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.
Reframing primary curriculum through concepts of place
- Authors: Power, Kerith , Green, Monica
- Date: 2014
- Type: Text , Journal article
- Relation: Asia-Pacific Journal of Teacher Education Vol. 42, no. 2 (2014), p. 105-118
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- Description: Australian curricula name "sustainability" as a key priority area with implications for preparing pre-service teachers. In the research that generated this paper, we asked: How can framing teaching through space and place inform pre-service teachers' pedagogical thinking and practice? In new third year Bachelor of Education (primary) subject Understanding Space and Place, Australian teacher education students shared online responses to focus questions and readings framing education through place, designed and taught a unit of study "beyond the classroom" to children in their professional placements and reflected on changes in their theoretical, philosophical, and curriculum goals. Data from these forum posts were analysed through Somerville's three "enabling place pedagogy" categories of embodiment, storylines, and cultural contact zones. Many students came to re-imagine their teaching roles and understand how a place pedagogy framework can operate to expand the possibilities of teaching and learning sustainability through creative and embodied place-making experiences in local places. © 2014 © 2014 Australian Teacher Education Association.
The pedagogic moment : enskilment as another way of being in outdoor education
- Authors: Prins, Alex , Wattchow, Brian
- Date: 2020
- Type: Text , Journal article
- Relation: Journal of Adventure Education and Outdoor Learning Vol. 20, no. 1 (2020), p. 81-91
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- Description: This theoretical paper aims to contribute to the debate about a perceived activity-environment tension in outdoor education. Tim Ingold’s extensive writings on enskilment are used to explore what it means to be skilful in outdoor activities and how this can contribute to dwelling in outdoor places. Four ‘threads’ of enskilment—taskscape, guided attention, storytelling and wayfinding—are each discussed in terms of how they contribute to the way that leaners learn to become enskiled. Discussions of Ingold’s ideas are coupled with van Manen’s insights into the pedagogic moment to describe what is required of the educator to teach for enskilment. The authors’ draw examples from their teaching experiences on coastal outdoor education programmes and conclude by suggesting some practices that favour an enskilment approach. © 2019, © 2019 Institute for Outdoor Learning.
Influence of perceptions and stereotypes of the nursing role on career choice in secondary students : A regional perspective
- Authors: Raymond, Anita , James, Ainsley , Jacob, Elisabeth , Lyons, Judith
- Date: 2018
- Type: Text , Journal article
- Relation: Nurse Education Today Vol. 62, no. (2018), p. 150-157
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- Description: Background: This study examined the influence that perceptions and stereotypes of the nursing role had on future career choice of rural secondary students. Objective: The study was undertaken to identify a method of attracting final year secondary school students to an undergraduate nursing degree at a rural University. Design: A mixed method study using a pre–post-interventional design. Setting: The rural campus of an Australian university. Participants: 71 secondary students attending a secondary school career development program at a rural Australian university. Method: Semi structured questionnaires were used for data collection. The surveys were analysed using descriptive statistics and content analysis of open-ended survey questions. Results: The research supports the importance of being aware of young people's impressions about nurses and nursing as a career, to ensure the successful implementation of targeted recruitment. Conclusion: Targeted recruitment strategies can increase students’ awareness of the wide variety of pathways within nursing, rather than leaving awareness to what family, friends or career advisers tell them, or how nurses are portrayed on television, movies and the media. © 2018 Elsevier Ltd
Balancing the equation : Mentoring first-year female STEM students at a regional university
- Authors: Reid, Jackie , Smith, Erica , Iamsuk, Nansiri , Miller, Jennifer
- Date: 2016
- Type: Text , Journal article
- Relation: International Journal of Innovation in Science and Mathematics Education Vol. 24, no. 4 (2016), p. 18-30
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- Description: Due to changes to Australia's economic landscape (e.g., falling productivity and the end of the mining boom) and the emergence of disruptive digital technologies, the shape of the Australian workforce is rapidly changing and the development of STEM skills is an imperative. There has been a decline, however, in the number of students studying STEM subjects in senior secondary school, and the underrepresentation of females in many STEM disciplines further compounds the problem. The University of New England is a regional Australian university where a large proportion of students are from rural and regional areas, are mature-aged, and come from low SES backgrounds. Many commence their tertiary studies in STEM with diverse backgrounds, often without the necessary assumed knowledge. A mentoring program was designed to assist female students develop STEM-related study and career goals. Important components of the program included: face-to-face and online training and professional development for participants, two mentors (one academic and one industry-based) per student, accessibility for students studying at a distance, guest speakers, and outreach activities promoting STEM to the wider community. This program could be readily adapted for other cohorts of students (e.g., indigenous students) and expanded (e.g., for all students embarking on STEM studies). The program helped students recognise and address potential roadblocks to a sustained and successful STEM-based career, build confidence in pursuing study and career goals, and develop sound decision-making skills in career planning. For mentors, the program offered STEM-related professional development opportunities. Furthermore, academic mentors reported a positive impact on their approach to STEM teaching as a result of participation in the program.
