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professional vision; expert strategic andoperational education leadership in applyingLifelong Learning standards fostering translationof knowledge to practice and scholarlyendeavours; effectively collaborating with theEDNM, Directors of Nursing/Midwifery,Nursing/Midwifery Directors, AssistantNursing/Midwifery Directors, interprofessionalcolleagues, internal and external partners (e.g.HES) to enhance integration activities, lead, andevaluate education initiatives to achieveexpected outcomes.Nursing/Midwifery Educators who througheffective industry role application andengagement with HES colleagues cancontribute to integration initiatives such ascurriculum design, supporting nursing andmidwifery teaching and learning via co-designactivities and improve translation of knowledgeto practice, capability and capacity building.University/higher education providers who wishto engage in meaningful partnerships withindustry to achieve enhanced appreciation ofsupportive processes, imperatives, andapproaches to lifelong learning for the nursingand midwifery profession.Relevant nursing and midwifery colleagues ofvarious classification who collaborate in mutualuniversity - industry initiatives; distributedleadership; augmented networking and robustengagement in co-design projects, haveopportunity to influence educational offeringsthat scaffold learning to increasenursing/midwifery capability within context ofpractice.3. GlossaryTo clarify terms, a Glossary is provided(Appendix 1) to foster shared language,appreciation of requirements, and application ofthe principles contained within the Guide (Quinnand Hughes, 2013).4. AssumptionsUniversity and industry key stakeholders will: Plan to engage more effectively to achievesustainable and mutually agreeableintegration.Determine context specific agreed terms ofengagement prior to applying integrationprinciples.Identify responsible staff who will effectivelylead and participate in all mutually beneficialco-design, support, supervision, and reporting initiatives.Use The Framework (Appendix 2) or asimilar documented structure as the basis forinitiating the integration principles of thisguide prior to application.Consider how application of the principles inthis Guide (aligned to The Framework[Appendix 2] or similar pre-existing structure)will capture the importance of workintegrated learning to prepare colleagues forpractice.5. ContextThe context of this Guide relates to how healthindustry and university entities arrange andprogress partnerships where integration ofrelated nursing and midwifery teaching andlearning is desired. This best occurs through ashared governance model that supportscurricula, and other activities to achieve mutualgoals and benefit.The approach proffered could be used widely byboth industry nursing/midwifery education anduniversity academics to guide co-design ofeducation opportunities where integratedteaching and learning is desired (e.g. PostGraduate Courses, Continuing ProfessionalDevelopment, Transition Support Programs(TSPs), and Accelerated SpecialisationPrograms).6. University- IndustryIntegration FrameworkA co-designed transferable framework ofprocesses to enhance industry-academicprofessional learning/curriculum developmentwas an output of a competitive Australian Officeof Learning and Teaching (OLT) Seed researchgrant undertaken by Theobald et al., (2019). TheFramework is provided in appendix 2 and iscognisant of the regulatory imperatives ofstakeholders; outlines good practice principles,types of professional learning; and articulatesthe terms of partner engagement, including theenactment of distributed leadership(Papadopoulos et al., 2005). The original,unique Framework developed in partnershipwith key nursing industry and universitystakeholders, provides a contemporary blueprintto support co-design education and serviceinitiatives.Research undertaken in 2021 tested thetranslation of the five guiding principles andprocesses of The Framework (Appendix 2) andGuide for University – Industry Integration July 2021-7-

university and industry ability to apply andevaluate these in practice Theobald et al.,(2019). This trial specifically assessed the abilityto develop mutually agreed collaborativeprocesses, including curriculum content,program delivery, and evaluation to address theneeds of a group of trial participants, industry,and university in delivery of a postgraduateprogram of learning.The guiding principles of postgraduatecurriculum transformation (Theobald et al, 2019)informed the development of the followingtenets.The University – Industry processes section ofthe Framework (Appendix 2) was the focus todetermine veracity of articulated approaches.Due consideration of the structures andoutcomes sections occurred, it wasacknowledged unless there was synergybetween all three sections that generalisationand transferability of principles would bechallenging. 7.1 Envisage Operational strategies to support theapplication of the guiding principles in 7.1include but are not limited to:While not without challenges, the 2021 researchresults clearly indicated that the majority ofparticipants strongly perceived their involvementin the project contributed to enhancedcollaboration between industry and universitypartners and building staff capacity. Strongsatisfaction with the online product andassociated resources developed to support theeducational program, was also reported byparticipants. Some uncertainty regarding the ability toreplicate this program was expressed. Hencethe need to develop a guideline that can beapplied to effectively support implementationand sustainability of university-industryintegrated activities and partnerships.It is also acknowledged that this researchoccurred during a global pandemic. Accordingly,the impact of the pandemic response, workforceworkloads and responses to emergent activitysurges, the timing of the collaboration and othercore activity priorities took precedent.Limitations of the approach were thoroughlyconsidered, and these have been reframed asprinciples to enable university and industryapplication.Establish a mutual desire to enter a codesign partnership (university-industryeducation service initiatives).Define stakeholder agenda, and sharedvalues to set direction.Determine and acknowledge realisticcommitment required.Thorough exploration of barriers andenablers for each stakeholder group. Value the contributions of all involved(including program participants) by: Collaborating as equal partnerswith equal responsibility. Considering the impact of timing,processes, and milestones oneach party. Defining commitment, which isused to create inclusive, effectiveworking relationships.Facilitate mutual engagement to: Enact change. Enhance participation in robustdiscussion. Acknowledge competing prioritiesor conflicts of interest.Define and establish mutual respect andtrust while using differences to advantage.7.2 Partner 7. Integration PrinciplesTo achieve effective integration andsustainability the following principles should beapplied in conjunction with the tenets of TheFramework (Appendix 2) or a similar resource. Overarching principle Acknowledge and enact reciprocity in thepartnership to foster the exchange of theeducational initiative for mutual benefit.Guide for University – Industry Integration July 2021Establish effective executive sponsorshipsupported by key stakeholders at eachorganisation.Determine the overarching sharedgovernance structure, processes, andoutcomes.Stipulate reporting lines and responsibilitiesfor each stakeholder to ensure resourcesand delivery platforms are available. up-todate, and accurate.Identify optimal timing and workcollaboratively when undertaking mapping,action plans, achievement of milestones,and outcomes.Clarify the purpose of the educationalinitiative in the context of industryexpectations and learning outcomes (AQFand volume of learning).-8-

