Journal articles on the topic 'Australian tertiary education support services'
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1
Lane, Maria, and Joe Lane. "Aboriginal Tertiary Education in Australia: A More Successful Model?" Australian Journal of Indigenous Education 19, no. 5 (November 1991): 3–11. http://dx.doi.org/10.1017/s0310582200007628.
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By the end of 1990, at least three hundred Aboriginal and Islander people had graduated in South Australian tertiary institutions, from associate diploma level and above. In 1990, the annual graduation rate surpassed forty, the great majority at three-year level or above, including at least one Honours, one doctorate and graduates in architecture and law. The eight-fold increase in graduate numbers over the total up to 1980 reflects the active presence on campuses of Aboriginal/Islander-oriented support services and, even more so, of preparation programs: some three-quarters of all graduates had participated in some form of supplementary preparation.
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Lawlis, Sambell, Douglas-Watson, Belton, and Devine. "The Food Literacy Action Logic Model: A Tertiary Education Sector Innovative Strategy to Support the Charitable Food Sectors Need for Food Literacy Training." Nutrients 11, no. 4 (April 12, 2019): 837. http://dx.doi.org/10.3390/nu11040837.
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Food literacy is seen as a key component in improving the increasing levels of food insecurity. While responsibility for providing training falls on the charitable service organizations, they may not have the capacity to adequately reach those in need. This paper proposes a tertiary education - (university or higher education) led model to support the food literacy training needs of the food charity sector. A cross-sectional study comprised of online surveys and discussions investigated food services offered by Western Australia (WA) and Australian Capital Territory (ACT) agencies, food literacy training needs for staff, volunteers and clients, and challenges to delivering food literacy training programs. Purposive sampling was used, and ACT and WA charitable service originations (survey: ACT n = 23, WA n = 32; interviews: ACT n = 3, WA n = 2) were invited to participate. Findings suggest organizations had limited financial and human resources to address the gap in food literacy training. Nutrition, food budgeting, and food safety education was delivered to paid staff only with limited capacity for knowledge transfer to clients. The Food Literacy Action Logic Model, underpinned by a tertiary education engagement strategy, is proposed to support and build capacity for organizations to address training gaps and extend the reach of food literacy to this under-resourced sector.
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Howard, Peter, Jude Butcher, and Luke Egan. "Transformative education: Pathways to identity, independence and hope." Gateways: International Journal of Community Research and Engagement 3 (November 25, 2010): 88–103. http://dx.doi.org/10.5130/ijcre.v3i0.1637.
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In 2008–2010, the Australian Government’s social inclusion agenda and the Bradley Review of Higher Education profiled the importance of education for people from disadvantaged backgrounds. This education needs to be transformative in both its nature and its outcomes. The Clemente Australia program is presented here as a means of providing such transformative education for people who are disadvantaged or socially isolated. This case study of Clemente Australia shows how the program is built upon a psychology of hope and provides pathways not only to new hope but also to a new sense of identity and independence.
Clemente Australia (CA) is an example of community embedded, socially supported university education (CESS). Essential elements of CA are respecting people for who they are and for where they are within their individual life journeys; building student capacity to be more proactive in reflecting upon and engaging with the world; learning with and relating to others; and promoting educative justice through the recognition of the students’ human rights to participate in tertiary education in a way that meets their personal and academic learning needs.
For the students, the university (Australian Catholic University) and other partners in CA, it is evident that there has been an ongoing shift from dependence upon the provision of materials and services to empowerment and enhanced capabilities in identifying the supports and processes required to meet the personal and professional needs of students, staff and community agencies. This shift has occurred through the scaffolding processes provided, the establishment of innovative partnerships and purposeful reflection. It has involved listening to one another, welcoming people into new worlds and challenging one another in the provision of transformative education to realise the fulfilment of hope for many Australians experiencing disadvantage.
key words: transformation; education; community; hope; homelessness; disadvantage
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Baer, Hans A. "Why Is the Australian Government Interested in Complementary Medicine? A Case Study of Economic Rationalism." Complementary health practice review 12, no. 3 (October 2007): 167–78. http://dx.doi.org/10.1177/1533210107306134.
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To address rising health costs, the Australian government has relied on several strategies: (1) covert rationing that entails limiting public health funds for particular patients or services; (2) the allocation of patients awaiting surgery to a priority level; (3) increased copayments for physician visits necessitated by practices such as physicians refusing to bulk bill; and (4) the establishment of an independent auditor for the private health insurance industry. However, the health economics literature rarely mentions that the growing support in various ways of the Australian government for complementary medicine may constitute another strategy for curtailing rising health costs. The government's main support for complementary medicine has come in the form of training programs in chiropractic, osteopathy, Chinese medicine, and naturopathy in public tertiary institutions and partnerships between private complementary colleges and public universities. Compared with biomedical education with its need for hospitals and sophisticated technology, complementary training programs are inexpensive. Furthermore, complementary services are generally not covered by Medicare but must be paid for either out of pocket or by a private health plan.
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Buchan, Jena, Bonnie Clough, Jonathan Munro, Tatjana Ewais, Jamie Wallis, and Andrew Teodorczuk. "Development of an Online Transdisciplinary Student Wellbeing Bundle: A Thematic Analysis." Journal of the Australian and New Zealand Student Services Association 30, no. 1 (December 18, 2022): 3–18. http://dx.doi.org/10.30688/janzssa.2022-1-01.
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The consequences of burnout for tertiary students across the health professions are well documented. As key stakeholders in university-offered wellbeing services and support, it is desirable for students to hold a central role in development of such resources. Hence, there is a compelling need to develop a student-driven approach to promote wellbeing in the tertiary setting. Based on this need, an online student-focused platform was developed using a bottom-up approach to support participant-driven enhancement of wellbeing and resilience to counteract burnout at a large Australian university. This study reports on the development of the initial online “student bundle”, providing a foundation to inform the design of more locally-based approaches to improve wellness and prevent burnout. Students and staff were invited to participate in a series of focus groups. Sessions sought to collect information on desired structure, resources, and overall content of the student bundle, with a thematic analysis undertaken to identify emerging themes. Focus groups were conducted separately with staff (n=17) and students (n=7). Six main themes in relation to the development of the bundle emerged: Communication/Engagement, Accessibility/Flexibility, Professional practice, Community, Awareness, and Opportunity for personal growth. Stakeholders emphasised a bundle should be engaging and proactive to address wellbeing issues; incorporate aspects linked to professional identity; and foster community, connectedness, and self-awareness, providing an opportunity for growth. Our research has exposed significant needs in relation to how an online student-focused wellbeing bundle could be delivered and what it could provide. Findings from this study will be used to guide further development and implementation of a multimodal, interactive student wellbeing bundle.
