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Transformative learning aims to awaken students to issues of injustice, and to promote their critical analysis of assumptions, beliefs and values that lead to and sustain social inequities, so that they may become agents of social change. This paper introduces the Sensitise Take Action and Reflection (STAR) framework, which encapsulates transformative learning principles, as a tool for educators to enhance student health professionals' capacity and preparedness to address health inequities they are likely to encounter in their future practice. Using an action research methodology within a three-cycle process, STAR was trialled and evaluated by an interdisciplinary team of health educators (n = 25) in an Australian university. Disciplines included: nursing, nutrition and dietetics, public health, occupational therapy and paramedic science. Data were gathered via individual interviews, focus group discussions and field notes, and were analysed inductively, with member-checking of emerging themes to ensure interpretive rigour. The results of this research suggest that STAR is easily understood by users, has relevance for health professional education, and holds promise for producing desired educational outcomes within and across health disciplines. Furthermore, this project could be considered a model for fostering inter-professional collaboration in health education, research and practice. (Contains 3 figures.)

Every day in Queensland, Australia, student services within schools are responding to children who have deliberately self-injured. Although school nurses are in a prime position to effectively intervene, mitigate risk, and promote healthy self-caring behaviors, no programs that focus specifically on self-harm currently exist. This feasibility study of a program to assist young people find safer alternatives to self-harm canvassed opinions of 12 school nurses in secondary schools on the Sunshine Coast in 2009. Participants showed strong support and reported that the program was much needed; had an innovative, strengths-oriented approach; incorporated an essential training component; would likely be engaging for young people; and was in appropriate format. Perceived challenges to implementation included garnering support from the school community and educational stakeholders and recruiting young people most likely to benefit. Suggested changes included providing a youth-friendly name for the program and formalizing inclusion criteria to select appropriate group members. (Contains 1 figure and 3 tables.)

The philosophical basis of a nursing education curriculum in Australia is the human dimension of nursing. The curriculum acknowledges the importance of the learning climate, diverse learning styles, diversity, and the active role of teachers in developing nurses who are competent and critical thinkers. (SK)

Describes a teaching-learning framework for nursing education that has learning outcomes at its center. Elements discussed include learning climate; shared culture; input factors (student, teacher, and institutional characteristics); course design, content, organization, and objectives; the psycho-socio-political-economic environment; and assessment and evaluation. (Contains 60 references.) (SK)

The author reflects on issues over the superhero narratives given to nurses during the COVID-19 pandemic, particularly the dangers they face due to poor working conditions and lack of personal protective equipment. Topics include the flaws of some nurses like ignoring or transgressing rules, the lack of appreciation of the role of mental health nurses, and the need for systemic change to address the flaws in the healthcare system that were revealed by the pandemic.

Background: The increase in the frequency and severity of student incivility and unprofessional behaviours in clinical education is of concern. Aim: To determine the types and frequency of incivility and unprofessional student behaviours, triggers for disruptive behaviour and situations that clinical educators find challenging. An exploratory study using online surveys and interviews investigated perspectives of 71 respondents from two Schools of Nursing within Australia and one in the United States. Results: Almost all participants had experienced student incivility and unprofessional behaviours in the previous 12 months. A significant antecedent for these behaviours was students receiving feedback perceived to be negative. Clinical educators with experience and qualifications in education reported more incidents and frequency of student incivility and unprofessional behaviour. Conclusions: Incivility and unprofessionalism is commonly reported. It is recommended that students and faculty act proactively to prevent these behaviours, and that focused training and support to prevent, reduce and manage incivility and unprofessionalism is implemented. [ABSTRACT FROM AUTHOR]

Abstract: Mental health is a leading health issue facing young people today, particularly those living in rural and regional areas. Although public policy supports schools‐based health promotion, there is limited evidence of the efficacy of such programmes and the elements that enhance successful implementation in rural and regional areas. A study was designed to evaluate a mental health promotion programme, delivered collaboratively by nurses, guidance officers, and teachers, to 850 young people from 23 rural and regional high schools in Queensland, Australia. The study aims were to determine what effect the intervention had on young peoples’ resilience, coping, and self‐efficacy, and to understand the implications of delivering the programme in the regional Queensland school setting. Students completed self‐report measures of self‐efficacy, resilience, and coping strategies pre‐ and postprogramme, as well as at 8‐week follow‐up. We found that after programme completion there was a significant increase in self‐efficacy and in the number of positive coping strategies used by the participating young people. Qualitative data indicated that participants benefited from the collaboration between health and education sectors; that is, nurses, guidance officers, and teachers delivered the programme together in ways that were perceived to be respectful of young people and effectively discussion‐based, and engaging. [ABSTRACT FROM AUTHOR]

