Objective: The objective of this study was to develop a practice and capability framework to guide the clinical practice of prostate cancer specialist nurses. Men diagnosed with prostate cancer and their families often describe their survivorship experience as uncoordinated, challenging and medically focused. This leads to increased anxiety, poor experience and outcomes. Similarly, specialist nurses describe providing care for men and their loved ones as ‘disjointed, under resourced and distressing'. It was important to provide a Practice and Capability Framework to address these concerns and support prostate cancer specialist nurses in providing quality cancer survivorship care.
Method: Real-time Delphi methods were used. This online method of research was chosen to provide data to support the development of a framework based on expert opinion and evidence all while overcoming geographical challenges, time constraints and to meet the need for an equal flow of information to all specialist nurses involved in the study.
Result: The Prostate Cancer Specialist Nurse Practice and Capability Framework 2023 was developed based on data collected from over 70 experts in the field. Responses indicated the importance of including survivorship care, therefore the concept of survivorship is threaded throughout the Framework. The framework contains four domains, each with corresponding capability statements and performance criteria. These statements and criteria are based on expert responses and intended to define the purpose of prostate cancer specialist nurses within the heterogenic healthcare settings in which they work. This includes shaping their professional development, promoting quality survivorship care and informing contemporary practice in relation to this specialty field.
Conclusion: Prostate cancer specialist nurses now have an innovative and contemporary practice and capability framework to guide their provision of high quality, person-centred and evidence based care to men diagnosed with prostate cancer and their families.
Keywords: professional practice, cancer, specialist nursing

Aim/Objective: To understand when (year/semester) clinical placements in residential aged care services (RACS) occur in Australian undergraduate nursing curricula, the clinical supervision models used in RACS, and students and clinical supervisors’ experiences of these placements. Nursing in RACS has become more challenging as residents are older, with complex care needs due to multi-chronicity including a high prevalence of dementia. The RACS workforce is dominated by care workers. Previous research suggests clinical placements in RACS are viewed negatively by students, and some nurse academics, and supervision models are less than ideal. These experiences may influence nurses’ career choices.
Methods: The study has two parts. Part one: a survey of nurse academics involved in organising clinical placements in Australian nursing schools offering a Bachelor of Nursing were interviewed using a telephone survey. Part two: interviews with students before and after a clinical placement in a RACS in years one, two and three; and interviews with their clinical supervisors. Descriptive statistics and thematic analysis were used to analyse data.
Results: Part one is complete. Nurse academics from 28 Australian nursing schools (78%) participated. Analysis shows student nurses are still most likely to have their first clinical placement in a RACS (75%) despite the evidence; and that clinical supervision models vary according to the nursing school and RACS location. Students are still being buddied with personal care workers, witness unprofessional work practices, and have limited exposure to registered nurses in these settings. Part two is ongoing.
Conclusion: Consideration needs to be given to the appropriateness of clinical placements in RACS for first year student nurses due to the complexity of these settings. Clinical supervision in these settings ideally should be undertaken by nurse academics with knowledge of the curriculum, nursing standards and placement learning outcomes.
Keywords: Students, clinical placements, residential aged care services, clinical supervision.

Background: Communicating with patients and families at the end-of-life and not knowing what to say are key concerns for nursing students. Lack of clinical experience with palliative care limits development of communication skills. Standardised patient palliative care simulation focusing on difficult conversations may assist in the development of these skills. Research on standardised patient palliative simulation is limited.
Objective: To determine 3rd year nursing students’ levels of satisfaction and self-confidence with standardised patient simulation focusing on difficult conversations at the end-of-life.
Methods: A descriptive post-test study design. Nursing students enrolled in a 3rd year palliative care elective subject participated in the study (n=31). Two simulations were conducted over four weeks: a female in her thirties with advanced breast cancer attending an outpatient palliative care clinic for symptom management and psychosocial support; and a 60-year-old male with advanced metastatic bowel cancer in hospital for pain and symptom management. Post-simulation, students completed the instrument comprising of Student Satisfaction and Self-Confidence in Learning Scale and the Simulation Design Scale.
Results: Fifty-seven instruments were completed (Simulation 1 n=28; Simulation 2 n=29).
Highest mean scores: Simulation Design: Elements: ‘the scenario resembled a real-life situation’ (Simulation 1- 4.93; Simulation 2- 4.50); Importance: ‘feedback was constructive’ (Simulation 1- 4.86; Simulation 2- 4.71). Satisfaction: ‘I enjoyed how instructor taught simulation’ (Simulation 1- 5.00); and 'the way my instructor taught the simulation was suitable to the way I learn’ (Simulation 2- 4.55). Self-confidence: ‘I know how to get help when I do not understand concepts’ (Simulation 1- 4.71); ‘It is my responsibility to learn what I need to know from this activity’ (Simulation 2- 4.64).
Conclusion: Students showed a high level of satisfaction with the teaching methods used. Important factors included the scenario realism and a facilitator who is knowledgeable in palliative care and skilled in delivering tailored feedback.
Keywords: difficult conversations; end-of-life care; palliative care; standardised patient simulation.

Aim: The aim of this research is to evaluate the impact of the EN-RN Transition Academic Literacy Program.
Background: There has been an increase in enrolments from ENs seeking to advance their careers to the Registered Nurse (RN) level and this trend is expected to continue. The transition of Enrolled Nurses (ENs) into Bachelor of Nursing courses is marked by a noticeable discrepancy in their academic preparedness compared with non-EN students. This is in contrast with their clinical experience for which they receive recognition of prior learning (RPL). Research has shown that ENs often grapple with academic writing and assessment-related anxiety. These areas have been identified as potential hurdles faced by ENs during their transition. We developed a targeted approach during the initial weeks of the conversion program with a focus on the use of digital technologies, assessments, academic integrity and integration into the degree program.
Methods: This study adopted a prospective, cohort design with a pre and post-intervention. A single population-based cohort of EN-RN student nurses were recruited to participate in the study. Data was analysed using SPSS.
Findings: Preliminary data revealed a nuanced perspective on students' confidence levels, indicating a need for more practice in utilising university software, technologies, and finding information. The contradictory results prompt reflection on students' awareness of their needs, suggesting a gap in understanding until faced with real-world challenges.
Conclusion: This research addresses a significant knowledge gap, providing insights into the experiences of ENs transitioning through BN programs. The findings are poised to enhance education and support, inform targeted workshops, and contribute to a well-prepared and skilled nursing workforce, ultimately mitigating attrition rates. The study emphasises the critical need for comprehensive support in nursing programs, contributing to the broader goals of improving the nursing workforce.