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Heyeres, Marion, Janya McCalman, Erika Langham, Roxanne Bainbridge, Michelle Redman-MacLaren, Amelia Britton, Katrina Rutherford, and Komla Tsey. "Strengthening the Capacity of Education Staff to Support the Wellbeing of Indigenous Students in Boarding Schools: A Participatory Action Research Study." Australian Journal of Indigenous Education 48, no. 01 (February 14, 2018): 79–92. http://dx.doi.org/10.1017/jie.2017.42.
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In meeting the social and emotional learning (SEL) needs of Aboriginal and Torres Strait Islander students, the capacities of school staff are critical. There is very limited evidence for relevant capacity development initiatives. This evaluation reports a multicomponent SEL training intervention delivered to staff of an Australian education service that operates independently of any particular school to assist with the transitions of students from remote communities to boarding schools. A participatory action research (PAR) approach was implemented over 13-months with 21 staff participants. Results from a pre-, mid- and six months post-training survey and staff interviews were analysed and fed back through reflective group discussions. The training was associated with improved staff attitudes to mental health and skills to support student wellbeing. Sixteen participants received a tertiary qualification. Despite ‘working in challenging environments’, staff were ‘dedicated to help’ students, and ‘acknowledged the need for change’ to better support student wellbeing. However, given the service's brokering role between families and schools, fewer staff members reported feeling empowered to influence issues in their workplace. The evaluation demonstrated the value of SEL training for education staff and potential utility for school teachers and boarding staff who have direct duty of care for Indigenous students. The multicomponent training described in this study would need to be condensed for school settings.
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Yadav, Lalit, Tiffany K. Gill, Anita Taylor, Unyime Jasper, Jen De Young, Renuka Visvanathan, and Mellick J. Chehade. "Cocreation of a digital patient health hub to enhance education and person-centred integrated care post hip fracture: a mixed-methods study protocol." BMJ Open 9, no. 12 (December 2019): e033128. http://dx.doi.org/10.1136/bmjopen-2019-033128.
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IntroductionOlder people with hip fractures often require long-term care and a crucial aspect is the provision of quality health information to patients and their carers to support continuity of care. If patients are well informed about their health condition and caring needs, particularly posthospital discharge into the community setting, this may support recovery and improve quality of life. As internet and mobile access reach every household, it is possible to deliver a new model of service using a digital education platform as a personal health hub where both patients and their providers of care can establish a more efficient information integration and exchange process. This protocol details proposed research, which aims to develop a ‘model of care’ by using a digital health solution that will allow delivery of high quality and patient-centred information, integrated into the existing process delivered within the community setting.Methods and analysisThis phase of the study uses a pragmatic mixed-methods design and a participatory approach through engagement of patients, their carers and healthcare providers from multiple disciplines to inform the development of a digital health platform. Quantitative methods will explore health literacy and e-health literacy among older people with hip fractures admitted to the two public tertiary care hospitals in Adelaide, South Australia. Qualitative methods will provide an understanding of aspects of content and context required for the digital health platform to be developed in order to deliver quality health information. The study will use appropriate theoretical frameworks and constructs to guide the design, analysis and overall conduct of the research study. The scope of the study intends to ultimately empower patients and their carers to improve self-management and to better use coordinated services at the community level. This could prevent further falls including associated injuries or new fractures; reduce new hospital admissions and improve confidence and engagement by limiting the psychologically restrictive ‘fear of falls’.Ethics and disseminationThe study has been approved by the Human Research Ethics Committee of the Central Adelaide Local Health Network, South Australia (SA) Health, Government of South Australia and the University of Adelaide Human Research Ethics Committee. Findings from the study will be published in suitable peer-reviewed journals and disseminated through workshops or conferences.
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Burke, Rachel, Caroline Fleay, Sally Baker, Lisa Hartley, and Rebecca Field. "Facilitating Access to Higher Education for People Seeking Asylum in Australia: Institutional and Community Responses." Refuge: Canada's Journal on Refugees 36, no. 2 (December 18, 2020): 58–68. http://dx.doi.org/10.25071/1920-7336.40658.
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Higher education remains unattainable for many people seeking asylum in Australia, where temporary visa status renders individuals ineligible for a range of government services including assistance with financing tertiary study. Many universities have responded by offering scholarships and other essential supports; however, our research indi- cates the challenges associated with studying while living on a temporary visa can affect the success of educational assistance. Here we highlight the importance of scholarships and other supports for facilitating access to tertiary study, particularly given the continuation of restrictive government policies, and identify the need for people seeking asylum to inform institutional and community responses.
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Smith, John. "Special Issue Editorial - Technology-enhanced academic language support (TALS)." Journal of University Teaching and Learning Practice 16, no. 4 (October 1, 2019): 2–3. http://dx.doi.org/10.53761/1.16.4.1.
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Welcome to this special issue of the Journal of University Teaching and Learning Practice on the topic of technology-enhanced academic language support (TALS). The academic language abilities of tertiary students have been an area of intense focus for both Australian universities and the Australian federal government for over 10 years. Increasingly, however, universities are turning to digital technologies to enhance or supplement their face-toface support, and this move away from ‘more supported’ approaches to ‘self-help’ and ‘selfaccess’ resources brings with it a host of teaching and learning complexities. This issue brings together some of the current work being conducted in this digital learning and teaching space.
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Leung, Paul, and Renee Hauff. "Training Needs and Concerns of Personnel Working in Disability Support Programs in Australian Tertiary Education Institutions." Australian Journal of Rehabilitation Counselling 3, no. 2 (1997): 71–78. http://dx.doi.org/10.1017/s1323892200001447.
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The increase in students with disabilities in Australian tertiary education settings has placed significant stress on institutions to provide adequate and appropriate support. Disability liaison officers have the responsibility on many Australian campuses but little is known about their training needs and concerns. This study surveyed disability liaison officers about their training needs and concerns. The majority of respondents indicated a need for availability of further training as well as concerns related to the resources available to adequately support students with disabilities. There is a need for the development of appropriate training and for policies that enable adequate resourcing of students with support needs.
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Forman, Sarah, and Katrina Andrews. "Perceptions of students’ counselling experience with intern counsellors within a tertiary education setting: A thematic analysis." Journal of the Australian and New Zealand Student Services Association 29, no. 1 (May 24, 2021): 59–73. http://dx.doi.org/10.30688/janzssa.2021.1.03.
