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The aim of this study was to determine the effectiveness of an education intervention for the implementation of the clinical handover tool iSoBAR, in an acute setting. A quantitative, descriptive survey design, using pre and post survey data before and after the implementation of an education intervention was used. Twenty nine nurses, doctors and allied health personnel employed at the study site participated in the study. The educational intervention consisted of an electronic presentation plus simulated video recorded exemplars of clinical handover. Outcome measures were the efficacy of the education intervention on the confidence of practitioners using the iSoBAR handover tool. Participants' understanding of the iSoBAR tool using Mann-Whitney U test was 2.54 pre-intervention and 4.32 post-intervention. Confidence in using the tool also increased post educational intervention from 2.7 (pre-intervention) to 4.07 (post-intervention). Focus groups identified several factors relating to the implementation of iSoBAR, creating two dominant themes: challenges concerning patient factors and change management processes and systems. Opportunities were identified: Practice enhancement, patient centred care, professional practice, and grassroots initiatives. The use of an interprofessional educational program increased the confidence and understanding of a range of health care practitioners when using the clinical handover tool iSoBAR.

The recruitment and retention of Aboriginal and Torres Strait Islander nurses and midwives is key to the delivery of culturally appropriate health care and improving the health outcomes of Aboriginal and Torres Strait Islander people. A working group to address inclusion and engagement of Aboriginal and Torres Strait Islander students at a West Australian University has impacted on the curricula, faculty staff and Aboriginal and Torres Strait Islander students within the School of Nursing and Midwifery. The University's Reconciliation Action Plan was the foundation and catalysed the group to promote cultural safety education for staff and provide inclusive activities for Aboriginal and Torres Strait Islander students. A conceptual framework was developed to demonstrate the action taken within the School of Nursing and Midwifery to address the inequity for Aboriginal and Torres Strait Islander students that could be seen to exist. Through collaboration with staff and students, both Aboriginal and Torres Strait Islander people and non-Aboriginal people, a shared understanding and goal setting has developed to enable positive action to provide ongoing support for these students at all parts of their journey in higher education. This paper will highlight the process involved to promote the recruitment, retention and academic success of these students.