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Clinical nurse educators within Queensland, Australia, tend to be selected for the job based on their clinical expertise and consequently may lack knowledge of educational theories and practices. Within the Nursing School in which this project was based, there is interest in developing expertise in Transformative Learning theory. To share this knowledge with clinical educators, a workshop was designed using short films produced by the research team that focused on potentially transformative moments in clinical placement settings that the literature and the researchers' experience had shown to be important. As the project developed iteratively through various stages, action research was chosen as the most suitable methodology to research and document the evaluation of this training workshop, which brought together 20 nursing clinical nurse educators. Interpretive data analysis approaches were employed to understand participants' learning experiences resulting from the workshop, which led to four key themes: 1) first encounters with students need to be engaging and energising; 2) teach students how to bracket personal needs so they can provide professional empathic actions; 3) teach students to value both procedural- and person-centred care; 4) a transformative learning pedagogy is useful for clinical nurse educators to frame and enhance their teaching practice. Learning experiences produced using an action research methodology can stimulate clinical nurse educators to engage with and use relevant educational theory in ways that enable some of the more nuanced and affective dimensions of clinical training.

Rising worldwide scrutiny of the PhD has focused on issues such as return on investment and career outcomes. This article investigates PhD graduate careers and knowledge transfer looking at the Humanities, Arts and Social Sciences (HASS). Firstly, our extensive literature review of PhD graduate outcomes reveals limited knowledge of HASS careers and a Science, Technology, Engineering and Mathematics (STEM) bias. Secondly, our case study of graduates suggests HASS PhDs provide a vital conduit for end-user engagement and knowledge transfer. Our findings deepen knowledge about the careers of HASS PhDs by revealing pre-existing professional networks may be harnessed to inform end-user relationships throughout candidature and post-graduation. Contrary to dominant assumptions, these networks may endure even for graduates in the academy. This under-recognized phenomenon demonstrates the multi-sector knowledge transfer capacity of HASS researchers with implications for their research capability and career development needs and perceptions of the value of their research.

This article discusses how doctoral candidates identify and navigate personal learning challenges on their journey to becoming researchers. Our study asked creative arts and humanities candidates to think beyond the research project itself and reflect on emotional hurdles they were facing or had overcome. The findings point to a great deal of 'invisible' work that underpins doctoral study, and show that such hidden work can have a major influence not only on the research project, but also on progress and satisfaction with the learning journey. In this article, we outline the key themes that emerged from the study: on the emotional and transformational dimensions of the doctoral journey. Using these themes and the candidate stories surrounding them, we align the doctoral journey with Joseph Campbell's journeying 'hero' and Mezirow's concept of transformation, and suggest how making such invisible aspects of candidature more visible might enhance research training.

This article brings together a group of history practitioners who, prompted by their experiences of creative approaches to the theory and practice of history, are exploring how the term 'Creative Histories' might apply within the Australian context. While the term and practice of Creative Histories has gained international currency in recent years, little has been done to consider its development and relevance in Australia. Here we develop a working definition for the term which has been shaped in conversation with Creative Historians at the University of Bristol and a suite of interviews conducted with 10 Australian 'creative historians' who have worked or still work within the academy, as well as four Indigenous artists, academics and activists who each employ creativity in the ways they 'practice the past'. Together, these influences indicate that questions of purpose, poetics and politics go to the heart of Creative Histories in Australia and that a fuller understanding of both Creative Histories and the creative histories of Aboriginal practitioners will make a useful contribution to conversations concerned with decolonising the discipline in Australia. [ABSTRACT FROM AUTHOR]