Measuring students perceptions of interprofessional clinical placements: Development of the interprofessional clinical placement learning environment inventory
- Authors: Anderson, Amanda , Cant, Robyn , Hood, Kerry
- Date: 2014
- Type: Text , Journal article
- Relation: Nurse Education in Practice Vol. 14, no. 5 (2014), p. 518-524
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- Description: Pre-professional healthcare courses, including nursing, are increasingly focused on interprofessional learning and experimentation with clinical education in ‘training wards’. This involves students from at least two disciplines who, under supervision, are responsible for patients' care. There is no consensus on how students' clinical learning experiences in this context are evaluated. We report the development and testing of the Interprofessional Clinical Placement Learning Environment Inventory (ICPLEI) in the Australian context. A question set was developed to measure student's perceptions of key variables in an interprofessional clinical learning environment: orientation, supervision, roles, learning and autonomy. An expert nursing panel rated items for a Content Validity Index of .93. Reliability was tested with 38 students. After a 2-week interprofessional ward placement nursing, medical and allied health students (n = 38) rated their learning environment highly, with median responses 4 or 5 of five (mean total 83%). The scale was reliable with a Cronbach alpha of .80 and moderate item-to-total correlations for 22/26 items. The Interprofessional Clinical Placement Learning Environment Inventory is a reliable, feasible, fast to complete tool, suitable for use with pre-registration healthcare students in this setting. Further testing of the tool's psychometric properties is recommended.
Place matters: pedagogies of food, ecology and design
- Authors: Green, Monica
- Date: 2013
- Type: Text , Journal article
- Relation: Environmental Education Research Vol. 19, no. 2 (2013), p.
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- Description: This study uses theories of place inhabitation, relationships to food, place ecologies, and place-based pedagogies to examine the educational value of food gardens and related environmental and health initiatives in primary (elementary) schooling in Australia. It assumes that food gardens and their school ground contexts are important ecopedagogical sites for renewing children’s relationships with proximal, everyday places. The study highlights how schools are engaging with socioenvironmental challenges through pedagogical frameworks that support education for sustainability. These frameworks are significant in that they position children as active agents who experience deep levels of embodied learning. A key premise of the thesis is that young learners are experientially capable of developing an ecoethical awareness if they are to become ecologically proactive subjects and citizens. Empirical work drew on case study approaches and arts-based auto-ethnographic methodologies to identify the pedagogical potential of food gardens and school ground ecologies. Fifty-three children aged 8–12 years, three gardening/environmental education teachers and three principals from three Australian primary schools (2×Victoria; 1×Tasmania) worked ethnographically with the researcher during 2007–2009. Data were primarily derived from semi-structured, face-to-face interviews. Other key sources included children’s mapping work, field notes, photos, and the researcher’s journal. Key features of the data collection were: many of the students participated in ‘walking interviews’ that encouraged garden- and school ground-based stories at sites of their choice, coupled with 15 days of participant observation of garden and classroom-based lessons to provide further contextualization. Analysis of interviews and lessons involved a ‘storyline’ approach to interpreting findings. Theoretically informed discussions of the empirical data highlight the following: across the three schools, recognizing the role and significance of teachers’ work and the value of integrated approaches to pedagogy are central requirements for designing, implementing, and evaluating place-oriented curricula. In each case study, relational pedagogies of connection and responsibility afford learning opportunities that can bring children into deepened contact with local places and people. Collectively, the initiatives undertaken by the schools and their wider communities are ‘positive’ and ‘hopeful’, and their examples show how school garden-based ecopedagogies can play a critical role in the renewal of more sustainable people–place relations.
