Search

If work-integrated learning (WIL) is intended by universities to meet the demand for work-ready graduates, identification of skill requirements for development on placements is a critical part of the learning process. Health services management specific employability skills perceived to be important by managers and recent graduates working in the field and their perceptions of skills they need to improve are not readily available in the literature. This research acknowledges the context specific nature or employability skills. Senior managers and recent graduates working in health services management were identified from a placement data base used at a NSW university, and were emailed a common questionnaire. A total of 38 senior managers and 42 recent graduates completed emailed surveys, rating importance and skills observed for 44 employability skills items. Items were informed by the literature and content analysis of advertisements for graduate health management positions. There was strong agreement between the two groups on important employability skills, and the top seven items on which they agreed were all generic in nature. Skill gaps were also revealed, many of which recent graduates did not appear to recognize.

Aim: This study aimed to gain a better understanding of nursing/midwifery students' perspectives on a pedagogy of caring and online learning during the COVID‐19 pandemic. In addition, it aimed to determine if the COVID‐19 pandemic impacted students' perceptions and experience of online learning and students' desire to enter the nursing/midwifery workforce. Design: Mixed methods. Methods: A multi‐centre cross‐sectional survey of Australian nursing and midwifery students was undertaken to explore students' experience of learning during the COVID‐19 pandemic. Results: There are several key findings from this study that may be relevant for the future delivery of undergraduate health education, students transitioning to practice and healthcare workforce retention. The study found that although students were somewhat satisfied with online learning during COVID‐19, students reported significant issues with knowledge/skill acquisition and barriers to the learning process. The students reported feeling less prepared for practice and identified how clinical staff were unable to provide additional guidance and support due to increased workloads and stress. The textual responses of participants highlighted that connection/disconnection, empathy and engagement/disengagement had an impact on learning during COVID‐19. Conclusion: Connection, engagement and isolation were key factors that impacted nursing students' online learning experiences. In addition, graduates entering the workforce felt less prepared for entry into practice due to changes in education delivery during COVID‐19 that they perceived impacted their level of clinical skills, confidence and ability to practice as new graduate nurses/midwives. Patient or Public Contribution: Not applicable. Impact: Attention must be given to the transition of new graduate nurses and midwives whose education was impacted by pandemic restrictions, to support their professional career development and to ensure retention of future healthcare workforce.Connection, engagement and isolation were key factors that impacted nursing students' online learning experiences. Educators should consider how connection and engagement can be actively embedded in the online learning environment. [ABSTRACT FROM AUTHOR]

Aim: To examine the personal experiences and perceptions of people with dark skin tones and their carers, in relation to pressure injury. Design: Qualitative study using semi‐structured interviews. Methods: Twenty‐two interviews with people with dark skin tone and/or their family carers, who were known to and visited by community nurses for pressure area management or who had been identified as being at high risk for developing a pressure injury were carried out. Results: Thematic analysis of the interview transcripts revealed that skin discolouration towards a darker hue than usual was the commonest symptom identified by participants as a sign of altered skin integrity and potential pressure damage. Four main overarching themes were revealed through comprehensive analysis of the transcripts: (1) indicators of pressure injury; (2) experienced symptoms of pressure damage; (3) trust in healthcare workers; and (4) improving care for populations with dark skin tones. Conclusion: The findings from this study clearly present how early‐stage pressure damage is identified among people with dark skin tones. Implications for the Profession and/or Patient Care: These findings have the potential to reduce health inequality by influencing and informing clinical policies and strategies in practice. Findings could also lead to the development of patient‐informed educational strategies for nurses and health workers which will enable the early identification of pressure ulcers among people with dark skin tones. Further research is needed to better understand health disparities in relation to preventable patient safety harm. Impact: The findings demonstrate the importance of engaging with and listening to the stories and experiences of people living with pressure damage to help in the early recognition of pressure injuries. Reporting Method: The Consolidated Criteria for Reporting Qualitative Research (COREQ) guidelines for qualitative research were followed. Patient or Public Contribution: A project steering group reviewed information sheets for participants and checked the interview questions were relevant and suitable. [ABSTRACT FROM AUTHOR]

This article explores the global issue of homelessness, with a focus on the increasing rates in Australia, particularly among women and Indigenous Australians. It discusses the complex factors that contribute to homelessness, such as economic hardship and domestic violence. Homelessness has significant impacts on individuals' physical and mental health, and they face stigma and isolation. The article emphasizes the role of mental health nurses in providing access to services and advocating for safe and affordable housing. It also highlights the importance of trauma-informed care and the need for research and changes in clinical practices to address homelessness and intergenerational trauma. [Extracted from the article]

The article explores the challenges faced by internationally qualified nurses when they migrate to a new country, focusing on the ethical concerns surrounding international nurse recruitment. It specifically discusses the case of New Zealand, which has a high percentage of internationally qualified nurses but is currently experiencing a cooling nursing employment market. The article raises questions about the responsibility of governments and agencies in ensuring that nurses are not recruited into situations of employment uncertainty. It also highlights the difficulties faced by international nurses in adapting to a new healthcare system, culture, and workplace, emphasizing the need for support and orientation programs. [Extracted from the article]

The article addresses the difficulties researchers face when trying to report and publish their findings, particularly negative or unfavorable results. Topics discussed include publication bias, selective reporting, and the suppression of research information due to institutional or funding pressures.

The process of curriculum development can be informed by seeking the views of stakeholders, including employers, academics, students and recent graduates, about the skills, attributes and personal characteristics required by various professions. The views of several stakeholders may also be compared to help ensure reliability of results and identify areas of agreement or variance. However, there are documented limitations regarding the perceptions of academics and students of employability skills, and also problems with employers' and recent graduates' views. Another approach to identifying the skills required in various professions is content analysis of job vacancy advertisements. Content analysis of advertisements is a versatile way of identifying current skills required by various professions, and allows comparison across countries and over time to identify trends. Yet there is little evidence to suggest that this information is used to inform curriculum development. This paper presents a qualitative integrative review of studies looking at employability skills (ES) through the use of content analysis of job vacancy advertisements. Here ES are equated with essential requirements stated in vacancy advertisements. ES is the term adopted in Australia by DEST (2002) to define skills required to both secure employment and progress in an organisation. The Critical Appraisal Skills Programme (2014) checklist for qualitative research was used in this integrative review of 40 studies. The range of application, research methods used and findings are discussed in this paper, as are the advantages and challenges associated with analysing job vacancy advertisements as a method of identifying employability skills (ES) required by employers.