Search

Understanding factors that motivate players to continue participation in sport can foster long-term participation and positive retention rates. The aim of this research was to determine the extent to which a player's decision to not return to Australia's National Rugby League (NRL) in 2017, was influenced by four experiences, which are "player," "coaching," "social" and "club." This article draws upon social interactionism as a theoretical perspective to interpret meaning from the data and investigates sports' social processes and their impacts on and from human interaction. A quantitative approach was employed to investigate patterns of associations from 2310 participants (junior (ages 10-18), n = 1804 / senior (ages 19-above), n = 506). Patterns were demonstrated by identifying specific Means (M) and percentages (%) across each of the four experiences and groups (junior and senior). Participants demonstrated significant (M, %), uniformed responses, concerning the four experiences and their influence on individual retention motivations. Data from this research have identified that there was a substantial number of players (40%, n = 917) who consistently indicated that their main reason/s, for not returning in 2017, was due to a 'negative experience' (21%, n = 496) or 'injury / fear of injury' (18%, n = 421). It is envisaged that findings and subsequent recommendations from this study, will inform future NRL's player development framework and strategies aimed at addressing and improving player retention rates.

Early childhood (3 - 5 years) is a critical time for establishing healthy behaviours and attending to early areas of development associated around physical literacy (PL), social and emotional wellbeing (SEWB) and cognitive skills (CS). Alarmingly, recent international research has identified that many young children do not display acceptable and appropriate PL standards. Given that PL, SEWB and CS are intrinsically linked, and with early childhood centres (ECC) ideally placed to foster the development of these important areas of development, it is reasonable to suggest that there is a need to implement PL programs that also focus on these areas of child development programs that go towards developing children's domains. Therefore, the aim of this research was to investigate the effectiveness of the Munchkin Leagues Program (MLP) in promoting children's early years' development. Employing an interpretive qualitative study design (online and semi structured interviews), data were analysed in an attempt to determine the effectiveness of the MLP. Data were sorted using Creswell's (2008) thematic analysis techniques, whilst Leximancer software was further used to develop concepts and cross validate themes. Theorisation of findings was via adopting a lens of PL to further critically examine the suitability and impact of the MLP. A number of common themes were constructed from the study participants' (adults) recorded commentaries that went to support the research aim. Findings indicate that programs, such as the MLP, have a unique potential to deliver quality learning experiences and meet children's early years development within a PL framework.

This systematic quantitative literature review explores the use of story in early childhood religious education to inform the research question "What are the pedagogical benefits of using story in religious education in the early years of primary school?" Searches were conducted across multiple databases and individual journals for publications dated from 1970 to 2019. Literature on the key areas of: (1) early childhood; (2) story; and (3) religious education were analysed to understand their unique perspectives and ways they overlap and connect, with an emphasis on seeking literature which connected all three areas. The study revealed the areas of religious education, the use of story and the field of early childhood as three distinct areas of research with connection points, and gaps in the literature connecting the pedagogical use of story for religious education in early primary education. The literature identifies the use of story as effectively engaging and connecting children to religious education in a pedagogically appropriate way for the early childhood age group. Further to this, benefits were found not only in faith development and biblical literacy, but also in learning, literacy development, empathy, and engagement with differing worldviews. The Australian context was a focus of the literature review providing insight for religious education in Christian schools which may be applied to other contexts in public schools, or internationally.

Purpose: The Higher Degree Research (HDR) journey is known for its difficulties, complexities and challenges (Lees-Deutsch, 2020), with many students experiencing multi-faceted issues and concerns (Skopek "et al.", 2020). Therefore, the purpose of this research is to investigate the relationships that exist between variables, vulnerability factors and doctorial capital of candidates (n = 532) studying at Australian universities (2019). Design/methodology/approach: A quantitative cross-sectional correlational research design and Bronfenbrenner's socio-ecological framework (personal, home, university, community) was utilised to collect participants' (n = 532) descriptive statistics. Bourdieu's social reproduction theory was used as a lens to examine how experiences, across the PhD candidature, are influenced by several psychosocial factors and doctoral capital. Findings: From such a dual methodological approach, the findings from this study suggests that: (1) age; (2) gender; (3) nationality; (4) financial/work status; (5) years of PhD; and (6) attending postgraduate (PG) student events, go to significantly (p < 0.001) impact (positively and negatively) on students' experiences and correspondingly, impacts on their self-confidence, motivation and mental health and well-being status. Research limitations/implications: Research limitations are related to the recruitment of more doctoral students across more Australian universities. Further research is required from HDR supervisors, so as to "balance" the experiences of the PhD journey in higher education. Practical implications: In order to succeed in academia and HDR programs, students need to identify with and develop the "right kind of capital" to successfully navigate fields of social and scholarly play. Investigating how the participants perceive their social and scholarly habitus is seen as crucial in helping students to develop positive dispositions relevant to being a doctoral student. Social implications: The concept of doctoral capital and well-being, amongst Australian PhD students, is under researched and requires further investigation as a precursor to developing more specific policy designs aimed at providing heightened positive learning environments/HDR programs tailored to support doctoral students. Originality/value: Whilst reforms to improve PhD experiences are well established across the international literature (Geven "et al.", 2018; Skopek "et al.", 2020), evidence for Australia is largely missing. It is envisaged, that findings from this research will further assist in the development of quality policies that would go to provide effective services and support for doctoral students within Australian universities.

