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Divergent views of inspiration have increasingly characterised the evangelical branch of Christianity since the middle decades of the twentieth century. Specifically, a divergence between inerrantist and non-inerrantist understandings has arisen, sharply dividing evangelical scholarship in its discussions on the doctrine of Scripture. This case study examines two contemporary Reformed theologians who represent significantly divergent views in this field: Peter Enns, a progressive evangelical, and John Frame, an inerrantist evangelical. The study focusses largely, though not exclusively, on one representative work from each author, through which their broad positions are revealed. An evaluation and comparison identifies and closely examines two specific themes as found in each author’s work: the incarnational analogy as it may be applied to the doctrine of inspiration and the inductive-deductive approaches to understanding the biblical phenomena. The evaluative-comparative study exposes areas of strength and weakness in both authors’ systems, from which areas requiring further study are suggested in some detail. The general purpose of the study is to further scholarly understanding on inspiration, and in particular to endeavour to expose the basic issues that nourish a seemingly intractable and widening scholarly divide within evangelicalism.

Movement-based activities can have benefits for children from early childhood and into formal education. However, most current research concerns movement-based activities which are a part of physical education classes. Integrated movement-based activities are activities that involve physical movement that is used to teach subjects other than physical education in the primary curriculum. For example, asking students to demonstrate their understanding of the water cycle by using movement to act out the process. The purpose of this study is to outline the impact that integrated movement-based activities such as this can have on primary school-aged students.

To answer this research question the study was separated into three phases which were conducted in both lower and upper primary classrooms. The data were collected using student guided self-reflection journals, numeracy tests, self-rating scales of concentration, teacher interviews, and researcher observations and reflections. The data were then analyzed using open-coding methods. It was found that when a supportive classroom environment and structure is established, integrated movement-based activities can impact positively on students' concentration, enjoyment of learning, engagement in learning, and interpersonal relationships.

Delirium is the clinical diagnosis of an acute confusional state, characterised by impaired cognition, fluctuating levels of consciousness, altered psychomotor activity, and a disturbed sleep-wake cycle. Delirium is recognised as a common and serious problem for older hospitalised patients and is associated with longer, more costly hospitalisations, increased rates of nursing home placement, functional decline, rehabilitation needs, home healthcare, and caregiver burden. Surgery is a known risk factor for the development of delirium and with an aging, sicker population undergoing surgery, postoperative delirium (POD) is emerging as a frequent complication. POD is a potentially preventable and reversible condition, therefore early detection and identification of factors contributing to the development of POD, is one of the most important current issues in surgical nursing care. Because POD is not a naturally occurring illness, its study must occur within the context of specific populations. POD has not previously been investigated in the colorectal surgical population.

This study investigated the prevalence and incidence of POD in a colorectal surgical sample (n=118) using a validated delirium diagnostic instrument applied daily for three days postoperatively. Numerous other data were collected during the study period in order to characterise the sample and identify predictors for POD development in colorectal surgical patients.

The sample was about half women (54.2%) with a mean age of 71.81 years. Most participants (64.4%) were married or in de-facto relationships. Many of the participants had other conditions. Most frequently, these were hypertension (56.8%), arthritis (38.1%) and hypercholesterolemia (36.4%). One in five participants (21.1%) had five or more concomitant conditions. In addition to these concomitant conditions, many participants had impaired vision (48.3%). Few participants were current smokers (14.4%), but one in five (20.3%) exceeded daily alcohol intake guidelines.

These participants were assessed once daily for three days. The overall prevalence of POD was 34.7% with the incidence of POD within the first 24 hours 21.2%. Throughout the study, new cases of POD continued to be identified each day with a small number of participants (6.8%) having POD on all three postoperative days. Whilst the number of new cases of POD decreased each day, the daily POD incidence did not markedly decline throughout the study.

Several pre-existing characteristics were found to differentiate those who developed POD from those who did not. For POD that developed in the first 24 hours (POD One), these characteristics were being unmarried and, hospitalized and given intravenous (IV) hydration on the day prior to surgery and for POD at any time in the first 72 hours (POD Ever) they were older age, being male and requiring a HDU admission postoperatively.

Today's women are demanding a social model of health care for their childbirth experiences. It is important that their views should be incorporated into an educational program that educates the health professional in the needs and wants of the consumer.

This is the cultural ethos that curriculum developers must be aware of because of the implications for curriculum content and the future education of midwives. Awareness of social issues is a requisite for today's midwives in their advocacy role, and in promoting greater involvement of women over decisions about their health.

This research seeks to identify the needs and wants of the childbearing woman and her partner to inform curriculum developers. It will have a focus on the clients at Sydney Adventist Hospital where the researcher is employed as an Educator in the clinical environment.

In 1980 the Avondale College associated with the Sydney Adventist Hospital introduced its first tertiary level nursing course leading to the Diploma of Applied Science (Nursing). The course was uniquely different to any other tertiary nursing course being offered in Australia, having a semester of theory, alternating with a semester of 'hands on' clinical experience during which the students were given 'learning packages' to complete.

