t h E E d u c at i o n g u i d E f o r n u r s E s a n d ag E d c a r E w o r k E r s

Apply now for postgraduate study.

Are you a health professional interested in developing or improving your skills as an educator?

To meet the growing need for educators in the health professions, The University of Western Australia’s Faculty of Medicine, Dentistry and Health Sciences has collaborated with the Faculty of Education to offer the following postgraduate courses in 2013:

• Graduate Certificate in Health Professional Education

• Graduate Diploma in Health Professional Education

• Master of Health Professional Education (by thesis and coursework or by coursework and dissertation)

These courses can be completed full-time or part-time.

Visit meddent.uwa.edu.au/healthedu or come to the UWA Postgrad & Honours Expo on Wednesday 19 September, 4 to 7pm.

Achievemore as a health professional educator

CRICOS Provider Code 00126G

Brought to you by

Continued on next page

Thinking globally to beatstaff shortages

Australia has always needed to supplement its workforce and

population by embracing people from other countries. This young country has depended on overseas labour to build it, shape it and make it a nation. The nursing workforce is no different.

At present, one in seven nurses working in Australia has received their qualification overseas.

Of real concern is the ageing of the nursing workforce. Registered nurses over the age of 55 currently account for 36 per cent of the workforce; therefore the retirement of this group is considered a major factor in workforce

Overseas nurses and students want to come to Australia but our educational institutions need to cater for their needs. By Ruth Terwijn

2 September 2012

C

M

Y

CM

MY

CY

CMY

K

Nursing Review 185W x 133H 2012 08 21 OL.pdf 1 21/08/2012 4:17:57 PM

From previous page

Thinking globally to beat

staff shortages

sustainability. However, the 2007 global financial

crisis and now the Eurozone woes, have directly impacted on the value of superannuation funds and assets since this time, which has led many intended retirees to postpone or return to the workforce for stability and an assured income.

The 2012 Health Workforce Australia report, Health Workforce 2025, established a model to project the shortfall of nurses. It is clear throughout this report that without recruitment and retention of international nursing students and registered nurses, Australia’s health sector will not be able to meet the demand for services in both the short and long term.

The increased numbers of nursing students and registered nurses working outside of their homeland has meant that

the nursing community has progressively become more globalised. In addition, there are large numbers of students with English as an additional language (EAL) and culturally and linguistically diverse (CALD) backgrounds entering nursing programs at universities of industrialised nations.

Reasons for working overseasInternational nursing students in English-speaking countries usually have economic, social or political reasons for studying nursing in a developed country.

Economic reasons are usually centred on quality of life, such as improved wages, working conditions and a higher standard of living, which are made possible when an international student completes his or her program of study and is able to work as a registered nurse. This often allows the graduate to provide support for family and extended family within their homeland.

Secondly, a move from country or rural living to city dwelling for many

international students has opened up more opportunities for student nurses, especially in acquiring varied nursing skills. Finally, a move to a developed country offers the opportunity of a safer life due to improved political and social circumstances.

Students from developing nations who are able to study outside of their home country have increased opportunities for career enhancement, exposure to a different lifestyle and culture, and the potential for an increased income that is disproportionate to that in their homeland. These incentives may well impact on the decision of prospective nurses to consider nursing education outside of their homeland.

Factors around living arrangements, studying at tertiary institutions, making friends and applying for permanent residency were highly valued by international students when applying for a university placement. However, positive experiences for this group of

Continued on next page

September 2012 3

Nursing Rev Advert.indd 2 22/08/12 10:47 AM

4 September 2012

Healthcare EthicsFrom organ donation to fertility treatment, the ethical dilemmas faced by health care professionals are gaining ever increasing complexity.

This six week, 21 hour program aims to de-mystify the Code of Ethics and provide a practical understanding of the critical ethical issues which confront the nursing profession on a daily basis.

Key content: • Introduction to health care ethics• Foundations of ethical practice• Elective - end of life or beginning of life

Location: Online Date: 1st Oct – 9th Nov 2012 (3.5 hours per week) Cost: $395

The full Healthcare Hub portfolio launches spring 2012.

