Biography
Dr Joanne Hilder is a social worker, educator, and researcher with experience in health clinical service delivery, mental health, and social work education. Between 2010 and 2025, they worked as both a clinician and researcher at Gold Coast Health. They have collaborated closely with multidisciplinary teams to provide patient care and professional education.
Currently a Lecturer in Social Work, Dr Hilder has taught knowledge translation in healthcare at Bond University and social work direct practice at Southern Cross University. They are deeply engaged in improving social work education, particularly in field education, and the integration of research into practice.
Research
Dr Joanne Hilder’s research program focuses on health social work practice, with a particular interest in sexual wellness after injury or illness and how health professionals learn through practice. They are actively involved in projects examining sexual wellness in the neurorehabilitation setting, the use of life story work, and feedback in clinical settings. Their research employs mostly qualitative methodologies and aims to produce applied practice-focused outcomes.
Supervision
Dr Joanne Hilder has mentored health professionals in conducting research and translating evidence into practice. They have supported emerging researchers in developing their skills and building confidence in research methodologies. They are currently accepting Higher Degree Research (HDR) students in areas related to health social work practice, sexual wellness in healthcare, and professional learning in clinical settings.
Community engagement
Dr Joanne Hilder has a strong commitment to interdisciplinary collaboration and stakeholder engagement, having worked with healthcare providers, education institutions, and community services.
Teaching
As an educator, Dr Hilder is committed to developing effective teaching strategies in social work education. Their teaching interests include knowledge translation, direct practice, and work-integrated learning. They are dedicated to fostering reflective and evidence-informed practice among students.