Institute of Health & Nursing Australia is committed to ensuring compliance to copyright legislation in all areas of the teaching and learning which relate to third party copyright materials. The purpose of this policy is to promote copyright compliance in both the academic and non-academic activities of the institution by ensuring that all students and staff are made aware of their obligations when using copyrighted materials in any format whether by copying, reproducing, communicating, recording, or performing. Assist IHNA students and staff to make full legal use of the materials at their disposal and limit any risk to the institution associated with the use of copyrighted materials. This policy applies to all students and staff at IHNA campuses and relates to all IHNA approved or sponsored activities.
The copyright Act 1968 shall for the purposes of this document, be referred to as the Act. First party copyright materials created by IHNA staff as part of their employment in which copyright has not been transferred or exclusively licensed to a third party.
Third party copyright materials includes both licensed and unlicensed third party copyright material. Licensed third party copyright materials is any copyright protected material for which the terms of use are governed by a license or other from of agreement. Unlicensed third party copyright materials is any copyright material not governed by an agreement between the copyright owner and the user. This includes material copied in support upon Part VA or VB of the Copyright act of 1968.
Whenever another person’s intellectual property is used, user must also ensure that they comply with moral rights legislation that is also part of the copyright Act. This means that the author must be correctly acknowledged, and the work should not be treated in any way which would be the reputation of its creator.
Students can reproduce copyright materials without permission provided that the dealing is for research or study and that the copying is fair. Fair dealing applies to work copied by an individual for their own use, but not copy materials for others.
The Act section 40 deems fair to mean an article in a periodical publication more than one article in the same edition of a periodical if on the same subject matter, a reasonable portion which is 10% or one chapter, if the work is a published edition of 10 pages or more. In case of electronic materials, 10 % of the number of words may be reproduced or communicated for educational purposes under part VB of the ACT. In case of materials on the internet the same rules apply. It should not be assumed that all materials on the internet id freely available. Check to see if materials are copyright or public domain.
In general, for literary, dramatic and musical works copyright ends 70 years after the death of the creator. For published sound recordings and films copyright ends 70 years after publication of the work. For artistic works copyright lasts for the life of the artist plus 70 years.
Compliance Responsibilities are the responsibilities of all students and staff to make themselves aware of their obligations in relation to copyright by Reading and handouts on copyright supplied at the orientation and accompanying information on IHNA ‘s copyright webpage. Attending copyright information and training sessions. Consulting with the copyright Officer when in doubt as to their copyright responsibilities. Students are entirely responsible for any copyright infringement resulting from their actions. Faculty are responsible for the copyright compliance of all third party copyright materials supplied to students enrolled in their courses.
The act section 135 ZN-ZT allows for the reproduction of certain materials for people with sight and intellectual disabilities.
All third party copyright materials print or digital which staff provide for students to access via Canvas must be lodged with copyright officer and uploaded, through the e-reserve program which monitors copyright compliance.
Any materials that are transmitted in any other electronic format including emails, by or on behalf of lecturers, should also be accompanied by the appropriate copyright notice. See the IHNA copyright Officer or copyright webpages for the correct wording.
Student materials is generally protected by copyright. Lectures wishing to use a student’s work must ensure that they keep adequate documentary prof that they have the student’s permission.
Education licensing cannot be relied upon for nonacademic activities such as social activities, community outreach, fund raising, religious and cultural programs. Staff and students should check with the Copyright officer on their campus to ensure their activity is covered by the current IHNA licensing agreements. The libraries on each campus hold several books published by the Australian copyright council that will assist in the understanding and implementation of Australian copyright law.
Relevant websites include:
Any non-complying activities will be brought to the attention of those responsible. Failure to take appropriate action will be brought to the attention of the copyright committee and may result in disciplinary action.
IHNA acknowledges the Traditional Owners of the country throughout Australia and recognises their continuing connection to land, waters, and culture.
We pay our respects to their Elders past, present and emerging.
Location : Online
How to attract, recruit and maintain a dedicated skilled and loyal workforce in the health sector (Aged Care)
This seminar is based on research from a recent royal commission report into the aged care sector and a workforce strategy that followed. The strategy outlined a number of skill gaps across the aged care sector, including a significant lack of management & leadership knowledge and skills. This was identified across all levels of staff, including management and supervisors. Based on the workforce strategy, I have put together an educational seminar. The seminar includes a lot of practical ideas and ‘How To’ methods. The purpose of the seminar is to develop and build knowledge and skills of people working across the aged care sector.
Main topics
Bio. Kevin Egan
MBA, Adv. Dip, CIV TAE.
Kevin has lived and worked in Australia for most of his professional life. He started his career working on a factory floor. Not satisfied with factory work, he set off on a journey to create a successful life and career. This is a remarkable story of a person who was intellectually, economically and emotionally bankrupt and worked his way from obscurity to personal and business success.
During his career, Kevin has acquired a wealth of knowledge and experience working across various Australian businesses and industries. These include: local and state government, transport and logistics, retail, warehousing, sales, finance and education.
Kevin has held various positions, including senior partner, state and national management positions and senior consultant roles. He holds a Master’s degree in business administration and is a published author.
Kevin’s local business and academic skills make him the ideal speaker for this seminar.
Book a SpotDr. Bijo, the Founder, Managing Director, and CEO of HCI Australia, epitomizes a visionary leader driven by a deep passion for education, entrepreneurship, and technology. With a Master’s in Business Administration and a background in Mechanical Engineering, he brings over three decades of extensive project and business management experience to his role. Furthermore, as a member of GAICD and has pursued a PhD in Corporate Governance in the Educational Sector at Swinburne University, Dr. Bijo exemplifies a dedication to lifelong learning and professional excellence.
