1.1 Oral presentations – Theme 1: Inspiring nursing and midwifery careers
Tracks
Track 1
| Wednesday, July 17, 2024 |
| 11:05 AM - 11:55 AM |
| Waterfront Room 1 |
Speaker
Dr Dianne Stratton-Maher
Nursing Lecturer
University of Southern Queensland
Educating the educators of future nurses: inspiring excellence in academic teaching
Abstract
102 - Educating the educators of future nurses: inspiring excellence in academic teaching
Aim/Objective: The primary aim of this study was to gain insight into the challenges faced by registered nurses transitioning from clinicians to novice academic positions across six Australian universities. Specifically, the study sought to understand the unique experiences of these individuals as they navigated the unfamiliar terrain of academia, identifying key obstacles and gaps in support structures.
Methods: A qualitative study involving eleven registered nurses who had recently transitioned to academic roles was undertaken. Data was collected through interviews and thematic analysis was applied to extract meaningful patterns and themes.
Results: The findings revealed a significant gap in the preparation of novice nurse academics, particularly in terms of pedagogical knowledge and the absence of a structured career pathway. Despite possessing postgraduate qualifications, participants acknowledged a lack of understanding in effective teaching methodologies, highlighting a notable disparity between nursing discipline qualifications and those required for teaching in academia. The identified challenges were collectively coined as the 'Academic Underworld,' emphasising the complex and uncharted nature of the transition.
Conclusion: In conclusion, this study underscores the urgent need for a paradigm shift in the approach to preparing novice nurse academics for their roles. The absence of a formalised career pathway and the identified challenges in pedagogical knowledge emphasise the necessity for an articulated educational career pathway program. Implementing such a program is crucial to ensuring a seamless transition for registered nurses contemplating an academic career in Australia. By addressing these gaps, the aim is to attract and retain nurse academics, elevate the standard of nursing education, and empower aspiring academics to navigate the 'Academic Underworld' with confidence and competence across Australian universities. This transformative initiative not only serves to inspire nurses to embrace academia but also contributes to the overall enhancement of nursing education, fostering a community of dedicated and skilled nurse educators.
Aim/Objective: The primary aim of this study was to gain insight into the challenges faced by registered nurses transitioning from clinicians to novice academic positions across six Australian universities. Specifically, the study sought to understand the unique experiences of these individuals as they navigated the unfamiliar terrain of academia, identifying key obstacles and gaps in support structures.
Methods: A qualitative study involving eleven registered nurses who had recently transitioned to academic roles was undertaken. Data was collected through interviews and thematic analysis was applied to extract meaningful patterns and themes.
Results: The findings revealed a significant gap in the preparation of novice nurse academics, particularly in terms of pedagogical knowledge and the absence of a structured career pathway. Despite possessing postgraduate qualifications, participants acknowledged a lack of understanding in effective teaching methodologies, highlighting a notable disparity between nursing discipline qualifications and those required for teaching in academia. The identified challenges were collectively coined as the 'Academic Underworld,' emphasising the complex and uncharted nature of the transition.
Conclusion: In conclusion, this study underscores the urgent need for a paradigm shift in the approach to preparing novice nurse academics for their roles. The absence of a formalised career pathway and the identified challenges in pedagogical knowledge emphasise the necessity for an articulated educational career pathway program. Implementing such a program is crucial to ensuring a seamless transition for registered nurses contemplating an academic career in Australia. By addressing these gaps, the aim is to attract and retain nurse academics, elevate the standard of nursing education, and empower aspiring academics to navigate the 'Academic Underworld' with confidence and competence across Australian universities. This transformative initiative not only serves to inspire nurses to embrace academia but also contributes to the overall enhancement of nursing education, fostering a community of dedicated and skilled nurse educators.
