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A student's experience of assessment has an important determining effect on the way in which they approach learning. This case study examines students' experience of assessment and feedback in a biomedicine degree programme. A mixed-method approach combined with an assessment audit and an analysis of formative assessment use provided a holistic view of students' experience of assessment and feedback across years 1-3 of the degree. The Assessment Experience Questionnaire was utilised together with data from open-ended narrative responses to give insight into students' assessment and feedback experiences. Students (N = 960) reported diverse views about their experiences of assessment across the three years. Third-year students rated their assessment experience significantly lower than did second-year students but not as low as did first-year students. Analysis revealed significant differences in six of eight subdimensions between year 1 and year 3. The trend was downwards, with third-year students reporting lower agreement for the categories of 'Quantity of effort', 'Coverage of syllabus', 'Use of feedback', 'Appropriate assessment', 'Clear goals and standards' and 'Overall satisfaction with the course'. An assessment audit revealed a high assessment load and high dependence on exams. Frequent assessment schedules were seen as positive and formative assessments were utilised by most students. A major issue was a lack of clarity concerning goals and standards for assessments. To enable an improvement in the student experience of assessment and feedback, a dialogue about assessment tasks involving good clear communication between teachers, policy makers and students is needed.

Assessment in higher education requires a high level of accountability and responsibility and is a major influence on student learning but can be a source of stress for staff and students. This project aimed to evaluate first-year students' conceptions of assessment in biomedical science and nursing to determine positive or negative trends and how these can be facilitated or mitigated. This mixed-methods study compared the conceptions of assessment between students in nursing and biomedical science students at one university, using the Conceptions of Assessment questionnaire. The results revealed that overall students in the two different areas of study had similar perceptions of assessment. Students were found to have positive conceptions of assessment which were identified as relating to their secondary education. Thematic analysis of students' responses identified eight themes associated with their perception of what assessment is, and the associated limitations of assessment and the multi-faceted personal factors that affected students' position towards assessment. This study recommends a shift in focus from assessment relating to accountability, towards assessment for learning to maintain students' initial perceptions of assessment to ensure their experience aligns with their expectations. Transparent communication about assessment requirements and support for students to undertake assessment may mitigate students' negative perceptions held towards assessment.

Higher education assessment policies aim to please all, creating confusion for staff and students. This study reports on staff and student conceptions of assessment and the students' experience of the assessment regime over their Biomedical Science degree. There was a general alignment of staff and students views of assessment for 19 of 27 items on the 'Conceptions of Assessment' questionnaire (CoA). Areas of discrepancy were identified in: (i) the use of assessment as institutional quality, students identified this as more important than staff, and (ii) assessment is used for modifying teaching practices, students did not recognise this as an important role. Students experience of the assessment regime over their degree revealed : (i) the excessive quantity of assessment without a clear delineation between formative and summative assessment, (ii) the importance of exams in learning, (iii) dissatisfaction with feedback timing, quality and quantity and (iv) self-reported high use of feedback received. This retrospective study highlights the need for an assessment dialogue between staff and students to reduce student mistrust over assessment and to improve staff-student relationships. Identifying the gap in assessment conceptions may assist staff in understanding student's behaviour towards their grades, feed- back and the competitive student environment.

The aim of this study is to explore the views and understanding of youth mental health clinicians with regard to the physical health of young people with early psychosis and their perspectives on lifestyle interventions improving the health and well‐being of young people with early psychosis. Physical health disparities leading to premature mortality among people with mental illness are well evident in the literature. Mental health and physical health are directly correlated. The risk of poor physical health often begins before the onset of mental ill health. Young people with early psychosis are highly susceptible to poor physical health. A co‐designed integrated approach focusing on early prevention and intervention in overall well‐being and health is imminent for this targeted population to prevent poor physical health trajectory across the lifespan. Ten clinicians were recruited and participated in this study through semi‐structured interviews. Five themes were identified: (i) Impact of early psychosis, (ii) Focus of care, (iii) Conversations around physical health, (iv) Co‐location of specialist roles and (v) Health literacy. The findings of this study confirm the dimensional impact of early psychosis on the well‐being and health of young people through the vicious cycle of early psychosis. Promotion of health literacy along with social connectedness and elements of self‐determination, as well as having a prime focus on the individuals' experience in the journey of health promotion through participation in lifestyle interventions, has been identified as critically prominent. [ABSTRACT FROM AUTHOR]

