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To explore midwifery students' (and as new graduates') experiences and level of satisfaction about a student-led midwifery model of care. This was a qualitative study to elicit rich descriptive data from the participants. Thematic analysis was used. The students were interviewed at the end of their final year of study and they were subsequently interviewed at the end of their graduate year. Two overarching themes were identified from the qualitative findings from the first and second interviews including the students building and sustaining important relationships and transitioning from a student to new graduate. The midwifery students valued the opportunity to spend one year in a student-led model of care so that they could build and sustain important relationships with women and their team including the mentor midwife as new graduates. The students developed confidence by being respected by midwives and enabled them to advocate for women. [ABSTRACT FROM AUTHOR]

The pandemic-induced suspension of international study tours in 2020 permits space within which to examine the specific role of the study tour supervisor and student learning. While there is a significant body of literature on student experiences, relatively little attention has been devoted to the supervisor's role. Drawing on a first-hand account by a nurse educator on Australia's New Colombo Plan (NCP) international study tour program, this paper reveals the role's shifting complexities and uncertainties. This discussion provides the basis from which to explore the dynamics of supervisor-student relationships within unfamiliar overseas settings. The original Grand Tour, particularly the advice provided by Sir Francis Bacon in the early 17th century, serves as a frame of reference against which to evaluate the experiences shared by supervisors and students on international study tours. The frequently hazardous situations they face together required them to assume increasing responsibilities. The paper assesses the strategic and theoretical implications arising from this exercise of responsibility, which is grounded in nursing ethics and the goals of public health. [ABSTRACT FROM AUTHOR]

In this paper, we discuss findings from a research project in which barriers to and facilitators for promotion with women academics were explored. Four focus groups of women academics at an Australian university were held. Data including responses to semi-structured questions were analysed and interpreted using coding and thematic analysis. We found that multiple barriers and facilitators still exist in the university sector for women applying for promotion, covering structural, organisational, and individual levels. The barriers for promotion included workloads and huge expectations, the multi-pronged promotion process, competition, not being valued, juggling family life and not wanting to risk happiness. Facilitators for promotion included mentoring and collaborative nurturing, giving back to others including the university and flexibility. [ABSTRACT FROM AUTHOR]

This paper attempts to reconstruct the history of the teaching of Sociology in the University of Santo Tomas (UST) in more than 100 years since it was arguably first offered in 1896. Using archival research and analysis of historical documents, the paper relates the varied and somewhat ambivalent accounts of the origin and the offering of Sociology as a course and as academic degrees (undergraduate, MA and PhD) in UST. These accounts reflect the socio-historical and structural tensions that both encouraged and hindered the teaching of Sociology in the university at different time periods. The paper concludes by offering insights on how tensions that hinder the further its development can be negotiated by the academic community in UST. [ABSTRACT FROM AUTHOR]

Complementary therapies are making a significant and cost effective contribution to the health of the community, especially in relation to chronic disease management and prevention of disease. Because of the increased use of complementary therapies, nurses, and other health professionals need to be familiar with specific practices so that they can assist clients to make informed decisions in the use of these therapies. Importantly, with the increased interest in complementary therapies, there is a need to ensure these practices are safe, cause no harm and are used to enhance the well-being of patients. This paper reports on the design, implementation and evaluation of a complementary therapies course and a linked Thai cultural studies tour. The course was implemented at The University of Newcastle for the first time in 2009 with an enrolment of 200 students. It is an elective course for both nursing students and those from other disciplines. In this paper we describe the reasons for the introduction of this course and its value in nursing education. We then provide an overview of the course and report on evaluation results from both the course and the Thai cultural studies tour. [ABSTRACT FROM AUTHOR]

To identify, critique and synthesise the evidence about the impact of Appreciative Inquiry on improving nursing and midwifery students as they transition into becoming new graduates. An integrative review. The databases were: Pubmed, Ovid Medline, Cumulative Index of Nursing and Allied Health and Scopus. A Whittemore and Knafl's (2005) five stage approach was used to appraise the primary literature related to nursing and midwifery students transitioning into becoming new graduates. A total of 805 articles were retrieved and six studies met the inclusion criteria and included in this review. These studies have shown that Appreciative Inquiry as an intervention can be used to improve nursing and midwifery students' experiences as they transition into becoming new graduates. Three overarching themes were identified: caring, connecting and nurturing, transforming the workplace and work practices and appreciating and enabling nurses and midwives as a profession. Appreciative Inquiry offers a creative, exploratory and compassionate method to improve positive change for nursing and midwifery students as they transition into becoming new graduates. The impact of caring, nurturing nurses and midwives who mentor nursing and midwifery students makes a difference in increasing the likelihood that graduates will remain in the profession and establish fulfilling relationships with both colleagues and people. • Appreciative inquiry is beneficial in improving nursing students' experiences. • Appreciative inquiry is beneficial in improving midwifery students' experiences. • The nursing and midwifery workforce are using Appreciative Inquiry more often. • Appreciative inquiry improves and enhances relationships between people. • Appreciative inquiry focuses on what is working well and the strengths and values. [ABSTRACT FROM AUTHOR]