Biography
With over a decade in academia and a background as a registered intensive care nurse, the presenting author combines practical experience with teaching and research. Having earned a PhD Dianne currently contributes to the academic community at the University of Southern Queensland. Her research interests revolve around the challenges and opportunities at the intersection of clinical nursing and academia, reflecting a passion for bridging these domains. Beyond academic activities, Dianne remains committed to cultivating an inclusive and supportive learning environment for nursing students.
Mrs Lucy Rosenberg
Manager, Clinical Liaison
University of Technology Sydney
Inspiring nursing and midwifery clinical facilitators through a comprehensive professional development opportunity
Abstract
103 - Inspiring nursing and midwifery clinical facilitators through a comprehensive professional development opportunity
Aim: Inspire and engage the current and future nursing and midwifery clinical facilitator workforce to provide high-quality and effective clinical supervision of pre-registration nursing and midwifery students.
Method: The Council of Deans, Nursing and Midwifery (CDNM) supported the development of an online interactive professional development course to meet the needs of the current and future clinical facilitator workforce. The CDNM employed lead academics with expertise in the requirements of clinical facilitation providing supervision throughout professional experience placements for pre-registration nursing and midwifery students. After undertaking a literature review and utilising available evidence, course intended learning objectives and a curriculum were developed. Utilising a project manager numerous meetings were conducted to conceptualise and formulate the modules. Throughout module development key stakeholders reviewed the content, feedback and necessary changes were incorporated. A pilot phase occurred in December 2023 -January 2024 where feedback was sought from a cross section of the clinical facilitator workforce across Australia. The projected national launch is February 2024.
Results: 8 interactive professional development modules were created on a learning management system, with positive preliminary feedback from key stakeholders and pilot participants.
Conclusion: The course provides clinical facilitators with an introduction to the essential skills and principles of clinical facilitation by developing the distinctive combination of clinical expertise, effective communication and andragogy competence. These skills are crucial for supporting clinical facilitators and nursing and midwifery students through professional experience placements, ultimately enhancing the quality of education and assessment in the clinical setting. Preliminary feedback from key stakeholders and pilot participants suggest that this course has the potential to elevate the standard of clinical facilitation in nursing and midwifery and promote clinical facilitation as a career path into clinical education.
Keywords: Clinical facilitation, professional experience placement, workforce education, professional development
Aim: Inspire and engage the current and future nursing and midwifery clinical facilitator workforce to provide high-quality and effective clinical supervision of pre-registration nursing and midwifery students.
Method: The Council of Deans, Nursing and Midwifery (CDNM) supported the development of an online interactive professional development course to meet the needs of the current and future clinical facilitator workforce. The CDNM employed lead academics with expertise in the requirements of clinical facilitation providing supervision throughout professional experience placements for pre-registration nursing and midwifery students. After undertaking a literature review and utilising available evidence, course intended learning objectives and a curriculum were developed. Utilising a project manager numerous meetings were conducted to conceptualise and formulate the modules. Throughout module development key stakeholders reviewed the content, feedback and necessary changes were incorporated. A pilot phase occurred in December 2023 -January 2024 where feedback was sought from a cross section of the clinical facilitator workforce across Australia. The projected national launch is February 2024.
Results: 8 interactive professional development modules were created on a learning management system, with positive preliminary feedback from key stakeholders and pilot participants.
Conclusion: The course provides clinical facilitators with an introduction to the essential skills and principles of clinical facilitation by developing the distinctive combination of clinical expertise, effective communication and andragogy competence. These skills are crucial for supporting clinical facilitators and nursing and midwifery students through professional experience placements, ultimately enhancing the quality of education and assessment in the clinical setting. Preliminary feedback from key stakeholders and pilot participants suggest that this course has the potential to elevate the standard of clinical facilitation in nursing and midwifery and promote clinical facilitation as a career path into clinical education.