Abstract: Background: Although teamwork and interprofessional collaboration are critical to patient safety, nursing, medical, and allied health graduates often feel ill‐prepared to confidently communicate and collaborate with other team members. While interprofessional education (IPE) has been advocated as a way of addressing this issue, there are multiple barriers to its systematic and sustained integration in undergraduate healthcare programs. Despite these challenges, examples of effective IPE initiatives have emerged. Innovation: This article profiles seven case studies of innovative interprofessional education activities that have been successfully implemented across five countries, for a variety of learners, using different delivery modalities, and with evaluation results attesting to their success. Conclusions: The case studies demonstrate innovative ideas that have the potential to overcome some of the barriers to IPE through the use of creative and targeted approaches. This article provides a wealth of ideas for the successful design and implementation of IPE initiatives and will be of benefit to educators wishing to expand their repertoire of teaching approaches. Clinical Relevance: A body of research attests to the relationship between interprofessional communication, teamwork, and patient outcomes. IPE is imperative for facilitating the development of nursing graduates’ communication and teamwork skills; however, innovative approaches are needed to overcome the perceived and actual impediments to its implementation. [ABSTRACT FROM AUTHOR]

Approximately three quarters of all major mental disorders begin in adolescence. Finding ways to buffer against stress, access social support and connection and flexibly draw upon a range of coping mechanisms are vital strategies that young people can use to promote mental health and wellbeing and to navigate this turbulent life transition successfully. Within Australia, like other parts of the world such as the UK and the USA, it is a sad reality that when young people do become distressed they are not self-caring or supporting others effectively, and not seeking or receiving appropriate help. In order to respond proactively to this issue, a nurse-initiated mental health promotion program was developed. It is termed, iCARE, which stands for Creating Awareness, Resilience and Enhanced Mental Health. The aim of this paper is to discuss the underpinning educational theory that assists in developing in young people a sense of belonging, empathy, self-care and resilience, and why the strategies chosen to engage young people are likely to be effective. [ABSTRACT FROM AUTHOR]

Nursing students are not always well prepared for the kind of adverse events they may experience in the workplace and yet it seems apparent that future students could benefit from learning about such experiences so that they can be avoided, or their impact minimised. This research aimed to identify nursing students' experiences of adversity, collaborate with students to discern important lessons for future students in their experiences, and make recommendations for other educators on how to use these adversity stories as lessons. Seven Australian nursing students were interviewed using critical incident technique consisting of 7 questions. This paper focuses on the responses to the questions: “Does this story's message have a place in the curriculum?” and “How would you teach this lesson?” Data were analysed using critical discourse analysis. Four recurring discourses emerged including: power relationships are a two-way street; learn from mistakes to prevent mistakes; begin cultural consciousness-raising in first year, first semester; and become critically self-aware. Narratives derived from original stories of adversity may be a valuable source of learning about the realities of the workplace but to benefit fully, educators need to assist students to notice and analyse embedded messages. [ABSTRACT FROM AUTHOR]

Background: Enrolled nurses (ENs) across Australia precept nursing students in the clinical field. Yet learning about the preceptoring role is not widely available to ENs. Educational innovation: EN's in this study participated in a professional development project that utilised the material of an online learning resource, originally designed to inspire clinical registered nurses (RNs), and RN teachers, to develop teaching innovations in their role. Aim: The aim of this paper is to report the results of a pre-post-test questionnaire designed to evaluate the impact of the professional development intervention. Results: The analysis showed high scoring means with many items in the questionnaire statistically significant (p < .05, CI 95%). Conclusion: Results indicated positive differences in a number of teaching capabilities between pre- and post-test scores. This suggests ENs appreciate education that extends beyond clinical skills and that professional development should include the nursing education role. [ABSTRACT FROM AUTHOR]

An editorial is presented that discussed about the nurses focus on to step up to improve child and adolescent mental health globally. It mentions about nurses who particularly located in community and primary care settings should focused on professional development and greater career opportunities and also highlights nurses trained in collaborative ways of working with families and young people.

