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Scientific oral communication is of major importance in democratic societies, but science students often dread giving oral presentations because of the stress they cause, and more generally, because of their attitude towards science communication. As attitude influences behavior, attitude towards science communication might have an impact on the performance students give during an oral presentation. This study was conducted with French-speaking postsecondary CEGEP (17–19 years old) science students in Montreal, Quebec, Canada. In this mixed-methods study, students’ attitude towards oral communication in science (n = 1295) was measured using a five-component model (perceived relevance, anxiety, enjoyment, self-efficacy (S-E) and context dependency). We then observed, by video, a sample of 26 students and measured their oral performance skills during a presentation on a scientific topic. The results suggest a strong correlation between oral performance in science and two components of attitude: the enjoyment of doing oral presentations and a specific aspect of S-E we called Showmanship S-E. In addition, although most students had a high perception of the relevance of oral communication in science, this did not correlate to their oral performance and most experienced anxiety about their oral communication.

Although anxiety is an important component of individuals’ relationship with public speaking, it only represents a portion of the story. Specifically, understanding attitudes toward public speaking can help instructors develop improved methods for teaching and assessing student performance in speech classes, and on oral communication-based university-level learning outcomes. This study addresses our lack of understanding of attitudes towards public speaking by collecting and examining data from 1,112 college students to develop a Public Speaking Attitude Scale and examine the scale’s ability to predict students’ intent to leverage skills learned in introductory speech classes in their future endeavors. Initial item development and validation are described, and the scale is compared against existing measures to determine which scale accounts for more variance in students’ intent to leverage public speaking skills. Findings suggest that Public Speaking Attitude accounts for significantly more variance than public speaking anxiety and shyness in a student’s intent to leverage skills learned in the basic speech course. Implications and avenues for future research are discussed.

Responding to an integrated marketing communications survey, both advertising and public relations professionals believe that public speaking and oral presenting are an important educational area (Rose & Miller, 1993). To twist Tom Bowers' remarks, requiring advertising students to tune in to public speaking sends \"a message that these things are important for the School's graduates to know\"; presentation requirements \"should act as a kind of siren, calling students' attention to potential errors and teaching them where to find answers,\" (Johnson, 1996, p. 14).3

Aboriginal and Torres Strait Islander peoples continue to be pathologised in medical curriculum, leaving graduates feeling unequipped to effectively work cross-culturally. These factors create barriers to culturally safe health care for Aboriginal and Torres Strait Islander peoples. In this pilot pre-post study, the learning experiences of seven medical students and four medical registrars undertaking clinical placements at an urban Aboriginal and Torres Strait Islander primary healthcare service in 2014 were followed. Through analysis and comparison of pre- and post-placement responses to a paper-based case study of a fictitious Aboriginal patient, four learning principles for medical professionalism were identified: student exposure to nuanced, complex and positive representations of Aboriginal peoples; positive practitioner role modelling; interpersonal skills that build trust and minimise patient–practitioner relational power imbalances; and knowledge, understanding and skills for providing patient-centred, holistic care. Though not exhaustive, these principles can increase the capacity of practitioners to foster culturally safe and optimal health care for Aboriginal peoples. Furthermore, competence and effectiveness in Aboriginal health care is an essential component of medical professionalism.

The successful candidate will be teaching all levels of Mass Communication classes, such as: Introduction to Mass Communication, Media, and related courses. The ideal candidate will also have the credentials to teach the basic Speech course and be versed in curriculum development.

Australia needs more Indigenous nurses. This is widely recognised in both academic literature and government policy. In 2012, only 0.8 percent of the Australian nursing workforce was Indigenous (AIHW, 2012). In spite of the clear need, there is little discussion about how to successfully recruit, retain and graduate Indigenous nursing students. This paper describes a successful programme being implemented at the University of Southern Queensland (USQ). Between 2000 and 2012, USQ graduated 80 Indigenous nurses and midwives, at both undergraduate and postgraduate levels. In this paper, the authors outline the journey they undertook to develop the successful programme at USQ: The Indigenous nursing support model: Helping hands. They argue that four elements underpin success for Indigenous nursing students: The availability of Indigenous academics, Indigenous health content in the nursing curriculum, Indigenous-specific recruitment materials, and individual mentoring and nurturing of Indigenous students.

This experimental study reviewed the efficacy of a new classroom tool known as the Showcase Assignment. This assignment reduces public speaking anxiety in the public speaking classroom. This assignment asked students to pick a talent (poetry reading, singing, etc.) that is important to them in some way, give a brief description of what their talent is, disclose its importance to them, and perform it in front of the class. This study was based on literature related to communication apprehension, experiential learning and self-disclosure theories, and classroom environment. This study used pre-test post-test survey methodology of 179 students, split into treatment and control groups, enrolled in speech courses at two mid-sized universities in the Southern United States to answer five research questions: (1) How does the implementation of the Showcase Assignment affect public speaking anxiety as it relates to speech classrooms? (2) How does the Showcase Assignment impact grades on speaking assignments compared to those that are not exposed? (3) How do students describe the Showcase Assignment in relation to a supportive classroom environment? (4) How do students describe the Showcase Assignment in relation to creative learning? (5) How do perceived instructor personality and implementation of the Showcase Assignment compare to the students’ perception of instructor personality and implementation of the Showcase Assignment? The study found that the Showcase Assignment did not have a significant impact on students’ self-reports of anxiety overall but, the instructor teaching the Showcase Assignment did impact those reports. The Showcase Assignment did improve student’s observed anxiety levels, meaning that students in the experiment group appeared more confident when speaking. The assignment also showed an improvement in student grades on speaking assignments. The study found that students reported positive feedback concerning the Showcase Assignment including its benefits in creating a supportive classroom environment and in enhancing creativity skills to help with other speech class presentations. Finally, the study showed that positive instructor personality and implementation of the Showcase Assignment will result in positive student feedback.