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Aim/Purpose: This paper describes a technologies education model for introducing Simulation Learning and Extended Reality (XR) solution creation skills and knowledge to students at the tertiary education level, which is broadly applicable to higher education-based contexts of teaching and learning. Background: This work is made possible via the model's focus on advancing knowledge and understanding of a range of digital resources, and the processes and production skills to teach and produce playable educational digital content, including classroom practice and applications. Methodology: Through practice-based learning and technology as an enabler, to inform the development of this model, we proposed a mixed-mode project-based approach of study within a transdisciplinary course for Higher Education students from the first year through to the post-graduate level. Contribution: An argument is also presented for the utility of this model for upskilling Pre-service Teachers' (PSTs) pedagogical content knowledge in Technologies, which is especially relevant to the Australian curriculum context and will be broadly applicable to various educative and non-Australian settings. Findings: Supported by practice-based research, work samples and digital projects of Simulation Learning and XR developed by the authors are demonstrated to ground the discussion in examples; the discussion that is based around some of the challenges and the technical considerations, and the scope of teaching digital solutions creation is provided. Recommendations for Practitioners: We provide a flexible technologies teaching and learning model for determining content for inclusion in a course designed to provide introductory Simulation Learning and XR solution creation skills and knowledge. Recommendation for Researchers: The goal was to provide key criteria and an outline that can be adapted by academic researchers and learning designers in various higher education-based contexts of teaching and inclusive learning design focused on XR. Impact on Society: We explore how educators work with entities in various settings and contexts with different priorities, and how we recognise expertise beyond the institutional interests, beyond discipline, and explore 'what is possible' through digital technologies for social good and inclusivity. Future Research: The next step for this research is to investigate and explore how XR and Simulation Learning could be utilised to accelerate student learning in STEM and HASS disciplines, to promote knowledge retention and a higher level of technology-enhanced learning engagement.

Background: The COVID-19 pandemic and recovery period have exacerbated workforce challenges for nurses and midwives. The increasingly complex nature of healthcare, combined with rising workloads and staff attrition highlights the need for initiatives that improve workplace satisfaction and retention. In response, mentoring programs aimed at enhancing job satisfaction and retention are being increasingly implemented. Aims: This study sought to measure the workplace satisfaction of nurses and midwives across five New South Wales local health districts, utilising data captured from a wider study investigating the implementation of the Deadly Aboriginal and Torres Strait Islander Nursing and Midwifery Mentoring program. Design: An exploratory, mixed methods study using purposive sampling was employed. Methods: A secondary analysis of a modified version of the Nursing Workplace Satisfaction Questionnaire, was used to quantify intrinsic, extrinsic, and relational workplace satisfaction constructs among nursing and midwifery staff. Open ended questions included in the survey were thematically analysed using methods developed by Braun and Clarke (2022). Results: Between June–October 2023, n = 106 participants returned the survey. Differences between intrinsic (items 2 & 5), extrinsic (item 9) relational (items 13-15) constructs were observed for health districts, Aboriginality, age, and professional role characteristics (P < 0.05). Five qualitative themes emerged from the data: Helping people is the priority; Teams make a difference to my workplace satisfaction; Managers impact my satisfaction; Scope and recognition; and Organisational factors. Conclusions: Overall, our findings indicate noticeable differences in workforce satisfaction and retention across various factors, including workforce areas, Aboriginality, age, and professional roles. For these groups, initiatives aimed at improving satisfaction and retention should prioritise fostering teamwork and a sense of belonging, as these elements have significant impact on job satisfaction for nurses and midwives and provide valuable guidance for nursing leaders. [ABSTRACT FROM AUTHOR]

Author(s): Eileen Dowse [sup.1] [sup.6] , Sally Chan [sup.3] [sup.4] [sup.7] , Lyn Ebert [sup.1] [sup.6] , Olivia Wynne [sup.5] , Susan Thomas [sup.2] , Donovan Jones [sup.1] [sup.3] [sup.8] [...], Objectives During the perinatal period, 10-20% of women experience anxiety and/or depression. Untreated perinatal depression has the potential for adverse effects on the family and infant resulting in long-term deleterious consequences. This study measured the association between self-reported depression using the Edinburgh Postnatal Depression Scale scores, self-reported anxiety and neonatal birth outcomes. Methods A retrospective design was used with ObstetriX[TM] data retrieved from 16 metropolitan and rural hospitals in NSW, Australia during 2009-2014. Data were available for 53,646 singleton births. The Edinburgh Postnatal Depression Scale was used to identify self-reported depression while women self-reported pregnancy related anxiety. Regression modelling measured the effects of self-reported depression and self-reported pregnancy related anxiety on neonatal birth outcomes. Linear regression and logistic regression were used to model the effect on birth weight, gestational age, admission to NICU or the SCN, outcome (stillborn vs livebirth), and Apgar scores. Cox proportional hazards regression was used to estimate the effect on neonatal length of stay. Results Babies born to women self-reporting anxiety were more likely to have birth complications, be admitted to the nursery, had lower Apgar scores and longer hospital stays. Babies born to women self-identifying as experiencing a level of depression were more likely to have a lower birth weight, shorter gestational age, and, lower Apgar score. These babies were more likely to be admitted to the nursery with an increased length of stay. Conclusions Perinatal anxiety and depression contribute to poor birth outcomes. Early detection of maternal perinatal anxiety and depression is an important step towards treatment interventions. More research is needed to identify models of care that are effective in identifying and managing perinatal depression and anxiety to improve birth outcomes for women and their babies.

