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This paper examines responses to the trend for increasing participation in tertiary education, linking developments in higher education with those in apprenticeship systems, in Australia and the United Kingdom. In both sectors, expansion proceeded for several decades, but was robustly criticised in both countries. The expansion of access to these two forms of tertiary education, therefore, was contested and potentially precarious. The paper finds, through analysis of official data, that participation in higher education and in apprenticeship was actually almost static, or fell, in both countries in the 2010s. Yet criticism of expansion continued in media commentary during this decade. The paper both explains and takes issue with the arguments against expansion, which have been influential in both sectors. It discusses some ways forward to understand the phenomenon better, and also the need to address the problems caused by the restriction of opportunities. Comparative analysis between the two sectors has not previously been undertaken. It is argued in the paper that such analysis enriches the theoretical lenses through which expansion of access may be viewed, and that it may suggest avenues for future research, and perhaps, for advocacy. [ABSTRACT FROM AUTHOR]

Public health approaches to communication disability challenge the profession of speech-language pathology (SLP) to reconsider both frames of reference for practice and models of education. This paper reviews the impetus for public health approaches to communication disability and considers how public health is, and could be, incorporated into SLP education, both now and in the future. The paper describes tensions between clinical services, which have become increasingly specialized, and public health approaches that offer a broader view of communication disability and communication disability prevention. It presents a discussion of these tensions and asserts that public health approaches to communication are themselves a specialist field, requiring specific knowledge and skills. The authors suggest the use of the term 'communication disability public health' to refer to this type of work and offer a preliminary definition in order to advance discussion. Examples from three countries are provided of how some SLP degree programmes are integrating public health into the SLP curriculum. Alternative models of training for communication disability public health that may be relevant in the future in different contexts and countries are presented, prompting the SLP profession to consider whether communication disability public health is a field of practice for speech-language pathologists or whether it has broader workforce implications. The paper concludes with some suggestions for the future which may advance thinking, research and practice in communication disability public health. © 2015 S. Karger AG, Basel [ABSTRACT FROM AUTHOR]

In many countries concerns have been expressed about the merits of educational research. This paper reports on the outcomes of a review of reviews of such research in Australia and the UK. Taken at face value, the latest round of reviews are largely critical in the UK (where they have generated much debate) and mainly favourable in Australia (where they have not). In accounting for this difference the paper suggests that it might be explained in part as a function of how the reviews were conducted. In the UK reviews have tended to begin with the research and work forward to practice whereas in Australia they have been inclined to begin with practice and work back to the research. It is suggested that policy makers, practitioners and researchers in Australia and the UK have much to learn from each other's experience, as have those in other countries planning similar reviews. [ABSTRACT FROM AUTHOR]

Background: The substantial increase in the complexity of breast cancer care in the last few decades has resulted in significant improvements in survival rates and also in the quality of life of breast cancer survivors. However, across Europe there are variations in outcomes and access to the latest techniques. Whilst much of this variance is due to differences in health economies between European member states, training variation may also play a part. Training in breast cancer surgery varies greatly across Europe, not only in its basal discipline (general surgery, gynaecology or plastic surgery) but also in the length of training and whether there is any requirement for specialist training. Several countries have been leading the way in training breast specialist surgeons (the USA, the UK, Australia and New Zealand) with dedicated 1- or 2-year fellowships either within or in addition to standard training. Access to such training is limited and consequently many women in Europe are still treated by generalists, potentially denying them access to the best care. This paper reviews the issues surrounding training provision in breast surgery and some of the challenges which need to be addressed to improve the current situation. Summary: Breast surgery training in Europe is of variable quality and duration, which may result in variations in the quality of care received by patients with breast cancer. Specialist training standards are urgently required which should be adopted by all European member states. Excellent models are available in the USA, the UK and Australia and New Zealand on which to base this training. Key Messages: The quality of training in breast surgery needs to be upgraded and harmonised across Europe. [ABSTRACT FROM AUTHOR]

