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It examines influences on choosing nursing, the transition to practice programs, and the competitiveness of Australian nursing qualifications in international contexts. The review also considers regional and national needs, trends, research, policies, inquiries, and prior reviews, then evaluates Bachelor of Nursing entry quality, workforce planning, course content and delivery, including accreditation breadth, duration, mode of delivery, and discrete content requirements.",{"@graph":69,"@context":123},[70,84,106],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/review-of-nursing-education-educating-the-nurse-of-the-future/205763/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/review-of-nursing-education-educating-the-nurse-of-the-future/205763.png","ImageObject",300,407,{"name":92,"@type":93},"McGucket","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-09-05",true,{"@type":102,"interactionType":103,"userInteractionCount":105},"InteractionCounter",{"@type":104},"ViewAction",11,{"@type":107,"mainEntity":108},"FAQPage",[109,115,119],{"name":110,"@type":111,"acceptedAnswer":112},"What does the review evaluate about current nursing education?","Question",{"text":113,"@type":114},"It assesses the effectiveness of current educational preparation and how well enrolled nurses, registered nurses, and nurse practitioners are articulated to meet health service delivery needs.","Answer",{"name":116,"@type":111,"acceptedAnswer":117},"How does the review propose improving entry into Bachelor of Nursing programs?",{"text":118,"@type":114},"It suggests considering a mandated minimum ATAR (or equivalent) and introducing mandatory mathematics and biology in Year 11 as prerequisites for enrolment.",{"name":120,"@type":111,"acceptedAnswer":121},"What approach does the review recommend for course content and delivery?",{"text":122,"@type":114},"It argues that accreditation standards should be less broad and open to interpretation, recommends a breadth and balanced spread of content, supports stakeholder input, and emphasizes that key nursing skills cannot be taught or assessed effectively in purely online environments.","https://schema.org",{"og:url":83,"og:type":125,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":127,"canonical":83},"index,follow",{"doc_id":129,"site_id":62},205763,1788583589,{"code":4,"msg":5,"data":132},{"doc_id":129,"user_id":133,"nickname":92,"user_avatar":134,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":135,"file_id":136,"file_url":137,"file_type":138,"file_size":139,"view_count":105,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":19,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":130,"read_time":52,"preview_page_count":4},1236954412713,"https://us-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Review of Nursing Education: Educating the Nurse of the Future  \nThe Terms of Reference for the Review  \n􀁸 the effectiveness of current educational preparation of and articulation between enrolled and registered nurses and nurse practitioners in meeting the needs of health service delivery  \n􀁸 factors that affect the choice of nursing as an occupation, including for men  \n􀁸 the role and appropriateness of transition to practice programs however named and  \n􀁸 the competiveness and attractiveness of Australian nursing qualifications across international contexts.  \nThe Review will also have regard to regional needs and circumstances and national and international trends, research, policies, inquiries and previous reviews related to nursing education.  \n1. Bachelor of Nursing Program  \n1.1 Enrolment / Attracting quality students  \nConsider the introduction of a mandated minimum ATAR (or equivalent) for enrolment in a Bachelor of Nursing. Currently, ATAR scores required to enter BN courses are driven by demand. Some universities enrol students with an ATAR equivalent to 30% . Mandating a minimum ATAR (for example of 60%) will raise the quality of those entering the profession.  \nConsider the introduction of mandatory mathematics and biology in Year 11, as a prerequisite for enrolment in Bachelor of Nursing courses. Data at this university suggest that 1st year students struggle most with biology and drug calculations. Mandating completion of mathematics and biology will help prepare students for the content they require within the degree.  \n1.2 Workforce planning  \nGovernment / department of health guidance to be provided to the Universities regarding maximum numbers required per year to meet workforce needs / positions available in graduate nurse programs (GNP) . Limiting the number of student positions offered will raise the quality of those entering the profession (by increasing competition for places) and ensure students who complete have employment opportunities.  \n1.3 Course content and delivery  \nThe existing course accreditation standards are arguably too broad and open to interpretation. University providers can place emphasis on any area which will result in inconsistency of graduate preparedness. Rather than a prescriptive approach (as seen in the UK), it would be preferable for that course requirements to include a breadth and balanced spread of content areas. Adequate stakeholder input into course content and delivery, through formal and informal mechanisms is required. Workforce planning, trends and issues in care delivery, should inform course content and delivery.  \n1.3.1 Course duration  \nFour-year degree: The Australian Qualifications Framework (AQF) indicates that the volume of learning in a Bachelor degree is 3 years. The addition of a 4th year of study is equivalent to the workload volume in Honours. This is likely to result in many universities deeming the course to be labelled ‘Honours’. This is already occurring in many 4 year degrees. Graduates of these types of ‘Honours’ degrees are not set up to undertake research in any meaningful way, and this is likely to detract from current traditional Honours to PhD research pathways.  \nAdditionally, all accredited courses have been deemed to meet the current course standards, and therefore deliver all requisite information. There is no evidence that quality suffers as a result of the 3-year degree, and no consensus that content is missing in the 3 year degree, and therefore no justification for an additional year.  \n1.3.2 Mode of delivery  \nA minimum volume of face to face learning hours in any one BN program should be mandated. Currently, there is significant variation in course delivery, ranging from primarily online to primarily on campus and face to face. There are key skills in nursing that cannot be taught or assessed in an online learning environment. Examples include, verbal and non-verbal communication, professional behaviour and most clinical skills. We ","cbCaimYEW3lHDoSY","https://ap.wps.com/l/cbCaimYEW3lHDoSY","pdf",426352,"English","# The Terms of Reference for the Review\n## Effectiveness of current nursing education\n## Factors affecting choice of nursing and transition-to-practice\n## Competitiveness of Australian qualifications\n# Bachelor of Nursing Program\n## Enrolment / Attracting quality students\n## Workforce planning\n## Course content and delivery\n## Course duration\n## Mode of delivery\n## Discrete content\n## Articulation pathways\n## Work Integrated Learning (Clinical placement)","[{\"question\":\"What does the review evaluate about current nursing education?\",\"answer\":\"It assesses the effectiveness of current educational preparation and how well enrolled nurses, registered nurses, and nurse practitioners are articulated to meet health service delivery needs.\"},{\"question\":\"How does the review propose improving entry into Bachelor of Nursing programs?\",\"answer\":\"It suggests considering a mandated minimum ATAR (or equivalent) and introducing mandatory mathematics and biology in Year 11 as prerequisites for enrolment.\"},{\"question\":\"What approach does the review recommend for course content and delivery?\",\"answer\":\"It argues that accreditation standards should be less broad and open to interpretation, recommends a breadth and balanced spread of content, supports stakeholder input, and emphasizes that key nursing skills cannot be taught or assessed effectively in purely online environments.\"}]","Review of Nursing Education - Educating the Nurse of the Future | PDF"]