Faculty of Health Cultural Safety and Indigenous Working Group Showcase

Cultural Safety and Indigenous Perspectives in Teaching and Learning showcase shares tips and examples of how Cultural safety and Indigenous Perspectives have been embedded in health curricula including, in classroom science units, optometry work integrated learning units, course redesign in exercise and nutrition courses and a Seeing me Seeing you elective unit

Unintended pregnancy prevention and care education: are we adequately preparing entry-to-practice nursing and midwifery students?

Achieving universal health coverage (UHC) demands an optimised workforce where nurses and midwives are able to provide the best quality care in accordance with their full scope of practice (World Health Organization 2020; Bender et al. 2016). However, political, legislative, and educational barriers prevent nurses and midwives from working to their full scope in the area of unintended pregnancy prevention and care (UPPC) (Mainey et al. 2020). One important contributing factor is the inadequate coverage of the subject in nursing and midwifery curricula (Mainey et al. 2020). With unintended pregnancy and abortion affecting one-quarter of Australian women(Taft et al. 2018; Scheil et al. 2017), nursing and midwifery educators must seriously consider matching the scope of practice of graduating students to health needs of this population

Unintended pregnancy prevention and care education: Are we adequately preparing entry-to-practice nursing and midwifery students?

Mainey, LJ ORCiD: 0000-0003-1438-8061Achieving universal health coverage (UHC) demands an optimised workforce where nurses and midwives are able to provide the best quality care in accordance with their full scope of practice (World Health Organization 2020; Bender et al. 2016). However, political, legi slat ive , and educational barriers prevent nurses and m id wiv es from working to their full scope in the area of unintended pregnancy prevention and care (UPPC) ( Mainey et al. 2020). One important contributing factor is the inadequate coverage of the subject in nursing and midwifery curricula (Mainey et al. 2020). With un i ntend ed pregnancy and abortion affecting one-quarter of Australian wom en (Taft et al. 2018; Sch ei! et al. 2017), nursing and midwifery educators must seriously consider matching the scope of practice of graduating students to health needs of this population

Ethical climate in contemporary paediatric intensive care

Ethical climate (EC) has been broadly described as how well institutions respond to ethical issues. Developing a tool to study and evaluate EC that aims to achieve sustained improvements requires a contemporary framework with identified relevant drivers. An extensive literature review was performed, reviewing existing EC definitions, tools and areas where EC has been studied; ethical challenges and relevance of EC in contemporary paediatric intensive care (PIC); and relevant ethical theories. We surmised that existing EC definitions and tools designed to measure it fail to capture nuances of the PIC environment, and sought to address existing gaps by developing an EC framework for PIC founded on ethical theory. In this article, we propose a Paediatric Intensive Care Ethical Climate (PICEC) conceptual framework and four measurable domains to be captured by an assessment tool. We define PICEC as the collective felt experience of interdisciplinary team members arising from those factors that enable or constrain their ability to navigate ethical aspects of their work. PICEC both results from and is influenced by how well ethical issues are understood, identified, explored, reflected on, responded to and addressed in the workplace. PICEC encompasses four, core inter-related domains representing drivers of EC including: (1) organisational culture and leadership; (2) interdisciplinary team relationships and dynamics; (3) integrated child and family-centred care; and (4) ethics literacy. Future directions involve developing a PICEC measurement tool, with implications for benchmarking as well as guidance for, and evaluation of, targeted interventions to foster a healthy EC.</p

Unintended pregnancy prevention and care - Pivotal but passed over in curriculum: A descriptive cross-sectional survey of nursing and midwifery faculty

BackgroundNurses and midwives are well placed to support the one-in-four Australian women who experience an unintended pregnancy. However, these clinicians may not possess the knowledge and skills to provide high-quality unintended pregnancy prevention and care (UPPC). Research is needed to evaluate the coverage of this topic in the entry to practice nursing and midwifery curricula.AimTo explore, from the educator’s perspective, what UPPC content is delivered as part of Australian entry to practice nursing and midwifery curricula.MethodsA descriptive cross-sectional survey was conducted using an instrument adapted from Hewitt and Cappiello’s essential nursing education competencies for prevention and care related to unintended pregnancy. Nursing and midwifery faculty members from Australian institutions offering entry to practice programs were eligible to participate.ResultsForty-four people representing all jurisdictions, except Tasmania, participated. Ninety-five percent of respondents (95%) agreed that nursing and midwifery students should be taught UPPC content. However, only 3 of the 29 identified competencies associated with this content, anatomy and physiology, communication skills, and health history taking, were identified as core curriculum.ConclusionNursing and midwifery faculty believe UPPC content should be taught in entry to practice programs, however, it is poorly and inconsistently covered. Ensuring graduates have the knowledge and skills to provide appropriate care in this field will require a review of the current nursing and midwifery practice standards and an increase in related clinical and classroom hours.KeywordsPregnancyUnintendedEducationNursingMidwifer

Unintended pregnancy prevention and care — Pivotal but passed over in curriculum: A descriptive cross-sectional survey of nursing and midwifery faculty

Background Nurses and midwives are well-placed to support the one-in-four Australian women who experience an unintended pregnancy. However, these clinicians may not possess the knowledge and skills to provide high-quality unintended pregnancy prevention and care (UPPC). Research is needed to evaluate the coverage of this topic in the entry-to-practice nursing and midwifery curricula. Aim To explore, from the educator’s perspective, what UPPC content is delivered as part of Australian entry to practice nursing and midwifery curricula. Methods A descriptive cross-sectional survey was conducted using an instrument adapted from Hewitt and Cappiello’s essential nursing education competencies for prevention and care related to unintended pregnancy. Nursing and midwifery faculty members from Australian institutions offering entry-to-practice programs were eligible to participate. Results Forty-four people representing all jurisdictions, except Tasmania, participated. Ninety-five per cent of respondents agreed that nursing and midwifery students should be taught UPPC content. However, only 3 of the 29 identified competencies associated with this content, anatomy and physiology, communication skills, and health history taking, were identified as core curriculum. Conclusion Nursing and midwifery faculty believe UPPC content should be taught in entry-to-practice programs, however, it is poorly and inconsistently covered. Ensuring graduates have the knowledge and skills to provide appropriate care in this field will require a review of the current nursing and midwifery practice standards and an increase in related clinical and classroom hours