Objective: This study sought to investigate the relationship between personal, university, home and community influences on Australia's university students' mental health status. Design: Positioned within a qualitative, interpretivist paradigm, the study collected data from participants (n = 934) by means of an online survey requesting lived or witnessed experiences concerning mental health concerns. Bronfenbrenner's socio-ecological model informed the design of the study. Setting: Five major Australian higher educational settings. Method: Leximancer software was used for concept development. Data were analysed using thematic coding. Results: Findings provide qualitative data of university students' experiences concerning mental health status, as measured across four domains. Themes identified include personal (stress, anxiety, life skills), university (grades/free physical activity) and home (closer to home, support networks) dimensions. There was no unprompted reference to the community domain. Results reinforce the need to ensure that current and future student mental health policies and initiatives are implemented within each of the domains addressed -- to ensure a more holistic approach to students' well-being and care. Conclusion: Findings highlight challenges concerning Australia's university students' mental health status. Findings present an opportunity for the university sector, community health services, and sports and fitness organisations to develop and implement future collaborative health promotion in higher education settings.

A number of different models have been developed to integrate both Vocational Education and Training (VET) and university study with a view to producing work-ready graduates. This paper describes one joint initiative which allows students to integrate their theoretical study and work-integrated learning (WIL) experience by supporting a sequential, embedded accomplishment of qualifications across both VET and university with a single higher education enrolment. Students in the dual-sector degrees have welcomed the skill-based practical work involved with VET education while learning the theoretical concepts of their university education. The need for a more seamless engagement with VET and university study is becoming more urgent and there are a large number of possibilities to explore, particularly relating to the differences in processes and philosophies between the VET and university sectors. This paper identifies some of the key issues and proposes some solutions. [Papers included in this "Asia-Pacific Journal of Cooperative Education" ("APJCE") Special Issue stem from selected manuscripts from the 2014 Australian Collaborative Education Network (ACEN) Conference Proceedings.]

An increase in the number of Indigenous health professionals is one way to help reduce the poor health outcomes of Australia's Indigenous people. However, while Indigenous students are enrolling in Australian tertiary undergraduate nursing courses in increasing numbers, their completion rates remain lower than non-Indigenous students and many barriers hinder course completion. This critical interpretive qualitative study explores academic staff perceptions of factors enabling successful course completions by Indigenous nursing students from universities in Queensland, Australia. Content analysis of data revealed five themes: (a) Individual student characteristics; (b) Institutional structures, systems, and processes; (c) Relationships, connections, and partnerships; (d) Family and community knowledge, awareness, and understanding; and (e) Academics' knowledge, awareness, and understanding. To increase the number of Indigenous nurses, strategies such as appointing Indigenous nursing academics; partnerships between nursing schools and Indigenous Education Support Units, and the implementation of tailored cross-cultural awareness programs for nurse academics are proposed.