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Mental health decline and psychological distress is rising among tertiary students’ worldwide andis now recognised internationally as an important public health issue.There is a growing demand for campus-based counselling services as evidence suggests that providing on-campus counselling support can significantly support student mental health and wellbeing. In addition, there is a symbiotic demand for counselling students to have the opportunity to integrate their skills through practice with clients. With the increasing demand for universities and tertiary institutes to provide counselling support, the use of graduate level trainees to deliver counselling services could provide an innovative and effective model to cope with high demand in a cost-efficient way. This qualitative research explores the perceptions of students who have sought counselling, delivered by trainee counsellors within a tertiary education setting. A thematic analysis was used to interpret the data from anonymous, semi-structured survey questions. Three predominate themes were identified; 1) positive experiences of counselling were connected directly to the relationship and positive regard that the counsellor fostered; 2) the counselling process supported the clients’ autonomy, self-determination and resilience and 3) despite nervousness, clients were surprised by the perceived positive benefits of counselling. A fourth theme identified that a minority of clients need a more experienced therapist to support their needs. This study demonstrated that counselling services delivered by trainee counsellors was perceived as helpful by the majority of students and has implications for improving practice and service availability through the use of trainees within university counselling services.
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Wingrove, Dallas, Angela Clarke, and Andrea Chester. "Distributing leadership for sustainable peer feedback on tertiary teaching." Journal of University Teaching and Learning Practice 12, no. 3 (July 1, 2015): 95–107. http://dx.doi.org/10.53761/1.12.3.8.
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A growing evidence-based literature supports the value of peer feedback as a positive professional learning activity that enhances confidence, builds collegial relationships and supports reflective practice. Less clear is how best to embed such programs in university practices. This paper describes a leadership approach developed to support the scalable and sustainable implementation of peer-based professional development in a large Australian university. Drawing on distributed leadership approaches, we locate responsibility for ongoing implementation at the local level. This approach and its effectiveness are evaluated by analysing the experiences of 10 leaders. Based on the leaders’ evaluations and our reflections our approach has potential to support the leadership of sustainable and effective peer-based professional development of academic teaching staff in the tertiary sector. We identify critical success factors, challenges and future directions for the leadership and implementation of peer feedback on teaching in higher education.
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Hordacre, Ann-Louise, Anne Taylor, Christy Pirone, and Robert J. Adams. "Assessing patient satisfaction: implications for South Australian public hospitals." Australian Health Review 29, no. 4 (2005): 439. http://dx.doi.org/10.1071/ah050439.
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This paper reports on the results from 2620 South Australians who participated in the 2003 Patient Evaluation of Hospital Services. Patients were found to be generally satisfied with the care, services and amenities provided, with a statewide overall score of 86.3. Satisfaction was lowest in the patients? assessment of their involvement in their own care and treatment. Three demographic factors (younger age, female sex or tertiary education) predicted lower levels of satisfaction in the multivariate analysis, whereas living with others, non-emergency admission or admission to smaller hospitals were found to predict higher satisfaction. Despite administrative and organisational difficulties, and limited current evidence of increased quality or satisfaction, it is considered important to continue satisfaction research with the goal of encouraging the development of action plans for improvement of care, services and amenities.
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Jeffery, David, and David Johnson. "Whose fault is failure? Contested perspectives of academic support in tertiary educational institutions in South Africa." Research in Comparative and International Education 14, no. 3 (July 27, 2019): 376–93. http://dx.doi.org/10.1177/1745499919864731.
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This paper explores the argument that to widen participation in higher education, educational institutions should bear a greater responsibility for students’ learning. Central to this debate is the notion of ‘academic support’. There are many perspectives on what works to scaffold student participation and learning but rarely are the perspectives of those receiving support taken into account. This paper reports the findings of an exploratory ethnographic study in which students in a vocational college in South Africa reflected on the nature of academic support and access to it. Student narratives that underpin their understandings of how the support system ‘worked’, and what responsibilities they and the college respectively bore for their studies, are compared to the official prescript on student support services in South Africa – the so-called ‘Student Support Services Manual’ which was developed by the South African Department of Higher Education and Training (DHET). The data indicate sharp incongruences in thinking. While the student support services manual maintains that students are a product of their disadvantaged contexts and therefore require an institutional form of academic support, students themselves placed much less responsibility for the provision of academic support on the colleges. Instead, they attributed their success or failure to ‘character’ and their own dispositions towards learning. This is an unexpected finding in the context of an often highly charged debate on the factors that constrain learning and learning outcomes. This paper argues that it is this ‘locus of control’ that undermines the idea that student success is dependent on prescription alone.
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Fordham, Loraine, and Anne Kennedy. "Engaging Vulnerable Children and Families: Learning from a New Model of Education and Care." Australasian Journal of Early Childhood 42, no. 4 (December 2017): 30–37. http://dx.doi.org/10.23965/ajec.42.4.04.
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OVER THE PAST DECADE, researchers and policy-makers have increasingly affirmed universal early childhood education and care (ECEC) services as the best way to provide equitable ECEC to all children. While evidence suggests that Australian ECEC services are trying to engage vulnerable children and their families, some of the most vulnerable do not avail themselves of universal services. ECEC programs that specifically focus on vulnerable families may provide two solutions to the problem of at-risk children not participating in universal ECEC services. They may ensure that some of the most vulnerable will connect with services designed to support them and they may assist the sector by sharing how they successfully engage vulnerable families. This paper appraises universal and targeted ECEC services and suggests how both can be combined. It then describes a recent ethnographic study into an Australian ECEC program designed to support vulnerable children and families. It shares some of the study's findings as well as implications that may be helpful for universal ECEC service providers.
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Howlett, Catherine, Monica Seini, Chris Matthews, Bronwyn Dillon, and Vivian Hauser. "Retaining Indigenous Students in Tertiary Education: Lessons from the Griffith School of Environment." Australian Journal of Indigenous Education 37, no. 1 (2008): 18–27. http://dx.doi.org/10.1017/s1326011100016057.
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AbstractLow retention of Indigenous peoples in all Australian universities has been identified as a problematic issue by the Australian Federal government. Griffith University (GU), Queensland, Australia, provided funding to examine the factors affecting Indigenous retention in higher education, with the aim of developing innovative participation and retention strategies specifically for Indigenous students. This paper focuses on research conducted within the Griffith School of Environment that questioned the possible links between the provision of information to commencing Indigenous students and their retention. It essentially examines to what extent current university structures support Indigenous enrolments and retention, via the information they receive upon enrolling. From interviews conducted in an informal discussion format with currently enrolled Indigenous students in the Griffith School of Environment, critical deficiencies were identified in the information Indigenous students receive during the early transition phase of university entrance. A key finding of this study, and which is the subject of current research, was the support amongst the students for the development of an Indigenised curriculum in science as a strategy for improving the attraction and retention of Indigenous students. This paper details the research project and its findings.
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Strnadová, Iva, Therese M. Cumming, and Hee Min Lee. "A Review of the Grey Literature on Education-Centred Wraparound Services to Support Students with Complex Support Needs in Australia." Educational Practice and Theory 43, no. 2 (December 1, 2021): 69–93. http://dx.doi.org/10.7459/ept/43.2.06.