Left ventricular speckle tracking-derived cardiac strain and cardiac twist mechanics in athletes : A systematic review and meta-analysis of controlled studies
- Authors: Beaumont, Alexander , Grace, Fergal , Richards, Joanna , Hough, John , Oxborough, David , Sculthorpe, Nicholas
- Date: 2017
- Type: Text , Journal article
- Relation: Sports Medicine Vol. 47, no. 6 (2017), p. 1145-1170
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Student perceptions of personalised learning : development and validation of a questionnaire with regional secondary students
- Authors: Waldrip, Bruce , Cox, Peter , Deed, Craig , Dorman, Jeffrey , Edwards, Debra , Farrelly, Cathleen , Keeffe, Mary , Lovejoy, Valerie , Mow, Lucy , Prain, Vaughan , Sellings, Peter , Yager, Zali
- Date: 2014
- Type: Text , Journal article
- Relation: Learning Environments Research Vol. 17, no. 3 (2014), p. 355-370
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- Description: This project sought to evaluate regional students’ perceptions of their readiness to learn, assessment processes, engagement, extent to which their learning is personalised and to relate these to academic efficacy, academic achievement, and student well-being. It also examined teachers’ perceptions of students’ readiness to learn, the assessment process, engagement, and the extent to which students’ learning is personalised. The sample involved students in years 7–10 from six Victorian secondary schools. An instrument Personalised Learning Environment Questionnaire (PLQ) was developed to measure students’ perceptions of the factors effecting the implementation of Personalised Learning Plans (PLPs). It employed the latest scales to assess a range of PLP indicator variables, with all scales modified for use in an Australian context, and the total number of items kept to a minimum. Only scales more sensitive to PLPs were used to minimise the length of the instrument. There were three outcome variables: academic efficacy, academic achievement, and student well-being. The PLPs were assessed through scales that assess several contributing, distinct dimensions: selfdirected learning readiness, personal achievement, goal orientation, learning environment, personalised teaching and learning initiatives, curriculum entitlement and choice, and perceptions of assessment for learning. The trail PLQ was administered to 220 students, resulting in a 19 scale questionnaire with three or four items per scale. This paper reveals good data to model fit for the majority of items and each scale had good reliability. The paper describes the analytic techniques and results, how the instrument was refined and identifies common and uncommon student perceptions based on a post hoc analysis. The main study consisted of 2,407 students from four schools in the Bendigo Education Plan. They responded to this refined 19 scale version of the PLQ that was developed from the trial PLQ. All scales had satisfactory internal consistency reliability. © 2014, Springer Science+Business Media Dordrecht.
Academic leaders' perspectives on adopting ePortfolios for developing and assessing professional capabilities in Australian business education
- Authors: Holt, Dale , McGuigan, Nicholas , Kavanagh, Marie , Leitch, Shona , Ngo, Leanne , Salzman, Scott , Watty, Kim , McKay, Jade
- Date: 2016
- Type: Text , Journal article
- Relation: Australasian Journal of Educational Technology Vol. 32, no. 5 (2016), p. 1-18
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- Description: This paper represents a major stage of data collection and reporting on an Australian Office for Learning and Teaching Innovation and Development grant investigating the adoption of ePortfolios for developing and assessing professional capabilities in Australian undergraduate business education. Assessing desired capabilities with and through ePortfolios does not have strong traction in business education courses and disciplines. The status of ePortfolio use in business education in the sector is profiled through the perspectives of academic business leaders. The reasons why ePortfolio use is limited are explored, along with the possible benefits through greater and more systematic use in the curriculum. Various technological, training and support implementation issues are highlighted. The framing of key elements of effective implementation are summarised at the end of the paper. © 2016 Australasian Journal of Educational Technology.
Stereotyping stigma: undergraduate health students' perceptions at handover
- Authors: Doyle, Kerrie , Cruickshank, Mary
- Date: 2012
- Type: Text , Journal article
- Relation: The Journal of nursing education Vol. 51, no. 5 (2012), p. 255-261
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- Description: The World Health Organization (WHO) has recognized that errors in communication are one of the leading causes of adverse patient outcomes. Consequently, the WHO developed the High 5s Project to review, among other variables, handover of patients between shifts, professionals, and organizations. Seven countries were involved in the initial project. Australia responded by using the ISOBAR (Identify, Situation, Observations, Background, Agreed plan, and Read-back) tool as a template. However, none of the countries involved considered the social and emotional effects of handover on the staff or patients, although research has demonstrated that attitudes and values can be handed over from one nurse to another during this process. This article shows how the nurse who hands over care from one shift to the next can transfer stigma and labeling and offers suggestions for nurse educators and clinicians to apply national standards and core values to clinical practice and education.
