Communication is recognised as an important factor in interprofessional collaboration and teamwork. The delivery of optimal person-centred care ‘requires healthcare professionals to effectively communicate, cooperate and collaborate with each other’ (Stanley & Stanley 2019). Interprofessional communication can ensure that information is shared with a collective purpose and clearly defined goals. Thomson and colleageues(2015) demonstrated that having a shared purpose to pursue quality improvement as well as collaboration provides a framework for interprofessional, person-centred care that is highly dependent on effective communication. This chapter outlines the principles of interprofessional communication as well as five competencies that can contribute to collaborative practice. Handover frameworks are explored, along with the value of teamwork. The chapter also examines how nurses and other health professionals recognise and understand conflict as it discusses strategies for managing difficult situations. Finally, professional development is explored through peer learning, mentoring and supervision, with some examples of how this can be achieved.

Matters of sustainability are frequently given media attention, including Australia’s experience of major catastrophic weather events from droughts to floods and bushfires, to issues of climate change and how we can live more sustainably. Students, having either experienced natural disasters first-hand or seen them reported in the media, will most likely have an interest in the topic of sustainability. With science identifying climate change as the greatest risk to humanity, issues of sustainability need to be covered at some level by schools. The Australian Curriculum has identified Sustainability as one of three cross-curriculum priorities to be integrated across all learning areas. This chapter provides contextual information about Sustainability and examples of how to link this cross-curriculum priority to the Humanities and Social Sciences learning area with a specific focus on history. Through increasing awareness of the need to live sustainable lives, critiquing debates around climate change and linking this to impacts on students’ lives in the present and into the future, the curriculum can be mapped to ensure children and young people can exercise agency in making decisions about how they will respond to issues of sustainability - for example, choice in product consumption.

While Chapter 7 looked at teacher-centred practice (and you can return there to refresh your understanding of pedagogy), we now turn to the vast array of student-centred practices that are available for application in the history classroom. This chapter identifies student-centred practice examples, links to theory that support this type of pedagogy and provides examples of how to incorporate activities in your history teaching planning.

Becoming a nurse is more than just being able to demonstrate clinical skills or understand disease processes. It is about critical thinking – understanding why we do what we do and how to do it in ways that optimise quality and safety. Achieving the best outcomes for clients is always paramount. This chapter explores the foundational principles of contemporary nursing practice: evidence-based practice, person-centred care, and therapeutic and professional communication; all contributing to a safe practice environment. It also introduces the growing role of technology in health care and looks at how numerous factors come together to influence health outcomes for the individual client.

All regulated health practitioners need to be aware of the standards imposed on them by their regulatory body in order for them to be able to practise and keep the public safe. In Australia, the standards for nurses and midwives have been developed by the Australian Health Practitioner Regulation Agency (AHPRA), which regulates the Australian workforce through the Nursing and Midwifery Board of Australia (NMBA).

This chapter helps you understand your obligations to obtain and maintain your nursing or midwifery registration, and your legal, regulatory and moral obligations both as a professional and as an individual. It differentiates the scope of practice for the registered nurse, enrolled nurse and midwife.

The first section discusses general legal and regulatory requirements for nurses. Next, we turn to the Professional Practice Framework that constitutes a key part of nurses’ legal and regulatory obligations. This framework forms the overarching statement of nursing’s values contained in a number of codes and standards. The next section covers professional boundaries before we make some brief remarks relating to scope of practice.

Both the Australian Curriculum and state and territory curricula foreground the importance of inquiry in history. The Australian Curriculum Rationale posits that history 'is a disciplined process of inquiry into the past that develops students’ curiosity and imagination' (ACARA, 2020). As a case study, the recently designed and newly implemented Queensland senior syllabus explicitly states that history uses a model of inquiry learning, which it defines as 'the process of developing knowledge and understanding by posing questions about the past, and applying skills associated with locating, analysing, evaluating and using sources as evidence to develop an informed explanation, argument or interpretation about the past' (QCAA, 2019, p. 107). One of the most effective ways to achieve this is through the use of an inquiry approach. It requires careful planning as different forms of inquiry are better suited to differing age and ability ranges. This chapter explores a number of inquiry-centred pedagogies that will facilitate the creation of an inquiry-centred classroom.

In this chapter, you will learn how to plan your study around your existing commitments. You are encouraged to build on your strengths and improve in areas that may hold you back. You will learn how to find time to study and be kind to your future self. This chapter gives you an idea of the different kinds of academic support you may be able to access and provides some hints for using the online study environment to your advantage.

Learning at university is often self-directed, and the skills developed and employed in your nursing education can help to ensure you have acquired the graduate attributes needed to continue learning while you practice as a nurse.

This chapter provides you with strategies to enhance your study and to be successful in your learning endeavours. You will discover that you learn from your teachers and educators as well as from your peers and networks. You will be provided with hints for making both formal and informal peer support and group work function effectively for you. Finally, you will be given suggestions for using social media to help feel connected while simultaneously avoiding common pitfalls in your journey to become the best nurse you can.

This chapter provides you with an understanding of the educational context and opportunities for teaching and learning within the Australian Curriculum cross-curriculum priority Aboriginal and Torres Strait Islander histories and cultures. Beginning with professional obligations outlined in current educational policy frameworks and the Australian Professional Standards for Teachers, then drilling down to local community and professional placement scenarios, this chapter highlights the importance of historical inquiry for Aboriginal and Torres Strait Islander students and their non-Indigenous peers. By understanding the importance of reconciliation, and respect and recognition for Aboriginal and Torres Strait Islander histories and cultures in the classroom, all students may gain opportunities for critical thinking to support lifelong learning, while Aboriginal and Torres Strait Islander students may find a safe and inclusive space for finding their voice, strengthening their identities, and sharing and learning about their cultures. This chapter introduces resource evaluation tools, approaches and pedagogies suitable for teaching in this area, and examines pathways for secondary history pre-service teachers and educators to create essential collegial and community networks that support quality secondary history teaching praxis.

This section provides you, as a pre-service teacher, with research-based pedagogical approaches to teaching and learning activities in your classroom. You will gain the appreciation of a variety of classroom activities, practices and methods that are teacher-centred and student-centred (discussed in Chapter 8) and enable the learning and teaching of history in classroom contexts. Whether this section is discussing teacher-centred or student-centred practices, at the core of the approaches included in this chapter and in Chapter 8 is the idea of learning-centred pedagogy. In these chapters, you will learn about these approaches so that you can consider what is best for you and your students in any given context. This chapter will specifically map out practical approaches to effective teacher-centred practices that can be incorporated in the History classroom. You will be provided with examples of how you can use teacher-centred pedagogies to engage and teach your students.

In accordance with the standards for nursing and midwifery education, training and assessment, the Australian Nursing and Midwifery Accreditation Council (ANMAC) requires students to engage in professional placement experiences as part of an accredited program of undergraduate study, with mandatory hours of activity linked to successful learning outcomes and registration to practise as a nurse in Australia (ANMAC 2017, Ford et al. 2016, Schwartz 2019). Clinical placements are therefore a central component of nursing education, complementing the theoretical foundations and simulation-based learning provided at university.

Preparing you for professional practice is the overarching goal of nursing education. Your success in professional experience placements depends on your ability to effectively draw upon and translate your learning to the clinical practice context and environment. This chapter provides specific information and strategies to help you to better understand and succeed in the clinical practice component of your degree program. The chapter also introduces the rapidly expanding role of social media in nursing education and practice.