The Healthcare Hub is an innovative online CPD portal for nurses who take their career progression seriously. We understand that professional development means more than just ‘tick the box’ training. Healthcare Hub programs are practical, accountable and designed around the real life challenges facing health professionals today.

RecognitionOur CPD courses are pathways into post-graduate study. So, complete your hours with Healthcare Hub and receive credit towards qualifications such as Postgraduate Certificate in Health Administration, Postgraduate Diploma in Clinical Education and MBA Health.

ReputationThe backing of a national university with strong expertise in health education means you can be confident of high quality, reputable training.

RewardsEarn Healthcare Hub points for every CPD hour you complete and the friends that you refer…then redeem for Ticketek vouchers

To keep informed of the latest programs and rewards from Healthcare Hub visit www.healthcarehub.com.au or call Stacey on 02 9739 2491

Launch promotion$50 Ticketek voucher for the first ten people to register for the Health Care Ethics and Leadership in health care programs

Want Recognition, Reputation & Rewards for your CPD Hours?

students in relation to these factors were not easily identified.

Barriers to newcomersDespite these reasons for engaging in international study, international nursing students also experience a number of well-documented barriers. These can be identified as communication, exclusion, personal and academic challenges, and value and race judgments. There is also a risk of social exclusion and feelings of isolation and loneliness, coupled with the stress of familial expectations.

While nursing programs in Australian universities are well-established in relation to educating domestic students, there are substantial challenges in response to meeting the educational and non-academic needs of international pre-registration nursing students.

These challenges range from English language competency and assessment,

From previous page

Thinking globally to beat

staff shortages

through to different learning styles and approaches, cultural differences, social exclusion and feelings of isolation and loneliness.

International nursing students face many hurdles, but some students persist in their desire to achieve a Western nursing qualification. Academic, cultural

and social barriers exist for nursing students establishing themselves in a foreign country. These barriers are challenging and stressful and can influence the study success for this cohort of students.

The challenge is that many of these education programs may not be geared

September 2012 5

Community Services & Health Industry Skills Councilwww.cshisc.com.au e: admin@cshisc.com.au t: 02 9270 6626 Follow us: /cshisc

How are you growing your care career? Visit careers at cshisc.com.au for ideas

to respond effectively to the needs of this cohort. The growth in international nursing students requires providers of nursing education to understand better the students’ particular learning needs, as well as health and cultural expectations, whilst studying abroad.

Language is a barrier for many international students. English may be learnt in their homeland but conversational “Australian English” is gained here. International nursing students have reported that they think many Australians speak quickly and use colloquialisms, making understanding and communicating very challenging.

In addition, the international nursing student then faces a new language, medical terminology. Thirdly the “language” of therapeutic communication is essential for safe and competent nursing practice, yet this is an area where international nursing students often struggle within the clinical area. In essence, they have three new languages to learn, not just one.

However, despite well-documented perceived barriers, international students display resilience by keeping their long-term goal as a focus with a willingness to adjust to meet outcomes. This requires a new range of skills that may range from developing English language competency, acquiring different learning styles and demonstrating academic competency. Transitioning to living outside the homeland is an important skill that is underpinned by university support, family and culturally similar friends and personal goals.

It has been found that a culturally diverse educational environment and cultural awareness are the keys to successful recruitment and retention of student nurses from EAL and CALD backgrounds. Culturally competent education remains a key to inclusiveness of international students where educational leaders are required to promote an educationally conducive learning environment.

Nurses are fundamental to healthcare

delivery worldwide, and hence a potential worldwide shortage of nurses is cause for alarm. There is well-documented evidence that the international nursing shortage is creating substantial momentum for nurses from primarily developing countries to consider education outside of their homeland as a pathway to greater career opportunities in their own countries, or in Western nations.

The rapid rise in the number of international students from non-English speaking backgrounds means that immediate attention needs to be directed to their academic and non-academic needs to ensure their personal welfare as well as good academic and professional outcomes. n

Ruth Terwijn is a lecturer with the department of nursing and midwifery at the University of Southern Queensland. This article is based on a systematic review of research studies on the experience of international nursing students conducted in the past 20 years.