Openness to help-seeking for mental illness among Greek-Cypriots
- Authors: Alexi, Nektarios , Moore, Kathleen , Argyrides, Marios
- Date: 2018
- Type: Text , Journal article
- Relation: Health Promotion International Vol. 33, no. 6 (2018), p.990-998
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- Description: The aim of this study was to test a model of people’s willingness to seek help for mental illness whether currently diagnosed or not. A cross-sectional design was used to test this model in a non-clinical convenience sample of Greek-Cypriots. Participants were 196 Greek-Cypriots living in Cyprus (age M = 34.50 years, SD = 14.16). They provided demographic data on their age, gender, SES and whether diagnosed or not with a mental illness, from whom they have/would seek help for a mental illness, and their willingness to seek help. They completed the Inventory of Attitudes towards Seeking Mental Health Services, the Multidimensional Scale of Perceived Support, and the Practical Barriers in Seeking Mental Health Services Scales, translated into Greek for this study. Approximately 24% of the sample reported being diagnosed with a mental illness within the past 12 months, and around a third of these people were taking prescribed medication. Willingness to seek help across all participants was predicted negatively by stigma and positively by openness to help. The findings of the current study extend our previous limited understanding of the factors affecting people’s willingness to seek help or their intentions towards the use of mental health services among Greek-Cypriots. Future research should consider whether there are any differences in help-seeking behaviours and motivations across people experiencing different disorders. Despite this limitation in the current data, these results can, in general terms, be used to inform policy in Cyprus for mental health promotions and interventions especially with respect to fostering an open attitude towards mental illness.
Sprint interval training and the school curriculum : Benefits upon cardiorespiratory fitness, physical activity profiles, and cardiometabolic risk profiles of healthy adolescents
- Authors: Martin-Smith, Rhona , Buchan, Duncan , Baker, Julien , Macdonald, Mhairi , Sculthorpe, Nicholas , Easton, Chris , Knox, Allan , Grace, Fergal
- Date: 2019
- Type: Text , Journal article
- Relation: Pediatric Exercise Science Vol. 31, no. 3 (2019), p. 296-305
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- Description: Background: This study examined the impact of a 4-week school-based sprint interval training program on cardiorespiratory fitness (CRF), daily physical activity (PA) behavior, and cardiometabolic risk (CMR) outcomes in adolescents. Methods: A total of 56 adolescents (22 females) were allocated to either an intervention (n = 22; 17.0 [0.3] y) or control group (n = 30; 16.8 [0.5] y). Intervention group performed 5 to 6, 30 second "all out" running sprints, interspersed with 30-second rest intervals, 3 times per week, for 4 consecutive weeks, whereas control group performed their normal physical education lessons. CRF was estimated from the 20-m multistage fitness test and PA behavior was determined using accelerometry. Fasting blood samples were obtained to measure biochemical markers of CMR. Results: Significant group x time interactions were observed for CRF (5.03 [1.66 to 8.40]; P < .001; d = 0.95), sedentary time (136.15 [91.91 to 180.39]; P = .004; d = 1.8), moderate PA (57.20 [32.17 to 82.23]; P < .001; d = 1.5), vigorous PA (5.40 [4.22 to 6.57]; P < .001; d = 1.2), fasting insulin (0.37 [-0.48 to 1.21]; P = .01; d = 1.0), homeostasis model of assessment-insulin resistance (0.26 [0.15 to 0.42]; P < .001; d = 0.9), and clustered CMR score (0.22 [-0.05 to 0.68]; P < .001; d = 10.63). Conclusion: Findings of this study indicate that 4 weeks of school-based sprint interval training improves CRF, improves PA profiles, and maintains CMR in adolescents during the school term.
