Concurrent and Rapid-Fire Sessions
Thursday 1 October | 1420–1525
Concurrent session 1 | Stream 1 | 1420-1535 | Ella Latham |
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1420 - 1435 |
"Leading All the Time—But It’s Not Measured”: Making CNC Work Visible in Paediatric CareMarilyn Cruickshank, University of Technology Sydney Fiona Gotterson, University of Melbourne Sandra Charlton, Sydney Children's Hospitals Network Alana McDonald, Sydney Children's Hospitals Network Laurel Mimmo, Sydney Children's Hospitals Network Background: Clinical Nurse Consultants (CNCs) play a pivotal role in paediatric healthcare, contributing to clinical care, coordination, leadership, education, and research. Despite this broad scope, there is increasing recognition that much of CNC practice is not fully visible or captured within existing role frameworks or health service metrics. This lack of visibility has implications for role clarity, workforce sustainability, and the ability to demonstrate impact. Aim: To explore how CNC roles are enacted in paediatric healthcare and to examine the alignment between policy-defined domains and real-world practice. Methods: A multi-method study was conducted within a large tertiary paediatric health network. Data included policy analysis, focus groups and interviews with CNCs and managers, and validation workshops. Findings were analysed using interpretative phenomenological and framework analysis mapped to the five NSW CNC domains of practice. Results: Four key themes were identified:
Conclusion: CNCs are highly skilled advanced practice clinicians delivering significant value across paediatric healthcare systems. However, their full contribution is constrained by structural factors and limited visibility within existing frameworks. Implications for Practice: Strengthening CNC roles requires:
Key words: Advanced Practice Nursing; Paediatric Nursing; Care Coordination; Workforce Marilyn Cruickshank is a Registered Nurse and internationally recognised leader in paediatric nursing research. With a background in paediatric intensive care and over a decade in national IPC policy development, she has authored key frameworks that shaped national standards and WHO guidelines. Her research has led to measurable improvements in clinical practice and informed national benchmarking programs across Australia’s hospitals. |
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1435 - 1450 |
“Little kids are like magic" - Exploring Influence and Entry into Paediatric Nursing with Undergraduate Nursing StudentsJulieann Browning, School of Nursing, UTAS Health, University of Tasmania Dr Sara Karacsony, School of Nursing, UTAS Health, University of Tasmania Danny Sidwell, School of Nursing, UTAS Health, University of Tasmania Aim: Paediatric nursing is a popular career choice among undergraduate nursing students. However undergraduate nursing students have been found to have a naïve view of the paediatric specialty thinking that ‘love is all you need’ to become a paediatric nurse. The objective of this study was to gain an understanding of undergraduate nursing students’ perceptions of the paediatric specialty and the factors that influence their decision to pursue a career in paediatric nursing. Method: This qualitative descriptive study was carried out across three campuses of a regional university in Australia. Participants who attended an elective paediatric education session "Let's Play Hospital" were invited to participate. Ten undergraduate nursing students attended semi structured interviews. Interviews were transcribed and data analysed using Braun and Clarke’s six steps of reflexive thematic analysis. Results: Two main themes were extracted from the data. ‘The world of paediatrics’ and ‘The journey to becoming’. Findings from this study show that the undergraduate nursing students continue to have misconceptions about the paediatric specialty and they perceive they are unprepared to enter the paediatric nursing workforce. Conclusion: These results are preliminary and final results including the positive and negative factors that could influence undergraduate nursing students choosing a career in paediatric nursing will be presented in full at the conference. Implications for education and practice flow from this research. Key Words: Undergraduate Nursing Students, Career intentions, Paediatric specialty, Thematic analysis Julieann Browning is currently a Lecturer in Nursing, and as a Registered Nurse has 24 years’ experience in paediatrics. Julieann has experience as a Registered Nurse in paediatric haematology/oncology/HSCT at Sydney Children’s Hospital and as Nurse Educator Oncology Services at the Children’s Hospital at Westmead. Julieann has undertaken further study, including a Graduate Certificate in Nursing (paediatrics), Graduate Diploma in Nursing and Master of Nursing- clinical education. Julieann is currently completing a Bachelor of Nursing Honours as a pathway to PhD. Julieann is passionate about both paediatric nursing and developing the paediatric nursing workforce. |
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1450 -1505 |
Burnout and workplace satisfaction in the Child and Family Health Workforce – looking to the futureDr Jessica Appleton, School of Nursing and Midwifery, Faculty of Health, University of Technology Sydney Rachel Reid, School of Nursing and Midwifery, Faculty of Health, University of Technology Sydney Vanessa Scarf, School of Nursing and Midwifery, Faculty of Health, University of Technology Sydney Aim: This study explored the experiences, satisfaction, and emotional wellbeing of Child and Family Health (CFH) practitioners in New South Wales (NSW) and investigated how these factors impact workforce retention and succession. Method: A sequential explanatory mixed methods design was used. The first phase was a survey including: The Copenhagen Burnout Inventory (CBI); The Nursing Workplace Satisfaction Questionnaire (NWSQ); demographic data; and employment information. The second phase involved focus groups and interviews with a sub-sample of those participating in the survey. Eligible participants were CFH practitioners working across NSW maternal and child health services, including community centres and secondary/tertiary services. Result: We received 201 completed survey responses. Participants from metropolitan, regional and rural workplace locations were represented. One fifth of the sample were planning to retire in the next 5 years. Burnout was prevalent with moderate levels of work-related burnout (CBI work subscale: 47.6/100) and personal-related burnout (CBI personal subscale: 46.2/100). Client related burnout was lower (CBI client subscale: 30.8/100). Workplace satisfaction was generally high (NWSQ intrinsic sub-scale: 4/5; extrinsic sub-scale: 3.9/5 and relational sub-scale: 4/5). Higher workplace satisfaction was associated with reduced burnout. Plans to leave the profession (retire or leave) or to grade up (e.g. CNS, CNE) were associated with greater client-related burnout. Focus groups and interview data reinforced these findings with CFH practitioners sharing higher satisfaction when working in partnership with families but faced barriers in terms of workload burden, inadequate systemic support and recognition of scope of practice. Conclusion: The CFH workforce significantly contributes to the health and wellbeing of children and families in NSW. Retirement and retention data suggests that there is a need to maintain current workforce staffing numbers and map pathways for career progression for those who wish to upskill. Future workforce planning should address systemic challenges contributing to decreased workplace satisfaction. Key Words: Child and Family, workplace satisfaction, burnout, retention Jessica Appleton is a Senior Lecturer in the School of Nursing and Midwifery at the University of Technology Sydney. She is a registered nurse with a PhD from the University of Sydney. Jessica’s work focuses on child and family health, infant feeding, early childhood obesity prevention, and strengths based health promotion. She has particular expertise in qualitative research, systematic reviews, and research translation. Jessica is actively involved in HDR supervision and academic leadership and is passionate about improving evidence informed practice and outcomes for children, young people, and families. |
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1505 - 1520 |
Nursing Workforce Dashboards: Transforming Data into Strategic OversightBelinda Bourne. Royal Children's Hospital Background: Effective Nursing Workforce (NWF) Management is imperative to enable any organisation to meet their clinical demands whilst adhering to industrial & legislative requirements. Attrition, long term leave, fractional EFT arrangements and frequent movement of nurses across departments are some of the variables that contribute to the overall complexity of NMF management. Poor systems interoperability, manual spreadsheets, data duplication and variable IT literacy compromise the data integrity. The result is a critical lack of accurate, timely data or centralised oversight. Purpose: The purpose of this initiative was to provide managers with a single point of information that contained accurate, timely data with actionable insights to support informed NWF planning, improve resource allocation, and enable proactive responses to emerging risks. Audience: The primary audience for the dashboard was the Nurse Unit Managers (NUMs), Clinical Directors, General Managers and Executive Directors. Secondary audience were finance and human resources (HR) business partners. Method: We started by reviewing the current state of EFT Management, the ‘EFT Calculator’ – a spreadsheet with minimal governance, technical support and no central oversight. Consultation was undertaken with key nursing leaders to gauge the pivotal metrics for EFT monitoring and overall NWF management. Budget alignment was completed in conjunction with the finance team to ensure consistency in how EFT metrics were calculated. Outcomes: Implementation of the NWF dashboard significantly improved visibility and oversight of the nursing workforce from NUM to Executive level. The dashboard enabled prospective monitoring of actual and forecasted EFT, long term leave tracking and early identification of recruitment needs. Overall, this initiative has strengthened the organisations capability for strategic nursing workforce planning and established a scalable model for broader workforce management. Key words: Workforce, data, strategic planning Belinda Bourne is the Director of Nursing Workforce at The RCH. Her clinical background spans paediatric and adult nursing across both metropolitan and rural settings. Belinda has spent the majority of her clinical career working in organ transplantation - six years at Alfred Health as the Clinical Nurse Consultant for the National Paediatric Lung Transplant program before moving to RCH in 2022 as a Heart Failure Clinical Nurse Consultant. Belinda holds a Master of Public Health, Graduate Certificate in Respiratory Nursing, Graduate Certificate in Adolescent Health and Wellbeing, and has completed the Executive Ready program with Women & Leadership Australia. |
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1520 - 1535 |
Practice without Pressure: AI Personas to Build Confidence in 1st Year Registered NursesTara Wiese. Acting Nurse Manager for Leadership and Talent Development, Sydney Children's Hospital Network, NSW Joanne Eldridge, Clinical Nurse Specialist 2 for Undergraduate and Postgraduate Programs, Sydney Children's Hospital Network, NSW Aim: To strengthen communication confidence in First Year Graduate Registered Nurses through the implementation of AI persona simulation workshops within a paediatric tertiary hospital GradStart program. Method: Facilitated workshops embedded AI-generated personas representing paediatric patients, parents/carers and healthcare staff, enabling realistic, context-specific interactions across a variety of scenarios reflecting challenging paediatric communication situations. The learning design incorporated digitally enabled, interactive approaches, aligned with participants’ familiarity with conversational AI, to optimise engagement and relevance. Workshops were conducted in a psychologically safe, low-pressure environment, allowing participants to practise techniques without the stress of real-time clinical care. The approach combined facilitated experiential learning, peer-to-peer discussion and structured reflection, providing a scalable and innovative platform for communication practice. Scenarios were aligned with NSW Health Core Values, NSQHS Standards and NSW Health education frameworks. Initial workshop and 3–4-month follow-up evaluations explored participants’ self-reported communication confidence and gathered feedback on the realism, relevance and psychological safety. Participants reflected on strengths, areas for improvement, and additional supports needed. Feedback was collated to assess workshop effectiveness, impact on practice, and the educational value of AI personas. Results: By June 2026, ≥80% of participants are expected to demonstrate measurable improvement in communication confidence. Early evaluations indicate high engagement and perceived relevance, particularly in developmentally appropriate communication with children, partnering with parents and carers, building rapport and confidently escalating concerns. Participants reported that practising in a psychologically safe, low-pressure environment enabled rehearsal of complex conversations and reflection without real-time clinical pressures. Conclusion: AI persona simulation provides a scalable, future-focused education model that strengthens communication for safe, family-centred practice while supporting early-career workforce capability and wellbeing. This initiative addresses a critical gap in graduate nurse education, supports sustainable high-quality care, and helps future-proof paediatric healthcare outcomes. Key words: Artificial intelligence, Personas, Communication, New Graduate Nurses Tara Weise is Acting Nurse Manager for Leadership and Talent Development at the Sydney Children’s Hospital Network, with 21 years’ paediatric nursing experience and over 15 years in education. She holds a Master of Nursing Education and a Graduate Certificate in Clinical Teaching and is passionate about harnessing artificial intelligence to transform learning and build capability in paediatric nursing. Joanne Eldridge is Clinical Nurse Specialist Grade 2 at The Children’s Hospital Westmead, with 21 years’ experience in paediatric critical care and five years in nursing education. She holds a Graduate Certificate in Paediatrics Intensive Care, currently completing a Graduate Certificate in Clinical Education, and is dedicated to developing innovative, future-focused education that empowers and inspires the next generation of nurses. |
