NNEC2018 Notes & Thoughts (Day 3)

3 days of education theory- lots of ideas, networking and moving into info overload territory.

Session: Building a Culturally Capable Nursing and Midwifery Workforce

Health For All: Inequalities for Indigenous Peoples

Cultural capability in healthcare and higher education for nursing.

Transformative unlearning and learning.

First Peoples Health Unit

The United Nations Declaration on the Rights of Indigenous Peoples (UNDRIP) 

International Council of Nurses: Ethics and Human Rights

Australian Human Rights Commission

Aboriginal and Torres Strait Islander Health Strategy Group

‘gettin em n keepin em’ by the Indigenous Nursing Education Working Group 

Fact sheet- The health of Indigenous Peoples: a concern for nursing

Cultural capability framework



Synergies Between Education and Healthcare

Focus: Using Educational Leadership Models in Nursing

Leadership framework (Drysdale & Gurr, 2012) – resources from the school sector.

  • Influencing others
  • Setting direction
  • Developing people
  • Developing the organisation
  • Teaching & learning

Educational models to guide development of nurse educators.


Gurr, D., & Drysdale, L. (2012). Tensions and dilemmas in leading Australia’s schools. School Leadership & Management32(5), 403-420.

Gurr, D. (2014). Successful school leadership across contexts and culturesLeading and Managing20(2), 75.





NNEC2018 Notes & Thoughts (Day 2)

Session: Changing World, Change in Clinical Practice

Focus: Overcoming the theory-practice gap

Research translation: slow process of change, translation of evidence

Deimplementation of Practice

The transition from hospital nurse education to Tertiary (university) sector.

Nurse researching and impact by Florence

Difficulty staying up to date through impact of information overload: volume of research, guidelines.

Value of systematic review- to make research manageable. Resources such as:


Donaldson, M. S., Corrigan, J. M., & Kohn, L. T. (Eds.). (2000). To err is human: building a safer health system (Vol. 6). National Academies Press.

Greenhalgh, T. (2014). How to read a paper: The basics of evidence-based medicine. John Wiley & Sons.

Greenhalgh, T., Howick, J., & Maskrey, N. (2014). Evidence based medicine: a movement in crisis?Bmj348, g3725.

Grol, R., & Grimshaw, J. (2003). From best evidence to best practice: effective implementation of change in patients’ careThe lancet362(9391), 1225-1230.

McGlynn, E. A., Asch, S. M., & Kerr, E. A. (2003). Quality of health care delivered to adults in the United States-Reply. New England Journal of Medicine349(19), 1867-1868.

Niven, D. J., Mrklas, K. J., Holodinsky, J. K., Straus, S. E., Hemmelgarn, B. R., Jeffs, L. P., & Stelfox, H. T. (2015). Towards understanding the de-adoption of low-value clinical practices: a scoping reviewBMC medicine13(1), 255.


Session: Educating With The Brain in Mind

Sustainable transformational processes: thinking, practice and culture.

Neuroscience & collaboration (Rock & Cox, 2012): The SCARF® model stands for

  • Status,
  • Certainty,
  • Autonomy,
  • Relatedness and
  • Fairness

Challenge/support framework (Mariani, 1997).

The way the brain forms thoughts by Kahneman: System 1 and 2 (Thinking, fast and slow)


Kahneman, D. (2011). Thinking, fast and slow. Macmillan.

Mariani, L. (1997). Teacher support and teacher challenge in promoting learner autonomyPerspectives: A Journal of TESOL Italy, XXIII (2). 

Rock, D. (2010). The neuroscience of leadership (Doctoral dissertation, Middlesex University).

Rock, David, and Christine Cox. “SCARF in 2012: Updating the social neuroscience of collaborating with others.” NeuroLeadership Journal 4, no. 4 (2012): 1-16.

Session: Technology and online learning

  • CPD,
  • readiness to learn
  • core competencies
  • alignment between objectives and content (standardisation)


Blended Learning

Blended Synchronous Learning

Bower, M., Kenney, J., Dalgarno, B., Lee, M. J., Kennedy, G. E., Carter, H., … & Hedberg, J. (2013). Blended synchronous learning: Patterns and principles for simultaneously engaging co-located and distributed learnersElectric Dreams. Proceedings ascilite.

Prensky, M. (2001). Digital natives, digital immigrants part 1On the horizon9(5), 1-6.

Session:  Undergrad Systematic Review on Appraisal 

4 Themes of the review:

Systems Approach


Session: Preparing for Practice

  • Self efficacy

Babenko-Mould, Y., Andrusyszyn, M. A., & Goldenberg, D. (2004). Effects of computer-based clinical conferencing on nursing students’ self-efficacy. Journal of Nursing Education43(4), 149-155.

  • Preference for online learning & Task value

Artino Jr, A. R., & Stephens, J. M. (2009). Academic motivation and self-regulation: A comparative analysis of undergraduate and graduate students learning onlineThe Internet and Higher Education12(3-4), 146-151.

Some data analysis statistics: Cronbach’s alpha

Session: The Future of Nursing

Changing world of practice and graduate capabilities.