Perspectives on peer learning as adult education in diverse communities
- Authors: Townsend, Robert
- Date: 2014
- Type: Text , Journal article
- Relation: International Journal of Adult, Community and Professional Learning Vol. 20, no. 2 (2014), p. 45-58
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- Description: Peer led learning reduces the number of barriers between education institutions, teacher led instruction, and learners. Peer led approaches to learning, whether in formal educational settings or as part of informal community services, can positively affect attitudes and behaviour. The research gap is identifying the elements of peer learning that can enhance education pathway development for individuals and groups who have turned away from formal education. Most activities, programs, and research around peer learning are directed at the 'formal' peer assisted learning within educational institutions or peer mentoring within clinical and professional settings. There is a need to locate, record, and debate all of the peer learning activities that occur within education providers, community programs, 'underground education', recreational clubs, and arts and performance spaces. This article will present the reflections of the author's own peer education experiences, as well as the preliminary findings of a systematic review about peer learning, and outline the need for future mixed methods research about student informal peer activities. © Common Ground, Rob Townsend, All Rights Reserved.
Sustainability education : Researching practice in primary schools
- Authors: Green, Monica , Somerville, Margaret
- Date: 2015
- Type: Text , Journal article
- Relation: Environmental Education Research Vol. 21, no. 6 (2015), p. 832-845
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- Description: Many teachers are keen to implement sustainability education in primary schools but are lacking the confidence, skills and knowledge to do so. Teachers report that they do not understand the concept and cannot integrate sustainability into an already overcrowded curriculum. Identifying how teachers successfully integrate sustainability education into their teaching practice can offer important insights into how these perceived problems can be overcome. The paper is based on data from the third year of a longitudinal study about teacher education and teacher professional learning for sustainability in primary education. The third year of the study investigated teachers’ understandings of sustainability and how sustainability education is manifested in eight rural and regional primary schools in Victoria, Australia. Data included photographs of school grounds and sustainability projects, audio recordings of focus groups with teachers and principals, and field notes of meetings with school staff. Sustainability education was found to be an emergent practice necessarily constituted in the relation between teachers, students and community members and the materialities of local places. Partnerships were found to be an essential part of integrated sustainability programmes which extended into communities and places beyond the schools. The processes of learning involved pedagogies of creative problem-solving and inquiry learning that enabled children to lead the way. © 2014 Taylor & Francis.
An updated subsequent injury categorisation model (SIC-2.0) : Data-driven categorisation of subsequent injuries in sport
- Authors: Toohey, Liam , Drew, Michael , Fortington, Lauren , Finch, Caroline , Cook, Jill
- Date: 2018
- Type: Text , Journal article
- Relation: Sports Medicine Vol. 48, no. 9 (2018), p. 2199-2210
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- Description: Background: Accounting for subsequent injuries is critical for sports injury epidemiology. The subsequent injury categorisation (SIC-1.0) model was developed to create a framework for accurate categorisation of subsequent injuries but its operationalisation has been challenging. Objectives: The objective of this study was to update the subsequent injury categorisation (SIC-1.0 to SIC-2.0) model to improve its utility and application to sports injury datasets, and to test its applicability to a sports injury dataset. Methods: The SIC-1.0 model was expanded to include two levels of categorisation describing how previous injuries relate to subsequent events. A data-driven classification level was established containing eight discrete injury categories identifiable without clinical input. A sequential classification level that sub-categorised the data-driven categories according to their level of clinical relatedness has 16 distinct subsequent injury types. Manual and automated SIC-2.0 model categorisation were applied to a prospective injury dataset collected for elite rugby sevens players over a 2-year period. Absolute agreement between the two coding methods was assessed. Results: An automated script for automatic data-driven categorisation and a flowchart for manual coding were developed for the SIC-2.0 model. The SIC-2.0 model was applied to 246 injuries sustained by 55 players (median four injuries, range 1–12), 46 (83.6%) of whom experienced more than one injury. The majority of subsequent injuries (78.7%) were sustained to a different site and were of a different nature. Absolute agreement between the manual coding and automated statistical script category allocation was 100%. Conclusions: The updated SIC-2.0 model provides a simple flowchart and automated electronic script to allow both an accurate and efficient method of categorising subsequent injury data in sport.