Learning the business of teacher education research: Editorial work as capacity building
- Authors: Reid, Joanne , McDonough, Sharon , Bown, Kathryn , Santoro, Ninetta , Mayer, Diane , Singh, Michael
- Date: 2013
- Type: Text , Journal article
- Relation: Asia-Pacific Journal of Teacher Education Vol. 41, no. 4 (November 2013), p. 345-349
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- Description: C4
The implementation of Mask-Ed: reflections of academic participants
- Authors: Reid-Searl, Kerry , Cooper, Simon J. , Levett-Jones, Tracy , Happell, Brenda
- Date: 2014
- Type: Text , Journal article
- Relation: Nurse Education in Practice Vol. 14, no. 5 (2014), p. 485-90
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- Description: This paper profiles the findings from a study that explored the perspectives and experiences of nurse educators who implemented a novel simulation approach termed Mask-Ed. The technique involves the educator wearing a silicone mask and or body parts and transforming into a character. The premise of this approach is that the masked educator has domain specific knowledge related to the simulation scenario and can transmit this to learners in a way that is engaging, realistic, spontaneous and humanistic. Nurse educators charged with the responsibility of implementing Mask-Ed in three universities were invited to participate in the study by attending an introductory workshop, implementing the technique and then journaling their experiences, insights and perspectives over a 12 month period. The journal entries were then thematically analysed. Key themes were categorised under the headings of Preparation, Implementation and Impact; Reflexivity and Responsiveness; Student Engagement and Ownership; and Teaching and Learning. Mask-Ed is a simulation approach which allows students to interact with the 'characters' in humanistic ways that promote person-centred care and therapeutic communication. This simulation approach holds previously untapped potential for a range of learning experiences, however, to be effective, adequate resourcing, training, preparation and practice is required. Copyright © 2014 Elsevier Ltd. All rights reserved.
'Not everyone has a perfect life' : Becoming somebody without school
- Authors: Robert, Hattam , Smyth, John
- Date: 2003
- Type: Text , Journal article
- Relation: Pedagogy, Culture & Society Vol. 11, no. 3 (2003), p. 379-398
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- Description: This article draws on the Students Completing Schooling Project, conducted in Australia, which has developed an account of early school leaving though listening to how 209 young people made sense of their experiences of leaving school. In this study, we were keen to understand the way young people deliberate upon how schooling fits into their plans for living a life: for 'becoming somebody'. We propose understanding early school leaving as a tactical manoeuvre and part of the complex process of identity formation. Our interview material indicates that a powerful 'interactive trouble' contributes to the non-completion of school and involves underestimating the demands of private life, especially for those living in poverty.
- Description: 2003003524
Accountability and oversight of state functions : use of volunteers to monitor equality and diversity in prisons in England and Wales
- Authors: Roffee, James
- Date: 2017
- Type: Text , Journal article
- Relation: SAGE Open Vol. 7, no. 1 (2017), p.