Tobacco smoking is the largest single preventable cause of death and disease in Australia. Reports suggest that up to 88% of people who have mental health problems of any kind continue to smoke, even when in acute mental health units. Some organisations have adopted smoking-free policies; however, implementation of smoking cessation programmes in acute mental health units has had varied levels of success. This qualitative study examined the second attempt to implement a smoke-free policy in an acute mental health service in Queensland, Australia, to explore the facilitators and barriers to change. Post-process interviews conducted with 10 clinicians and consumers revealed facilitators and barriers within themes of Culture, Wellbeing and Strategy. Key barriers included a negative institutional culture, fear and inconsistent application of the policy (associated with staff attrition, workloads, policy loopholes and resistance). Key facilitators were positive leadership, adequate resources, staff and consumer engagement, supportive formal policy and staff unity. Analysis also suggested benefits in cultivating a non-restrictive, healthy and respectful environment, and deploying a clear, consistent strategy that includes planning, preparation, implementation and maintenance phases. [ABSTRACT FROM PUBLISHER]

Purpose Major streams in mental health nursing in undergraduate nursing programs were introduced in Australia as a strategy to address current and projected workforce shortages. Of the 14 programs originally planned or implemented, only five are continuing. Design and Methods A qualitative exploratory study was conducted involving in-depth interviews with representatives of universities that had ceased the major streams or abandoned plans to introduce them. Findings Significant themes from interview material on abandoned programs were efficient use of resources, expertise, and problems with registration. On the programs now terminated significant themes were viability and commitment to mental health nursing. Practice Implications These findings suggest demonstrable and sustainable commitment to mental health nursing is a precursor to success of major streams and advancement of the mental health nursing specialty. [ABSTRACT FROM AUTHOR]

Changes to the educational preparation of the nursing workforce in mental health continue to have profound effects on the availability of sufficient numbers of skilled graduates willing to work in this field. The longevity of the problem has focused attention on possible solutions. Introducing a major stream in mental health nursing in undergraduate Bachelor of Nursing programmes was proposed and supported as a potentially beneficial strategy, adopted by some Australian universities. Despite the promise invested in this strategy, systematic evaluations to determine the effectiveness or otherwise of this approach were not initiated. A qualitative exploratory study was undertaken with Australian universities, which had implemented the major stream, regarding their experiences and observed outcomes. In-depth interviews were conducted with a mental health nurse academic from each university. The barriers to the effectiveness of the major in mental health nursing are the specific focus of this paper. Thematic data analysis revealed three main barriers: clinical placements, lack of support from other academics, and integrated curricula. These barriers substantially limited the effectiveness of this strategy - in some instances, leading to the programme's termination - and must be assertively addressed to maximize the potential of the major in mental health nursing. [ABSTRACT FROM AUTHOR]

This pragmatic, exploratory qualitative study, as part of a larger funded research project, sought to explore families’ perspectives on what it means to value a person with dementia and how this value might influence the quality of life of people with dementia. In-depth interviews were conducted with 20 family members who used one long-term care service provider in Australia. Families described the factors influencing a positive quality of life for the person with dementia as being related to the environment and, in particular, to the resident’s room, supportive staff and individualised care that valued the person’s life experience. Family also reported a negative impact on quality of life when staff and the care facility neglected to provide an individualised approach. This study highlights the importance of demonstrating the value of the person with dementia, the family role and partnerships of care. [ABSTRACT FROM PUBLISHER]

