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The study aimed to measure and describe the mental health impact of COVID-19 on Australian pre-registration nursing students.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.A cross-sectional study was conducted across 12 Australian universities.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.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.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.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.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.

Background: Mandatory placement-based work-integrated learning (WIL) poses challenges for nursing students who work whilst studying. The financial burden of WIL links to other known direct and indirect challenges, yet no Australian study has quantified the financial challenges resulting from attending mandatory WIL placements. Placement-based WIL costs may preclude some students from completing WIL, which may impact student attrition and the future health workforce. Aim: To investigate Australian nursing students’ financial challenges related to mandatory WIL. Methods: An online cross-sectional survey conducted with nursing students from nine Australian universities across five Australian states. The 28-question survey investigated the location of, and travels to, the most recent WIL placement; and students’ employment, accommodation, financial support, expenses and debts, and financial strain pertaining to WIL placements. Results: Overall, 2,359 students participated. The majority were employed (84%); 65% of these reported that they were unable to work during WIL, affecting their employment. One-third incurred a financial liability from their placement, 79% reported financial hardship, and 73% found their placement stressful due to financial strain. Financial issues affected 62% of students’ health and wellbeing. Discussion: Financial pressures related to WIL impact nursing students. While students have strategies to reduce these pressures, universities can also better manage their placement preferencing and support of students to reduce financial impacts of placement-based WIL on students. Conclusions: Nursing students face substantial financial challenges related to placement-based WIL. Scholarship programs and other forms of support are required to assist nursing students to undertake WIL.

This protocol describes the methodology for a scoping review that seeks to ascertain the current state of research on organizational readiness for widespread adoption of digital technologies in the residential aged care (RAC) sector

To clarify capability for work readiness in newly graduated registered nurses as viewed from the perspective of clinicians in practice, educators in tertiary institutions, and graduates.Integrative review.Databases searched for peer-reviewed studies included PubMed, MEDLINE, ERIC, Campbell collaboration, Google Scholar, and Cochrane databases.Pragmatism informed this integrative review. The five-stage method described by Whittemore and Knafl was used to enable rigorous examination of the expected capability of graduate nurses. A comprehensive database search was conducted using PRISMA guidelines. Eighteen articles were appraised and analysed for this review. The capability concept was used as a framework for analysis.Eighteen articles met the inclusion criteria. Findings revealed that although there is no definition for graduate nurses' work readiness, there is a common theme. Graduate nurses are expected to have broad theoretical knowledge (knowing) along with practical knowledge (doing). They are also expected to demonstrate integrity, honesty, respect, compassion, and a moral compass. A list of personal attributes and organisational acumen was also reflective of graduate readiness upon entering the workforce and identified as necessary capabilities for graduates.A picture of the perfect employee is illustrated in the definition of work readiness by the participants of the original studies. Yet there is a lack of stakeholder consensus on the capabilities expected from a graduate nurse.

Digital health research is an emerging discipline that requires easy-to-understand theoretical frameworks and implementation models for digital health providers in health and social care settings. The COVID-19 pandemic has heightened demand for digital health discipline-specific instruction on ‘how to’ manage evidence-based digital health transformation. Access to the use of these models guarantees that digital health providers can investigate phenomena using safe and suitable approaches and methods to conduct research and identify answers to challenges and problems that arise in health and social care settings. The COMPASS theory is designed to aid transformation of health and social care environments. A navigational rose of primary quadrants is divided by four main compass points, with person-centred care being central to the philosophy. Two axes produce Cartesian planes that intersect to form a box plot, which can be used to discover human and physical resource weightings to augment digital health research design and implementation. A third continuum highlights stakeholders' capabilities, critical for any multidisciplinary study. The COMPASS mnemonic guides end-users through the process of design, development, implementation, evaluation, and communication of digital health transformations. The theory's foundations are presented and explained in context of the 'new normal' of health and social care delivery.