Missen, K., McKenna, L., & Beauchamp, A. (2014). Graduate nurse program coordinators’ perceptions of role adaptation experienced by new nursing graduates: A descriptive qualitative approachJournal of Nursing Education and Practice4(12), 134.

Missen, K., McKenna, L., & Beauchamp, A. (2016). Graduate nurse program coordinators’ perspectives on graduate nurse programs in Victoria, Australia: A descriptive qualitative approachCollegian23(2), 201-208.

Missen, K., McKenna, L., Beauchamp, A., & Larkins, J. A. (2016). Qualified nurses’ rate new nursing graduates as lacking skills in key clinical areas. Journal of clinical nursing25(15-16), 2134-2143.

End of day thought

Social Media: Low #SoMe engagement use across the conference, organisors and attendees included. Set up Symplur conference hashtag https://www.symplur.com/healthcare-hashtags/nnec2018/



NNEC2018 Notes & Thoughts (Day 1)

Session: Safer Care Victoria

Importance and power of storytelling and the narrative for learning in nursing.
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Aims and approaches for safer care:

  1. Targeting zero avoidable harm,
  2. Sharing excellence,
  3. Collecting and sharing data to improve patient care.


Session: Assessment & Learner Engagement

Impact of assessment- impact on learning, the need to make a positive impact.

Consider how can we use assessment for learning and for competency (rather than something that is merely done to us).

That assessment can influence the teaching focus and student behaviour just by the choice of assessment.

What assessment needs to do:

  1. Certify learners performance (summative assessment)
  2. Provide learners with info to aid learning (formative)
  3. Build students capacity judge their own learning (sustaniable assessment)

Build capacity to judge good work, and need to look at optomising the timing of assessments in courses (look at student workload), and to encourage good habits not rote learning.

Distractions can occur through a focus on marks or grades instead of focusing on achievements and the quality of work. Intended learning outcomes and the difficulty measuring by grades, instead mark by outcomes not numbers (what is the expectation for the minimum standard).

Feedback: What does or doesn’t the student do to meet the learning outcomes. Provide more descriptive assessment terms, not classified/standarsied rubric terms (such as good/satisfactory/excellent).

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Opportunities for feedback – be selective in what we do and when we do it.

Empower student to be more assertive and to seek feedback. Students to think about what they think is good criteria, think about how they did or did not meet the criteria.


Assessment Design Decisions

Assuring Learning

Boud, D., & Molloy, E. (2013). Rethinking models of feedback for learning: the challenge of designAssessment & Evaluation in Higher Education38(6), 698-712.

Boud, D., & Molloy, E. (Eds.). (2013). Feedback in higher and professional education: understanding it and doing it well. Routledge. [link to Ch. 13]

Cradle: Centre for Research in Assessment and Digital Learning

Feedback for learning.org: Closing The Assesment Loop

Other Educational Ideas

  • Blended On-line and Digital (BOLD) Learning 

Develop curriculum and build critical thinking when using a blended online approach. Reduced face to face teacher time (online theory, but miss the applying critical thinking, apply theory into practice). Solution – innovative online lesson “apply your knowledge”, linked to learning content, relevant to the theory, instant feedback from case based scenarios.

Resource: Blended On-line and Digital (BOLD) Learning 

  • Steps towards Innovation 

    • Be courageous and embrace vulnerability. authenticity.
    • Be realistic.
    • focus on your goal.
    • think outside the triangle (content, educator, participant)
    • implement, assess, adapt – new ideas, feedback and evaluate

Resource: Brené Brown: The Power of Vulnerability

  • TRACS Video Resource Project 

Process in resource, planning and colaboration for a video resource.

  • key stakeholders,
  • logistical planning, learning objectives, cost, time frames,
  • real clinicians and patients (consent) in a real clinical setting (capture the experience of the patient journey),
  • story boarding key messages,
  • use of multi-media resources for video production,
  • ongoing project management, supporting facilitator guides,
  • Learning resources to go along with the video resources.

Resource: TRACS (TRAining Centre in Subacute care) videos

  • Teaching for 2020 and Beyond. 

Wicked health problems and how nursing education can influence and impact society.

  1. Inequality: rising social injustice.
  2. Empathy deficit: empathy in nursing (learning others experience, cultural skills)
  3. Robotic Nurses: healthcare technology
  4. Battling ourselves: workforce culture, budget, targets

The pedagogy (transformative learning)

  • students to become agents of change,
  • awakening empathy

Nurses as co-creators of healthcare environments. Nursing focus historical on health and well-being. Solution focused nursing being at the forefront of advancing health care with technology and the adaption of technology.

  • AI- clinical decision making
  • Telehealth
  • Digital capacity and technology.

Robo-nurse (Dystopian view of the future)


The Answer: Develop optimistic actions, change agents. Modelling of ethical, courageous, and admirable problem solving.

  • Open the VALT (Visually authentic learning tools) 

Simulation on a small budget and small space, following principles of:

  • authentic learning environments
  • immersion
  • sim on a budget,
  • hands on,
  • case scenario,
  • sim on the go,
  • transportable
  • Cost effective
  • Recyclable materials


Open the VALT

Tilbrook, V. A. (2017). Open the VALT™(Visually authentic learning tools): Using play to facilitate knowledge and collaborative practice. Women and Birth30, 39-40.