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The aim of this research project was to examine how wraparound supports are represented in the Australian national and NSW state polices and schools and to identify best practices and models of wraparound support. The grey literature from seven sectors, i.e., youth justice, out of home care, disability, mental health, drug and alcohol, homelessness and education was searched and analysed. There is no consensus on a definition or understanding of wraparound across the sectors, the effectiveness of wraparound models is rarely assessed, and schools are not typically included in the wraparound teams of the other sectors.
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Jelinek, G. A., T. J. Weiland, C. Mackinlay, N. Hill, and M. F. Gerdtz. "Perceived Differences in the Management of Mental Health Patients in Remote and Rural Australia and Strategies for Improvement: Findings from a National Qualitative Study of Emergency Clinicians." Emergency Medicine International 2011 (2011): 1–7. http://dx.doi.org/10.1155/2011/965027.
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Introduction. We aimed to describe perceptions of Australian emergency clinicians of differences in management of mental health patients in rural and remote Australia compared with metropolitan hospitals, and what could be improved.Methods. Descriptive exploratory study using semi-structured telephone interviews of doctors and nurses in Australian emergency departments (EDs), stratified to represent states and territories and rural or metropolitan location. Content analysis of responses developed themes and sub-themes.Results. Of 39 doctors and 32 nurses responding to email invitation, 20 doctors and 16 nurses were interviewed. Major themes were resources/environment, staff and patient issues. Clinicians noted lack of access in rural areas to psychiatric support services, especially alcohol and drug services, limited referral options, and a lack of knowledge, understanding and acceptance of mental health issues. The clinicians suggested resource, education and guideline improvements, wanting better access to mental health experts in rural areas, better support networks and visiting specialist coverage, and educational courses tailored to the needs of rural clinicians.Conclusion. Clinicians managing mental health patients in rural and remote Australian EDs lack resources, support services and referral capacity, and access to appropriate education and training. Improvements would better enable access to support and referral services, and educational opportunities.
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Nakata, Martin, Vicky Nakata, and Michael Chin. "Approaches to the Academic Preparation and Support of Australian Indigenous Students for Tertiary Studies." Australian Journal of Indigenous Education 37, S1 (2008): 137–45. http://dx.doi.org/10.1375/s1326011100000478.
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AbstractThis paper explores how the academic performance of Indigenous students has been investigated in the higher education literature and where this fits within the academic support context and teaching and learning developments in Australian universities. The authors suggest an approach to Indigenous academic skills support that equips Indigenous students with tools for managing their engagements with the content of Western disciplines. A case is made for more focussed research around Indigenous students' approaches to processing intellectual content while developing their own Indigenous standpoints.
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Khawaja, Nigar G., and Jenny Dempsey. "A Comparison of International and Domestic Tertiary Students in Australia." Australian Journal of Guidance and Counselling 18, no. 1 (July 1, 2008): 30–46. http://dx.doi.org/10.1375/ajgc.18.1.30.
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AbstractIn this study international and domestic students were compared on variables such as accommodation and financial satisfaction, social support, mismatched expectations, academic stress, dysfunctional coping, and psychological distress. International and domestic students (N = 86 for each group), enrolled at a large Australian university based in a capital city, completed a battery of questionnaires. Results demonstrate that in comparison to domestic students, international students had less social support, used more dysfunctional coping strategies and had greater incongruence between their expectations and experiences of university life. The results endorse the significance of providing high quality supportive and orientation programs to international students, to enhance their social support and coping strategies, which, as demonstrated, are lacking.
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Vasylieva, Tetiana, Serhiy Lyeonov, and Anna Vorontsova. "MANAGEMENT OF EDUCATION IN THE CONTEXT OF ITS FINANCIAL SUPPORT AS A PUBLIC-PRIVATE GOOD." Annals of Marketing Management and Economics 4, no. 1 (June 20, 2018): 163–73. http://dx.doi.org/10.22630/amme.2018.4.1.12.
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In the article the essence and main characteristics of public and private goods are investigated, their main differences are revealed. Based on this, the main features of public goods were identified, including the nature of consumption, exclusivity of consumption, level of competition in providing services, exhaustiveness of services, level of social significance, etc. A comparative analysis of the peculiarities of funding for education at different levels (primary, secondary education, post-secondary/total tertiary education) and funding sources (public and private expenditures) has been conducted. It is substantiated that the basis for determining the optimal financial support structure for LLS development should be the level of compliance of educational services with the criteria for meeting public and private goods. On the basis of this, it was found that the ratio of budget and extrabudgetary funding for basic education services should be 90 to 10%; for vocational education services – 60–70% to 30–40%; and for services of additional education – 20–40% to 60–80%.
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Newton, Danielle C., Adrian J. Tomyn, and Anthony D. LaMontagne. "Exploring the challenges and opportunities for improving the health and wellbeing of international students: Perspectives of international students." Journal of the Australian and New Zealand Student Services Association 29, no. 1 (May 24, 2021): 18–34. http://dx.doi.org/10.30688/janzssa.2021.1.02.
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This study sought to explore the challenges and opportunities for improving the health and wellbeing of international students through in-depth interviews with 21 international students at an Australian University. Interviews explored 1) conceptualisation of health and wellbeing, 2) perceptionsof the most significant health and wellbeing issues for international students, and 3) the barriers to international students accessing campus-based services for health and wellbeing concerns. Almost all international students viewed health and wellbeing as a state encompassing both physical and mental/emotional health. Key challenges included mental health, lack of social support, academic stressors, financial pressures, and accommodation concerns. Barriers to accessing university support services included cultural stigma, language barriers, waiting periods to access services, and not knowing how or where to access support within the university. The implications of these findings and suggested strategies for improving the health and wellbeing of international students are discussed.
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Mason, Shannon, and John Hajek. "Representing language education in Australian universities: An analysis of press reporting (2007–2016)." Language Learning in Higher Education 9, no. 1 (July 26, 2019): 179–202. http://dx.doi.org/10.1515/cercles-2019-0012.
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Abstract Educational issues are a regular feature in mainstream media, and the ways in which particular issues are represented can influence public perceptions of the various discipline areas and, in turn, policy decisions that affect them. While the research literature includes media coverage analyses of a wide range of educational disciplines and sectors, missing is an understanding of the media representations of language education in the tertiary setting, despite languages being seen as a key pathway to generalised national multilingualism, social harmony, and economic prosperity. The authors address this gap using Australia as a case study, a country that has seen considerable policy and media attention to language education in general over many years. A content analysis of print newspaper coverage from 2007–2016 was conducted, revealing that the coverage of the discipline area at the tertiary level is extremely limited, is generally superficial in depth, narrow in scope, and negative in tone. This representation perpetuates the already precarious position of language education in Australian universities, and there is little support for a more positive and visible public agenda.
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Baglow, Len, and Susan Gair. "Australian social work students: Balancing tertiary studies, paid work and poverty." Journal of Social Work 19, no. 2 (February 28, 2018): 276–95. http://dx.doi.org/10.1177/1468017318760776.
