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Objective: Technology has changed our world; changed the way we communicate, the way we do business and the way education is delivered. As a result, undergraduate student cohorts come to university equipped with new technology, and educators need to transform the delivery of the curricula to satisfy a variety of learning styles. Nursing education, in particular, is developing and transforming to incorporate technology into the learning environment. Clinical placement opportunities are often sparse and alternative experiences need to be considered. Across nursing curricula, it has been recognised that technology has the capacity to provide real-life learning experiences that promote student engagement and meet the learning needs of a diverse student cohort. Methods: This paper will discuss the development of a “Virtual World” in an undergraduate nursing program in Western Australia. The Virtual World initiative is designed to support students to understand the holistic, health-centred intent of the curriculum. Results: Initial results have shown that the Virtual World and humanising the curriculum, has increased learner engagement, improved critical thinking and decision-making. It has enhanced and maintained a high level of student satisfaction and self efficacy as well as assisting the development of graduate nurses who perceive themselves as health advocates, problem-solvers and organisers of care. Research will continue to follow the use of the Virtual World model, incorporating a virtual family and its integration into the undergraduate nursing curriculum. Conclusions: In the current climate of nurse education and due to a reduction in availability of clinical placements, alternative authentic experiences need to be offered. The development of the Virtual World has enabled meaningful participation in a safe and supportive learning environment.

The aim of this paper is to explore the essential elements and value of narrative inquiry in nursing research. We propose that understanding a previous experience allows the nurse researcher an "insider view" and hence a deeper understanding of the issues that arise in the relationship between participant and researcher. We suggest that narrative inquiry in nursing research offers a particular way of caring about how knowledge is produced. Nursing science would benefit from the understanding that health and nursing practices are dynamic processes characterized by the continuous interaction of human thought and behaviour that continuously 'pumps' into personal, social and material environments. Narrative inquiry as a methodology in nursing research is exceptionally useful to uncover nuance and detail of previous experiences.

The nursing profession faces ongoing challenges related to the globalization of nursing education, research, and practice. An online review of undergraduate nursing course offerings and opportunities demonstrates that universities strive to broaden their nursing experience as part of the education experience. Universities and schools of nursing work hard to offer international practicum to students and there are financial implications and risks associated with overseas travel. A literature search using Library One which includes CINAHL Plus, OVID, ProQuest Nursing & Allied Health Source, and PubMed demonstrated limited description in the literature on whether or not international nursing practicum placements achieve the learning objectives designated in an undergraduate nursing unit, as well as whether or not these practicums support the development of graduate attributes for nursing students. This discussion paper will be one of the first to fill this identified gap in the literature as a reflection on four overseas placements for undergraduate nursing students and how the placements met the stated learning objectives and desired graduate attributes. The Nurse Academics involved in the international practicums critically reflected on the activities of the students and determine the placements support the intent of the units and they help student nurses develop a cross-cultural and international outlook which underwrites provision of patient- and family-centred care for a multicultural population such as that of Australia.

Geale, S., Beament, T., Gibson, N., Fowler, A., Baker, M., & Smith, G. (2015). International Practicum: Not just another overseas jaunt - Supporting learning objectives and the development of graduate attributes. Journal of Nursing Education and Practice, 5(11), 96-102. Available here

This is an Author's Accepted Manuscript of: Ewans, B., Geale, S., Vafeas, C., Foxall, F., Loessl, B., Smyth, A., & McCafferty, C. (2016). Humanising the curriculum: The role of a virtual world. Journal of Nursing Education and Practice, 6(12), pp. 80-88. Available here.

Geale, S. K., & Duffield, C. (2015). Nurses - are we disaster ready? Australian Nursing and Midwifery Journal, 23(1), 23. Available here

Geale, S., & Jacob, E. (2015). BP measurement: practice without evidence. Are we teaching it wrong? Australian Nursing & Midwifery Journal, 23(2), 34. Available here

Geale, S., & Mata, G. (2015). Teaching of safe practices to our undergraduates. Australian Nursing and Midwifery Journal, 23(1), 39. Available here

Wang. C. C., & Geale, S. (2016). The power of story: Narrative inquiry as a methodology in nursing research. International Journal of Nursing Sciences, 2(1), 195-198. Available here

Mata, G., Oliver, K., Geale, S., & Jacob, E. (2015). Infection control: it's not just what you wear-it's how you take it off. Australian Nursing and Midwifery Journal, 23(3), 39. Available here