Maintaining competence and keeping skills and knowledge in children's orthopaedic nursing alive are problematic in both the UK and Australia. The dearth of dedicated postgraduate courses for this specialty has resulted in an array of unregulated in-house training, nurses' individual educational needs not being met and potential for children with an orthopaedic problem being put at risk of not receiving optimal care. This paper reports on a travel scholarship used to compare and contrast the UK with Australia, which supported an international scoping exercise to identify nurses' beliefs regarding expertise in children's orthopaedic nursing and explore provision for maintaining pertinent knowledge and skills. Potential ways to improve support for nurses in maintaining expertise in this field of practice are discussed. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to compare the use of blended learning in property education courses in different countries. The rationale for this study is to fill the research gap in this area. The focus of previous research on blended learning has been on individual countries only, and there is yet to appear any research on a cross-country comparison. The purpose of this study is to identity the differences as well as the good practices using blended learning as a delivery approach in different countries As a result, individual countries can learn experience from another country. It is expected academics interested in using blended learning as a delivery approach will benefit from the research findings of this paper, through gaining an understanding of the advantages and challenges of using blended learning in different countries. Design/methodology/approach – This paper presents the research findings of questionnaire surveys and interviews with academics teaching property courses in Australia and the UK. The questionnaire aimed to gather academics’ views on blended learning, their reasons for using blended learning as a teaching method, their design of blended learning courses and the support they provide to students on dealing with web technology. The aim of the interviews was to gain deeper insight into the successful factors and challenges in the use of blended learning. In total, 16 interviews were conducted. The interviews were recorded, transcribed and coded to identify similar themes. Content analysis was used as a method to analyse the interview data. The frequency of the answer in the questionnaire and comments from interviewees is presented. Findings – The Australian and UK property academics have similar views on many aspects of blended learning. Their definitions of blended learning are similar as their reasons to use it as a teaching method. The commonly used teaching and learning activities in their blended learning courses in both countries are, again, similar, such as the use of lectures, case studies and guest lecturers. On the other hand, the academics in the two countries face different challenges. A challenge faced by the Australian property academics is to deliver online courses to students who have limited internet downloading capacity and broadband width. Australia is a very large country and has more regional and remote areas. Another challenge faced by the Australian academics is keeping up with the constant introduction of new teaching and learning technology by their universities. On the other hand, the UK academics faced a different challenge, which was to sufficiently engage and encourage students to contribute in online Discussion Boards. The finding is possibly because the UK study was conducted two years prior to the Australian study and the idea of online discussions was relatively new to students at the time. The conclusion drawn from this research is that “time” and the size of the country influence the use of blended learning. Originality/value – This project is the first to conduct a cross-country comparison on the use of blended learning in professionally accredited property courses. [ABSTRACT FROM AUTHOR]

This paper presents a review of the literature relating to hard-to-reach families which has been published over the last 12 years in the UK, USA, Canada and Australia. The purpose of the review was twofold: to gain insights to understandings of the term ‘hard-to-reach’ within these services – education, health and social – which might be aiming to access such families in order to help them improve their life chances and to explore the ways in which services have been successful in engaging the families. A consistent message to emerge from the review is that complex issues need complex solutions which in turn need time to implement. Additionally, it is clear that services need to develop diversity of support provision in order to meet the varying needs of families and that services need to develop a shared script for working with them. [ABSTRACT FROM AUTHOR]

It is common to find final or near final year undergraduate Information Technology students undertaking a substantial development project; a project where the students have the opportunity to be fully involved in the analysis, design, and development of an information technology service or product. This involvement has been catalyzed and prepared for during their previous studies where the students have been told and shown how to develop similar systems. It is the belief that only through this 'real' project do they get the chance to experience something similar to what is expected of them when they embark on their chosen profession; that is, as an information technology professional. The high value of 'near real life' educational experience is recognized by many universities across the globe. The aim of this paper is to present examples from three countries - Australia, United Kingdom and South Africa, of the delivery of these team, capstone or industrial experience projects; their curricula and management processes. Academics from institutions in each of the countries share experiences, challenges and pitfalls encountered during the delivery of these information technology projects within their institutions. An overview of each institution's strategies is provided and highlights specific issues such as the selection of projects, allocation of teams to projects, legal requirements, assessment methods, challenges and benefits. The pedagogies presented here are not exhaustive; however, the three institutions do have in common the implementation of a combination of constructivism with a community of practice approach in delivering the project unit. The three universities recognize the need for industrial experience and learning of applied skills, and therefore make these projects a compulsory part of the curriculum. The projects tend to be real life business problems which are solved over a period of two semesters, and in the case of Cape Town it could be two consecutive years of two semesters each. These projects tend to involve practical development (for example databases and web sites). The process of project-to-team allocation is generally similar in all cases. Despite their differences, team work related problems are quite similar in all three cases presented, and seem to appear as a result of team work complexity, and the number of stakeholders involved. The intention of this paper is not to propose solutions to these problems (as these would be context dependent), but to draw the attention to the main problem categories for similar schemes, these are; • project selection, • management of students, • management of academic staff, • student team motivation, • equality and diversity, • passengers, and • assessment. Furthermore, it is not the intention of the authors to portray one approach as better than another, however, the approaches are representative of how team projects are being delivered across the globe, and in particular, in the contributing institutions. It is hoped that the assimilation and dissemination of information regarding the various approaches presented will nurture further discussion, and open communication across the globe with the view to enhancing the teaching and learning experience of such projects. [ABSTRACT FROM PUBLISHER]

Copyright of Gender, Place & Culture: A Journal of Feminist Geography is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper examines the emergence of education as a marketable service with institutions now seeking to market themselves in a professional manner. A comparison is made between two samples- one of administrators within educational institutions in Australia, Canada, New Zealand, the United Kingdom and United States, the other of college and university students in Australia. Statistical analysis identified a series of key factors considered critical to the successful marketing of these institutions. A comparison of institutional and student views is made concluding that significant differences exist between the two groups. Managerial and research implications are provided. [ABSTRACT FROM PUBLISHER]