Keywords: Clinical facilitation, professional experience placement, workforce education, professional development
Biography
Lucy is the Manager, Clinical Liaison for UTS and she has an extensive background working with clinical facilitators and pre-registration students throughout their Professional Experience Placements for UTS. Lucy is passionate about optimising the student experience through consistent and standardised approaches to clinical facilitation.
Dr Mitra Javanmard
Lecturer
Edith Cowan University
Transitional experiences of internationally qualified midwives practising in Australia
Abstract
Aim: To identify the experiences of IQMs transitioning into the Australian midwifery system.
Methods: An explanatory sequential mixed methods approach was implemented in 2020, underpinned by the philosophical assumption of ‘pragmatism’. Phase one surveyed a total of 66 IQMs from across Australia. Phase two, a descriptive qualitative approach, interviewed 11 IQMs. Integration of the e-survey and interview databases, via two approaches: representation (visual display) and interpretation (narrative approach) was conducted.
Results: IQMs’ transitional challenges identified different midwifery model of care and different work-based culture. A perceived lack of midwifery autonomy hindered the scope of their midwifery practice. Significant proportions of IQMs experienced discriminatory practices and inequity of opportunity in the workplace. The data integration led to the identification of 12 meta-inferences: orientation programs, preparedness for midwifery practice in Australia, different midwifery models of care, different work-based cultures, support from peers, respect from peers, acceptance from peers and managers, English barriers, communication challenges, respect from women and their families, equality of opportunity and discrimination.
Conclusion: This study identified a number of challenges that triggered frustration among IQMs. An important finding identified by this study is that workplace atmosphere is critical to IQMs’ level of adjustment. Support, respect and acceptance from peers and managers were the main factors enabling or hindering their transition, as well as empowering or discouraging the full use of their skills and expertise. Unfortunately, this study also highlighted the toxic nature of discrimination, and its flow-on negative effects in terms of IQMs’ professional identity and psychological health. IQMs navigated between positive and negative emotions, which affected their sense of belonging in the Australian midwifery workforce. The identification of these challenges may assist organisations to review and address how the needs of IQMs can be supported. This study highlights the central role of organisational support in fostering the integration of IQMs into the Australian multicultural workforce.
Methods: An explanatory sequential mixed methods approach was implemented in 2020, underpinned by the philosophical assumption of ‘pragmatism’. Phase one surveyed a total of 66 IQMs from across Australia. Phase two, a descriptive qualitative approach, interviewed 11 IQMs. Integration of the e-survey and interview databases, via two approaches: representation (visual display) and interpretation (narrative approach) was conducted.
Results: IQMs’ transitional challenges identified different midwifery model of care and different work-based culture. A perceived lack of midwifery autonomy hindered the scope of their midwifery practice. Significant proportions of IQMs experienced discriminatory practices and inequity of opportunity in the workplace. The data integration led to the identification of 12 meta-inferences: orientation programs, preparedness for midwifery practice in Australia, different midwifery models of care, different work-based cultures, support from peers, respect from peers, acceptance from peers and managers, English barriers, communication challenges, respect from women and their families, equality of opportunity and discrimination.
Conclusion: This study identified a number of challenges that triggered frustration among IQMs. An important finding identified by this study is that workplace atmosphere is critical to IQMs’ level of adjustment. Support, respect and acceptance from peers and managers were the main factors enabling or hindering their transition, as well as empowering or discouraging the full use of their skills and expertise. Unfortunately, this study also highlighted the toxic nature of discrimination, and its flow-on negative effects in terms of IQMs’ professional identity and psychological health. IQMs navigated between positive and negative emotions, which affected their sense of belonging in the Australian midwifery workforce. The identification of these challenges may assist organisations to review and address how the needs of IQMs can be supported. This study highlights the central role of organisational support in fostering the integration of IQMs into the Australian multicultural workforce.
