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Background: The Student International Community of Practice is a global network of more than 30 doctoral candidates affiliated with the Centre for Person-centred Practice Research, at Queen Margaret University, Edinburgh. An ongoing challenge the community faces is its changing and growing membership; as members progress and complete their doctoral studies they leave the group, and as the centre grows new community members (doctoral candidates) join. Aim: To explore and describe the experience of being a member of the Student International Community of Practice, using a creative process of reflection and collaborative analysis, and to identify the implications for the future of the community and the integration of new members. Conclusion: The Student International Community of Practice is a valuable social learning experience for those who are members. It will continue to be a flourishing safe space if, despite its changing membership, we pay explicit attention to our agreed purpose, ways of working and values. Implications for practice/academic research: • Belonging to a sustainable and flourishing community of practice enhances learning, and decreases isolation and loneliness on the doctoral journey • A community of practice is sustainable when it is underpinned by a clear purpose, agreed ways of working and values, to which all members consistently pay explicit attention

Background: This research forms the initial part of a PhD research study, based in the critical paradigm, with an emphasis on developing education strategies that impact on learning in the non-classroom setting. The focus of this article is the education required to enable clinical supervisors to undertake their role supporting nursing students in clinical practice. Aims: There are two aims of this literature review. First, to determine what peer-reviewed, published literature reveals concerning effective learning and teaching strategies for clinical supervisor education. Second, to gain an understanding from a group of clinical supervisors of their perspective on the literature review findings, and develop recommendations for their preparatory education. Methods: This research used a literature review with a participatory phase built in. A traditional review was completed and then extended to include the clinical supervisors reviewing the findings, providing their perspectives and developing recommendations for their own future education development. Findings: During phase one of the research, 22 peer-reviewed articles were included for review and four themes identified and explored. In phase two, 36 clinical supervisors provided their perspectives on these themes. They highlighted the need for a variety of modalities for education to ensure supervisors have shared values, knowledge and skills to work in clinical practice with nursing students and, more broadly, to influence the development of person-centred learning cultures. Conclusions: The literature review revealed a limited amount of peer-reviewed literature. Further, there is little published literature on person-centred situated education for clinical supervisors. When evidence is shared with clinical supervisors, they can contribute to designing their education needs.

Background: This paper describes the experiences of a group of academics in a metropolitan university who were invited to collaborate in the co-construction of a postgraduate nursing subject. The principles of practice development and person-centred practice informed our ways of working. This reflection was undertaken by unpacking shared assumptions, using Mezirow’s transformative model of critical reflection. Aim: The aim of this reflection was to share the experiences of an academic team in collaboratively designing face-to-face learning opportunities for a masters of nursing subject and to invite others to consider this valuable way of working. Conclusions: Three conclusions were realised within the reflection. First, meaningful connections can be established in the virtual space through the development of authentic relationships. Second, working collaboratively and feeling valued for our contributions can lead to a meaningful investment in time preparing to facilitate learning. And last, having the courage to create a safe space where vulnerability, creativity and flourishing could occur can enhance the facilitation experience and the connection with the students.

Education for professional nursing practice has undergone a significant shift over the last few decades impacting nursing practice and the relationship between nurses. Enhancing professional practice and acting as a conduit for empowering nurses to be active participants in their learning and development is Practice Development. This action research project with philosophical premises of critical companionship and human flourishing aimed to develop the knowledge and skills of registered nurses in their ability to provide clinical supervision of nursing students in practice. The overall project consisted of two action research cycles in two different health facilities. Participants in both projects identified similar issues and common learning needs including; how to better understand and develop skills in reflective practice; how to provide a positive learning and enabling environment; and how to provide effective solution focused feedback. Workshop facilitators witnessed the flourishing of participants as they were enabled to negotiate their learning requirements; grow and develop in their roles over the workshop series. Participants themselves identified personal growth in skills, knowledge and confidence in being a preceptor as a result of the workshops in the study. Overall, this study has resulted in the development and capacity building of the nursing workforce clinical placement capacity through the development of clinical supervisors.