Background/aim The successful development and maintenance of professional identity is associated with professional development and retention in the health workforce. This paper explores students' perspectives on the ways pre-entry experiences and curricula content shape professional identity. Methods An online cross-sectional survey was sent to students enrolled in the final year of entry-level programmes in five countries. Descriptive statistical analyses of data were completed. Results The results reflect the perceptions of 319 respondents from five countries. Respondents identified professional education (98%) and professional socialisation during placement (92%) as curricula components with the greatest influence on professional identity formation. Discipline-specific knowledge such as, occupation-focussed models and occupational science were ranked lower than these aspects of practice. The students' length of programme and level of entry-level programme did not impact on these results. Conclusion When designing curricula educators need to be mindful that students perceive practice education and professional socialisation have the greatest affect on professional identity formation. The findings reinforce the need for curricula to provide students with a range of practice experiences, which allow the observation and application of occupation-based practices. It highlights a need for educators to provide university-based curricula activities, which better prepare students for a potential dissonance between explicit occupation-based curricula and observed practice education experiences. The study indicates the need for further research into the role curricula content, and in particular practice education, plays in the multidimensional formation of professional development within entry-level programmes. [ABSTRACT FROM AUTHOR]

Debate on teacher quality and quality in teaching and teacher education has been as vigorous in Australia as it has been in the UK and the USA In Australia, however, reform in teacher education has been subsumed within a national metapolicy of corporate federalism which is an amalgam of beliefs or discourses including neo-corporatism, economic rationalism, corporate managerialism and human capital The paper analyses the most recent document on reform of teacher education in Australia (the Ebbeck Report) and shows how its policy formulation is influenced by the discourse of corporate federalism It also shows how micro-economic reform in this sector is related to reforms in other sectors of education. [ABSTRACT FROM AUTHOR]

Purpose: Health and social care professionals are ideally placed to identify and address gender-based violence (GBV), yet research continues to demonstrate that the subject is being poorly covered at undergraduate level. This qualitative study explored health and social care students' and educators' views on GBV education, with a view to identifying 'best practice'. We aimed to capture students' and educators' experiences and perceptions of GBV education across participating countries; how participants thought GBV should be taught/learned within their curricula; and their views on how GBV education might be 'optimized'. Methods: We conducted nine focus group discussions and one semi-structured interview with 23 students and 21 academic staff across the UK, Australia and Chile. Results: Thematic analysis yielded three themes: (1) GBV addressed in all but name, (2) Introduce sooner, explore later and (3) A qualitative approach to learning. Educators and students indicated that GBV is largely being overlooked or incompletely addressed within curricula. Many participants expressed a wish for the subject to be introduced early and revisited throughout their study, with content evolving as cohorts mature. Lastly, our findings indicate that GBV education could benefit from adopting a 'qualitative' approach, prioritizing survivor narratives and incorporating dialogue to facilitate student engagement. Conclusion: Though time constraints and competing demands within undergraduate curricula are frequently cited as barriers to moving away from traditional didactic methods, our findings suggest that teacher-centered strategies are insufficient and, in some regards, inappropriate for GBV education. The need for a paradigm shift in GBV education is discussed. [ABSTRACT FROM AUTHOR]

Social investment does not yet appear to have entered the social work lexicon yet reflects a shift toward early intervention and prevention and policies relating to early childhood education and care across the world. Recently, the prime minister of Australia announced new measures relating to childcare to ease the burden on working families and ensure high-standard care for pre-school children. Also announced was a mental health check to be administered by general practitioners for children as young as three years old. This change in social policy follows closely on the heels of the backlash against ameliorative welfare and move toward the preventive end of the social care spectrum. This paper examines developments leading to the social investment approach. It begins by defining social investment and providing an overview of key theorists contributing to our understanding of what ‘social investment is investing in’ and ends with a discussion of its implications for social work. [ABSTRACT FROM PUBLISHER]

The nursing profession has experienced significant change over the last 100 years. Consequently, the work-force of the 21st century is a diverse entity that is edging toward the specialization of nurses in a specific clinical setting. In such an environment, a common knowledge base is demanded of nurses - a factor that has affected the development of second level, or enrolled nurses (ENs). The forces at play raise questions about nursing roles and scopes of practice. The establishment of education pathways that promote career development has been the stimulus for conversations about the effectiveness of the transition of EN to registered nurse (RN). This paper presents a review of the literature that identifies and explores common emerging themes (making the move from EN; adapting to Bachelor of Nursing; transitioning to RN) associated with this transition through the process of undertaking baccalaureate studies in nursing. [ABSTRACT FROM AUTHOR]

This paper focuses on the history of relations between colonialism, schooling and social change in Australia, Papua New Guinea and Ireland, countries that were once part of the British Empire. It indicates that responses to schooling ranged from acceptance and tolerance, to modification and rejection, depending on the country, the issue, and the historical period. There were also differences in the historical connections in schooling between Britain itself and each country: regarding Australia, the relationship was predominantly unidirectional, from the centre to the Antipodes; in PNG British educational ideas which arrived were filtered through the Australian administration; while in Ireland, British initiatives in schooling contributed not only to social change there, but also helped produce loyal personnel to work in Britain and the colonies. Attention is also given to areas of interdependence and interconnectedness, and to illustrating how conducting such case studies is important in order to help counter alternative interpretations promoted by powerful sectors in society in the interest of reproducing their social privilege. [ABSTRACT FROM AUTHOR]

