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This sixth edition has been fully updated to include the most current advances in research methodologies and literature, and clearly lays out how these benefit nursing and midwifery practice."

In recent years, there has been a growing interest in creating multimodal learning analytics (LA) systems that automatically analyse students' states that are hard to see with the "naked eye", such as cognitive load and stress levels, but that can considerably shape their learning experience. A rich body of research has focused on detecting such aspects by capturing bodily signals from students using wearables and computer vision. Yet, little work has aimed at designing end-user interfaces that visualise physiological data to support tasks deliberately designed for students to learn from stressful situations. This paper addresses this gap by designing a stress analytics dashboard that encodes students' physiological data into stress levels during different phases of an authentic team simulation in the context of nursing education. We conducted a qualitative study with teachers to understand (i) how they made sense of the stress analytics dashboard; (ii) the extent to which they trusted the dashboard in relation to students' cortisol data; and (iii) the potential adoption of this tool to communicate insights and aid teaching practices.

Western healthcare systems are generally, culturally unsafe places for Indigenous Peoples. Pharmacists engaging with Indigenous communities should be equipped with the knowledge and expertise to be culturally safe. This ensures that appropriate access to medication and advice is delivered in a respectful, culturally safe environment to address the iniquitous health inequities stemming from colonization. This chapter defines the constructs: cultural awareness, cultural sensitivity, and cultural safety and the role they play in addressing pharmacists’ professional development needs. This chapter also explores Australian government schemes intended to enhance Indigenous health and access to medications, as well as showcasing resources and tools to support pharmacists to become culturally safe healthcare providers. Finally, some recommendations will be discussed to enhance pharmacists’ cultural safety development utilizing reflective practice strategies.

OBJECTIVES: To explore how clinical yarning has been utilised as a health intervention for Aboriginal and/or Torres Strait Islander peoples and if there are any reported impacts yarning might have on health outcomes. STUDY DESIGN: Systematic scoping review of published literature. DATA SOURCES: A one-word search term "yarning" was applied in Scopus, EMBASE, CINAHL, MEDLINE, International Pharmaceutical Abstracts, Australian Public Affairs Information Service-Health, and the Aboriginal and/or Torres Strait Islander Health Bibliography databases. Databases were searched from inception to May 20, 2020. STUDY SELECTION: Studies were included where clinical yarning had been used as a health intervention. Inclusion and exclusion criteria were developed and applied according to PRISMA systematic and scoping review reporting methods. DATA SYNTHESIS: A total of 375 manuscripts were found from the initial data search. After removal of duplicates and removal of manuscripts based on abstract review, a total of 61 studies underwent full-text review. Of these, only five met the inclusion criteria of utilising yarning as a clinical intervention. Four of these studies described consumer self-reported health outcomes, with only one study looking at improvements in objective physiological health outcomes. CONCLUSIONS: Whilst clinical yarning may be a culturally appropriate intervention in healthcare, there are limited studies that have measured the impact of this intervention. Further research may be needed to ascertain the true benefits of this intervention.

Background: Productive failure simulations require students to participate in a simulation before receiving instruction. This approach contrasts with traditional simulations that typically begin with instruction followed by the simulation. Although previous studies have demonstrated that productive failure facilitates meaningful learning outcomes, students’ perspectives after being exposed to this approach have not been examined in simulation-based learning. Objective: To explore nursing students’ perceptions of a productive failure simulation. Design: Descriptive exploratory study. Participants: Undergraduate nursing students from one large metropolitan Australian university. Methods: Students involved in a productive failure simulation were invited to participate in semi-structured interviews on completion of their simulation experience. The interviews were audio-recorded, transcribed and the qualitative data were subjected to thematic analysis. Findings: Fifteen small group interviews and seven individual interviews were conducted (n = 66). Three themes emerged from the analysis of the qualitative data: (i) the benefits of simulation prior to instruction; (ii) the value of performing a second simulation; and (iii) the importance of normalising errors. Conclusion: The productive failure simulations helped students identify their knowledge and skill deficits and this acted as a catalyst for their learning. The normalisation of errors by the educator minimised the stress of trying to be “perfect” and assisted students to persevere despite setbacks. The provision of a second simulation helped the students rectify their errors in preparation for their future clinical practice. These aspects were considered essential for a meaningful productive failure simulation experience.