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- Description: This article offers an evaluation of the use of volunteers in providing accountability of state detention in the prison system of England and Wales through a review of their efforts to monitor the humane and just treatment of those held in custody. A content and dialogical analysis was conducted on 280 reports submitted to the Secretary of State to analyze their practice of reporting and monitoring of equality and diversity. The article argues that the use of volunteers is appropriate to performing monitoring functions that act to enhance intelligent accountability, but volunteers are ineffective for the purposes of improving technical accountability. Evidence suggests some role confusion and use of volunteers for the achievement of both intelligent and technical accountability. The use of volunteers for the latter may result in poor quality repetition of other reporting mechanisms. In addition, it is argued that members require better training, and clearer communications concerning expectations from their reporting functions, which in turn is linked to the quality of their monitoring. The volunteers’ monitoring and surveillance of the detention estate can be more than symbolic and may act as a crucial antidote to technical accountability, furthering the humane and just treatment of some of the state’s most vulnerable citizens. © The Author(s) 2017.
Exercise-Based Injury Prevention in Child and Adolescent Sport: A Systematic Review and Meta-Analysis
- Authors: Rossler, Roland , Donath, Lars , Verhagen, Evert , Junge, Astrid , Schweizer, Thomas , Faude, Oliver
- Date: 2014
- Type: Text , Journal article
- Relation: Sports Medicine Vol. 44, no. 12 (2014), p. 1733-1748
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- Description: Background: The promotion of sport and physical activity (PA) for children is widely recommended to support a healthy lifestyle, but being engaged in sport bears the risk of sustaining injuries. Injuries, in turn, can lead to a reduction in current and future involvement in PA and, therefore, may negatively affect future health as well as quality of life. Thus, sports injury prevention is of particular importance in youth. Objective: The aim of this systematic review was to quantify the effectiveness of exercise-based injury prevention programs in child and adolescent sport in general, and with respect to different characteristics of the target group, injury prevention program, and outcome variables. Data Sources: An Internet-based literature search was conducted in six databases (CINAHL, Cochrane, EMBASE, ISI Web of Science, PubMed, SPORTDiscus) using the following search terms with Boolean conjunction: (sport injur* OR athletic injur* OR sport accident*) AND (prevent* OR prophylaxis OR avoidance) AND (child* OR adolescent OR youth). Study Selection: Randomized controlled trials and controlled intervention studies in organized sport, published in English in a peer-reviewed journal, analyzing the effects of an exercise-based injury prevention program in athletes younger than 19 years of age. Data Extraction: Two reviewers evaluated eligibility and methodological quality. Main outcome extracted was the rate ratio (RR). Statistical analyses were conducted using the inverse-variance random effects model. Results: Twenty-one trials, conducted on a total of 27,561 athletes (median age 16.7 years [range 10.7-17.8]), were included. The overall RR was 0.54 (95% CI 0.45-0.67) [p < 0.001]. Girls profited more from injury prevention than boys (p = 0.05). Both prevention programs with a focus on specific injuries (RR 0.48 [95% CI 0.37-0.63]) and those aiming at all injuries (RR 0.62 [95% CI 0.48-0.81]) showed significant reduction effects. Pre-season and in-season interventions were similarly beneficial (p = 0.93). Studies on programs that include jumping/plyometric exercises showed a significant better (p = 0.002) injury preventive effect (RR 0.45 [95 % CI 0.35-0.57], Z = 6.35, p < 0.001) than studies without such exercises (RR 0.74 [95% CI 0.61-0.90], Z = 3.03, p = 0.002). Conclusions: The results provide good evidence and clearly demonstrate beneficial effects of exercise-based injury prevention programs in youth sports as they can result in statistically significant and practically relevant injury reduction. In particular, multimodal programs including jumping/plyometric exercises can be recommended. However, there is a considerable lack of data for children (under 14 years of age) and for individual sports in general. Future research should include these groups and focus on the effect of specific exercises and compliance.