Background: This article focuses on key reflection and learning by team members of a project that evaluated the development of leadership skills in senior staff from a rural local health district in New South Wales, Australia. The project evaluated the outcomes of learning and teaching strategies used in the delivery of the Effective Leadership Program, together with the impact that empowerment had on enabling individuals to flourish in their growth and development as leaders. Aims: This article aims to demonstrate how the creative research methodology empowered participants to be active in the evaluation process while challenging them through innovation. Conclusions: Through creative approaches to evaluation of the Effective Leadership Program, it became evident that participants gained heightened awareness and appreciation of their own leadership skills and knowledge. In addition, critical creativity was shown to facilitate healthcare practitioners' readiness for and receptiveness to change and challenging processes, bringing a more critical approach to decisions. Relevance to practice development: Creativity forms a key component of practice development and can stimulate new thought and action in individuals to work in person-centred ways. The processes outlined in the project used practice development methods to facilitate learning in participants at a deep level.

Background: Clinical supervision of pre-registration nursing students has become an integral role of the registered nurse. The Clinical Supervision Self-assessment Tool relating to knowledge (CSAT-Knowledge) and the individual's skills (CSAT-Skills) of clinical supervision and comprising of 30 items each originally is widely used for nurses in Australia. However, the psychometric properties of this tool have not been previously reported. Objective: To adapt the Clinical Supervision Self-Assessment Tool for nurses and to investigate the psychometric properties of the modified tool to measure registered nurses' knowledge and skills regarding supervising pre-registration nursing students. Design: Instrument adaptation and psychometric testing. Participants/Settings: A convenience sample of 229 registered nurses in a tertiary teaching hospital in Australia. Method: A two-phase prospective study was conducted. Phase 1 involved the modification of the Clinical supervision Self-Assessment Tool, content validity and pilot testing of the modified version. Phase 2 included the psychometric testing of the modified Clinical Supervision Self-Assessment Tool (mCSAT-Knowledge; mCSAT-Skills). Results: The mCSAT-Knowledge and mCSAT-Skills comprised of 30 items each. The content validity of the mCSAT was considered satisfactory based on the feedback from the expert panel. Results of the exploratory factor analysis supported a three-factor structure identified as: evaluating clinical learning; facilitating clinical learning and problem solving. The internal consistency was high with a Cronbach's alpha values >0.90. The construct validity was supported as nurses who had undertaken clinical supervision training demonstrated significantly higher clinical supervision knowledge and skills scores than those had no training. Conclusions: The findings provide empirical support for the modified Clinical Supervision Self-Assessment Tool as a valid measure of registered nurses' knowledge and ski

In this paper, the authors will describe the journey of registered nurses across a series of workshops as part of a research project that was undertaken in a regional aged care service in New South Wales, Australia. The aim of the project was to empower the participant registered nurses to positively influence the health care workplace culture within the residential care home by raising consciousness about their own practice. Registered nurses were actively involved in this reconnaissance phase of a participatory action research project through practice development principles and methods. Registered nurses determined the content and the outcomes of the overall program. The researchers evaluated the impact of a series of workshops, designed to develop skills and knowledge using nominal group technique. Results revealed registered nurses perceived they were empowered to flourish, and developed an understanding of the uniqueness of their role. A shared understanding of the role of the registered nurse in the aged care setting was fundamental in enabling them to feel empowered to lead their team and contribute positively to the workplace culture. Overall, the outcomes of this project have positively impacted workplace culture.

BACKGROUND: The Objective Structured Clinical Examination (OSCE) is used increasingly in nursing education. The purpose of this article is to report on the qualitative evaluation of the first implementation of a medication administration OSCE within an Australian school of nursing. METHOD: A two-stage data gathering strategy was undertaken. The first stage was to survey participants' pre-OSCE and the second stage involved surveying the same participants' immediately post-OSCE. A constant comparison analysis method was used. RESULTS: The first stage data analysis (pre-OSCE) were classified into three themes: (a) Student Anxiety, (b) Student Preparedness, and (c) The Effectiveness of This Style of Assessment. The three key themes from the second stage (post-OSCE) analysis were: (a) Feelings Toward the OSCE, (b) Assessor Interaction, and (c) The OSCE Environment. CONCLUSION: Although they found it stressful, the participants valued the OSCE experience. The OSCE gave the students confidence in their capabilities of medication management.

