Day 1 :
Keynote Forum
Karen Stansfield
University of Salford, UK
Keynote: Making a difference: How public health nurses understand the social processes of leadership
Time : 10:00-10:40
Biography:
Dr Karen Stansfield has extensive senior management, strategic leadership and quality assurance experience in the health and care sector, industry and in education. Karen is a highly skilled educationalist and has extensive experience in undertaking curriculum development in both pre and post-registration nursing and specialist education. Karen completed a doctorate in business administration her thesis was on health visiting and leadership. The leadership development model was created from this research. Karen has subsequently been awarded two grants from the The Burdett Trust for Nursing in conjunction with the Institute of Health Visiting in 2017 to pilot and implement the leadership development model and in 2018 to undertake a feasibility study to implement a leadership programme containing the leadership model and to develop and implement a leadership board game based on the leadership model. This was developed and delivered to a wide range of public health nurses in the UK.
Abstract:
Statement of the Problem: The need to strengthen leadership in Public Health Nurses (PHNs) has been voiced in health care policy for the past twenty years (Department of Health, 1999 & 2006; National Health Service England, 2016, 2019). Yet there is still a lack of research examining how PHNs understand leadership, with, much of the existing research on leadership focusing on leaders “per se” as opposed to leadership as a social process.
The purpose of this study is to understand how PHNs perceive their leadership role, and how leadership as a social process is demonstrated in the delivery of the PHN service in the context of the NHS.
Methodology & Theoretical Orientation: An interpretive perspective using a constructivist grounded theory methodology approach was used to ascertain the participants’ main concerns in relation to leadership (Charmaz, 2014). Using in depth interviews and focus groups.
Findings: A conceptual model of making a difference: how PHNs understand the social processes of leadership has been constructed. The conceptual model demonstrates how the categories, context of leadership, the purpose of leadership and leadership behavior emerged. These were constructed from the comparative analysis, of the data and encapsulate the participants’ main concerns. This model identifies the need to incorporate education based on the three categories and the core category “making a difference” and there is a need to focus on leadership development as a continuous process.
Conclusion & Significance: This study has provided a model for leadership development that can be used as a structural model in PHN in both academic and clinical practice settings, and as a way of articulating how PHNs understand leadership. This study sheds light on the importance of building not only PHN identity but also leadership identity when delivering PHN education.
Keynote Forum
Terri Thompson
California Baptist University, USA
Keynote: Preconception health education and the impact on maternal and newborn health outcomes
Time : 10:45-11:30
Biography:
Terri Thompson earned her DNP from Western University of Health Sciences in Pomona, CA. Her dissertation was titled: The effective methods for providing preconception health education.
Terri has specialized as a labor and delivery nurse for 21 years at a high-risk tertiary hospital. She has taught in Maternal-Childbearing Nursing Theory and Practicum in higher education for 6 years, and had taught Maternal-Childbearing Clinical Practicum for Loma Linda University, for 15 years. Terri is the BSN Program Director and Assistant Professor at California Baptist University (CBU), Riverside, CA, U.S.A. Terri is the Faculty Advisor for the Preconception Peer Education club on campus at CBU, is an advisor for the Office of Minority Health in Maryland, and Counselor for the Chi Mu chapter of Sigma Theta Tau International (STTI). Terri has presented extensively on Preconception Health Education across southern California and in Oregon over the past six years.
Abstract:
Statement of the Problem: Maternal and newborn mortality continue to increase in the United States, but may be preventable with comprehensive reproductive health education, prior to conception. Preconception health education begins in childhood, teaching health promotion across the life span, including proper diet, exercise, and folic acid supplementation. Education and training needs to be presented, to health science students, to promote healthfulness and promote an increased awareness about the importance of preconception health education. Health care providers should provide preconception health education during routine office visits, however, preconception health education is often not addressed. Among pregnant women, preconception health education decreases the incidence of hypertension and gestational diabetes. Preconception health education decreases the risk of neural tube defects, preterm delivery, and poor health outcomes, in neonates. Gaps exist in curricula, regarding recommendations by governing agencies, about when to address preconception health education. Purpose of the study: To evaluate if preconception health education could improve knowledge and promote changes in lifestyle practices of health science students.
Methodology and Theoretical Orientation: In order to educate health care providers about preconception health education, a study was performed with a face to face presentation to 71 health science students, at one university in California. Faculty and student knowledge deficits were addressed and faculty advisors were trained to help students educate peers and members of the community. Pretest-posttest data were collected using a 12-item instrument and analyzed using t-tests.