In 1986, the implementers of the curriculum were desirous of some information with which to evaluate the effectiveness of this new innovative program. Information gained through a research study would be examined to determine how successful the course was in relation to the academic/educational domain and the area of skill as a practitioner. To gain this information, a study was conducted (Behrens 1986) which was evaluated in a quantitative and qualitative manner. From the results of this (Behrens 1986) study of the responses from the graduates of the Diploma of Applied Science (Nursing), the faculty of Avondale College, developed a revised curriculum with the title of Diploma of Health Science (Nursing). The first of these four Diploma classes graduated in 1991 and the last class graduated in July 1993. In mid 1990 an undergraduate curriculum was introduced leading to the Bachelor of Nursing degree. Since the first group graduated with this degree in November 1993 there have been four further classes graduate to November 1995. This study has been conducted with two goals in mind; the main goal is to look at employment patterns, graduates perceptions of the effectiveness of the course undertaken, satisfaction levels of the graduates and to determine changes and aspirations relating to career pathways. The other goal is to compare the responses of the graduates of the earlier diploma (Behrens 1986), with the responses of graduates from the later diploma and the degree program. Hopefully, from the responses obtained the college may be assisted in making changes to the current program as well as in the development of future curricula.

This study aimed at reducing occupational stress in the lecturers of a tertiary institution by strengthening social support through participation, thus mediating the negative effects of stress on health.

A number of stress producing factors were identified. The problem of continuous student interruption and the issue of communication with management were chosen for the study.

The study was implemented within an action research framework. The interrelationship with Primary Health Care has been noted.

Implementation of an appointment book designed to incorporate individual lecturer time preferences, has succeeded in eliminating the continuous interruption by students and has in turn resulted in stress reduction in lecturers. Concurrently, students' stress has been reduced by better management of their time.

There has been considerable improvement in communication between management and lecturers, management setting aside one staff meeting per month for 'open communication'.

An alternative approach for the development of curricula has been formulated and used as an adjunct to the curriculum planning process. This project evolved from a perceived dichotomy existing between the actual educational needs of post-registration nursing students and that of the focus of curricula, planned for them. In the course of this inquiry, the particular attributes of post-registration nursing students were delineated, the postulations supporting a person-oriented theory were established and the major concepts of a person-oriented point of view were used to evaluate the philosophical nature of the elements of selected curricula. The major part of this inquiry consisted of an investigation into the philosophical nature of post-registration nursing curricula, in an endeavour to establish the existence or nonexistence of a person-oriented approach to curriculum construction. The findings of this inquiry suggest that planners of post-registration programmes in nursing do use this approach in curriculum development. However, it was found that in some instances there were marked inconsistencies. Planners sometimes expressed the person-oriented ideas in their philosophical statements, subsequently failed to follow these concepts consistently and fully. This project justified the use of a matrix tool for the cross-linking of person-oriented theoretical concepts, with traditional curriculum elements. The findings of this analytical study support a person-oriented approach to the development of post-registration nursing programmes, such as a Bachelors Degree in Nursing.

Titled 'Developing the nurse professional and nurse education for the 21st century' this professional portfolio consists of a series of academic papers, literature reviews, supporting workplace research and scholarly activities linked to the focused theme. It has been compiled in association with completion of five coursework units of the Doctor of Education program through Edith Cowan University, Western Australia. The purpose of this portfolio was to establish what educational strategies would enhance the professional education for the nurse of the future. Through an examination of various contemporary educational theorists' work, a conceptual framework was developed using the concepts of Hargreaves (2003) as an overarching model to establish the current positioning of nursing and nursing education in the knowledge society. The preparation of a nurse who can function effectively and efficiently within a rapidly changing health workplace relies heavily on educational preparation that includes the development of knowledge, skills and attitudes appropriate for the role. This portfolio has examined critical aspects of nursing and nurse education in relation to the development of these necessary areas for future nurse professionals. Integrated workplace research on student readiness for self-directed learning, the importance of supportive clinical learning environments and student's perceptions of these environments, developing leaders and quality preceptors for students and the importance of information and technology for nurses have been reviewed and analysed in this portfolio. This portfolio has contributed to understanding the current positioning of nursing and nurse education and drawn together important educational strategies for Avondale College and other similar institutions to consider when developing future nursing programs.

International undergraduate clinical nursing placements are becoming a more accepted alternative to local clinical nursing placements, and have been identified as contributing to positive learning experiences. The purpose of this study is to explore and describe the lived experience of Australian student nurses participating in a clinically focused service-learning placement in the Solomon Islands. It aims to capture their perception of learning whilst working in a clinical setting in a developing country.

An interpretive, phenomenological study design was used. The participants comprised seven senior Bachelor of Nursing students, studying in Sydney, Australia. Participation in the study was entirely voluntary and not linked to grading or satisfaction of requirements needed to complete their degree course. Data was collected via both semi-structured interviews and a group presentation after participation in the placement.

After analysis, six themes describing the participants perceived areas of learning resulted. These were (i) collaboration; working side-by-side, (ii) emerging confidence, (iii) appreciation, (iv) adaptability and creativity, (v) ignited passion for increased faith and (vi) cultural considerations.

These areas of learning inform nursing faculty of the usefulness of an international clinical learning experience in a developing country and may guide future teaching within the subject areas of primary health care, community health nursing and clinical subjects. These findings will inform faculty when organising future international opportunities for clinical placement and provide insight to future curriculum development.