Compliance with sport injury prevention interventions in randomised controlled trials : A systematic review
- Authors: van Reijen, Miriam , Vriend, Ingrid , van Mechelen, Willem , Finch, Caroline , Verhagen, Evert
- Date: 2016
- Type: Text , Journal article , Review
- Relation: Sports Medicine Vol. 46, no. 8 (2016), p. 1125-1139
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- Description: Introduction Sport injury prevention studies vary in the way compliance with an intervention is defined, measured and adjusted for. Objective The objective of this systematic review was to assess the extent to which sport injury prevention randomised controlled trials (RCTs) have defined, measured and adjusted results for compliance with an injury prevention intervention. Methods An electronic search was performed in MEDLINE, PubMed, the Cochrane Center of Controlled Trials, CINAHL (Cumulative Index to Nursing and Allied Health Literature), PEDro (Physiotherapy Evidence Database) and SPORTDiscus. English RCTs, quasi-RCTs and cluster-RCTs were considered eligible. Trials that involved physically active individuals or examined the effects of an intervention aimed at the prevention of sport-or physical activity-related injuries were included. Results Of the total of 100 studies included, 71.6 % mentioned compliance or a related term, 68.8 % provided details on compliance measurement and 51.4 % provided compliance data. Only 19.3 % analysed the effect of compliance rates on study outcomes. While studies used heterogeneous methods, pooled effects could not be presented. Conclusions Studies that account for compliance demonstrated that compliance significant affects study outcomes. The way compliance is dealt with in preventions studies is subject to a large degree of heterogeneity. Valid and reliable tools to measure and report compliance are needed and should be matched to a uniform definition of compliance.
Accelerometers for the assessment of concussion in male athletes : A systematic review and meta-analysis
- Authors: Brennan, James , Mitra, Biswadev , Synnot, Anneliese , McKenzie, Joanne , Willmott, Catherine , McIntosh, Andrew , Maller, Jerome , Rosenfeld, Jeffrey
- Date: 2017
- Type: Text , Journal article , Review
- Relation: Sports Medicine Vol. 47, no. 3 (2017), p. 469-478
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- Description: Background Concussion is common in the sporting arena and is often challenging to diagnose. The development of wearable head impact measurement systems has enabled measurement of head kinematics in contact sports. Objectives The objective of this systematic review was to determine the characteristics of head kinematics measured by an accelerometer system among male athletes diagnosed with concussion. Methods A systematic search was conducted in July 2015. Inclusion criteria were English-language studies published after 1990 with a study population of male athletes, in any sport, where objectively measured biomechanical forces were reported in the setting of a concussive event. The random effects meta-analysis model was used to combine estimates of biomechanical force measurements in concussed athletes. Results Thirteen studies met the inclusion criteria, the majority of which were conducted with high school and college football teams in the US. Included studies measured a combination of linear and rotational acceleration. The meta-analysed mean peak linear head acceleration associated with a concussive episode was 98.68 g (95 % CI 82.36-115.00) and mean peak rotational head acceleration was 5776.60 rads/s 2 (95 % CI 4583.53-6969.67). The estimates of the biomechanical forces were consistent across studies, with I 2 values of 0 % for both metaanalyses. Conclusions Head impact monitoring through accelerometery has been shown to be useful with regard to characterising the kinematic load to the head associated with concussion. Future research with improved clinical outcome measures and head kinematic data may improve accuracy when evaluating concussion, and may assist with both interpretation of biomechanical data and the development and utilisation of implementation strategies for the technology.