This paper builds on earlier work by the author to explore the international dimensions of a study of the changing roles and identities of professional staff in higher education (Whitchurch , ). It further develops the concept of the blended professional, characterising individuals with identities drawn from both professional and academic domains, and examines the institutional spaces, knowledges, relationships and legitimacies that they construct. Comparisons between the United Kingdom, Australia and the United States are used to provide indicators of possible futures for this group of staff, including their positioning in the university community, the challenges they face, and the potentials that they offer to their institutions. [ABSTRACT FROM AUTHOR]

In the wake of the introduction of graduate entry programmes, this paper aims to promote discussion and debate on student recruitment and selection, with a view to achieving a better match between the medical student population and the health needs of the population as a whole.Government initiatives in the UK and Australia have increased the number of medical school places, with a substantial proportion allocated to graduate entry students. In the UK, a government priority is to widen access to applicants from disadvantaged areas and lower socio-economic groups. In Australia, additional concerns for the government include ensuring medical services for rural and remote areas and improving indigenous health. At the same time, the governments in both countries are shifting costs in the direction of a‘user pays’ system.Graduate entry programmes represent a particular approach to minimising the effects of disadvantage, increasing the representation of students from diverse backgrounds, achieving a better match between the medical student population and the general population, and encouraging more flexible and inclusive selection and admissions policies. They also have certain disadvantages. It is possible to define a set of principles to increase the diversity of the medical school class with respect to both academic and personal qualities, whether in undergraduates or in graduate entrants.Graduate entry programmes can contribute to increased student diversity, but are unlikely to have much impact without other strategies to reinforce this aim. A nationwide collaboration could provide opportunities for research to establish more efficient and effective ways of selecting tomorrow's doctors. [ABSTRACT FROM AUTHOR]

Bullying in health workplaces has a negative impact on nurses, their families, multidisciplinary teams, patient care and the profession. This paper compares the experiences of Australian and UK baccalaureate nursing students in relation to bullying and harassment during clinical placement. A secondary analysis was conducted on two primary cross-sectional studies of bullying experiences of Australian and UK nursing students. Data were collected using the Student Experience of Bullying during Clinical Placement (SEBDCP) questionnaire and analysed using descriptive and inferential statistics. The total sample was 833 Australian and 561 UK students. Australian nursing students experienced a higher rate of bullying (50.1%) than UK students (35.5%). Students identified other nurses as the main perpetrators (Aust 53%, UK 68%), although patients were the main source of physical acts of bullying. Few bullied students chose to report the episode/s. The main reason for non-reporting was fear of being victimised. Sadly, some students felt bullying and harassment was ‘part of the job’. A culture of bullying in nursing persists internationally. Nursing students are vulnerable and can question their future in the ‘caring’ profession of nursing after experiencing and/or witnessing bullying during clinical placement. Bullying requires a zero tolerance approach. Education providers must develop clearer policies and implement procedures to protect students - the future nursing workforce. [ABSTRACT FROM AUTHOR]

Crime history was a pioneer in the digital arena, democratising access to the past by engaging large public and academic audiences with primary datasets online. This article traces the evolution of digital crime history from 2003 to 2021 in the United Kingdom and Australia. It charts a shift from catering to a passive audience towards projects that actively engage public audiences through crowdsourced transcriptions, interactive data visualisations and other aural, visual and multimedia forms. It has never been easier to access these nations' criminal pasts online, but we must pause to reflect on what the aims of public engagement are. What kinds of digital public pedagogy do we want to build, and how can they be critical, reflective and widely representative? We conclude by considering the challenges to this endeavour, including what roles academics and commercial gatekeepers might play, the effects of the COVID-19 pandemic and the uneven geographies of digitisation within the Southern Hemisphere. [ABSTRACT FROM AUTHOR]

Understanding parental practices and attitudes regarding child sexual abuse (CSA) prevention could be used to improve CSA prevention, but little information is available. In this study, we summarise survey data collected from 248 Australian and UK parents (87% female) with at least one child aged 6-11 years (M = 8.6, SD = 1.8). This is the first study to quantify parental use of protective practices, other than prevention education, which may guard against CSA. Parental media mediation, which may safeguard against online dangers, was another unique focus of this study. Participants reported their discussion of sensitive topics with their children including CSA; behaviors that may reduce the incidence of CSA (e.g., monitoring, supervision, delegation of care and checking-in with the child); mediation of their child's media use; and attitudes towards CSA prevention education. Parents reported discussing sexual abuse less than other sensitive topics such as abduction dangers, drugs, and death but more than issues surrounding puberty, sex and pornography. Parents reported using high levels of protective behaviours, however some areas of concern were revealed. Of concern was the low-moderate level of parental media mediation, with substantial numbers of children potentially exposed to online risks such as using devices unsupervised in bedrooms or chatting to individuals unknown to their parents and not having their devices checked for concerning content. Almost all parents were supportive of CSA prevention education and felt they should provide this education. However, two-thirds of parents thought CSA education may be associated with harms for the child and two-thirds of parents believed children could prevent their own abuse. Reported results will aid in our understanding of which areas of parenting could be strengthened to create safer environments for children. This research has particularly highlighted the need for parents to be more protective around their children's access to online devices. [ABSTRACT FROM AUTHOR]