Purpose – Government-run mental health services in Australia run predominantly on a multidisciplinary team (MDT) model. Literature and observation from practice shows that interprofessional tertiary sector training is absent, ad hoc or not documented, leaving students inadequately prepared for disciplinary differences in opinions and practices. Learning in interprofessional educational settings provides one way of overcoming the difficulties. The purpose of this paper is to describe the outcomes of an interprofessional learning experience targeting final year Australian students enroled in health promotion, registered nursing, enroled nursing, paramedic science, psychology, social work and occupational therapy who are intending to work in mental health teams. Design/methodology/approach – Using a mixed method, pre- and post-test design (four time intervals), with data collected from three scales and open-ended questions, this study measured participant changes in knowledge and attitudes towards interprofessional education and mental health. The study also examined students’ and educators’ perceptions of the value of an interprofessional teaching and learning model. Findings – There was a significant increase in clinical confidence at each time interval, suggesting that the intervention effects were maintained up to three months post-training. Themes about the value of interprofessional learning in mental health were extracted from student data: learning expanded students’ appreciation for difference; this in turn expanded students’ cross-disciplinary communication skills; growing appreciation for diverse world views was seen to be relevant to person-centred mental healthcare; and practice articulating one's own disciplinary views clarified professional identity. Research limitations/implications – Generalisability of the outcomes beyond the disciplines sampled in this research is limited. MDTs typically include doctors, but we were unable to include medical students because the university did not offer a medical programme. The readiness for participation in a collaborative MDT approach may differ among students groups, disciplines and universities and technical and further educations. There may also be differences not accounted for in these findings between undergraduate students and established healthcare professionals. Further research needs to establish whether the findings are applicable to other student groups and to professionals who already work within MDTs. Originality/value – These results demonstrate that intensive interprofessional learning experiences in tertiary education can be effective means of increasing students’ awareness of the role of other professionals in MDT. [ABSTRACT FROM AUTHOR]

Rising health inequities, continuing nursing shortages, and overlooked professional development needs of nurse educators are three important issues facing nursing in Australia. This paper argues for an innovative and proactive strategy that could transform the nurse education workforce into one that is repopulated, reinvigorated and refocused. The problem facing nurse educators, and subsequently affecting nurses' preparation for practice and longevity in the profession, was identified by drawing on findings from the literature, extensive educational experience, and an exploratory study of nurse educators working in universities, colleges and health services. A solution has been devised by drawing together the tenets of critical social theory, transformative learning, communities of practice and social media. Nursing educators, refocused around a social justice agenda, may be the remedy that the Australian Health Care System requires to embark on effective action that can benefit everyone, from the health service staff to our most vulnerable groups in society. This refocusing can be achieved in a structured and strategic process that builds confidence and professional capabilities. [ABSTRACT FROM AUTHOR]

Australia has national and state mental health plans that guide service development and promote quality in its public mental health system. Interestingly though, Australia still lacks a well-managed, priority-driven program of research in the mental health sector. This lack is perhaps indicative of the historical relative lack of funding for mental health research compared with other areas of health, at a national level. As a result, approaches to research tend to be ad hoc and reactive to emergent problems. In 2009-2010, a participatory action research study using elements of the consensus oriented Delphi method was implemented in a Queensland regional public mental health service. The aims of the study were to identify and prioritise research questions of importance to the local public mental health service and its members, to compare local priorities with national and state research agendas, and to identify needs relating to research capacity. Data were collected using a modified Delphi technique, three rounds of surveys, field notes and research team reflection. The study reached consensus, with all three cohorts of participants agreed that emotional well-being was the most important research area. The second most important research area was service quality and accountability. The equal third most important research areas were family involvement in the care of their relative and personal (that is, consumer) involvement in their own care. [ABSTRACT FROM AUTHOR]

Purpose - It is now common place for mental health services to operate using multidisciplinary teams (MDTs) where several health professionals simultaneously maintain their disciplinary distinctiveness and assume complementary professional roles. This requires awareness of other team members' disciplines and good team-work skills. Yet in Australia, the preparation of health professionals continues to occur primarily in single-discipline programs, where interaction with other disciplines often only occurs in an ad hoc, time-limited way during clinical placement. This paper seeks to provide serious reflection on preparing students for the multidisciplinary practice within the mental health system.Design/methodology/approach - The authors introduce a student placement preparation learning package that was developed and trialled with a range of health professional students at two Australian universities. Transformative learning principles underpinned the development of the education materials and related activities, which were designed to sensitise students to the potential problems that arise within MDTs and to equip them with communication strategies for use in their university placement experiences, as well as in their future professional practice.Findings - The very large majority of student placement preparation workshop participants rated the workshop activities as extremely helpful. After participating in the activities, the very large majority of participants strongly endorsed the workshop learning objectives of understanding the different roles of MDTs members, skills required for working in MDTs, principles of collaborative team-work and respectful, positive attitudes to MDTs members.Originality/value - The transformative learning approaches to education of health professionals which are described in this paper help students to examine ways to think more critically and constructively about MDTs. [ABSTRACT FROM AUTHOR]