6 September 2012

T: 1300 653 673 | E: hutek@bigpond.net.au | www.humantechnologies.net.au

Rinse-free solutions for both body and hair cleansing in or at the bedside

Distributors in each State of Australia and NZ

HiCare™ Bath wipes and Waterless Shampoo are an effective, no mess solution for bathing in bed. Developed in our Sydney lab, this advanced product range is custom made for high dependency use. HiCare™ provide excellent value for money and significant benefits for recipients who are frail, immobile, a manual handling risk, suffer hyperalgesia, display resistive behaviours in the shower or are in need of palliative care.

• Independent dermatological study• Contains Keratin™ to nourish hair• 60ml single patient use pack• 150ml pump and refill for multiple users• Recyclable bottles – excellent value

• Thick microwaveable single use disposable cloths• 3 independent evidence based studies • Treats and prevents skin tears (2010 Wound

Centre study) • Multiple emollients and skin vitamins• 13 yrs specialisation in bathing wipes

Please call or email us if you would like more information or product samples.

High dependency hygiene made easy

The University of Tasmania and a leading aged care peak body have partnered to launch a pioneering

course in aged and dementia care. The new associate degree in dementia

care, the first of its kind in Australia, will bring together the disciplines of neuroscience and social science, as applied to care for people with dementia.

An initiative of the Wicking Dementia Research and Education Centre in the Faculty of Health Science at the University of Tasmania, the Associate Degree in Dementia Care is being delivered by UTAS in partnership with Aged and Community Services (ACSA) from November this year.

The new course is aimed specifically at current workers in aged and dementia care. Students learn to understand the brain and the process of dementia and to relate that to the rationale for providing the best approach to care.

Associate degree in dementia breaks new ground

Core units will be taught at UTAS through the Wicking Centre, the school of nursing and midwifery and the school of medicine. Workplace units will be taught in conjunction with ACSA providers.

To enrol, participants must be currently working in the aged care or dementia care workforce, have access to a computer and the internet, devote 12 hours per week to complete two units each semester, and be within commuting distance of a UTAS campus to attend teaching days.

Those with a university degree or a Certificate III or IV in Aged Care may be eligible to apply for credit for up to four of the first units.

Employers must provide a letter agreeing to support time release from participants’ work commitments for the equivalent of four to five hours per

week of study, and agree to time release from work commitment for face-to-face sessions of three to five days per semester. UTAS says there are no final exams for any units offered as part of the course, and there are no student fees if participants currently work in community or aged care services that are members of ACSA in Tasmania, NSW or ACT and they enrol with the support of their employer. n

For more information, go to: www.utas.edu.au/wicking/dementia-care

September 2012 7

HLT-12-1067 CRICOS no. 00213J

“QUT was the only university I could find that would give me an integrated approach in mypractice. When I looked into it as a pathway to registration as a psychologist, I really couldsee that the training is of such a high standard. The opportunity to study a range of therapieshas been immensely important in working not only with other health professionals, but in beingable to tailor treatment to specific patients.” Dr Rachael Bellair, QUT graduate

Boost yourhealth careerAre you passionate about making a real difference to people’s livesthrough health care services and policy? Add value to your career andtake it to the next level with a postgraduate qualification from QUT.

You’ll learn from some of the most respected and influentialpractitioners, researchers and policy shapers in Australian health,welfare and biomedical and clinical science. Depending on yourchosen course, you have the option of studying on campus or onlineto help you balance your study with other commitments.

Advance your skills and expand your career opportunities withpostgraduate studies in:

NursingHealth ManagementOccupational Health and SafetyPsychologyCounsellingPublic HealthSocial WorkEnvironmental HealthBiotechnologyUltrasound – Breast/Cardiac/MedicalResearch – undertake innovative research through a PhD

Learn more and register for QUT’s Postgraduate Options Evening onTuesday, 9 October 2012 at www.qut.edu.au/boost-your-health-career.

CQUniversity’s Noosa campus has introduced a distance education midwifery program to help boost Queensland’s regional nursing workforce.

Interim midwifery head Jenny Davis said a lack of flexible healthcare education and training meant non-metropolitan areas often missed out on midwifery services.

The Noosa campus recently underwent a $2.5 million expansion, including the building of new nursing and midwifery labs.

“This will ultimately result in more midwives in regional communities throughout Queensland, meeting midwifery workforce needs and promoting and delivering positive health outcomes for women and their babies.”

