Michelle Bissett

Objective: The aim of this study was to evaluate changes in nursing practices following implementation of a multifaceted nursing practice bundle for the management of changed behaviour in hospitalised adults with cognitive impairment. Methods: A single‐group pre–post interventional study evaluated changes in nurses' reactions to changed behaviour and the use of alternatives to physical restraint following implementation of a multifaceted nursing practice bundle (implementation framework, nurse education and nonpharmacological resources). Results: Management of changed behaviour improved, with nurses more commonly reacting with care and less likely to react by ignoring when changed behaviour occurred. Nurses were also more likely to utilise professional knowledge and problem‐solving abilities, and less likely to use medications as alternatives to physical restraints. Conclusions: The implementation of a nursing practice bundle was associated with improved management of changed behaviour in hospitalised adults with cognitive impairment, likely due to its multifaceted approach. Improvements in nursing practice indicate enhanced attitudes towards adults with cognitive impairment and increased confidence in implementing nonpharmacological interventions.

Partnerships with experts by experience (EBEs)1 in higher education for social work and health professions are increasingly common (Cabiati & Levy, 2021; Scanlan et al., 2020) and international res...

Introduction: Informal carers provide essential support to individuals with mental health conditions, yet often experience poor well being and limited access to traditional supports due to stigma, time constraints, and geographic barriers. Self-accessible digital tools may offer a flexible and scalable solution. This scoping review explores the impact of self-accessible digital support tools on the well being and experience of informal carers of individuals with mental health conditions. Methods: Five databases were searched for peer-reviewed studies (2015–2025) evaluating digital tools for carers of individuals with mental health conditions, excluding neurocognitive disorders. Nine studies met the inclusion criteria and were assessed using the Mixed Methods Appraisal Tool. Results: Seven unique digital tools were identified (three mobile apps, four web-based tools). Professionally developed tools appeared to be associated with greater improvements in caregiver burden, emotional regulation, and quality of life. Codesigned digital tools were positively received for their flexibility and relevance, but had mixed clinical outcomes and engagement challenges. Discussion: Findings suggest that while digital tools can benefit carers, digital literacy, usability, and sustained engagement are critical factors. Codesign alone does not guarantee improved outcomes, particularly when user involvement is limited or underreported. Future research should further investigate codesigned interventions, with clear reporting of development processes and strategies that promote sustained use. Conclusion: Digital interventions can enhance the well being and experience of informal mental health carers, particularly those that are codesigned and multifactorial to address carer needs. Strengthening these tools has the potential to support carers and reduce systemic strain on mental health services.

While universities worldwide transitioned online for necessity, many now continue blended or online programs due to growing interest. Higher education is also exploring innovative intensive learning and teaching models. One example is the Southern Cross Model (SCM), promoting focused learning using immersive teaching, active learning, and guided learning to encourage autonomy and promote community. An anonymous online survey explored international and domestic health students’ experience of the SCM, identifying current satisfaction with and self-confidence in learning and subjective perception of the SCM. A total 105 students completed the survey, 69.5% domestic (n=73) and 30.5% international (n=32). Domestic students reported significantly greater learning satisfaction (Mdn = 25.00) than international students (Mdn = 20.50; U = 701.50, z = -3.46, p <.001), as well as higher self-confidence than international students (Domestic Mdn = 36.00; International Mdn = 32.00; U = 862.00, z = -2.15, p = .032). All students acknowledged the intensity and challenge of the SCM, but international students found it more overwhelming and isolating. In contrast, domestic students reported enhanced motivation and engagement. These findings emphasise student experiences in intensive teaching pedagogies are evaluated, providing a foundation for tailored support programs supporting all students to thrive in new educational approaches.

Loneliness and decreased quality of life are associated with decreased life expectancy and are regarded as serious health concerns. Understanding the impac

Background Generative AI (GenAI) presents both opportunities and challenges for higher education. While it offers the potential to personalise learning and improve educator processes, concerns around academic integrity and output accuracy persist. Health professionals must navigate this landscape carefully to ensure technology augments, rather than compromises, the development of core clinical and professional competencies in higher education. Objective This study aimed to develop a framework for implementing GenAI into the curriculum. To achieve this, a synthesis of the existing evidence on the applications, benefits, and challenges of GenAI in health professions education was required. Methods To achieve the required knowledge for the development of the framework, a systematic scoping review was conducted following the Joanna Briggs Institute (JBI) methodology and reported using the PRISMA-ScR guidelines. A comprehensive search of MEDLINE, CINAHL, Scopus, Web of Science, and ERIC databases was performed to identify relevant studies. A narrative synthesis was used to map the literature across key themes to inform the framework’s development. Results: The review included 21 studies, which highlighted the use of GenAI by educators and students to aid in productivity and learning. Key challenges identified included the risk of generating inaccurate content, the potential for misuse, and the critical need for enhanced GenAI literacy among both students and staff. The findings were synthesised into three primary domains: educator use, student use, and assessment design and purpose. Conclusion The integration of GenAI in health education requires a structured, proactive approach. We propose an evidence-informed framework centred on three core pillars: Student GenAI Literacy, Educator Capability, and Assessment Design. This framework provides a roadmap for institutions to harness GenAI responsibly, ensuring it serves as a tool to support critical thinking and professional judgement.