Digital health research is an emerging discipline that requires easy-to-understand theoretical frameworks and implementation models for digital health providers in health and social care settings. The COVID-19 pandemic has heightened the demand for digital health discipline-specific instruction on

BACKGROUND Rehabilitation provided via telehealth offers an alternative to in-person health care consultations. Effective rehabilitation depends on accurate and relevant assessments that reliably measure changes in function over time. The reliability of a suite of relevant assessments to measure the impact of rehabilitation on physical function during a telehealth consultation is unknown. OBJECTIVE We aimed to measure the intra-rater reliability of mobility-focused physical outcome measures delivered via telehealth using Zoom (a commonly used telecommunication platform), and inter-rater reliability comparing telehealth with in-person assessments. METHODS Healthy volunteers were recruited to complete seven mobility-focussed outcome measures in view of a laptop computer under instruction from a remotely-based researcher. Another in-person researcher (providing the benchmark scores) concurrently recorded their scores. The same researchers collected all of the data. Inter- and intra-rater reliability was assessed for Grip Strength, Functional reach test, Five-time Sit to Stand, 3 and 4 meter walks and Timed up-and-go, using intra-class correlation coefficients (ICC) and Bland-Altman plots. These tests were chosen as they cover a wide array of physical mobility, strength and balance constructs that relate to functional daily activities, require little to no assistance from a clinician, can be performed in the limits of a home environment and were likely to be feasible over a telehealth delivery mode. RESULTS Thirty participants (age 36.2±12.5 years, 63% male) completed all assessments. Inter-rater reliability was excellent for Grip Strength (ICC: 0.99) and Functional reach (ICC: 0.99), good for Five-time Sit to Stand (ICC: 0.842) and 4 Meter Walk (ICC: 0.76), moderate for timed up and go (ICC: 0.64), and poor for 3 Meter Walk (ICC: -0.46). Intra-rater reliability for the remote researcher was excellent for Grip Strength (ICC: 0.91), good for Timed up-and-go, 3 Meter Walk, 4 Meter Walk, Functional reach (ICC: 0.84-0.89) and moderate for Five-time Sit to Stand (ICC: 0.67). Although recorded simultaneously, the timing-based assessments were recorded as significantly longer via telehealth for Five-time Sit to Stand (1.2s), Timed up-and-go (1.0s) and 3 Meter Walk (1.3s). CONCLUSIONS High intra-rater reliability of mobility-focused physical outcome assessments measured over telehealth (Zoom) have been demonstrated. Untimed mobility-focussed physical outcome measures have excellent inter-rater reliability between in-person and telehealth measurement. Timed outcome measures recorded approximately one second longer via telehealth, reducing the reliability of shorter duration tests. Small time differences favouring in-person attendance are of a similar magnitude to clinically importance differences, indicating assessments undertaken using telehealth (Zoom) cannot be compared directly with face-to-face delivery. This has implications for clinicians using blended (some face-to-face and some telehealth) assessments.

This research explores the perceptions of facilitators in asynchronous online discussion to improve practice and student engagement in Higher Education. Traditional didactic delivery of learning content may fail the expectations of student and academic stakeholders. The pressure to teach within constrained resources presents challenges, but also provides stimulating opportunities for optimising use of educational technology. Fostering student engagement requires rethinking traditional classroom and online delivery. The study explores the challenges and benefits experienced, resulting in the identification of key themes from which implications for practice are discussed. In doing so, it broadens conceptual understandings, while offering recommendations for university teachers, administrators and leaders. The impact of facilitated online discussion boards on student engagement and participation was investigated from the experiences and perceptions of facilitators of online discussion boards in a Health Science subject at the University of Tasmania. After the semester was completed, all facilitators were invited to participate in one-to-one, semi-structured interviews. Interview questions were grouped to produce both descriptive and reflective responses about roles as a facilitator, and about preparation, training and support. Findings suggest that, with appropriately trained and prepared facilitators, online discussion can improve student engagement, enhance learning outcomes and satisfy stakeholder expectations.