Having spent 20 years as a nurse and midwife in rural Victoria, Davis says she has seen first-hand the difference skilled and well-educated midwives can make to healthcare in regional communities. “We need better long-term health outcomes and a midwife is ideally placed to achieve that in any community,” Davis said. The new program recently received a donation of training equipment to support their clinical experience. n

CQU expandsmidwiferyprogram

8 September 2012

POSTGRADUATE INFORMATION EVENING18 OCTOBER 2012, 5.30-8PM

Thinking about further study next year?

At Sydney Nursing School’s Postgraduate Information Evening you’ll discover how to build on your nursing qualifi cations and advance your nursing career.

Discuss your postgraduate specialty options one-on-one with our academic staff and clinical experts in:

- Cancer & Haematology Nursing - Clinical Nursing- Clinical Trials Practice - Emergency Nursing- Intensive Care Nursing - Mental Health Nursing- MN (Nurse Practitioner) - Research degrees

To register and for more information visit: sydney.edu.au/nursing

CR

ICO

S 0

00

26A

ADVERTORIAL

Since being featured in the April 2011 Nursing Review, the South Australian “Shared Learning in

Clinical Practice” initiative has continued to break new ground in developing the confidence and competence of staff working with mentally unwell people in metropolitan and regional South Australia.

The “Shared Learning in Clinical Practice” is a partnership between the UniSA Mental Health and Substance Abuse Research Group and SA Health’s “Acute Matters.” The overarching aim of the partnership is to provide a safe environment for mental health practitioners and other health professionals to reflect and learn from one another regarding the complexities of modern-day clinical practice; and the implications of the various reform agendas on the way clinicians provide care and treatment. A particular focus of the Symposia relates to working with people in suicidal, self-harm crisis and other forms of risk. The group uses a ‘democracy of ideas approach’ to collaboration where there

is an opportunity for open debate and discussion leading to fresh thinking around key issues in mental health nursing practice.

The third “Shared Learning in Clinical Practice” symposium on the subject of Risk Assessment was held in the Hawke Building, UniSA’s City West Campus, Adelaide, on Thursday 22 March 2012. The symposium examined mental health clinical service responses in critical and crisis situations and was co-facilitated by Professor Nicholas Procter, Chair in Mental Health Nursing UniSA and Julie Murison from the Eastern Adelaide Mental Health Service. A total of 128 health professionals and support workers participated in the Symposium.

A key theme from the third symposium was that the focus on risk assessment ought now to be broadened out to look at what it means for health professionals – especially nurses in Country Emergency Departments and other acute medical settings – to engage with people in mental health related distress.

“Shared Learning in Clinical Practice”

From risk assessment to theraputic engagement

first began to examine the place of a Country Hospital health workforce in Risk Assessment and subsequent treatment planning following a presentation from a Country-based MH Consultation Nurse Ann McElroy in March 2011. Various practice development projects around Country Health SA LHN followed, culminating in the recent launch of a new Foundation Procedure and associated Risk Assessment tool for use across all General Health settings in Country. Along with a Mental State Examination (MSE) tool specially developed for use by General Nurses and Midwives, and a “Visual Nursing Observations” resource developed by nursing staff in the Mallee Coorong Health Cluster, this toolkit is now being implemented by members of the CHSA LHN Mental Health Clinical Practice Consultants Forum, in partnership with Directors of Nursing & Midwifery in Country Hospitals.

Another key outcome has been the development of a short film depicting the

SA Nurse-led shared learning initiative continues to grow. By Philip Galley and Nicholas Procter

September 2012 9

Meet Marianne

This activity has been endorsed by APNA according to approved criteria. Completion of this educational activity entitles eligible participants to claim 2 CPD hours.

Attendance attracts 2 RCNA CNE points as part of RCNA’s Life Long Learning Program (3LP)

Marianne, a 36-year-old nulliparous woman who has had regular Pap test for the last 6 years with negative results presents to your clinic. She comes in with a printout from the internet about the benefits of ThinPrep and asks if you can use it for her next Pap test.

According to current Australian guidelines how often should women have a Pap test?