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Summary It is commonly understood that enrolment in higher education means inevitable financial strain. In an online national survey in 2015, a sample of 2320 current students from 29 Australian social work programs reported on their experiences of juggling life, study and work. Findings This article details preliminary findings regarding the impact of low levels of income on the lives and study success of an Australian student cohort, and offers a considered comparison to relevant available data. Students in this study reported regularly going without necessities, and identified that a lack of finances and long hours in employment were adversely affecting their study experience. These problems became acute during compulsory field placements. Applications The purpose of this study was to illuminate social work students’ complex study realities in order to inform future education, policy and practice. The findings identify that for these students adverse outcomes including poverty and disruption to studies may be increasingly difficult to avoid. This situation may not be confined to this cohort or the Australian experience. There appears to be an urgent need for national bodies, universities and students to join together in advocating for increased support for tertiary social work students.
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Bahall, Mandreker, and George Legall. "Patient satisfaction with inpatient services in a public tertiary hospital in Trinidad and Tobago: associated factors and predictors." International Journal Of Community Medicine And Public Health 6, no. 8 (July 26, 2019): 3195. http://dx.doi.org/10.18203/2394-6040.ijcmph20193429.
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Background: Patient experience is an important factor in assessing the quality of healthcare. Numerous reports highlight the continued inconsistencies in healthcare and poor patient satisfaction affecting outcomes. This study aimed to assess patient satisfaction in a teaching hospital in Trinidad and Tobago.Methods: A cohort study was conducted among recently discharged patients from the largest teaching hospital in Trinidad and Tobago. The survey instrument was an adaptation of the Picker Patient Experience Questionnaire. Data were collected from January 1, 2017 to March 2017, using face-to-face interviews. SPSS version 21 was used for descriptive and inferential analysis of data.Results: The majority of the 300 participants was female (n=157; 53.3%), aged over 35 years (n=202; 67.3%) with secondary school education (n=137; 45.7%). Satisfaction levels ranged from 50% and 70% for management issues, treatment-related communication issues, environmental issues, and deportment of medical staff. Patient satisfaction with treatment-related support and hotel services was less than 50%. All satisfaction domains were inter-dependent with the highest correlation between treatment-related communication and management issues (r=0.691; p≤0.001) and the lowest between support services and hotel services (r=0.311; p≤0.001). Education was the only factor that was both associated with, and a predictor of, patient satisfaction. Satisfaction level decreased with increased education level.Conclusions: Low satisfaction was found with treatment-related support and hotel services with education level as the only predictor. Steps are needed to ensure periodical satisfaction monitoring and continuous improvement of services such as support and hotel services.
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Atherton, Kelly, and Jon Cornwall. "Psychological Distress and Help-seeking Behaviour: Chinese International Students in New Zealand." Journal of the Australian and New Zealand Student Services Association 30, no. 1 (December 18, 2022): 48–62. http://dx.doi.org/10.30688/janzssa.2022-1-04.
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With high numbers of Chinese international tertiary students worldwide, it is important that institutions understand how best to establish environments that support positive mental health in this student group. This study used a mixed methods approach via an online survey to explore levels of psychological distress, help-seeking preferences, and engagement with counselling among Chinese international students at a New Zealand university. Findings support existing literature showing that Chinese international tertiary students experience high levels of distress and under-utilise counselling and other campus services, while the relationship between students and family is an important consideration to assist in mitigating psychological distress. Culturally appropriate interventions are needed to improve the wellbeing, and aid the integration, of Chinese students to their host country and educational environment.
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Yates, Peter. "Information and Communication Technology in Antarctica." Australian Journal of Telecommunications and the Digital Economy 3, no. 4 (December 29, 2015): 26. http://dx.doi.org/10.18080/ajtde.v3n4.29.
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The Australian Antarctic Division has a long history of providing telecommunications as part of the support provided to expeditioners within the Australian Antarctic Territory. Since the days when Mawson’s expedition in 1911 setup the first transmitter at Commonwealth Bay, the Division has provided continuous and increasingly sophisticated telecommunications capability that now includes data to support medical services, science, education and Internet access. The provision of telecommunications to Antarctica relies on satellite transmission for backhaul.
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Yates, Peter. "Information and Communication Technology in Antarctica." Journal of Telecommunications and the Digital Economy 3, no. 4 (December 29, 2015): 26–32. http://dx.doi.org/10.18080/jtde.v3n4.29.
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The Australian Antarctic Division has a long history of providing telecommunications as part of the support provided to expeditioners within the Australian Antarctic Territory. Since the days when Mawson’s expedition in 1911 setup the first transmitter at Commonwealth Bay, the Division has provided continuous and increasingly sophisticated telecommunications capability that now includes data to support medical services, science, education and Internet access. The provision of telecommunications to Antarctica relies on satellite transmission for backhaul.
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Nakata, Martin, Vicky Nakata, Andrew Day, and Michael Peachey. "Closing Gaps in Indigenous Undergraduate Higher Education Outcomes: Repositioning the Role of Student Support Services to Improve Retention and Completion Rates." Australian Journal of Indigenous Education 48, no. 01 (December 17, 2017): 1–11. http://dx.doi.org/10.1017/jie.2017.36.
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The current change agenda to improve the persistently lower rates of access, participation and outcomes of Indigenous Australians in higher education is a broad one that attempts to address the complex range of contributing factors. A proposition in this paper is that the broad and longer-term focus runs the risk of distracting from the detailed considerations needed to improve support provisions for enrolled students in the immediate term. To bring more attention to this area of indicated change, we revisit ‘the gaps’ that exist between the performance of Indigenous and all other domestic students and the role that student support services have to play in improving retention and completion rates of enrolled Indigenous students. We outline some principles that can guide strategies for change in Indigenous undergraduate student support practices in Australian universities to respond to individual student needs in more effective and timely ways. These are illustrated using examples from the redevelopment of services provided by an Indigenous Education centre in a Go8 university, along with data gathered from our ARC study into Indigenous academic persistence in formal learning across three Australian universities.
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Dempsey, Ian. "Transition Into and Out of Special Education Services by Young Australian School Children Between 2006 and 2010." Australasian Journal of Special Education 38, no. 2 (July 1, 2014): 115–27. http://dx.doi.org/10.1017/jse.2014.10.
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The extent to which school students continue to receive special education services over time is largely unknown because longitudinal studies are rare in this area. The present study examined a large Australian longitudinal database to track the status of children who received special education support in 2006 and whether they continued to access such support over a 4-year period. Nearly two thirds of the children receiving additional assistance in 2006 did not receive such assistance 4 years later. There were substantial variations in the principal reason for providing special education services to students over this period, and the relative academic performance of the students who received special education support across the 4 years substantially declined. The findings have ramifications for the way we consider changes in the needs of young children as they progress through the primary school system.