Operational strategies to support theapplication of the guiding principles in 7.2include but are not limited to: Operational strategies to support theapplication of the guiding principles in 7.3include but are not limited to:Demonstrate flexibility and implementiterative changes to maintain the focus onintent. Aim for synergy and agility torespond as necessary to maintainmomentum. Contextualise teachingapproaches considering learningstyles and structured learningactivities. Consider educational deliverymodes that are most appropriate tothe content being delivered andthe target audience.Continue to review ongoing support,development, and standardisation oflearning approaches.Establish seamless enrolment processesand determine access to the educationdelivery strategies. Provide clear instructions andsupport to the participant to enableeffective access and use of therelevant e-learning platformInterdisciplinary and cross-specialisationteaching is encouraged where appropriateand available.Involve professional colleges,organisations, and other learning networkswhere appropriate. 7.3 Construct Ascertain the fiscal, physical and humanresources required to achieve goal/s Include the right people at the right time tomitigate barriers and focus on enablers. Determine opportunistic development ofstakeholders to build capacity and capability. Scaffold the program of learning frominformation transmission to conceptacquisition (knowledge), to conceptdevelopment (skills), to concept change(application). Define clear program structure andparticipant motivations and expectations Ensure that the program aligns withNational Standards, Australian TertiaryEducation Quality Standards Agency(TEQSA), university and Industry policiesand requirements. Ascertain mutual agreement onperformance expectations, teaching andlearning approaches, assessmentprocesses.Determine that clinical assessments andprocesses are consistent with the Nursingand Midwifery Board of AustraliaFramework on assessing standards forpractice for registered nurses, enrollednurses and midwives (2015) (e.g. clinicalassessments are performance-based andundertaken in the practice context byassessors who are appropriately clinicallyand academically prepared) Jointly determine assessmentprocesses appropriate to thecontext.Maximise benefits of team processes andengagement. Provide curriculum developmentand delivery opportunities jointly.Demonstrate flexibility in clinicalcompetency assessment is fundamental(e.g., viva, observation, simulation,performance via telehealth etc.) and isconsidered in respect to what is availablein context.Ensure that academic integrity,expectation, and literacy are maintainedthroughout the process.Ensure access to plagiarism detectionsoftware.Implement standard processes to ensureaccurate calibration of markers and robustand transparent moderation processesacross the academic and industrycontexts.Employ dilemma-based (i.e., problembased) learning grounded in real practiceproblem. Consider incorporation of industrysafety issues and imperatives.7.4 Achieve Capability Guide for University – Industry Integration July 2021Foster mentoring between partners.Offer those involved professionaldevelopment and support to meet academicrequirements.Agree on the role or position responsible forthe review, update, and reporting of thequality and sustainability of the educationalproduct.Role clarity and shared contribution mustoccur and be reviewed to maintain focus andaction.-9-