To participate in the Cervical screening for nurses program and earn APNA and RCNA CPD, follow these easy steps:

A U S T R A L I A

Go to www.mdBriefCase.com.au

Login or register if it is your first visit (it’s free and confidential)

Complete the Cervical screening for nurses. Optimal collection techniques for a quality Pap test program listed under the “Specialist Programs” tab

FREE ACCREDITED ONLINE CPD

interview of a person in suicidal crisis. The film is available from http://www.youtube.com/watch?v=fLXfDepZ-o0

Watch the interviewer skilfully develop an understanding of despair.

Preparations are now well underway for the fourth “Shared Learning in

Clinical Practice” Symposium, to be held at the UniSA Whyalla Campus, Nicolson Avenue, Whyalla Norrie, on Thursday 6 December 2012. The Symposium, “Therapeutic Engagement in Mental Health Assessment,” aims to broaden and deepen our understanding of mental

health risk and vulnerability to include working with older people in crisis and collaborative / narrative approaches to assessment. The event will also examine outcomes arising from Country Health SA’s mental health practice development initiative in mental health with General Nurses. The Symposium is jointly sponsored by SA Health, Spencer Gulf Rural Clinical Health School, Centacare Catholic Family Services Whyalla and UniSA’s Substance Abuse Research Group. The Symposium Keynote Addresses will be delivered by former AFL player Heath Black and Brendan Pawsey, Director of Healthmaps in Melbourne (http://healthmaps.com.au/). Three live and interactive practice development groups will be incorporated into the program, each with a specific focus on the integration of Mental State Examination and Risk Assessment as therapeutic engagement, substance use disorder and impulsivity; and the role of family in the assessment process. n

10 September 2012

13 72 48 | southbank.edu.au

Aged care Disability Counselling Community services Nursing Allied skill sets

World-class learning facilities. Uni pathways. Job-ready training.

CRIC

OS

No.

030

20E

Shannon Philp, oncology nurse at RPA Hospital, is both delighted and relieved to have

completed her Master of Nursing (Nurse Practitioner) at Sydney Nursing School at the University of Sydney. Shannon was part of the first cohort of students in the Master of Nursing (Nurse Practitioner) program introduced by Sydney Nursing School in 2010. The degree will launch the next phase of her 17-year career in oncology nursing.

The Nurse Practitioner program really enabled me to demonstrate my competence and capabilities as a nurse and to provide evidence-based patient-centred care.

“As part of this 2 year program I had to undertake 300 hours of advanced clinical practice during which I established and worked in a gynaecological oncology follow-up clinic at the Sydney Cancer Centre, Royal Prince Alfred Hospital. There was also significant academic study, including subjects covering advanced pathophysiological principles, pharmacology, quality use of radiology and pathology as well as diagnostic reasoning principles in advanced nursing practice. It was a lot of work but it has been worth it,” Shannon said.

Just like Shannon, students enrolled in Sydney Nursing School’s nurse practitioner program are already very experienced nurses. On average they have 18 years nursing

NP leads the way for others

Dr Tom Buckley, Course Co-ordinator MN (Nurse Practitioner) with students

Shannon Philp, first student to complete Sydney Nursing School’s Master of Nursing (Nurse Practitioner) program

NURSING REVIEW CONTINUING EDUCATION GUIDE STUDENT PROFILE

ADVERTORIAL

September 2012 11

Flexible Online Learning As a nurse you require specialist skills to keep pace with a dynamic working environment. The School of Nursing and Midwifery at the University of Newcastle offers a range of cutting edge postgraduate nursing programs, designed to suit your specific needs.

These programs are delivered online, allowing you to stay in the place where you are needed most.

DESIGNED FOR LIFE

To find out more: www.GradSchool.com.au

“As a full-time paediatric nurse, I needed my studies to fit around my ever changing shift work. Studying online was so convenient and flexible, it helped balance work and study in a way that suited me”

Penny – Master of Nursing (Advanced Practice)

Programs available:•MasterofAppliedManagement(Nursing)•MasterofMentalHealthNursing•MasterofMentalHealthNursing(NursePractitioner)•MasterofMidwifery•MasterofNursing(AdvancedPractice)•MasterofNursing(NursePractitioner)

Flexible Online Learning As a nurse you require specialist skills to keep pace with a dynamic working environment. The School of Nursing and Midwifery at the University of Newcastle offers a range of cutting edge postgraduate nursing programs, designed to suit your specific needs.