Findings: Analyses of pretest and posttest data yielded a significant increase in knowledge among participants about preconception health education. Three theories were utilized in this study which included: the Life Course Theory, Theory of Androgogy, and Diffusion of Innovation Theory.
Recommendations: To introduce curricula regarding preconception health education among students. The introduction of preconception health education may improve health outcomes for pregnant women and neonates.
Keynote Forum
Jo Lidster
Sheffield Hallam University, UK
Keynote: Supporting students in difficulty: Using established helping models in a new context
Time : 11:30-12:10
Biography:
Dr Jo Lidster is the Deputy Head of Nursing and Midwifery, at Sheffield Hallam University. She is responsible for the Department’s post graduate and international portfolio. This includes working closely with stakeholders and practice partners to develop a quality learning experience. Jo leads on learning, teaching and assessment developments for the department as well as supporting placement learning initiatives. She has had a number of key roles including leading research and innovation and research informed teaching developments as well as course leader roles. Jo is an adult nurse and prior to working in education worked in and managed acute and critical care settings. She teaches on a range of undergraduate and postgraduate courses in the areas of research methods and evidence based practice, health care education and supporting learners in practice. Jo’s research interests include nurses' professional identity and their transition into new roles.
Abstract:
Statement of the Problem:
Occasionally a student might work in a way that is professionally undesirable or that constitutes unacceptable professional conduct. When this impacts upon practice assessment and the student is clearly failing, there is usually an established process to help manage this. However sometimes the student might have behaviours we find professionally difficult, yet are still able to progress through their assessments. This sort of behaviour usually accounts for a student who is 'in difficulty'. Both students in difficulty and students who are failing present a complex and challenging situation for those in supervisory roles.
Traditional approaches to mentoring, coaching and supervision position the 'helper' as the expert who identifies what the 'problem' is and any subsequent solutions. The student then receives instruction about what to do, with the underpinning philosophy being that knowledge will lead to a change in behaviour. However, this locates the student in a passive position, does not take into account other factors that influence behaviour and rarely results in change. Models are used in other types of helping relationships to support an individual to a positive outcome. However, the use of these to support students in difficulty has not been well researched.
The study will describe the experience of participants following completion of an educational module which includes the application of a number of helping models. These include: Egan's Skilled Helper; Motivational Interviewing; Cognitive Behavioural Coaching.
Methodology & Theoretical Orientation: the study is a mixed methods design using quantitative analysis of confidence pre and post module, qualitative analysis of practice reflections and focus group data. Study findings will be reported in May 2019. Conclusion & Significance: The results will help inform future application of helping modules in this context.
Keynote Forum
Susan Wakefield
Sheffield Hallam University, UK
Keynote: Supporting students in difficulty: Using established helping models in a new context
Time : 12:10-12:50
Biography:
Susan Wakefield is the Head of Nursing and Midwifery, at Sheffield Hallam University, one of the largest Nursing and Midwifery Departments in England. She is responsible for the educational and practice provision for all for the Under Graduate and Post Graduate nurses and midwives who study within the Faculty. This includes working closely with the wider University leadership team, stakeholders and practice partners to develop a quality learning experience. During her time in higher education, Susan has worked at Department, Faculty and University level in a number of roles. She is a mental health nurse and had a range of roles in clinical practice including research nurse, care pathways co-ordinator and community mental health nurse. She teaches research methods and evidence based practice and supervises post graduate students.
Abstract:
Statement of the Problem:
Occasionally a student might work in a way that is professionally undesirable or that constitutes unacceptable professional conduct. When this impacts upon practice assessment and the student is clearly failing, there is usually an established process to help manage this. However sometimes the student might have behaviours we find professionally difficult, yet are still able to progress through their assessments. This sort of behaviour usually accounts for a student who is 'in difficulty'. Both students in difficulty and students who are failing present a complex and challenging situation for those in supervisory roles.
Traditional approaches to mentoring, coaching and supervision position the 'helper' as the expert who identifies what the 'problem' is and any subsequent solutions. The student then receives instruction about what to do, with the underpinning philosophy being that knowledge will lead to a change in behaviour. However, this locates the student in a passive position, does not take into account other factors that influence behaviour and rarely results in change. Models are used in other types of helping relationships to support an individual to a positive outcome. However, the use of these to support students in difficulty has not been well researched.