Contemporary nursing education in Australia needs to respond to the imperatives facing clinical practice (A* that nurses be work-ready, resilient, multi-skilled, good team communicators, compassionate and responsive to the diverse needs of clients and families. Transformative learning principles combined with effective, action-based learning experiences can provide a focused pedagogical basis for cultivating and achieving these graduate outcomes. In this paper, a novel framework is presented that provides a structure to support educators and curriculum development. The STAR framework, which stands for Sensitivity, Taking action and reflection, is easily remembered and embodies key aspects of transformative learning. [ABSTRACT FROM PUBLISHER]

Understanding mental health nursing's past is an important way to preserve our cultural heritage. By exploring and then disseminating the insights gained through examination of the past, students and practicing mental health nurses may become more aware of the social and intellectual origins of the profession. They may also have their professional connections and commitment to mental health nursing clarified and reconfirmed. This paper presents the results of a survey conducted in Queensland in 2009. Members of the Australian College of Mental Health Nurses were invited to identify mental health nurses who they perceived had made a noteworthy contribution to the profession. Twenty mental health nurses were identified from the 38 surveys received. The reasons underlying the nominations revealed two main themes: achievements and qualities. Achievements included the subthemes: practice pioneer; career longevity; and far reach of influence. Qualities included: inspirational role model; and passion, dedication and/or commitment. The study provides a beginning conversation on the preservation of heritage and recommends deeper exploration of the history of mental health nursing within Australia, and specifically Queensland. [ABSTRACT FROM AUTHOR]

Aim and objectives. This Australian study evaluated the effectiveness of a solution-focused education intervention in extending and improving emergency nursing responses to patients who present because of self-injury. Background. Emergency nurses commonly report lack of training and feeling unskilled in managing people who present because of self-harm. Most educational interventions have provided content knowledge, yet rarely have they focused on conveying the value of health promotion strategies such as proactive skills and coping strategies. Design. A mixed method pretest–posttest group design was used. Methods. Nurses ( n = 36) were interviewed to examine differences in professional identity, awareness of self-injury and clinical reasoning. Results. The qualitative results are presented in this paper and these showed improvements in knowledge and understanding of self-harm, self-belief in nurses’ capacity to positively influence clients and the value of health promotion skills. The intervention produced a positive attitudinal shift towards clients and an expressed intention to act in ways that were more person-centred and change oriented. Conclusions. The solution-focused education intervention appears to show promise as an intervention for enabling nurses to value their unique contribution to providing a health service that is more proactive and health-promoting. Relevance to clinical practice. Interactive education bringing psychosocial skills to technical nursing staff builds confidence, competence and more person-focused care. [ABSTRACT FROM AUTHOR]

Discusses the need for Australian health educators to focus on smoking cessation by the youth. Examination of the dynamics of youth culture and the associated self-management strategies employed to quit smoking; Information on national and state anti-smoking policies; Reasons for the failure of some Australians to quit smoking.

More nurses than doctors killed in the Holocaust but are little studied. In Nazi 'euthanasia' institutional patients, with others, were killed by nurses. A German film, Fog in August (2016), tells of a boy caught in Nazi 'euthanasia'. We piloted the film to increase knowledge about nurses in Nazi 'euthanasia'. In Australia, 21 participants (health professionals, community members) completed pre-and-post questionnaires testing levels of knowledge. Knowledge increased – median post-score (1.75) > pre-score (1.0), median of differences 0.5 (p = 0.001). This film effectively increased knowledge, and the study methods worked. We will develop a project to teach nurses about genocides. [ABSTRACT FROM AUTHOR]

A letter to the editor is presented in response to the article "A broken promise? Exploring the lack of evidence for the benefits of comprehensive nursing education," by B. Happell and J. Cutcliffe.