Aims: To explore the experiences of strategic leads for nurse education as they sought to respond to the COVID‐19 pandemic. Design: We utilised a qualitative interpretative approach to explore education leaders' experiences of leading during the early months of the pandemic. Methods: Nineteen leaders with significant strategic responsibility for nurse education in Australia, Canada, New Zealand, Singapore and the United Kingdom were identified via purposive sampling and agreed to participate. Interviews were held between May and July 2020. Results: Four overarching themes arose from the analysis: (1) Crisis driven adaptability & flexibility; (2) Responsive, complex and changing communication; (3) Making decisions for student and staff safety; (4) Looking to the future; stronger partnerships. Conclusion: Internationally, while nursing education leaders faced different problems, they shared a common goal amidst the crisis to remain student‐centred. They demonstrated they were able to face major challenges, respond to large scale logistical problems and make decisions under significant and ongoing pressure. Impact: In responding to the pandemic, nurse leaders shared knowledge and offered mutual support. This bodes well for future collaboration. The move to online learning accelerated an existing trend and it seems likely that this will continue. Given the pressures they experienced over an extended period, the sector may wish to consider how it prepares and supports existing and future leaders. [ABSTRACT FROM AUTHOR]

Efforts to combat continuing gender inequalities in academia need to be informed by evidence about where differences occur. Citations are relevant as potential evidence in appointment and promotion decisions, but it is unclear whether there have been historical gender differences in average citation impact that might explain the current shortfall of senior female academics. This study investigates the evolution of gender differences in citation impact 1996–2018 for six million articles from seven large English‐speaking nations: Australia, Canada, Ireland, Jamaica, New Zealand, UK, and the USA. The results show that a small female citation advantage has been the norm over time for all these countries except the USA, where there has been no practical difference. The female citation advantage is largest, and statistically significant in most years, for Australia and the UK. This suggests that any academic bias against citing female‐authored research cannot explain current employment inequalities. Nevertheless, comparisons using recent citation data, or avoiding it altogether, during appointments or promotion may disadvantage females in some countries by underestimating the likely greater impact of their work, especially in the long term. [ABSTRACT FROM AUTHOR]

Prior to the Society of Hospital Pharmacists of Australia (SHPA) National Residency Program, residency training for pharmacists in Australia was not common practice. The Pharmacy Department at the Royal Melbourne Hospital has had a formalised residency program since 2004. More recently, a sustainability strategy was implemented to promote pharmacists who completed the residency program, which prompted a review of the existing program. A SWOT (strengths, weaknesses, opportunities and threats) analysis was undertaken, and a subsequent program was codeveloped with stakeholders and launched. The new residency program capitalised on the existing strengths and incorporated new elements from established US and UK residency standards, was implemented in May 2016, and was later awarded provisional accreditation by SHPA. The program has been shared with other organisations and was adopted by an interstate health network as a basis for their SHPA National Residency Program. The next phase of development will include an interim evaluation and initiatives to enhance the skill set of the team to deliver this program. [ABSTRACT FROM AUTHOR]

Abstract: Background: Healthcare is changing and the professions that deliver it need to adapt and change too. The aim of this research was to inform the development of a workforce strategy for Dietetics for 2020–2030. This included an understanding of the drivers for change, the views of stakeholders and recommendations to prepare the profession for the future. Methods: The research included three phases: (i) establishing the context which included a literature and document review (environmental scan); (ii) discovering the profession and professional issues using crowd‐sourcing technology; and (iii) articulating the vision for the future using appreciative inquiry. Results: The environmental scan described the current status of the dietetic profession, the changing healthcare environment, the context in which dietitians work and what future opportunities exist for the profession. The online conversation facilitated by crowd‐sourcing technology asked the question: ‘How can dietitians strengthen their future role, influence and impact?’ Dietitians and interested stakeholders (726 and 109, respectively) made 6130 contributions. Seven priorities were identified and fed into the appreciative inquiry event. The event bought together 54 dietitians and analysis of the discussions generated five themes: (i) professional identity; (ii) strong foundations‐creating structure and direction for the profession; (iii) amplifying visibility and influence; (iv) embracing advances in science and technology; and (v) career advancement and emerging opportunities. Conclusions: A series of recommendations were made for the next steps in moving the workforce to a new future. The future for dietetics looks bright, embracing technology, as well as exploring different ways of working and new opportunities, as this dynamic profession continues to evolve. [ABSTRACT FROM AUTHOR]