The study will describe the experience of participants following completion of an educational module which includes the application of a number of helping models. These include: Egan's Skilled Helper; Motivational Interviewing; Cognitive Behavioural Coaching.
Methodology & Theoretical Orientation: the study is a mixed methods design using quantitative analysis of confidence pre and post module, qualitative analysis of practice reflections and focus group data. Study findings will be reported in May 2019. Conclusion & Significance: The results will help inform future application of helping modules in this context.
- Nursing Education
Location: Novotel Brisbane
Session Introduction
Terri Thompson
California Baptist University, USA
Title: Preconception Health Education and the Impact on Maternal and Newborn Health Outcomes
Biography:
Terri has specialized as a labor and delivery nurse for 21 years at a high-risk tertiary hospital. She has taught in Maternal-Childbearing Nursing Theory and Practicum in higher education for 6 years, and had taught Maternal-Childbearing Clinical Practicum for Loma Linda University, for 15 years. Terri is the BSN Program Director and Assistant Professor at California Baptist University (CBU), Riverside, CA, U.S.A. Terri is the Faculty Advisor for the Preconception Peer Education club on campus at CBU, is an advisor for the Office of Minority Health in Maryland, and Counselor for the Chi Mu chapter of Sigma Theta Tau International (STTI). Terri has presented extensively on Preconception Health Education across southern California and in Oregon over the past six years.
Abstract:
Statement of the Problem: Maternal and newborn mortality continue to increase in the United States, but may be preventable with comprehensive reproductive health education, prior to conception. Preconception health education begins in childhood, teaching health promotion across the life span, including proper diet, exercise, and folic acid supplementation. Education and training needs to be presented, to health science students, to promote healthfulness and promote an increased awareness about the importance of preconception health education. Health care providers should provide preconception health education during routine office visits, however, preconception health education is often not addressed. Among pregnant women, preconception health education decreases the incidence of hypertension and gestational diabetes. Preconception health education decreases the risk of neural tube defects, preterm delivery, and poor health outcomes, in neonates. Gaps exist in curricula, regarding recommendations by governing agencies, about when to address preconception health education. Purpose of the study: To evaluate if preconception health education could improve knowledge and promote changes in lifestyle practices of health science students.
Methodology and Theoretical Orientation: In order to educate health care providers about preconception health education, a study was performed with a face to face presentation to 71 health science students, at one university in California. Faculty and student knowledge deficits were addressed and faculty advisors were trained to help students educate peers and members of the community. Pretest-posttest data were collected using a 12-item instrument and analyzed using t-tests. Findings: Analyses of pretest and posttest data yielded a significant increase in knowledge among participants about preconception health education. Three theories were utilized in this study which included: the Life Course Theory, Theory of Androgogy, and Diffusion of Innovation Theory.
Recommendations: To introduce curricula regarding preconception health education among students. The introduction of preconception health education may improve health outcomes for pregnant women and neonates.
Jo Lidster
Deputy Head of Nursing and Midwifery, UK
Title: Supporting students in difficulty: Using established helping models in a new context
Biography:
Dr Jo Lidster is the Deputy Head of Nursing and Midwifery, at Sheffield Hallam University. She is responsible for the Department’s post graduate and international portfolio. This includes working closely with stakeholders and practice partners to develop a quality learning experience. Jo leads on learning, teaching and assessment developments for the Department as well as supporting placement learning initiatives. She has had a number of key roles including leading research and innovation and research informed teaching developments as well as course leader roles. Jo is an adult nurse and prior to working in education worked in and managed acute and critical care settings. She teaches on a range of undergraduate and postgraduate courses in the areas of research methods and evidence based practice, health care education and supporting learners in practice. Jo’s research interests include nurses' professional identity and their transition into new roles.
Abstract:
Statement of the Problem: Occasionally a student might work in a way that is professionally undesirable or that constitutes unacceptable professional conduct. When this impacts upon practice assessment and the student is clearly failing, there is usually an established process to help manage this. However sometimes the student might have behaviours we find professionally difficult, yet are still able to progress through their assessments. This sort of behaviour usually accounts for a student who is 'in difficulty'. Both students in difficulty and students who are failing present a complex and challenging situation for those in supervisory roles.
