Undergraduate pre-registration nursing education in Australia: a longitudinal examination of enrolment and completion numbers with a focus on students from rural and remote campus locations

Introduction: There is much evidence to indicate a shortage of Registered Nurses (RNs) in Australia and to suggest that the shortage may be more pronounced in rural and remote locations. Attracting RNs to work in rural and remote areas may not be as simple as increasing the intake of students into university undergraduate pre-registration nursing courses. There is some evidence indicating that student nurses may be more likely to enter the nursing workforce in rural and remote locations if they have existing associations with rural and remote areas and/or their undergraduate education provides opportunities to undertake supported placements in rural and remote settings. Two important difficulties have been associated with measuring outcomes in relation to rural and remote pre-registration nursing students. One is defining what constitutes a rural or remote location and the other is suspect data on the number of nursing students enrolled in, and completing, nursing courses. The aims of this study were to provide a longitudinal profile of the number of domestic students studying and completing undergraduate pre-registration nursing courses in Australia, with a particular emphasis on identifying those at rural and remote university campuses, and to compare results across States and Territories.
Method: This study presents the combined findings from two investigative reports. Data on undergraduate pre-registration nursing student numbers were collected via electronic survey instruments completed by staff at all Australian educational institutions offering undergraduate pre-registration nursing education programs in 2001 and 2002. Australian domestic students were the focus of this study. Data included the total number of domestic students enrolled in undergraduate pre-registration nursing courses in 2001 and 2002, the number of domestic students who successfully completed courses in 1999, 2000 and 2001, and estimates for the number expected to complete in 2002. Surveys were sent to course coordinators or other staff nominated by heads of divisions of nursing at each institution.
Results: There was a 100% response rate. Twenty-four rural and remote campus locations were identified using an adjusted form of the Rural, Remote and Metropolitan Areas (RRMA) classification system. The Australian Capital Territory and the Northern Territory did not have any rural or remote campus locations. In contrast, undergraduate pre-registration nursing in Tasmania was offered at a rural campus only (for the first 2 years). From 2001 to 2002, there was an increase of just over 5% in the total number of domestic students enrolled in undergraduate pre-registration nursing courses in Australia (2002 total = 22 811 students). Rural and remote location students accounted for slightly more than 25% of these students in 2001, and almost 27% in 2002. The States Victoria, New South Wales and Queensland had the highest percentage of students enrolled at rural and remote campus locations, greater than the Australian average for both years. In contrast, South Australia and Western Australia had less than 11% of students enrolled at rural and remote campus locations for each year. Total undergraduate pre-registration course completions increased by approximately 16% across Australia between 1999 (n = 4868) and 2002 (n = 5667), although for 2002, the figure was projected. Of these total course completions, the percentage of students completing at rural and remote campus locations increased from almost 23% to nearly 28% during the same period. Of the States/Territories with both metropolitan and rural/remote campus locations, only Victoria and Queensland had more than 25% of their total student completions consisting of students enrolled at rural and remote campus locations for each year. In contrast, South Australia and Western Australia had approximately 6% of student completions consisting of students enrolled at rural and remote campus locations in 1999, increasing to approximately 12% projected for 2002.
Conclusion: In this study, the authors attempted to improve the accuracy of data collection in relation to the number of domestic undergraduate pre-registration nursing students in Australia, which is representative of the potentially new Australian domestic RN workforce. There was a trend towards an increasing number of students being enrolled in undergraduate pre-registration nursing courses, and also toward an increasing number of course completions. From the perspective of the rural and remote RN workforce, the percentage of students enrolled and completing courses at rural and remote campus locations was found to be increasing. However, there may be some areas of concern for education and workforce planners in States and Territories that are providing a smaller percentage of their undergraduate pre-registration nursing courses in rural and remote areas. Several study limitations are discussed and suggestions made for future research.

An IT Bachelor degree using modern technologies to illustrate core concepts and principles and building generic skills

Information Technology (IT) changes very quickly and influences business, industry and the public in an enormous manner. Outsourcing of IT jobs to cheaper overseas labor and globalization of IT companies become a common practice. Graduates of IT university courses must be well prepared to address the needs and expectations of business, industry and every day life. Many factors in an Information Technology curriculum influence graduates’ professional preparation and image. The most important of them is to reflect technology change, the current state of knowledge of computing, business and industry demands and students’ expectations. The aim of our project was to develop a new Bachelor of IT curriculum that satisfies these requirements. In this report we concentrate our attention on two critical aspects of IT curriculum content, the modern technologies to be used to illustrate basic concepts and principles of computing, and the generic skills that each graduate is expected to acquire to get a job in Australia.

