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ProfMarilyn Cruickshank

Adjunct Professor

Discipline of Nursing

Orcid identifier0000-0001-9890-3141 (opens in a new tab)⁠
  • Adjunct Professor
    Discipline of Nursing
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TEACHING AND SUPERVISION

Teaching and educational experience for the period CNE & NUM, PICU (1985–1990).

Led education and workforce capability for a tertiary paediatric ICU, designing and delivering programs that built critical‑care readiness for nurses within PICU and across non‑ICU settings, while contributing to university curricula and professional college teaching.

Teaching & facilitation

  • CPR for Clinical Nurse Specialists (non‑ICU) — Designed and delivered an innovative, theory‑plus‑practical program to address a recognised gap in resuscitation preparedness for nurses outside intensive care.
  • Intensive Care Orientation Program (PICU) — Delivered lectures, practical classes, demonstrations and bedside teaching; developed worksheets and reading packs; coordinated course schedules and clinical learning sessions.

Curriculum design & program development

  • Orientation curriculum (multi‑site) — Authored and aligned Intensive Care Orientation curricula for:
    • Sydney Children’s Hospital – Children’s Intensive Care Unit
    • Prince of Wales Hospital – Adult ICU
    • Prince Henry Hospital – ICU
      Ensured consistency of core competencies and learning outcomes across services.

Academic and professional contributions

  • External Advisory Committee member — University of Technology Sydney (UTS), Intensive Care Postgraduate and Masters courses: provided expert input on curriculum content, clinical relevance, and graduate capabilities.
  • Guest lecturer — NSW College of Nursing: delivered sessions in general paediatrics and paediatric intensive care for postgraduate audiences.

Impact (evidence statements)

  • Addressed a critical skills gap in CPR readiness for non‑ICU nurses through a targeted program blending theory with hands‑on practice.
  • Standardised ICU orientation across multiple hospitals, strengthening the pipeline of ICU‑ready nurses and ensuring consistent competency expectations.
  • Bridged clinical practice and academia via advisory and guest‑teaching roles, aligning postgraduate curricula with frontline paediatric and intensive‑care practice.

Clinical Nurse Educator & Nurse Unit Manager, PICU (1985–1990): led ICU education and workforce development; designed and delivered an innovative CPR program for Clinical Nurse Specialists in non‑ICU settings; created and taught a comprehensive PICU orientation (lectures, practical classes, demonstrations, bedside teaching, learning resources); developed aligned orientation curricula for SCH Children’s ICU, Prince of Wales Adult ICU and Prince Henry ICU; served on UTS’s External Advisory Committee for Intensive Care postgraduate/masters courses and guest lectured for the NSW College of Nursing in general paediatrics and paediatric intensive care.

Teaching and education portfolio as CNC(Paediatric HIV & AIDS), 1990–1996.

Specialist educator and clinical leader in paediatric and maternal HIV, delivering multi‑sector education (schools, TAFE, health services) and contributing to national policy and international workforce development.

Curriculum & resource development (selected outputs)

  • A Place for Paul – Educational video for the NSW Department of Education to examine discrimination issues affecting children living with HIV.
  • Kangaroo Street Gang – Educational video for the WA Department of Education.
  • HIV & AIDS Health Care Worker Education Kit – Comprehensive kit for the NSW Department of Public Health.
  • Quality Assurance Distance Education (1993–94) – Contributor, NSW College of Nursing.

Teaching & facilitation (selected audiences and topics)

  • NSW College of Nursing – Sessions across Palliative Care, Oncology (Postgraduate), Paediatric Intensive Care, and updates in Paediatric Nursing.
  • NSW Technical and Further Education (TAFE) – Education for vocational learners.
  • Area Health Services – Education programs for South Western Sydney, Hunter, and New England Area Health Services.
  • International & regional training (WHO) – Delivered education for health professionals from Iran, Philippines, Thailand, Western Samoa, India, Sri Lanka on paediatric and maternal HIV.
  • Study tour education – Briefed a Vietnamese delegation as part of the APHEDA HIV/AIDS Study Tour.

Advisory & leadership contributions

  • National Evaluation Strategy Committee for AIDS – Member.
  • National AIDS Advisory Committee – Member.

Scope & methods

  • Sectors: schools, vocational education, tertiary and area health services, and international public health.
  • Modalities: video production, education kits, distance education, lectures/workshops, and study‑tour briefings.
  • Themes: stigma and discrimination, paediatric/maternal HIV care, palliative and oncology contexts, PICU interfaces.

Clinical Nurse Consultant—Paediatric HIV & AIDS (1990–1996). Designed and delivered multi‑modal education across schools, TAFE, health services and international forums. Developed state education resources—including the NSW Department of Education video A Place for Paul, the WA Kangaroo Street Gang video, and the NSW Public Health HIV & AIDS Health Care Worker Education Kit—and contributed to the NSW College of Nursing’s Quality Assurance Distance Education (1993–94). Taught postgraduate and professional programs in paediatrics/PICU, oncology and palliative care; provided WHO‑supported training on paediatric and maternal HIV to clinicians from South and South‑East Asia and the Pacific; and served on the National Evaluation Strategy Committee for AIDS and the National AIDS Advisory Committee.