When considering Aboriginal and Torres Strait Islander people's culture, the appropriate approach with students should be to explore and reflect upon cultural safety initially followed by context, with an overlay of Aboriginal and Torres Strait Islander health throughout. * Learning outcomes should be reflective of this process throughout a curriculum - novice, intermediate and entry to practice, developing complexity throughout a degree to increase understanding and application. * Using the CATSINaM Nursing and Midwifery Aboriginal and Torres Strait Islander Health Curriculum Framework will facilitate progression and integration into curriculum. * How can I develop Aboriginal and non-Aboriginal partnerships to cocreate curriculum content?

Background: International clinical placements are being increasingly offered to expose students to different health settings internationally. Both nationally and internationally there is a need to build the primary health care nursing workforce to meet changing community needs. Exposure to specialty areas during clinical placement can impact career choices. Aim: This paper explores the experiences of Australian undergraduate nursing students undertaking a primary health care clinical placement in Cambodia. Method: This exploratory qualitative study used semi-structured interviews to gather experiential narratives. Eight Australian undergraduate nursing students from a single University in New South Wales, Australia participated in the study. Verbatim transcripts were analysed using thematic analysis. Results: Interview data revealed four themes, namely; Preparation for placement, Challenges, "The experience is so, so worth it" and PHC "it's a lot more than words on a page now". Despite pre-placement preparation, students were challenged during the placement in ways that they never expected. These challenges saw them grow both professionally and personally from the experience. Additionally, exposing students to primary health care in practice helped to demonstrate the value and importance of this area of nursing. Conclusions: International clinical placement experiences present undergraduate nursing students with unique challenges and facilitate both professional and personal growth. Enhanced appreciation of primary health care among participants has potentially positive implications as they enter the nursing workforce. However, future studies need to investigate the longer term impact of international placement experiences within the broader undergraduate preparation of nurses and into their future careers.

After immersing myself in The Research Planner: Doing Critical Participatory Action Research, I believe I have a better understanding of participatory action research and its relationship to the work of Habermas. I feel it has enabled me to align my values and beliefs with Habermas and action research's philosophical underpinnings within the critical theory paradigm. For me this book has clarified how communicative spaces, the theory of communicative action and public spheres are related to participatory methodologies.

Background University of Wollongong (UOW) delivers two Transnational International Programmes (TNEP) in Hong Kong (HK): a 1-year undergraduate Bachelor of Nursing (Conversion) degree and a 2-year postgraduate Master of Nursing degree. A curriculum review of these programmes has been undertaken to ensure the quality of the programme remains consistently high and competitive in an international environment. Aim The aim of the Curriculum Review Project was to utilise the experience of expert academic staff to review the TNEP curricula delivered by an Australian University in Hong Kong (HK) to ensure it met contemporary needs of students, the university, and the Hong Kong Authority. Methods The curriculum review projects followed a qualitative research methodology. Thematic analysis was undertaken utilising Braun and Clarke's six-phase method (2006), as this method facilitated an inductive semantic approach where themes are strongly linked to the data and sourced from the explicit meaning of the discourse within the interview (Braun and Clarke, 2006). Results In total, there were 6 participants who were all permanent academic staff members within the School of Nursing at the UOW. The results of this project have been reported within a strengths, weaknesses, opportunity, and threats (SWOT) framework. Participants recognised the value and challenges to both individual students and the broader nursing profession in HK. Overall, there was a perception that being involved as an academic staff member in a TNEP developed both their subject knowledge and teaching skills. Conclusions This project has demonstrated that the TNEP makes an important contribution to the nursing profession in HK, while also facilitating the growth and development of academic staff at UOW.

Cooma Hospital and Health Service, Charles Sturt University and the University of Wollongong have joined forces to establish a regional clinical school to advance nursing and midwifery clinical research and education. Wellarticulated governance structures and processes, reflecting the expectations of the three partnering organisations, have been key strategies in the formation of the new clinical entity