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Abstract This paper reports on a unique practice based learning model to prepare undergraduate nursing students for clinical placement. The learning and teaching model described in this paper outlines the establishment of an entire on-campus simulated hospital and health service (SHHS) at the University of South Australia, School of Nursing and Midwifery. The model is pedagogically structured to immerse students in an authentic clinical environment to achieve deep learning in preparation for safe practice. A quality improvement cycle was used to evaluate the outcomes of the model in two phases: Phase 1: Purposive sampling of first and second year Bachelor of Nursing students from 2012 to 2015 who were surveyed about their satisfaction with the model of learning. Bachelor of Nursing students were invited to complete a survey about their experience with the teaching and learning model employed in the SHHS in response to the question, 'What aspects of the SHHS are the most important to your success?' Phase 2: External clinical stakeholders working with nursing students in clinical placements were asked to respond to questions about the preparedness of students educated in this model to transition to employment. The evaluation showed that the SHHS model positively influenced students' satisfaction and confidence and increased the perception of clinicians of the work readiness of students. Highlights • Authentic on-campus simulated hospital and health service develops nursing students' professional and practical skills. • Clinical staff report enhanced preparedness of nursing students for clinical placement. • Students report high satisfaction with staff support within the authentic teaching and learning model. [ABSTRACT FROM AUTHOR]

Team-Based Learning (TBL) can be associated with administrative processes that are labour intensive. A commercially-available online system offered an opportunity to reduce this burden. The aims of this study were to test the feasibility of integrating digital TBL into health curricula, and to explore the experiences and perspectives of students and educators participating in digital TBL. A prospective mixed methods design was used to survey postgraduate nursing and optometry students (n = 162), and educators (n = 8) at an Australian university. Student and educator perceptions of digital TBL collected were: usability (System Usability Scale); level of student engagement (Student Self-Report of Engagement); and user satisfaction post-participation in digital TBL (Post-Study System Usability Questionnaire). Mean Student Self-Report of Engagement Scores reflected high student engagement with significantly higher levels of engagement reported for digital (x ‾ =4.16, SD = 0.199) over paper-based (x ‾ =3.97, SD = 0.267) TBL (p = 0.001). System Usability Scores revealed students (during: x ‾ = 72.35, SD = 15.70; post: x ‾ = 74.02, SD = 14.00) and educators (x ‾ =75.0, SD = 15.12) perceived usability of digital TBL to be above average for systems on this scale. Students (x ‾ =2.40, SD = 0.19) and educators (x ‾ =2.36, SD = 0.80) were highly satisfied with digital TBL (Post-Study System Usability Questionnaire). High satisfaction and engagement outcomes suggest digital TBL is feasible, efficient, engaging and well accepted by stakeholders. • Digital TBL systems promise improved efficiency during Team-Based Learning delivery. • When implemented, these systems are well accepted by both students and staff. • Crucially, student engagement increases with digital TBL over paper-based methods. • Digital TBL is a highly feasible replacement for traditional TBL delivery methods. [ABSTRACT FROM AUTHOR]

Abstract: Professor Ludwik Finkelstein was a generous person. He provided much support and help for many in the academic measurement discipline, including throughout the Australian based career of Dr. Peter Sydenham. The bond was similar interest in advancing the measurement discipline. As a means of recording his assistance to people this account is given of the major events in which Ludwik assisted Dr. Sydenham. These include Peter’s first introduction to the word of engineering professionalism, to the IMEKO organisation and to setting up several Australian based IMEKO sponsored events. Later he visited Peter’s research group in Adelaide, Australia to carry out an audit as part of its plan for acceptance by the University of South Australia. This account is presented as the final (and non technical) paper of a Special Memorial issue of ‘Measurement’ on the academic life and work of Professor Finkelstein, a man whose contributions made their mark in many ways, including careers. Ludwik has passed from this world but he is not forgotten. [Copyright &y& Elsevier]