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Understanding these differences can assist in better targeting family support interventions.

Learning in the clinical environment has traditionally formed an integral part of nursing education programs in Australia. In tertiary-based nursing courses today, students can spend equal or more hours learning in the clinical workplace as they do in their classroom-based studies. Developing ways to improve teaching and learning in the clinical environment can help to develop a more positive workplace culture, which in turn, has been identified as producing more effective learning outcomes for students. This quantitative study used the Clinical Learning Environment Inventory (CLEI) questionnaire (Chan, 2002) as a platform for data collection to investigate Avondale College's (an Australian tertiary education institution) senior Bachelor of Nursing (BN) students' perceptions of their clinical learning environment. It was highlighted that even though the students perceived that their clinical experiences were generally positive, they indicated that there was still room for improvement. With respect to the five domains of the clinical environment identified by the CLEI (personalisation, student involvement, teacher innovation, task orientation and individualisation), the students identified the personalisation and student involvement domains as the most important in generating appropriate clinical environments, and even though the students expected less in the areas of task orientation, teaching innovation and individualisation, these were the areas they saw a need for greatest improvement. Students also suggested that the development of a positive relationship with the clinical teaching staff was paramount in generating the ideal clinical environment. Finally, the study indicated that student satisfaction is increased when there is an ongoing student involvement, that is, in the words of Lave and Wenger (1991), when they become an integral part of the 'community of practice' in their clinical nursing placement.

Within the context of nursing education in Australia, the registered nurse (RN) preceptor plays an invaluable role with nursing students; however, many are not specifically trained for this role. This study explored the perceptions of practicing preceptors from one health care facility after completion of a specially designed preceptor program. Results indicated that the participants perceived that the program had increased their knowledge of teaching and learning and increased their skills as preceptors. Further results suggested that when the RN preceptor's knowledge of the teaching and learning process increased, it led to an increase in the RN preceptor's generic preceptor skills. This increased the RN preceptor's confidence, leading to a more positive attitude toward student nurses and a positive effect on preceptor functioning, enhancing the preceptor's ability to include students more in daily nursing tasks.

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BackgroundThe factors shaping the health of the current generation of adolescents are multi-dimensional and complex. The purpose of this study was to explore the determinants of self-rated health (SRH) of adolescents attending a faith-based school system in Australia.MethodsA total of 788 students attending 21 Seventh-day Adventist schools in Australia responded to a health and lifestyle survey that assessed SRH as well as potential determinants of SRH including the health outcomes mental health, vitality, body mass index (BMI), select health behaviors, social factors and personal demographics. Structural equation modeling was used to analyze the data and examine the direct and indirect effects of these factors on SRH.ResultsThe structural model developed was a good fit with the data. The health outcome mental health had the strongest association with SRH (β = 0.17). Several upstream variables were also associated with higher SRH ratings. The health behavior sleep hours had the strongest association with SRH (βtotal = 0.178) followed by fruit/vegetable consumption (βtotal = 0.144), physical activity (βtotal = 0.135) and a vegetarian diet (βtotal = 0.103). Of the demographic and social variables measured, adverse childhood experiences (ACEs) had the strongest association with SRH (βtotal = − 0.125), negatively influencing SRH, and gender also associated with an increase in SRH (βtotal = 0.092), with the influence of these factors being mediated through other variables in the model.ConclusionsThis study presents a conceptual model that illustrates the complex network of factors concomitantly associated with SRH in adolescents. The outcomes of the study provide insights into the determinants of adolescent SRH which may inform priority areas for improving this construct.

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