Traditional approaches to mentoring, coaching and supervision position the 'helper' as the expert who identifies what the 'problem' is and any subsequent solutions. The student then receives instruction about what to do, with the underpinning philosophy being that knowledge will lead to a change in behaviour. However, this locates the student in a passive position, does not take into account other factors that influence behaviour and rarely results in change. Models are used in other types of helping relationships to support an individual to a positive outcome. However, the use of these to support students in difficulty has not been well researched.
The study will describe the experience of participants following completion of an educational module which includes the application of a number of helping models. These include: Egan's Skilled Helper; Motivational Interviewing; Cognitive Behavioural Coaching.
Methodology & Theoretical Orientation: the study is a mixed methods design using quantitative analysis of confidence pre and post module, qualitative analysis of practice reflections and focus group data. Study findings will be reported in May 2019.
Conclusion & Significance: The results will help inform future application of helping modules in this context.
Wenjie Li
Ngee Ann Polytechnic, Singapore
Title: Exploring the effectiveness of using of videotaped practical exam method in nursing skill assessment and its relevant interrater reliability
Biography:
Abstract:
In nursing education, evaluating students’ learning outcome on the ability to perform nursing skills is an essential but a challenging process, and is associated with the subjectivity of judgement. The nursing skills examination via videotape has been implemented as an alternative approach for a fairer and objective judgement of nursing students’ performance. Following this, this study explores the use of videos for practical exam and its relevant interrater reliability, with the aim that it is as reliable as and more flexible and efficient than the real-time practical exam. The respondents were 29 final year nursing students from School of Health Sciences (Nursing), Ngee Ann Polytechnic Singapore. Their performance was first assessed by direct observation or real-time assessment. Six months later, two raters assessed these students’ performance via videos captured during the real-time assessment. An independent t-test was employed to compare the scores awarded between real-time and videotaped assessments. The results showed no significant difference between the 1) two raters via videotaped assessment; 2) real-time and videotaped assessments. The Intraclass Correlation Coefficient for all three assessors was 0.867, demonstrating high interrater reliability. This study showed that the videotaped practical exam is as effective and reliability as the practical exam. It is also more flexible as raters can assess at any time they want to or at any place. The videotaped practical exam can be employed as an alternative way for assessing nursing students’ performance, especially in large cohort for its objectivity and efficiency.
Mee Ling Bonnie TAM
Tung Wah College, Hong Kong
Title: Effects of a transitional palliative care model for patients with end-stage renal failure – a randomized controlled trial
Biography:
Tam B acted as an ex-nurse consultant in Renal Nursing in Hong Kong. She was appointed as senior lecturer at the Tung Wah College. Likewise, she serves as the Adjunct Assistant Professor of the Chinese University, Hong Kong, Honorable consultant of Lingnan Hospital, Sun Yat-sen University, China, and the Professional Consultant of Lock Tao Nursing Home-Renal Centre. Being one of the founder of the Hong Kong Renal Nurses Association, She is very much concern the continuous nursing education and quality patient services. Her research interests are renal nursing, palliative care and patient education.
Abstract:
Background: Palliative care was increasing adopted for irreversible chronic disease in the recent decade. A nurse-led transitional palliative care model was adopted in the process of care.
Objectives: This randomized clinical trial examines the difference of intervention effect between the intervention and control groups.
Method: Purposeful criterion sampling was adopted. There were 76 ESRF patients (intervention : 38 and control : 38) recruited from a general regional hospital in Hong Kong. Demographic data such as gender, age, education level, accommodation, cohabitants, occupation, and comorbidity illness were collected.
Primary outcome variables include non-scheduled readmission rate, length of stay in the hospital and utilization of Accident and Emergency Department.
Secondary outcomes variables including health-related quality of life with subscale of symptoms problem list, effects of kidney disease, burden of kidney disease , physical and mental composite score, physical symptom manifestation; palliative performance Scale; Hospital Anxiety and Depression; Satisfaction with care and Zarit carer burden. Data collection was carried out from August 2014 to October 2017 at the baseline, 1, 3, 6 and 12 months after recruitment. Repeated measures of analysis of variance were adopted for comparing the group difference over five time-points of two independent random samples.
Results The mean age of the participants was 80.8 + 10.8 years old with comparable demographic characteristic in both groups. There were significant between group differences with intervention group presented better in both primary and secondary outcomes.
Discussion The findings evidenced the positive effects of the nurse-led transitional palliative care model on patient with irreversible chronic renal disease. In addition, caregivers of the intervention group presented less burden in caring the patient that echoed the implications of appropriate and timely supports to the patient and their caregivers.