Background: Registered Nurses are recruited from clinical positions to work as clinical facilitators, supervising nursing students' clinical learning. Few studies have reported on the capabilities of the group, nor offered clinical facilitators validated tools to support their professional development., Objective: To test the validated Capabilities of Nurse Educator (CONE) questionnaire with expert clinical facilitators. To use the modified CONE to investigate the Australian clinical facilitator capability for the role., Design: Cross-sectional survey design., Participants: A purposive sample of 235 Australian clinical facilitators., Method: Face validity testing was completed with five members of the target group. The modified CONE was emailed to the 235 Australian nurses with a link for the CONE to complete online. Appropriate statistical analysis was applied to the aggregate data., Results: All 93 items and six subscales remained in the modified CONE following minor rewording, of some items. Eight-one (n = 81) participants responded. Clinical facilitators are committed to supporting students to learn, and to their own life-long learning, however the survey results identified gaps in leadership and research capabilities., Conclusion: The modified CONE is suitable for use with clinical facilitators as both a self-assessment tool and for understanding group professional development needs. The results of this study will be beneficial in the design of future professional development for clinicians working with students in clinical settings., Competing Interests: Declaration of competing interest The authors declare there is no conflict of interest in this study neither is there any conflict of interest in seeking to publish this study., (Copyright © 2020 Elsevier Ltd. All rights reserved.)

Objective: Clinical supervisors, who support and assess health students' clinical learning, encounter many challenges. Professional development opportunities for clinical supervisors to overcome the challenges are available but are often designed to meet organisational and tertiary provider administrative needs, rather than the needs of intended target groups., Design: A qualitative action research study was designed to include a group of Australian nursing clinical supervisors in the design and implementation of meaningful professional development activities., Participants: Ten clinical supervisors, from one organisation, participated in three meetings to explore shared challenges and create solutions to resolve these challenges., Results: Over a seven-month period in 2018-2019 data revealed clinical supervisors in this study experienced a variety of tensions. Participants prioritised three opposing tensions that were of shared concern; Doing and Thinking; Educator and Clinician and Negotiating and Challenging. Being able to visualise and articulate these tensions helps to empathise with the role complexity that clinical supervisors experience, and this led to the production of solutions which validate and advocate for the role and the values., Conclusion: The group created innovative solutions such as podcasts, posters, banners and flyers to assist them to harmonise the tensions and work more effectively in their role., (Copyright © 2019 Elsevier Ltd. All rights reserved.)

Australia is a country rich in cultural diversity, with Indigenous Australians having specific cultural values and a variety of spoken languages. In addition, the increasing number of people from migrant and refugee backgrounds requires that health professionals be able to communicate effectively with people from a wide range of cultural backgrounds. This is particularly relevant when undertaking a mental health assessment, because members of diverse communities often face the dual vulnerability of marginalization and stigmatization. This paper reports on the development and evaluation of a virtual teaching and learning resource that prepares health students to be culturally competent in mental health assessment. Four online interprofessional learning journeys were developed. Evaluation of the learning resources was conducted across three participating Australian universities. Quantitative evaluation involved pre- and post-testing using an empathy scale, the Mental Health Nursing Clinical Confidence Scale, and the Cultural Competence Questionnaire informed by the theory of planned behaviour. Qualitative data from focus group interviews explored participants' experiences of using the guided learning journey. Participants reported changes from pretest to post-test in their empathy and attitudes towards culturally and linguistically diverse consumers with significant positive changes in cultural competence, empathy, and attitudes. There was strong satisfaction with the learning materials, indicating that participants valued this 'real world' learning experience. Results require cautious interpretation, given recruitment difficulties in the evaluation phase. However, these learning journeys appear to have potential to be an effective way to challenge attitudes and perceptions, as well as increase cultural competence towards culturally and linguistically diverse consumers., (© 2017 Australian College of Mental Health Nurses Inc.)