 

Casual teaching and course development 1994-2005

Casual academic and curriculum developer across undergraduate, postgraduate and distance‑education programs, with strengths in children & adolescent mental health, nursing research, and HIV education.

Curriculum & course development

  • Children & Adolescent Mental Health (UTS)
    Research Associate (Jul–Dec 1999) — designed curriculum for “Sad, Mad and Bad: dealing with the behaviours of children and adolescents across the health care setting” for the Faculty of Nursing, Midwifery & Health (UTS).

University teaching (UTS)

  • Lecturer, Nursing Research Summer School — Faculty of Nursing, Midwifery & Health (Jan 2000).

University teaching (University of Sydney)

  • Casual undergraduate teaching (2000–2005) — tutorials and laboratory sessions across core nursing subjects.

Assessment & academic services (UTS)

  • Assignment & examination marking, Nursing Research — 1994–1995; 1997–2000 (casual).

Distance & continuing education

  • NSW College of Nursing — HIV Distance Education educator/assessor (1997–2000).

Teaching areas & modalities

  • Areas: children and adolescent mental health; nursing research; HIV and public health.
  • Modalities: curriculum design; lectures; tutorials; laboratory teaching; distance‑education facilitation; assessment (assignments/exams).

Timeline

·         1994–1995: Nursing Research marking (UTS).

  • 1997–2000: Nursing Research marking (UTS); HIV Distance Education (NSW College of Nursing).
  • Jul–Dec 1999: Research Associate, course development — Sad, Mad and Bad (UTS).
  • Jan 2000: Lecturer, Nursing Research Summer School (UTS).
  • 2000–2005: Casual undergraduate tutorials/labs (UTS).

Casual academic and curriculum developer (1994–2005), Faculty of Nursing, Midwifery & Health, University of Technology Sydney, and NSW College of Nursing. Designed the UTS course “Sad, Mad and Bad” on children’s and adolescents’ behavioural health (1999); lectured in the Nursing Research Summer School (2000); delivered undergraduate tutorials and laboratories (2000–2005); and provided assessment services in Nursing Research (1994–1995; 1997–2000). Additionally taught and assessed in HIV Distance Education for the NSW College of Nursing (1997–2000).

Program Manager at NSW Clinical Excellence Commission 2015-2017

Educational expertise as demonstrated in my role as Program Manager for the Children’s Emergency Care Project (Clinical Excellence Commission). This Program  received the Patient Safety First Award  in 2018

Educator–implementer profile

I led a full learning lifecycle—from needs analysis and design to delivery, evaluation and scale‑up—focused on translating clinical guidelines into everyday emergency care. My portfolio shows depth in instructional design, facilitation, implementation science, and data‑informed evaluation, underpinned by strong governance and project management.

1) Program architecture & governance

  • Set clear goals, outcomes and deliverables, aligning timeframes, budgets and reporting.
  • Ran a robust evaluation framework (monthly Board and Steering Committee reports, annual and end‑of‑project reviews), ensuring educational activities were accountable and iterative.

2) Instructional design & resource development

  • Designed and produced a comprehensive education and implementation package, including:
    • Orientation sessions, workshops and learning sessions tailored to pilot site teams.
    • Electronic learning modules and clinician‑facing resources.
    • Worksheets and tool‑supported activities for team workshops.
  • Edited a flagship Implementation and Education Toolkit to operationalise clinical practice guidelines in emergency departments—practical, case‑derived, and co‑designed with clinicians.

3) Facilitation & capacity building

  • Planned and facilitated multi‑site learning on: medical record auditing, project timelines, toolkit use, change‑management strategies, guideline implementation, and reporting.
  • Built a community of practice through a working party of clinicians and the project team, enabling peer learning and local adaptation.

4) Data‑driven education

  • Led site recruitment and co‑developed audit criteria and evidence‑based datasets for pre/post medical record audits.
  • Designed the database, and managed collation, analysis and presentation of outcomes—closing the loop between education, practice change and measurable results.

5) Implementation leadership

  • Converted guidelines into practical tools and strategies that integrated seamlessly into clinical workflows across pilot sites—demonstrating mastery in bridging evidence → education → practice.

Representative outputs

  • Implementation & Education Toolkit (editor) for EDs—step‑by‑step tools to embed clinical practice guidelines.
  • Multi‑modal learning suite: orientations, workshops, e‑learning modules, worksheets, and clinician resources.
  • Evaluation reports (board, steering committee, annual, close‑out) demonstrating progress and impact.

