Mrs Charmaine Bonus

RN, BN UWS DipNursing MN UTS HDR (MEd) Candidate USYD
Associate Lecturer - Clinical Education Specialist

M02A - 88 Mallett Street - Building A
The University of Sydney

Telephone +61 2 9114 4149

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Biographical details

Charmaine Bonus is a registered nurse with post-registration experience primarily in critical care, working in the post-anaesthetic recovery unit. Her nursing experience spans across the areas of neurosurgery, urology, paediatrics, cardiovascular, general surgical/medical, gynaecology, orthopaedics, CCL, ICU/HDU, maternity, and operating theatres.

Charmaine completed her Bachelor of Nursing degree at the University of Western Sydney with the assistance of the UWS Smart Start Scholarship. She then went on to complete her postgraduate studies through the University of Technology Sydney, completing a postgraduate diploma of nursing, with a sub-major in recovery and anaesthetics. In early 2012, she graduated with a master's degree in nursing, majoring in clinical education. In order to gain the experience that coupled with her master's degree major, Charmaine has worked as a clinical facilitator for UWS, as well as for UTS, providing guidance in the application of clinical skills in accordance with university and facility protocols.

Since 2013, Charmaine has worked with Sydney Nursing School in a primarily teaching focused capacity for the pre-registration courses. She is also currently a HDR (MEd) candidate with the Faculty of Education and Social Work and is actively developing her research skills.

Research interests

  • Creative teaching strategies in nursing education
  • Innovations in teaching that lead to deeper learning
  • The student learning experience from informed teaching
  • Demographic diversity in the nursing student cohort
  • Learning needs assessment
  • Clinical supervision for nurses
  • Blended teaching methods
  • The role of modern media in clinical education
  • Future directions of tertiary nursing education

Teaching and supervision

Charmaine currently teaches nursing at the pre-registration level, consisting of undergraduate, postgraduate and combined degree students. She values highly continuous education and learning in life, and is eager to develop as an academic in both areas of teaching and research.

Thesis work

Thesis title: The pedagogical value of situated learning environment: delivery of a University nursing degree within the hospital setting

Supervisors: Jennifer HARDY , Fran WAUGH

Thesis abstract:

In 2016, Sydney Nursing School will be delivering their Masters of Nursing (Graduate Entry) program not only at the Mallet St Campus in Camperdown, but now also within Westmead Hospital as part of the University’s strategic plan to increase involvement with the Westmead Precinct [4]. This is significant for nursing education, as historically, nursing training was initially hospital based. It was then in the early 1990s did we completely move to the University sector [2]. There were many criticisms along the way for both sides as to how this would shape the nursing workforce. In particular, this debate between the transition of registered nursing education from ‘hospital trained’ to ‘university-educated’, raised the question: would students be prepared for the practical skills and interpersonal interactions that characterise the nursing discipline? [1, 3]
As the current health care environment makes increasing demands on the capabilities of its professionals, the pedagogical value of delivering a university nursing degree within a unique, genuinely practical setting needs to be investigated. This study will add to the current body of literature regarding the pedagogical benefits of such endeavours to bridge the theory-practice gap in nursing tertiary education.
The information from this study could be used by others to improve and promote the value of hospital delivery settings for tertiary health discipline degrees.
To evaluate the course at the delivery site according to set learning outcomes is not the topic of this research.

The purpose of this phenomenological study is to:

Describe, in-depth, the experiences of Westmead precinct-based academic staff and students from Sydney Nursing School.

Specifically, it aims to:
• Understand the dimensionality involved in the delivery of course content within the hospital setting
• Identify how participants use the physical learning spaces for the facilitation of critical thinking abitlities that are characteristic of this student cohort.
• Produce evidence relevant for further study into utilising learning spaces to enhance clinical learning for health care practitioners
1. Curtis, J., Bowen, I., & Reid, A. (2007). You have no credibility: Nursing students’ experiences of horizontal violence. Nurse Education in Practice, 7, 156 – 163.
2. Department of Health. (2006). Review of Australian Government health workforce programs. Canberra, Australia: Jennifer Mason.
3. Newton, J. M., Billett, S., Jolly, B., & Ockerby, C. M. (2009). Lost in translation: barriers to learning in health professional clinical education. Learning in Health and Social Care, (8) 4, 315–327.
4. University of Sydney (2015). Masters of Nursing (Graduate Entry). Retrieved October 24, 2015, from


  • ANTS
  • University of Western Sydney Alumni
  • University of Technology, Sydney Alumni

In the media

  • Twitter account:
  • Westmead Re-development and the (Graduate Entry) Masters of Nursing student cohort commencing in 2016. Project update no. 51. Link:
  • Master of Nursing (Graduate Entry) launches at Westmead heath precinct. WSLHD News. March 3, 2016. Link:
  • Master of Nursing (Graduate Entry) course promotional video. Recording from Westmead Precinct campus / faciltities. September 19, 2016. Link:


Nursing practice; Education; E-learning and teaching technologies

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