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Sweetman, Gregory, and Victoria Brazil. "Education links between the Australian rural and tertiary emergency departments: Videoconference can support a virtual learning community." Emergency Medicine Australasia 19, no. 2 (April 2007): 176–77. http://dx.doi.org/10.1111/j.1742-6723.2007.00951.x.
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Newton, Danielle C., drian J. Tomyn, and Anthony D. LaMontagne. "Exploring the challenges and opportunities for improving the health and wellbeing of international students: Perspectives of professional staff at an Australian University." Journal of the Australian and New Zealand Student Services Association 29, no. 1 (May 24, 2021): 74–92. http://dx.doi.org/10.30688/janzssa.2021.1.01.
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There are growing concerns about the mental health of university students, with particular concerns for international students studying in countries with different language and culture from the country of origin. We sought to explore the challenges and opportunities for supporting and improving the health and wellbeing of international students through interviews with health and other support services staff at an Australian University. Semi-structured interviews with a range of health and support services staff were conducted in person or by telephone in late 2018. Staff were asked about their perceptions of 1) health and wellbeing issues for international students, 2) barriers to international students accessing campus-based services for health and wellbeing concerns, and 3) strategies to improve international students’ health and wellbeing. Transcribed interviews were analysed thematically. Mental health/illness was identified as the most important health and wellbeing concern for international students. Barriers to help-seeking included fear of repercussions for coming forward, lack of problem and symptom recognition, poor understanding of health information, cultural stigma associated with counselling and language barriers. A tendency among international students to delay help-seeking until problems reached crisis-point was also identified as a concern. Suggested strategies to improve wellbeing included pre-departure education/orientation to life in Australia, the integration of health and wellbeing education with other university programs, education about confidentiality, better supporting students in how to access services, and skill building to promote social connection. Addressing the identified issues and opportunities would support international student health and wellbeing and may assist in attracting international students back to Australia post-COVID.
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Thomas, Ian. "Sustainability in tertiary curricula: what is stopping it happening?" International Journal of Sustainability in Higher Education 5, no. 1 (March 1, 2004): 33–47. http://dx.doi.org/10.1108/14676370410517387.
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The concepts of environmental education and education for sustainability have been acknowledged by many tertiary institutions for over a decade. An appreciable number of institutions have signed agreements to educate students in all disciplines about sustainability. Although several Australian institutions of higher education have signed the Talloire Declaration, a recent survey finds little indication that their curricula have been changed to include sustainability education. Despite the apparent widespread support for the concept of student education in sustainability, there is little implementation. The experience of Royal Melbourne Institute of Technology (RMIT) University suggests that those concerned about education and environment/sustainability need more than conviction and vision. A strategic approach – based on change management and supported by staff development – is needed to implement these sorts of changes. Rather than attempting to outline a grand plan or model for implementation, this paper identifies key issues and looks into the current experience associated with implementation approaches.
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Hopkins, Liza J. "Hospital-based education support for students with chronic health conditions." Australian Health Review 40, no. 2 (2016): 213. http://dx.doi.org/10.1071/ah15032.
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Objective To examine the evidence for best practice in educational support to hospitalised students and describe the existing supports available across each Australian state and territory. Methods A descriptive approach to the diversity of current practice and a review of the published evidence for best practice. Results We have constructed a model of best-practice in education support to hospitalised students. We found that education support services in each state met some of the criteria for best practice, but no one state service met all of the criteria. Conclusions All Australian states and territories make provision for hospitalised students to continue with their education, however the services in some states are closer to the best-practice model than others. What is known about the topic? It is well known that children and young people living with health conditions are at higher risk of educational underachievement and premature disengagement from school than their healthy peers. Although each state and territory across Australia offers some form of educational support to students during periods of hospitalisation, this support differs widely in each jurisdiction in fundamentals such as which students are eligible for support, where the support is delivered, how it is delivered and who coordinates the support. Published evidence in the literature suggests that the elements of good practice in education support have been well identified but, in practice, lack of policy direction can hinder the implementation of coordinated support. What does this paper add? This paper draws together the different models in place to support students in hospital in each state and territory and identifies the common issues that are faced by hospital education support services, as well as identifying areas where practice differs across settings. It also identifies the elements of good practice from the literature and links the elements of theory and practice to present a model of education support that addresses the needs of students with health conditions in an integrated and child-centred way. What are the implications for practitioners? Education support has developed over many decades in a variety of different forms across the states and territories of Australia. This paper brings together for the first time the published evidence for good practice in this area with existing models of practice to identify ways in which both healthcare professionals and education professionals can work together to improve the health, well being and education of children and young people living with health conditions.
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Hoare, Erin, Andrew Thorp, Nadine Bartholomeusz-Raymond, Alicia McCoy, Helen Butler, and Michael Berk. "Be You: A national education initiative to support the mental health of Australian children and young people." Australian & New Zealand Journal of Psychiatry 54, no. 11 (August 14, 2020): 1061–66. http://dx.doi.org/10.1177/0004867420946840.
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Early learning services and schools provide unique settings for mental health promotion and early intervention due to the potential for population-level dosage and reach in terms of reducing multiple risk factors and enabling protective factors among young people. Educators play a key role in supporting children and young people’s experiences of, and access to mental health promotion opportunities, and hold unparalleled opportunity in terms of creating mental health–promoting learning environments. In 2018, the Australian National Mental Health in Education Initiative, Be You, was launched. Be You is a multi-million-dollar Australian government–supported initiative, freely available to all 24,000 early learning services, primary and secondary schools throughout Australia. The potential for subsequent population reach is proposed to potentially exceed that of any mental health promotion initiative for children and young people previously observed in Australia. Be You aims to foster mentally healthy learning communities across Australia through building capacity among educators to embed mental health promotion strategies. The Initiative was developed based on a review and integration of previous national mental health promotion frameworks, with an overall alignment to existing state and territory education, social and emotional well-being frameworks, and the Australian Curriculum. In delivering facilitated support from specialised consultants to early learning services and schools participating in the initiative, Be You draws on professional learning principles designed to build capacity in educators and educational systems relating to mental health promotion. It uses an updated, multi-module online platform providing interactive, evidence-based resources. This paper presents the Be You framework, describes the evidence sources used to inform the underlying principles and objectives, discusses the specific components that form the initiative, details the professional learning modules and content, and discusses potential implications for population mental health and prevention efforts.
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McMillan, Sara S., Hidy Chan, and Laetitia H. Hattingh. "Australian Community Pharmacy Harm-Minimisation Services: Scope for Service Expansion to Improve Healthcare Access." Pharmacy 9, no. 2 (April 26, 2021): 95. http://dx.doi.org/10.3390/pharmacy9020095.