Indigenous knowledge in the science curriculum: avoiding neo-colonialism
- Authors: Ryan, Ann
- Date: 2008
- Type: Text , Journal article
- Relation: Cultural Studies of Science Education Vol. 3, no. 3 (2008), p. 663-702
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- Description: Science education in Papua New Guinea has been influenced by neo- colonial practices that have significantly contributed to the silencing of the Papua New Guinea voice. This silencing has led to the production of science curriculum documents that are irrelevant to the students for whom they are written. To avoid being caught up in neocolonial practices, Western science educators ought to consider the notion of cultural mediators. This position, the author argues, infers an obligation to take responsibility for their actions and to consider postcolonial discourses as a way of understanding the relationships and dialogue between different ways of knowing. [Author abstract]
University students' perceptions of social networking sites (SNSs) in their educational experiences at a regional Australian university
- Authors: Sadowski, Christina , Pediaditis, Mika , Townsend, Robert
- Date: 2017
- Type: Text , Journal article
- Relation: Australasian Journal of Educational Technology Vol. 33, no. 5 (2017), p. 77-90
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- Description: Higher education institutions, and the way education is delivered and supported, are being transformed by digital technologies. Internationally, institutions are increasingly incorporating online technologies into delivery frameworks and administration – both through internal learning management systems (LMS) and external social networking sites (SNSs). This study aims to explore how higher education students in a regional Australian dual-sector institute use and manage SNSs for personal and study-related activities and their perceptions of how this impacts their educational experiences. This mixed-methods study involved a quantitative and qualitative survey of 355 vocational training and higher education students and in-depth focus groups with ten higher education students. Four key themes were identified through thematic analysis: SNSs as a tool for fostering peer connectedness with fellow students; deliberate and distinct variation between personal and educational use of SNSs; resistance to external SNSs within education settings; and, need for a balance between digital and face-to-face learning and connectedness. Implications for curriculum design and delivery, and development of support for students in diverse learning contexts, are considered.
Nordic walking for overweight and obese people : a systematic review and meta-analysis
- Authors: Sanchez-Lastra, Miguel , Miller, Kyle , Martínez-Lemos, Rodolfo , Giráldez, Antón , Ayán, Carlos
- Date: 2020
- Type: Text , Journal article
- Relation: Journal of Physical Activity and Health Vol. 17, no. 7 (2020), p. 762-772
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- Description: Background: Nordic walking (NW) is a potentially beneficial exercise strategy for overweight and obese people. To date, no reviews have synthesized the existing scientific evidence regarding the effects of NW on this population. This systematic review and meta-analysis aimed to identify the characteristics, methodological quality, and results of the investigations that have studied the effects of NW in overweight and obese individuals. Methods: Six electronic databases were searched up to June 2019 for studies that examined the effects of NW on people with a body mass index ≥ 25 kg/m2. The methodological quality of the included randomized controlled trials was retrieved from the physiotherapy evidence database or evaluated using the physiotherapy evidence database scale. Results: Twelve studies were included in the review. The investigations were mostly good-to-fair methodological quality. NW groups had a significant improvement on parameters such as fasting plasma glucose, abdominal adiposity, and body fat compared with the baseline, but no significant improvements were found when compared with control groups. Conclusions: NW can potentially lead to improvements in parameters related to major health outcomes in overweight and obese people. The lack of control for confounding variables in the analyzed studies prevents further elaboration on its potential benefits. © 2020 Human Kinetics, Inc.
Tackling reliability and construct validity : The systematic development of a qualitative protocol for skill and incident analysis
- Authors: Savage, Trevor , McIntosh, Andrew
- Date: 2017
- Type: Text , Journal article
- Relation: Journal of Sports Sciences Vol. 35, no. 5 (2017), p. 449-456
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- Description: It is important to understand factors contributing to and directly causing sports injuries to improve the effectiveness and safety of sports skills. The characteristics of injury events must be evaluated and described meaningfully and reliably. However, many complex skills cannot be effectively investigated quantitatively because of ethical, technological and validity considerations. Increasingly, qualitative methods are being used to investigate human movement for research purposes, but there are concerns about reliability and measurement bias of such methods. Using the tackle in Rugby union as an example, we outline a systematic approach for developing a skill analysis protocol with a focus on improving objectivity, validity and reliability. Characteristics for analysis were selected using qualitative analysis and biomechanical theoretical models and epidemiological and coaching literature. An expert panel comprising subject matter experts provided feedback and the inter-rater reliability of the protocol was assessed using ten trained raters. The inter-rater reliability results were reviewed by the expert panel and the protocol was revised and assessed in a second inter-rater reliability study. Mean agreement in the second study improved and was comparable (52-90% agreement and ICC between 0.6 and 0.9) with other studies that have reported inter-rater reliability of qualitative analysis of human movement.
