered nursing workforce, an international literature review revealed there is very little known on leadership development in pre-registration nursing programmes. Objective To identify what the profession's views are on proposed indicative curriculum content suggested for clinical leadership development in a pre-registration nursing degree in Australia. Design This is a multi-method research study. This paper presents the development and results of one aspect of the study, a national online survey. Participants Nurses: clinicians, managers and academics. Methods In the absence of a strong evidence base in the literature review, additional pre-requisite curriculum content was augmented from the work of two published frameworks of leadership and management. From this a 67-item survey was designed to ask the profession whether the aggregated content is a reasonable view of what should be included in a pre-registration programme to develop clinical leadership. The survey sought the views of nurses on whether the proposed content was relevant (yes/no) and their opinion on whether it is significant via a 5-point Likert scale. Descriptive and chi-square analyses were performed in SPSS v.19. Results A total of 418 nurses completed the survey; there was consensus amongst the profession on what is considered relevant and important in a pre-registration nursing programme. Conclusions The content identified could be considered indicative and pre-requisite to include in a pre-registration nursing programme. Members of the nursing profession in Australia have clear views about this. The next step is to design and evaluate a purposeful pedagogical approach and curriculum, leading

Despite receiving growing international recognition and regard, the scholarship of engagement remains undervalued internally at academic institutions, especially in relation to career development and academic promotion. This form of scholarship presents difficulties relating to evaluation, assessment, and evidencing that are not generally present in the traditional scholarships of learning and teaching, research, and governance and service. Thus, scholarly engagement work is often not valued or rewarded by promotional bodies, and a gap is appearing between the career development opportunities, promotion, and probation outcomes of engaged scholars and those who focus on more traditionally recognized scholarly outcomes. To combat this, the University of Wollongong has undertaken a project that aims to embed the scholarship of engagement as a scholarly method of doing. This approach involves applying new and reformulated promotions guidelines to traditional scholarships in a way intended to remove barriers to promotion for “engaged scholars.”

A presentation.

Teaching and Learning as a form of scholarship has struggled for recognition in universities, with one of the biggest hurdles being visibility. As the Internet is now one of the primary sources of visibility, this study examines how Australia's 39 universities present their teaching and learning profiles online. The purpose was to examine the aspects of teaching and learning that were visible and those which were not, highlighting the areas of scholarship that may require enhanced focus. The study used a scoring system of 15 primary criteria drawn from the literature, in conjunction with common teaching and learning website elements as ascertained from a brief study of 20 websites. The results revealed that while certain teaching and learning aspects such as professional development and awards are consistently presented across the Australian tertiary sector online, other aspects such as scholarship of teaching and learning research foci and external impact are not generally visible on Australian university websites.

Background: Clinical leadership and the safety, quality and efficiency of patient/client care are inextricably linked in government reports, major inquiries and the professional literature. Objectives: This review explores the literature on clinical leadership development within pre-registration nursing programmes. Method: The literature retrieved from a scoping review was evaluated to identify what is already published on the development of clinical leadership within pre-registration nursing programmes. Twenty-seven publications matched the inclusion criteria and were included in this review, 14 journal articles, one thesis and 11 chapters within one book were analysed and three themes were identified: clinical leadership; curriculum content and pedagogy. Results and main outcomes: This review identified a paucity of literature specifically relating to clinical leadership and pre-registration nursing programmes and what is available is inconclusive and unconvincing. Conclusions: Academics, curriculum development leaders and accreditation bodies have a responsibility to influence how nurses are prepared for the profession as such clinical leadership and the new graduate should be considered an area of greater importance.

The role of history in developing professional identity in nursing is well known, and the discipline of nursing history research continues to flourish. Yet this work often struggles to find its way into undergraduate university nurse education courses. We put forward a model for "history as reflective practice" in which we suggest that historical studies can be used as a form of evidence to develop critical thinking and clinical reasoning, as well as situate nursing practice within its social and political context. In this model, we draw on historical scholarship related to the profession, practice and person, focusing on work which demonstrates nursing's contribution to broader systems of health care. Drawing on Lewenson and Lynaugh's 'history by stealth' approach, curriculum mapping and constructive alignment techniques are used to identify the moments in an existing programme where historical scholarship is relevant to an intended learning outcome. We then use an interdisciplinary team to develop learning activities and assessment tasks drawing on both primary and secondary sources that are then embedded within existing subjects. This model encourages students to consider history as a way of knowing and as a form of evidence within their reflective practice. Furthermore, it creates knowledge that continues to foster and acknowledge nurses', and nursing's, contribution to the development of human health.

Background A competitive Carrick Institute Competitive Grant (CG7-523) was obtained to explore what skills were taught and what assessment of practice approaches were used in nursing programmes in Australia. The intention was twofold; firstly to identify what skills were being taught which would contribute to the development of an assessment of practice toolkit for eligibility to practice programmes in Australia. This paper specifically reports on the skills taught in nursing programmes in Australia. Methods A qualitative research methodology was used through a documentary analysis of university curriculum documents. This was undertaken independently by two researchers; the data was then reviewed by an expert group. The skills taught were explored, listed and categorised using a conceptual framework, then refined and reported. Results Over 1300 skills were initially identified within nursing programmes across Australia; these were 'clustered' using a framework into 30 skills areas. These included psychomotor skills to skills areas that relate to human factors such as communication, team work, leadership and supervision. Conclusions A wide range of skills were referred to in university nursing programme curriculae in Australia. There were some significant variations; some universities taught their student nurses how to manage a client/patient requiring external invasive ventilator support. There were however a number of similar skills areas identified; such as acute care assessment skills (monitoring vital signs) and mental health assessment skills. The range of skills taught within nursing curriculum is challenging as there is only limited time to expose students to those skills and afford the student the opportunity to practice those skills in order to achieve competence prior to registration.

This chapter discusses the forces that operate within bureaucratic health service environments and the impact upon individuals and groups within them. It also discusses some of the recent positive movements towards assisting innovation and change in these environments. Change can be likened to a fast-flowing river: it continues remorselessly and it is very easy to get caught up in its currents. Once you are within a context where change is happening all around you, it becomes very difficult to do anything other than work extremely hard to keep your head above water. This is the situation for many nurses when they take up their first position in health services. However, as we shall see, it is not a situation that is peculiar either to nursing or to relatively inexperienced people.

A presentation.

A presentation.