These programs are delivered online, allowing you to stay in the place where you are needed most.

DESIGNED FOR LIFE

To find out more: www.GradSchool.com.au

“As a full-time paediatric nurse, I needed my studies to fit around my ever changing shift work. Studying online was so convenient and flexible, it helped balance work and study in a way that suited me”

Penny – Master of Nursing (Advanced Practice)

Programs available:•MasterofAppliedManagement(Nursing)•MasterofMentalHealthNursing•MasterofMentalHealthNursing(NursePractitioner)•MasterofMidwifery•MasterofNursing(AdvancedPractice)•MasterofNursing(NursePractitioner)

experience and come from a range of specialty areas, including emergency, primary care, drug and alcohol, cardiology, intensive care, oncology, mental health, wound care, palliative care, aged care as well as surgical and medical nursing.  

The Master of Nursing (Nurse Practitioner) course is coordinated by Dr Tom Buckley who has been a registered nurse since 1991 and has practised in the UK, USA and Australia in specialties such as nephrology, intensive care and acute cardiology. Dr Buckley is a member of the National Prescribing Service Education Design and Support Expert Advisory Group and an active researcher in nurse practitioner prescribing behaviours and education.

Dr Buckley is very excited about the opportunities this program provides for students to become nurse practitioners.

“As the health care landscape changes in Australia, there is an acute need for a well-qualified workforce to meet the community’s health care needs. Whether nurse practitioners work in rural or remote areas as the only available health care professionals or in busy emergency departments of

major tertiary hospitals, there are terrific opportunities to function autonomously and collaboratively with other health professionals,” Dr Buckley said.

“The nurse practitioner role is grounded in the nursing profession’s values, knowledge, theories and practice and provides innovative and flexible health care delivery that complements other health care providers,” Dr Buckley said.

The program gives students the opportunity to draw together their practical and theoretical learning, synthesise this with their prior learning and experience, and draw conclusions that will form the basis for further intellectual and/or professional growth as future nurse practitioners.

To qualify for the Master of Nursing (Nurse Practitioner) program students must fulfil the following requirements:• Be a registered nurse • Have completed a graduate certificate

relevant to their area of specialisation• Have practised for at least two years in a specialty area• Have demonstrated at least one year in advanced clinical practice; and• Have the support of an approved Primary Clinical Supervisor for the duration of the degree.

The program includes two 12 credit point practice-based units of study – Developing Nurse Practitioner Capability and Capstone (Professional Practice) which collectively include 300 advanced clinical practice hours.

“The role of the Nurse Practitioner is developing rapidly in Australia and Commonwealth legislation reimbursing patients in the community for NP service through MBS and PBS means greater scope of practice for the Nurse Practitioner and more opportunities for the public to avail of nurse practitioner services,” Dr Buckley said. n

The Nurse Practitioner program really enabled me to demonstrate my competence and capabilities as a nurse and to provide evidence-based patient-centred care

FindyourFocus

Take your NursiNg career To The NexT level aT FliNders

flinders.edu.au/nursing

Flinders UniversitySchool of Nursing & Midwifery

CRI

COS

No.

: 001

14A

6402

Flinders school of Nursing & Midwifery offers Postgraduate Programs enabling you to free your ambition and extend your reach in the world of health sciences.

Our postgraduate programs:• Aged Care Nursing Studies• Child and Family Health Nursing• Clinical Nursing• Continence Nurse Advisor• Critical Care Nursing• Diabetes Management and Education• Emergency Nursing• General Practice Nursing• Midwifery (includes new prescribing medicines course)

Our professional development courses (CPD points included):• Infection Control• Nursing for Continence: Bladder and Bowel Dysfunction• International Disaster Nursing (online)• Point-of-Care-Pathology Testing• Dementia, Delerium and Depression (online)• Skills Enhancement Program• Skin Cancer Screening Assessment and Identification

of Skin Lesions (online)

enrol NoW to secure your place.

P: 1300 657 671E: sonm@flinders.edu.au