Evidence indicates that people in rural settings may experience difficulties in accessing health services, mainly specialist services. Caring for a child with a chronic health condition in a rural environment can present these mothers' challenges. This article reports one of four finding themes from a more extensive qualitative study on rural mothers' experiences of providing care for a child with a chronic health condition. Using hermeneutic phenomenological methods, narrative accounts were collected from 17 rural mothers of children with a chronic health condition in 2018. Analysis revealed that these mothers experienced emotional and physical isolation resulting in an overall theme reported within this article: "Alone in the Outback": isolation, capturing rural mother's feelings of isolation; comprising three subthemes: On the fringe; There is no shelter; and Choosing their own direction. Their experiences of caring highlighted a need for additional local carer support services and resources. Nurses can assist in supporting rural mothers through facilitating local social support networks enabling women to connect with others in similar caregiving situations. This study reports following the consolidated criteria for reporting qualitative research guidelines (Tong et al., 2007).

Background: Effective communication and collaboration in interprofessional teams are fundamental to the provision of high quality and safe healthcare. The aim of this study was to explore the experiences of interprofessional, pre–qualifying health professional students engaged in a simulated patient care scenario. Methods: Students from five healthcare disciplines were immersed in a collaborative simulation experience of managing a patient with stroke, from admission to discharge. Three focus groups were used to evaluate students’ experiences. Results: Three key themes emerged from participant narratives: (a) Learning to Speak the Same language: Working Together to Understand the Healthcare Team, (b) Progressing from Uncertainty to Collaborative Practice: Reflecting on Practice and Transition, and (c) Lessons Learned in Developing the Simulation: Barriers and Enablers to Learning. Conclusions: Immersion of healthcare students in interprofessional simulation experiences enhances role understanding, collaborative decision making, and communication skills.

Aims and objectives This discursive paper provides a call to action from an international collective of Indigenous nurse academics from Australia, Canada, Aotearoa New Zealand and the USA, for nurses to be allies in supporting policies and resources necessary to equitably promote Indigenous health outcomes. Background Indigenous Peoples with experiences of colonisation have poorer health compared to other groups, as health systems have failed to address their needs and preferences. Achieving health equity will require leadership from Indigenous nurses to develop and implement new systems of care delivery. However, little is known about how Indigenous nurses influence health systems as levers for change. Design A Kaupapa Māori case study design. Methods Using a Kaupapa Māori case study methodology, coupled with expert Indigenous nursing knowledge, we developed a consensus on key themes. Themes were derived from three questions posed across the four countries. Themes were collated to illustrate how Indigenous nurses have provided nursing leadership to redress colonial injustices, contribute to models of care and enhance the Indigenous workforce. Results These case studies highlight Indigenous nurses provide strong leadership to influence outcomes for Indigenous Peoples. Five strategies were noted across the four countries: (1) Indigenous nationhood and reconciliation as levers for change, (2) Indigenous nursing leadership, (3) Indigenous workforce strategies, (4) Development of culturally safe practice and Indigenous models of care and (5) Indigenous nurse activism. Conclusions In light of 2020 declared International Year of the Nurse and Midwife, we assert Indigenous nurses’ work must be visible to support development of strategic approaches for improving health outcomes, including resources for workforce expansion and for implementing new care models. Relevance to clinical practice Curating strategies to promote Indigenous nurse leaders around the world is essential

