Aim/Objective: This study, within one Australian university, aimed to gather quantitative and qualitative data to illustrate the impact that placements are having on the financial and overall wellbeing of students enrolled in programs/degrees where unpaid placements are compulsory for registration or admission to their profession.
Methods: A literature review, consultation with key stakeholders within the University and relevant peak bodies including the Australian Council of Heads of Social Work Education (ACHSWE) and Council of Deans of Nursing and Midwifery (CDNM), student focus group were utilised to develop an online survey distributed to students enrolled in relevant programs/degrees.
Results: 1141 students completed the survey, over half (n=623) were nursing or midwifery students. Overall satisfaction of being on placement was rated an average of 3.5 out of 5. Whilst most students recognised benefits such as opportunities to develop skills and confidence and to put theory into practice, over 95% identified impact on financial wellbeing as a major disadvantage of placements. Over 98% of students reported being adversely affected by financial difficulties during placement, 93% of respondents reported that unpaid placements were detrimental to their stress levels and 81% said it affected their mental health. Over 99% of students called for paid placements and/or financial support for students on placement to help address student poverty, wellbeing and attrition.
Conclusion: Responses to the Poverty on Placement survey demonstrate that the compulsory placement requirements for students in a range of health and education disciplines are having a detrimental impact on student wellbeing and creating inequitable learning environments. Urgent reform - that keeps student and emerging practitioner wellbeing at the fore - is required and must be addressed from all levels of higher education providers, and state and federal governments involved in both the training and employment of health and education professionals.
Keywords: student poverty placement wellbeing

Background: Employing student registered nurses (RNs) in health-related roles is widely believed to improve consolidation of learning, confidence, and professional socialisation.
Aim: We sought to explore how employment as a student while studying for a nursing degree influenced learning and transition to practice.
Method: A mixed methods approach was used including a cross sectional survey and interviews. The setting was public and private hospitals in Victoria, Australia. Participants were RNs currently undertaking a graduate nurse program in Victoria (June to September 2022). An adapted version of the Revised Casey Fink Graduate Nurse Experience (r-CFGNE) survey tool was used. Focus groups/interviews were conducted with graduate RNs recruited through the survey to explore concepts in-depth.
Results: Seven hundred and seventeen participants opened and completed at least some of the survey. Eighteen nurses participated in the focus group interviews. Sixty-five percent of participants worked while they were studying for their nursing degree. Survey participants indicated that employment in a nursing related role while a student influenced their learning and RN preparation. The Registered Undergraduate Student of Nursing (RUSON) model was most frequently cited as having the greatest positive influence on transition to practice. Descriptive differences were observed between type of employment undertaken while studying and graduate retention. A greater proportion of participants who had been employed as a RUSON during their degree indicated that they had remained with their student employer throughout their graduate year, and a greater proportion were intending to stay in nursing. Thematic analysis demonstrated that student RN employment in health had a positive influence on graduate nurse preparation.
Conclusion: Employment in health while studying for a nursing degree was associated with enhanced student experience, professional socialisation, and graduate confidence. These findings have implications for educational preparation of registered nurses and for recruitment and retention in the profession.

Objective: Telehealth has become part of routine pregnancy care for many health services in Australia, largely following restrictions introduced during the COVID-19 pandemic. Evidence of safety and views on whether telehealth should continue in a post-pandemic environment are conflicting. We explored the feasibility of conducting a randomised controlled trial (RCT) of telehealth in pregnancy care. This presentation will focus on the women’s experiences.
Methods: We conducted a pilot RCT comparing combined video-based telehealth and face-to-face pregnancy care (combined care) with all face-to-face pregnancy care. The study included low-risk women and was conducted between July 2022 and August 2023 at two tertiary maternity hospitals in Melbourne, Australia. Data collection included surveys of women at recruitment and four months postpartum.
Results: In total 137 women were recruited, of whom 58% were having their first baby. Half were allocated to combined care and half to all face-to-face care. Participants felt comfortable asking questions during video telehealth appointments (87%; 27/31), but only 32% (10/31) felt care was of the same standard as face-to-face care. Some telehealth appointments were by telephone, and similarly to video telehealth, participants felt comfortable asking questions (84%; 21/25), but more (48%; 12/25) felt they received the same standard of care as face-to-face care. Pre-randomisation, 80% (81/134) of participants would have liked the option of some telehealth as part of their care. Post-birth this reduced to 52% (53/101), and most wanted flexibility and choice in how many and which appointments were telehealth. Fewer participants in combined care rated their overall pregnancy as ‘Good/Very good’ (67%; 30/45), compared with those in all face-to-face care (82%; 47/57).
Conclusion: Telehealth in pregnancy care provides choice and flexibility for women, however further research is required to guide its use and optimise women’s experiences of telehealth in pregnancy care.
Keywords: Telehealth; pregnancy care

Aim: A significant knowledge gap exists in the literature concerning social and emotional support within clinical settings, particularly in nursing hindering the development of targeted and effective support strategies. This study aims to address this gap by delving into the perceptions of practicing nurses regarding their experiences of and need for social and emotional support in clinical environments, with the ultimate goal of ameliorating challenges faced by the nursing workforce.
Method: The study employed a qualitative approach, utilising narrative inquiry to capture the narratives of practicing nurses' encounters with and requirements for social and emotional support. Participants were selected using purposive and snowball sampling techniques. Narrative analysis was employed to reconstruct each participant's story, followed by vertical and horizontal analysis using Braun and Clarke's thematic analysis approach.
Findings reveal six themes: Defining emotional and emotional support; Collegial bullying; Professional safety; Toxicity's toll; Teamwork makes the dream work; Meeting unmet social and emotional support needs.
Conclusion: The findings underscore the necessity for a transformative shift in fostering supportive nursing environments. Healthcare institutions and stakeholders must take concrete actions to create an environment where nurses are not only acknowledged and valued but also nurtured and empowered. Ultimately, these changes will enhance the quality of patient care and elevate the nursing profession. This study offers substantial implications for nursing education by advocating for the integration of emotional and social support training into nursing curricula, emphasising the importance of addressing collegial bullying, promoting teamwork and collaboration, and developing management and leadership skills among students. Resilience training, mentorship programs, self-care initiatives, effective communication training, and an emphasis on policy advocacy and continuous learning are all highlighted as essential components in preparing future nurses to deliver high-quality care while navigating the emotional and social challenges of the profession.