The Institute’s key areas of expertise and course delivery are nursing, health and community services such as aged care, disability support and early childhood education and careIHNA is fast-growing, dynamic, and quality-driven institution committed to continuous improvement; working hard to develop, implement and deliver courses and professional development programs. IHNA students benefit from fully equipped campuses, with modern facilities and amenities, including state-of-the-art nursing and computer laboratories, a student library, audio-visual equipped classrooms and student break out areas. All of this combines to ensure IHNA’s significant contribution to the training needs of the Australian workforce, particularly in the caring professions.Terms of ReferenceExpression of InterestIHNA Risk Management Framework
Our members oversee academic governance and ensure that learning and teaching are promoted and conducted within legislative and ethical requirements. This is to maintain IHNA’s position as a registered training organisation.
We also encourage the development and maintenance of high standards of teaching, learning, and scholarship. Our advice to the Board of Directors includes:
The Aboriginal and Torres Strait Islanders Education and Support Committee is established as a standing committee of the Academic Board established under the Academic Board Terms of Reference.
Institute of Health and Nursing Australia (IHNA) is committed to self-determination by empowering, supporting and creating partnerships with Aboriginal and/or Torres Strait Islander students, staff and their communities that ensure a culturally rich, relevant and engaged learning experience which embeds Aboriginal and/or Torres Strait Islander Peoples heritage and culture. The Committee has been formed to institutionalise the practice through a formal committee set up where the Aboriginal and/or Torres Strait Islander education and support system will remain integral in IHNA’s core business on education and training.
IHNA Reconciliation Plan coming soon.
The Committee is established by the Academic Board, as part of its governance framework, to provide reports and/or recommendations to the Academic Board and other Committees as required in matters related to IHNA’s course development and monitoring aspects.
The Institute of Health and Nursing Australia (IHNA) recognises that effective and informed course development and change management processes are an integral part of the strategic academic planning of the Institute and part of the continuous improvement and quality management.
The principal function of the Course Development and Monitoring Committee is to provide advice on relevance of courses to prospective students, specific industry and professional bodies, and the community and in doing so provide open and transparent processes for this.
The Learning and Teaching Committee (LTC) is established as a subcommittee of the Academic Board as per the Academic Board Terms of Reference. The LTC reports to the Academic Board on matters related to Curriculum.
The LTC is a principal academic committee to support the Academic Board on learning and teaching matters, including:
Nursing Advisory Committee (TOR-NAC) is established by the Curriculum Development and Monitoring Committee (CDMC) as part of its course development and review framework as outlined in its terms of reference. Nursing Advisory Committee (NAC) will be Nursing discipline-based and established based on the Institute of Health & Nursing needs in the Nursing discipline.
Nursing Advisory Committee (NAC) is charged with engaging representatives of major stakeholders (Internal staff, employers, industry, relevant professional bodies and the wider community) in developing, proposing, reviewing and improving the course/s.
It will maintain and advance IHNA’s academic standards, maintaining the interests of students, the discipline/s and the associated industries and professions, including the relevant legislative and regulatory requirements.
The principal function of the Nursing Advisory Committee (NAC) is to provide advice on the relevance of courses to prospective students, specific industry and professional bodies, and the community.
The NAC may also facilitate networking with universities, businesses and the community to provide opportunities for research collaborations and/or provide practical experience for students where appropriate.
The Student Misconduct and Appeals Committee (SMAC) is established as a standing committee of the Academic Board as per the Academic Board’s Terms of Reference.
The main objectives of the SMAC are as follows:
The Committee is established by the Board of Directors to provide reports and/or recommendations to the Board of Directors and to the CEO and other Committees as required.
The Committee will agree objectives annually that are specific and measurable and will regularly review its progress in meeting and delivering the objectives. The objectives of the committee include, but are not limited to:
This is a Sub-committee reporting to the Executive Management Committee (EMC). It provides reports and/or recommendations to the Audit and Risk Management Committee and other Committees as required.
The rationale of the Committee is to assist the Audit and Risk Management Committee to report IHNA’s management of its assets, liabilities and risks to the Board of Directors.
Based on the Standards in the Standards for RTOs 2015 relating to assessment of financial viability risk and holding public liability insurance, the Committee is responsible to consider:
Student Representative Councils (SRC) are an integral part of campus life at each IHNA campus and encourage students to become actively involved in the Institute and, IHNA Life.
The SRC provides a forum for Students to raise and discuss emerging views, suggestions and issues about learning, teaching, and student services. SRC is also an important opportunity for open communication between the student body and the Institute.
Student Representatives are sought from across the student community and IHNA has also extended participation to Alumni. SRC members are self-nominated from the student body and the Chair and Office-Bearers are appointed by the SRC.
As students represent the views of the entire student body, SRC provides an opportunity for students to develop their own soft skills and influencing skills as they participate in activities such as organising activities, leadership and representation and communication and mentoring of new students.
The Committee is established by the Board of Directors (the Board), as part of its governance framework, to provide reports and/or recommendations to the Board and other Committees as required.
The Audit and Risk Management Committee (ARMC) is a formally constituted committee by the Board of Directors to assist and advise the Board in fulfilling its corporate governance and independent oversight responsibilities in relation to IHNA’s risk management and compliance, internal policies, procedures, audit requirements and external reporting responsibilities.
HCI acknowledges the Traditional Owners of country throughout Australia and recognises their continuing connection to land, waters and culture.
We pay our respects to their Elders past, present and emerging.
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.
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 Spot
With a passion for education, entrepreneurship, and technology he’s been able to shape the vision of IHNA. Equipped with a Master’s in Business Administration and qualified in Mechanical Engineering, Bijo has had extensive project management and business management experience. He’s used this experience to enable new and innovative programs to push the envelope for career-focused healthcare training. Bijo has worked worldwide and has had the opportunity to be a well-respected and prominent community figure in Australia, Malaysia, and India. As the acting CEO of IHNA, he oversees and manages the operational activities, systems, and policy implementation of the organisation. He’s also a member of GAICD (Graduate of the Australian Institute of Company Directors) and currently pursuing a PhD in Corporate Governance in the Educational Sector at Swinburne University.
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.
Led by a deep passion for nursing, Professor Chair has held a number of positions in both the private and public sectors of the healthcare industry in Australia, New Zealand, Singapore, and Hong Kong. These positions include 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’s also been a foundation member of two Schools of Nursing in Australia and is currently working at Central Queensland University as Assistant Dean Community Engagement, School of Nursing and Midwifery.
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.
Dedication to innovation and technology, Dr Shisir is a senior researcher and academic specialising in ICT and innovation policy with a strong track record of serving the Australian tertiary education for over five years. He heads Heathovation, an HCI subsidiary dedicated to the latest technologies and collaborative tools in the design and delivery of healthcare education. Dr Shisir leads multi-disciplinary research on the design, development, delivery, execution, and evaluation of cutting-edge ICT technologies to improve tertiary education systems and healthcare service delivery. His professional affiliations include: Australian Computer Society (ACS), Centre for ICT for Development, Nepal (ICT4D) and Nepal Research and Education Network (NREN).