Some university schools of nursing in Australia and the UK have developed collaborative links with Malaysia to deliver part-time Transnational Higher Education (TNHE) post-registration top-up nursing degree courses. It enables nurses trained to diploma level to upgrade to a degree qualification. The views of 18 Malaysian nurses who had studied with one Australian and two UK TNHE universities were explored using a hermeneutic phenomenological approach. Participants recruited via convenience and snowball sampling methods were interviewed in English and Bahasa Malaysia (Malaysian language). Thematic analysis were used to analyse data. Findings indicated nurses’ frustration with technology-enhanced teaching and learning and a lack of support throughout the programme. Although nurses developed confidence in using computer technology, they remained disappointed with the level of academic support. The data and some useful strategies outlined provide important insights for TNHE providers, the Malaysian Nursing Board and private hospital employers to consider for enhancing nurses learning and experiences. [ABSTRACT FROM AUTHOR]

Context Longitudinal integrated clerkships ( LICs) represent a model of the structural redesign of clinical education that is growing in the USA, Canada, Australia and South Africa. By contrast with time-limited traditional block rotations, medical students in LICs provide comprehensive care of patients and populations in continuing learning relationships over time and across disciplines and venues. The evidence base for LICs reveals transformational professional and workforce outcomes derived from a number of small institution-specific studies. Objectives This study is the first from an international collaborative formed to study the processes and outcomes of LICs across multiple institutions in different countries. It aims to establish a baseline reference typology to inform further research in this field. Methods Data on all LIC and LIC-like programmes known to the members of the international Consortium of Longitudinal Integrated Clerkships were collected using a survey tool developed through a Delphi process and subsequently analysed. Data were collected from 54 programmes, 44 medical schools, seven countries and over 15 000 student-years of LIC-like curricula. Results Wide variation in programme length, student numbers, health care settings and principal supervision was found. Three distinct typological programme clusters were identified and named according to programme length and discipline coverage: Comprehensive LICs; Blended LICs, and LIC-like Amalgamative Clerkships. Two major approaches emerged in terms of the sizes of communities and types of clinical supervision. These referred to programmes based in smaller communities with mainly family physicians or general practitioners as clinical supervisors, and those in more urban settings in which subspecialists were more prevalent. Conclusions Three distinct LIC clusters are classified. These provide a foundational reference point for future studies on the processes and outcomes of LICs. The study also exemplifies a collaborative approach to medical education research that focuses on typology rather than on individual programme or context. [ABSTRACT FROM AUTHOR]

Objective: To systematically review the literature and map published studies on 4-8-year-olds' intake of discretionary choices against an ecological framework (ANalysis Grid for Environments Linked to Obesity; ANGELO). Design: Articles were identified through database searches (PubMed, PyscINFO®, Web of Science) in February and March 2014 and hand-searching reference lists. Studies were assessed for methodological quality and mapped against the ANGELO framework by environment size (macro and micro setting) and type (physical, economic, policy and socio-cultural influences). Setting: Studies were conducted in the USA (n 18), Australia (n 6), the UK (n 3), the Netherlands (n 3), Belgium (n 1), Germany (n 1) and Turkey (n 1). Subjects: Children aged 4-8 years, or parents/other caregivers. Results: Thirty-three studies met the review criteria (observational n 23, interventions n 10). Home was the most frequently studied setting (67% of exposures/strategies), with the majority of these studies targeting family policy-type influences (e.g. child feeding practices, television regulation). Few studies were undertaken in government (5·5%) or community (11%) settings, or examined economic-type influences (0%). Of the intervention studies only four were categorised as effective. Conclusions: The present review is novel in its focus on mapping observational and intervention studies across a range of settings. It highlights the urgent need for high-quality research to inform interventions that directly tackle the factors influencing children's excess intake of discretionary choices. Interventions that assist in optimising a range of environmental influences will enhance the impact of future public health interventions to improve child diet quality. [ABSTRACT FROM AUTHOR]

The creative arts can be used to support stakeholders of mental health services to communicate and share their lived experience. Digital storytelling is one method that has been used to capture people's lived experience. In this scoping review, we were interested in mapping how digital storytelling has been used in mental health, and to identify gaps in the literature. Nine databases were searched to identify peer reviewed literature published between January 2000 and August 2015; 15 articles were included in the review. The articles were categorized across four broad areas: educational interventions, learning skills, learning about other people's lived experience, and learning about personal lived experience. We identify that while digital storytelling has potential as a participatory process to promote mutual understanding of and empathy towards lived experiences in mental health, there is a dearth of research in this area. More research is needed on the use of digital storytelling in mental health to determine its effectiveness in progressing a recovery orientation in service provision that is built on solidarity and a social justice agenda. [ABSTRACT FROM AUTHOR]