Core competencies

  • Educational leadership: end‑to‑end program design using adult‑learning principles and co‑design with clinicians.
  • Instructional design: multi‑modal curricula (workshops + e‑learning + job aids) mapped to implementation needs.
  • Facilitation: targeted, practice‑proximal sessions that build local capability and confidence.
  • Implementation & change management: translation of guidelines into usable tools; support for adoption and spread.
  • Outcomes and evaluation: data architecture, pre/post audits, and evidence‑based reporting to inform improvement.
  • Stakeholder engagement: governance with Boards/Steering Committees; collaborative working parties across sites.

As Program Manager for the Children’s Emergency Care Project, I designed and delivered a multi‑modal education program that translated clinical guidelines into practice across pilot emergency departments. I developed orientations, workshops, e‑learning modules and clinician resources; edited a practical Implementation and Education Toolkit; and led site recruitment, audit design and data analysis for pre/post evaluation. Working through structured governance (Board and Steering Committee reporting), I used change‑management strategies and co‑design with clinicians to build local capability and demonstrate measurable, data‑driven improvements in the implementation of evidence‑based care.

 

Education and Teaching Experience – National HAI Program, ACSQHC (2007–2017)

During my decade-long tenure as Director of the National Healthcare-Associated Infection (HAI) Program at the Australian Commission on Safety and Quality in Health Care (ACSQHC), I led a nationally coordinated, high-impact education and workforce development strategy that contributed significantly to infection prevention and antimicrobial stewardship education across all healthcare sectors in Australia.

As part of this role, I designed, delivered, and evaluated over 60 education workshops and masterclasses targeting multidisciplinary clinicians—including nurses, infection control professionals, pharmacists, and medical staff—across metropolitan, regional, and rural settings. These workshops supported the translation of national policy into practice and focused on clinical leadership, implementation science, and system-level improvement.

Key educational achievements include:

  • Co-development of national implementation resources, including the widely adopted publications:
    • Antimicrobial Stewardship in Australian Hospitals
    • Reducing Harm to Patients from Healthcare-Associated Infections: The Role of Surveillance
    • The OSSIE implementation guide and a companion guide designed specifically for primary care
    • National surveillance protocols for Staphylococcus aureus bacteraemia, Clostridioides difficile, and central line-associated bloodstream infections (CLABSI)
  • National delivery of 35 workshops supporting the implementation of the Australian infection prevention and control guidelines, providing structured education on risk assessment, surveillance, and standard precautions for healthcare professionals.
  • Design and launch of online learning modules, including:
    • Infection Control Principles for All Healthcare Workers
    • Infection Prevention and Control in Primary Care
    • Infection Prevention and Control in Dental Settings
    • The Role of the Nurse in Antimicrobial Stewardship

These modules reached over 12,000 registered users, forming a national foundation for IPC capability development and continuing professional development.

  • Capacity building at scale, including:
    • Oversight of national hand hygiene auditing, with over 300,000 staff assessed for compliance
    • A clinical capacity building survey of over 700 clinicians, informing national training frameworks
    • Development of education resources aligned with NSQHS Standard 3: Preventing and Controlling Healthcare-Associated Infections
  • Mentorship and academic support for clinicians and emerging leaders across disciplines, contributing to the professional growth of nurses, pharmacists, and infection control practitioners throughout Australia.

Collectively, these initiatives exemplify sustained academic leadership in health workforce development, policy translation, and education at scale, and demonstrate a strong alignment with UTS’s focus on translational impact, capability building, and interprofessional education.

Executive summary

Senior national leader in infection prevention and control (IPC) with a national footprint in guideline translation, curriculum design, workforce training, and system‑wide implementation. You have designed and led large‑scale education programs (hospital, primary care, and dental settings), authored implementation resources, convened national learning forums, and embedded surveillance and stewardship principles into routine practice across Australian health services. Your work links evidence → policy → practical education, with measurable improvements in hand hygiene compliance and HAI outcomes, and international recognition of program quality.

Evidence of impact

  • National Hand Hygiene Initiative (NHHI): stewardship of program delivery and implementation contributing to rising compliance and falling infection rates, underpinned by >1.25 million observed moments from >560 hospitals (≈90% of public beds; ≈50% of private) and >420,000 healthcare workers assessed; recognised at ICPIC (Geneva) and nominated as a WHO centre of excellence.
  • Guideline implementation at scale: national rollout of the Australian Guidelines for the Prevention and Control of Infection in Healthcare, including an implementation strategy endorsed by Health Ministers and 35 workshops nationwide.
  • Foundational IPC curriculum: 10 core IPC e‑learning modules used by >12,000 healthcare workers and students; additional modules for dental and primary care settings and on the role of nurses in antimicrobial stewardship (AMS).
  • Surveillance education: national definitions and surveillance guides for S. aureus bacteraemia, C. difficile infection, and CLABSI; two national point prevalence surveys of CDI to inform diagnosis and management policy.
  • AMS education ecosystem: co‑editor of Antimicrobial Stewardship in Australian Hospitals (2011); 4 prescriber modules; national AMS Network; led Antibiotic Awareness Week campaigns (2012–2013).
  • Sector capacity building: designed and delivered masterclasses for IPC professionals; sponsored IPC/AMS courses for ID physicians and microbiology trainees; served as guest lecturer (UTS Master’s, 2010–2013).
  • System leadership for AMR education and policy: established and chaired the Antimicrobial Resistance Standing Committee, convening national bodies to align education, policy, and practice.

