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When Pramila enrolled in the Masters of Applied Mental Health, she wasn’t starting from zero. She was an experienced social worker who had worked across welfare and health for years.
But stepping into mental health brought a new set of expectations and a new set of questions.
“I recognised a gap in my specialised knowledge and skills when I transitioned into the mental health field,” she says. “Enrolling gave me the opportunity to build both the theoretical understanding and practical skills needed to deliver effective, informed care.”
What makes Pramila’s story stand out is not just what she studied. It’s what she was doing at the same time: helping establish a new Aboriginal mental health service within South Western Sydney Local Health District (SWSLHD) and building a research project that later became a Quality Improvement initiative.
In other words: study wasn’t something separate from her work. It fed it, week by week.
Like many people considering postgraduate study, Pramila had the motivation but also the doubt.
Before starting, my main hesitations were returning to academic study after three decades as a mature-age student and my limited confidence with technology,” she says.
She was also balancing family responsibilities and professional demands, while stepping into a new specialty area with minimal mental health experience.
That mix is familiar to many in the health workforce: the desire to learn, paired with a very real internal voice that says how will I manage this on top of everything else?
For Pramila, the difference was the way the program and support structures met her where she was.
“HETI Higher Education’s flexibility and strong support made a significant difference,” she says. “The Learning Pathways team supported me through enrolment and technical challenges, and the lecturers were consistently approachable and responsive.”
She describes the support as practical and hands-on, exactly what’s needed when you’re juggling work, life, and study.
“It included clear assessment guidance, help with proofreading, and technical assistance. The one-on-one Zoom sessions provided personalised guidance and reassurance when I needed it most.”
Ask anyone who has completed a postgraduate degree while working, it’s rarely about finding “more time.” It’s about the structure being realistic and the supports being easy to access before you fall behind.
For Pramila, the course design helped her stay on track.
Balancing study with my role was manageable because of the course’s five-week, bite-sized structure and clear, straightforward assessments,” she says.
She also valued the variety in assessment formats.
“The mix of written and audio-visual tasks made it feel less overwhelming and actually complemented my work. It helped me do my job better.”
Her practical strategies weren’t fancy. They were doable:
“The lecturers were incredibly supportive. If in doubt, reach out,” she says. “They’re always there to help, which really kept me on track.”
While studying, Pramila was also contributing to a significant piece of service development: the Aboriginal Mental Health Transfer of Care (AMHTOC) Service within SWSLHD.
“Through the Masters program, I gained the knowledge and was actively involved in developing the model of care for the new service alongside the leadership and staff team,” she says.
The service has since been recognised for its impact, receiving the NSW Health Award (2024) for Excellence in Mental Health Service Provision, becoming embedded within the LHD, and being recognised by the Agency for Clinical Innovation (ACI) as a model for other LHDs.
For Pramila, the course wasn’t just helping her understand mental health systems. It was strengthening her confidence to contribute, especially in culturally responsive practice.
“The course supported me by building my capability to deliver culturally appropriate care and contribute confidently to its development,” she says.
One outcome she highlights is her growing ability to support and educate others.
“A key example was the growth in my confidence and ability to train Aboriginal mental health workers to deliver care and support to Aboriginal patients,” she says.
“That directly influenced how the service was implemented, ensuring it remained culturally responsive and strengthened consumer engagement within clinical practice guidelines.”
Many students finish a research project and file it away. Pramila’s didn’t end when the final submission went in.
Her project focused on the Stay Strong Wellness Plan, developed by the Menzies School of Health Research, a culturally appropriate care planning tool used in community and inpatient settings.
“I chose the Stay Strong Wellness Plan because it is culturally respectful, strengths-based care for Aboriginal patients,” she says.
She describes it in simple terms:
“It supports Aboriginal people to identify strengths, concerns, and goals, promoting culturally safe and person-centred, holistic care.”
Just as importantly, she saw its value in practice, especially for Aboriginal Health Workers.
“This tool really empowered Aboriginal Health Workers to work more confidently and meaningfully with Aboriginal patients, using a social and emotional wellbeing approach that felt culturally safe and relevant.”
Her research didn’t stay theoretical. It was adopted within the LHD as a Quality Improvement initiative.
“The learning activity that had the biggest impact was my research on the Stay Strong Wellness Plan for Aboriginal patients,” she says. “In practice, I applied this by using the wellness framework to strengthen consumer engagement, which led to improved outcomes for patients.”
“It felt like a true win–win, my study directly informed my work, and both complemented each other in a meaningful way.”
Through the research process, Pramila built a toolkit that she still uses now, particularly the ability to find, interpret, and apply evidence.
I developed skills in literature review, data analysis, and stakeholder engagement,” she says.
“Reviewing evidence from other parts of Australia helped me understand how the Stay Strong model had been successfully applied, while data analysis highlighted the complex factors affecting Aboriginal people and showed improved engagement in care planning.”
Since completing the degree, Pramila is now actively involved in Towards Zero Suicide initiatives and is currently acting in the role of Aftercare Lead.
“The skills I use most now are literature review and data analysis,” she says, “as they continue to guide my practice and support evidence-based, culturally appropriate care.”
If you’re reading this and thinking, I’d love to do postgraduate study, but it’s probably not realistic right now, Pramila has a simple message:
“Take the first step, you don’t have to have it all figured out,” she says. “Go at your own pace, with HETI Higher Education right beside you in a supportive, non-threatening space.”
“You’ll meet others juggling the same commitments, and before you know it, you’ll realise you’ve got this.”
She also challenges a myth that stops many people before they even begin:
One myth I’d like to bust is that postgraduate study is only for people with lots of time or strong academic backgrounds, when in reality, it’s flexible, supportive, and achievable for anyone willing to give it a go.” Pramila says.
And when asked to sum up what completing the Masters has meant for her?
“Completing my Masters with HETI Higher Education has helped me grow in confidence as a professional, a leader, and as a person, and has left me ready to start asking, ‘What’s next?’”
Pramila’s story is a reminder that postgraduate study doesn’t have to wait for the “perfect time” and you don’t need to feel completely ready before you begin. If you’re looking to strengthen your mental health knowledge, build confidence in practice, or take the next step in leadership and service improvement, HETI Higher Education can support you to get there with flexible study options and real, practical help along the way. Explore our courses and pathways and find the option that fits your work, your life, and the impact you want to make.
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