BACKGROUND: Previous studies have demonstrated that students who are engaged in learning tasks and make errors before receiving instruction on how to complete them, achieve better learning outcomes than students who first receive instruction and then complete the learning activities with the aim of avoiding errors. Although simulation literature often refers to errors as learning opportunities, to date, there is limited understanding of how pedagogical approaches that promote learning from errors can guide the design of simulation-based learning in healthcare education. AIMS: To (a) present the Learning from Errors conceptual model; and (b) provide an example of how educators can use this model. DESIGN: The Learning from Errors model is drawn from critical elements of two pedagogical approaches, productive failure and error management training and pedagogical features of high-quality healthcare simulations. METHODS: We describe the Learning from Errors model, which emphasises the need for adopting pedagogical methods that explicitly use errors as learning opportunities and ultimately inform simulation design. We then illustrate the application of this model to a simulation example. RESULTS: The model includes the following elements: i) normalisation of errors, ii) challenging simulation scenarios, iii) self-directed learning, iv) collaborative teamwork and v) comparison with best practice. CONCLUSION: This discussion paper presents the Learning from Errors conceptual model, an evidence-based approach that can assist educators in the design of simulations that embrace errors as a catalyst for learning.

Purpose Many patients referred by their GP for an assessment by secondary mental health services are unlikely to ever meet eligibility thresholds for specialist treatment and support. A new service was developed to support people in primary care. “the authors evaluate” whether the phased introduction of the Lambeth Living Well Network (LWN) Hub to a population in south London led to: a reduction in the overall volume of patients referred from primary care for a secondary mental health care assessment; and an increase in the proportion of patients referred who met specialist service eligibility criteria, as indicated by the likelihood of being accepted in secondary care. Design/methodology/approach The evaluation applied a quasi-experimental interrupted time series design using electronic patient records data for a National Health Service (NHS) provider of secondary mental health services in south London. Findings Scale-up of the Hub to the whole of the population of Lambeth led to an average of 98 fewer secondary care assessments per month (95% CI −118 to −78) compared to an average of 203 assessments per month estimated in the absence of the Hub; and an absolute incremental increase in the probability of acceptance for specialist intervention of 0.20 (95% CI; 0.14 to 0.27) above an average probability of acceptance of 0.57 in the absence of the Hub. Research limitations/implications Mental health outcomes for people using the service and system wide-service impacts were not evaluated preventing a more holistic evaluation of the effectiveness and cost-effectiveness of the LWN Hub. Practical implications Providing general practitioners with access to service infrastructure designed to help people whose needs cannot be managed within specialist mental health services can prevent unnecessary referrals into secondary care assessment teams. Social implications Reducing unnecessary referrals through provision of a primary-care linked mental health service will reduce dela

BACKGROUND: Previous research suggests that making errors in a non-threatening simulated environment can facilitate learning. Productive failure, which combines problem-solving tasks followed by instruction, enables students to learn from making mistakes. This teaching approach has demonstrated improved learning outcomes such as explanatory knowledge and transfer of knowledge compared to a direct instruction approach where students receive instruction prior to problem-solving tasks. However, no previous studies have examined the impact of productive failure on nursing students' learning in manikin-based simulation. OBJECTIVE: To measure the impact of productive failure on nursing students' declarative knowledge, explanatory knowledge, and transfer of knowledge compared to a direct instruction approach in a paediatric closed head injury simulation. METHODS: Second year undergraduate nursing students (n = 349) from one Australian university were invited to participate in the study. Consenting participants (n = 344) were randomised into two groups: productive failure and direct instruction. The intervention consisted of two paediatric closed head injury simulations separated by a simulation debrief. Knowledge tests were administered before and immediately after the simulation. RESULTS: Data from 331 participants were analysed. The productive failure group outperformed the direct instruction group in the post-test (p < 0.001). Learning gains for participants in the productive failure group were significantly higher than the direct instruction group for both explanatory knowledge (p < 0.001) and the ability to apply learning to solve novel clinical problems (p < 0.001). The difference in the median scores for declarative knowledge was not significant (p = 0.096). CONCLUSION: This study demonstrated that a productive failure simulation that leads learners to make mistakes before receiving instruction can facilitate deeper levels of explanatory knowledge and enable the tra