Objectives: This study aimed to identify and evaluate psychological interventions or strategies designed to reduce relocation stress in older people making the permanent transition into residential aged care. Method: A scoping review following the Joanna Briggs Institute methodology for scoping reviews and the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) was conducted. An electronic search of nine databases and the search engine google scholar was completed in December 2022. Article screening and quality appraisal was undertaken independently by at least two reviewers. Results: Eight full-text articles were included for review, from which four psychological interventions were identified: 1) Resident peer support; 2) Life review; 3) Mental Health Service for Older Adults; 4) The Program to Enhance Adjustment to Residential Living. No interventions were implemented before transitioning into care; all were implemented within three months of resident relocation into an aged care facility. Conclusion: The transition to residential aged care is an inherently distressing experience. The absence of interventions implemented during the pre- and mid-transition phases presents a gap in the literature and suggests an opportunity for early intervention. As population ageing continues to increase, there is a pressing need for the development and implementation of interventions aimed at reducing symptoms of depression and anxiety for older people undertaking this major life transition. [ABSTRACT FROM AUTHOR]

Introduction: Idiopathic Parkinson's disease (PD) is the second most prevalent neurodegenerative disorder worldwide. Due to ageing populations, prevalence estimates for PD are set to increase in western countries including Australia. Objective: This study aims to investigate the prevalence of PD in regional, rural and remote areas of Australia, to inform the provision of equitable PD‐specific care. Design: A scoping review, following the Joanna Briggs Institute methodology for scoping reviews and the Preferred Reporting Items for Systematic reviews and Meta‐Analyses extension for Scoping Reviews (PRISMA‐ScR), was conducted. An electronic search of four databases and the search engine google scholar was completed in May 2022 and updated in September 2023. Article screening and quality appraisal were undertaken independently by at least two reviewers. Findings: Of 514 records screened, six articles (between 1966 and 2019) were identified and included for review. Wide variations in PD prevalence were evident, ranging from 0.58 to 8.5 per 1000 people. Two studies suggested prevalence may be higher in regional, rural and remote areas of Australia than in urban localities. Discussion: The limited number of studies identified, and wide variation in prevalence rates makes it difficult to draw firm conclusions to inform heath care planning and resource allocation. Conclusion: A paucity of reliable prevalence data indicates the need for well‐designed, country‐specific epidemiological studies to be conducted to estimate the actual impacts of the disease to inform public health planning, particularly in regional, rural and remote areas where access to PD‐specific care is already inequitable. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic instigated a paradigm shift in healthcare delivery with a rapid adoption of technology-enabled models of care, particularly within the general practice primary care setting. The emergence of the Metaverse and its associated technology mediums, specifically extended reality (XR) technology, presents a promising opportunity for further industry transformation. Therefore, the objective of this study was to explore the current application and utilisation of XR technologies within the general practice primary care setting to establish a baseline for tracking its evolution and integration. A systematic review following the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) was conducted and registered with the international database of prospectively registered systematic reviews as PROSPERO-CRD42022339905. Eleven articles met the inclusion criteria and were quality appraised and included for review. All databases searched, inclusive of search terms, are supplied to enhance the transparency and reproducibility of the findings. All study interventions used virtual reality technology exclusively. The application of virtual reality within the primary care setting was grouped under three domains: (1) childhood vaccinations, (2) mental health, and (3) health promotion. There is immense potential for the future application of XR technologies within the general practice primary care setting. As technology evolves, healthcare practitioners, XR technology specialists, and researchers should collaborate to harness the full potential of implementing XR mediums. [ABSTRACT FROM AUTHOR]

