FutureReady project (Health/nursing) – this project receives funding through a collaboration with the Victorian Skills Authority for the Care Economy skills lab
(Dr Gabrielle Koutoukidis, Dr Harrison Burgin, Kim Kenwell, Emma Parker)
The Diploma of Nursing was recently evaluated in response to the Macklin Review of post-secondary education and training, and several opportunities to improve were identified. These included student engagement, teaching methods, development of transferrable skills, and more. The Diploma of Nursing curriculum was redesigned using integrative curriculum design, aligning learning horizontally (between units at the same stage) and vertically (between stages). A single slice of this curriculum was trialled, focusing on innovative teaching methods, active learning, and new assessment structures, this was called the FutureReady pilot medication safety unit.
The FutureReady project demonstrates the application of innovative teaching methods and active learning to the Diploma of Nursing, driving increased engagement. Students were developed as self-motivated learners with digital learning skills, empowered to find information independently. This project illustrates the importance of simulation learning and highlights its importance within the scope of healthcare and the care economy. This report provides guidance on the methods that worked best, and which may still be optimised for adoption by other VET providers.
This report provides a roadmap for other VET providers to adapt to their own course, not just the Diploma of Nursing, emphasising key learning and teaching experiences that may be able to be applied across the board. This will build the foundation for modernising and ensuring the currency of VET qualifications.
IntraProfessional Learning (Health/nursing)
(Dr Gabrielle Koutoukidis, Dr Harrison Burgin, Dr Kamaree Houlis-Berry)
With a long history in healthcare education, interprofessional learning (IPL) has become an essential feature of undergraduate nursing programs. Interprofessional learning in this context, is defined as when two or more healthcare students learn with, from and about each other. In nursing education, the intent of IPL is for nurses to learn how to work with multiple health workers from different professional backgrounds to deliver the highest quality of care to patients, carers, families and communities. Intraprofessional learning (IaPL) is the learning that occurs when individuals of two or more disciplines within the same profession collaborate. Interprofessional learning and its positive effects are widely described in the literature, however there is a dearth of literature investigating IaPL.
The few existing studies that report the effect of IaPL in pre-registration health care courses are mostly from the USA and Canada, but none are from Australia. Further, there is no published validated instrument to assess the intraprofessional experience to date. The adaptation of instruments that measure attitudes towards interprofessional learning within the IaPL context is virtually non-existent. Further the factors that support and facilitate the implementation of IaPL in tertiary settings, (i.e. Universities or vocational training institutions) have not been comprehensively assessed. The effects of intraprofessonal learning on in nursing education and the views and experiences of students, nursing faculty and industry clinical educators, are yet to be examined. This research study aims to investigate the role of intrapraprofessional education in the Diploma and Bachelor of Nursing programs at Holmesglen Institute through a longitudinal study.
Expansion of Integrated Practical Placement Program (disability/education/employment) – this project receives funding from an Information, Linkages and Capacity Building (ILC), Economic Participation grant
(Dr Gabrielle Koutoukidis, Dr Harrison Burgin, Alyssa Forbes-Nicholson, James Hull)
An Integrated Practical Placement Program is a structured study program for students with intellectual disability. Students are placed with an employer in partnership with a learning institution to be given the opportunity to develop the required work-related skills with the desired outcome of transitioning students into paid employment at the end of the program. Internationally these schemes have been shown to be an effective, evidence-based model that lead to measurably greater employment outcomes when compared to alternative service approaches. Graduates of these programs also have the potential to raise the profile of disability inclusive work practices through advocacy and policy-making.
A pioneering IPP Program in a TAFE was piloted in 2018 in a partnership between Holmesglen Institute and the Royal Children’s Hospital in Melbourne, Victoria. It was an innovative model that combined industry, education, and disability employment services. Participating students performed roles that fulfilled a business need and contributed to the organisation’s daily operations. Results showed that 80% of graduating students gained employment (60%) or pursued further studies (20%). It serves as an exemplary and innovative model that combines industry, education, and employment services.
It is anticipated that expansion of the program will result in increased numbers of young adults with disability reaching meaningful long-term employment.
The aim of the project is to expand the IPP program in Melbourne and regional Victoria to increase the employment opportunities for young adults (over 18 years of age) with disability. It will also create a framework and operational model for training providers and partner organisations inclusive of a student led/informed disability awareness training program. The aim of the research is to conduct a program evaluation to gain evidence of the program’s ability to produce employment outcomes for young adults (over 18 years of age) with disability and to explore stakeholder perceptions of the program’s implementation in expanded settings. This research will also assess the key features that enable the success of an IPP program, and provide a roadmap to overcome obstacles encountered during an IPP program.
Building Employer Confidence and Expanding Horizons (disability/education/employment)- this project receives funding from an Information, Linkages and Capacity Building (ILC) Building Employer Confidence grant
(Dr Gabrielle Koutoukidis, Dr Harrison Burgin, Alyssa Forbes-Nicholson)
Disability affects approximately 1 in 6 people in Australia with 34% of people with disability reporting that a lack of skills and education is one of the major reasons for their unemployment. Research suggests that employer training programs and the provision of ongoing assistance can substantially improve employment outcomes. Major obstacles to improving employment outcomes include long entrenched negative perceptions of people with disability, with a study showing that the perception of higher costs, lower productivity and increased support needed were associated with lower hiring rates in individuals with disability. While support for employers to overcome this perception is available, there is limited engagement.
The aim of the project is to create a scalable and comprehensive model of enterprise engagement and social inclusion, through partnering with a large Local Council – Monash City Council, with possible further expansion to other Councils. This project will deliver an impactful Transition to Employment Program, termed “Expanding Horizons”, which has been co-designed with people with disability, and aims to build employer confidence in employing people with disability. This program will deliver short courses to support employers in preparing to employ a person with disability. We will research the impact of these short courses on building employer confidence and explore the impact of a co-designed program on improving employment outcomes for its participants.
Mindfulness in Diploma of Nursing (health/nursing)
(Dr Gabrielle Koutoukidis, Dr Harrison Burgin, Tammy Casselson)
Mindfulness practices can be beneficial to many, with commonly reported benefits of mindfulness including reduced stress and improved resilience. Within the Diploma of Nursing, previous reviews have suggested that there is an opportunity to improve the resilience, stress management and mental wellbeing of students, particularly given the impact of the pandemic on these students. Previous studies have shown that mindfulness training can benefit students in similar
demographics, however most studies have been conducted in universities and are run as extra-curricular activities.
This study will aim to explore the impact of implementing mindfulness training into Vocational Education and Training (VET), embedded the training into a unit of Stage 2 of the Diploma of Nursing. This study will explore the impacts of this embedded training on the students’ stress management, mental wellbeing and resilience, and will aim to further explore best practice of mindfulness training within VET.
