Mrs Ivy Gabatan1, Michelle Doidge1, Belinda Henderson1
1Queensland Department of Health – QIPCU, Herston, Australia, 2Queensland Department of Health-QIPCU, Herston, Australia, 3Queensland Department of Health-QIPCU, Herston, Australia
Biography:
Ivy Oblenda-Gabatan is a Queensland-based Clinical Nurse Consultant and ACIPC Expert Credentialed Infection Control Professional with over 30 years in nursing and 14+ years in infection prevention. Holding a Master’s in Infectious Disease Intelligence, she contributes to policy, research, and education in outbreak preparedness, public health and hand hygiene initiatives.
Abstract:
Issue
Supporting workforce capability and representation of culturally and linguistically diverse healthcare workers strengthens infection prevention and control (IPC) program. Internationally trained nurses may encounter barriers to specialist education, leadership opportunities, governance participation, and recognition. This presentation describes how postgraduate education, credentialling, mentorship, governance participation, quality improvement (QI) activities, and education supported the progression of an internationally trained nurse into IPC leadership, demonstrating strategies that support, participation, progression, and leadership development within IPC services.
What Was Done
Completed postgraduate IPC education, participated in mentorship and credentialling, contributed to governance and QI activities, collaborated with multidisciplinary teams, delivered IPC education, attended conferences, engaged in professional networking, and applied reflective leadership practice. These activities were supported by Queensland Health values, organisational structures, policies, and workplace practices that enabled professional development and participation in IPC activities.
Results
Progression was demonstrated through postgraduate IPC education completion, attainment of Expert ACIPC credentialling, IPC subject matter representative appointment, contribution to IPC education delivery, involvement in QI initiatives, conference participation, affiliations, networking, and increased contribution to IPC service delivery.
These outcomes strengthened IPC capability, workforce education, evidence-based practice, and service quality. The experience demonstrated how access to education, mentorship, and leadership opportunities can support internationally trained nurses to contribute to IPC leadership, education, and service improvement, benefiting healthcare services and the communities.
Conclusions
Education, mentorship, leadership opportunities, and supportive workplace practices can strengthen IPC workforce capability, diversity, leadership pathways, and IPC service delivery
Lessons Learnt
Providing equitable access to development opportunities enables internationally trained nurses to contribute expertise, supporting workforce sustainability, patient safety, and effective IPC programs.