Aim/Purpose: This paper describes a technologies education model for introducing Simulation Learning and Extended Reality (XR) solution creation skills and knowledge to students at the tertiary education level, which is broadly applicable to higher education-based contexts of teaching and learning. Background: This work is made possible via the model's focus on advancing knowledge and understanding of a range of digital resources, and the processes and production skills to teach and produce playable educational digital content, including classroom practice and applications. Methodology: Through practice-based learning and technology as an enabler, to inform the development of this model, we proposed a mixed-mode project-based approach of study within a transdisciplinary course for Higher Education students from the first year through to the post-graduate level. Contribution: An argument is also presented for the utility of this model for upskilling Preservice Teachers' (PSTs) pedagogical content knowledge in Technologies, which is especially relevant to the Australian curriculum context and will be broadly applicable to various educative and non-Australian settings. Findings: Supported by practice-based research, work samples and digital projects of Simulation Learning and XR developed by the authors are demonstrated to ground the discussion in examples; the discussion that is based around some of the challenges and the technical considerations, and the scope of teaching digital solutions creation is provided. Recommendations for Practitioners: We provide a flexible technologies teaching and learning model for determining content for inclusion in a course designed to provide introductory Simulation Learning and XR solution creation skills and knowledge. Recommendations for Researchers The goal was to provide key criteria and an outline that can be adapted by academic researchers and learning designers in various higher education-based contexts of teaching and inclusive learning design focused on XR. Impact on Society: We explore how educators work with entities in various settings and contexts with different priorities, and how we recognise expertise beyond the institutional interests, beyond discipline, and explore 'what is possible' through digital technologies for social good and inclusivity. Future Research: The next step for this research is to investigate and explore how XR and Simulation Learning could be utilised to accelerate student learning in STEM and HASS disciplines, to promote knowledge retention and a higher level of technology-enhanced learning engagement. [ABSTRACT FROM AUTHOR]

BackgroundMethodsFindingsThe rapid growth of artificial intelligence in healthcare is transforming how nurses deliver care and make clinical decisions. From supporting diagnostics to providing virtual health assistants, artificial intelligence offers new ways to enhance patient outcomes and streamline healthcare processes. However, these advancements also bring challenges, particularly around ethics, potential biases, and ensuring technology complements rather than replaces human expertise.A discussion paper designed to break down key artificial intelligence terms and demonstrate real-world applications to guide nurses to develop the skills needed to navigate this evolving technological landscape.This discussion emphasises the importance of maintaining the critical role of human clinical judgment, highlighting that artificial intelligence should support nurses’ expertise rather than diminish it. The need for continuous education to keep nurses equipped with the knowledge to effectively integrate artificial intelligence into their practice is argued. With an inclusive approach, artificial intelligence has the potential to become a powerful tool that supports nurses in improving patient care while preserving the essential human touch in healthcare. [ABSTRACT FROM AUTHOR]

Background: During the COVID-19 pandemic, there was a rapid adoption of telehealth care services as a public health strategy to maintain access to essential health care. In Australia, there has been increasing optimism for the expansion of telehealth services. However, little is known about the patterns and determinants of telehealth adoption among older adults, with concerns that an expansion of telehealth services may only be of benefit to those who already have better access to health care., Objective: Leveraging data collected by The Sax Institute's 45 and Up COVID Insights study between November 2020 and April 2022, the objective of this study was to identify and describe the sociodemographic and health-related determinants of telehealth adoption and use among a cohort of older Australians. We hypothesized that health-related factors would be key determinants of telehealth adoption for Australians aged ≥65 years during the COVID-19 pandemic., Methods: A repeated cross-sectional design was used. The relationships between telehealth use (classified as low, moderate, or high) and selected sociodemographic and health-related characteristics were assessed using logistic regression techniques. Variable selection and findings were situated within the Technology Acceptance Model, the Unified Theory of Acceptance, and the Use of Technology theoretical frameworks., Results: Of the 21,830 participants aged ≥65 years, the proportion who indicated adopting telehealth ranged from 50.77% (11,082/21,830) at survey 1 in 2020 to 39.4% (7401/18,782) at survey 5 in 2022. High levels of telehealth use were associated with being female, aged <85 years, living in a major city, cohabiting with others, and being from the most socioeconomically disadvantaged areas (deciles 1-3). Individuals with a disability, chronic disease, multimorbidity, and lower perceived quality of life and those experiencing missed or delayed care were significantly more likely to use telehealth across all levels (P<.001). A temporal association was observed, whereby participants who engaged with telehealth services before or early in the pandemic (as assessed in survey 1) were more likely to continue telehealth use when assessed in survey 5 in 2022 (P<.001)., Conclusions: This research contributes to the broader understanding of telehealth adoption and use among older adults. As telehealth models of care expand, there is an opportunity to tailor these services to the needs of older adults, particularly those living with chronic diseases and multimorbidity, by using targeted strategies that overcome barriers to accessing specialized health care services., (©Shanna Fealy, Suzanne McLaren, Claire Ellen Seaman, Melissa Nott, Donovan Jones, Pauletta Irwin, Patricia Logan, Rachel Rossiter, Simon McDonald. Originally published in JMIR Aging (https://aging.jmir.org), 23.08.2024.)