Background: To inspire excellent clinicians to become educators, the role of the nurse educator needs to be more fully defined. Capabilities rather than competencies may better describe advanced professional practice., Objectives: To develop an effective measure of the multifaceted complexity of the nurse educator role, which will enable nurse educators to (1) self-assess their capability set, (2) identify areas for professional development, and (3) evaluate professional development interventions., Method: A questionnaire (with 6 subsets) interrogating nurse educator capabilities was developed through wide professional consultation and an expert working group, and evaluated. Statistical analyses investigated internal consistency, internal correlation of items, relationship to professional practice data (also collected via questionnaire), and test-retest reliability of the questionnaire and subsets., Participants: Nurse educators (266) working within universities and health services in Australia and New Zealand., Results: Analyses resulted in a 93-item Capabilities of Nurse Educators (CONE) questionnaire, with six subsets measuring Teaching Knowledge and Practice, Drawing from Nursing Knowledge, Teaching Relationships, Leadership, Research Orientation and Research Action. The questionnaire and subsets demonstrated internal validity (Cronbach's α ≥ .9). Reliability in this population was supported via significant differences between ranked questionnaire scores in ordinal categories of data collected about professional practice. The 8-week test-retest analysis supported the reliability of the CONE over time and suggested the questionnaire could be useful to evaluate the success of professional development activities., Conclusions: The CONE questionnaire proved useful for measuring the complex capabilities of nurse educators in the academic and health service contexts studied and may assist educators to self-assess their capability sets and identify areas for professional development. It also shows promise as an evaluation tool for professional development. The utility of CONE as a self-diagnostic tool in career advancement, particularly in novice educators and educators outside Australia, requires further confirmation., (Copyright © 2016 Elsevier Ltd. All rights reserved.)

Aim: This paper reports an educational strategy designed to sensitise and empower students about the impact of media representations of nursing and midwifery on their public image., Background: Numerous studies continue to reveal that stories about nursing and midwifery presented in the mainstream media are often superficial, stereotypical and demeaning. Inaccurate portrayals of nursing damage our professional reputation with the public and potential consumers. It also sends the wrong message to future nursing students. Images are a powerful conductor of misinformation, suggesting to others that nurses are not important agents for social change., Methods: In 2012, a small team of academics designed a photography competition and judging process for undergraduate and postgraduate students of nursing and midwifery enrolled at a regional Australian university., Results: The winning entries were photographs of high quality and conveyed rich meaning. They provide an interesting and positive counterpoint to derogatory images often propagated by mainstream media., Conclusion: There is benefit in extending this project so that it: appeals to more students, builds leadership skills, leads to wider social change and benefits society. The intention is to develop the process of student engagement as an educational intervention, and explore experiences and outcomes with stakeholders., (Copyright © 2013 Elsevier Ltd. All rights reserved.)

Rising health inequities, continuing nursing shortages, and overlooked professional development needs of nurse educators are three important issues facing nursing in Australia. This paper argues for an innovative and proactive strategy that could transform the nurse education workforce into one that is repopulated, reinvigorated and refocused. The problem facing nurse educators, and subsequently affecting nurses' preparation for practice and longevity in the profession, was identified by drawing on findings from the literature, extensive educational experience, and an exploratory study of nurse educators working in universities, colleges and health services. A solution has been devised by drawing together the tenets of critical social theory, transformative learning, communities of practice and social media. Nursing educators, refocused around a social justice agenda, may be the remedy that the Australian Health Care System requires to embark on effective action that can benefit everyone, from the health service staff to our most vulnerable groups in society. This refocusing can be achieved in a structured and strategic process that builds confidence and professional capabilities.

Simulation in nursing is a flourishing area for nurse educators' practice. Defined as learning that amplifies, mimics or replaces real-life clinical situations, simulation aims to give students opportunity to reason through a clinical problem and make decisions, without the potential for harming actual patients. Educators in nursing are contributing to simulation learning in diverse and creative ways. Yet much of their craft is not being widely disseminated because educators are not always confident in publishing their work. This paper aims to stimulate creative development in simulation by providing short summaries, or snapshots, of diverse approaches that nurse educators are using. The objective is to inspire others to share other ideas in development or in practice that are improving learning for nursing students and practitioners, so that simulation scholarship is advanced. The snapshots presented range from approaches that: better support educators to attend to the whole process of simulation education, give students quick access to short skill-based videos, orientate students to the laboratory environment, harness the power of the group to develop documentation skills, use simulation to enrich lectures, develop multidisciplinary knowledge, and finally, which teach therapeutic communication with children in a fun and imaginative way., (Copyright © 2013 Elsevier Ltd. All rights reserved.)

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.