The mirror of the sea : Narrative identity, sea kayak adventuring and implications for outdoor adventure education
- Authors: Miles, Beau , Wattchow, Brian
- Date: 2015
- Type: Text , Journal article
- Relation: Australian Journal of Outdoor Education Vol. 18, no. 1 (2015), p. 16-26
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- Description: This paper explores the complex and changing nature of adventure as a form of cultural practice. Borrowing from Joseph Conrad's memoirs The Mirror of The Sea (1907), sea kayaking is contextualized here as a journey that takes place just as much between 'landfall and departure' as it does between the paddler's ears (i.e., in the paddler's mind). That is to say, to gain useful insights into the experience of sea kayaking it is necessary to consider both the external and internal journey of the paddler, and the relationship that exists between these two phenomena. Using tenets of personality psychology which presents new ways of understanding narrative identity, we will 'waymark' textual vignettes from four modern day sea kayaking adventure narratives to explore ideas of self, narrative identity and meaning making. These key passages aim to reveal how the adventurer's story is influenced by "external factors that shape the public expression of stories about the self" (McAdams & McLean, 2013, p. 233). Summary discussion will address potential implications for contemporary outdoor adventure education, offering a way of stimulating reflective practice about the culturally and textually constructed nature of adventure.
The Texas Earth and Space Science (TXESS) revolution : A model for the delivery of earth science professional development to minority-serving teachers
- Authors: Ellins, Katherine , Snow, Eleanour , Olson, Hilary , Stocks, Eric , Willis, M. , Olson, Jon , Odell, Michael
- Date: 2013
- Type: Text , Journal article
- Relation: Journal of Geoscience Education Vol. 61, no. 2 (2013), p. 187-201
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- Description: The Texas Earth and Space Science (TXESS) Revolution was a 5-y teacher professional development project that aimed to increase teachers' content knowledge in Earth science and preparing them to teach a 12th-grade capstone Earth and Space Science course, which is new to the Texas curriculum. The National Science Foundation-supported project was designed around six principles that proved to be critical to in its success: (1) model best practices in workshop presentations, (2) use authentic Earth science data and cybertechnology to teach up-to-date content, (3) provide ongoing training to cohorts of learners over a 2-y period, (4) involve geoscience consortia and programs that can provide proven content for classrooms, (5) use ongoing evaluations to guide future workshops, and (6) provide opportunities for leadership development through participation in research and curriculum development projects. The project served 177 science teachers by supporting them with the pedagogical, technological, and scientific tools to teach modern geoscience. TXESS Revolution teachers directly impacted more than 29,000 students, of which about 69% are nonwhite, by exposing students in Texas to the geosciences and planting the seeds for them to pursue geoscience as a field of study. Using a train-the-trainer approach, TXESS Revolution teachers shared their professional development with other Texas teachers, strengthening Earth science education at all K-12 levels throughout the state, an impact that extends beyond preparation in Earth and space science. © 2013 National Association of Geoscience Teachers.
A review of the anthropometric characteristics, grading and dispensation of junior and youth rugby union players in Australia
- Authors: Patton, Declan , McIntosh, Andrew , Denny, Greg
- Date: 2016
- Type: Text , Journal article , Review
- Relation: Sports Medicine Vol. 46, no. 8 (2016), p. 1067-1081
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- Description: The grading of Australian junior and youth rugby union players has received substantial media attention in recent years. Media reports have focussed on size mismatches observed between players, especially players with Polynesian heritage, and the concerned parents who fear for the safety of their child owing to perceived mismatches. Although such concerns are well meaning, few media reports recognise the need for substantial evidence to determine the best grading system for junior and youth rugby union players. The current study reviewed relevant literature pertinent to the grading and dispensation of junior and youth rugby union players. Using primary and secondary search strategies, a total of 33 articles reporting the anthropometric characteristics of junior and youth rugby players were identified. Anthropometric data from the literature were compared with normative population data and currently used dispensation criteria. Junior and youth rugby players were found to be taller and heavier than normative population data. Current dispensation criteria, in terms of body mass, were found to vary and it is suggested that criteria be revised and standardised across rugby unions throughout Australia. Although it is acknowledged that other factors are important for grading players, anthropometric characteristics should be considered as potential dispensation criteria to supplement current age-based grading for junior and youth rugby union players. Measuring the body mass and stature of each junior player upon pre-season registration is suggested, which would provide data to establish valid dispensation criteria for the following season.
