The University of Newcastle offers a tertiary preparation program that enables mature aged students to gain access to higher education. One of the largest intakes is into the pre-nursing program. This paper will share the findings of a 2-year study of tertiary preparation students undertaking group work within their pre-nursing program. For many mature-aged students returning to study, it requires the development and transition of their identity from that of an adult role to that of a student role. The aim of this study was to examine how group work can help support mature aged students in their transition to a student identity. The premise was to enable students to develop skills for success in their undergraduate nursing studies, whilst fostering social connection and a sense of belonging in the university. We identified an essential aspect of nursing as being able to work collaboratively with other nurses and within allied health teams. Keeping this in mind, we developed and delivered an approach that introduced group work in Week 3 of the students' program to enable them to effectively integrate curricula and co-curricular learning experiences. Using an online assessment tool called SPARK, students were each asked to self-reflect upon their individual role and their role within the group according to specific criteria that promoted positive group work behaviours and fostered social connection. It was hoped that by providing students with resources and evaluation tools they would develop group work and self reflection skills to succeed in their studies and future profession.

The University of Newcastle offers a tertiary preparation program that enables mature aged students to gain access to higher education. One of the largest intakes is into the pre-nursing program. This paper will share the findings of a 2-year study of tertiary preparation students undertaking group work within their pre-nursing program. For many mature-aged students returning to study, it requires the development and transition of their identity from that of an adult role to that of a student role. The aim of this study was to examine how group work can help support mature aged students in their transition to a student identity. The premise was to enable students to develop skills for success in their undergraduatenursing studies, whilst fostering social connection and a sense of belonging in the university. We identified an essential aspect of nursing as being able to work collaboratively with other nurses and within allied health teams. Keeping this in mind, we developed and delivered an approach that introduced group work in Week 3 of the students' program to enable them to effectively integrate curricula and co-curricular learning experiences. Using an online assessment tool called SPARK, students were each asked to self-reflect upon their individual role and their role within the group according to specific criteria that promoted positive group work behaviours and fostered social connection. It was hoped that by providing students with resources and evaluation tools they would develop group work and self-reflection skills to succeed in their studies and future profession.

A book review of Ruraling Education Research: Connections Between Rurality and the Disciplines of Education Research. P. Roberts & M. Fuqua (Eds.). Springer, 2021.