Objective: Given the increasing importance being placed on levels of youths' physical literacy (PL), physical activity (PA) and sport involvement (SI), it would seem plausible to investigate a common physical activity outcome (PAO) that would go to predict success throughout these domains. The impact of various demographic variables, on physical performance, is of interest. This study hypothesised that levels of agility predict the success in a number of PAOs. Design: A variance (ANOVA), with repeated measures, was conducted to determine if the physical performance responses differed significantly from each other for selected PAO. Setting: Two hundred and thirty-four (234) school-aged students (11-17+ years) had data (quantitative) collected across six PAOs, which were selected based on their inherent connections to domains. Method: Correlation matrices and Structural Equation Modelling (SEM) were further used to examine and diagrammatically represent the significance (p < 0.05--p < 0.000) of associations and relationships (r) between levels of agility and each PAO. Results: Strength of the direct effect identifies that higher levels of agility, being male (r = 0.208**, p < 0.001) and a light-moderate BMI (r = 0.223**, p < 0.05), significantly moderates the pathways between all PAOs. The SEM indicated that the approach fits the data set very well (p < 0.05, Chi Square/DF<3, and other fit values in the 0.95-1.00 region). Conclusion: Findings suggest that more attention should be directed towards promoting the inherent benefits of improving school-aged students' agility levels, with an aim to developing reciprocating positive impacts on domains.

An editorial is presented on the application of the 'one health' approach to address the mental health impacts of extreme weather events, particularly drought in rural Australia. Topics include the interconnectedness between human, animal, and environmental health, the disproportionate impact of extreme weather events on rural communities, and the need for transdisciplinary collaboration to address threats to ecosystems and health.

Background: Given the wealth of research identifying how schools are in a strong position to promote physical activity (PA) among children, it would be reasonable to suggest that initial experiences of physical education and school sport are critical factors influencing whether a student will develop a healthy relationship to PA. However, research in Australia equally identifies how secondary school-aged young people are increasingly failing to meet national guidelines concerning PA levels and participation rates, with adolescent girls displaying the most disturbing trends. Purpose: This paper examines how the recent Australian Curriculum Assessment and Reporting Authority (ACARA) Health and Physical Education (HPE) structure aims to address such concerns as poor PA levels and participation rates by adolescent girls. Methods: A theoretical approach, consisting of document and literature analysis, was undertaken to develop insights into the current developments surrounding the ACARA HPE implementation, in an attempt to address identified socio-cultural issues within contemporary HPE practices. Such an approach is aimed at heightening effective pedagogy. Conclusion: This paper provides a vision for supporting future student inclusion in HPE, by acknowledging potential barriers to the adoption of PA by adolescent girls and identifying strategies that will collectively promote curriculum priorities and classroom practices accordingly.

Introduction: Prevalence of distress in cancer patients is established at approximately 50%, yet uptake of psychosocial support is minimal. Objective: This study aimed to understand why clinically distressed oncology patients choose not to access psychosocial support, including whether this differs by geographic location. It also aimed to determine the proportion of rural and metropolitan patients experiencing clinical levels of distress, and of these, the proportion who do not wish to access support. Design: The study used a cross‐sectional design. Two hundred and ninety‐eight Australian cancer patients completed an online survey, including the Distress Thermometer and open‐ended questions about reasons for declining support. Descriptive statistics and content analysis were used to analyse the data. Findings: More than half (56%) of participants reported experiencing clinically significant levels of distress. Of these, almost half (47%) declined psychosocial support. Content analysis of reasons for declining psychosocial support resulted in six main concepts: I don't need support; I'm using personal resources to cope; negative perceptions and attitudes; life doesn't stop for cancer; I'm focussed on fighting cancer; and systemic barriers. Rural cancer patients most often indicated using personal resources to cope, while metropolitan participants most commonly indicated not needing support. A range of subconcepts were also identified. Perceiving distress as manageable or transient was almost exclusively reported by metropolitan participants, while stigma was almost exclusively reported by rural participants. Discussion: The findings provided greater depth of insight into reasons cancer patients decline psychosocial support and identified several qualitative differences in the reasons provided by metropolitan and rural patients. Recommendations are provided for clinicians, in particular for clinicians who work with rural cancer patients and their supporters. Conclusion: These findings can inform equitable resourcing of psychosocial support in rural areas and the adaptation of psychosocial interventions to be more flexible and responsive to individual needs. This may help increase patient uptake of support, particularly in rural areas. [ABSTRACT FROM AUTHOR]