Individual and organisational factors influencing academics` decisions to pursue the scholarship and teaching of ICT

This paper focuses on Information and Communication Technology (ICT) academics' perceptions of factors that promote and inhibit their pursuit of scholarship in their teaching work. It identifies critical factors that influence academics' attitudes, orientations and behaviours in respect to the scholarship of teaching, and from these builds a framework for understanding the interaction between these factors. We have named this framework the Scholarship of Teaching Support Framework.

During 2001 and 2002 a national project investigated teaching and learning initiatives in the major discipline of lCT in Australia's universities. As part of this project a mini-conference program was devised to elicit academics' perceptions of the factors influencing their teaching work and their participation in scholarly activities around this work. In total 83 ICT teachers from 29 universities participated in the mini-conference program. Attendees included staff members from a range of academic levels.

In discussions of aspects of the scholarship of teaching at the mini-conference participants referred to both attributes and responses of both university teachers and the university institutions. We have categorized these factors into those that relate to the individual academic (Individual domain) and those that relate to the tertiary institutional system (Organisational domain). Many contributions highlighted the interaction between these two domains.

Within the Individual domain, two key factors described by participants as affecting the pursuit of the scholarship of teaching were teachers' motivation towards, and their capabilities in, scholarly activities surrounding their teaching. Within the organizational domain two influential factors also emerged. These were the organizational support provided through allocation of resources and symbolic support reflected in an institution's systems, policies and processes.

Our findings indicate that both the Individual and Organizational domains contribute to university teachers' decisions to pursue (or not to pursue) the scholarship of teaching.

These two domains were seen by participants to interact within university environments to influence whether a particular environment is supportive or unsupportive in terms of the pursuit of the scholarship of teaching. Factors both from and within the individual and the organizational domains were seen to interact with each other forming a web of interrelated factors that appear to influence individuals' decisions to pursue, or not to pursue, the scholarship of teaching. From this complexity four theoretical extremes emerged providing the dimensions and components of the Scholarship of Teaching Support Framework.

We argue that responsive and innovative approaches to university teaching are best supported by academics undertaking scholarly activities around their teaching work, yet this article presents a picture of a university work environment where scholarly activities that focus on teaching and learning are seen as generally unsupported and unrewarded. This perception was identified as commonalities across a university system. Although some exceptions were noted, participants generally agreed that the organisational domain of Australian universities was largely unsupportive of the pursuit of the scholarship of teaching. Similarly, in general, university ICT teachers were not thought to have the backgrounds and capabilities necessary for pursuing the scholarship of teaching, such as familiarity with literature on teaching and learning and skills in educational evaluation. However, despite perceived inhibitors in universities' organisational culture and allocation of resources, and a perceived lack in individuals' skills, participants agreed that scholarly activities and innovation in university teaching and learning do take place, These are largely driven by the intrinsic motivation of individuals. It was recognised that further work is necessary to explore how motivation can be engendered and encouraged.

The Scholarship of Teaching Support Framework is a useful tool for examining how conducive a given university teaching context is to the scholarship of teaching and, therefore, can be used for review purposes within both research and policy contexts. Such tools will become increasingly important as policy changes begin to affect practices in how university teaching work is managed, supported and encouraged.

Fisheries and cage culture of three reservoirs in west Java, Indonesia; a case study of ambitious development and resulting interactions

The interactions between cage culture and wild fishery activities in three Indonesian reservoirs, Saguling, Cirata and Jatiluhur, of the greater Ciratum watershed, West Java, were evaluated using historical data and interviews with cage culture operators. In all three reservoirs, cage culture of common carp, Cyprinus carpio L., and later of common carp and Nile tilapia, Oreochromis niloticus (L.), were encouraged as an alternative livelihood for persons displaced by the impoundment. Currently, a two-net culture system, locally known as 'lapis dua', in which in the inner cage (7 × 7 × 3 m) is used for common carp culture and the outer cage (7 × 7 × 5/7 m) is stocked with Nile tilapia, is practised. On average each cage is stocked with  approximately 100 kg fingerlings each of common carp and Nile tilapia. The numbers of cages and production of cultured fish has increased in the reservoirs, but total and per cage production began to decline from about 1995 in Saguling from 2200 kg cage−1 in 1989 to <500 kg cage−1 in 2002, and in Cirata from a peak of approximately 2300 kg cage−1 in 1995 to approximately 400 kg cage−1 in 2002. In Jatiluhur, which has a considerably lower cage density, total fish production and production per cage has increased since 2000, and currently is approximately 4000 kg cage−1, close to production in the early years of cage culture activities. The cage culture operations also resulted in substantial nutrient loading, estimated at 3.2, 15.2 and 3.1 t of nitrogen and 134, 636 and 128 kg of phosphorous per year in the maximum years of production for Saguling, Cirata and Jatiluhur reservoirs, respectively. In later years, when cage culture production was high, fish kills occurred in the cages, and in Jatiluhur reservoir coincided with a dramatic decline in wild fishery catches. An attempt is made to determine the maximum number of cages for each of the reservoirs that will bring long-term sustainability of cage culture operations and the wild fisheries in the three reservoirs.

