-Focus: presentation of initial results (from recent literature) exploring some common challenges for programmatic assessment reforms in higher education.
-Background/context: Programmatic assessment emerged as a desirable educational strategy for enhancing competency-based learning and student experience (Torre et al, 2021) being endorsed by the Tertiary Education Quality and Standards Agency (TEQSA). Regardless of its well-known benefits, multiple issues are identified in the implementation of the approach (Schutt et al, 2021), including: lack of understanding of contextual influences, misinformation, adverse outcomes, assessment fatigue, validity, transparency, fairness, workload, quality assurance (such as moderation) and application of the approaches’ core principles (e.g. proportionality, triangulation, and holistic decision-making).
-Description: Two articulated scoping reviews are in progress, focusing on healthcare education. One explores how quality assurance processes (moderation and standard setting) are implemented, and the second one, at how the term “programmatic” is understood when the approach is in use.
-Method: Joanna Briggs Institute framework will be used (Peters et al, 2020). Multiple electronic databases and grey literature sources will be used (2014-2024). All review steps will include two reviewers, and a third one in case of disagreements.
-Evidence: Preliminary results indicate inconsistent and conflicting findings in terms of how “programmatic” is defined when the approach is in use, how the core principles are applied, and how quality assurance processes are implemented. These discrepancies might arise from the different stages of implementation of the approach across the world and serve as support to further understand how local contexts are impacting it.
-Contribution: Programmatic assessment is rapidly growing as the approach of choice across different universities and fields of knowledge. Acknowledging its benefits, it is essential, as much as better understanding its multiple challenges.
-Engagement: Consider ways in which you could address issues in programmatic approach locally and anticipate challenges for the implementation of major assessment reforms.

Focus
In Australia, and healthcare systems globally, there are two tiers of qualifications for nursing professionals: Enrolled Nurse (EN) via vocational training and Registered Nurse (RN) via tertiary education. This research investigates the perceptions of EN-RN students’ academic literacies and readiness for university to inform teaching and learning practices and improve student experience. Furthermore, we aim to evaluate the impact of our EN-RN Transition Program on student success and learning outcomes.

Background/context
There has been an increase in ENs seeking to transition to RNs, a trend that is expected to continue (Wall et al., 2020). However, despite clinical experience for which they receive recognition of prior learning, ENs often struggle with academic writing and assessment-related anxiety compared to traditional entry students in Bachelor of Nursing courses (Cifuentes Gomez et al., 2022). This may lead to higher attrition rates though, as research has highlighted, the reasons for the attrition of students from nursing programs are unclear (Wall et al., 2020).

Description
An Australian university's School of Nursing and Midwifery has implemented an intervention to support EN-RN students. Our approach includes a targeted orientation, self-assessment tool, online modules and drop-ins. Identifying effective support measures is crucial for sustainable improvement in learning outcomes.

Method(s)
We employed a prospective, cohort design with pre and post-intervention, recruiting a single population-based cohort of EN-RN student nurses. Data was analysed using SPSS and descriptive statistics.

Evidence
Preliminary findings underscore the need for enhancing academic and digital skills among students. Notably, confidence in academic integrity surpasses paraphrasing skills.

Contribution
Given the limited literature on this topic, our research focuses on tailored support for transitioning EN-RNs, aiming to enhance teaching quality, learning outcomes and student experience.

Engagement
Mentimeter word cloud icebreaker and poll activity to prompt reflection and discussion on learning and teaching practices to improve the EN-RN experience.