In Brisbane’s outer suburbs, Maria (wishes to remain anonymous) is already up before most. With more than 20 years of experience as a registered nurse, she no longer works on the hospital floor. These days, her role focuses on preparing the next generation of nurses. As a nurse educator, she works at the intersection of healthcare and education.

Maria, 47, teaches full-time at a regional TAFE in Queensland, where she runs clinical skills workshops and practical simulations for students enrolled in Certificate III and IV in Health Services Assistance, as well as enrolled nurse programs. Her role is becoming increasingly important in Australia’s overstretched healthcare system, especially as demand continues to rise in hospitals, aged care and community health.

She typically begins her day by setting up the simulation lab, a facility that resembles a cross between a hospital ward and a film set. Mannequins lie in beds, monitors blink quietly and clinical equipment is laid out ready for use. Today’s scenario focuses on post-operative care and wound management. She reviews the class list and prepares notes for the whiteboard.

Simulated clinical days require a lot of energy, but Maria believes they are one of the best ways to build students’ confidence. She maintains that nursing cannot be learned from textbooks alone.

Many of her students are mature-aged learners, including people who have transitioned from jobs in retail, hospitality or other sectors. Others are school leavers who may not have the academic scores, or financial access needed for direct entry to university. Maria sees TAFE as a vital stepping stone. For some students, it leads directly to work as assistants in nursing. For others, it is the beginning of a longer journey towards becoming enrolled or registered nurses.

Most students are drawn to nursing because they care deeply about helping others. But Maria makes it clear that the work can be physically and emotionally demanding. Part of her role is preparing students for those realities.

In today’s session, students take turns performing tasks such as checking vital signs, completing charts and managing patient care using a life-sized mannequin named Rosie. Maria provides guidance as they work through the scenario, then gathers the class to discuss what went well and where improvements can be made. The conversation covers everything from communication skills to managing stress. One student expresses concern about freezing during their upcoming clinical placement. Maria reassures them that nerves are normal and reminds them that support will be available and that they already have useful skills to draw upon.

She is well aware of how challenging placements can be. For many TAFE students, the unpaid nature of practical experience adds pressure. Completing hundreds of hours of placement often means juggling family responsibilities, work and study. These sacrifices are not always visible, but they are very real.

Later, Maria has a quick lunch at her desk while answering emails and preparing for individual assessments. She checks in with a colleague about a student who has missed several classes and makes a note to follow up. The role of nurse educator extends far beyond teaching. It includes mentoring, administration and, at times, emotional support. Maria has witnessed the impact of mental health issues and burnout among students, particularly those placed in high-pressure environments like aged care homes or hospital emergency departments. She believes resilience is important, but that it requires proper structures and support to develop.

In the afternoon, Maria conducts one-on-one assessments covering essential clinical skills such as hand hygiene, the use of personal protective equipment and basic wound care. She is thorough but constructive, offering feedback that is both practical and encouraging. The standard of training delivered in these sessions has long-term consequences. With increasing workforce shortages across aged care and rural health, educators like Maria are central to the quality-of-care Australians will receive in the future.

At the end of the day, Maria cleans the workspace, resets equipment and plans for the following session. Her children are waiting for her at home and her inbox still demands attention, but she finds the work rewarding. Nursing gave her purpose. Teaching, she says, gives her hope.
Maria is one of many educators across Australia playing a crucial role in preparing future healthcare professionals. These are the people who will soon support older Australians, manage chronic illness and help to ease the pressure on overburdened hospitals. Yet their contributions often go unrecognised.

As Australia searches for ways to strengthen its healthcare workforce, the answer may not be limited to recruitment campaigns or policy reforms. It may be found in the classrooms and simulation labs where committed educators like Maria ensure the next generation is ready.