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Strategies to support the growth and evolution of nursing and midwifery education in Tasmania


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Francis, K ORCID: 0000-0003-3578-2498, Tori, K ORCID: 0000-0003-4026-6842 and Dinh, H 2020 , 'Strategies to support the growth and evolution of nursing and midwifery education in Tasmania' , Australian Journal of Clinical Education, vol. 8, no. 1 , pp. 1-8 , doi: 10.53300/001c.29661.

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There is a prediction of significant nursing workforce shortfalls across Australia. Tasmania, as anisland state of Australia, is more sensitive to such a shortage due to the existing challengesassociated with pre-service and postgraduate nurse education, training, recruitment andretention. This paper describes strategies adopted by the School of Nursing (SoN), University ofTasmania to ensure the preparation and sustainability of the registered nurse workforce that ispivotal for state-wide healthcare. Due to lower levels of educational attainment amongstTasmanian school leavers, the SoN has developed alternative pathway programs that offer entryfor students who do not meet standardised entry. Staged progression to pedagogically soundonline teaching platforms, pre-requisite limitations and uncoupling subject contents are strategiesthat have been incorporated in new undergraduate curriculum. The SoN’s postgraduate programincludes a suite of 24 specialisations including a post-registration midwifery specialisation andstudents have the flexible option to exit the program at a graduate certificate, graduate diplomaor finish at a master’s level. Partnerships with local industry, nursing associations, healthcareconsumers, other health disciplines and students ensure that the SoN is responsive to sectorneeds and regulatory authority requirements to graduate qualified registered nurses serving inhighly-demanding healthcare environments.

Item Type: Article
Authors/Creators:Francis, K and Tori, K and Dinh, H
Keywords: registered nurses, workforce shortage, entry pathway, nursing education
Journal or Publication Title: Australian Journal of Clinical Education
Publisher: Bond University
ISSN: 2207-4791
DOI / ID Number: 10.53300/001c.29661
Copyright Information:

This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivatives 4.0 International (CC BY-NC-ND 4.0) License (

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