PARTNERSHIPS FOR LEARNING AND MENTORING IN AGED CARE.

It is well known that the Australian population is ageing (Australian Bureau of Statistics, 2013). This ageing population has led to an increase in chronic and complex diseases, leading to a range of challenges for healthcare providers (Hunter & Levett-Jones, 2010), yet 75% of residential aged care facilities report skills shortages.

A REVIEW OF AGED CARE PROVISION IN MULTIPURPOSE SERVICES (MPS).

The MPS model has been in place for over 20 years in NSW as a way to address the ongoing healthcare needs of small rural communities.

Dealing with end of life-New graduated nurse experiences.

Aims And Objectives: This article explores the perceptions of new graduate nurses around their readiness for practice when faced with death and dying within the workplace, particularly in rural hospital and community nursing settings.

Background: An essential consideration for nurses in the care of people with life-limiting illness is the extent of their preparation for this area of practice. Nurses need to be aware of a multitude of compounding factors that will influence how and where the person is cared for.

UNDERGRADUATE NURSING EDUCATION RELATED TO EUTHANASIA.

Euthanasia is a subject that has been debated in health ethics courses for many years. With the increase in quality palliative care and emphasis on 'dying well', in response to the increased number of people living with life limiting conditions (Swerissen & Duckett, 2014), it has not been so prevalent in public forum discussions of late.

STUDENT PERCEPTIONS OF PRIMARY HEALTHCARE.

Reviews of undergraduate nursing courses reveal variability in what is being taught regarding primary healthcare (Betony & Yarwood, 2013; Keleher et al. 2010). In an investigation of the perceptions of final year students and recent graduates about underlying conceptual frameworks.

Narrative pedagogy with evolving case study--A transformative approach to gerontic nursing practice for undergraduate nursing students.

Engaging nursing students in the complexities of care across community, acute, rehabilitation and residential aged care settings is challenging. Equally challenging is conceptualising and promoting diverse and comprehensive health assessments across care settings that reflect clinical reality, inform clinical decision making, traverse theory and practice, and transform clinical practice knowledge. This article describes the use of narrative and evolving case study as a teaching-learning tool utilised by the authors in a third year undergraduate gerontic nursing subject in a pre-service nursing degree at a rural university.

Identifying student knowledge and perception of what is valuable to professional practice: A mixed method study.

Background: Bachelor of Nursing programmes are designed to prepare Registered Nurses for professional practice. The Bachelor of Nursing curriculum under discussion was shaped by the conceptual framework of primary health care philosophy, including themes of social justice, Indigenous health, caring philosophy, and the advancement of the discipline through research, scholarship and application of nursing knowledge and evidence-based practice.

Objectives: This study was designed to identify what students and graduates found valuable in a Bachelor of Nursing curriculum conceptual framework and what value they placed on a conceptual framework and underpinning themes.

Transfer of learning to the nursing clinical practice setting.

Introduction: The aim of this project was to identify if there is a link between what nursing students learn in simulated clinical laboratory sessions and what they experience during their clinical placements. Clinical laboratories are commonly used to assist students to develop clinical nursing skills through simulation of clinical experiences.

Issue: Little research has been conducted into the effectiveness of clinical laboratory sessions for nursing students and whether these sessions play a role in linking theory to practice.

Evaluation of clinical teaching models for nursing practice.

Clinical placements provide opportunities for student nurses to learn experientially. To create a constructive learning environment staff need to be friendly, approachable, available and willing to teach. There must be adequate opportunities for students to develop confidence and competence in clinical skills with a focus on student learning needs rather than service needs of facilities.