Graduate qualities for preservice health and welfare professionals for collaborative prevention and early intervention for child maltreatment: A qualitative study.

Lines, LE; Kakyo, TA; McLaren, H; Cooper, M; Sivertsen, N; Hutton, A; Zannettino, L; Hartz, D; Grant, J

Graduate qualities for preservice health and welfare professionals for collaborative prevention and early intervention for child maltreatment: A qualitative study.

Lines, LE Kakyo, TA McLaren, H Cooper, M Sivertsen, N Hutton, A Zannettino, L Hartz, D Grant, J

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Publisher:: Elsevier
Publication Type:: Journal Article
Citation:: Nurse Educ Pract, 2024, 81, pp. 104176
Issue Date:: 2024-10-28

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Field	Value	Language
dc.contributor.author	Lines, LE
dc.contributor.author	Kakyo, TA
dc.contributor.author	McLaren, H
dc.contributor.author	Cooper, M
dc.contributor.author	Sivertsen, N
dc.contributor.author	Hutton, A
dc.contributor.author	Zannettino, L
dc.contributor.author	Hartz, D
dc.contributor.author	Grant, J
dc.date.accessioned	2024-12-13T03:49:58Z
dc.date.available	2024-10-23
dc.date.available	2024-12-13T03:49:58Z
dc.date.issued	2024-10-28
dc.identifier.citation	Nurse Educ Pract, 2024, 81, pp. 104176
dc.identifier.issn	1471-5953
dc.identifier.issn	1873-5223
dc.identifier.uri	http://hdl.handle.net/10453/182520
dc.description.abstract	AIM: This study explored Australian nursing, midwifery and social work perspectives on needs within pre-service education to enable interprofessional public health responses to child maltreatment. BACKGROUND: Child maltreatment is a global public health concern, but little is known about how well health and welfare professionals are equipped for interprofessional responses to child maltreatment during initial pre-service qualification. DESIGN: Qualitative, World Café approach with online roundtable discussions. METHODS: Twenty-five participants attended one of three online roundtables in October 2023. Participants were nurses, midwives and social workers from Australia with expertise in tertiary education, professional regulation and/or child protection. Data were analysed through inductive thematic analysis. RESULTS: Graduates are not well-equipped during their pre-service education for collaborative responses to child maltreatment. Findings identified four core areas of focus so health and welfare professionals can effectively collaborate to respond to child maltreatment. Core areas are described as graduate qualities and encompass broad domains of knowledge, skills and values which are transferable across multiple areas of practice. CONCLUSIONS: Our study proposes core qualities which are essential for health and welfare professional pre-service education to equip graduates for collaborative responses to child maltreatment. Key barriers included lack of shared interprofessional language and priorities, meaning future work should establish consensus on essential knowledge, skills and values. A shared understanding which acknowledges disciplinary nuances is vital to inform curriculum that equips future professionals to collaboratively mitigate harms from child maltreatment.
dc.format	Print-Electronic
dc.language	eng
dc.publisher	Elsevier
dc.relation.ispartof	Nurse Educ Pract
dc.relation.isbasedon	10.1016/j.nepr.2024.104176
dc.rights	info:eu-repo/semantics/openAccess
dc.subject	1110 Nursing, 1302 Curriculum and Pedagogy
dc.subject.classification	Nursing
dc.subject.classification	3901 Curriculum and pedagogy
dc.subject.classification	4204 Midwifery
dc.subject.classification	4205 Nursing
dc.subject.mesh	Humans
dc.subject.mesh	Cooperative Behavior
dc.subject.mesh	Interprofessional Relations
dc.subject.mesh	Midwifery
dc.subject.mesh	Qualitative Research
dc.subject.mesh	Child Abuse
dc.subject.mesh	Adult
dc.subject.mesh	Child
dc.subject.mesh	Health Personnel
dc.subject.mesh	Australia
dc.subject.mesh	Female
dc.title	Graduate qualities for preservice health and welfare professionals for collaborative prevention and early intervention for child maltreatment: A qualitative study.
dc.type	Journal Article
utslib.citation.volume	81
utslib.location.activity	Scotland
utslib.for	1110 Nursing
utslib.for	1302 Curriculum and Pedagogy
pubs.organisational-group	University of Technology Sydney
pubs.organisational-group	University of Technology Sydney/Faculty of Health
utslib.copyright.status	open_access	*
dc.rights.license	This work is licensed under a Creative Commons Attribution 4.0 International License (CC BY 4.0). To view a copy of this license, visit https://creativecommons.org/licenses/by/4.0/
dc.date.updated	2024-12-13T03:49:57Z
pubs.publication-status	Published online
pubs.volume	81

Abstract:

AIM: This study explored Australian nursing, midwifery and social work perspectives on needs within pre-service education to enable interprofessional public health responses to child maltreatment. BACKGROUND: Child maltreatment is a global public health concern, but little is known about how well health and welfare professionals are equipped for interprofessional responses to child maltreatment during initial pre-service qualification. DESIGN: Qualitative, World Café approach with online roundtable discussions. METHODS: Twenty-five participants attended one of three online roundtables in October 2023. Participants were nurses, midwives and social workers from Australia with expertise in tertiary education, professional regulation and/or child protection. Data were analysed through inductive thematic analysis. RESULTS: Graduates are not well-equipped during their pre-service education for collaborative responses to child maltreatment. Findings identified four core areas of focus so health and welfare professionals can effectively collaborate to respond to child maltreatment. Core areas are described as graduate qualities and encompass broad domains of knowledge, skills and values which are transferable across multiple areas of practice. CONCLUSIONS: Our study proposes core qualities which are essential for health and welfare professional pre-service education to equip graduates for collaborative responses to child maltreatment. Key barriers included lack of shared interprofessional language and priorities, meaning future work should establish consensus on essential knowledge, skills and values. A shared understanding which acknowledges disciplinary nuances is vital to inform curriculum that equips future professionals to collaboratively mitigate harms from child maltreatment.

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http://hdl.handle.net/10453/182520