Complaint behaviour: a study of the differences between complainants about advertising in Australia and the population at large

Advertising expenditure has risen globally and in Australia there has been a 2.7-fold increase in the last ten years. It is suggested that some advertisements may be “unacceptable”, that is, unfair, misleading, deceptive, offensive, false or socially irresponsible. This research is concerned with consumer behaviour and consumer complaint behaviour specifically in the area of advertising in Australia. The findings indicate that complainants are significantly different from the population at large. This research will afford the regulatory bodies a better understanding of the complaining public as well as educating marketing communications strategists in effectively reaching their target markets.

Fat, rich and beautiful: changing socio-cultural paradigms associated with obesity risk, nutritional status and refugee children from sub-Saharan Africa

There has been an increase in Australia's intake of refugees and migrants from sub-Saharan Africa over the last two decades. These refugees have been exposed to nutritional risks prior to migration, which, together with changes associated with acculturation, impact on their health and nutritional status post-migration. However, there is a paucity of data in Australia that has examined the health and nutritional status of this ethnic minority in Australia. Despite basic research assessing the nutritional status of children, none have specifically concentrated on the health and nutritional situation of sub-Saharan refugee children. In the absence of such studies, this paper explores issues relating to obesity in sub-Saharan African refugee children within a cultural and public health framework. We begin by outlining the history of obesity and its cultural meaning. We then move to a consideration of predisposing factors for obesity and how these factors translate into obesity risk contexts of sub-Saharan refugees post-migration. We argue there are a number of key challenges related to culture and the relationship between socio-economic factors post-migration that require addressing by health professionals, dieticians and health educators to ensure the delivery of successful health outcomes.

Teacher attitudes and perceptions of primary school music education at independent schools in South Africa

As South Africa enters the new millennium and is currently in its second term of democracy, the question remains: is outcomes-based education preliminary the way forward for learners in South Africa. The new education system recognises the importance of arts education and specifically music education at the primary school level. This article focuses on music education at independent schools in Gauteng, South Africa. The reporting of this article is based on the author's doctoral thesis entitled "Outcomes-based music education in the foundation phase at independent schools in Gauteng, South Africa". The principal form of research was a questionnaire sent to music teachers at primary schools registered with the Independent Schools Council (ISC). The purpose of the questionnaires was to contribute to a study on teachers' perceptions, attitudes and opinions regarding music education and outcomes-based education. The questionnaire was divided into three main sections, namely: personal and professional details, outcomes-based education and general information. Both open and closed types of questions were employed. The questionnaire yielded both ambivalent views about the change of the education system as well as the inclusion of music as an area of learning within "Arts and Culture". It also identified current teaching trends and exposed areas of weakness that call for attention.

Place, progress and memory : McGlashan and Everist at Geelong College

Building in an historical setting engages the problem of progress and authentic dialogue between tradition, contemporaneity and visions of a future. Since 1960, McGlashan and Everist have been the sole architects for Geelong College's Talbot Street campus, established in 1871. They have designed its master plans and all new buildings and alterations to the existing eclectic stock. As modernists with a task providing no opportunity for stylistic coherence in an age of universality, the architects were caught between protecting the College's perceived authenticity by continuing its historicist links with English collegiate architecture on the one hand, and their own modernist ethic on the other. Adopting what Frampton has called in his essay, 'Critical Regionalism', an 'arriere-garde' position (an 'identity-giving culture' rather than reversion to the past or to the 'Enlightenment myth of progress'), the architects avoid overt display of nostalgic historicism, modernist tectonics and populism. This paper asks whether and to what extent they have been capable of an authentic dialogue. Have they created an existential place in an 'architecture of resistance' as Frampton would have it, attending sufficiently to 'identity-giving culture' and the future? What is the role of implacement in the problematic of 'progress' in this context and how might it have affected a particular approach and the outcome?