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Community pharmacies are well positioned to participate in harm-minimisation services to reduce harms caused by both licit and illicit substances. Considering developments in pharmacist practices and the introduction of new professional pharmacy services, we identified a need to explore the contemporary role of community pharmacy in harm minimisation. Semi-structured interviews were undertaken to explore the opinions of stakeholders, pharmacy staff, and clients about the role of community pharmacy in harm minimisation, including provision of current services, experiences, and expectations. Participants (n = 28) included 5 stakeholders, 9 consumers, and 14 staff members from seven community pharmacies. Three over-arching themes were identified across the three participants groups: (i) scope and provision, (ii) complexity, and (iii) importance of person-centred advice and support in relation to community pharmacy harm minimisation services. Community pharmacies are valuable healthcare destinations for delivery of harm minimisation services, with scope for service expansion. Further education, support, and remuneration are needed, as well as linkage to other sector providers, in order to ensure that pharmacists and pharmacy staff are well equipped to provide a range of harm minimisation services.
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Harrington, Ingrid, Robert Whannell, and Tim Bartlett-Taylor. "Developing a Signature Pedagogy and Integrated Support Model for First-Year Teacher Education Students Studying at a Regional University." International Journal of Higher Education 11, no. 1 (August 16, 2021): 126. http://dx.doi.org/10.5430/ijhe.v11n1p126.
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The Australian regional university where this pilot study was completed is confronted with a number of demographic factors that challenge the delivery of effective student support and engagement. In 2020, the teacher education student cohort comprised of approximately 5,100 students, with 82.6% 25 years of age or older, 20.3% identified as having a low SES background, 43.7% being first-in-family, and 96.1% studying off-campus. Student demographic characteristics such as these are commonly cited as factors that contribute to increased challenge in completing tertiary study (Grebennikov & Shah, 2012; Li & Carroll, 2020). The attrition rate for commencing students for the period from 2010 to 2018 ranged between 24.6% and 36.2%. While these demographic characteristics are largely objective in character and may not be able to be addressed by university-based intervention, the nature and quality of the learning environment students’ experience is able to provide the best opportunity for them to successfully complete their tertiary study endeavours, despite their personal context and backgrounds. One factor that has been identified as critical to the success of commencing students, particularly those from non-traditional backgrounds, is the nature of their relationships with, and the academic environment established by the academics teaching first-year units (Farr-Wharton, Charles, Keast, Woolcott, & Chamberlain, 2017).
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Ross, Lindsey, Catherine Harding, Alexa Seal, and Geraldine Duncan. "Improving the management and care of refugees in Australian hospitals: a descriptive study." Australian Health Review 40, no. 6 (2016): 679. http://dx.doi.org/10.1071/ah15209.
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Objectives The aim of the present study was to investigate healthcare provider perceptions of the impact of refugee patients at two public hospitals, one rural and one urban, in designated refugee resettlement areas. Healthcare professionals’ views regarding improvements that could be made in this area were also sought. Methods Two-page anonymous questionnaires containing demographic, quantitative and open-ended questions were distributed to 150 healthcare providers at each research site. Results Response rates at the rural and urban sites were 50% and 49%, respectively. Refugees were seen at least monthly by 40% of respondents. Additional support was requested by 70% of respondents. Confidence was associated with being born overseas (P = 0.029) and increased time working with refugees (rs = 0.418, P < 0.001). Only 47% of respondents felt confident managing social and psychological needs of refugees. Midwives saw refugees more than nursing and allied healthcare staff combined, and this was significant at the rural hospital (P < 0.001). Rural respondents reported that working with refugees enhanced their practice (P = 0.025), although felt significantly less confident (P < 0.001) than urban respondents. Themes that arose regarding barriers to care included language and cultural barriers, paucity of knowledge and issues accessing available services, including appropriate interpreters, Medicare eligibility and patient factors, including lack of patient trust in government systems. Desire for support was more pronounced in the rural setting (P = 0.001). Conclusions Refugees were seen frequently in both settings and most respondents requested additional support, highlighting that caring for refugees in Australian hospitals is a significant challenge. Additional support and education should be targeted to those caring for refugees most frequently, particularly midwifery services, to reduce barriers to care. What is known about the topic? Refugees are a vulnerable group, often with complex health needs. These needs are often unmet because of issues including language and cultural barriers. What does this paper add? Refugees were seen frequently in the two public hospital settings involved in the present study and most often by midwifery services. Healthcare professionals require more support, more information about available services and better access to interpreter services. These issues were more pronounced in the rural setting where very limited research exists. What are the implications for practitioners? Implementing additional support and education regarding refugee health needs could increase knowledge and confidence when managing refugees, reducing barriers to care and improving quality of care.
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Egwu, Igbo N. "Policy: Practical and Research Challenges and Options for Health Education in Nigeria." International Quarterly of Community Health Education 10, no. 1 (April 1989): 65–83. http://dx.doi.org/10.2190/jlw1-thlx-hfdg-54wb.
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Nigeria's new policy on health is based on a primary health care (PHC) system. It consists of hospital services and primary health care services subsystems. The subsystems are interlinked by referral services, and the strength of the total system, should be augmented by intersectoral-, community participation-, and traditional medical-inputs. A functional proportion model (FPM) is proposed here to show interrelationships as well as ideal/relative extent of primary, secondary, and tertiary levels of care within each subsystem. The health policy vividly enunciates a clear-cut role of health education as an enabling tool for PHC implementation. But it fails to commit itself to actual mechanisms for implementation support. Consequently, health education in Nigeria, at present, lacks professional identity and leadership, despite sporadic initiatives by the academia. It is suggested here that the situation could be remedied by deliberate expanded policy on health education—strengthening public policy support for health education practice and research.
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Hansra, D. M., K. McIntyre, J. Ramdial, S. Sacks, C. S. Patrick, J. Cutler, B. McIntyre, et al. "Evaluation of How Integrative Oncology Services Are Valued between Hematology/Oncology Patients and Hematologists/Oncologists at a Tertiary Care Center." Evidence-Based Complementary and Alternative Medicine 2018 (2018): 1–10. http://dx.doi.org/10.1155/2018/8081018.
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Evidence regarding opinions on integrative modalities by patients and physicians is lacking.Methods. A survey study was conducted assessing how integrative modalities were valued among hematology/oncology patients and hematologists and oncologists at a major tertiary medical center.Results.1008 patients and 55 physicians were surveyed. With the exception of support groups, patients valued nutrition services, exercise therapy, spiritual/religious counseling, supplement/herbal advice, support groups, music therapy, and other complimentary medicine services significantly more than physicians(P≤0.05).Conclusion. With the exception of support groups, patients value integrative modalities more than physicians. Perhaps with increasing education, awareness, and acceptance by providers and traditional institutions, integrative modalities could be equally valued between patients and providers. It is possible that increased availability and utilization of integrative oncology modalities at tertiary hospital sites could improve patient satisfaction, quality of life, and other clinical endpoints.