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Concurrent Session 1 | Stream 2 |1420-1535 | Vernon Collins |
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1420 - 1435 |
Characteristics of Paediatric Recognition and Response Observation Tool components 24 hours before unplanned Intensive Care Unit admissions at a children’s hospital in Western Australia: A 3-year retrospective cohort studyDr Huaqiong Zhou (Jo), Curtin School of Nursing, Faculty of Health Sciences, Curtin University, Western Australia; Long Stay Surgical Unit, Perth Children's Hospital, Western Australia. Emeritus Professor Gavin Leslie, Curtin School of Nursing, Faculty of Health Sciences, Curtin University, Western Australia Dr Eileen Boyle, Curtin School of Nursing, Faculty of Health Sciences, Curtin University, Western Australia; Perth Children's Hospital, Child and Adolescent Health Service, Western Australia Professor Fenella Gill, Curtin School of Nursing, Faculty of Health Sciences, Curtin University, Western Australia; Perth Children's Hospital, Child and Adolescent Health Service, Western Australia Introduction: Identifiable physiological deterioration often occurs 24 hours or more before unplanned Intensive Care Unit (ICU) admission. An ESCALATION System incorporating the Paediatric Recognition and Response Observation Tool (PARROT) was developed, tested and implemented across all Western Australian Healthcare facilities from April 2021. The PARROT consists of 5 age-specific observation and response charts with 10-weighted and 1-unweighted components with a maximum early warning score (EWS) of 24. Scores prompt an increasingly urgent 5-level escalation pathway for clinical response. Objectives: To examine EWS and PARROT components in the 24 hours to time decision made for ICU admission (1-Oct-2021 to 30-Sep-2024) at a children’s hospital in WA. Methods: A retrospective review of PARROT charts included children (>30-day to <16-year) on ED/inpatient units who experienced unplanned ICU admissions. Excluded were children admitted to ICU within 60 minutes of ED presentation, or with pre-existing “Do-Not-Resuscitate” directives, or admitted as high-risk for monitoring and intervention. For the 24 hours prior to decision made for ICU admission, EWS were extracted and descriptively analysed. Results: 679 ICU admissions (368 from ED, 311 from inpatient units) involved 641 hospitalisations for 578 children (aged 5.0±4.9 years). 68 children (12%) experienced ≥2 ICU admissions. There were 40 (24 hours prior), 213 (the worst), and 53 (decision made for ICU admission) EWS requiring immediate emergency response (no score calculated). The remaining calculated EWS increased from 24 hours prior (3.3±2.8) to the worst score (6.6±3.3) and decreased by the time of decision made for ICU admission (4.9±3.3). Length of ICU stay was 3.5±6.5 days (median=1.6 days, IQR 0.9–3.5). In-patient mortality rate was 0.06% (n=4). Conclusion: The trajectory of physiological deterioration in the 24 hours preceding ICU admission clinically supports the use of the ESCALATION System and warrants further examination of predictors for unplanned ICU admission. Key words: Paediatric Recognition and Response Observation Tool, Unplanned intensive care unit admission Dr Huaqiong Zhou is a Senior Lecturer in Curtin School of Nursing coordinating research project units of Master by Coursework since 2014. She has over 30-year paediatric inpatient care experience and currently work as a Clinical Nurse at the long stay surgical unit of Perth Children’s Hospital (PCH). Her research area is healthcare service safety and quality with a particular interest in developing predictive models for health outcomes. Jo has been a Post-Doctoral Research Fellow since 2024 with the Safer care for children in hospital Project across Curtin University, PCH, Western Australia Country Health Service, St John Ambulance Western Australia. |
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1435 - 1450 |
Developmental Care Round for Infants with Congenital Heart Disease in the Intensive Care UnitJacquie Burton, The Royal Children’s Hospital, Melbourne, Australia Allison Ellis, The Royal Children’s Hospital, Melbourne, Australia Background: Newborns with congenital heart disease often experience long-term neurodevelopmental challenges, including increased behavioural and learning difficulties by school age. The Intensive Care Unit environment may impact the extent of these outcomes. Method: Over a six-month period, families were invited to complete a survey following their child’s cardiac surgery at the time of discharge. Eligibility criteria included children under two years of age with a hospital stay of at least ten days, admitted to both the Intensive Care Unit and Cardiac Ward. Families who were non-English speaking were excluded. Demographic information was collected alongside questions addressing various aspects of the child’s care during admission. Results: Twenty-five families completed the survey. Key themes identified were difficulties with feeding and positioning, challenges in recognising cues—particularly those related to pain, decreased confidence in parenting post-surgery, long-term developmental concerns, struggles adapting to new skills and information, and anxiety regarding management of wounds and drains. Discussion: Weekly developmental rounds are conducted at the bedside for infants and their families. Infants under two years of age are prioritized, and consent is obtained before each session, which is led by nursing and allied health professionals. Sessions begin by addressing families’ questions concerning their child’s development. Information provided is tailored to the infant’s current clinical status, with preparatory guidance for the upcoming days and weeks. Topics frequently discussed include developmental positioning, modified tummy time, wound and scar management, developmental opportunities, and strategies for family involvement in care. The objective is to equip families with the knowledge and skills necessary for effective caregiving. Referrals to allied health professionals are facilitated as needed. When clinically appropriate, transition discussions to the cardiac ward and preparation strategies for families are also provided. Key words: Key words: school health, school nursing, Australia Jacquie Burton is an experienced paediatric nurse and midwife with a career spanning Australia and the UK. She has held senior clinical roles at the Royal Children’s Hospital Melbourne and Great Ormond Street Hospital, with expertise in cystic fibrosis, palliative care, lung transplantation and intensive care. Currently, she is a Clinical Nurse Consultant in the ICU at the Royal Children’s Hospital, coordinating care for complex cardiac patients. Jacquie is also an Immunisation Nurse for two local councils and is completing requirements to become a Lactation Consultant. |
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1450 -1505 |
From Data to Action: Reducing CLABSI in a Paediatric Oncology WardLaura Elkerton, The Royal Children's Hospital, Melbourne Background: Central line–associated bloodstream infections (CLABSIs) occur when a pathogen is identified in the bloodstream of a patient with a Central Venous Access Device (CVAD). These infections contribute to prolonged hospitalisation, greater cost, and antibiotic use. Paediatric oncology patients are particularly vulnerable due to prolonged CVAD use and immunosuppression. A tertiary paediatric oncology ward experienced a measurable increase in CLABSI rates over a six-month period. Aim: The aim of this quality improvement initiative was to reduce CLABSI rates by identifying gaps in staff knowledge, environmental and workflow barriers, and opportunities to strengthen skills and care practices. Method: The initiative commenced with leadership walkarounds and discussions with staff to support engagement and identify practice challenges. Audit data, including hand hygiene and bare below the elbows, were reviewed to identify improvement opportunities. Along with ensuring mandatory aseptic technique training was aligned with requirements. Outcomes: A targeted education program delivered teaching on CLABSI definitions, surveillance, classification and the vulnerabilities of paediatric patients. A visual tool displaying key definitions, prevention strategies, and resources was introduced as a reference for staff. A ward CLABSI dashboard displayed the current rate, date of the most recent infection, and CLABSI-free months, alongside an action plan outlining identified gaps and strategies. Environmental barriers were addressed by improving access to hand hygiene and PPE stations. Impact: This initiative demonstrated that addressing knowledge gaps, environmental barriers, and visibility of data can drive change. Education and dashboards improved staff awareness, accountability, and engagement in prevention strategies. Strengthening infection prevention practices and improving the clinical environment suggests this multifaceted approach has the potential to reduce CLABSI incidence and improve patient safety. To date, there have been no CLABSI events for three months. Staff feedback indicated that improved access to PPE and hand hygiene stations has improved compliance with infection prevention practices. Key words: Central Line Associated Blood Stream Infections (CLABSI), Quality Improvement, Paediatric Oncology, Prevention. Laura Elkerton is a Clinical Support Nurse and Clinical Nurse Specialist in the Paediatric Oncology Ward at The Royal Children’s Hospital in Melbourne. She holds a Master of Advanced Practice Nursing with a sub‑major in Paediatric Nursing and is committed to quality improvement and collaborative practice. Laura is passionate about empowering nurses through education, support, and team‑based approaches that strengthens the workforce and enhances outcomes for children receiving oncology care. |
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1505 - 1520 |
Clonidine pre-boarding, the ticket to sedation success.Sarah Navarria, The Royal Children's Hospital, Melbourne Shae Lane, The Royal Children's Hospital, Melbourne Children attending Day Medical Unit (DMU) procedures require sedation to support procedural success. A subset of patients, particularly those with autism spectrum disorder (ASD), behavioral challenges, prior traumatic healthcare experiences, or needle phobia, may not tolerate standard sedation approaches, such as Midazolam and Nitrous Oxide. This can result in failed procedures, increase distress for the child and family, and escalation to General Anesthesia (GA). Aim - To evaluate whether pre-hospital administration of Clonidine improves procedural success and reduces reliance on traditional sedation agents such as Midazolam and Nitrous Oxide with the aim of minimising side-effects, shortening recovery time, and reducing overall length of hospital stay. This approach may improve patient flow and optimise capacity within Day Medical Unit. Method -Target population included children identified as high risk for procedural distress or previous sedation failure. A pre-medication strategy using oral clonidine administered by parents/carers prior to hospital arrival. Patients were identified and managed in collaboration between DMU nursing staff, treating medical teams and where appropriate for Comfort Kids Service. Outcomes were monitored through Clinical data collection between October 2025 to March, 2026. Results- A total of 89 patients requiring blood testing, received sedation during the study period. Of those who did not receive Clonidine, 54 procedures were successful and 14 unsuccessful. All 21 patients who received pre-hospital clonidine achieved successful procedural outcomes. Supporting evidence demonstrates: improved hospital entry, reduced anxiety, and increased cooperation when clonidine was administered prior to arrival. Conclusion: Pre-hospital clonidine shows promise as an effective adjunct in managing paediatric procedural distress, improving success rates and reducing reliance on traditional sedation agents such as Midazolam and Nitrous Oxide. Ongoing data collection, targeted patient selection, and multidisciplinary collaboration are essential to embed this approach into best practice and optimise outcomes for vulnerable paediatric populations. Key words: Clonidine, sedation. Sarah Navarria is an experienced nurse with 15 years of dedicated service in tertiary hospital care, with an interest in specialty medical units. Throughout her career, she has developed strong clinical expertise and commitment to patient care. Passionate about education, Sarah is driven to inspire the next generation of nurses to become curious, thoughtful learners who continuously seek knowledge and improvement. She values mentorship and believes that fostering critical thinking is essential in healthcare. With a compassionate approach and a wealth of experience, Sarah continues to make a meaningful impact alongside patients/families and in shaping future nursing professionals. |