Work experiences of nurse academics : a qualitative study
- Authors: Singh, Charanjit , Jackson, Debra , Munro, Ian , Cross, Wendy
- Date: 2021
- Type: Text , Journal article
- Relation: Nurse Education Today Vol. 106, no. (2021), p.
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- Description: Background: The evidence suggests that heavy workloads, pressure to publish, lack of recognition and job insecurity has led to increased job stress among nurse academics. Lack of proper mentoring, reorientation and transition into an academic role are contributory factors towards the lack of retention and recruitment among nurse academics. Internationally, the sustainability of the nurse academic workforce is an area of great concern. The experiences of nurse academics have not been extensively investigated. Objectives: To explore the work experiences of nurse academics. Design: Qualitative Exploratory study. Data were analysed using thematic analysis. Participants: A purposive sample of nurse academics (n = 19), recruited from all states and territories of Australia, lecturer to professor level and work experiences from 2 to 30 years. Methods: Data were collected using semi-structured face to face and telephone interviews. Data were transcribed verbatim and thematically analysed based upon Braun & Clark's model. The study is reported in accordance with the COREQ guidelines. Ethical approval was granted by the relevant University Human Research Ethics Committee. Results: Four main themes were identified (a) Helping students achieve, finding satisfaction through student engagement, (b) working with challenging students, (c) increased workloads, lack of support and resources and (d) difficulty with retention of newly appointed staff. Conclusions: Although the findings highlighted the interactions with nursing students were a positive experience, many of the participants raised great concern about the challenging, difficult, academically weak, rude, and manipulative students. The growing workload increased non-academic administrative work, and the inability to sustain newly appointed staff were areas of great concern. Doing more with less and not being recognized were pertinent factors that needed to be addressed. © 2021
How can the expansion of the apprenticeship system in India create conditions for greater equity and social justice?
- Authors: Smith, Erica , Kemmis, Ros Brennan , Comyn, Paul
- Date: 2014
- Type: Text , Journal article
- Relation: Australian Journal of Adult Learning Vol. 54, no. 3 (2014), p.
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- Description: This paper reports on aspects of a recent project carried out for the International Labour Organization (ILO) and the World Bank, which was designed to feed into the process of updating and expanding India’s apprenticeship system. The apprenticeship system in India is extremely small for the country’s population, even taking into account the high proportion of jobs that are in the informal economy, and is subject to very rigid regulation. Expansion of the system has been seen as vital in order to improve the supply of skills to the rapidly expanding economy, and also to address issues of disparity in labour market participation and equity for certain groups in Indian society. The paper firstly explains how findings about apprenticeship systems from ten other countries, together with analysis of the Indian situation, were used to present options for consideration by the Indian government. It then analyses these options for their social justice and equity implications.