Purpose. To examine psychosocial and well-being concerns throughout the cancer experience, from prediagnosis to survivorship. Whilst most oncology research focuses on patients, the role and experiences of families and caregivers are increasingly recognised as a core component of health service delivery. Moreover, research suggests that geography is an important consideration, with evidence of rural inequities in health service provision and access. Aims. (i) To examine the unique patient and caregiver experiences of rural people in three rural cancer treatment centres in New South Wales (NSW) and (ii) to examine the barriers to rural patients and caregivers accessing psycho-oncological support in NSW. Methods. A convergent parallel mixed-method evaluation of the psychosocial experiences of rural patients and caregivers accessing cancer services through three health services in rural NSW was undertaken (N = 125). Measures of psychological distress as well as quantitative and qualitative barriers data were collected. Results. Approximately, one-third of the participants reported moderate to severe distress. Patients and caregivers reported systemic, intrapersonal, interpersonal, and pandemic-specific barriers in accessing quality psychosocial healthcare. Conclusions. These results suggest that cancer patients and caregivers in rural NSW may experience elevated levels of psychological distress and barriers in accessing psychosocial care. The combination of high psychological need for patients and caregivers with reduced availability of psychosocial support services has substantial implications for psychological wellbeing and service provision. Underdetection of psychosocial need and a lack of support services pose a significant challenge for rural people with cancer and for those who care for them; this must be an urgent priority for quality improvement and equitable healthcare provision. [ABSTRACT FROM AUTHOR]

Australian youth (5-17) are exhibiting the most alarming statistics surrounding poor physical activity (PA) levels and increasing correlating chronic disease trends (i.e. obesity). With schools well positioned to address such concerns, this study aimed to determine the type, frequency and intensity levels of PA being undertaken by children during their physical education (PE) classes (Queensland, Australia). A cross-sectional descriptive study design was adopted, using a mixed methods approach across 10 primary schools (grades 1-5), with the purpose of determining if in fact there are appropriate PA levels undertaken and implemented by PE teachers, for school-aged students. Observation of 30 students was used to assess PE class practice with Primary Outcome Variables collected from "Student Activity," "Lesson Context" and "Teacher Interaction." Further questionnaires were administered to students (n = 80), PE specialists (n = 10) and principals (n = 10). Whilst this study specifically addresses the importance of correctly structured PE lessons, further attention is directed towards identifying the impact appropriately structured PA levels have on students' wider social and emotional well-being. Schools are encouraged to prioritise the importance of PA at a school level, for example, through re-engaging key stakeholders to ensure the delivery methods meet national and international PA guidelines.

Physical education (PE) pedagogy has traditionally been viewed as drillstyle teaching. Whilst this traditional pedagogical approach provides exposure to various skills, used within a school-based PE and sporting context, it does not demonstrate a student's competence associated with their ability to apply these skills in complex game situations. Therefore, teacher practitioners must look to implementing educational theoretical models that go to support effective pedagogical approaches so as to ensure that authentic and effective learning and teaching takes place within the PE and sporting domains. With this in mind, this paper will discuss how effective learning and teaching can be achieved and heightened through the application of a number of theoretical models and approaches, namely; constructivism, inquiry-based learning, Moston's guided discovery, and Teaching Games for Understanding (TGfU).

The COVID-19 pandemic presents challenges to the provision of community programs and access to mental health services for young people. We examined the feasibility, reach, and acceptability of multi-technology delivery of an integrated system that assesses and provides feedback on youth mental health and wellbeing and connects them to care within the context of a youth sports development program. The system was delivered via computer, telephone, and teleconference with 66 adolescent boys participating in a rugby league development program in three communities in Australia. Young people completed online wellbeing and mental health measures (Assess step), parents were provided with telephone feedback on results, support, and referral options (Reflect step), and youth received teleconferenced workshops and online resources (Connect step). The multi-technology delivery was feasible to implement, and reach was high, with barriers experienced at the Assess step but minimally experienced at the Reflect and Connect steps. Delivering the system via multiple forms of technology was rated as highly beneficial and enjoyable by young people. Players improved in self-reported prosocial behaviour, gratitude, and anxiety symptoms from pre- to post-program. Strong collaboration between researchers, organisational personnel, and community members is important for achieving these outcomes. [ABSTRACT FROM AUTHOR]

The specific focus of this study is to explore Queensland (Australia) state school generalist teachers' perceptions regarding the barriers and enablers associated with the implementation of the Smart Moves (compulsory physical activity) policy in the primary classroom setting. This study sought to primarily add to the literature on, and understanding about, implementing compulsory physical activity policy by generalist primary teachers. More generally, this study also aimed to explore generalist primary teachers' attitudes towards daily compulsory physical activity policy within the context of Smart Moves. Such a research undertaking was positioned within the interpretivist paradigm and a basic interpretive study methodology was employed. The research project involved semi-structured interviews with six generalist teachers from six Gold Coast State primary schools. Results of this study identify a cross section of both major thematic institutional and teacher-related barriers and enablers affecting the implementation of the Smart Moves policy. The subthemes being: (1) crowded curriculum, (2) lack of priority, (3) ensured that children are physically active, (4) the importance of teacher confidence and (5) inadequate access to facilities and equipment. These factors are clearly affecting the implementation of Smart Moves sessions and need to be addressed to ensure teacher compliance for the benefit of students. This paper concludes by offering potential recommendations for the future adoption and implementation of compulsory physical activity programmes within a primary school setting.