Martha Rowe
Rowe’s Speech and Swallowing, Australia
Title: Effects of Papaya Enzymes on the viscocity of saliva and oral hygiene in patients with a dry mouth
Biography:
Martha Rowe, Speech Pathologist since 2000 has spent years researching and developing papaya enzyme formulation as a result of her own difficulties with a dry mouth following surgery due to facial trauma in 2008. She has worked in both Public and Private hospitals across Victoria and has been involved in clinical studies and patients management in the areas of dysphagia and dry mouth.
Abstract:
A Dry mouth syndrome occurs when there is not enough saliva (spit) in the mouth. A dry mouth is a symptom of an underlying problem, rather than a disease in itself. Causes may include drugs or medication, dehydration, mouth breathing, Sjogren's syndrome, infection, nerve problems and some cancer treatments. Our research aims were Investigate effects of papaya enzymes in patients with dry mouth, Create a product that super cedes current products on the market, Determine microbiological and immunological outcomes and Investigate Quality of Life Measures. Our results found categorically that papya enzymes assist with maintaining a clean and moistened mouth, free of bacteria and assisted with the increase in saliva flow.
Martha Rowe
Rowe’s Speech and Swallowing, Australia
Title: Effects of Papaya Enzymes on the viscocity of saliva and oral hygiene in patients with a dry mouth
Biography:
Martha Rowe, Speech Pathologist since 2000 has spent years researching and developing papaya enzyme formulation as a result of her own difficulties with a dry mouth following surgery due to facial trauma in 2008. She has worked in both Public and Private hospitals across Victoria and has been involved in clinical studies and patients management in the areas of dysphagia and dry mouth.
Abstract:
A Dry mouth syndrome occurs when there is not enough saliva (spit) in the mouth.
A dry mouth is a symptom of an underlying problem, rather than a disease in itself. Causes may include drugs or medication, dehydration, mouth breathing, Sjogren's syndrome, infection, nerve problems and some cancer treatments. Our research aims were Investigate effects of papaya enzymes in patients with dry mouth, Create a product that super cedes current products on the market, Determine microbiological and immunological outcomes and Investigate Quality of Life Measures. Our results found categorically that papya enzymes assist with maintaining a clean and moistened mouth, free of bacteria and assisted with the increase in saliva flow.
HsiuHsin Tsai
Chang Gung University, Taiwan
Title: Development, validation and testing of a nursing home to emergency room transfer checklist
Biography:
Hsiu-Hsin Tsai has completed her PhD from Chang Gung University. She is a professor of nursing. She specializes in geriatric nursing and community health nursing.
Abstract:
Aims and objectives. To develop, validate and test an instrument to support patients’ nursing home to emergency room transfer (NHERT).
Background. Transfers from a nursing home care facility to an acute care facility such as a hospital emergency room are common. However, the prevalence of an information gap for transferring residents’ health data to acute care facility is high. An evidenced based transfer instrument, which could fill this gap, is lacking.
Design. Development of a NHERT checklist, validation of items using the Delphi method, and criterion-related validity to test the instrument.
Methods. Items were developed based on qualitative data from previous research. Delphi validation, retrospective chart-review (baseline data), and a 6-month prospective study design were applied to test the validity of the instrument. Variables for criterion-related validity included residents’ 30 days readmission rate and length of hospital stay.
Results. Development of the NHERT checklist resulted in four main parts: 1) demographic data of the NH resident, 2) critical data for nursing home to emergency room transfer, 3) contact information, and 4) critical data for ER to NH transfer. Two rounds of Delphi validation resulted in a mean score (standard deviation) ranging from 4.39 (1.13) to 4.98 (.15). Time required to complete the scale was 3-5 minutes. Use of the NHERT checklist resulted in a 30-day readmission rate of 13.4%, which was lower than the baseline rate of 15.9%.
Conclusions. The NHERT checklist was developed for transferring nursing home residents to an emergency room. The instrument was found to be a valid tool.
Relevance to clinical practice. Use of the NHERT checklist for nursing home transfers could fill the information gap that exists when transferring older adults between facilities such as nursing homes and hospitals.
