ABSTRACT
BACKGROUND: Local health services expressed interest in supporting a nurse practitioner (NP) program specifically designed for rural practice environments. AIM: To develop and deliver a generalist NP program that prepares candidates for practice in rural contexts. METHODS: The Master of Clinical Nursing (Nurse Practitioner) program was designed with an understanding of the burden of disease impacting on rural Australians, application of the national health priorities, the Australian Government's refocus on preventative health care and rural health workforce shortages. RESULTS: This program offers nurses who work in rural and remote settings an opportunity to advance their careers. Increasing the numbers of rural NPs will improve rural populations access to healthcare and potentially improve health outcomes. CONCLUSION: This program will equip those seeking endorsement as a NP to effectively work in rural contexts.
Subject(s)
Health Services Needs and Demand , Nurse Practitioners/education , Rural Population , AustraliaABSTRACT
The challenge for the future is to embrace a new partnership aimed at closing the gap between Indigenous and non-Indigenous Australians on life expectancy, educational achievement and employment opportunities. Significant improvements in contemporary Indigenous health care can be achieved through culturally safe health education programs for Indigenous students. However, while participation rates of Australian Indigenous students in the higher education sector are increasing, attrition rates are markedly higher than those of the general student population. This paper focuses on a unique degree program that is offered exclusively to Indigenous students in the field of mental health in the School of Nursing, Midwifery and Indigenous Health, Charles Sturt University. This qualitative exploratory study aimed to identify strategies that were especially helpful in sustaining students in the program and to identify and address barriers to the retention of students, to empower students to better prepare for the university environment and to inform academics within the course about areas that could be improved to provide a more culturally safe learning environment. The first stage of the study utilised focus group interviews with 36 Indigenous students across all three years of the program. The findings of the study addressing the issues of culturally appropriate pedagogy, curricula and cultural safety in the mental health degree program are discussed.
Subject(s)
Cultural Competency , Health Education/organization & administration , Native Hawaiian or Other Pacific Islander , Australia/epidemiology , Humans , LearningABSTRACT
CONTEXT: Regional Australia is critically short of registered nurses (RNs) due to an ageing nursing workforce and difficulty in attracting new staff. It is recognised that rural background is the most influential factor shaping a health professional's decision to practise in regional areas. Because of this, Charles Sturt University (CSU), with campuses throughout regional New South Wales (NSW), Australia, offered a bachelor of nursing by distance education (DE), enabling rural and remote enrolled nurses (ENs) trained by the Department of Technical and Further Education (TAFE) to upgrade their qualifications to RN. However, despite the flexible study mode offered, many rural and remote ENs were reluctant to progress to university study. This article describes an outreach model developed in recognition of the importance of supporting ENs to undertake RNs studies. ISSUE: Theories of social capital informed the model, which assisted understanding of the reluctance of rural and remote ENs to undertake university studies to become RNs. Most of the ENs lived and worked in communities where this was not an expectation; in addition, they were not members of social networks that knew about university study. The model assisted the development of participants by recognising and respecting barriers to their university participation. These barriers included their: self-perception as learners; concept of a university and themselves as university students; understanding of enrolment processes and course progression; understanding of what university study entails and the supports available in both community and university. Central to the model was the provision of face-to-face academic workshops for the ENs in the communities where they lived and worked. This allowed direct contact with university lecturers and support staff, enabling the rural ENs to establish the trustworthiness of 'the messengers'. Once this was achieved they were able to build a personal connection with the university and potential support providers, and to develop their own support networks. The workshops occurred at least 6 months before an intake of bachelor of nursing by DE. LESSONS LEARNED: Eight academic preparation workshops were conducted between 2003 and 2008 throughout rural and remote NSW with a total of 168 participants. Currently 89 participants (63%) have enrolled in the CSU Bachelor of Nursing course by DE. Successive workshops have built on knowledge acquired in this process. The model was supported by CSU and industry partnerships; since 2005 the academic preparation workshops have been supported by area health services' (AHSs) promotion, participation and funding. The workshops now form part of the AHSs' nursing recruitment strategy and have been endorsed by the Nursing and Midwifery Office, Aboriginal Nursing and Midwifery, NSW Health. The CSU believes the model has potential application beyond prospective nursing.
Subject(s)
Education, Distance , Education, Nursing, Baccalaureate/methods , Interpersonal Relations , Models, Educational , Australia , Decision Making , Education, Distance/methods , Education, Distance/organization & administration , Education, Nursing, Baccalaureate/organization & administration , Female , Health Workforce , Healthcare Disparities , Humans , Male , New South Wales , Rural Health Services , Universities , Vulnerable PopulationsABSTRACT
A serious shortage of registered nurses at four hospitals in the Moira Shire in northern Victoria resulted in these communities forming the Moira Nurse Education Consortium to address this problem. This group approached the School of Nursing and Health Science at Charles Sturt University to deliver the Bachelor of Nursing (BN) by distance education to 25 enrolled nurses (ENs) currently employed by the participating hospitals. Development of this collaborative partnership is discussed, and findings of an evaluation study are included in the paper. Specifically the experiences of the students and the Director's of Nursing (DONs) of the participating hospitals are explored. The findings indicated that overall the participants were satisfied with the quality of the first year of the course and the functioning of the partnership. Highlights and challenges of the project are presented and directions for the future considered. This successful partnership represents innovative nursing education between rural hospitals and the School of Nursing and Health Science at Charles Sturt University. The emerging model is presented as a way to address the shortage of registered nurses in rural Australia.