The article focuses on the mental health impact of traumatic events on first responders, emphasizing the prevalence rates of mental health issues like PTSD, depression, and anxiety among emergency service professionals. It highlights the various factors contributing to mental health challenges in this population, including workplace violence, the nature of their work and individual factors like previous trauma and resilience skills.

Methamphetamines remain a public health problem due to the extensive burden of illicit drug use on society. Callout events in the pre‐hospital environment related to methamphetamine use is increasing. In addition, there has been an increase in reported mental health side effects and breakdown in relationships and social networks. Descriptive phenomenology research design was undertaken and data analysed using thematic analysis. Semi‐structured interviews were utilized to collect data exploring the experience of first responders attending callouts to people affected by methamphetamines in the pre‐hospital environment. Interviews included paramedics (8) and police officers (10) from across Australia. Overall, participants reported responding to people affected by methamphetamines was complex in nature. Complexity was affected by extensive social circumstances, people presenting in states of crisis, lack of coordinated approach, and unsuitable care environments. The social impact of methamphetamine addiction is extensive. Staff working as first responders have an opportunity to help reduce the social impact and crises, referring people to follow‐up care and drug and alcohol support services. Further research is needed to determine if a standardized approach, between first responders and EDs, should be developed to help streamlines services and improve how the individual services respond as a group to people affected by substances. [ABSTRACT FROM AUTHOR]

The evolving eHealth agenda presents a range of potential opportunities for the management and prevention of chronic disease. This paper identifies issues and barriers to the uptake of eHealth and describes a strategy ("Healthy Outcomes for Australians"[C]-HOFA) for creating a central knowledge filter and cyber space method for tracking health determinants through an interactive, social media platform. Discussion will be directed towards presenting contemporary interactive cyber platforms that are aimed at harnessing social media (Web 2.0) technologies in preparation for delivering effective early 21st century health care.

Stemming from the social media (Web 2.0) phenomenon, this paper will discuss how such modern communication technologies have inadvertently caused a paradigm shift throughout the Australian school health education landscape. Furthermore, attention will be directed towards investigating the ensuing challenges, potentials and transformations occurring in the learner engagement and interaction processes these technologies have collectively promoted. In particular, this paper will present the wider repercussions such modern forms of communication will have on future issues relating to the national curriculum, pedagogy and epistemology. Moreover, deliberation will be directed towards presenting contemporary case studies which illustrate how early twenty-first century technologies are being implemented to heighten health information retrieval and support collaborative learning environments. This paper identifies that Web 2.0 adoption and absorption into the educational ecosystem is still very much in its infancy and will require a rigorous effort by educationalists if its full potential is to be realised and harnessed for future twenty-first century school health education settings. (Contains 2 tables.)

Introduction: To identify health website recommendation trends by Gold Coast (Australia) general practitioners (GPs) to their patients. Method: A mixed method approach to data collection and analysis was employed. Quantitative data were collected using a prepaid postal survey, consisting of 17 questions, mailed to 250 (61 per cent) of 410 GPs on the Gold Coast (Australia). The resulting empirical data and resulting themes were further used to design semi-structured interview questions. A total of 15 (8 male, 7 female) GPs volunteered to be interviewed. Results: Fifty-nine per cent of participating GPs recommend health websites to their patients during consultations. Male GPs (63 per cent), those aged 41-50 years (55 per cent), and those practising for less than 10 years (60 per cent) were more inclined to recommend a health website to a patient. From the survey data, eight principle categories presented themselves as to GPs' recommendation trends, these including; "Do not recommend websites"--(1) Limited time, (2) Prefer to personally discuss, (3) Reliability issues, (4) Biased information--and "Do recommend health websites"--(5) Helps to educate patient, (6) Enhances the doctor-patient relationship, (7) Age-appropriate technology, (8) Treatment orientated. The semi-structured interviews presented a further eight sub-categories and have been identified as: (1) Fewer female GPs than male GPs recommend health websites, (2) Age and years of experience of GPs affect internet prescription trends, (3) Patients more knowledgeable, (4) "Sweeteners" offered by pharmaceutical companies, (5) A high influence by pharmaceutical companies on the WWW/internet, (6) A lack of knowledge pertaining to reliability issues--issues of trust, (7) Limited knowledge pertaining to interactivity and usability components, and (8) A need for further medical education for GPs. Conclusion: More than half of the surveyed GPs actively recommend websites to their patients, with a GP's sex, age and years of experience influencing his or her recommendation decisions. There are numerous and varied reasons as to why GPs "do" or "do not" recommend health websites to their patients. Web-based continuing medical education courses or programmes in medical schools may help GPs develop the skills necessary for the delivery of effective e-health care. (Contains 6 tables.)