Core strengths

  • National translation of evidence to practice: turn guidelines and surveillance science into accessible, action‑oriented education.
  • Curriculum architecture: build modular learning (core + specialty streams) with assessment and feedback loops.
  • Implementation pedagogy: combine workshops, forums, and masterclasses with on‑the‑ground tools and audits.
  • Data‑driven improvement: use surveillance and compliance data to target teaching and monitor impact.
  • Interprofessional reach: tailor learning for nurses, prescribers, ID/micro trainees, and allied health across care settings.
  • Coalition‑building: convene jurisdictions, public/private sectors, and national agencies to sustain capability.

National HAI  Director with a proven record of translating evidence into practice at scale. I oversaw the national implementation of the Australian Infection Prevention and Control Guidelines (35 workshops, Health Ministers’ endorsement); led surveillance education by developing national HAI definitions and guides (SAB, CDI, CLABSI) and commissioning two national CDI point‑prevalence surveys; and directed the National Hand Hygiene Initiative, engaging >560 hospitals and >420,000 healthcare workers with demonstrable gains in compliance and outcomes. I co‑edited the 2011 AMS textbook, established an AMS Network, produced prescriber modules and national awareness campaigns, and built a foundational IPC e‑learning suite (>12,000 users) with specialty modules for dental and primary care and the nurse’s role in AMS. My portfolio includes masterclasses, sponsorship of advanced IPC/AMS training for medical trainees, and guest lecturing at UTS—linking policy, education, and measurable improvement across the health system.

 

 

2018 educational activities as Professor of Nursing SCHN/UTS

Senior nursing academic and educator with national and international reach. In 2018 I taught, mentored and disseminated research across multiple platforms—conference orals/posters, invited/keynote addresses, and high‑impact publications—while building communities of practice and shaping policy through national committees. I also advanced research‑education capacity via funded projects and multiple competitive grant submissions.

Education & dissemination

Conference teaching (audience education)

·         ACN National Nursing Forum (Gold Coast): 3 oral presentations (research capacity building; parent knowledge of paediatric falls; comprehensive care planning).

·         Essentials of Care Showcase (Sydney): 1 oral (technology‑enabled newborn services) and 4 posters (client collaboration; neonatal study day; context‑sensitive change; leadership transition).

·         ECCMID (Madrid): presentation on the Australian National Hand Hygiene Initiative as a model for sustained national action.

Invited / keynote addresses

·         Inaugural Diana Keatinge Memorial Address, University of Newcastle (9 Aug).

·         APEC AMR Conference, Taipei (Sep): strategies for infection control to contain AMR.

·         Asia Pacific Infection Control Meeting, Da Nang (invited speaker).

·         Australian Veterinary Antimicrobial Stewardship (AVAMS) Conference (Nov): keynote on AMS in human health.

Scholarly outputs informing education

Lancet Infectious Diseases paper on the National Hand Hygiene Initiative (co‑author): widely cited blueprint underpinning training, audit, and national implementation education.

Program & community building

Initiated planning for the Australian Paediatric Nurse Scientist Research Group, fostering a national community of practice and a pipeline for clinician‑led inquiry and dissemination.

Education leadership & governance

·         President, ACIPC – led national professional education priorities and standards.

·         Member, Australian Scientific & Technical Advisory Group on AMR (Commonwealth) – contributed to national guidance with downstream education impacts.

·         Member, ACSQHC Healthcare‑Associated Infection Advisory Committee – informed policy, guidelines and associated training.

·         UTS CeNser faculty engagement – sustained academic–clinical collaboration for research education.

Grants & capacity‑building (education‑relevant)

·         Funded: Quantifying Redundancy in Electronic Progress Notes (SCHN Nursing & Midwifery Research Grant, $15,000)—methodological training opportunities for clinical teams.

·         Submitted (selected): proposals on device‑related pressure injury prevention, paediatric experience measures, falls knowledge, HAI toolkits, PPE practice via video‑reflexive methods, nurse informatics competency, pressure‑injury psychology—each embedding training, implementation and knowledge‑translation components.