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1520 - 1535 |
Re-imagining pain communication with children and young people: co-designed tools for clinical practiceKiara Corso, Neurodisability and Rehabilitation, MCRI/University of the Arts London Peter Hall, University of the Arts London Domenica Landin, University of the Arts London Nicole Pope, Monash University/MCRI Pain is a subjective experience that “resists language”, posing particular challenges for children and young people to articulate complex sensory experiences. In clinical settings, miscommunication can impact trust, information sharing and contribute to poor outcomes. This study aimed to co-design innovative pain communication tools to support pain dialogues across diverse patient populations, including children and young people. A participatory action research approach engaged 22 participants aged 8-28 with chronic and/or acute pain, alongside clinicians, including pain specialists, speech pathologists, podiatrists, psychologists and paramedics, researchers and designers. Visual ethnography, cultural probes and semi-structured interviews explored the lived experience of pain communication. Co-design workshops using clay modelling, sketching, and object-making encouraged participants to externalise pain through tangible forms. Thematic analysis generated four key insights: malleable materials enabled externalisation of inner experience and reduced reliance on verbal description, participants developed distinct physical forms, textures and patterns to represent pain characteristics, integrating malleability and physical representations was clinically valuable for both clinicians and patients, and the influence of time on pain memory and perception. These insights informed three pain communication tools that assist with pain expression and understanding. This project demonstrated how co-design and participatory action research, centred on lived experience, can transform bi-directional communication pathways about pain. For children and young people, who often struggle to articulate pain experiences, tangible tools offer meaningful alternatives to numerical pain scales, supporting autonomy and shared understanding and therefore better clinical understanding and outcomes. Key words: Co-Design, Pain, Communication, Participatory Action Research Kiara Corso is a researcher and designer working at the intersection of health, pain, art and design. Drawing on her training in physiology and psychology at Monash University and design practice at the University of the Arts London, she brings an interdisciplinary lens to paediatric pain research. Her MA thesis explored co-designed pain communication tools to enhance clinician-patient dialogues. As a Research Assistant at the Murdoch Children's Research Institute, she is developing pain health education resources with and for children with cerebral palsy. Kiara's work is driven by a commitment to ensuring resources, services, and systems are designed with, not just for, the people they are meant to support. |
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Concurrent Session 1 | Stream 3 | 1420-1535 | Room 1.055 |
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1420 - 1435 |
Lost in the Lifespan: Integrating Paediatric Nursing to Build a Workforce Ready to Care for ChildrenMelisa Young, Curtin School of Nursing, Curtin University, WA Huaqiong Zhou: Curtin School of Nursing, Curtin University; Perth Children’s Hospital Fatch Kalembo: Curtin School of Nursing, Curtin University Yunia Kolikiana: Perth Children’s Hospital; Fiona Stanley Hospital Martina Barnwell: Perth Children’s Hospital Chris Hinder: Perth Children’s Hospital; Curtin School of Nursing, Curtin University Jade Ferullo Joy Sears Janie Brown: Curtin School of Nursing, Curtin University; The Western Australian Group for Evidence Informed Health Practice: A JBI Centre of Excellence; St John of God Midland Public and Private Hospitals Aim: Preparing a workforce to care for children remains challenging within comprehensive undergraduate nursing curricula. This study identifies gaps in paediatric preparation and applies findings to develop a curriculum approach that strengthens capability and confidence. Method: A three stage multi methods scholarly study was undertaken at Curtin University. Stage 1 involved a scoping review to identify gaps in undergraduate preparation for nursing children and families. Stage 2 involved curriculum mapping and stakeholder consultation, including surveys and interviews with academics, students, experienced nurses, and caregivers. Stage 3 involved expert and caregiver validation of paediatric case-based curriculum resources. Results: The scoping review identified recommendations from government and professional organisations regarding the preparation of nursing students to care for children and their families. However, there was limited information regarding how students were prepared, and very little information regarding the students’ experiences of paediatric preparation or placement. Curriculum mapping revealed that paediatric content was limited, fragmented, and lacked visibility. Academics agreed that paediatric content was important but reported low confidence in delivering this. Students described feeling underprepared for paediatric placements, particularly in relation to communicating with children and families. Across stakeholder groups, three core areas of workforce preparedness emerged: understanding developmental and psychosocial differences in children, delivering family centred care, and recognising children’s rights. Conclusion: These findings informed the development of five scaffolded paediatric case studies, validated by experts and caregivers, designed to support workforce capability building across the curriculum. A final semester paediatric elective provides a focused pathway for students interested in paediatric nursing careers. Strengthening undergraduate preparation is a critical workforce development strategy for future proofing paediatric nursing. Embedding visible, scaffolded paediatric learning and supporting educator capability may improve student confidence, placement readiness, and graduate retention. This curriculum model offers a scalable approach to building a sustainable, skilled child and family nursing workforce. Key words: Paediatric nursing education, Undergraduate nursing education, Workforce readiness, Student preparedness, Child and family nursing, Curriculum integration Melisa Young is a Lecturer in Nursing at Curtin University and a paediatric nurse and Midwife with clinical and academic experience across Australia and internationally. She coordinates postgraduate child and adolescent health programs and has worked clinically in tertiary paediatric, regional, and community settings. Melisa’s interests are in Planetary Health and preparing and sustaining a skilled paediatric nursing workforce through curriculum design, workforce capability development, and student transition to practice. She is actively involved in professional nursing organisations and is committed to strengthening child and family nursing education to support safe, high quality care for children and young people.
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1435 - 1450 |
Future Proofing Children and Young People’s Health by Building Capability at the Frontline: Implementing a Work-Integrated Postgraduate Paediatric Emergency Nursing Program in a Tertiary Paediatric Emergency DepartmentMerilyn Waters, Perth Children's Hospital, WA Background and identifying the problem: With undergraduate nursing increasingly focused on lifespan education, alongside a decline in experienced paediatric nurses and growth of a junior workforce, nurses may be underprepared to meet the complex needs of children, young people, and families in tertiary paediatric Emergency Departments (ED’s). The aim or purpose of the initiative: Target group or population for initiative: The Postgraduate PEN program targets nurses with a minimum of 12 months ED experience who provide care to children. What were the methods and strategies used: A key strategy was a collaborative partnership with a leading university known for high-quality postgraduate nursing education. Theoretical content is delivered by the university, while a comprehensive work-integrated portfolio, designed with input from leading Australian children’s hospitals, is completed in the clinical setting. The portfolio has aligned with ACCYPN practice standards and incorporates specialist PEN domains including paediatric care principles; airway and respiratory; cardiac; homeostasis (shock, sepsis, resuscitation); trauma; neurology; special populations; toxicology; transport and disaster management; triage and leadership. Student performance is assessed against CENA standards. A designated Nurse Educator leads the program within the ED, delivering 12 specialist study days and working alongside senior nurses who provide clinical facilitation, mentorship, and competency assessment. Describe the outcomes and impact of the implemented initiative: This work-integrated approach enables translation of theory into context specific practice through multimodal education. It is the first known postgraduate university program recognising PEN as a specialty in Australia. Early outcomes demonstrate improved clinical confidence, critical thinking, and response to paediatric emergencies. Participants report the program has profoundly reshaped the way they think, practice, and lead, stating “it has made us experts in context.” Key words: Paediatric Emergency Nursing, postgraduate education, work-integrated learning, workforce capability Merilyn Waters is a dedicated paediatric nurse and educator with over three decades of experience. Beginning her nursing career in 1987, a paediatric rotation inspired her to shift focus from adult to child health. She has since worked across medical, surgical, and emergency settings, completing postgraduate training at Princess Margaret Hospital. Merilyn has held senior clinical and education roles at Perth Children’s Hospital Emergency Department and taught at both Curtin and Edith Cowan Universities. Currently Acting Nurse Educator, she leads a new paediatric emergency course. Merilyn is an advocate for paediatric nursing through roles with CENA and ACCYPN.
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1450 -1505 |
Building the Future Paediatric Workforce: Supporting Nursing Students’ Readiness for Placement and PracticeTegan Budd, Flinders University, SA Dr Anita DeBellis Flinders University, SA Dr Didy Button Flinders University, SA Aim To explore undergraduate nursing students’ experiences of paediatric clinical placements and identify strategies that strengthen readiness, confidence, and capability for future paediatric nursing practice. Method: An interpretive description methodology was used to examine experiences of the paediatric clinical learning environment among seven undergraduate nursing students across three-year levels. Semi-structured interviews were conducted and analysed using thematic analysis. Findings informed the co-design and development of an online educational support resource to improve preparedness for paediatric placements. Students with prior paediatric placement experience and clinical partners reviewed the resource before implementation. Evaluation is ongoing and includes pre- and post-resource self-efficacy measures, resource engagement data, and optional follow up interviews or focus groups. Quantitative and qualitative findings will inform ongoing refinement of the resource and future implementation. Results: Five key themes were identified. Students described paediatric placements as rewarding yet challenging, requiring communication with children and families, adaptation to developmental needs, and management of emotional demands. Limited prior exposure contributed to uncertainty and reduced confidence. Students identified the need for clearer expectations, practical preparation, emotional support, and accessible learning resources before and during placement. Early evaluation indicates improved confidence, preparedness, and engagement with paediatric learning opportunities, with students valuing flexible access to tailored support, practical guidance, and increased understanding of the paediatric clinical environment. Conclusion: Paediatric nursing is a specialised workforce area requiring focused preparation and supportive placement experiences. Strengthening student confidence, capability, and exposure to paediatric practice may improve readiness for transition to practice and support future workforce recruitment and retention. Structured educational initiatives can contribute to developing a sustainable paediatric nursing workforce, stronger student pathways into specialised paediatric care, and greater interest in future child health careers. Key words: Paediatric nursing; Nursing students; Workforce development; Clinical placements; Practice readiness; Transition to practice Tegan Budd is a Lecturer within the College of Nursing and Health Sciences at Flinders University, teaching across undergraduate nursing, midwifery, and postgraduate paediatric programs. She brings contemporary clinical experience as a Registered Nurse and Midwife across acute and community settings in South Australia, with a background in paediatric nursing and maternity care. Her academic work focuses on workforce readiness, student preparedness, clinical placements, and innovative strategies that support transition to practice. She has a particular interest in preparing students for paediatric nursing through building confidence, communication skills, clinical readiness, and ongoing support. Tegan is Vice President of the Australian Nurse Teachers' Society and contributes to local and national initiatives promoting excellence, leadership, and innovation in healthcare education. Her broader interests include student wellbeing, sustainability and health, and professional learning.