Aim: The utility and uptake of pain management interventions across intensive care settings is inconsistent. A rapid realist review was conducted to synthesise the evidence for the purpose of theory building and refinement. Design: A five‐step iterative process was employed to develop project scope/ research questions, collate evidence, appraise literature, synthesise evidence and interpret information from data sources. Methods: Realist synthesis method was employed to systematically review literature for developing a programme theory. Data Sources: Initial searches were undertaken in three electronic databases: MEDLINE, CINHAL and OVID. The review was supplemented with key articles from bibliographic search of identified articles. The first 200 hits from Google Scholar were screened. Results: Three action‐oriented themes emerged as integral to successful implementation of pain management interventions. These included health facility actions, unit/team leader actions and individual nurses' actions. Conclusion: Pain assessment interventions are influenced by a constellation of factors which trigger mechanisms yielding effective implementation outcomes. Implications: The results have implications on policy makers, health organisations, nursing teams and nurses concerned with optimising the successful implementation of pain management interventions. Impact: The review enabled formation of a programme theory concerned with explaining how to effectively implement pain management interventions in intensive care. Reporting Method: This review was informed by RAMESES publication standards for realist synthesis. Public Contribution: No patient or public contribution. The study protocol was registered in Open Science Framework. 10.17605/OSF.IO/J7AEZ [ABSTRACT FROM AUTHOR]

Forensic mental health nursing is a specialty area of practice requiring specific knowledge and skills to work collaboratively with consumers. The Clinical Reasoning Cycle has been recognised as a potential framework to support nursing practice; however, it has been identified that adaptations are required to enhance utility in a forensic mental health services. The aim of this study was to explore and finalise a version of the cycle for forensic mental health nursing practice. Focus groups and interviews were used to explore adaptations with staff from a state‐wide forensic service and forensic mental health nursing academics. Data were thematically analysed. Four main themes were interpreted: (1) allegiance to the Nursing Process, (2) moving the cycle from page to practice, (3) working as a team, or not, and (4) implementation will be a marathon and not a sprint. While nursing academics were more in favour of updating the Nursing Process to ensure contemporary practice is captured, staff from the service were supportive of the adapted cycle but emphasised the need to ensure collaboration with the consumer and their supporters. The adapted cycle was seen to articulate the contribution of forensic mental health nursing care, and support for a nursing‐specific cycle was embraced by other disciplines, despite some hesitation from nurses. Prior to implementation there is a need to ensure the merits of the cycle are clearly articulated, along with a range of resources and specific contextual information to ensure the cycle can be successfully applied to enhance nursing practice and consumer care. [ABSTRACT FROM AUTHOR]

Forensic mental health nurses (FMHN) provide care to address the needs of people who have mental illnesses across a range of diverse settings. The Clinical Reasoning Cycle (CRC) has been identified as a potential framework to assist FMHNs; however, adaptations were required to reflect the unique nature of the clinical setting. This study aimed to explore adaptations made to determine suitability prior to implementation in practice. Nominal Group Technique was used to explore suggested adaptations determined from a previous study and reach a consensus on the changes. Fourteen senior nurses from a state‐wide Forensic mental Health (FMH) service participated. A consensus was reached for two proposed changes. Data were analysed using thematic analysis. Three main themes were interpreted from the data; FMH adaptations are warranted, the focus of the CRC, and who owns the cycle? Nurses in this study considered the need to include offence and risk issues due to the impact these factors have on the therapeutic relationship and cognitive bias; however, they also identified the need to focus on recovery‐oriented care while engaging in clinical reasoning. Nurses in this study also expressed some reluctance for nursing to 'own' the model, due to concern that ownership may cause division among the team or result in inconsistency in care. However, some participant's suggested the CRC with adaptations assisted FMH nurses to articulate their specialist skills and knowledge to others and highlight the nursing contribution to care. Further work is needed to finalize adaptations with a focus on engaging the consumer carer workforce and interdisciplinary team. [ABSTRACT FROM AUTHOR]

