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As an alliance of academics undertaking blended delivery, we have experienced the challenge of tailoring teaching strategies to different learning styles. Our teaching has evolved, moving from traditional didactic delivery to the utilisation of online technology to accommodate both academic and student expectations. The pressure to teach within constrained resources and issues presented from the COVID-19 pandemic has provided opportunities to optimise educational technology. We identified a gap in genuinely engaged online discussions, observing that pedagogic value was often obscure. This cross-sectional study investigated the opinions and experiences of undergraduate students in four health science online units where asynchronous discussion boards were linked to summative assessment. By assessing discussion posts, students may be motivated to participate further, with student engagement influenced through educator involvement, the discussion purpose and group interactivity. Whilst some students were critical of the value of asynchronous discussion boards, others positively viewed discussions as a platform for peer engagement and information sharing. Discussion boards can provide active learning experiences particularly for online students; however, effective educator involvement and online supportive teaching strategies and practices are crucial to pedagogical success. Based on the key findings from this study we propose implications for practice in a higher education context.

BackgroundThe growth of digital technology has created challenges for safe and appropriate use of mobile or portable devices during work-integrated learning (WIL) in health care environments. Personal and professional use of technology has outpaced the development of policy or codes of practice for guiding its use at the workplace. There is a perceived risk that portable devices may distract from provision of patient or client care if used by health professionals or students during employment or WIL. ObjectiveThis study aimed to identify differences in behavior of undergraduate nurses in accessing information, using a portable or mobile device, when undertaking WIL compared to other non-work situations. MethodsA validated online survey was administered to students while on placement in a range of health care settings in two Australian states. ResultsThere were 84 respondents, with 56% (n=47) reporting access to a mobile or portable device. Differences in use of a mobile device away from, compared with during WIL, were observed for non-work related activities such as messaging (P

This research explores the perceptions of facilitators in asynchronous online discussion to improve practice and student engagement in Higher Education. Traditional didactic delivery of learning content may fail the expectations of student and academic stakeholders. The pressure to teach within constrained resources presents challenges, but also provides stimulating opportunities for optimising use of educational technology. Fostering student engagement requires rethinking traditional classroom and online delivery. The study explores the challenges and benefits experienced, resulting in the identification of key themes from which implications for practice are discussed. In doing so, it broadens conceptual understandings, while offering recommendations for university teachers, administrators and leaders. The impact of facilitated online discussion boards on student engagement and participation was investigated from the experiences and perceptions of facilitators of online discussion boards in a Health Science subject at the University of Tasmania. After the semester was completed, all facilitators were invited to participate in one-to-one, semi-structured interviews. Interview questions were grouped to produce both descriptive and reflective responses about roles as a facilitator, and about preparation, training and support. Findings suggest that, with appropriately trained and prepared facilitators, online discussion can improve student engagement, enhance learning outcomes and satisfy stakeholder expectations.

In today's demanding healthcare landscape, the use of theoretical frameworks is paramount for navigating the complexities of digital health challenges. The Context Optimisation Model for Person-centred Analysis and Systematic Solutions (COMPASS) theoretical framework and implementation model serves as an invaluable direction tool in planning, implementing, and evaluating digital healthcare initiatives. This paper showcases the tangible value of the COMPASS implementation model through a use case scenario involving an accredited exercise physiologist and a healthcare user with Type 2 Diabetes Mellitus who seeks credible information via a mobile digital device. Within this example, the COMPASS model demonstrates the ability to enhance systematic processes, streamline the workflow of health professionals and develop their capabilities to actively contribute to the transformative realm of digital health. Through exploration of the use case and the significance of the systematic processes as a research direction, the empowerment of health professionals to play pivotal roles in ongoing digital health transformation is emphasised. The COMPASS model emerges as a powerful tool, guiding health professionals and organisations towards innovative and sustainable solutions in the dynamic landscape of digital healthcare. [ABSTRACT FROM AUTHOR]

The health profession workforce is challenged by the increased numbers of undergraduate students requiring supervised experiences in environments where service delivery is the primary goal. Given the increased need to recruit and retain suitably qualified and educationally prepared staff into these sometimes under resourced locations, guidance of health profession students, in particular students of nursing, in rural areas of Tasmania is a topical issue. This situation was acknowledged in 2010 when the Commonwealth Government's Department of Health and Ageing sponsored a local project to increase the number of opportunities for students to undertake professional experience within non-traditional and rural healthcare settings. The project goals included identifying and acknowledging those healthcare professionals who supervised learners; providing guidance, mentorship and resources; and building capability and capacity in environments to host students. On project completion, further Commonwealth funding became available through Health Workforce Australia to continue the project aims. Over six years, an educational process focusing on the needs of rural healthcare professionals related to supervision and support of undergraduate nursing students was established. An evaluative approach enabled the use of Weimer's personal accounts of change methodology to analyse and critique the application of developed learning and teaching resources. Initially resource development focused on current knowledge, skills and understandings of supervision of learners by health professionals in practice. From the findings, the scope of support broadened to include development and delivery of workshops to enable the supervisors of students to develop a pedagogical understanding of learning and teaching in healthcare settings. Evaluation suggested supervisors require guidance and mentorship related to the 'how' of learning and teaching. More specifically they wanted synchronous and asynchronous access to consistent and contemporary learning and teaching information in a timely manner. Given their geographic isolation, this educational support was delivered in a variety of innovative ways, including digital resources, online programs, videoconferencing and face-to-face learning opportunities. This paper outlines the processes and outcomes of developing a collaborative approach to increasing the capability and capacity of health professionals, in particular registered nurses, who choose to supervise undergraduate students during their rural workplace-based professional experience.