Aim To explore the concept of sustainability in nursing using social media as a vehicle for discussion on the topic. Background There is a need for an increased awareness among nurses of the issues that are crucial for the healthcare sector to prepare for climate change and contribute to sustainable development. However, topics about sustainability and climate change are not a requirement of nursing curricula in Europe; social media provides an opportunity to raise issues and promote discussion. Design A thematic analysis of a Twitter discussion. Methods A Twitter discussion session hosted by @WeNurses took place on 24 March 2015 over 1 hour. Data were gathered via this online discussion hosted on Twitter, a social media platform. Following the discussion a thematic analysis of the posted Tweets was conducted. Findings One hundred and nineteen people posted nine hundred and ninety six Tweets, a reach of 3,306,368. Tweets broadly followed the questions posted by the team. Several threads related to the sustainable use of healthcare resources and the need to reduce waste was evident. A Word Cloud of the Tweets highlighted prominent words in the discussion: sustainability, nursing/nurses, curriculum, important, waste, practice, resources, student, plastic, health, gloves. Conclusion Social media is an effective way of engaging nurses and students in a discussion on challenging issues. Sustainability appears to be important for nurses, with a particular emphasis on resource use and the importance of sustainability topics in nurse education. [ABSTRACT FROM AUTHOR]

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This article asks: what is the significance of design history within higher education? It reviews the practice and purpose of design history, in the education of historically aware and critically engaged designers, as an emerging independent discipline, and in terms of what the subject has to offer allied fields such as history, sociology, cultural studies, history of technology, area studies and anthropology. It considers the development and current state of design history as it is taught in the UK and non-Anglophone Europe (including France, Italy, Scandinavia, Spain, Turkey and Greece), in the US, Australia and East Asia. The argument that follows is grounded in recent design historical scholarship, combined with the views of design historians working in the abovementioned countries, in order to provide both a contemporary perspective on current practice and suggestions about possible futures. [ABSTRACT FROM PUBLISHER]

Archives are institutions in which materials which have to be stored over a long period of time are maintained and brought into use. The archival material has administrative, financial, judicial, and more over, historical value. Thus, this material has the ability to shed light on the past and the future. Therefore, archives should be used as part of primary, high school and university education programmes. In particular, national archives abroad use different practices and techniques in order to extend the use of archives to educational programmes. Moreover, these national archives design practices and techniques according to the ages and area of interests of the students. In this study, entitled "The Use of Archives in Education: Examples from Abroad", the practices of national archives that have understood the importance of archives in education and have organized special programmes for teachers and students will be explained. These national archives include those in the USA, England, Scotland and Australia. Also in this study, in addition to the contributions of the four national archives to education, the ways in which we can improve the role of archives in Turkey for education will be discussed. [ABSTRACT FROM AUTHOR]

The article offers global perspectives on 20th century British history from Australia, Hong Kong, Japan, and South Africa. In Australia, the author discusses migrants from Britain, the British influences within Australian media, and how British history is taught at universities. In South Africa, the author discusses British identity, culture, and politics in relation to South African historical work. In Japan, the author discusses how the economic and social history of Britain has served as model for modernization. In Hong Kong, the author discusses how British colonial influences have led to internationalization.

Background: Legislative change and a university course to credential pharmacist prescribers are needed to move the pharmacist prescribing agenda forward in Australia. Non-medical prescribing courses in the UK aim to produce safe and competent prescribers who understand the prescribing process, know their limitations and practice within their area of competence. As no equivalent course exists in Australia there was interest in exploring whether a UK non-medical prescribing course could be adopted for the Australian environment. Aim: To pilot a UK non-medical prescribing course for Australian hospital pharmacists and to elicit participants' views on non-medical prescribing and experiences of the training. Method: The Department of Pharmacy Practice, Monash University hosted a non-medical prescribing course accredited by the Royal Pharmaceutical Society of Great Britain to credential pharmacists as supplementary and independent prescribers. 15 hospital pharmacists undertook the course over 9 months from September 2008. Participating pharmacists were either undertaking or planning to undertake advanced practitioner roles. Pharmacists' views on prescribing and credentialling were explored in 3 focus groups. Focus group discussions were audio-recorded and transcribed verbatim and thematically analysed using NVivo 8. Results: Participants identified positive themes of their understanding of non-medical prescribing and where it could lead, i.e. growth in self-confidence to undertake a new role and improved competency in communication and consultation skills. Negative themes related to legislative constraints, acceptance by other health professionals, assessment requirements for the Period of Learning in Practice and university documentation. Participants also stressed the need for the course to be customised to the Australian setting. Conclusion: This first experience of a course to develop pharmacist prescribing was positive but challenging and can assist the future development of an accredited Australian course for pharmacist prescribers. [ABSTRACT FROM AUTHOR]

Educational policies for students with a disability in Australia, the USA, the UK and in most western countries stipulate that inclusive placement should be an option available to parents. This article examines three principal drivers of inclusion: social justice principles, legislation, and research findings, and considers the extent to which each of these has impacted on inclusive policy and practice. The article considers the research base for inclusion, and examines the extent to which the policy and practice of inclusion is supported by evidence. It concludes with some suggestions for a research agenda that focuses on the particular contextual challenges and complexities faced in Australasian school settings, whilst recognising international directions in the identification of evidence-based practices. [ABSTRACT FROM AUTHOR]

