Background The life expectancy of people living with a serious mental illness (SMI) is up to 10-15 years less than the general population. They experience difficulties in accessing timely and appropriate physical health care. People with SMI living in regional Australia experience additional barriers to accessing services. This is in part due to the difficulties associated with recruiting and retaining health professionals in regional Australia. Aim To explore the regional non-government organization (NGO) workforce views of using a physical health care check list - the health improvement profile (HIP) - with people with a SMI. Gain insights into the workers' experiences of using the HIP. Understand which aspects of the HIP workers perceived as being most and least helpful. Learn how the HIP and the training program could be modified to better support its application in regional Australia. Method A focus group using a semi-structured interview was conducted with seven NGO employees who had been trained to use the HIP and subsequently used the HIP in their everyday work with patients. A mental health nurse (MHN) and a Psychology graduate working for the University of South Australia Department of Rural Health conducted the focus group. Results Using thematic analysis, the focus group discussion generated four main themes: taking control; accessing services; guiding my conversation; and working with others. The overall meta-theme was that lay workers can work effectively to address physical health problems in SMI patients. Conclusion Our observations highlight the important role lay workers in regional Australia have in helping people with SMI to address their physical health needs. They have an opportunity to extend their role in parts of the world where it is difficult to recruit MHNs.

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As an early career academic I have had the opportunity to reflect on my early experiences in academia. This paper is a reflection on my journey through rough seas to calmer waters. This paper describes an uneasy voyage of experience, from confident practitioner to uncertain academic. Helping to steer me through uncharted waters on the high seas of academia was the Graduate Certificate in Education (University Teaching). This experience was instrumental in my development as an academic. Key to this personal reflection is discovery, action and reflection. KeywordsEarly career academic, Teaching and learning, Graduate certificate in education Creative Commons License AbstractAs an early career academic I have had the opportunity to reflect on my early experiences in academia. This paper is a reflection on my journey through rough seas to calmer waters. This paper describes an uneasy voyage of experience, from confident practitioner to uncertain academic. Helping to steer me through uncharted waters on the high seas of academia was the Graduate Certificate in Education (University Teaching). This experience was instrumental in my development as an academic. Key to this personal reflection is discovery, action and reflection.

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At the beginning of my academic journey I held the belief that I would learn to teach simply by teaching.  To my dismay, I had underestimated the complicated nature of teaching in higher education and gave little consideration to the ways students learn.  Feeling overwhelmed by my situation, I began questioning my teaching practices and student learning.  It was then I understood that my teaching skill and conceptions of teaching and learning lacked a theoretical framework.  Missing an important piece of the teaching and learning puzzle, I have been on a quest to seek answers.  This paper outlines my journey of professional discovery through my experiences in the Graduate Certificate in Education.  This transformative experience has aided in expanding my teaching and learning horizon by focusing on diverse learners and inclusive teaching practices.