Using language and culture to construct group work in higher education

Second language students’ experiences of group work is not often transparent in evaluation studies although the multicultural nature of the student population in Australasia would suggest that culture and language should be on the research agenda. Culture and language is used in the higher education literature to mark out the Asian learner as different and problematic although such cultural models and stereotypes have been the subject of some criticism in recent years. Through semi-structured qualitative interviewing in focus group interviews with 19 South East Asian students I explore the ways language and culture intervene to structure these students’ experiences.

The multifaceted and ever-changing directions of information security - Australia get ready!

In recent years, we have witnessed many information security developmental trends. As a consequence, the dimensions of information security - once single disciplinary area - have become multifaceted and convoluted. This paper aims to (1) recapitulate these key developments: (2) argue that the emergence of many complex information security dimensions are the result of 'constant change agents' (CCAs); (3) discuss the implications on Australia's society, i. e. government, companies and individuals; and (4) propose key consideration areas and possible solutions thereof. We hope that the discussion presented here will position Australia to make better aligned information security and strategic plans, such as choosing appropriate investments and adopting effective solutions to strengthen and secure Australia's national information security posture.

Retaining the frisson of the 'other' : imperialism, assimilation, integration and multiculturalism in Australian schools

In Australia, the 1960s saw a broadening of music offerings from other cultures in school materials from the Australian Broadcasting Commission (ABC). This is a useful indicator for changing perceptions. Since then, increasingly 'authentic' materials have become available but how far have we really come? Blacking (How musical is man? University of Washington Press, Seattle, 1973) identified the difficulty of acquiring and understanding, skill and authenticity in the music of another culture. He stressed that musical acquisition should occur in a cultural context. Removing music from one culture and presenting it in the symbolic gestures of another may strip its meaning. This is particularly true for musics from cultures removed from the Western paradigm. The further we move from our cultural norm, the harder it is to produce authentic experiences for students. By considering the African music resources offered to schools by the ABC, we can explore the attempts we have made to move from colonialism to multiculturalism.

Prevalence of substance use and delinquent behavior in adolescents from Victoria, Australia and Washington State, United States

This article compares prevalence estimates of substance use and  delinquent behavior in Washington State, United States and Victoria, Australia, two states chosen for their different policy environments around problem behavior. Few comparisons of international differences on rates of multiple problem behavior exist, and most are based on methods that are not matched, raising the question of whether findings are based on  methodological differences rather than actual rate differences. The  International Youth Development Study used standardized methods to recruit and administer an adaptation of the Communities That Care Youth Survey to representative state samples of fifth-, seventh-, and ninth-grade students in each state. Rates of delinquent behavior were generally comparable.  However, striking differences in substance use were noted, with Victoria students reporting higher rates of alcohol use, alcohol misuse, smoking, and inhalant use, whereas Washington State students reported higher rates of marijuana use. Implications for conducting international comparisons are discussed.

Comparison of the structure of adolescent problem behavior in the United States and Australia

Some extant theory and empirical research suggests that youth problem behaviors, such as substance abuse and delinquency, reflect a single underlying dimension of behavior, whereas others suggest there are several different dimensions. Few studies have examined potential international differences in the structure of problem behavior, where cultural and policy differences may create more variation in behavior and different structures. This study explored the structure of problem behavior in two representative samples of youth (ages 12-17) from Maine and Oregon in the United States (N = 33,066) and Victoria, Australia (N = 8,500). The authors examined the degree to which data from the two countries produce similar model structures using indicators of problem behavior. Results show that the data are best represented by two factors, substance use and delinquency, and there appear to be more similarities than differences in the models across countries. Implications for understanding problem behavior across cultural and developmental groups and practical and policy implications are discussed.

From empire to filmi: a fusion of western and Indian cultural practices in Australian music education

During the 19th and 20th centuries, Indian culture was represented in Australia as part of celebrations of the British Empire. Children were presented with stereotypic representations of Indian culture, which provide a snapshot of contemporary perceptions. Such representations were rarely authentic. By removing music from one culture and presenting it in the symbolic gestures of another we strip away much of its meaning. Encouragingly, contemporary popular culture can incorporate a fusion of western and Indian cultural practices, such as filmi (Hindi: `film song' or `Indian film music'). This article describes early imperialist understandings of Indian culture in Australian school music to contextualize recent attempts to engage with more authentic intercultural understandings. To assist teachers in the presentation of `other' musics, guidelines for the inclusion of authentic materials are offered. By selecting music that is already a fusion of cultures and musical styles, it becomes easier for western music educators to engage with the other.