Expert-by-experience involvement in the design, implementation and evaluation of university curricula is an expectation in health professional programs in Australia. To achieve this, educators and experts-by-experience need to partner to design and deliver curriculum. However, research is needed to guide collaborations and disrupt hegemonic practices. This study aimed to explore the experiences and perceptions of health educators and experts-by-experience who partner to co-design and/or co-deliver curriculum. A qualitative descriptive design was adopted, where six experts and six educators were interviewed. Interviews were transcribed verbatim and thematically analysed. Four themes were generated: i) navigating co-teaching: from theory to practice, ii) navigating the institutional labyrinth: breaking down barriers, iii) authentic partnerships, and iv) elevating education through lived experience. While it is best practice to partner in co-design and co-delivery, there are important considerations for high-quality, effective and sustainable partnerships. This paper provides recommendations that support key stakeholders to enact these partnerships.

Informal carers often experience compromised mental and physical wellbeing due to their caring responsibilities. While social prescribing shows promise in supporting various populations, evidence for its effectiveness in supporting carers is limited. This study assessed the impact of a social prescribing program on health-related quality of life and other wellbeing measures among Australian adult carers. Analysis of de-identified data was conducted using pre- and post-intervention measures from two social prescribing programs in New South Wales, Australia (December 2021-August 2024). Participants were adults who self-presented or were referred by their GP for either mental ill-health or chronic disease management. Of 821 eligible participants, 93 (11.3%) were identified as carers based on their social prescriptions and case note review. The intervention involved link workers co-designing individualised plans with participants over 12 weeks, providing referrals to community services and supports. Outcomes included quality of life, mental wellbeing, self-reported health, psychological distress, and healthcare utilisation. Statistical analysis included paired t-tests for pre-post comparisons. Carers received significantly more social prescriptions than non-carers (mean difference = 2.05, p = .002), particularly in mental and emotional wellbeing (54%) and physical wellbeing (45%) domains. Following the intervention, carers showed significant improvements in quality of life (p < .001), mental wellbeing (p < .001), self-reported health (p < .001), and psychological distress (p < .001). GP visits reduced significantly (p = .002), while hospital visits showed non-significant reductions. Link workers primarily engaged with carers via phone (98%), followed by internet (80%) and face-to-face (67%) contact. Social prescribing appears to be an effective intervention for supporting carers’ wellbeing and reducing healthcare utilisation. The high uptake of phone-based support suggests potential for scalable remote delivery. Future research with larger samples is needed to examine program benefits across diverse demographic groups and varying intensities of caring responsibilities.

An assistive technology ecosystem requires co-ordinated collaboration between policy, products, provision processes, and personnel. A needs assessment was conducted of the assistive technology sector in Queensland to examine these components from the perspective of all key stakeholders. Materials and Methods: This paper reports the findings of the expressed needs of the assistive technology sector as experienced by the AT advisors and suppliers. A sequential mixed methods design supported completion of a quantitative online survey (n = 29) followed by qualitative exploration with assistive technology advisors (n = 9) and suppliers (n = 6). There was an identified need to address the processes that led to delays or unfavourable outcomes for AT. Despite reporting confidence in the quality of services delivered, the advisors were worried about reduced access to expert consultation and a need to better build capacity and capability in the sector. Access to AT for hire or trial was problematic with conflicting tensions identified by the advisors and suppliers. However, both worried about the impact on the agency of the AT recipient in the process. There are opportunities to enhance the personnel, provision, and policy aspects of the assistive technology ecosystem in Queensland. Pressure points are: workforce capacity and capability to meet the growing need; finding ways to support the trial of assistive technology required to ensure appropriate recommendations for assistive technology that is fit for purpose; and improving information from the bodies that manage funding to reduce the waste in the provision process.

Purpose: Assistive technology (AT) can significantly enhance the daily lives of people with disabilities if matched appropriately to the individual and their context. Gaps remain in the AT sector in terms of provision and uptake. Consequently, this study examined current experiences and needs regarding AT provision throughout Queensland from AT users' perspectives. Materials and Methods: Convenience and snowball sampling recruited participants for this exploratory sequential mixed methods study. Descriptive statistics summarized online survey responses (n = 41) and thematic analysis was completed to analyze qualitative interview data (n = 20). Results: Survey results revealed that whilst all participants used AT, 68% had unmet AT needs. Satisfaction with AT reduced as AT users proceeded through the AT pathway. Three themes were identified from the interviews: (1) Expertise and collaboration are required: "One size doesn't fit all, and one solution doesn't fit all problems," (2) Process rejections and delays: "You're really left high and dry," and (3) Many factors impact the AT experience. Conclusions: Findings indicate that although AT users had clear ideas of their AT needs and goals, they were often unable to access desired AT due to systemic barriers. Any attempts to overcome barriers for AT provision will need to be multi-level and there is a clear need to enhance current AT trial approaches.