Understanding one's history is a powerful way to build a sense of belonging, identity and connection. Similarly, history learning can be a powerful component in the core curriculum for undergraduate nursing. History learning develops thinking skills transferable to and necessary in nursing practice. Additionally, awareness about the profession's struggles, achievements and enduring concerns is raised and belief that an individual or group can have influence is affirmed. Perseverance, commitment and seeing the big picture gives a nurse's career meaning and purpose. All of these factors can produce a transformed perspective in today's learners, who are often present-focused, isolated and disconnected from the past and the profession. This paper reports an evaluation of a second interactive learning experience held at the University of the Sunshine Coast to celebrate International Nurses Day 2010. In a previous paper, we shared our initial insights after the success of the first event, and now build upon those insights by examining the transformative learning provoked by the experience, from the points of view of students and staff., (Copyright © 2010 Elsevier Ltd. All rights reserved.)

This paper reports on a survey of Australian Schools of Nursing that took place over an 8months period between 2007 and 2008. This study was implemented to extend understanding of effective teaching of nursing history, an area not previously researched in Australia. A critical interpretive method enabled us to problematise the issue, to highlight what was said about the importance of history teaching as well as ad hoc practices and barriers. The study found that participants value history of nursing teaching, but the crowded curriculum is erasing history's place and potential. It revealed ideological tensions shaping and constraining history of nursing teaching. In Australia, the way nursing's history is taught varies and teaching content, strategies and resources utilised are not evenly available. Pedagogical innovations are not effectively disseminated. Our recommendations for Australian Schools of Nursing that have more general applicability are: (1) Nursing curriculum needs to be developed from a set of principles and standards that define the attributes of the professional nurse, not in response to interest groups and (2) History of nursing pedagogy should be systematically developed and disseminated through a national virtual centre, linked to international centres, to enhance teachers' understanding of the discipline area and to support their teaching practice., (Copyright 2009 Elsevier Ltd. All rights reserved.)

Aim: To outline the experiences of family caregivers in Brisbane, Australia who have placed a relative with dementia into long-term care., Background: Whilst the aged care literature in Australia highlights the rising numbers of people with dementia admitted to long-term care, empirical research exploring family and staff relationships and their influence on quality of care remains limited. International research demonstrates that the transition to long-term care is stressful for families and the person with dementia, often resulting in ongoing family and staff conflict., Design: The study utilised a descriptive qualitative design., Methods: A purposive sample of 10 participants from a large study that tested an education intervention took part in the qualitative phase of this mixed method, sequential design study. Semi-structured interviews and confirmatory thematic analysis were used to identify family caregiver experiences following placement of their relative in long-term care., Results: The findings emphasise the increasing isolation and burden of care felt by families prior to admission, which often is perpetuated during long-term care placement and may present as dissatisfaction with care., Conclusions: Improving staff-family relationships has the potential to reduce conflict and to improve the long-term care environment, relieve the pressure of work overload, decrease staff frustration and reduce negative reactions to family caregivers., Relevance to Clinical Practice: The findings highlight the crucial need for long-term care facilities to support families, as well as the person with dementia, through the transition to the care environment. The resulting improved family relationships with staff, based on negotiation and increasing knowledge of dementia care, can then provide potential to develop more specialised evidence-based dementia care and service delivery.

The giving of a "thank-you card" to the staff of a health service in which clinical experience was gained, is common practice amongst nursing students in Australia. Group reflection, or debriefing, following the clinical experience is also a common practice. As rituals in nursing, they can become routinised, taken-for-granted and have little meaning or influence. This paper discusses an educational activity devised by the author that aimed to transform a relatively innocuous practice into one that had empowering potential for students, giving them voice in the health service culture and emphasizing the need for a more humanized workforce, one that actively seeks out opportunities to give each other helpful feedback so that change is ongoing. The activity drew upon narrative pedagogy, showing students how stories combined with rituals have transformative potential not only for themselves as students, but for the entire culture of nursing. The paper argues that cultural change need not be monumental for it to have enduring effect and it is within the jurisdiction of even the most junior student. The "thank-you card" ritual that students commonly use can be reclaimed and extended so that students become activists in the building of a more humanistic, supportive nursing and learning culture.

This conceptual article, drawn from the authors' shared teaching experiences and recent student and clinician evaluation data, set out to reveal and then address some common problems faced by clinical educators and nursing students in the time-constrained, complex, specialized field of clinical learning. We explain and argue the benefits of transformative learning and outline specific strategies for building skills in transformative education, such as interrogating clinical routines and habits, teaching diplomacy skills, and using a process of interruption. Clinical educators can use these strategies to move beyond unwittingly serving the status quo toward consciously contributing to change.