AIM: This study aimed to understand the lived experience of rural mothers caring for a child with a chronic health condition and to understand their perspectives on the support, services and resources they identify as necessary to effectively manage caregiving. BACKGROUND: Maternal caregivers in rural areas experience difficulty accessing specialist health care for their child and can also experience geographical and social isolation. Understanding the factors that enable these maternal caregivers to overcome the challenges and adversities faced is crucial to help nurses identify and facilitate avenues for support and resources. DESIGN: This study employed a phenomenological design. The study is reported in line with Consolidated criteria for reporting qualitative research guidelines (COREQ). METHODS: Semi-structured interviews were conducted with 17 maternal caregivers in rural New South Wales, Australia, who had at least one child with a chronic health condition aged between 2-18 years. Data were collected from March to June 2018. Thematic analysis was used to develop a thematic framework. This paper reports on one of the major themes identified in this research, specifically maternal resilience. RESULTS: Participants demonstrated maternal resilience by creating meaningful social connections, cultivating networks, developing problem-solving skills, enhancing their self-efficacy and finding a sense of purpose through hope and optimism. These strategies provide nurses insight into how some rural women overcome adversities associated with their maternal labour required in caring for a child with a chronic health condition. CONCLUSION: This study found that participants overcame the challenges related to their caregiving work, emerging as resilient caregivers. Understanding maternal resilience assists nurses to provide the services rural mothers in Australia need to care for their child with a CHC. RELEVANCE TO CLINICAL PRACTICE: Findings from this study provide insig

BACKGROUND: Providing authentic educational experiences in clinical teaching laboratories or health care simulation environments is fundamental to producing optimum learning. However, some simulated diagnostic devices are price prohibitive or yet to be developed. This article explores a collaborative effort between health academics and engineering interns to develop cost-effective, authentic devices that overcome limitations of those currently available. METHOD: Simulated patient tympanic thermometer and pulse oximetry devices were developed for use in clinical teaching laboratories and health care simulation environments. RESULTS: The tympanic thermometers and pulse oximetry probes provide programmable temperature, pulse, and oxygen saturation for use with any commercially available manikins or standardized patients. CONCLUSION: Authentic simulated diagnostic devices can enhance reality and foster immersion in clinical simulation scenarios. Sharing cost-effective innovations designed to address the simulation-specific limitations of commercially available diagnostic devices provides health care educators with solutions that can enhance the authenticity of clinical teaching experiences for participants. [J Nurs Educ. 2021;60(4):235-239.].

Ensuring students develop person-centred practice for diverse groups of people across health care settings is an important outcome of undergraduate nursing education. This paper presents the development and evaluation of a learning innovation, an integrated virtual patient case study and complementary online resources for person-centred nursing practice. The virtual patient case study of an Australian Aboriginal woman diagnosed with breast cancer was integrated within four core subjects of a Bachelor of Nursing program, for a total of 600 second-year students. The evaluation of this learning strategy was encouraging. Students reported that the online learning activities were engaging, particularly due to the level of realism, their understanding of Aboriginal Peoples’ healthcare needs increased, and they developed therapeutic communication skills, applicable in a variety of healthcare contexts. Staff concerns about student wellbeing when learning sensitive content online were unfounded. When carefully planned, a virtual patient case study and online learning resources can support students to enhance their person-centred nursing practice. Further evaluation, including student outcomes through assessment, is an important next step.