For Indigenous scholars in health sciences, finding "ways of doing" research that value Indigenist knowledge is an important consideration. Indigenist research methodology offers a useful alternative to mainstream research approaches that draw upon orthodox Western knowledge systems. However, as Indigenous research approaches have only recently entered the academic discourses of health science, few courses currently exist to support Indigenous students and their supervisors who work in this area. While negotiating Indigenist methodologies is challenging, more Indigenous scholars are recognising the importance of doing so. This paper will outline some of the issues experienced by two Indigenist research students coming to terms with the relevance of an Indigenist research approach to their study, as well of those of their supervisor, the third author of the paper.

This study was undertaken to determine the level of understanding of Gold Coast general practitioners (GPs) pertaining to such criteria as reliability, interactive and usability components associated with health websites. These are important considerations due to the increased levels of computer and World Wide Web (WWW)/Internet use and health website recommendations by GPs as a medium for modern e-health care delivery. A survey instrument consisting of 10 single response questions was mailed to 100 of the 410 GPs (24%) practising on Queensland's Gold Coast. The return rate was 90% (n = 90/100), (males, 67% [n = 60/90]; females, 33% [n = 30/90]). Survey questions were designed to measure the percentages (%, n/n) associated with GPs' indicated component understandings and allowed for participants to indicate their (a) gender, (b) age and (c) years of experience (less experienced [less than or equal to] 10 years/more experienced [greater than or equal to] 10 years). Participants for this study were randomly chosen from an online telephone directory (http://www.yellowpages.com.au). This study indicates that gender, age and years of experience do affect a GP's understanding pertaining to reliability, interactive and usability components associated with health websites. More precisely, male GPs aged 41-50 who have had 10 years' or more experience as a GP demonstrated the highest overall percentage of component understanding. This study reports that Gold Coast GPs demonstrate a range of understanding and critical appraisal skills used to determine a health website's level of reliability, interactivity and usability, with many reporting a moderate understanding of these components. This study might help to guide future research and policy and assist GPs to develop the skills necessary for the recommendation of health websites and the delivery of effective modern e-health care. Web-based continuing medical education (CME) courses or medical school programmes aimed at educating GPs about health website components may be a future initiative for the healthcare industry. As this is the first Australian study of its type, further cross-cultural studies should be undertaken to explore why gender, age and years of experience affect a GP's health website component understanding. (Contains 4 tables.)

The delivery of pre-registration Bachelor of Nursing courses in Australia has primarily been through the traditional on-campus mode. The development and implementation of an external course mode necessitates pedagogical reflection on a number of delivery, design, implementation, and consequently evaluation, processes. This paper discusses one aspect of the course evaluation process of a pre-registration nursing course offered by the School of Nursing, Midwifery and Nutrition at James Cook University in regional Australia. Course feedback was obtained from 26 respondents through an exit survey which used both quantitative and qualitative questions. While the majority of students were satisfied with the content of subjects, written course material, the use of email and Web-based delivery of subjects, a number of respondents were less satisfied with access to staff and experienced difficulties with the financial costs of the course. Generally, however, respondents indicated they had gained a number of personal, academic and professional benefits through completing the course. (Contains 6 figures.)

This article presents the findings of a survey, conducted on league tables and rankings systems worldwide, including seventeen standard ones and one non-standard league table. Despite the capacity of existing league tables and rankings to meet the interest of the public of transparency and information on higher education institutions, ranking systems still are in their "infancy". The authors suggest that, had international ranking schemes to assume a quality assurance role, it would be the global higher education community that would have to identify better practices for data collection and reporting to achieve high-quality inter-institutional comparisons. (Contains 2 tables and 2 footnotes.)