In 2018 I delivered a broad program of education and dissemination: multiple oral and poster presentations at the ACN National Nursing Forum and the Essentials of Care Showcase; international conference teaching at ECCMID (Madrid); and invited/keynote addresses at the University of Newcastle (Diana Keatinge Memorial Address), APEC (Taipei), Asia Pacific Infection Control (Da Nang) and AVAMS. I co‑authored a Lancet Infectious Diseases paper on the National Hand Hygiene Initiative that underpinned national training and implementation, initiated the Australian Paediatric Nurse Scientist Research Group, and provided education leadership as President of ACIPC and as a member of national AMR/HAI committees. I further strengthened research‑education capacity via a funded SCHN project and multiple competitive grant submissions with explicit training and translation elements.

 

2019 educational activities as Professor of Nursing SCHN/UTS

In 2019, I delivered and facilitated a comprehensive program of educational activities across the Sydney Children’s Hospitals Network (SCHN), with a focus on data literacy, research capability building, and clinical research support. These included:

🔹 Data Literacy Workshops

  • Total sessions: 5
  • Dates: 22 Jan, 25 Mar, 4 Jul, 5 Sep, 11 Nov
  • Delivered foundational and applied content on interpreting and using health data, targeted at clinicians and research-active staff.

🔹 SCHN Drop-In Research Support Sessions

  • Total sessions: 14 at CHW, 7 at SCH = 21 sessions total
  • Locations: The Children’s Hospital at Westmead (CHW) and Sydney Children’s Hospital, Randwick (SCH)
  • Purpose: Provided informal, one-on-one and small group guidance on research planning, data analysis, ethics, and academic writing to nurses and multidisciplinary staff.
  • Frequency: Monthly across both hospital campuses.

🔹 SCHN Research Workshops

  • Total sessions: 10
  • Dates: Monthly from February to December (except June and November)
  • Focus: Structured workshops on research design, methods, ethics applications, academic writing, and translation of evidence into practice.

Total Activities

  • 36 educational events conducted across 2019, including:
    • 5 formal workshops on data literacy
    • 21 research support drop-in sessions – individuals and small groups
    • 10 structured research skills workshops

These sessions directly supported capacity building and engagement in research across nursing and clinical teams at SCHN.

 

2021 educational activities as Professor of Nursing SCHN/UTS
  • Total activities logged: 75
  • Formal education delivered: 6 sessions
    (4 workshops, 1 targeted research‑education session, 1 university teaching session)
  • Capacity‑building forums: 5 Nursing Research Study Group sessions + 2 Sub‑Group meetings
  • Showcase / dissemination events: 3 (AusPaNS ×2; SCHN ×1)
  • Committees attended: 2 (Research, Education &Innovation; SCHN Health Professional Postgraduate Education)
  • Student supervision & mentorship: 57 one‑to‑one sessions across 9 students
    (includes 7 manuscript‑focused sessions)

 

Workshops & teaching (6)

  • REDCap data capture workshop – 11 Jan
  • Nursing research education – CE & CNE workshops – 9 Mar; 14 Apr; (plus one undated)
  • Targeted research education – Senior Cardiac Nursing Team – 19 Jan
  • UTS teaching – Research in Health (with Gail Forrest) – 2 Jun

Showcases / dissemination (3)

  • National Paediatric Nursing Research Showcase (AusPaNS) – 2 Mar (NRU Team)
  • National Paediatric Nursing Research Showcase (AusPaNS) – 2 Mar (AusPaNS)
  • SCHN National Paediatric Research Showcase – (undated)

Capacity‑building forums (7)

  • SCHN Nursing Research Study Group – 5 sessions
  • SCHN Nursing Research Sub‑Group – 2 meetings

Committees (2)

  • Research, Education & Innovation Committee – 11 May
  • SCHN Health Professional Postgraduate Education Committee – 11 May

Student supervision & manuscript support (57 sessions; 9 mentees)

  • By supervisee (sessions):
    • Rebecca Saad (12)
    • Andrea Papaloizou (9)
    • Nghi Bui (9)
    • Lisa Sealey (8)
    • Angela Pritis (6) – 6 manuscript‑focused
    • Meless Gebrie (6)
    • Jasmine Bao (4)
    • Ruby Shevlin (2)
    • Mohar (1) – 1 manuscript‑focused
  • Manuscript support: 7 sessions (Angela Pritis ×6; Mohar ×1)

 

Timing (for entries with dates)

  • Jan: 4 | Feb: 3 | Mar: 5 | Apr: 2 | May: 8 | Jun: 7
    (Several supervision and SCHN forum entries were undated; month totals reflect only dated items.)

 

  • With supervisee detail:
    As SCHN/UTS nursing academic, delivered 6 workshops/teaching sessions and facilitated 7 SCHN research forums; contributed to 3 showcases and 2 committees; provided 57 supervision sessions to 9 nurses (notably R. Saad 12; A. Papaloizou 9; N. Bui 9; L. Sealey 8), including 7 manuscript‑focused meetings.