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1505 - 1520 |
A different front door: Future-proofing children’s developmental outcomes through a Nurse Practitioner-led model of early access and care navigation.Stephanie Dowden, Nurseprac Australia; Just Kids Health; Edith Cowan University Background and identifying the problem: Children experiencing developmental and behavioural concerns face significant delays in accessing care due to specialist bottlenecks, fragmented systems, reliance on referral-based pathways. These delays disproportionately affect families experiencing socioeconomic disadvantage, limiting early intervention during critical developmental periods. The aim or purpose of the initiative: To redesign access to children’s child development services by implementing a nurse practitioner–led model that enables early identification, holistic assessment, and active care navigation without reliance on traditional gatekeeping structures. Target group or population for the initiative: Children and young people aged 0–12 years, particularly those with emerging developmental or behavioural concerns and those experiencing barriers to accessing traditional services, including families in low socioeconomic communities. What were the methods and strategies used: The [name withheld] model is delivered using a nurse practitioner-led approach in community-based settings including schools and early childhood education centres. The model integrates developmental assessment, comprehensive health assessment, consideration of social determinants of health, family engagement, and system navigation. Access pathways include self-referral and partnerships with community organisations, reducing reliance on specialist-led entry points. Describe the outcomes and impact of the implemented initiative: Implementation data from community-based delivery identified high levels of previously unrecognised developmental concerns (up to 75%) and unmet referral needs (up to 48%). Families report improved understanding, increased confidence in advocating for their child, earlier access to appropriate supports, and reduced navigation burden. The model demonstrates improved access, earlier identification of needs, and strengthens coordination across health, education, and social systems. Conclusion: Future-proofing children’s health requires redesigning how care is accessed, not only expanding existing services. This nurse practitioner-led model demonstrates how paediatric nurses can lead innovative, community-based approaches that improve equity, reduce delays, and respond more effectively to the needs of children and families. Key words: Paediatric nurse practitioner; early access to care; care navigation; models of care; early intervention; health equity; community-based care; child development Stephanie Dowden is a paediatric nurse practitioner and founder of Just Kids Health, a nurse practitioner-led social enterprise based in Perth, Western Australia. She has designed innovative models of care focused on early identification and support for children with developmental and behavioural concerns, particularly those experiencing disadvantage. Stephanie also contributes to nurse practitioner education at Edith Cowan University and is recognised nationally for advancing equitable, community-based healthcare models. Her work integrates clinical care with social determinants of health and system navigation to improve access and outcomes for children and families. |
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1520 - 1535 |
A sleeping giant: What fifty years of literature tells us about the potential of nursing work in Australian schoolsDr Anita Moyes, Edith Cowan University Background: Nurses have been working in Australian schools for many decades but despite their presence in every state and territory this work has never been synthesised at the national level… until recently. This presentation focusses on a recently published paper that systematically reviewed 50 years of literature to map the scope of nursing work and models of service delivery in Australian schools. Methods: We systematically searched for peer reviewed and grey literature investigating nursing work in Australian schools and synthesised findings from more than 140 papers using the methodology outlined by the Johanna Briggs Institute for scoping reviews. Results: At the national level nurses carried out a breadth of activities consistent with the World Health Organisation’s recommendations for school health services, but these varied significantly by state/territory, education sector (government/non-government), and employer. The lack of equitable access to school nursing services has implications at three levels: for children and young people themselves, for parents of children with health or medical needs, and for schools who are grappling with increasingly complex and acute student health issues. Australian children and young people are attending school with a wide range of physical and mental health needs that school nursing interventions can address. To capitalise on this prospect there is an urgent need for a national approach to school nursing to ensure that every Australian child has access to a minimum level of school nursing service delivery. Conclusion: Nurses are a flexible and adaptable workforce in schools, but the current approach is fragmented and inequitable. The study findings suggest that nurses could be utilised much more effectively in Australian schools. It is time to wake this sleeping giant. Key words: school health, school nursing, Australia Dr Anita Moyes is an academic at Edith Cowan University. She was a practising school nurse for almost 20 years, and now leads the Australian Nurses Working in Schools Project. Anita is a member of the Editorial Advisory Board for the Journal of School Nursing, a Fellow of the Australian College of Children and Young People's Nursing and a Credentialled Mental Health Nurse. Her main areas of expertise relate to the mental and psychosocial health of children and young people, the socioecological factors that influence child development, and community health nursing. |
Thursday 1 October | 1600–1620
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Rapid-Fire Session |1600-1620| Ella Latham |
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1 |
Transforming PKU Clinics: Empowering AdolescentsMia Aaron, The Royal Children’s Hospital, Victoria Jordan Brockett, The Royal Children’s Hospital, Victoria Rachel Sinha, The Royal Children’s Hospital, Victoria Maureen Evans, The Royal Children’s Hospital, Victoria Phenylketonuria (PKU) is a rare inherited metabolic disorder affecting protein metabolism, and without adequate treatment can significantly impair neurodevelopment. Adolescence represents a complex developmental stage in which emotional, cognitive, and social changes can influence engagement with chronic disease management. Within our PKU clinic, we have observed recurring challenges among adolescent patients, including reduced adherence, disengagement, low motivation, and limited ownership of their health literacy and long‑term health outcomes. These behaviours are shaped by developmental transitions, increasing autonomy, social pressures, and the psychological load associated with lifelong dietary management. Evidence suggests that suboptimal phenylalanine (Phe) control in individuals with PKU may negatively affect mood, mental health, and executive functioning, further compounding barriers to effective self‑management. These factors highlight the need for a more contemporary, youth‑centred model of healthcare delivery. This project aims to co-design and implement an engaging clinic experience for 30 adolescents aged 12–18 years with PKU, delivered through a 12‑session semi‑structured program. The curriculum will incorporate health, lifestyle, and psychosocial content that builds PKU‑specific knowledge while promoting agency, confidence, and independent decision‑making. Preliminary focus groups with adolescents, parents, and clinicians have identified key priority topics to ensure relevance and authenticity. Program content and delivery will be co-designed with young people with PKU and clinicians from the Royal Children’s Hospital Metabolic Medicine and Adolescent Medicine teams. Sessions will be facilitated by a multidisciplinary team including medical, nursing, and dietetic staff. The program will be evaluated over 24 months using mixed‑methods analysis, including quality‑of‑life assessment, service satisfaction, anthropometry and body composition, blood sampling frequency, and Phe control. We hypothesise that this adolescent‑focused model will improve engagement and better address the broader healthcare needs of young people with PKU. Its structured yet adaptable format has the potential to be replicated in other clinics caring for similar adolescent cohorts. Key words: youth centred, PKU Mia Aaron is a Clinical Nurse Consultant in Metabolic Medicine at the Royal Children’s Hospital, Melbourne. With extensive experience supporting children and adolescents with inherited metabolic disorders, Mia’s work focuses on improving engagement, self‑management, and long‑term health outcomes for young people with PKU. She has a strong interest in service innovation, youth‑centred models of care, and the integration of multidisciplinary approaches to chronic disease management. Mia is also actively involved in quality improvement initiatives and newborn screening advocacy, with a passion for ensuring equitable, developmentally appropriate care for children and their families. |
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2 |
Paediatric Nursing – It’s as easy as ABCdNicole Mangion Nurse Educator, Sydney Children’s Hospital Network, NSW Title: Beyond the Classroom: Enhancing Paediatric Care outside of a major tertiary children’s hospital Description: How a Simulation course is empowering nurses to detect and manage paediatric deterioration. Aims and background: Our aim at Kids Simulation Australia with the Sydney Children’s Hospitals Network is to provide education to enhance knowledge and skills so our paediatric patients are safely cared for in any hospital. Many children are admitted to private hospitals every year for ‘minor’ surgeries – these all have the potential for postop complications Many private hospitals don’t have medical or senior nursing support after hours and some don’t have critical care support at all We are asking adult trained nurses working in a mixed adult / paediatric environment to safely care for a paediatric patient without any extra education or training. Project description: Paediatric Nursing: It’s as easy as ABCd is a two-day interactive simulation course designed to enhance the healthcare workers ability to recognise and treat a clinically deteriorating child in the non-tertiary healthcare setting. The course focuses on the differences between the adult and paediatric patient, medication and fluid management, signs of deterioration and subsequent management. The first course was facilitated in 2018 with 12 participants from various organisations (public and private). This first day involved face to face presentations and simulations ranging from the simple to the more complex including resuscitation. This course has been consistently facilitated twice every year with 60 participants attending to date. Discussion: Following the first course in 2018, the main learning was that we need to know our target audience and therefore cater the fidelity of the scenarios accordingly which in turn will help us ensure psychological safety of the participants.
Key words: Enhancing Paediatric Care Empowering nurses, enhancing their role, maintaining scope of practice Using Simulation, creating efficient models of care Psychological Safety Keeping kids closer to home Nicole Mangion is the Network Simulation Coordinator External for the Sydney Children’s Hospital Network. She has over 35 years’ experience as a Paediatric nurse and has been an educator for the past 16 years. Nicole has held various roles throughout her tenure at the SCHN with many of these involving a component of education – whether this be with parents and carers or staff. Working within the Simulation Service of the SCHN, Nicole has successfully developed and facilitated the Paediatric Nursing – It’s as easy as ABCd Simulation Course, she coordinates the KidsResus Education and Training program and teaches the Diploma of Nursing (Enrolled Nurse) at TAFE NSW. |
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3 |
Improving paediatric inpatient nurses confidence in recognising and responding to medical emergencies through simulated MET callsCrystal Henderson, Children’s Health Queensland, Queensland Background and Identifying the Problem: Nursing staff outside of the critical care areas, particularly junior or new paediatric nurses report stress and lack of confidence when managing patients who are rapidly deteriorating. These situations are high risk and time critical. Staff confidence and performance during Medical Emergency Team (MET) calls can be impacted when staff have limited exposure, unfamiliarity with escalation processes or uncertainty around team roles. Aim of the Initiative: The aim of this initiative was to improve nursing confidence in recognising and responding to acute clinical deterioration through regular interdisciplinary MET call simulations. Additionally, to review further system and environmental opportunities for practice improvement. Target Group for the Initiative: The primary review target group was nurses however the initiative also includes medical staff and social work to support multidisciplinary engagement and realistic emergency responses. Methods and Strategies Used: Regular interdisciplinary simulation sessions were conducted within the clinical environment to allow staff to practise MET calls in their own workplace. Structured debriefing followed each simulation and was conducted in an open, shared format involving nursing, medical, and social work staff to promote reflection, learning, and psychological safety. Feedback was collected including confidence ratings prior to the simulations, confidence rating after the simulations and recommendation to peers. Outcomes and Impact of the Implemented Initiative: Over 12 months of implementation, nursing staff reported an overall average increase in confidence post the simulation of 19% when involved in the MET call. Nurses also scored that they were likely to recommend the training to peers. Themes staff recognised for areas of improvement included; improved familiarity with emergency processes, clearer role allocation, and increased confidence in initiating and participating in MET calls. Importantly, the initiative also led to broader service improvements, including identified changes to bedside safety equipment and resource availability. Key words: Nurse, Confidence, Deterioration, MET Crystal Henderson is a Nurse Educator specialising in recognising and responding to acute deterioration with Children’s Health Queensland. She brings over 20 years of paediatric nursing experience, with a primary focus on nursing education, improving clinical capability and improving patient safety. Crystal has worked across multiple health services and is passionate about equipping clinicians with the skills and confidence required to deliver timely, high quality care to deteriorating children |
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4 |