The expansion and contraction of the apprenticeship system in Australia, 1985-2020
- Authors: Smith, Erica
- Date: 2021
- Type: Text , Journal article
- Relation: Journal of Vocational Education and Training Vol. 73, no. 2 (2021), p. 336-365
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- Description: This paper chronicles and analyses the expansion and contraction of the Australian apprenticeship system from 1985 to 2020. The system expanded from a small number of occupations, mainly in craft and manufacturing areas, to include many other occupations, notably in the different types of service sectors. The expansion was achieved primarily through a new type of apprenticeship, known as a traineeship, to augment the existing more traditional apprenticeships. Since 2012, the system has contracted considerably, and the participation rate of women has been affected disproportionately. The period of expansion of the system was book-ended by two major government-instigated documents, in 1985 and 2011. In 1985 a Parliamentary Committee of Inquiry into Labour Market Programs proposed the introduction of traineeships, and in 2011 an Expert Panel on Apprenticeships sought to reduce numbers through the application of specific criteria for government support, which primarily affected the occupations served by traineeships. Two sources of evidence are used to examine the expansion and contraction of the apprenticeship system: data from the national apprenticeship statistics collection maintained by the National Centre for Vocational Education Research (NCVER) and key government reports over the 35 years. A brief overview of COVID-19-related developments in 2020 is included. © 2021 The Vocational Aspect of Education Ltd.
Humanities education as a pathway for women in regional and rural Australia: Clemente Ballarat
- Authors: Smith, Jeremy , Gervasoni, Ann , Howard, Peter
- Date: 2013
- Type: Text , Journal article
- Relation: Australian Journal of Adult Learning Vol. 53, no. 2 (2013), p. 253-279
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- Description: his paper provides insight into the experience of Clemente humanities education for six regional and rural Australian women living around Ballarat. Each took part in an audio-taped semistructured interview which explored the impact that university study had on their lives. Their responses suggest that Clemente Ballarat was life-giving. The student insights identified the critical importance of: providing a supportive learning environment for people lacking life opportunities and routine; students feeling better and happier with themselves resultant from personal learning achievements; doing something that was about ‘me’; support from others including Learning Partners and the program’s counsellor; students appreciating their academic and inner strengths; rekindling dreams and hope; seeking ways out of poverty for their family; finding friendships and connection; appreciating the academic disciplines; improvements in well-being and mental health; and pride in achievements. Students also were apprehensive about what the future may hold after completion and graduation. These insights highlight the treasures that students found when engaged in humanities education based upon community embedded socially supported structures that enable learning. Further, these insights provide contextual outcomes for the Clemente program, which could be implemented across regional and rural Australia for people experiencing multiple disadvantages or social exclusion.
Pedagogy, school culture and teacher learning : Towards more durable and resistant approaches to secondary school literacy
- Authors: Smyth, John
- Date: 2007
- Type: Text , Journal article
- Relation: Language and Education Vol. 21, no. 5 (2007), p. 406-419
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- Description: The relational, cultural and contextual view of literacy discussed in this paper has profound and widespread implications for the way teachers think about their students, their families, backgrounds and experiences and the aspirations students hold for the future. Focussing on the theoretical construct of teacher identity, the paper discusses the ways teachers worked and what happened to the culture of their schools when a structured literacy intervention enabled them to develop some agency as educational professionals, when provided with some 'social space' in respect of their literacy practices. The paper concludes that the teachers were involved to varying degrees in embracing changes that represented a move in the direction of a socially just pedagogy - the paper explains why. © 2007 J. Smyth.
- Description: C1
- Description: 2003005585
Literacy research methodology that is up to the challenge
- Authors: Smyth, John , Whitehead, David
- Date: 2007
- Type: Text , Journal article
- Relation: Language and Education Vol. 21, no. 5 (2007), p. 377-386
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- Description: This paper outlines the methodological dimensions of the secondary literacy research evaluation that is the focus of this special issue - the New Zealand-based Secondary Schools' Literacy Initiative (SSLI). We argue that these methodological dimensions are an example of the type of contextualised and critical research that might be usefully applied in exploring literacy across the curriculum in other national contexts. A particular concern addressed in the paper is the need to develop a contextualised, rich description of literacy practices in schools, while also addressing a wider policy climate, which is often preoccupied with issues of literacy achievement and, particularly, often-entrenched differential achievement for students across class and ethnicity lines. To achieve this, the researchers adopted a quasi-ethnographic, multi-locale, mixed-methods approach intended to enhance the robustness of the research design and the validity of the results. © 2007 J. Smyth & D. Whitehead.
- Description: C1
- Description: 2003005588