As Professor of Nursing (SCHN/UTS) in 2021, I led a comprehensive education portfolio comprising 75 activities: I delivered six formal sessions (a REDCap data‑capture workshop; targeted research education for the Senior Cardiac Nursing Team; three CE/CNE research‑education workshops; and a UTS Research in Health lecture co‑taught with Gail Forrest), convened seven capacity‑building forums (five SCHN Nursing Research Study Group sessions and two Sub‑Group meetings), contributed to three research‑dissemination events (AusPaNS ×2; SCHN), and served on two education committees (Research, Education & Innovation; SCHN Health Professional Postgraduate Education). In addition, I provided 57 one‑to‑one supervision and mentorship sessions for nine nurses—including s0even manuscript‑focused meetings—strengthening research skills, outputs, and engagement across the network.

2022 educational activities as Professor of Nursing SCHN/UTS

My education expertise is recognised at a national level through my appointment by the Australian College of Nursing to represent ACN in the Australian Commission on Safety and Quality in Health Care’s redevelopment of the Hand Hygiene eLearning modules, following a successful EOI process. ACN noted confidence in my “experience and expertise” to support the Commission’s work (23 Nov 2022)

Headline numbers (2022)

  • Workshops delivered: 11 sessions
    (Writing Workshop Series 1: 4 sessions in May; Series 2: 3 sessions in July; Academic Writing Series 3: 3 sessions in Sept; + SCHN CAP academic writing workshop: 1 session)
  • Facilitated writing groups: 6 sessions (each 2 hours)
  • Showcase / presentations: 2 events (AUSPANS showcase—2.5 hrs, 10 May; Research presentations & networking—July)
  • Orientation program delivered: NRU orientation—1 program over 5 days (14–18 Dec)
  • Supervision & research mentoring: 47 sessions across multiple candidates, plus milestone reviews

Total education touchpoints delivered (excluding supervision): 19 sessions/events + a 5‑day orientation.
Documented durations: Intermediate writing groups 12 hours (6 × 2h) + AUSPANS 2.5 hours.

Teaching & facilitation

  • Academic writing workshops (11)
    • Series 1 (May): 1.1, 1.2 (17 May), 1.3 (24 May), 1.4 (31 May).
    • Series 2 (July): 2.1 (5 Jul), 2.2 (12 Jul), 2.3 (19 Jul).
    • Series 3—Academic writing (Sept): 3.1 (1 Sept), 3.2 (8 Sept), 3.3 (29 Sept).
    • SCHN CAP academic writing workshop (date listed in log).
  • Intermediate writing groups (6 × 2h): multiple sessions including 15 Sept and four additional 2‑hour groups.
  • NRU orientation (5 days): Led/ran the NRU orientation program, 14–18 Dec.
  • Showcase & presentations (2): AUSPANS showcase (2.5h, 10 May); research presentations & networking (July).

Resource and curriculum development

  • Planning & preparation:
    • Deliveredan Academic Writing Resource for CAP participants.
    • Preparation for the SCHN CAP academic writing workshop.
    • Writing workshop preparation.
    • CAMH manuscript preparation.
  • Program & pipeline development:
    • Proposed BN Honours projects (three entries).
    • UTS BN meeting; UTS meeting re potential academic supervision; meeting with a potential doctorate student; proposed doctoral student discussion.

Supervision, mentoring & milestones

47 supervision/mentoring sessions, including formal progress points:

  • By supervisee (sessions):
    • Meless (19) — incl. Stage 1 and ROP entries.
    • Andrew (12) — incl. ROP entry.
    • Lisa (8) — incl. Stage 3 assessment.
    • Nghi (3)
    • Elys/Elise (3 combined)
    • Andrea (2)
    • Sonia Matiuk (PhD) pre‑meeting (1)
  • Additional research mentoring activities:
    • PhD student manuscript meeting; CAMH conference poster development; HDR meeting with Andrew Grant.

In 2022, I delivered 11 academic‑writing workshops across three series (May–Sept) plus a SCHN CAP workshop, facilitated six 2‑hour intermediate writing groups, presented at AUSPANS (2.5h) and a July research networking event, and led the NRU orientation program (5 days). I provided 47 supervision and research‑mentoring sessions across multiple candidates (including Stage 1, Stage 3 and ROP milestones), and advanced education resources and pipeline development through CAP writing‑resource planning, BN Honours project proposals, and prospective HDR supervision meetings.