Nursing Leadership in Integrated ADHD Care: A Community Paediatrics ModelJessica Porter, Department of Community Paediatrics, Sydney Local Health District. NSW Background: Demand for assessment and long-term management of attention deficit hyperactivity disorder (ADHD) continues to increase, placing significant pressure on paediatric services. National and state policy frameworks emphasise integrated, multidisciplinary models of care as critical to improving access, continuity and sustainability of ADHD services for children and young people. Aim: To describe the development and implementation of a nurse-coordinated, integrated model of paediatric ADHD care within Sydney Local Health District (SLHD). Model of Care / Methods: Phase 1 of the model, implemented in 2023, involved the recruitment of an ADHD Clinical Nurse Consultant (CNC), one of the first specialist roles of its kind in New South Wales. The CNC provides early engagement and comprehensive pre-assessment workups, facilitates timely linkage to behavioural and parenting supports, delivers psychoeducation, provides medication monitoring and clinical reviews, and coordinates care in close collaboration with community paediatricians. Phase 2 commenced in 2025 through a partnership with the Central and Eastern Sydney Primary Health Network (CESPHN), supporting the implementation of an innovative GP Shared Care pathway. This pathway enables children and young people with stable ADHD management to transition safely back to primary care. The CNC played a central role in the co-design of the pathway and now leads shared care coordination, delivery of GP education and capacity-building initiatives, facilitation of specialist–GP consultations, as well as providing ongoing support for children, young people and their families. Outcomes and Impact: The nurse-coordinated ADHD model of care has reduced delays to diagnosis, improved early access to behavioural and parenting interventions, increased paediatrician capacity to manage new referrals and more complex presentations, and strengthened continuity of care across health sectors. Central to these outcomes has been advanced nursing leadership in care coordination and shared care pathway development, which has reduced service fragmentation and enabled the implementation of a sustainable, integrated model of ADHD care for children and young people and their families. Key words: ADHD, integrated care, nursing leadership Jessica Porter is an ADHD Clinical Nurse Consultant (CNC) in Community Paediatrics with Sydney Local Health District. She delivers family-centred clinical care and leads care coordination for children and young people with ADHD, supporting assessment, ongoing management, and transitions across specialist and primary care services. Her work includes building GP capacity through education and engagement initiatives to support shared care and continuity of ADHD management in the community. |
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5 |
A Principle Based Concept Analysis of Child and Family Centred CareMaggie Zgambo, Edith Cowan University, WA Julie Blamires, Auckland University of Technology Mandie Foster, School of Nursing and Midwifery, Edith Cowan University; Auckland University of Technology Mohammad Al-Motlaq, Faculty of Nursing, The Hashemite University Therese A. O’Sullivan, Nutrition and Health Innovation Research Institute, Edith Cowan Universit Davina Houghton, School of Nursing and Midwifery, Edith Cowan University Evalotte Mörelius, School of Nursing and Midwifery, Edith Cowan University; Linköping University Introduction: Despite increasing multidisciplinary interest in the Child and Family Centred Care approach, its meaning remains inconsistently defined within the existing literature. There is a need to critically explore, analyse, and clarify the concept and its associated terminology to support a shared understanding and consistent application in practice. Method: A three-phase principle-based concept analysis was undertaken. A systematic search of the literature was conducted across CINAHL, PsycINFO, Medline, Scopus, and Web of Science. Peer reviewed studies published up to 2023 were included if they were available in English and focused on children aged 0 to 17 years, healthcare providers, and or caregivers. Screening was conducted to remove duplicates and studies that did not meet inclusion criteria. Concept quality was independently assessed using a recommended appraisal framework. Results: Twenty-three articles were included in the final analysis. Using a deductive thematic approach guided by the principle-based framework, data were organised across epistemological, pragmatic, linguistic, and logical principles. Key attributes of the concept included collaboration, participation, communication, and respect and dignity. Conclusions: This analysis proposes a theoretical definition of Child and Family Centred Care, emphasising the child as an individual and active participant in partnership with families and healthcare providers. Establishing standardised terminology may enhance consistency in practice, improve health outcomes, and strengthen patient and family experiences within healthcare systems. Key words: Child and Family Centred Care, child health, child healthcare, concept analysis, delivery of paediatric care Dr Maggie Zgambo is a Lecturer and Research Fellow in the School of Nursing and Midwifery at Edith Cowan University. Her research focuses on child and family health, with particular interest in chronic conditions, digital technology, and culturally responsive care among children from diverse populations. She has expertise in mixed methods research and longitudinal study design and is actively involved in national and international research collaborations. Dr Zgambo’s work aims to inform evidence-based practice and policy to improve health outcomes for children and families. She is also committed to teaching excellence and the development of the paediatric nursing workforce. |
Friday 2 October | 1130-1230
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Concurrent Session 2 | Stream 4 | 1130-1230 | Ella Latham |
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1130-1145 |
What is the potential role of practice nurses in adolescent preventive health assessments? A qualitative descriptive study.Sara L Newton, School of Population and Global Health, The University of Melbourne, Victoria Cathy J Watson, Melbourne School of Population and Global Health, The University of Melbourne Jacqueline Coombe, Melbourne School of Population and Global Health, The University of Melbourne Helen Bittleston, Melbourne School of Population and Global Health, The University of Melbourne Caroline Johnson, Department of General Practice and Primary Care, The University of Melbourne Meredith Temple-Smith, Department of General Practice and Primary Care, The University of Melbourne Susan Sawyer, Centre for Adolescent Health, The Royal Children’s Hospital: Department of Paediatrics, The University of Melbourne Grant Blashki, Nossal Institute of Global Health Lena Sanci, Department of General Practice and Primary Care, The University of Melbourne Jane S Hocking, Melbourne School of Population and Global Health, The University of Melbourne Aim: Practice nurses (PNs) play a crucial role in general practice in Australia. Medicare rebates are available to support PN participation in established preventive health assessments in general practice (e.g. 45-49 year olds, 75 plus). The Rebate for Adolescent Health (RAd Health) cluster randomised controlled trial aims to see if a similar rebated assessment for adolescents (aged 14-24 years) would be acceptable and cost-effective. However, time and funding constraints limit general practitioners’ (GPs) ability to offer extended consultations. This study describes the potential role of PNs in adolescent preventive health assessments and seeks to understand the practice-specific and nurse-specific characteristics that may impact implementing these health assessments in general practice. Methods: At two time-points during the trial, we conducted semi-structured interviews with 32 staff employed at 24 general practices participating in RAd Health. Participants were recruited via mixed sampling methods to ensure representation across randomisation group, practice location (metropolitan or rural / regional Victoria), and personal demographics. Content analysis was conducted. Results: Phone/Zoom interviews were held between March 2023 and March 2025; follow-up interviews took place between October 2024 and March 2026. Interviewees (16 GPs, nine practice managers (PMs), five dual PM/PNs, and two PNs) highlighted the skills and personal characteristics attributed to PNs that may impact their role in preventive adolescent health assessments, including daily scope of practice, comfort consulting with adolescents, as well as specific training and/or interest in adolescent health. Clinic-wide characteristics that mattered included available consultation time, financial structures, and a cultural commitment to adolescent health and nurse-led care. Conclusion: Implementing adolescent health assessments in general practice may benefit from nurse-led care alongside investing in training and funding to sustain this model. A Medicare-rebated adolescent health assessment should consider how to compensate for nurse time. Key words: General Practice, Adolescent Health, Preventive Health, Practice Nurses Sara L Newton is a Research Fellow at the Melbourne School of Population and Global Health at the University of Melbourne. She leads the process evaluation and qualitative research activities for the RAd Health trial, a randomized controlled trial that aims to improve adolescent health outcomes. |
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1145-1200 |
The Care-Giving Experiences and Support Needs of Neurodivergent ParentsDr Catina Adams, School of Nursing and Midwifery, La Trobe University, Victoria Aim:
Method: This co-created study is a collaboration between neurodivergent parents, child and family health nurses, and neurodivergent academic researchers to identify the strengths and challenges of early parenting for neurodivergent parents. Results: Twenty neurodivergent parents explored their experiences of parenting infants and children, identifying the support that would have assisted them in their transition to parenting. Other insights related to their breastfeeding experience, their experiences with infant crying, toddler behaviour, and other sensory aspects of parenting. Parents described the potential for neuroaffirming health settings and the increased knowledge and skills required to provide effective support. Conclusion: Supporting neurodivergent parents in health settings requires a multifaceted approach that acknowledges their unique needs, strengths, and challenges. Significant barriers in access to healthcare and a lack of tailored support in family relationships mean that neurodivergent parents are not well served and may disengage from services. However, the research results highlight the resilience, adaptability, and strong emotional bonds within neurodivergent families. Using a strength-based family-centred approach will enable health care practitioners to build on these capabilities. Key words: Neurodivergence, Autism, ADHD, Nursing Catina Adams is an academic midwife and nurse. She coordinates the Child, Family, and Community Nursing course and is the Discipline Lead, Specialty and Advanced Practice Programs, in the School of Nursing and Midwifery. She also coordinates a Child, Family, and Community Nursing elective stream in the undergraduate Bachelor of Nursing degree. |
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1200-1215 |
Autonomous Nurse‑Led Weaning of High‑Flow Nasal Cannula Therapy: An Evolving Model of Paediatric Care in Regional settingsMichelle Elks, Nurse Educator Sunshine Coast Health, PhD candidate University of the Sunshine Coast Background: Regional paediatric health services increasingly rely on nurse‑led models of care to manage acute illness in contexts where access to on‑site paediatric intensive care is limited. High‑flow nasal cannula (HFNC) therapy for infants with bronchiolitis has expanded into regional paediatric wards, requiring nurses to practise with greater autonomy and advanced clinical judgement. While clinical protocols support standardisation, it is nurses’ real‑time decision‑making that determines when and how HFNC therapy is weaned. Limited evidence describes nurse decision‑making within these nurse‑led models of care in regional settings. Aim: To evaluate the impact of a nurse‑led HFNC weaning model on clinical outcomes and to examine the nurse decision‑making processes that underpin autonomous practice in a regional paediatric setting. Methods: A pragmatic mixed‑methods study using a parallel convergent design was undertaken in regional paediatric units without on‑site paediatric intensive care. Clinical outcomes were examined using a quasi‑experimental historical control comparison before and after implementation of a nurse‑led HFNC weaning protocol. Nurse decision‑making was explored using a cross‑sectional survey informed by the Nurse Decision‑Making Instrument and a think‑aloud simulation study capturing nurses’ clinical reasoning during HFNC weaning. Results: Implementation of the nurse‑led model of care was associated with a reduction in hospital length of stay, demonstrating improved efficiency in a regional context. Nurses predominantly used quasi‑rational decision‑making, integrating structured assessment with intuitive judgement informed by experience and contextual awareness. Flexible decision‑making supported timely, child‑centred weaning, although variation in protocol application reflected differences in confidence and access to decision‑support. Conclusion: Nurse‑led HFNC weaning is an effective regional model of care that depends on advanced nurse decision‑making. Strengthening education, decision‑support, and organisational trust in nursing judgement is essential to sustain nurse‑led practice and optimise paediatric care in regional health services. Key words: Nurse decision-making, nurse-led models of care, regional paediatric nursing, High flow nasal cannula therapy Michelle Elks is a Registered Nurse with approximately 30 years’ experience in acute paediatric nursing across diverse clinical environments. Her extensive practice has developed a strong foundation in clinical leadership and a sustained commitment to delivering high‑quality, patient‑centred care. Michelle has a longstanding interest in clinical education and led the implementation of the Clinical Coach Framework as a point‑of‑care learning model. She holds a Master of Education and is currently undergoing examination for PhD. Her doctoral research examines the relationship between nurse decision‑making practices and patient outcomes in infants with bronchiolitis. |
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1215-1230 |
Rural nurse’s emergency care of paediatric presentations: are they supported?Lee O’Malley, School of Nursing and Midwifery, Griffith University, Nathan, Queensland Ursula Kellett, School of Nursing and Midwifery, Griffith University, Queensland Elizabeth Forster, School of Nursing and Midwifery, Griffith University, Queensland Aims: This study aimed to:
Methods: A qualitative study of deidentified rural emergency nurses (RENs) employed in public health rural hospitals in southern rural Queensland. Semi-structured interviews of RENs perceptions and experiences of caring for paediatric presentations and their motivations in care delivery, self-determined autonomous practice and connectedness in care was the approach used. Results: An inductive thematic analysis identified four themes: Caring for Children, Professional Development, Professional Roles and Professional Care and Connection. Sub-themes were identified within the key themes including education supports and expectations, collegial care and self-care, role diversity and autonomous practice, and connectedness with family and community. Conclusion: As RENs care for paediatric patients in rural communities, providing contextually appropriate education and training in specialist skills to care for this vulnerable population requires investment and commitment as rural communities grow. RENs need to feel supported in their delivery of best practice for paediatric emergencies. Professional development that is co-designed with rural nurses, and targets the needs voiced by RENs in their care for paediatric emergency patients builds on their confidence and capabilities when practicing autonomously in care delivery. Greater opportunities for professional development with accessibility and availability of paediatric education that meets the needs RENs describe, assists in provision of care to achieve best patient outcomes in rural settings. Key words: Paediatric, Nurses, Rural, Emergency Lee O’Malley. My 30+ year career as a Nurse, has provided me with experiences and opportunities as an advanced clinical practitioner, clinical educator and researcher in paediatric and neonatal clinical care in the ward and the intensive care setting. My advanced practice role extended to out of hospital paediatric critical care and retrieval critical care transport with many years working in QLD, NSW, Ireland and the UK. This exposure across these paediatric nursing contexts provokes my ongoing inquiry into how we can best support nurses in their care for paediatric patients, particularly in challenging contexts such as the rural setting. |
