About ECU

Dr Irene Ngune

Dr Irene Ngune is a Senior Lecturer in the School of Nursing Midwifery at Edith Cowan University and a credentialed mental health nurse. She completed her PhD in 2016 at Curtin University; Master of Mental Health in 2017 at the University of Newcastle; and her Master of Public Health 2007 at Curtin University. Irene has been a practicing clinician for many years both in the general (ICU) and mental health settings. In addition to her teaching, Dr Ngune is a researcher both at a national level and internationally. Notably, she has worked with the National Drug Research Institute and US Centres for Disease Control and Prevention and Curtin Health Research Institute. Her main research focus has been follow-up and transition of patient care from hospital to primary care, including general practice; self-harm and substance use. Irene is passionate about partnerships in care – patient and family involvement, to prevent the re-admission of patients.

1. As a culturally and linguistically diverse (CaLD) academic in the School of Nursing and Midwifery, what has motivated you on your career pathway?
As a female academic from a CaLD background, several factors drive my career. I am driven by the desire to inspire those following in my footsteps in nursing academia, knowing my presence can powerfully encourage them. I am also motivated by the chance to teach students critical skills for caring for people at their most vulnerable moments. The supportive work environment I get from my colleagues, great mentorship, and opportunities for collaboration significantly contribute to my personal and professional growth, and these things further fuel my motivation.

2. As an ECU Senior Lecturer and the Coordinator of Postgraduate Mental Health courses, what or who inspires you in career progression?
I am driven by a strong dedication to mental health advocacy and education. The resilience and courage displayed by my students and patients inspire me to improve my teaching and leadership abilities. The chance to shape future mental health professionals and collaborate with peers who are equally committed to excellence and innovation in education and mental health practice motivates me. I have worked with influential mentors that have offered guidance and demonstrated the significant impact that devoted mental health professionals can have.

3. What challenges you about the nursing discipline, specifically in the field of community and acute mental health?
Working in an acute mental health setting offers positive challenges such as enhancing crisis management skills, empathy, and communication, while navigating diverse patient needs. This cultivates resilience and promotes innovative approaches to providing nursing care. The demanding environment of acute care often results in high stress and burnout among nurses, affecting their health and care quality. Additionally, the stigma associated with mental health can impede patient engagement and access to services, making public education and advocacy difficult. However, these experiences present opportunities for professional and personal growth and enhanced advocacy for patient care.

4. Previously working in other organisations, how have you found the transition to working at ECU?
Transitioning to ECU after holding program and academic positions at other institutions was a refreshing and new experience. ECU's vibrant academic community provides a collaborative environment that encourages innovation and professional growth. Adjusting to ECU's unique administrative systems, culture, and expectations required some effort, but formal mentorship provided necessary support. The university's robust support for research and its commitment to diversity and inclusion significantly enhanced my professional experience. Embracing new ways of working, interacting with a diverse student body, and engaging with various academic disciplines have made the transition exciting and professionally rewarding.

5. What must learning environments do to create a genuinely safe and welcoming environment for CaLD academic staff and students?
Creating a welcoming environment for CaLD staff and students involves comprehensive strategies like providing cultural awareness training, ensuring diverse representation in curriculum and leadership, and implementing strong anti-discrimination policies. There are support structures in place such as mentoring, and the resource community of practice groups should be continued.