Aims and objectives Given the importance of doctoral training to the future of the discipline, we sought to gain insight into nurse doctoral supervisor's experiences of supervision training and preparation and their views on what quality training for doctoral supervisors in nursing would look like. Background Doctorally prepared nurses have been found to contribute significantly to improvements in knowledge to inform patient care; yet there is little focus on the development of this aspect of the nursing workforce, and little evaluation of supervisor training, confidence and competence. Design Qualitative storytelling, semi-structured interviews were conducted via a videoconferencing programme, audio-recorded and thematically analysed with twenty-one experienced nurse doctoral supervisors. Findings are reported in line with the COREQ guidelines. Results Thematic analysis revealed four themes: ‘I had a great mentor’: the importance of mentorship and role modelling; ‘Sometimes it's just trial and error’: learning through experience; ‘It's like tick a box’: strengths and limitations of formal supervisor training; and ‘The training should be more holistic’: what should be in supervisor training. Conclusions We recommend doctoral supervisors be encouraged to seek mentoring for supervision, formal mentoring and clinical supervision for the first five completions and the formation of discipline-based supervisor learning groups in nursing as an adjunct to generic mandatory supervisor training. Relevance to clinical practice Further development of clinical nursing is inextricably linked to quality nurse-led research, and doctorally prepared nurses are essential to the continued development of nursing as an evidence-informed practice discipline. Quality doctoral supervision for and by nurses is crucial and we argue that focus must be given to ensuring the development of a skilled doctoral supervision workforce in nursing.

Background: Indigenous women's voices are largely silent in the literature because of a lack of opportunity to share their experiences and understandings of diabetes in pregnancy (DiP). Aim: To synthesise qualitative literature describing the experiences of Indigenous women with DiP. Methods: A librarian assisted, systematic search was conducted across CINAHL, EMBASE, Global Health, Medline, ProQuest, PubMed, Scopus and the Web of Science databases. International, peer reviewed studies published in English, between the years 1999 and 2019 that explored Indigenous women's experiences of DiP were sought. Thirteen papers were coded for recurring patterns and conceptual overlaps and synthesised into themes. Findings: Analysis revealed four themes: ‘Poverty and Vulnerability: Colonisation's Legacy’; ‘Contradictions and Confusion: Understandings of DiP’; ‘Shame and Blame: Experiences with Health Professionals’; and, ‘Community and Care: Cultural Constructions of Health’. Discussion: This review has revealed similar concerns and experiences of DiP among Indigenous women across communities in Canada, Alaska, the United States and Aotearoa New Zealand. To work with and effectively engage with Indigenous women, requires a shift from focusing on individual behaviours, to recognising and including cultural strengths, and addressing structural inequity in relation to healthcare. Conclusion: This review has resulted in a call to action for researchers to work collaboratively with Indigenous communities to co-design culturally safe, appropriate, and relevant policies, programs, models of care and educational materials with Indigenous women.

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.

Introduction Chronic conditions impact Indigenous Peoples of Australia at a much higher rate than non-Indigenous Australians. Attendance at the Medicare Benefits Scheme (MBS) supported Indigenous health checks are crucial to improve prevention and management of chronic health conditions. However, in conjunction with lifestyle and environmental factors, attendance rates at primary healthcare services for screening and treatment have fallen in Australia during the COVID-19 pandemic. This study aims to explore the influence of the COVID-19 pandemic on preventive health behaviours of Indigenous Australians and the associated barriers to, and enablers of, engagement with health services to formulate a targeted intervention strategy. Methods and analysis A concurrent mixed-methods study (comprising quantitative and qualitative data collection methods) will be employed. Descriptive analysis of MBS data about the characteristics of Indigenous Peoples of Australia claiming health assessment services will be performed. Generalised estimating equation regression models will be used to examine the use of health assessment services over time. Qualitative interviews informed by Indigenous research methods will be conducted. Interviews will investigate barriers to, and enablers of, engagement with health services. Thematic approach guided by the principles of indigenist praxis, storytelling and collaborative research will be used to analyse the interview data. The project commenced in July 2020 and will be completed by July 2022. Ethics and dissemination The project received ethics approval from the Aboriginal Health and Medical Research Council of New South Wales and the University of New England Human Research Ethics Committee. Findings will be disseminated via peer-reviewed journal articles, conferences, government and relevant stakeholder reports, and infographics.