 

 

2023 educational activities as Professor of Nursing SCHN/UTS
  • Teaching & facilitation delivered: 25 sessions
    (ACIPC Paediatric SIG x12; academic‑writing workshops x5; research methods course x1; paediatric respiratory research workshop x1; writing groups x2; SCHN Clinical Accreditation Program—academic writing x1; Nurse‑leader wellbeing workshops with Prof Cynda Rushton x2; workshop & discussion with visiting professor—UFSC (Brazil) x1).
  • Presentations & invited talks: 14 events
    (UTS–University of Arizona seminars x2; UTS SoNM Research Forum x1; SCHN Nursing Council x5; SCHN ICU NP Model of Care Working Party x2; ISQua x1; ACCYPN x1; WSPID invited talk x1; feedback to SCHN CNEs x1).
  • Mentoring & academic support: 28 sessions
    (SCH Palliative Care Team x1; UTS HDR student x2; UTS academics—Pressure Injury x4; School Handwashing x4; general mentoring x1; UTS staff workplan & mentoring x9; SCHN research projects x6; ACT Health CNCs networking/mentoring x1).
  • Program leadership & facilitation (chaired/led): 9 sessions
    (NMSR Strategy & Nursing Research Synergy mtgs x5; SCHN Nursing Council Workforce Working Group x3; chaired AusPaNS mtg x1).
  • Education leadership & governance (committees/boards/working groups): 63 engagements
    (IFIC Executive/Board/AGM & planning meetings; SCHN Infection Control Steering; TOW Research Education; SCHN Mental Health SC; SoNM Research Committee; UTS Conjoints–Industry Perspectives; CEC Recognising the Deteriorating Child CAG; ACIPC Scientific Conference Committee; UTS Sigma Xi launch/planning; WHO BSI Guideline meetings; SCHN Clinical Ethics Response Group; RCH procedures symposium; SHP Child & Adolescent CAG priority setting.)

Total “education touchpoints” delivered (teaching + presentations + mentoring): 67 sessions/events.

Highlights by category

1) Teaching & facilitation

  • Communities of practice: ACIPC Paediatric Special Interest Group—12 facilitated sessions across Mar–Dec.
  • Capacity‑building short courses: Research Methods Course (Allied Health SCHN)—1 session (13 Jul).
  • Writing & dissemination skills: Academic writing workshops—5 sessions (Oct–Nov); writing groups—2 sessions (Nov); weekly advanced Pomodoro writing groups (sponsored).
  • Specialty workshops: Paediatric respiratory research workshop—1 session (2 Nov); Nurse‑leader wellbeing with Prof Cynda Rushton—2 workshops; Academic writing for SCHN Clinical Accreditation Program—1 session; Workshop & discussion groups with visiting professor Patrícia Kuerten Rocha (UFSC, Brazil).

2) Presentations & invited talks

  • Academic & professional forums: UTS–University of Arizona Workforce & Models of Care seminars (2); UTS SoNM Research Forum (1); SCHN Nursing Council (5); SCHN ICU NP Model of Care Working Party (2).
  • Conferences: ISQua (Seoul), ACCYPN (Darwin), WSPID (Durban)—3 talks.
  • Targeted sharing: Feedback to SCHN CNEs on frontline workforce survey results (1).

3) Mentoring & academic support

  • Individual & team mentoring: SCH Palliative Care Team (qualitative methods), UTS HDR student support, multiple UTS academic mentoring programs (Pressure Injury; School Handwashing; general), SCHN project teams (Grace Ward, ED, Casual Pool, CNC Research), and ACT Health CNCs.
  • Research Training and Mentoring: 5 HDR students (3 completed in 2022-3); mentoring of UTS academics (3 supervision; 3 others; 5 researchers at SCHN; research training for SCHN nurses and allied health; ongoing accreditation as Category 1 supervisor; Examination of 2 x Stage 1; 1 x Stage 3; 1 x external confirmation; examination of 2 x doctoral theses;

4) Education leadership & governance

  • Local–national–international remit: Extensive service across 63 committee/board/working‑group engagements, including the International Federation of Infection Control (IFIC) Executive/Board/AGM, SCHN (Infection Control Steering, Mental Health SC, Clinical Ethics), UNSW/SCHN TOW Research Education Committee, CEC Clinical Advisory Group (Recognising the Deteriorating Child), ACIPC Scientific Conference Committee, UTS (Conjoints–Industry Perspectives; Sigma Xi chapter launch/planning), and WHO Bloodstream Infection Guideline meetings (Geneva and virtual).

5) Curriculum & program development

  • Contributed to the UTS ‘Child in the Contemporary World’ curriculum; planned and delivered writing programs for SCHN CAP; instituted nurse‑leader wellbeing workshops; organised November academic‑writing series; and maintained an ongoing advanced writing culture through weekly Pomodoro groups.

In 2023 I delivered 25 education sessions (including 12 ACIPC paediatric SIG meetings, a research‑methods course, five academic‑writing workshops, targeted research workshops, and nurse‑leader wellbeing sessions), gave 14 presentations and invited talks across local, national and international forums (UTS/Arizona seminars, UTS SoNM, SCHN councils/working parties, ISQua, ACCYPN and WSPID), and provided 28 mentoring engagements for HDR candidates, academics and clinical teams. I also led/chaired nine strategy and workforce sessions and contributed to 63 education‑related governance activities across SCHN, UTS/UNSW, ACIPC, CEC, IFIC and WHO guideline programs—advancing research capacity, implementation literacy and clinician wellbeing across the network.