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Concurrent Session 2 | Stream 5 | 1130-1230 | Vernon Collins |
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1130-1145 |
Finding Meaning in the Mess: Spirituality in Times of SufferingHeather So, The University of Sydney, NSW Introduction: Children and families facing life limiting illness often inhabit a landscape marked by uncertainty, emotional upheaval, and existential questioning. While clinical care addresses physical needs, many families report that the spiritual dimensions of their experience, such as meaning, connection, identity, hope, and fear, may remain insufficiently supported. As the future of paediatric healthcare evolves, strengthening clinicians’ confidence in recognising and responding to spirituality is vital for holistic, family centred care. This presentation explores how meaning can be nurtured even when suffering cannot be removed, and how nurses can future proof care by integrating spiritual awareness into everyday practice. Methods: This presentation is grounded in:
Results: Three key insights emerged across these perspectives:
Conclusions: To future proof healthcare for children and young people, nurses must be supported to integrate spirituality as a natural part of holistic care, with confidence, humility, and presence. Cultivating the ability to sit with uncertainty, recognise meaning making, and support families in moments of existential distress strengthens resilience - for children, families, and clinicians themselves. Spirituality offers a pathway not out of suffering, but through it, enabling care that is compassionate, relational, and deeply human. Key words: spirituality; holistic care; palliative care; paediatrics Heather So is an occupational therapist with nearly twenty years’ experience in aged care, hospital, and paediatric settings. Her interest in addressing spirituality as part of holistic healthcare grew from personal experiences and feeling unprepared when clients raised spiritual concerns. Since beginning her PhD in March 2021, she has published four peer-reviewed articles on addressing client spirituality in occupational therapy. Her business, ‘The Spirit of Care’, provides education and resources to help health professionals address the existential and spiritual aspects of the client journey. |
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1145-1200 |
Unheard voices: Children and young people’s perspectives on medical proceduresSage Hay, The Royal Children’s Hospital; The University of Melbourne, Victoria Sharon Kinney, The Royal Children’s Hospital; The University of Melbourne, Victoria Nicole Pope. Monash Centre for Health Research and Implementation, Faculty of Medicine, Nursing & Health Sciences Monash University Stacey Richards, The Royal Children’s Hospital, Melbourne Meaghan Hawley, The Royal Children’s Hospital, Melbourne Maria McCarthy, The Royal Children’s Hospital, Melbourne; Murdoch Children’s Research Institute, The University of Melbourne Fiona Newall, The University of Melbourne Jenny O’Neill, The Royal Children’s Hospital, Melbourne; The University of Melbourne Children frequently undergo medical procedures in hospital, which can be frightening and painful. Often when children become upset or uncooperative during a procedure, they are physically held by a parent or healthcare professional. Despite recognising the importance of children’s and young people’s preferences in relation to medical procedures, few studies have examined their perspectives of being held. Aim: To explore children and young people’s procedural experiences and their perceptions of physical holding during medical procedures, within a tertiary paediatric hospital in Melbourne, Australia. Method: An exploratory descriptive qualitative study was conducted with children and young people aged 5-17-years-old, who had undergone medical procedures, such as examinations, blood tests, or line insertions. A ‘draw-write-tell’ approach was used during semi-structured interviews, to elicit participants’ procedural experiences. Verbal elements of interviews were audio recorded, transcribed, and analysed using reflexive thematic analysis. Results: Sixteen children and young people were interviewed between July and November 2024. Experiences of being held during procedures varied, some participants described distressing or traumatic experiences, particularly when holding was forceful and potentially damaging to trust, whereas others reported feeling comforted and supported. Three key components influenced children and young people’s experiences: support, communication, and choice. These components expanded into seven themes that highlight actionable priorities when undertaking procedures: “Consider my past experiences”, “Make sure someone I know is with me”, “Comfort me”, “Share information with me”, “Listen to me”, “Ask me about my preferences” and “Offer distractions that I find helpful”. Conclusion: The varied experiences of holding, highlight the need for flexible, child‑centred approaches that minimise distress, and reflect what matters most to children and young people. This study contributes to understanding paediatric procedural management, by uniquely focusing on the voices of children and young people. These actionable priorities should inform the planning and delivery of all procedures. Key words: Procedural Care, Holding, Restraint, Qualitative Research Sage Hay is a Nurse Consultant in the Nursing Research team at The Royal Children's Hospital, Melbourne. She is passionate about qualitative research and has an interest in understanding the information needs and preparation required for children and parents of children, undergoing medical procedures, including the area of procedural holding. Sage completed her Master of Advanced Nursing Practice at the University of Melbourne, and was the Project Lead of The POPPY Project, which explored Perspectives on Procedural Practices from Young People. Sage also works within the Cardiology Department outpatient clinic as a Clinical Nurse Specialist. |
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1200-1215 |
Making Visible the Lived Experience: Transforming Emergency Department Care for Autistic Children and Their FamiliesElly Greenwood, Judith Lumley Centre, School of Nursing and Midwifery, La Trobe University, Australia; Olga Tennison Autism Research Centre, La Trobe University, Australia; Department of Nursing, The University of Melbourne, Australia Charne Miller, Judith Lumley Centre, School of Nursing and Midwifery, La Trobe University, Australia; Olga Tennison Autism Research Centre, La Trobe University, Australia; Department of Nursing, The University of Melbourne, Australia Josephine Barbaro, Judith Lumley Centre, School of Nursing and Midwifery, La Trobe University, Australia; Olga Tennison Autism Research Centre, La Trobe University, Australia; Department of Nursing, The University of Melbourne, Australia Perrin Date, Judith Lumley Centre, School of Nursing and Midwifery, La Trobe University, Australia; Olga Tennison Autism Research Centre, La Trobe University, Australia; Department of Nursing, The University of Melbourne, Australia Alexander Dyson, Judith Lumley Centre, School of Nursing and Midwifery, La Trobe University, Australia; Olga Tennison Autism Research Centre, La Trobe University, Australia; Department of Nursing, The University of Melbourne, Australia Amanda Cooklin, Judith Lumley Centre, School of Nursing and Midwifery, La Trobe University, Australia; Olga Tennison Autism Research Centre, La Trobe University, Australia; Department of Nursing, The University of Melbourne, Australia Aim: To explore the lived experiences of Autistic children and their parents/families attending ED, and to identify actionable strategies to inform safer, more inclusive, and future focused models of care. Method: A qualitative, hermeneutic phenomenological approach was used. Fourteen parents of Autistic children participated in semi-structured interviews. Data were analysed thematically and interpreted using a bioecological framework to examine individual, relational, and system level influences on ED experiences. Results: Making visible the lived experience of Autistic children and their families reveals critical gaps in ED care that shape distress, safety, and long term healthcare engagement. Distress often begins prior to ED presentation and persists beyond discharge, influenced by cumulative trauma and anticipatory anxiety. Parents or families frequently assume the role of advocates and navigators of care, compensating for systems that are not designed to meet sensory, communication, and emotional needs. Interactions with healthcare staff were pivotal: flexible, collaborative approaches reduced distress and improved care, while rigid processes, sensory-overloading environments, and reactive responses escalated behaviours and reinforced stigma. System level barriers, including limited autism specific training, environmental constraints, and fragmented communication, contributed to avoidable harm and, in some cases, delayed or avoided care. Conclusion: This study provides novel, practice oriented insights that directly inform innovative models of care in paediatric emergency settings. Embedding trauma informed, neurodiversity affirming, and family centred approaches, alongside recognising parents as partners in care offers a feasible and transferable pathway to improving safety and outcomes. Future proofing emergency care requires making lived experiences visible and using them to design systems that do not just treat illness but actively prevent harm. Key words: Autism, Family centred Care, Emergency Department Elly Greenwood is a Lecturer in Nursing and Midwifery at La Trobe University and a PhD candidate at the Olga Tennison Autism Research Centre. Her research focuses on improving healthcare experiences for Autistic children and their families, with a particular emphasis on emergency care. She works in partnership with lived experience contributors to co-design research that informs trauma-informed, neurodiversity-affirming practice. Elly’s work aims to translate evidence into practical, system-level improvements that enhance safety, equity, and outcomes for children and young people. |
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1215-1230 |
Exploring NICU Fathers’ Experiences and Supporting their Mental Health and WellbeingA/Prof Esther Adama, Federation University, Victoria Eric Adua, Flinders University Evalotte Morelius, Edith Cowan University & Linkoping University Irene Ngune, Edith Cowan University Fatch Kalembo, Curtin University Annie Chang, Child and Adolescent Health Services, WA Abraham Ayiro, Consumer on the project Sara Bayes, Edith Cowan University Aim: To explore experiences of fathers in neonatal intensive care units (NICU) and to identify evidence informed strategies to support their wellbeing and mental health. Background: Over the past decade, our program of research has explored parental experiences of preterm birth and neonatal care across diverse contexts, including Africa, Australia, Europe and the United States. This body of work spans parents’ experiences of having a preterm or unwell infant, the impact of caring for a hospitalised newborn during the COVID 19 pandemic and the identification of unmet support needs within NICU. More recently, our focus has shifted to co designing targeted supports to address fathers’ mental health and wellbeing during their child’s NICU admission. Methods: We employed a multi method approach, including systematic reviews, cross sectional studies and qualitative narrative inquiry to examine parents’ experiences and support needs. Findings from these studies informed a mixed methods co design process involving fathers and neonatal health professionals to develop appropriate solutions to support fathers’ mental health in NICU. Results: Across studies, fathers consistently reported feeling excluded within NICU, uncertain about their roles and unclear about how to support their infant. Fathers described a strong need for practical, informational and relational support for meaningful engagement in neonatal care. Despite reporting significant emotional distress, fathers frequently experienced limited engagement with professional psychological support. Findings also highlighted gaps in NICU staff preparedness and confidence in implementing father inclusive practices. Conclusion: As fathers’ roles continue to evolve, their inclusion in NICU care must be considered integral to maternal, infant and family mental health. Supporting fathers is central to supporting family wellbeing. Our research demonstrates that fathers remain marginalised in neonatal care, with their mental health often overlooked by both health systems and professionals. Through ongoing collaboration with fathers and clinicians, we aim to develop and test a father inclusive model of care to enhance mental health and wellbeing during NICU admission. Key words: Father, Neonatal Unit, Mental Health A/Prof Esther Adama is Associate Head of Nursing Discipline at Federation University, Victoria Australia, specializing in nursing care of children and their families. Esther’s research interest lies primarily within the framework of the child and family health nursing in the neonatal unit and health outcomes of children and young people and their family in the acute and community settings. |
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Concurrent Session 2 | Stream 6 | 1130-1230 | Room 1.055 |
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1130-1145 |
Unlocking Potential: Expanding Nurse Practitioner Roles in Early Childhood Developmental CareAlicia Bell, Flinders University, SA Background: Developmental delay and neurodevelopmental conditions significantly affect children’s communication, learning, and long-term wellbeing. Increasing demand for developmental assessment, combined with workforce shortages and constrained service models, has resulted in delayed screening and prolonged wait times, particularly for families experiencing socioeconomic disadvantage. Nurse practitioners (NPs), as advanced practice clinicians with expertise in comprehensive assessment, diagnostic reasoning, prescribing, and referral, represent an underutilised child health workforce within developmental services. Aim: This PhD research examines the potential for NP led approaches to early childhood developmental care to strengthen workforce capacity and improve timely access to screening, assessment, and referral. The study explores clinician perspectives on barriers and enablers to expanding NP roles and considers implications for workforce planning, leadership, and innovative models of care. Significance: This research will contribute new Australian evidence to support future focused nursing workforce development in child, youth and family health. By examining how NP roles can evolve to meet increasing developmental needs, the study aligns with innovative and sustainable practice that enhances access, equity, and system capacity. Key words: Nurse practitioner, Child and youth health nursing, Developmental screening, Workforce development, Innovative models of care, Early childhood health Alicia Bell is an endorsed Nurse Practitioner and Senior Lecturer in Nursing, with clinical and research expertise in paediatrics and early childhood developmental health. She is currently undertaking a PhD examining innovative nurse practitioner–led models of developmental screening and assessment to improve timely access to care for children. Her work focuses on optimising advanced nursing scope, strengthening workforce capacity, and redesigning services across community and primary care settings. Alicia is committed to equity focused, family centred care and advancing the role of nurse practitioners to support the delivery of sustainable, future proofed child and family health services. |
