Publication rates are a vital measure of individual and institutional performance, yet many nurse academics publish rarely or not at all. Despite widespread acceptance of the need to increase academic publication rates and the pressure university faculty may experience to fulfil this obligation, little is known about the effectiveness of practical strategies to support academic writing. In this small cohort study (n=8) comprising nurses and other professionals involved in university education, a questionnaire survey was used to evaluate the effectiveness of a one-week "Writing for Publication" course combined with a monthly writers support group to increase publication rates. Two year pre and post submissions increased from 9 to 33 articles in peer-reviewed journals. Publications (in print) per person increased from a baseline of 0.5-1.2 per year. Participants reported increased writing confidence and greater satisfaction with the publishing process. Peer support and receiving recognition and encouragement from line managers were also cited as incentives to publish. Writing for publication is a skill that can be learned. The evaluated model of a formal writing course, followed by informal monthly group support meetings, can effectively increase publication rates.

In recent years econometric models used in health service planning have tended to encourage the downgrading or closure of small rural hospitals with the effect of reducing access to services and transferring costs from health authorities to consumers. These changes have occurred despite mounting evidence that people in rural communities have specific health service needs which require special attention. This study aimed to identify the perceptions of community members, health professionals and administrators regarding the health service needs in their small rural communities as a basis for developing a more comprehensive model of rural health service planning. Focus groups were held in three selected towns in Gippsland, exploring participants' perceptions of the meaning of health, health service needs, impact of health services, and the best set‐up for health services. Consistent with previous research, key findings include: a broad conceptualisation of health; the perceived overwhelming importance of doctors, hospitals and chemists; the economic and social importance of a rural hospital; and a preference for all health services being provided under the one roof, funding and program flexibility, and local involvement in health service planning and implementation.

Addressing social exclusion through driver educationSocial inclusion for refugees following resettlement can be hampered by language barriers, health concerns, alterations in family life, lack of relevant life skills, cultural differences, barriers to education and employment, discrimination, and housing availability (Ager & Strang, 2008). Although housing may be more affordable in outer-urban and rural areas, public transport options are few and there can be considerable distances to travel to access services, education and employment

There is an increasing need to deliver high quality integrated health services which address expanding numbers and increasing complexity of clients attending for health and social care. Despite demands to educate a future health care workforce with the capacity to deliver integrated team based services to meet these needs there is little in the literature about interprofessional education (IPE) in community health. We developed and evaluated a unique pilot simulated interprofessional student supervised clinic, integrated into the practice in a rural community health service. Pairs of students from two different disciplines interviewed a volunteer simulated client (SC) representing a real client case, and prepared a health care plan for the SC. Thematic analysis revealed overlap between the two groups. Both groups saw it as a positive experience. Students' responses to a questionnaire revealed they increased their client focus, interacted more with the other disciplines and found it highly realistic and authentic. Analysis of phone interviews with SCs confirmed the realism. SCs also saw it as supporting students' learning for the real world, and acknowledged the importance of support for themselves. This project confirms the perceived value of practice-based IPE with SCs from the perspectives of students and SCs in social care.