Individuals with depressive symptoms often experience changes in physical activity and lifestyle factors. Despite the benefits of exercise, mental health clinicians often do not refer for or prescribe exercise as part of traditionally accepted models of care for consumers with depression and anxiety. The aims were to investigate: (i) mental health clinicians' understanding of the relationship between exercise and mental health, (ii) if and how exercise is used by mental health clinicians in treatment for depression and anxiety, and (iii) the barriers to prescription of exercise. A descriptive qualitative method was used, and data were collected via individual semi‐structured interviews. Ten mental health clinicians with varying backgrounds participated in this study. The data driven inductive analysis of participants views identified three themes: (i) knowing and not knowing, (ii) consumer comorbidities – the risk and benefit dilemma, and (iii) protecting vulnerable consumers. Enhancing clinicians' knowledge of the beneficial role of exercise in treatment for consumers' experiencing depression and anxiety is an important step. Mental health services can support integration of exercise by implementing policies and training for staff to support exercise prescription, and the role and referral of exercise and physical activity specialists, as part of routine care to improve clinical outcomes for consumers. Additional considerations should be given to fiscal support to access exercise as an adjunct therapy. [ABSTRACT FROM AUTHOR]

Background: Adherence to asthma medications is commonly poor and is the primary cause for anticipated worsening health outcomes for patients with asthma. Worldwide, qualitative investigations that examine the adherence of young adults (18–34 years) to their asthma medication are limited. Method: This study used a phenomenological research approach to explicate the experience of asthma medication adherence as described by young adults. Data were collected using semi-structured in-depth video interviews conducted with participants aged between 18 and 34 years to elicit their lived experience with adherence to asthma medication. Data from the interviews were transcribed and analyzed using the Edward and Welch (1) extension of Colaizzi's approach to phenomenology. Results: Results yielded four main themes related to the phenomenon of adherence that emerged from the analysis. The themes were: Having a plan; Having knowledge about your medication and asthma triggers; Being responsible with asthma medication; and Health belief. Conclusion: According to the findings, for young people adhering to asthma medication is a process that depends on four vital aspects: (A) plan, (B) knowledge, (C) responsibility, and (D) belief. If young adults with asthma received individualized written asthma plans and have adequate knowledge about this plan, developing the correct health belief is likely to result. Hence, this can lead to a greater responsibility to manage their asthma to the recommended adherence level. [ABSTRACT FROM AUTHOR]

Historical exclusion of Aboriginal people and Aboriginal epistemologies in Australian higher education, including health professions education, has produced generations of healthcare professionals who are ill-equipped and lack confidence to provide culturally safe care for Aboriginal communities. This article recounts efforts undertaken at a university in Melbourne to foreground Aboriginal ways of knowing and being through co-creating curriculum for undergraduate and postgraduate health professions programmes with Aboriginal expert partners. The intended learning outcome was to develop students' cultural capability for professional practice in occupational therapy, dietetics, or nursing. Herein, we present two co-created Aboriginal curriculum projects. The first describes two sequential, blended learning modules co-created and delivered in discipline-specific classes; the second is an interprofessional simulation involving students from multiple health professions. We use Nakata's cultural interface to reflect on the process of working together in this contested space as non-Aboriginal academics and expert Aboriginal partners and conclude by presenting considerations for navigating curriculum development at the intersection of two knowledge systems. [ABSTRACT FROM AUTHOR]