  2024 Educational activities as Professor of Nursing SCHN/UTS
  • Workshops & seminars delivered: 17 sessions/events
    (Academic Writing ×2; Conference Abstract Writing ×4; 7th National Paediatric Nursing Showcase ×1; AusPaNS city showcases supported ×3; International Speaker Forums ×2; ECR seminar series ×5).
  • Programs launched/delivered: 2 structured programs
    (SCHN Research Training Program for research interns; “Pitch to Practice” ECR innovation program).
  • Mentoring & targeted ECR support: ≥5 formal engagements (plus ongoing weekly supervision and writing groups).

Note: Totals exclude the weekly Pomodoro and weekly ECR supervision (ongoing through the year).

What you delivered

1) Courses, workshops & seminars

  • Academic Writing (SCHN): 2 sessions (10–11 Jul).
  • Conference Abstract Writing (SCHN): 4 sessions (9 & 13 Sep; 16 & 17 Sep).
  • National dissemination: Convened the 7th National Paediatric Nursing Showcase (22 Jul) and supported AusPaNS showcases in Perth, Brisbane, and Melbourne (3 events).
  • International Speaker Forums:
    • Prof Jos Latour (University of Plymouth, UK).
    • Prof Orsola Gawronski (Ospedale Pediatrico Bambino Gesù, Rome, Italy).
  • ECR Seminar Series (SCHN): 5 early‑career researchers presented their work across the year.

2) Programs established or delivered

  • SCHN Research Training Program for new research interns (completed Feb–Mar).
  • “Pitch to Practice: Empowering Nurses to Transform Ideas into Impactful Research”—program established to convert clinical ideas into viable research projects.
  • Writing culture—weekly Pomodoro writing groups continued year‑round.

3) Mentoring & academic support

  • On‑site PI support for a Torrens University PhD candidate (SCHN).
  • UTS ECR support: mentoring and professional support for 3 academics, promotion/career‑development guidance, and a workplan discussion.
  • Ongoing: weekly supervision for a UTS ECR academic leading a Pressure Injury project at SCHN.
  • AusPaNS seminars: 22 Jul (delivered via the 7th Showcase) and Sep/Nov/Dec (city showcases supported as above).
  • Research sessions for CNCs: planned for post‑winter (not individually itemised in the log).

Impact themes

  • Research capacity building: Intern training + ECR seminar series + targeted mentoring created a pipeline from idea → abstract → presentation/publication.
  • Writing & dissemination at scale: Structured writing and abstract workshops, backed by weekly Pomodoro groups, improved throughput to conferences and showcases.
  • National reach & visibility: Convening the national showcase and supporting multi‑city AusPaNS events amplified paediatric nursing research across jurisdictions.
  • International engagement: Two high‑profile Speaker Forums connected SCHN/UTS clinicians with global leaders, enriching local practice and scholarship.

In 2024 I delivered a structured education portfolio spanning courses, mentoring and national events: a research‑intern training program (Feb–Mar); academic‑writing (10–11 Jul) and conference‑abstract workshops (9, 13, 16–17 Sep); weekly Pomodoro writing groups; and a five‑part ECR seminar series. I convened the 7th National Paediatric Nursing Showcase (22 Jul) and supported AusPaNS showcases in Perth, Brisbane and Melbourne, and hosted international Speaker Forums with Prof Jos Latour (University of Plymouth, UK) and Prof Orsola Gawronski (Ospedale Pediatrico Bambino Gesù, Italy). I provided targeted ECR mentoring—including on‑site PI support for a Torrens University PhD candidate, mentoring for three UTS academics, promotion/career support and weekly supervision for a UTS ECR leading a pressure‑injury project—building sustained research capability across SCHN and UTS.

 

 

 

Conducted over 60 workshops and master classes, provided mentoring and academic support for nurses, doctors and pharmacists around the country.

 

o   Implementation publications include Reducing harm to patients from health care associated infections: the role of surveillance, the Antimicrobial Stewardship in Australian hospitals, an OSSIE implementation guide, a companion guide for primary care, and surveillance guides for S. aureus bacteraemia, C difficile and CLABSI;

o   Support materials to assist hospitals with  National Safety and Quality Standards includes Standard 3, Preventing and controlling healthcare associated infections

o   developed an implementation strategy to support the implementation of the infection control guidelines  which included 35 workshops conducted across the country

o   700 clinicians in a survey on clinical capacity building; over 12,000 people registered for the on‐line infection control and prevention modules; over 300,000 health care workers have been assessed for hand hygiene compliance

o   Launch of education module for key principles of infection control for all health care workers; additional modules Infection Prevention and Control in Dental Settings. Infection Prevention and Control in Primary Care Settings and The Role of the Nurse in Antimicrobial Stewardship.