Operational strategies to support theapplication of the guiding principles in 7.4include but are not limited to: Develop regular evaluation processes toensure a quality product is maintained.Determine the nature of contribution andreciprocity of each partner.Stipulate reporting lines andresponsibilities for each stakeholder toensure resources and delivery platformsare available, up-to-date, and accurate. 8. SustainabilitySustaining effective university industry codesigned product hinges on adherence to theguiding principles underpinning envisage,partner, construct and achieve capability, asoffered in this Guide or a similar resource.Given noted variance in integration processesthe following factors are provided to assist insuccessfully maintaining effective engagementand realisation of expected outcomes. Thesefactors include but are not limited to: Engagement of sponsors and stakeholdergroups is the key to success.Processes need to be the focus rather thanperson dependency.Shared values and outcomes require cleararticulation and review.Appropriate infrastructure is required tosupport ongoing evaluation and review ofprograms.Plans, key performance indicators/targetsare reviewed annually to reframeexpectations and direction.Financial viability of the partnership, andendeavours of all stakeholders requiresmonitoring and annual review.Frequent and inclusive strategiccommunication must occur.Authenticity of expert engagement in productGuide for University – Industry Integration July 2021development is required.The product/s need to meets university industry needs.Products need to meet target group needs.Benefits for each stakeholder are identified.Recognition, and reward is provided forauthentic contribution.9. ConclusionAs identified in the introduction thisUniversity-Industry Integration Guide drawson principles and recommendationsdeveloped by Theobald, et al., in 2019, andwas enacted in recent research undertakenin 2021, through testing an education trialusing the University – Industry IntegrationFramework (The Framework). Consideredwas university and industry partners ability toapply the collaborative processes with asmall cohort of trial participants (clinicians)and evaluate the outcomes in the healthcare context.Research findings demonstrate successfulimplementation of an educational trial, whichwas achieved by application of TheFramework (Appendix 2) and extension oforiginal guiding principles (Theobald, et al.,2019). This Guide provides a framework tosupport others to realise similar success inengaging in an integrated university andindustry partnership.It is anticipted if the integration principleswitihin this Guide are applied from a postionof reciprocity, mutual respect and trust thateffective university – industry intergration isachievable, sustainable and mutuallybeneficial.- 10 -

10.ReferencesAgency for Health Care Research qrdr/chartbooks/access/elements4.html Accessed May30 2021. Acessed 30 May 2021.Akehurst J, Giles K, Stronge P. Building workforce capacity and capability for integrated working.International Journal of Integrated Care. 2017;17(5):A231. DOI: http://doi.org/10.5334/ijic.3541Australian Government Tertiary Education Quality and Education Agency (TEQSA) (2015). HigherEducation Standards Framework. Retrieved from -framework-2015Australian Qualifications Framework Council (2013). Australian Qualifications Framework (2nded).,Retrived from tion-january-2013.pdfBillett, S. (2007). Developing agentic professionals through practice-based pedagogies. Strawberry Hills,NSW: Australian Learning and Teaching Council essionals-through-practice-based-pedagogies/. Accessed 7 Feb 2021Dzau, V. J., Cho, A., ElLaissi, W., Yoediono, Z., Sangvai, D., Shah, B., . . . Udayakumar, K. (2013).Transforming Academic Health Centers for an Uncertain Future. The New England journal ofmedicine, 369(11), 991-993. doi: 10.1056/NEJMp1302374Fahey, C., & Monaghan, J. (2005). Australian rural midwives’ perspectives on continuing professionaldevelopment. Rural and Remote Health. 2005 Oct-Dec;5(4):468. Epub 2005 Oct 28. PMID:16255621.Ganser, T. (2000). An ambitious vision of professional development for teachers. In NASSP. Bulletin,84(618), 6-12. doi: 10.1177/019263650008461802Gardner, G., Duffield, C., Doubrovsky, A., & Adams, M. (2016). Identifying advanced practice: A nationalsurvey of a nursing workforce. International journal of nursing studies, 55, 60-70. doi:10.1016/j.ijnurstu.2015.12.001Kalinski, B.S. (Eds.). (2014). Professional Education. Encyclopedia of Business and Finance (3rd ed.).New York City, New York: Macmillan Reference USA.Longe, J. & Narins, B. (Eds.). (2017). The Gale Encyclopedia of Nursing and Allied Health (4th Ed.).Farmington Hills, Michigan: Cengage Gale Learning.Morgan, A., Cullinane, J. & Pye, M. (2008). Continuing professional development: Rhetoric and practicein the NHS. Journal of Education and Work, 21(3), 233-248. doi: 10.1080/13639080802214100Mcllveen, P., Brooks, S., Smith, M., Taylor, J., Lichtenberg, A., Torjul, P. (2011). Perceptions of CareerDevelopment Learning and Work-Integrated Learning in Australian Higher Education. AustralianJournal of Career Development 20(1):32-41, 103841621102000105Nursing and Midwifery Board of Australia (2015) Framework for assessing standards for practice forregistered nurses, enrolled nurses and midwives. Retrieved -Guidelines-Statements/Frameworks.aspxNursing and Midwifery Board of Australia (NMBA). (2016). Guidelines: Continuing ProfessionalDevelopment. Melbourne, VIC: NMBA. Retrieved -guidelines-statements/codesguidelines/guideli

Amanda Fox Associate Professor, Postgraduate Course Coordinator, School of Nursing Queensland University of Technology. Bernadette Thomson Nursing Director Education, Princess Alexandra Hospital Metro South Health. Acknowledgements The authors of this Version of the Guide for University-Industry Integration - Queensland Health (2021) wish to