Emergency resuscitation team roles: What constitutes a team and who's looking after the family
- Authors: Porter, Joanne , Cooper, Simon J. , Taylor, Beverley
- Date: 2014
- Type: Text , Journal article
- Relation: Journal of Nursing Education and Practice Vol. 4, no. 3 (2014), p. 124
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- Description: Aim of study: This study aimed to investigate the attitudes of personnel working in emergency departments on the constitution of a resuscitation team in particular the perceptions of the family liaison role. Methods: A paper base survey on family presence during resuscitation was distributed to emergency personnel working in 18 public departments in the state of Victoria, Australia. Results: A combination of nurses (n = 282) and doctors (n = 65) working in rural and metropolitan emergency departments, identified seven unique resuscitation team roles. Resuscitation teams were identified as comprising of three doctors, three nurses and one other which could be either. Respondents identified seven unique roles as consisting of a team leader, airway doctor, airway nurse, procedure doctor and procedure nurse, drugs nurse and a scribe. The respondents identified the following components as key to discussions with family members; emergency personnel, reassurance, diagnosis, regular updates, intervention, and prognosis (ER-DRIP). Conclusion: The acronym ER-DRIP can be used as a reminder to emergency staff when speaking with family members during resuscitation events ensuring they receive all the necessary information and support.
Exercise-induced responses in salivary testosterone, cortisol, and their ratios in men : A meta-analysis
- Authors: Hayes, Lawrence , Grace, Fergal , Baker, Julien , Sculthorpe, Nicholas
- Date: 2015
- Type: Text , Journal article
- Relation: Sports Medicine Vol. 45, no. 5 (2015), p. 713-726
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- Description: BACKGROUND: Testosterone, cortisol and their ratios may be indicators of anabolic status, but technical issues surrounding blood sampling has limited wider application. The advent of salivary testosterone (sal-T) analysis simplified sample acquisition, resulting in a subsequent rapid increase in the number of published research articles. OBJECTIVE: The objective of this study was to undertake a meta-analysis to determine the effect of acute exercise bouts on post exercise sal-T and salivary cortisol (sal-C) concentrations and their ratio (sal-T:C). DATA SOURCES: Relevant databases such as PubMed, Web of Science, Science Direct and SPORTDiscus were searched up to and including 31 December 2013 for the term 'saliva AND testosterone AND exercise'. STUDY SELECTION: Studies (n = 21) selected from the 933 identified included randomised controlled trials (RCTs; n = 2), uncontrolled trials (UCTs; n = 18) and control trials (CTs; n = 1), all of which had an exercise component characterised as either aerobic, resistance or power training, each with acute sal-T and sal-C measurement obtained within 30 min of exercise bout completion. STUDY APPRAISAL AND SYNTHESIS METHODS: A meta-analysis was conducted on change in sal-T, sal-C and the sal-T:C ratio following exercise using standard difference in means (SDM) and a random effects model. RESULTS: For aerobic, resistance and power exercise, the overall SDMs for sal-T were 0.891, 1.061 and 0.509, respectively; for sal-C, the SDMs were 3.041, 0.773 and 1.200, respectively. For sal-T:C, the SDMs were -2.014, 0.027 and -0.968, respectively. RCTs, UCTs and CTs were separated by subgroup analysis. There were significant differences in overall weighted SDM values for sal-T between RCTs, UCTs and CTs within exercise modes. When examining aerobic exercise interventions, a quantitative interaction of study design was observed. RCTs resulted in a greater SDM than UCTs (1.337 vs. 0.446). Power interventions displayed a qualitative interaction with study design. UCTs where baseline measures were obtained 24 h before exercise had an SDM of -1.128, whereas UCTs where baseline was determined immediately prior to exercise had an SDM of 0.486. The single CT trial had an SDM of 2.260. Resistance exercise interventions were primarily UCTs; however, an observed influence of baseline sampling time whereby immediately pre- and 24 h pre-exercise resulted in differing SDMs. The sole resistance exercise RCTs resulted in the greatest SDM (2.500). CONCLUSION: The current body of evidence regarding acute responses of sal-T to exercise is weak. This meta-analysis identifies varying exercise-dependent effect sizes. Each appear to be greatly influenced by study design and sample timing. There is a need for more RCTs and a standardised methodology for the measurement of salivary hormones in order to better determine the effect of exercise modality.