Background: Debriefing after simulation facilitates reflection and the ability to transfer learning into clinical practice. Aim: To evaluate faculty debriefing to inform and guide the development of ongoing resources to support adjunct faculty members and to maximise learning potential for students. Method: Faculty debriefing styles were evaluated following a high-fidelity simulation involving 720 first year undergraduate nursing students. One audio recording of a debrief was randomly selected from each of 12 faculty members. If a pre-brief was completed prior to the simulation, this was also selected as it is a component of the debrief and sets the tone prior to the simulation. Initial analysis was undertaken using the validated observational structured assessment of debriefing tool (OSAD) to briefly highlight different debriefing styles. This facilitated the thematic analysis of the data using Braun and Clarkes (2006) six step process. Results: Nursing faculty used open-ended questions, silence and clinical feedback with varying levels of expertise and success. Conclusions: Further research into the effect on the variation in debriefing styles, and it's related impact on student learning outcomes is needed.

Indigenous healthcare models are intergenerational, holistic, culturally appropriate and tailored to the needs of individual communities. To ensure that students working in Indigenous communities can engage appropriately and respectfully, they may require additional support for that learning. This study explores the recommendations of Clinical Partners based on their reflections and experiences working with Indigenous communities to outline inclusions and resources for Indigenous curricula, and the development of a toolkit designed to support students on clinical placement. A 45-min focus group or online survey (for remote participants) was conducted with clinical partners (n = 14) across seven health disciplines. Data were analysed thematically. Academic clinical partners reflected at length on challenges and triumphs they had embedding Indigenous knowledge and having students engage with it. Clinical partners from practice highlighted the need to ensure students had opportunities to engage with and learn from Indigenous people. Exploring the recommendations of clinical partners, who currently work with students attending placement in Indigenous communities provided valuable insights into what additional support students may require. Further work involved reaching consensus on the draft WRAP (Working Respectfully with Aboriginal People) Toolkit inclusions in consultation with Indigenous Elders.

The introduction and spread of non-native species poses a significant threat to the health of freshwater ecosystems, and has recently been identified as the single biggest danger to threatened species survival in Australia. Notwithstanding, the importation, trade and keeping of exotic and potentially invasive freshwater fishes in Australia is significant, resulting in greater propagule pressure and higher risk for deliberate or incidental release into native waterways. The jaguar cichlid (Parachromis managuensis) is an invasive cichlid that has established non-native populations in many countries throughout the world. In December 2014, the Department of Agriculture and Fisheries in Queensland was notified of an incursion of jaguar cichlids in a stormwater retention dam in the Pioneer River Catchment, Mackay, Queensland. Rotenone was applied to the dam in January 2015, and around 200 jaguar cichlid specimens at various life history stages were destroyed. Follow up surveys into mid-2015 did not detect the presence of any jaguar cichlid in the dam or in nearby creeks. In September 2017, the Department was notified of a wild capture of a mature jaguar cichlid in Fursden Creek, 1.5 km from the original incursion site. Follow up surveys in 2018/19 have also detected jaguar cichlid juveniles in surrounding tributaries, indicating successful establishment and naturalisation of the species in Australia for the first time. © Holmes et al.

Nurses and midwives of Australia now is the time for change! As powerfully placed, Indigenous and non-Indigenous nursing and midwifery professionals, together we can ensure an effective and robust Indigenous curriculum in our nursing and midwifery schools of education. Today, Australia finds itself in a shifting tide of social change, where the voices for better and safer health care ring out loud. Voices for justice, equity and equality reverberate across our cities, our streets, homes, and institutions of learning. It is a call for new songlines of reform. The need to embed meaningful Indigenous health curricula is stronger now than it ever was for Australian nursing and midwifery. It is essential that nursing and midwifery leadership continue to build an authentic collaborative environment for Indigenous curriculum development. Bipartisan alliance is imperative for all academic staff to be confident in their teaching and learning experiences with Indigenous health syllabus. This paper is a call out. Now is the time for Indigenous and non-Indigenous nurses and midwives to make a stand together, for justice and equity in our teaching, learning, and practice. Together we will dismantle systems, policy, and practices in health that oppress. The Black Lives Matter movement provides us with a ‘now window’ of accepted dialogue to build a better, culturally safe Australian nursing and midwifery workforce, ensuring that Black Lives Matter in all aspects of health care.