Biography
Dr Mitra Javanmard is an academic lecturer and a researcher with the Nursing Team at The University of Adelaide. Her extensive academic research experience has provided her with the knowledge and skills to engage with professional networks and to prepare and support students fit for practice. Mitra completed a PhD in Midwifery at University of South Australia (UniSA) Clinical and Health Sciences in 2020. Her PhD study focused on developing an understanding of the factors contributing to the transitioning experiences of internationally qualified midwives practising midwifery in Australia. Mitra believes that the insights and knowledge acquired from this research can be applied to enhancing student learning about how to work with colleagues and patients from different backgrounds. Her research in this area may prove invaluable to facilitating higher midwifery and nursing retention rates. Mitra is recognised for demonstrating passion and commitment to the value of education and life-long learning.
Dr Lin Zhao
Senior Lecturer
RMIT University
What inspires nursing students to become mental health nurses?
Abstract
Aim: This study explores the effectiveness of using constructive alignment by mental health nursing academics in the context of mental health Work Integrated Learning (WIL) activities and career role models in supporting undergraduate students to enter mental health careers.
Methods: The pilot project will be undertaken with a mixed-method, quasi-experimental design conducted in two public mental health services in Melbourne. Constructive alignment between university mental health learning and WIL workplace practice will be enhanced by extending academia’s support to students in their mental health placements in combination with regular workplace interventions by academics featuring mental health nursing role models and career pathways. The novelty of this project is the involvement of academics with extensive professional mental health experience in supporting students before, during and after their mental health WIL placement and integrated career planning activities. Students will be invited to participate in the focus group interviews and surveys before and after their mental health placements focusing on professional attitude, competence, career preference and perceptions about mental health nursing. This data will be compared with students placed in mental health services without ongoing support provided by the academics and career aspiration activities.
Results: The preliminary data of the project will be collected from semester 1, 2024. This oral presentation will outline the strategies undertaken by MH nursing academics including educational interventions and present preliminary findings from the initial phase.
Conclusion: Nursing academics play an influential role in early career development for mental health nursing. This project argues that the involvement of university academics on the clinical floor can empower students’ career direction in mental health nursing.
Methods: The pilot project will be undertaken with a mixed-method, quasi-experimental design conducted in two public mental health services in Melbourne. Constructive alignment between university mental health learning and WIL workplace practice will be enhanced by extending academia’s support to students in their mental health placements in combination with regular workplace interventions by academics featuring mental health nursing role models and career pathways. The novelty of this project is the involvement of academics with extensive professional mental health experience in supporting students before, during and after their mental health WIL placement and integrated career planning activities. Students will be invited to participate in the focus group interviews and surveys before and after their mental health placements focusing on professional attitude, competence, career preference and perceptions about mental health nursing. This data will be compared with students placed in mental health services without ongoing support provided by the academics and career aspiration activities.
Results: The preliminary data of the project will be collected from semester 1, 2024. This oral presentation will outline the strategies undertaken by MH nursing academics including educational interventions and present preliminary findings from the initial phase.
Conclusion: Nursing academics play an influential role in early career development for mental health nursing. This project argues that the involvement of university academics on the clinical floor can empower students’ career direction in mental health nursing.
Biography
Lin has 2 decades of clinical nursing and mental health nursing and more than 1 decade of tertiary education experience. She completed a PhD from the University of California, San Francisco in 2011 and has postgraduate qualifications in mental health and health professional education. Lin has evaluated a number of education strategies in teaching and learning and is the chief investigator of a few mental health research projects with many peer-reviewed publications.
Mr Shingai Mareya
Industry Fellow
RMIT University
Co-presenter
Biography
Shingai is an experienced and dedicated professional with qualifications in mental health nursing, project management and public health. Shingai thrives on delivering evidence-based health initiatives in a timely manner and according to specific needs of the target population. His professional practice is guided by working in collaboration with stakeholders based on mutual respect, equality, impartiality, responsiveness, developing and maintaining strong relationships and being accountable.
Chairperson
Kathleen Baird
Head of School Nursing and Midwifery
University of Technology Sydney