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1145-1200 |
Optimising Care, Empowering Nurses: A Co-Design Model for Workforce Planning in New Hospital InfrastructureClaire Lake, Sydney Children’s Hospitals Network. NSW Kathryn McGarvey, Sydney Children’s Hospitals Network. NSW The $1.3 billion redevelopment of the Sydney Children’s Hospitals Network into world-class research and education hubs represents a large-scale opportunity to reimagine paediatric healthcare delivery. The biggest shift has been moving from open wards to single patient rooms. While this is better for privacy and infection control, it changes how nurses see their patients and talk to each other across a much larger space. Operating within a resource-constrained environment, our objective was to move beyond reactive staffing requests and instead co-design sustainable, future-focused models of care. We looked closer into the underlying workflow inefficiencies that drive perceived workload pressures, including rising patient acuity, heavy documentation burdens, unscheduled clinical activity, and frequent patient transfers. By identifying these pressure points, we were able to develop workforce profiles that ensure clinical staffing levels are optimised for the layout and scale of the new infrastructure. To test the new models, we used multidisciplinary table-top simulations. These exercises brought together nurses with the multi-disciplinary teams to "live through" real clinical scenarios in a mock-up of the new wards. These simulations surfaced hidden operational risks and allowed staff to proactively refine workflows before moving into the physical space. The results provided the proof required to justify our staffing levels and service plans in our workforce requests to the Ministry of Health, NSW. This presentation uses real examples to show how simulation and co-design empower our people to lead change. We illustrate how connecting infrastructure with staff expertise allows us to refine our practice for a new era. This is a practical way to future-proof nursing, ensuring our teams can handle today’s transitions while shaping for a healthier, more sustainable "planet" of care for the future. Key words: Co-design Workforce planning, Models of Care, Service Design, Redevelopment Claire Lake is a member of the nursing leadership team, Claire is the Chief Nursing Information Officer and former Nurse Manager for Workforce and Redevelopment. She developed a nursing workforce modeling framework for two new paediatric hospitals, using a co-design approach aligned with staffing awards and financial budgets. Most recently, she led the transition to a silent ward nurse call model, tackling alarm fatigue by integrating advanced communication devices. Her focus remains on supporting the nursing workforce through practical systems that reduce burnout and improve the clinical environment for both staff and patients. |
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1200-1215 |
“Teams That Learn”: Future-proofing the Paediatric Workforce by Strengthening Team Culture in a Learning Health SystemDanica Van Den Dungen, The Royal Children’s Hospital, The University of Melbourne, Victoria Background and identifying the problem: Safe, high-quality care for children and young people depends on effective teamwork and an engaged, supported nursing and interprofessional workforce. Paediatric services face ongoing pressures, including workforce shortages, high turnover, and increasing clinical complexity, alongside variable psychological safety and communication breakdowns. These workforce challenges can negatively affect staff wellbeing and team stability, limiting the capacity for continuous learning and adaptation—both essential to future-proofing practice and improving outcomes. Aim: To design and evaluate an experiential team-learning program to strengthen team culture, psychological safety, and reflective practice, supporting a resilient and sustainable workforce capable of improving care in real time. Target group: Interprofessional clinical and non-clinical teams delivering or supporting paediatric care, including early-career clinicians, within a tertiary children’s health service, with potential applicability across acute, primary, and community settings. Methods: A parallel convergent mixed-methods evaluation was undertaken. Quantitative data were collected pre-program, post-program, and at 6-month follow-up using validated measures of learning culture and professional fulfilment/burnout. Semi-structured interviews with participants and clinical leaders explored changes in communication, speaking up, connection, and learning behaviours. Findings were integrated to examine mechanisms and contextual influences on outcomes. Preliminary results indicate improvements in team learning practices, openness to feedback, and shared vision, alongside increased professional fulfilment and reduced isolation, particularly among early-career clinicians. Qualitative findings highlight stronger interpersonal connection, greater engagement in reflective dialogue, and increased confidence to raise concerns and contribute ideas. Leaders reported enhanced cross-disciplinary collaboration and more cohesive team culture. Overall, findings suggest alignment with workforce-focused learning health system behaviours, including continuous learning, shared problem-solving, and adaptive teamwork. Key words: Workforce sustainability; Psychological safety; Interprofessional teams; Workforce wellbeing; Learning health systems Danica Van Den Dungen is a Paediatric Nurse, Clinical Nurse Educator and Collaborative Practice Educator at The Royal Children’s Hospital, Melbourne, and the University of Melbourne, Department of Paediatrics. Her work focuses on workforce development, team learning culture, and psychological safety to support safer, more adaptive care for children and young people. Danica contributes to the design and mixed-methods evaluation of “Teams That Learn”, an experiential program that builds interprofessional connection, reflective practice, and shared problem-solving in busy clinical environments. She is passionate about practical, evidence-informed education that future-proofs paediatric nursing. |
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1215-1230 |
Positioning Fathers for the Future: Strengthening Inclusion and Support in Child Health Nursing ServicesBree Burke, Edith Cowan University (Master of Nursing - Research - student), WA Aim: This study aimed to explore how fathers experience and engage with child health nurse (CHN) services during the first few years of parenthood, and how service structures, interpersonal dynamics, and cultural expectations shape their involvement and confidence as emerging caregivers. Method: Using a descriptive phenomenological approach, ten purposively sampled fathers who accessed CHN services in the first years after their child’s birth participated in in depth interviews. Interviews were conducted via MS Teams throughout 2025 using a semi structured question guide. Fathers ranged in age from 25 to 48. Analysis focused on fathers lived experiences, the meanings they attributed to their interactions with CHNs, and how these encounters influenced their transition to fatherhood. Results: Fathers consistently described feeling peripheral within a mother centred system. Many were present at appointments but overlooked in discussions, with interactions defaulting to mothers as the primary parent. Fathers wanted to contribute but were unsure of their place, and their involvement depended on the interpersonal style of individual nurses rather than consistent practice. This variability highlighted gaps in workforce capability, role clarity, and system-level expectations around father engagement. Conclusion: Findings demonstrate that future proofing child health services requires strengthening workforce capability to engage fathers consistently and confidently. Father responsive models of care may enhance paternal confidence, support early bonding, and contribute to more equitable, family centred postnatal care. Key words: Fathers, Child Health Nurse, postnatal, support, fatherhood, engagement, transition to fatherhood Bree Burke is a mother of two girls and an experienced clinical nurse with two decades in practice, including 14 years as a Child and Family Health Nurse. Her professional focus has long been on supporting families in the early years, which has led me to pursue a Master of Nursing (Research) at Edith Cowan University. Bree’s research examines how child health services can more effectively support fathers during the transition to fatherhood. I am passionate about improving service accessibility, strengthening father engagement, and contributing evidence that enhances family‑centred care across community health settings. |
Friday 2 October | 1315-1415
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Concurrent Session 3 | Stream 7 | 1315-1415 | Ella Latham |
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1315-1330 |
Digitally Integrated Antenatal Model of Care (Connected Maternity Care): Maternal and Neonatal Health OutcomesBrooke Schneider, Partnerships for Health Innovation (PHI) Research Group, Joondalup Health Campus, Western Australia Dr Huaqiong Zhou, Curtin School of Nursing, Curtin University, Western Australia Kym Jones, Department of Gynaecology and Obstetrics, Joondalup Health Campus, Western Australia Karen Heslop, Curtin School of Nursing, Curtin University, Western Australia Paul Porter, Department of Paediatrics, Joondalup Health Campus, Perth, Western Australia; Faculty of Health Science, Curtin University, Perth, Western Australia; Partnerships for Health Innovation (PHI) Research Group, Joondalup Health Campus, Western Australia Background: Digitally enabled care initiatives are increasingly used to improve efficiency, access, and continuity in healthcare. The quality of antenatal services impacts maternal and neonatal health outcomes. The Connected Maternity Care (CMC), a digitally enabled antenatal model of care integrating remote monitoring, digital education, and virtual consultation into routine care, was implemented in a Western Australian metropolitan hospital from April 2022. Aim: To examine maternal and neonatal health outcomes and maternal experiences of the CMC. Results: There were 19 (3.7%) women who experienced pregnancy-related hypertension, 67 (13.3%) assisted vaginal deliveries and 230 (45.6%) c-section deliveries, including 105 (20.8%) emergency c-sections. There were 21 (4.2%) preterm births and 17 (3.4%) low birthweights. The average arterial cord pH was 7.27 ± 0.07, and venous pH was 7.33 ± 0.06. 10 (2%) neonates had a low 5-minute Apgar score. There were 87 (17.2%) neonates who required CPAP, 34 (6.7%) required IPPV, and 1 (0.2%) required advanced life support. 94 (18.6%) neonates were admitted to the special care nursery. The average postnatal maternal length of stay (LOS) was 2 ± 1.1 days, and the average neonatal LOS was 2.3 ± 1.8. Conclusion: This study revealed that the CMC model was safe and highly acceptable. The findings support this care model as a flexible alternative to traditional antenatal care delivery. Key words: Digital health, antenatal model of care, neonatal, maternal Brooke Schneider is a paediatric and research nurse at Joondalup Health Campus in Perth, Western Australia. Her research focuses on digital health innovation across respiratory, paediatric and perinatal care, including the development of a smartphone-based cough analysis tool (Breathe Easy studies), validation of remote fetal heart monitoring technology (HeraBEAT clinical trials), and implementation of the Connected Maternity Care digital care platform. Brooke is a PhD candidate at Curtin University, evaluating the impact of digitally enabled perinatal care on maternal and neonatal health outcomes. She is a recipient of a WA Department of Health Future Health Research and Innovation clinician-researcher scholarship. |
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1330-1345 |
Colourfully Wired: Behaviours of Concerns with an innovative wraparound approachHannah Turner, The Royal Children’s Hospital, Melbourne Children with developmental disabilities often present to hospital with behaviours of concern, creating complex challenges for emergency departments, inpatient units, and community teams. These behavioural crises can be distressing for patients, families and staff, and can strain hospital resources - yet they also offer powerful opportunities for system change. The ISAID (Improving Support for Autism and Intellectual Disability) program is an innovative, multidisciplinary model that uses the crisis of an ED presentation to re-set. The aim is to make substantive improvements to the system of care around the child and family. Over three months, ISAID works with families and services across health, disability, education, and family support sectors to stabilise, build capacity, and strengthen care close to home. Early results indicate improved parental confidence and hope, reduced carer burnout, and fewer repeat ED visits. This oral presentation will introduce the ISAID model, share practical insights relevant to any clinical service for children with complex needs, and present compelling case studies illustrating what wraparound care can achieve. Key words: Autism, Intellectual Disability, Behaviours of concern, ED, Crisis, innovative model of care Hannah Turner is a RCH Clinical Nurse Consultant (CNC) within the Department of General Medicine and ISAID Care Navigator. With over 20 years Paediatric Nursing experience (17 at RCH), commencing in the UK, she has a passion for seeing a world where all children thrive. |
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1345-1400 |
Connecting2u: Reimagining Efficient Models of Care to Improve Families Health Literacy and Support Child Centred CareAlanna Philipson, Children’s Health Queensland, Queensland The first 2000 days of life are a critical window for influencing lifelong health, development, and wellbeing. During this period, parents and carers often experience uncertainty, information overload, and barriers to accessing timely, culturally relevant support. Health systems also face workforce and service constraints that challenge traditional models of care. Scalable, innovative approaches are required to strengthen parental health literacy while supporting sustainable models of care. Connecting2u (C2u) is a Queensland initiative, expanded through the Putting Queensland Kids First plan, that aims to strengthen parental and carer health literacy, confidence, and connection to services through an innovative, evidence informed digital model of care. It complements existing health services and supports efficient use of workforce scope of practice. The initiative targets expectant parents and carers of children from birth through to five years of age across Queensland. There are additional messages inclusive for First Nations and Māori and Pasifika families, with further expansion to additional languages planned to improve equitable access. C2u delivers tailored SMS-based health and parenting messages aligned with children’s developmental stages, including antenatal support from early pregnancy. Content is evidence-informed and co-designed with clinicians, subject matter experts and cultural advisors to ensure relevance, accessibility and cultural safety. Program development and ongoing refinement are informed by an independent evaluation from Griffith University. Distinct messaging streams support mothers, fathers and carers, with continuous improvement guided by user feedback. Nurses play a key referral role, with the integration of professional nursing support and digital delivery enhancing health outcomes through the combined application of clinical expertise, human connection and technology. C2u currently supports more than 25,000 families statewide. Evaluation findings demonstrate improved parental health literacy, increased confidence in caregiving, and strengthened connections to health and support services. The initiative illustrates how digital models of care can extend reach, reduce pressure on traditional services, and enable a more sustainable, future focused approach to supporting children and their families. Key word: Parental health literacy; Digital model of care; Early childhood; SMS‑based health promotion; Health system sustainability; Culturally safe care; Nursing‑led innovation Alanna Philipson is a public health professional with a strong focus on early childhood health promotion. She holds a Master of Public Health and a Graduate Certificate in Perinatal and Infant Mental Health. Alanna currently works at Children’s Health Queensland as the Principal Program Officer for Connecting2u—a universal text messaging program that delivers health information to Queensland expectant parents, and parents and carers, from pregnancy through to their child’s fifth birthday. |