Viktor Burcevski
Registered Nurse and Public Health Practitioner, Australia
Title: Are we really helping our patients with Antidepressants and Antipsychotics for GAD, Panic and PTSD Disorder: Benzodiazepines vs Antidepressants for Anxiety Disorders
Biography:
I am a highly qualified and awarded Registered Nurse, with a specialty in Health Science (Public Health).I am also studying for an Honours Degree in Psychology and Criminology I have extensive experience working some of the most demanding and challenging emergency departments within the country, especially within very remote areas. I have managed to retain my own unique and individualistic approach to nursing, which is a constant hunger for knowledge and an ability to quickly create rapport with not only my patients but my colleagues, has been one of the main reasons for my many successes. I am also an entrepreneur and operate my own IT business, specialising in complex data recovery procedures for corporate clients. Coming from a Public Health background, I have worked on several health promotion projects. My most successful being those that translate research evidence into "real-world" interventions, especially within the mental heath field.
Abstract:
Simranjit Kaur
Baba Farid University of Health Sciences Faridkot, India
Title: Co-Relation of Body Mass Index(BMI) with the Prevalence and Severity of Asthma in Urban Children Aged 7-12 Years of District Faridkot, Punjab, India.
Biography:
Mrs Simranjit Kaur, has completed her Bachelor’s degree in Nursing from College of Nursing, Christian Medical College and Hospital, Ludhiana, Punjab, INDIA and did Master’s Degree in Paediatric Nursing from University college of Nursing, Baba Farid University of health sciences Faridkot, Punjab, INDIA. Presently she is also pursuing Post-doctoral studies in Paediatric Nursing from Baba Farid University of health sciences Faridkot, Punjab, INDIA. She has published more than 15 papers in reputed journals.
Abstract:
A cross-sectional study was undertaken to assess the co-relation of BMI with the prevalence and severity of asthma in 23 school children aged 07-12 years and the BMI of 16.27 3.11. Automated spirometer was used to assess the lung function tests of the children. I used mainly PEFR ((Peak Expiratory Flow Rate) as a guideline to make the diagnosis of asthmatic or non-asthmatic based on the Spiro metric results. Reversibility of airway obstruction was done by repeating spirometery after two puffs of salbutamol inhaler. The results indicate that BMI, which is a measure of body fat, has a strong co-relation with the lung function tests. A significant decrease was observed in the values of Pre-PEFR and FEV1 ((Forced Expiratory Volume in 1 second) with an increasing BMI indicating that body fat has a bearing on the severity of asthma (p=0.001). No significant relationship was identified between % FEV1 and BMI. Per-PEFR showed a trend towards becoming significant (p=0.187). This study supports the view that there is a definite trend co-relating severity of asthma symptoms and body weight.
Vandana Bhagat
University of Tasmania, Australia
Title: Incorporating oral health into nursing curriculums - A systematic review
Biography:
Vandana Bhagat is a dentist from India and completed her Masters degree in advanced Health Services Mangement from Griffith University, Australia. She is currently a PhD candidate in the Centre of Rural Health at University of Tasmania, Australia.
Abstract:
Statement of problem: The oral health of older people in residential aged care has been widely identified as poor. The growing number of age care residents, especially those who have retained their teeth, has raised concerns for policy makers when addressing service gaps in the provision of effective and timely oral care. Nurses play an important role in providing oral health care to older people, but currently, it is a low priority. This study synthesized the evidence on incorporating oral health education into the nursing curriculum and evidence on the current attitude and knowledge of nursing students towards oral health.
Methodology & Theoretical Orientation: Three databases PubMed, CINHAL & Scopus were searched using keywords: oral care, oral health, oral hygiene, nursing students, nurse educators, curriculum, knowledge and attitudes. Inclusion criteria were (1) published between 2008-2018, (2) studies written in English, (3) participants being nursing students or nursing educators , (4) based in Organisation of Economic Co-operation and Development (OECD) countries. Selected articles were assessed using the Mixed Methods Appraisal Tool and data extracted were thematically analysed.
Findings: Few nursing schools incorporated an oral health module in their curriculum or adopted the interprofessional education (IPE) model.This model focusses on teaching nursing students about oral-systematic health connections, with the nursing students working with, learning from, and contributing to the knowledge of dental and allied health professionals. There was poor oral health knowledge and an inconsistent attitude towards oral health practice among nursing students.
Significance: The incorporation of oral health knowledge and effective care into regular nursing education and practice, and adoption of IPE model may contribute to improvement in the attitude of nursing students towards maintaining the oral health of older people in residential aged care.