Caroline Nilson

Aboriginal and Torres Strait Islander people have some of the highest rates of infant death in Australia, including Sudden Unexpected Death in Infancy (SUDI) and Sudden Infant Death Syndrome (SIDS). In 2018, data from the Australian Mothers and Babies report (Australian Institute of health and Welfare, 2020) reported that 1 in 18 or 5.7% of all babies born in Australia were Aboriginal and/or Torres Strait Islander. While the proportion of Aboriginal infant deaths occurring out-of-hospital is not reported, there has been an identified need to address the issues of community competence and awareness in cardiopulmonary resuscitation (CPR) and first aid in Western Australia, for many years (Celenza et al., 2002; Lynch et al., 2005)…

Aboriginal and Torres Strait Islander infants currently have one of the highest rates of Sudden Unexpected Death in Infancy (SUDI) and infant death of any population in a developed nation. Prompt initiation of cardiopulmonary resuscitation (CPR) is crucial for survival in an emergency situation. This is particularly relevant in remote communities where delayed response times from trained personnel could affect survival and parents are likely to be the first responders in these instances. In the neonatal intensive care unit (NICU) and special care nursery (SCN) health-related education is offered to parents prior to discharge, which includes Sudden Infant Death Syndrome (SIDS) and safe sleeping guidelines; however, it rarely includes infant cardiopulmonary resuscitation. Although some health-related education is also offered in maternity units, infant CPR is generally not included. By talking with Aboriginal parents in Western Australia who were discharged from the NICU/SCN or the maternity units within the first 12 months of the infant’s life, this study aims to determine what they understand about infant resuscitation and their perspectives on learning the skills to perform it. This will also include the views of grandparents, aunties and extended family of the participants. Using community participatory action research (CPAR), this study will utilise a well-established Indigenous research practice of yarning to gain a detailed understanding of Aboriginal parents’ perspectives and understanding of infant cardiopulmonary resuscitation. Whether these perspectives differ depending on if the mother and baby spent time in the NICU/SCN or the maternity unit in the postnatal period will also be identified. It is anticipated that a culturally responsive infant CPR education program and framework could result from the findings of the research.

Introduction/background: ePortfolio practice using PebblePad was first introduced into the Murdoch University Bachelor of Nursing course in 2015 into a first year theoretical unit. The initial success of PebblePad in strategic units of the course acted as a driver for change for both academics and students alike. Aim/objectives: To discuss eportfolio as a learning and teaching tool in nursing education. Discussion: The Murdoch University Discipline of Nursing has taken a pedagogical leadership role by introducing eportfolio learning into the MU BN course through a whole-of-course mapping approach. This blended learning strategy uses the PebblePad platform where students own their individual eportfolio learning space to record, reflect, self-audit, and undertake assessment. Assessment and feedback are supported by the learning design and the platform, so learners work in partnership with educational guides, whether they be students, university educators, or clinical facilitators. Learners also engage in the more ‘traditional’ types of eportfolio activities of collecting, collating, organising and presenting their achievements and experiences. In this context, the eportfolio space becomes a platform for ‘real world’ learning through experience, which supports students in the self-management of their developing knowledge and understanding. Issues/questions for exploration or ideas for discussion: What does eportfolio practice look like when approached through a ‘learning experience’ lens? What kinds of activities, possibly seen as ‘atypical’ in an eportfolio platform, empower students to own their learning and engage meaningfully with authentic experiences? How can this type of learning experience framework support learners to construct, explore and discuss real-world problems in contexts that are relevant to their nursing knowledge and skills development?