With a dedication to teaching, research, and industry consultancy he’s published over 45 referred research and conference papers and. Dr Hewege holds a PhD in Management, a Master of Business Administration Degree, and a Bachelor of Science in Business Administration with Honours. He’s well-regarded on a wide spectrum of research areas including corporate social responsibility, management controls of transitional economies, marketing, logistics, international business, and research methodology. Dr Hewege has also accumulated over 20 years of teaching experience on undergraduate and postgraduate levels in Australia and internationally.
Associate Professor Anthony Welch has held a number of positions in the discipline of nursing in both the private and public sectors of the health care industry (Australia, New Zealand, Singapore, and Hong Kong). Such positions have included Hospital Manager, Director of Nursing, Deputy Director of Nursing, Senior Supervisor, Unit Manager, Principal Educator, Senior Lecturer, Associate Professor, Director of Undergraduate Studies, and Director of Post-Graduate Studies. He has also been a foundation member of two Schools of Nursing in Australia. He is currently employed at Central Queensland University as Assistant Dean Community Engagement, School of Nursing and Midwifery.
Trang Perrine is a distinguished Senior Finance Executive and Non-Executive Director renowned for her exceptional strategic leadership and financial stewardship. As a forward-thinking executive, Trang seamlessly integrates short-term financial imperatives with long-term strategic aspirations, ensuring her organization’s robust financial health and positioning it for enduring success. Trang's analytical acumen and results-driven approach have consistently fortified her organization's financial standing, fostering sustained growth and profitability. Her expertise as a trusted advisor to boards, CEOs, and directors underscores her pivotal role in shaping financial strategies and steering critical decision-making processes. Her commitment to excellence is exemplified by her Executive MBA with honours from the prestigious Melbourne Business School, reflecting her profound work ethic and comprehensive expertise. Additionally, she holds credentials as a Graduate of the Australian Institute of Company Directors (GAICD) and is a Certified Practicing Accountant (CPA). Through her visionary leadership, financial insight, and people-centric approach, Trang continues to make transformative contributions, driving sustainable growth and success for the organizations she serves.
Ms. Shali Bijo, an experienced healthcare professional with over 25 years of nursing, education, and management experience, plays a key role at HCI. Focused on IHNA courses, she ensures compliance with regulatory requirements, implementing strategies for excellence and upholding standards of education and training for healthcare professionals. Holding a Masters in Orthopedic Nursing, Shali is dedicated to maintaining organizational compliance while delivering top-quality education.
In 2018, Lorraine transitioned to the role of Pro-vice Chancellor Associate - Academic and Strategic Transformation, which she held until her retirement at the end of 2018.
With more than 20 years of experience in the field of accounting and finance, Pankaj has experience across financial reporting, taxation, and auditing, with established skills in corporate finance, financial analysis, taxation, accounting, and auditing. He holds Bachelor of Commerce and is also a Certified Public Accountant (AUS) and Chartered Accountant (India). Pankaj has been working with the HCI Group for over eight years and is responsible for managing financial aspects of the entire group.
Shruthi is an accomplished entrepreneur with experience in academic board membership and publication.
She has a background in RTO education.
Shisir Manandhar is a respected leader in Australian tertiary education, overseeing academic programs at IHNA. With over seven years of experience, he specializes in technology management and innovation policy. As head of Heathovation, he drives research and innovation in healthcare education using cutting-edge technologies. Shisir's research focuses on enhancing tertiary education and healthcare delivery through innovative technologies.
Building on a robust foundation of vocational training, Australia's VET system, operational for over four decades, exemplifies educational excellence. HCI, with its seventeen-year tenure, expands this legacy internationally, offering innovative training models tailored for a globally-mobile workforce. These initiatives are instrumental in fortifying individual capabilities and catalysing economic growth, by nurturing a skilled labour force attuned to the demands of diverse industries.
The Global Skill Training Academy, also known as HCI Skilldemy, is a dynamic initiative by HCI aimed at elevating vocational education in healthcare. HCI Skilldemy specialises in offering internationally-focused training courses, developed by HCI's curriculum experts for offshore delivery.
The HCI Skilldemy is strategically designed to extend HCI's expertise in vocational training to the global stage, catering specifically to international students offshore. Our tailored courses, crafted by seasoned curriculum specialists, ensure a comprehensive learning experience that aligns with the needs of international markets and upholds the educational excellence synonymous with HCI.
The HCI Skilldemy aspires to be the bridge in global healthcare education, preparing individuals to meet the demands of the industry with an expansive skill set. Committed to 'Education for Employment,' our mission encapsulates the provision of comprehensive training programs tailored to foster work-ready graduates. We strive to equip our students with both the practical and theoretical knowledge required to excel in the healthcare sector, ensuring they remain at the forefront of innovation and service.
Skill sets offer a flexible approach to vocational education, allowing learners to accumulate partial qualifications that collectively lead to a full qualification. This method of 'stacking' units aligns with the concept of staking in cryptocurrency, where individual contributions lead to greater rewards over time. By engaging with individual units that contribute to a larger goal, learners can pace their education to fit their life circumstances, making each step manageable and significant towards achieving their ultimate vocational aspirations.
Online systems for HCI SKILLDEMY course delivery bring multiple benefits, enhancing the educational experience. They provide a structured environment for learning, with consistent quality in both content and assessment. This ensures that all students receive the same comprehensive information and are evaluated against the same standards, regardless of their location. Moreover, digital platforms facilitate interactive and flexible learning, allowing students to engage with the material at their own pace and in a manner that suits their individual learning styles.