Participate

Abstract submission

We received an excellent response to our call for abstracts with more than 1400 abstracts submitted. Abstract submission is now closed.

Review Process

All abstracts undergo rigorous double-blind peer review using a standardized scoring system (0-6 scale) based on the following criteria:

• Conference Alignment: Relevance to NETNEP scope and clear connection to one or more of the eight conference themes

• Academic Rigor: Methodological soundness, appropriate research design, robust analysis, and evidence-based conclusions

• Knowledge Contribution: Originality, significance of findings, and potential impact on nursing, midwifery, or healthcare education

• Quality Standards: Clear objectives, logical structure, appropriate use of literature, and professional presentation

• Practical Relevance: Clear implications for education, practice, policy development, or future research directions

Important Notes

• Ethical approval should be obtained where required

• Any research reported must have commenced at the time of the abstract submission.

• Authors will be notified of decisions by 17 July 2026

• Once accepted, at least one author must register for the conference

• Presenting authors must be available for their scheduled presentation time

Abstracts of all accepted contributions will be included within the online abstract system which will be distributed to all registered conference participants.

For revisions or queries regarding papers already submitted

If you wish to make any essential revisions to an abstract already submitted, please contact the Conference Content Executiveopens in new tab/window (Please do not email credit card information under any circumstances) with details of any revisions or queries. Please quote your reference number if you have one.

Conference Themes

1. Transforming the practice learning environment

Abstracts in this theme will focus on the practice learning environment. This could relate to any aspect of learning, teaching, and assessment of student practice and competencies for registration or post-registration proficiency in any setting. Abstracts in this theme may include examples of:

• Preceptors and mentors supporting student learning

• Innovative approaches to partnership between education providers and clinical sites.

• Comparison of different models of student practice placement

• Examples of international and interprofessional collaboration

• Development and evaluation of approaches to assess practice learning

• Involving consumers in student learning and assessment

• Inter -disciplinary learning in practice.

• Partnership with industry in learning and assessment

2. Sustaining our educational and practice communities

Abstracts in this theme will focus on how we are meeting the challenge to recruit, retain, and support professional growth of a strong academic and practice learning workforce equipped and able to support growth and learning. We are also seeking abstracts that outline strategies and approaches designed and implemented to enable students to thrive in a rapidly changing environment. Abstracts may focus on the following;

• Building resilient learning environments

• Mental health support systems for educators and students

• Innovative approaches to supporting diversity in nursing and midwifery education

• Innovative approaches to supporting disability in nursing and midwifery education

• Innovative approaches to supporting and implementing cultural safety in nursing and midwifery education

• Recruitment and retention strategies in academia and clinical learning

• Development and evaluation strategies designed to promote student success

• Mentorship and professional development for emerging academics

• Preventing burnout in academic and clinical settings

3. New technologies, artificial intelligence, simulation, and social media in teaching and practice

Abstracts in this theme will focus on technology, in its broadest sense, and the way in which it impacts the learning experience. This includes simulation development and the rapidly developing fields of artificial intelligence (AI) and digital literacy of the practice and education workforce across all technologies. Abstracts may focus on:

• Developments in simulated learning environments

• The use of artificial intelligence or social media in learning and teaching, and assessment

• The use of AI technology integration into curriculum design

• Digital literacy for educators and students

• The use of Gamification in education

• Ethical considerations in Artificial Intelligence use in nursing, midwifery, and healthcare education and clinical practice

4. Learning, teaching and assessment

Abstracts in this theme will focus on all aspects of learning, teaching, and assessment of students in nursing and midwifery undergraduate, post-graduate, and practice-based learning environments. Abstracts outlining the development of new theoretical approaches or pedagogical innovation, are welcomed. Additionally, abstracts that explore the underpinning scholarship, methodologies, and reviews that make a significant contribution to the current knowledge base are relevant to this theme. Abstracts will typically focus on:

• The development and evaluation of evidence-based teaching methodologies

• Competency-based education and assessment models

• Authentic assessment approaches

• Micro-credentialing and digital portfolio approaches

• Experiential learning strategies

5. Nursing and midwifery education responses to global and planetary health challenges

This theme will focus on the intersection of healthcare and education providers and the education strategies in place to respond to global health challenges. This theme will also include the educational responses within the sector for promoting planetary health. Topics might include;

• Education on planetary health and the development of climate-related health competencies

• Development and evaluation of education to support eco-friendly healthcare practices and sustainability

• Evaluation of strategies to support eco-friendly practices within nursing and midwifery education delivery models.

• Nursing, midwifery, and interprofessional educational strategies to enhance resilience in the face of environmental challenges and emergencies

• Disaster preparedness in nursing curricula

• Conflict and humanitarian response training

• Building adaptive capacity in educational institutions

6. Sustainable curriculum innovation and development

Abstracts in this theme will focus on innovative curriculum development and delivery, and the way in which evidence-based education and national and international policies for professional practice are demonstrated. This theme includes any innovation or development in curriculum development and implementation that utilises research from established or emerging educational theory to develop programs of education at entry to practice and post-graduate levels. Topics might include:

• The inclusion of how the arts, social and physical sciences, and evidence from practice-based experience have been included in the curriculum to enhance student learning experience

• Presentations outlining the development of new theoretical approaches or pedagogical innovations are welcome.

• Abstracts that explore the underpinning scholarship, methodologies, and reviews that make a significant contribution to the current knowledge base are relevant to this theme

7. Lifelong learning supporting professional development and leadership in nursing and midwifery

Within the rapidly changing healthcare environment, the ongoing education and development of the healthcare workforce is a vital component of clinical governance within organizations and a professional obligation for nurses and midwives. This theme will explore education providers and healthcare organisations' response to the delivery of programs designed to promote lifelong learning, practice innovation, and workforce wellbeing. The focus might include short courses of study, postgraduate, master's level study, or doctoral level programs (PhD/Professional Doctorates) and may include:

• Coaching and mentorship programs

• Postgraduate education

• Advanced Practice /competency development

• Leadership development

• Research training

• Developing reflective clinical supervision capacity

The development of future academic leaders and leadership would align with this theme. Presentations that demonstrate academic leadership in healthcare education would be aligned with this theme.

8. Translation of knowledge into practice

Abstracts in this theme will focus on the impact of research, scholarship, and evaluation on local, national, and international developments and policy setting. Topics might include how people maximise the impact of their work beyond academia, and influence the public, policy makers, practitioners, and other key stakeholders to apply new knowledge to impact health outcomes. Abstracts in this theme may include examples that demonstrate how knowledge translation encourages greater collaborations across different sectors and may include:

• Policy brief development - Translating complex research findings into actionable

  recommendations for health ministries and regulatory bodies

• Practice toolkit creation - Converting educational research into practical resources for frontline healthcare managers and clinical leaders

• Stakeholder engagement initiatives - Building partnerships between researchers, policymakers, practitioners, and community representatives to facilitate knowledge uptake

• Cross-sector collaboration models - University-industry-government partnerships that bridge the research-practice gap and influence national healthcare standards

• International knowledge networks - Multi-country research consortiums that inform global practice guidelines and WHO workforce development recommendations

• Digital dissemination strategies - Using social media, podcasts, and online platforms to communicate research implications to diverse audiences including the public, practitioners, and policymakers