Growth in use of digital technology for leisure and learning has created challenges for healthcare environments globally. Its rapid evolution in nursing continues to outpace the more sporadic updating of registered nurse standards, guidelines and codes of professional conduct. Revised standards in Australia and the United Kingdom establish the contemporary governance context for the educational preparation of registered nurses. A document analysis of these standards reveals an omit of guidance regarding the expected knowledge, skills, attitudes and behaviour of undergraduate nurses about when and how to access and use of digital technology on campus, and during work integrated learning. Documents governing nursing do not currently foster the development of digital professionalism, an essential component of professional identity formation, which is necessary to acquire prior to graduation as a registered nurse.

Opinion article: See primary manuscript file.

The identification and announcement of the COVID-19 pandemic has been a global issue. Disaster preparedness for internal and external threats is inherent within health care environments and requires agile thinking and swift remediation. Nosocomial infection is a risk for recipients of care, especially in hospital settings, which has implications for workforce planning. The aim of this case study was to examine the community response to the internal disaster of the first nosocomial COVID-19 outbreak within an Australian rural health care environment. A critical discourse analysis method was adopted to generate and analyse data collected from three different media platforms during a six-week period. Four main themes were distilled: actions and intent, loss, well-being and recognising choice, and community action. Phase two of the study interrogated these themes to expose the power positioning of speakers and their relationships to the audiences. Strengthening communication with local communities within health care environments must be a priority in any future rural workforce disaster preparedness planning. Maintenance of trust with health service provision and delivery in rural communities is imperative. The inclusion of a robust communication plan within any risk management strategy that meets the needs of the local users of health services is mandatory.

The Whole of Community Facilitator model provides support for healthcare students’ professional experience placements (PEP) in rural regions in Tasmania. In Tasmania, rural PEP is challenged as healthcare facilities are often small and have limited capacity for staff to devote considerable time to supervising students during PEP. Recruitment and retention of the rural health workforce in Tasmania is sometimes difficult because the island State is geographically distant from mainland Australia, and predominantly classified as a regional, rural, or remote area. The University of Tasmania, College of Health and Medicine (the College) explored various initiatives to support rural workforce sustainability, and the project discussed addresses this issue by promoting rural healthcare facilities as potential employment destinations for students upon completion of their course. The model supports the delivery of high-quality supervision to students whilst undertaking rural PEP, to foster positive experiences and potentially influence their future career choices. A successful exemplar was trialled in 2012 and implemented statewide in 2017 using a Whole of Community Facilitation (WOCF) model. The initiative supports host facilities, supervisors, host staff, and students and promotes positive placement experiences. The initiative was designed in consideration of Tasmania’s rurality, and uses a flexible and responsive framework.

The aim was to explore the health literacy of undergraduate health profession students enrolled at the only university based on the Island of Tasmania and compared with students enrolled at other universities on the main island of Australia. The data was collected as a part of a larger international survey of tertiary health profession students. Capture of baseline evidence about levels of health literacy was to provide direction for how and when to incorporate core and specialised health literacy content into the health profession curriculum to promote work-readiness. This study was a cross-sectional descriptive online survey using a previously validated tool known as the Health Literacy Questionnaire. Variables influence health literacy status of students across Australia, including age, course enrolled in, and language spoken at home. In addition, health status, socio-economic status, and level of parental education influenced health literacy amongst students in Tasmania. These findings were relatively consistent with previous findings of other studies in Australia and other countries reporting health literacy status of health profession students. There is a need to integrate health literacy early in the curriculum of all health courses offered at the University of Tasmania. Medical students consistently demonstrated higher levels of health literacy compared with other health profession students, however, all health students reported health literacy deficiencies. Curriculum design needs to consider the nature of the student cohort with essential foundation modules embedded into the first year of health courses. Specialised modules addressing discipline-specific information also need to be integrated throughout each health profession curriculum.