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1400-1415 |
Future-proofing children’s health: Reframing children’s health through a Paediatric Nurse Practitioner workforce focused on ongoing care and parenting supportStephanie Dowden, NursePrac Australia (Just Kids Health), Edith Cowan University, WA Background and identifying the problem: Children with ongoing health, developmental, and behavioural needs do not experience care as discrete episodes, despite care being delivered this way. Families are left to coordinate and navigate services, manage uncertainty, and carry the burden of care between appointments. The adult-focused chronic disease self-management model is rarely applied to children outside tertiary paediatric settings, yet when parents are given these skills and supported sufficiently they and their children thrive. The aim or purpose of the initiative: To demonstrate how a paediatric nurse practitioner workforce can reframe children’s healthcare by providing continuous, relationship-based care that integrates clinical management with parenting support. Target group or population for the initiative: Children and young people aged 0–18 years with emerging or ongoing health, developmental, or behavioural concerns, and their families. What were the methods and strategies used: A paediatric nurse practitioner–led model of care was implemented in a community-based clinic positioning nurse practitioners as consistent providers of assessment, follow-up care, and family support. The model integrates clinical management with parenting guidance, anticipatory support and system navigation. Care supports ongoing engagement as desired rather than one-off episodes of care. Key words: Paediatric nurse practitioner, Continuity of care, Parenting support, Workforce innovation, Models of care, Health equity Stephanie Dowden is a paediatric nurse practitioner and founder of Just Kids Health, a nurse practitioner–led social enterprise in Western Australia. She leads models of care that support children with ongoing health, developmental, and behavioural needs, with a strong focus on family and parenting support. Stephanie teaches nurse practitioner students at Edith Cowan University and is recognised nationally for advancing equitable, community-based approaches to children’s healthcare. |
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Concurrent Session 3 | Stream 8 | 1315-1400| Vernon Collins |
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1315-1330 |
“You have to be more careful”: Invisible Barriers, Gendered Scrutiny and Boundary Negotiation Among Male Paediatric Nurses Eryn Fullard, School of Nursing and Midwifery, Monash University, Victoria Fatima Bana, School of Nursing and Midwifery, Monash University, Victoria Brent Hayward, School of Nursing and Midwifery, Monash University, Victoria Adam Searby, School of Nursing and Midwifery, Monash University, Victoria Aim: To explore the career pathways, motivations and professional experiences of male nurses working in paediatrics in Australia, and to examine how gender influences paediatric male nurses’ clinical practice within a female dominated specialty. Method: A qualitative study using semi-structured interviews was conducted with 11 male registered nurses working in paediatric settings at a tertiary paediatric hospital in Australia. Interviews explored career pathways, motivations for entering paediatric nursing, and experiences related to gender in clinical practice. Data was analysed using reflexive thematic analysis. Results: Several themes were identified. Participants described diverse pathways into paediatric nursing and reflected on persistent societal perceptions of nursing as a predominantly female profession. Within paediatric settings, participants described heightened awareness of gender dynamics in clinical practice and instinctively adopting protective strategies to manage perceived risks associated with their gender. Participants also identified perceived advantages associated with being male in a female-dominated profession, including increased visibility and perceived opportunities within the workplace. Conclusion: This study demonstrates the complex way in which gender shapes the professional experiences of male nurses in paediatric settings. While participants described largely supportive workplace cultures, and even identified some perceived advantages, they also reported actively modifying their practice to manage perceived risks associated with their gender. This suggests that gendered expectations continue to subtly influence clinical practice within paediatric settings. With men representing only 4.5% of the Australian paediatric nursing workforce, these results can inform workforce strategies aimed at attracting and retaining men to work in paediatric nursing. Key words: Qualitative, Paediatric nurse, Gender Eryn Fullard is a registered nurse working in paediatric intensive care and a lecturer in undergraduate nursing. She is currently undertaking a Master of Advanced Nursing by research at Monash University. Her current research work centres on paediatric nursing and nursing workforce issues. |
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1330-1345 |
Registered nurses’ experiences and perspectives of practicing trauma-informed care in Australian adolescent mental health inpatient units: A qualitative study Juna Joy, Associate Lecturer, Western Sydney University, NSW Background: Trauma-informed care (TIC) is a framework that supports registered nurses (RN) in assessing, recognising, and responding to the experiences of trauma for consumers. Globally, adolescents who experience trauma are at an increased risk of mental health concerns. Existing literature highlights the multifaceted challenges that RNs face when practicing TIC. To date, there is limited qualitative research on RNs practicing TIC in Australian adolescent mental health inpatient units (AAMHIU). Aim: To explore RNs’ experiences and perspectives of practicing TIC in the AAMHIU. Methods: This study was guided by a qualitative exploratory design underpinned by social constructivism. Semi-structured interviews were conducted with RNs (n=12) between June and October 2025 (HREC approval H16532). The study utilised purpose and snowball sampling. Transcribed data were thematically analysed, guided by the work of Braun and Clarke. Findings: Five overarching themes were identified. Findings highlighted that participants perceived their practice aligned with TIC principles. They also described the profound impact of distressing and concerning emotions experienced while practicing TIC which affected their physical and emotional well-being. Participants identified interpersonal challenges, along with organisational and systemic barriers, that hindered the implementation of TIC practices in AAMHIU. Discussion: Lack of awareness of the TIC principles among RNs was more widespread than expected. Limited understanding on practicing TIC resulted in iatrogenic care. RNs who practiced TIC were at risk of acquiring ‘allostatic load’ from constant exposure to trauma. Inadequate clinical supervision following TIC practice intensified RNs traumatic experiences in the AAMHIU. Conclusions: These findings provide deeper insight into RNs’ experiences and perspectives, contributing to a broader understanding of the factors influencing TIC practice among mental health nurses and nurses across diverse healthcare settings worldwide. Key words: Adolescent, trauma-informed care, nurses, healthcare professionals, psychiatric unit Juna Joy is an Associate Lecturer and Bachelor of Honors student at Western Sydney University. She has clinical experience in the emergency department and adolescent mental health nursing. Her research expertise is in qualitative methods. Juna Joy teaches undergraduate nurses, fostering deep understanding through interactive and engaging simulation methods. She aspires to pursue a PhD to advance research and make a meaningful impact, particularly in the field of adolescent mental health in Australia and eventually worldwide. |
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1345-1400 |
Lived experiences of Immigrant Indian adolescents: Is their well being future proofed? Soumya Joseph, School of Nursing and Midwifery, Western Sydney University, NSW Olayide Ogunsiji, School of Nursing and Midwifery, Western Sydney University, NSW Patricia Gauci, School of Nursing and Midwifery, Western Sydney University, NSW Sheeja Perumbil Pathrose, School of Nursing and Midwifery, Western Sydney University, NSW: JBI Western Sydney Centre, University of South Australia Background: Immigrant adolescents are subject to increased risk to their well being due to the convergence of adolescent developmental challenges while also navigating the complexities of acculturation in a new sociocultural context. Despite the Indian youth population representing the second- largest demography of immigrants in Australia scholarly attention to their acculturation experiences is limited. Aim: To explore the acculturation experiences of Indian immigrant adolescents in Australia. Methods: A qualitative descriptive design informed by the theory of Sociocultural Model was used to explore the acculturation experiences of Indian immigrant adolescents living in Australia. Ten adolescents aged between 13-19 years who self- identified as Indian immigrants were purposively selected for the study. Data were collected through semi structured interviews conducted via zoom. The interviews were transcribed verbatim, and data analysis was informed by Braun and Clarke’s six step framework. Findings: Data analysis revealed three themes. The first theme “between here and home: identity formation and belonging”, identified the influence of two major context home and society on identity formation and belonging. The second theme “experiences of inequality: impact on emotional wellbeing”, explored experiences of racism and its impact on their emotional wellbeing. The third theme “hope for future: reweaving amidst the differences”, captured the significance of creating an inclusive and supportive environment for the Indian immigrant adolescents in Australia. Conclusion: This study highlighted insights into the experiences of acculturative stress among Indian immigrant adolescents living in Australia within their different socio-cultural contexts. The findings underscore the importance of adaptive mental health systems that prioritise parental and institutional support in addressing the identified issues. The study recommends future research and policies that guide service providers to develop targeted services and improved accessibility in promoting the mental health and resilience of this vulnerable population. Investing in such strategies is crucial for future-proofing the mental health system in our increasingly diverse society. Key words: adolescence; immigrant; acculturation; acculturative stress; qualitative research Soumya Joseph is an academic and researcher at Western Sydney University with a focus on the acculturation experiences of immigrant youth and young adults, particularly in relation to mental health, wellbeing, and identity. Her work also examines inclusive teaching and learning practices that support young people’s engagement, resilience, and success in higher education. Through qualitative and applied research, she aims to inform culturally responsive, preventive, and adaptive approaches that contribute to future proofing young people’s mental health across educational and social contexts. |
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1400-1415 |
Digital technology use and mental wellbeing in young children: Baseline findings from a large national longitudinal study in AustraliaMaggie Zgambo, Edith Cowan University, WA Lisa Whitehead, Edith Cowan University, WA Introduction: The rapid integration of digital technologies into everyday life for young children has elicited growing concern about possible effects on mental health and overall wellbeing. Within the Australian context, there is limited documentation on how digital technology relates to mental wellbeing in children, and current literature shows inconsistent findings cross studies. Aim: This study aims to examine the relationship between digital technology use and mental health outcomes in young children, with particular attention to socio cultural context. Methods: This analysis draws on baseline data from a large national longitudinal cohort comprising 3,684 Australian families recruited between October 2023 and April 2024. Families with children aged 0–4 years were enrolled and will be tracked to complete an online survey annually across four years; the present report will base on the initial wave of data collection. Data analysis has just commenced with SPSS. Descriptive statistics will characterise participant features. Associations between digital technology use and mental health will be explored via Chi-square tests. Variables demonstrating significance in bivariate analyses will be incorporated into multivariable logistic regression models. Statistical significance will be determined at p < .05. Results: Data analysis is planned to be completed in June 2026. The study aims to provide insights on how digital technology use relates to the mental wellbeing of young children, drawing on large-scale data. In addition to overall usage patterns, the analysis will consider contextual factors such as cultural background and parental digital literacy, which are expected to shape the observed outcomes. The results will be ready for presentation at the conference in October. Discussion: Findings are expected to inform family centred and culturally responsive guidance, emphasising the quality and context of digital engagement. Longitudinal follow up will further clarify developmental trajectories and support evidence informed recommendations. Key words: Digital technology, mental health, young children, digital technology use Dr Maggie Zgambo is a Lecturer and Research Fellow in the School of Nursing and Midwifery at Edith Cowan University. Her research focuses on child and family health, with particular interest in chronic conditions, digital technology, and culturally responsive care among children from diverse populations. She has expertise in mixed methods research and longitudinal study design and is actively involved in national and international research collaborations. Dr Zgambo’s work aims to inform evidence-based practice and policy to improve health outcomes for children and families. She is also committed to teaching excellence and the development of the paediatric nursing workforce. |