No abstract

This review of the literature provides a valuable resource that can be used to prepare nursing students for the workplace culture during their first year as a registered nurse. Scenarios can be developed for educational activities such as simulation, role play, discussion and self-reflection. Further development through research is recommended.

Aims: To identify the reasons why workers decide to enter, stay or leave the aged care workforce; and the factors influencing them to transition between community and residential sectors in Australia. Background: Factors affecting the recruitment and retention of suitable care workers in aged care are complex and influenced by personal, institutional and societal factors. Methods: A qualitative description study design. Results: In total, 32 staff participated in the study. Five main themes were identified: entering aged care with a passion for the job; entering aged care as it is the only employment option; factors attracting care workers to stay in aged care; factors influencing care workers to leave the job; and preferring to work in residential aged care rather than community aged care. Conclusion:Issues relating to the attraction and retention of aged care workers are influenced by personal, institutional and societal factors. Critical shortages in the aged care workforce make the industry more susceptible to crises such as COVID-19 outbreaks. Implication for nursing practice: Aged care organizations need to create a positive psychosocial work environment for staff to improve the attraction and retention of skilled care workers. They also need to develop staff recruitment guidelines to ensure care workers with the appropriate skills and training and a passion for working with older adults are selected. Staff development programmes need to focus on learning activities that enable staff to build peers support in the work environment. Implications for health policy: There is a need to mandate curriculum to enable nursing students to receive more gerontological education and exposure to aged care throughout their education. Aged care quality standards need to mandate transition support for new graduate nurses.

This study investigated the relationship between a Peer Support leadership training program and the development of peer leaders' social skills. The effectiveness of training was assessed by a questionnaire, case studies and analysis of students' written work. Quantitative and qualitative analyses demonstrated that the intervention had some positive short term impact on peer leaders' cooperation, communication, empathy, belonging to school, relationships at home, friendship, decision making, conflict resolution and self esteem/ confidence skills and attitudes. Less impact was made on peer leaders' sense of belonging to the community. Improvements in social skills and attitudes were more significant when considered in their entirety, suggesting that, in evaluating the effectiveness of Peer Support training, the cumulative effect may be somewhat more important than the effect on specific social skills.

Business and community groups have a long history of involvement in schools. Although their role in schools is gaining prominence and recognition in national and state government education policies, few Australian studies have investigated this phenomenon from the perspectives and experiences of all the stakeholders: students, teachers, and the community. This chapter seeks to increase understanding of school-community involvement by reporting on a study conducted within two high schools in Adelaide, South Australia. Drawing on interviews with students, staff, and the community, and inductive grounded theory research techniques, this chapter examines current perspectives and experiences with a view to informing future policy development. Findings indicate that while many positive outcomes occur when schools and the community work together, the potential of school-community involvement is not always fully realised. The recommendations aim to redress this by enhancing opportunities, reviewing policies, and building capacity within schools and the community.