Socio-technical values, principles, and theories are foundational knowledge for health information professionals. These emphasise that people who work with technology are augmented by it, not subordinate to it. Applying them can contribute to more effective design, development, implementation, management, and use of digital health and information systems. This chapter briefy describes the origins and underlying values of the socio-technical approach. It then discusses theories and key concepts. The second section demonstrates the relevance of sociotechnical design to the health services in general and health information professionals, in particular. Examples from research and case studies are used to demonstrate how this workforce can apply socio-technical values and principles.

Contemporary sociopolitical circumstance impedes the delivery of primary health care in keeping with its underlying philosophy and tenets. Skills to negotiate the maintenance of best practice and quality care in an evolving practice environment are fundamental to nursing. Nurse education needs to incorporate the ideals of best practice ideology to ensure that all are prepared to negotiate the realities of nursing practice. In this discussion paper the experience of moral distress by community health nurses is used to illustrate why skills in political advocacy and action are equally essential as clinical skills in nurse education and professional practice.

The growth of blended and online learning within the higher education sector has required academic staff to develop new skills and confidence in delivering online pedagogy that successfully engages students. Previous research indicated it would be beneficial for staff to develop a common understanding of best practice in learning and teaching using asynchronous discussion boards. The aim of this research was to investigate use of the online Guide by facilitators, who are responsible for developing and facilitating online discussion boards and supporting students’ digital engagement. Findings of previous research was used to inform development of the Guide. Additionally, a review of peer-reviewed and grey literature was undertaken. The researchers collaborated during a series of production workshops to plan, develop and write the Guide. Two members of the team assisted with conversion of the product into an open access online tool hosted by the University of Tasmania learning and teaching website. Feedback regarding the structure and content was embedded on the website to enable users to suggest improvements. Google Analytics data was collected monthly and ePrint data was also monitored. Findings over a 12-month period indicated the Guide was predominantly accessed by Australian users, although there has been growth in downloads of chapters from other English speaking countries. Reports indicate a high proportion of new sessions each month, peaking with the need to ‘super speed’ learning and teaching online due to COVID-19 health and well-being restrictions within the higher education sector, indicating that the Guide is appealing to a growing global audience.

The patient or consumer voice in healthcare has evolved from an aspiration to becoming an expectation, which in some developed countries is respected by inclusion in nationally auditable standards (Australian Commission on Safety and Quality in HealthCare.1 2 Inclusive and appropriate research about patient perspectives requires skills and resources to ensure that sound quality assurance processes are designed, delivered and evaluated. Understanding the characteristics of the population is key to ensuring appropriate representation of consumers in person-centred or patient involvement research methods. Vulnerable patients, those with ongoing health and literacy challenges, can benefit from advocacy, and often are not used to being valued in terms of their own views, lacking empowerment to present their own opinions. Additionally, traditional methods need to be used more sensitively to ensure that these consumers can be included and participate equitably in the quality assurance process. Meaningful person-centred engagement is occurring more often in healthcare settings through the process of codesign. Originating from design science, codesign is defined as the engagement of patients and other consumers, to capture their experiences in the design or redesign, of healthcare services and is a central concept of health improvement initiatives.3 Codesign includes core principles of equity, understanding of experience and service improvement and provides an avenue for person-centred participation, recognising that consumer experience and knowledge is increasingly being considered important to complement professional knowledge.4 Direct engagement of patients and other consumers in research and health service improvement activities requires careful methodological planning around desirability and feasibility and the practical implications for the involvement of patients and consumer as participants.5 The following examples of person-centred research methods enable the authentic voice of individuals who experience health challenges to be collected. The five approaches provide opportunities for the voice of consumers to be heard. Each of …