Background: The continued use of a deficit discourse when researching Aboriginal and Torres Strait Islander Peoples of Australia is problematic. Understanding and challenging the researchers position and the power of the words they use is important. It will ensure we do not persist in framing Aboriginal and Torres Strait Islander People as a problem to be solved. Design: Indigenist review of the evidence of Aboriginal young people's health and well‐being. Methods: This review was conducted using an Indigenist approach to identify texts which amplified the voices of Aboriginal young people of Australia and presents a narrative summary of their accounts. This review is reported in line with the PRISMA‐ScR reporting guidelines. Results: Culture and connection are critical components of Aboriginal young people's health and well‐being. Aboriginal young people describe feeling of powerlessness to influence health and well‐being of their community, and they understood the risks they and their communities faced. Young people identified the importance of connection to culture, community and Elders as crucial to their social and emotional well‐being. Conclusion: By harnessing an Indigenous analysis, we were able to reveal a strong counter narrative of strength and resilience within their historical, social, and political contexts through the storied accounts of Aboriginal young people. Relevance to clinical practice: Most of the currently available evidence about Aboriginal health and well‐being is immersed in deficit discourse. Literature reviews being the foundation of research and informing nursing practice, we call for a purposeful shift towards the adoption of an Indigenist strength‐based approach which emphasises the strength and resilience of Aboriginal young people. [ABSTRACT FROM AUTHOR]

Describes how research training in Australia is shaped by the knowledge economy and emphasis on "fast" supervision that results in timely degree completion. This pressure limits development of subject-specific methods skills, general research skills, and employability skills. Reconfiguration of the research culture may be necessary. (SK)

Aim: The study aimed to measure and describe the mental health impact of COVID‐19 on Australian pre‐registration nursing students. Background: The COVID ‐19 pandemic has had a swift and significant impact on nursing students across the globe. The pandemic was the catalyst for the closure of schools and universities across many countries. This necessary measure caused additional stressors for many students, including nursing students, leading to uncertainty and anxiety. There is limited evidence available to identify the mental health impact of COVID‐19 on Australian pre‐registration nursing students currently. Design: A cross‐sectional study was conducted across 12 Australian universities. Methods: Using an anonymous, online survey students provided demographic data and self‐reported their stress, anxiety, resilience, coping strategies, mental health and exposure to COVID‐19. Students' stress, anxiety, resilience, coping strategies and mental health were assessed using the Impact of Event Scale‐Revised, the Coronavirus Anxiety Scale, the Brief Resilience Scale, the Brief Cope and the DASS‐21. Descriptive and regression analyses were conducted to investigate whether stress, anxiety, resilience and coping strategies explained variance in mental health impact. Ethical Approval was obtained from the University of New England Human Research Ethics Committee (No: HE20‐188). All participating universities obtained reciprocal approval. Results: Of the 516 students who completed the survey over half (n = 300, 58.1%) reported mental health concerns and most students (n = 469, 90.9%) reported being impacted by COVID‐19. Close to half of students (n = 255, 49.4%) reported signs of post‐traumatic stress disorder. Mental health impact was influenced by students' year level and history of mental health issues, where a history of mental health and a higher year level were both associated with greater mental health impacts. Students experienced considerable disruption to their learning due to COVID‐19 restrictions which exacerbated students' distress and anxiety. Students coped with COVID‐19 through focusing on their problems and using strategies to regulate their emotions and adapt to stressors. Conclusion: The COVID‐19 pandemic has considerably impacted pre‐registration nursing students' mental health. Strategies to support nursing students manage their mental health are vital to assist them through the ongoing pandemic and safeguard the recruitment and retention of the future nursing workforce. Impact statement This study adds an Australian understanding to the international evidence that indicates student nurses experienced a range of negative psychosocial outcomes during COVID‐19. In this study, we found that students with a pre‐existing mental health issue and final‐year students were most affected. The changes to education in Australian universities related to COVID‐19 has caused distress for many nursing students. Australian nursing academics/educators and health service staff need to take heed of these results as these students prepare for entry into the nursing workforce. Patient or public involvement: The study was designed to explore the impact of COVID‐19 on the mental health of undergraduate nursing students in Australia. Educators from several universities were involved in the design and conduct of the study. However, the study did not include input from the public or the intended participants. [ABSTRACT FROM AUTHOR]