There has been much recent debate, both in the media and in academic journals, as to the meaning of the term university. This article explores the legal meaning of the term, and the historical contingencies which have surrounded various understandings of the term. It compares the structure of the Eleemosynary Corporation—the individual colleges in Oxford and Cambridge in the United Kingdom, from which many of our conceptions of a “real” university arise—with the realities of the statutory university in the United Kingdom and Australia. It concludes that the term, although with a loaded legal and institutional meaning, is bereft of any inherent meaning conveying function, and that a debate on the role and independence of the university must be policy‐oriented but not reliant on the historical meaning of the word. [ABSTRACT FROM AUTHOR]

The aim of this article is to review and critique the current state of information literacy education, and propose a way forward. Key developments in the UK, USA and Australia are reviewed, including standards and models of information literacy. The place of information literacy in the higher education curriculum is discussed. Problems with current practice are identified, in particular, prescriptive guidelines which encourage a surface learning approach; delivery by librarians who may lack both educational training and power to influence the curriculum; and poor assessment methods. Alternative approaches are highlighted. A case study of a credit bearing information literacy class, offered by the authors to undergraduates at Strathclyde Business School, is analysed, to argue that information literacy can stand alone as a subject of study, with appropriate learning and teaching methods. The article concludes by proposing models for the information literate student and the information literate university. [ABSTRACT FROM AUTHOR]

This article examines and highlights the potential ambit of liability for educational negligence within universities. While the absence of any existing body of case law on the liability of universities necessarily requires a degree of speculation as to the attitude of the courts, some guidance can be obtained from the principles and policy underpinning the existing case law and commentary on the negligence of teachers and schools. This article draws on recent developments in the United Kingdom with respect to educational negligence. The common law in Australia has traditionally developed alongside United Kingdom law and legal developments in the United Kingdom are indicative and pre-empt or parallel developments in Australia. [ABSTRACT FROM AUTHOR]

The mathematics achievement scores of 28,274 students in 1443 Australian, Belgian, English, Finish, French, German, Israeli, Japanese, Dutch, Scotch, Swedish, and US. elementary schools were correlated with, and regressed on socioeconomic status, highest math course taken, weekly hours of homework, interest in mathematics, and several other variables with both individuals and schools within each country as units of analysis. The results corroborate recent syntheses of small- scale studies of productive factors in academic learning as well as regression analyses of large-scale surveys. Among directly alterable variables, the amount and the quality or vigour of instruction including homework most strongly influence achievement. [ABSTRACT FROM AUTHOR]

The article describes an extension of studies of basic biological concepts with British tertiary students to tertiary Australian students. Aim of this report is to further explore the conceptual frameworks and reasoning patterns used for unfamiliar biological problems which are based on real world instances. Several unfamiliar qualitative problems based on the concept of natural selection were designed, and given to the students in three different formats. Analysis of students' explanations was by identification of key concepts and phrases used.

The article offers information on the Royal College of Emergency Medicine (RCEM) Primary Examination (PE) which is a nominal equivalent with the Australasian College for Emergency Medicine (ACEM). Topics mention including the role of PE in emergency training, overall minimum training time in achieving the fellowship for ACEM and RCEM and cost comparison of ACEM and RCEM.

Background: Clinical teaching evaluations are common in health profession education programs to ensure students are receiving a quality clinical education experience. Questionnaires students use to evaluate their clinical teachers have been developed in professions such as medicine and nursing. The development of a questionnaire that is specifically for the osteopathy on-campus, student-led clinic environment is warranted. Previous work developed the 30-item Osteopathy Clinical Teaching Questionnaire. The current study utilised Rasch analysis to investigate the construct validity of the Osteopathy Clinical Teaching Questionnaire and provide evidence for the validity argument through fit to the Rasch model. Methods: Senior osteopathy students at four institutions in Australia, New Zealand and the United Kingdom rated their clinical teachers using the Osteopathy Clinical Teaching Questionnaire. Three hundred and ninety-nine valid responses were received and the data were evaluated for fit to the Rasch model. Reliability estimations (Cronbach's alpha and McDonald's omega) were also evaluated for the final model. Results: The initial analysis demonstrated the data did not fit the Rasch model. Accordingly, modifications to the questionnaire were made including removing items, removing person responses, and rescoring one item. The final model contained 12 items and fit to the Rasch model was adequate. Support for unidimensionality was demonstrated through both the Principal Components Analysis/t-test, and the Cronbach's alpha and McDonald's omega reliability estimates. Analysis of the questionnaire using McDonald's omega hierarchical supported a general factor (quality of clinical teaching in osteopathy). Conclusion: The evidence for unidimensionality and the presence of a general factor support the calculation of a total score for the questionnaire as a sufficient statistic. Further work is now required to investigate the reliability of the 12-item Osteopathy Clinical Teaching Questionnaire to provide evidence for the validity argument. [ABSTRACT FROM AUTHOR]