Background In preparation for future needs of the health workforce there has been an increase of student enrolments into health-related courses resulting in competing demands for quality professional experience placements. Consequently, additional student and preceptor support is necessary to ensure positive learning outcomes for students placed in rural areas. Aim To evaluate a whole of community facilitator model of support for nursing students and their preceptors in rural practice settings. Methods An evaluation approach included a needs analysis; literature review and online surveys from preceptors, facilitators and nursing students. Findings The results of the needs analysis and surveys identified how the whole of community facilitator model contributed to supporting preceptors to build placement capability and promote workforce development. The results revealed benefits to students and preceptors. Emerging themes from responses centred on the interrelationship between the learning, teaching and healthcare environments. Conclusion Preceptors recognised the value of the whole of community facilitator model through their contribution of clinical and educational information, resources, modelling professional development, and provision of support. It was acknowledged multiple placement opportunities within a single community, enriched student experiences. With refinement, this model has potential to contribute to workforce development in other rural placement environments. To review the effectiveness of the model of facilitation, this paper focuses on the perspective of preceptors.

The recruitment and retention of health professionals in rural Australia is well documented. The COVID-19 pandemic has further exposed the precariousness of human healthcare resources within small rural communities. The external disaster of the COVID-19 outbreak described in this case analysis exacerbated the frail balance of sustaining adequate staffing levels and skill mix, which exposed behaviours of presenteeism within rural healthcare teams. An analysis of the complex of factors that led to the first nosocomial outbreak of COVID-19 within a healthcare environment in Australia demonstrates how rural healthcare environments are ill-equipped to meet the demands of unexpected external disasters. Using the Haddon Matrix to examine the factors that led to this outbreak provides us with the opportunity to learn from the case analysis. Health professional presenteeism contributed to the North West Tasmania COVID-19 outbreak and affected the hospital and health service provision within the region. Recommendations to mitigate risk for future disaster planning in rural healthcare environments include improved infection control strategies and a whole-community approach.

The development and acquisition of clinical skills take time and practice. Access to expertise and guidance to perform clinical (patient care) procedures can be difficult, especially in real-world clinical settings. We developed an innovative, collaborative tele-assistance system that provided remote guidance to nursing students in the development of procedural skills. Proof of concept was demonstrated. Instructors were able to guide learners in undertaking procedures remotely using the "helping hands" technology. Such technology has the potential to improve health professional education in the workplace.

Recent research involving representatives from nursing professional organisations found a lack of governance regarding access and use of mobile technology has led to the maintenance of outdated safety and quality strategies. Current organisational policies and guidelines preclude nurses from aligning with the Australian National Safety and Quality in Health Service Standards. Continuance of the mobile technology paradox,where there is theinability of nurses to access and use mobile technology at point of care, hinders the promotion of positive two-way communication between consumers and nurses as the lack of connectivity impedes opportunities for nurses to partner with consumers to promote participation in their own healthcare, develop mutuality of understanding, and improve health and ehealth literacy. Legitimisation ofthe use of mobile technology at point of care is necessaryto supportmeeting consumer expectations, improve the consumer experience and promote participatory health, while contributing to delivery ofcontemporaryhealthcare.

IntroductionTechnological change in healthcare demands new ways of working. Access to, and use of, digital technology by nurses in Australia lags behind other professions. Governance frameworks and professional standards guide scopes of practice; however, there is an urgent need for current registered nurses to master using digital technology and model digital professionalism to the next generation. Sustaining digital professionalism requires organisational readiness to accommodate changing technological environments.MethodsPrevious original research findings investigating the nature and scope of digital technology use by nurses were systematically analysed. With reference to current understandings of capability, a matrix for assessing organisational readiness of capability of digital technology use by nurses was developed.ResultsThe 4E3P digital professionalism model articulates the elements necessary for establishing organisational readiness and assessing the capability development of individuals and groups. When the physical and social environment is conducive and the 4E elements of equipment, electronic access, engagement and education are present, preparedness, proficiency and professional behaviours can be nurtured and supported.DiscussionThe model describes the physical and social attributes that enable capability development for sustaining digital professionalism to advance nursing practice. When elements of the matrix are lacking, both individuals and groups miss opportunities to develop and sustain digitally professional behaviour.ConclusionIt is imperative that healthcare environments in Australia support the development of digital professionalism. Deployment of the 4E3P digital professionalism model will enable identification and remediation of challenges, barriers or risks to promote sustainability found within physical and social healthcare environments.