Forensic mental health nursing (FMHN) is a specialized field, designed to meet the needs of people who have a serious mental illness across the criminal justice system, inpatient services and community. Frameworks can assist assessment, planning, intervention, documentation and evaluation of nursing care. However, there is no prior research investigating frameworks in FMHN. This study aimed to explore the Nursing Process (NP) and the Clinical Reasoning Cycle (CRC), with nurses, to determine a suitable framework for use service‐wide. A Nominal Group Technique was used to facilitate exploration of the two frameworks, where open‐ended verbal and written responses collected from a Nominal Group were thematically analysed, and the participants voted on their preferred framework. Seventeen nurses from a state‐wide forensic mental health (FMH) service participated. The four main themes were as follows: challenges to current practice, limitations of the NP, perceived benefits of the CRC and addressing implementation. Consensus was reached with the nurses selecting the CRC as the framework of choice. This is the first study to explore frameworks to guide practice in FMHN. Nurses in this study considered the CRC to be a suitable framework for novice through to expert, offering a contemporary framework to guide nursing care in complex FMH settings. Some adjustments to the existing cycle were suggested to emphasize recovery‐oriented practice, and inclusion of family and carers. Any changes to the cycle warrant exploration with the interdisciplinary team and consumer carer workforce. [ABSTRACT FROM AUTHOR]

In nursing, it is vital that educational techniques are developed to improve students' capabilities to communicate with and assess mental health consumers while on placement. Simulation is a valid learning technique used to prepare students to encounter consumers with mental illness before exposure in the clinical environment. The aim of this study was to explore undergraduate nursing students' experience mental health simulation following their mental health clinical placement. An explorative descriptive qualitative study. Participants were recruited from a metropolitan Melbourne university using purposive convenience sampling. The participants were interviewed after their mental health clinical placement using semi‐structured interview format. A total of n = 14 participants were interviewed. Overall, the participants expressed the fact that the mental health simulation enhanced their clinical placement experience. Two themes were identified: 'The things I might see' and 'Felt better prepared'. There was a total of five subthemes: 'The link between...', 'Having the know how', 'Like an 8‐hour shift', 'Took away the fear factor' and 'Feeling more confident'. It is important that nursing students entering mental health settings receive adequate preparation prior to the commencement of their placements. Students need to be prepared in the areas of building therapeutic relationships, communication, assessment and how to work within a mental health clinical setting. The mental health simulation enhanced students' confidence and better prepared them to undertake their clinical placement which can ultimately affect the care provided to consumers. [ABSTRACT FROM AUTHOR]

ABSTRACT Aim Design Methods Findings Implications for the Profession Impact Reporting Method Patient or Public Contribution To uncover perspectives and refine 12 initial program theories concerning the implementation of pain management interventions in intensive care units. Contexts enabling implementation are delineated, and causal mechanisms within these contexts are described.A realist evaluation approach was employed.Fourteen purposively selected Australian nurses of variant roles were virtually and individually interviewed between July and September 2023. Participants were presented with initial program theory, and their perspectives were collated. Data were analysed using an integrated approach of context (C), mechanism (M), outcome (O) categorisation coding, CMO configurations connecting and pattern matching.Pain management interventions work if perceived to be beneficial, precise, comprehensive and fit for purpose. Nurses should be willing to change attitudes and update knowledge. Unit leaders should nurture the development of nurses' professional identity, access to learning, autonomy and self‐determination. Organisations should change the infrastructure, provide resources, mitigate barriers, develop shared mental models, update evidence and institute quality assurance. Adherence to interventions is affected by the outcomes of implementation and intrinsic merits of interventions. In these contexts, confidence is boosted; feelings of empowerment, self‐efficacy, reflective motivation, trust, awareness and autonomy are developed; and capacity is built. Furthermore, frustration from the variability of practices is reduced, accountability and ownership are augmented, yielding positive implementation outcomes.Findings have implications on nurses, team leaders and organisations concerned with implementation.The findings provided a fortified understanding of conditions favouring successful implementation of pain management interventions. Actions should be undertaken at an individual, unit and organisation level to ensure successful implementation.RAMESES II Reporting Standards for Realist Evaluations informed presentation of study.Intensive care nurses contributed insights to refine the program theory. [ABSTRACT FROM AUTHOR]