Comparing levels of spiritual well-being and support among pre-service teachers in Hong Kong and Australia
- Authors: Fisher, John , Wong, Ping Ho
- Date: 2013
- Type: Text , Journal article
- Relation: Religious Education Journal of Australia Vol. 29, no. 1 (2013), p. 34-40
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- Description: A Chinese version of the Spiritual Health And Life-Orientation Measure (SHALOM) developed in this study was shown to be a sound measure of spiritual well-being (SWB) in which 573 pre-service teachers from Hong Kong reported slightly lower levels of relating with themselves and other people, in Personal and Communal SWB, but higher levels of Environmental and Transcendental SWB compared with a group of 557 similar pre-service teachers at the University of Ballarat, Australia. Using regression analyses, investigation of the relationships between levels of spiritual well-being and helps revealed very similar results in explaining variance for each of the four domains, as well as overall spiritual well-being, for these two groups. Prayer, nature and being happy contributed most to explanation of variance in spiritual well-being in both groups helping others, friends, self-improvement, music, walks and other religious activities contributed variously as well. Common principles undergirded support provided for both groups of pre-service teachers' spiritual well-being. It was just a matter of degree as to how much they applied. SHALOM revealed more similarities than differences in spiritual well-being in these two groups of pre-service teachers, even though they were separated culturally and linguistically. These results do, however, raise questions about the efficacy of these pre-service teachers to adequately address school students' spiritual well-being.
How the Men's Shed idea travels to Scandinavia
- Authors: Ahl, Helene , Hedegaard, Joel , Golding, Barry
- Date: 2017
- Type: Text , Journal article
- Relation: Australian Journal of Adult Learning Vol. 57, no. 3 (2017), p. 316-333
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- Description: Australia has around 1,000 Men’s Sheds – informal community- based workshops offering men beyond paid work somewhere to go, something to do and someone to talk to. They have proven to be of great benefit for older men's learning, health and wellbeing, social integration, and for developing a positive male identity focusing on community responsibility and care. A Men’s Shed is typically self- organized and 'bottom-up', which is also a key success factor, since it provides participants with a sense of ownership and empowerment. Men's Sheds are now spreading rapidly internationally, but the uptake of the idea varies with the local and national context, and so too may the consequences. Our paper describes how the Men's Shed travelled to Denmark, a country with considerably more 'social engineering' than in Australia, where Sheds were opened in 2015, via a 'top-down' initiative sponsored by the Danish Ministry of Health. Using data from the study of the web pages of the Danish 'Shed' organizations, from interviews with the central organizer, and from visits and interviews with participants and local organizers at two Danish Men's sheds, we describe how the idea of the Men's Shed on the Australian model was interpreted and translated at central and local levels. Preliminary data indicate that similar positive benefits as exist in Australia may result, provided that local ownership is emphasized.