BACKGROUND The 2017 Australian Digital Health Agency (ADHA) Strategy is based on the underlying assumption that digital technology in health care environments is ubiquitous. The ADHA Strategy views health professionals, especially nurses, as grappling with the complexity of installing and using digital technologies to facilitate personalized and sustainable person-centered care. Yet, ironically, the 2018 debate over how to enroll Australians into the national electronic health record system and its alteration from an opt-in to an opt-out model heightened public and professional concern over what constituted a “safe, seamless and secure” health information system. What can be termed a digital technology paradox has emerged where, although it is widely acknowledged that there are benefits from deploying and using digital technology in the workplace, the perception of risk renders it unavailable or inaccessible at point of care. The inability of nurses to legitimately access and use mobile technology is impeding the diffusion of digital technology in Australian health care environments and undermining the 2017 ADHA Strategy. OBJECTIVE This study explored the nature and scope of usability of mobile technology at point of care, in order to understand how current governance structures impacted on access and use of digital technology from an organizational perspective. METHODS Individual semistructured interviews were conducted with 6 representatives from professional nursing organizations. A total of 10 interview questions focused on factors that impacted the use of mobile technology for learning at point of care. Seven national organizations and 52 members from the Coalition of National Nursing and Midwifery Organisations were invited to participate. Interviews were recorded and transcribed verbatim. Data analysis was systematic and organized, consisting of trial coding; member checking was undertaken to ensure rigor. A codebook was developed to provide a framework for analysis to identify the themes latent in the transcribed data. Nurses as stakeholders emerged as a key theme. RESULTS Out of 6 participants, 4 female (67%) and 2 male (33%) senior members of the nursing profession were interviewed. Each interview lasted between 17 and 54 minutes, which reflected the knowledge of participants regarding the topic of interest and their availability. Two subthemes, coded as ways of thinking and ways of acting, emerged from the open codes. Participants provided examples of the factors that impacted the capacity of nurses to adopt digital technology from an emic perspective. There were contributing factors that related to actions, including work-arounds, attentiveness, and experiences. Nurses also indicated that there were attitudes and influences that impacted thinking regarding access and use of mobile technology at point of care. CONCLUSIONS Nurses are inadequately prepared for the digital future that has now arrived in health care environments. Nurses do not perceive that they are leaders in decision making regarding digital technology adoption, nor are they able to facilitate digital literacy or model digital professionalism.

Healthcare redesign, based on building collaborative capacity between academic and clinical partners, should create a method to facilitate flow between the key elements of health service improvement. However, utilising the skills and resources of an organisation outside of the health facility may not always have the desired effect. Accountability and mutually respectful relationships are fundamental for collaborative, sustainable and successful completion of clinical research projects. This paper provides an academic perspective of both the benefits of academic involvement in facilitating healthcare redesign processes as well as the potential pitfalls of involving external partner institutions in internal healthcare redesign projects.

Nurses and midwives have a professional responsibility to identify and provide effective care to those experiencing domestic violence. Pre-registration preparation may develop this capability. In order to inform curriculum development, this study explored Australian nursing and midwifery students’ attitudes and beliefs about domestic violence. Data were collected between June and October 2017. Descriptive statistics were calculated and comparative analysis performed on independent variables. Thematic analysis was performed on open-ended qualitative responses. Participants included 1076 students from nine Australian universities. The majority were enrolled in nursing programs (88.4%), followed by midwifery (8.6%), and combined nursing/midwifery (2.4%) programs. There was no statistically significant difference in scores by year level across all subscales, suggesting there was no developmental change in beliefs and attitudes toward domestic violence over the course of study. Nursing students held views that were more violence-tolerant than midwifery students. Australian and Chinese-born males were more likely to refute that domestic violence is more common against women. Students had a limited understanding of domestic violence suggesting a critical need to address undergraduate nursing and midwifery curricula.