© 2020 Informa UK Limited, trading as Taylor & Francis Group. Nurses and midwives of Australia now is the time for change! As powerfully placed, Indigenous and non-Indigenous nursing and midwifery professionals, together we can ensure an effective and robust Indigenous curriculum in our nursing and midwifery schools of education. Today, Australia finds itself in a shifting tide of social change, where the voices for better and safer health care ring out loud. Voices for justice, equity and equality reverberate across our cities, our streets, homes, and institutions of learning. It is a call for new songlines of reform. The need to embed meaningful Indigenous health curricula is stronger now than it ever was for Australian nursing and midwifery. It is essential that nursing and midwifery leadership continue to build an authentic collaborative environment for Indigenous curriculum development. Bipartisan alliance is imperative for all academic staff to be confident in their teaching and learning experiences with Indigenous health syllabus. This paper is a call out. Now is the time for Indigenous and non-Indigenous nurses and midwives to make a stand together, for justice and equity in our teaching, learning, and practice. Together we will dismantle systems, policy, and practices in health that oppress. The Black Lives Matter movement provides us with a ‘now window’ of accepted dialogue to build a better, culturally safe Australian nursing and midwifery workforce, ensuring that Black Lives Matter in all aspects of health care.

The introduction and spread of non-native species poses a significant threat to the health of freshwater ecosystems, and has recently been identified as the single biggest danger to threatened species survival in Australia. Notwithstanding, the importation, trade and keeping of exotic and potentially invasive freshwater fishes in Australia is significant, resulting in greater propagule pressure and higher risk for deliberate or incidental release into native waterways. The jaguar cichlid (Parachromis managuensis) is an invasive cichlid that has established non-native populations in many countries throughout the world. In December 2014, the Department of Agriculture and Fisheries in Queensland was notified of an incursion of jaguar cichlids in a stormwater retention dam in the Pioneer River Catchment, Mackay, Queensland. Rotenone was applied to the dam in January 2015, and around 200 jaguar cichlid specimens at various life history stages were destroyed. Follow up surveys into mid-2015 did not detect the presence of any jaguar cichlid in the dam or in nearby creeks. In September 2017, the Department was notified of a wild capture of a mature jaguar cichlid in Fursden Creek, 1.5 km from the original incursion site. Follow up surveys in 2018/19 have also detected jaguar cichlid juveniles in surrounding tributaries, indicating successful establishment and naturalisation of the species in Australia for the first time. © Holmes et al.

Sex Differences in Misperceptions of Sexual Interest Can Be Explained by Sociosexual Orientation and Men Projecting Their Own Interest Onto Women

Introduction: Indigenous Peoples are experiencing the ongoing effects of colonization. This phenomenon, historical trauma (HT), helps to address the current ill-health disparity. Aim of this scoping review was to identify sources of evidence available to understand the impact of HT on Indigenous young peoples. Method: A scoping review was conducted on available evidence-based literature. Article quality was assessed using validated quality appraisal tools. Synthesis was conducted with predefined levels of impact. Results: Consistent with the literature, the themes and levels of impact were interrelated. Despite this, studies predominately reported a singular focus with limited discussion of protective factors. Discussion: HT continues to have a profound impact on Indigenous young peoples across Canada, Australia, New Zealand, and the United States. Protective factors for HT were evident within Indigenous research designs. Future research should ensure a multilevel focus to explore intergenerational strength and how this influences culturally congruent health care.