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Barrow, Lorna, Trudy Ambler, Matthew Bailey, and Andrew McKinnon. "Incarcerated Students, the Technological Divide and the Challenges in Tertiary Education Delivery." International Journal of Bias, Identity and Diversities in Education 4, no. 1 (January 2019): 17–34. http://dx.doi.org/10.4018/ijbide.2019010102.
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The technological divide that incarcerated students experience when undertaking tertiary studies via Distance Education (DE) separates them from other university students. The aim of this article is to research the problems incarcerated students have accessing technology for the purpose of study and to understand the technological facilities needed to support their learning. Quantitative and qualitative survey data was collected for the study from students in the New South Wales Corrective Services (NSWCS) and from Prison Education Officers (PEOs) employed by NSWCS. The surveys explored the educational and technological concerns, present and future, of this cohort of diverse students and examined the perspectives of the PEOs. Findings from the research highlight that incarcerated students engaged in study felt it made them feel positive about their future, inspired them to continue studying after their prison term, and they would recommend further study to fellow prisoners. Preparing those in Corrective Services (CS) for life after incarceration is essential for reducing recidivism. As this article reveals, educating those in the prison system may contribute to enhanced social and cultural capital and thus it is an important consideration for government.
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Cornelius, Karen, and Aidan Cornelius-Bell. "Systemic racism, a prime minister, and the remote Australian school system." Radical Teacher 122 (April 28, 2022): 64–73. http://dx.doi.org/10.5195/rt.2022.935.
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Remote Australian schools face complex contextual issues due to systemic and enduring disadvantage. The structures and systems put in place to support and provide advantage for Indigenous Australians continually fail to meet their mark due to colonial structures, policies and inability to understand remote contextual demands. In South Australia, the context of this paper, systemic disadvantage disproportionately affects Indigenous people. This article explores the contemporary colonial landscape of a remote school context, provides background on the colonial institutions which shape the interactions and services provided to people in remote Australian areas, and provides two empirical examples of the contemporary, structural, and harmful influence of policy and political figures in a remote school. By examining the politics of being a school leader, the policy background for remote Australian schools, and the unique challenges of position both in policy and physical terms, we show how contemporary racism structures and conditions the lives of young people in remote contexts today.
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Cosh, Suzanne, and Phillip J. Tully. "Stressors, Coping, and Support Mechanisms for Student Athletes Combining Elite Sport and Tertiary Education: Implications for Practice." Sport Psychologist 29, no. 2 (June 2015): 120–33. http://dx.doi.org/10.1123/tsp.2014-0102.
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Participation in elite-sport and education is stressful and can result in sacrificed educational attainment. A dearth of research, however, has explored the specific stressors encountered by student athletes and coping strategies used, resulting in limited knowledge of how to best support student athletes. Interviews with 20 Australian university student athletes were conducted and data were analyzed via thematic analysis. Interviewees reported encountering numerous stressors, especially relating to schedule clashes, fatigue, financial pressure, and inflexibility of coaches. Athletes identified few coping strategies but reported that support from parents and coaches was paramount. Athletes would benefit from upskilling in several areas such as effective use of time, self-care, time management, enhanced self-efficacy, and specific strategies for coping with stress. Coaches have the opportunity to play a pivotal role in facilitating successful integration of sport and education.
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Atorkey, Prince, Christine Paul, Billie Bonevski, John Wiggers, Aimee Mitchell, Emma Byrnes, Christophe Lecathelinais, and Flora Tzelepis. "Uptake of Proactively Offered Online and Telephone Support Services Targeting Multiple Health Risk Behaviors Among Vocational Education Students: Process Evaluation of a Cluster Randomized Controlled Trial." Journal of Medical Internet Research 23, no. 1 (January 6, 2021): e19737. http://dx.doi.org/10.2196/19737.
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Background A high proportion of vocational education students smoke tobacco, have inadequate nutrition (ie, low fruit and vegetable intake), drink alcohol at risky levels, or are physically inactive. The extent to which vocational education students will sign up for proactively offered online and telephone support services for multiple health risk behaviors is unknown. Objective The aim of this study is to examine the uptake of proactively offered online and telephone support services for smoking, nutrition, alcohol consumption, and physical activity risk behaviors, individually and in combination, among vocational education students in the Technical and Further Education (TAFE) setting. The characteristics associated with the uptake of online or telephone services for smoking, nutrition, alcohol consumption, and physical activity risk behaviors were also examined. Methods Vocational education students enrolled in a TAFE class in New South Wales, Australia, which ran for 6 months or more, were recruited to participate in a cluster randomized controlled trial from May 2018 to May 2019. In the intervention arm, participants who did not meet the Australian health guidelines for each of the smoking, nutrition, alcohol consumption, and physical activity risk behaviors were provided electronic feedback and proactively offered online and telephone support services. Uptake of support was measured by whether participants signed up for the online and telephone services they were offered. Results Vocational education students (N=551; mean age 25.7 years, SD 11.1; 310/551, 56.3% male) were recruited into the intervention arm. Uptake of the proactive offer of either online or telephone services was 14.5% (59/406) for fruit and vegetables, 12.7% (29/228) for physical activity, 6.8% (13/191) for smoking, and 5.5% (18/327) for alcohol use. Uptake of any online or telephone service for at least two health behaviors was 5.8% (22/377). Participants who were employed (odds ratio [OR] 0.10, 95% CI 0.01-0.72) and reported not being anxious (OR 0.11, 95% CI 0.02-0.71) had smaller odds of signing up for online or telephone services for smoking, whereas participants who reported not being depressed had greater odds (OR 10.25, 95% CI 1.30-80.67). Participants who intended to change their physical activity in the next 30 days had greater odds (OR 4.01, 95% CI 1.33-12.07) of signing up for online or telephone services for physical activity. Employed participants had smaller odds (OR 0.18, 95% CI 0.06-0.56) of signing up for support services for at least two behaviors. Conclusions Although the uptake of proactively offered online and telephone support services is low, these rates appear to be higher than the self-initiated use of some of these services in the general population. Scaling up the proactive offer of online and telephone services may produce beneficial health outcomes. Trial Registration Australian New Zealand Clinical Trials Registry: ACTRN12618000723280; https://www.anzctr.org.au/Trial/Registration/TrialReview.aspx?id=375001.
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Narendran, Roshni, Shamika Almeida, Rebecca Coombes, Geraldine Hardie, Eunice Quintana-Smark, Nabi Zaher, Hui-Ling Wang, Ahabab Chowdhury, and Barry Stevenson. "The role of self-determination theory in developing curriculum for flipped classroom learning: A Case Study of First-Year Business Undergraduate Course." Journal of University Teaching and Learning Practice 15, no. 5 (December 1, 2018): 75–95. http://dx.doi.org/10.53761/1.15.5.6.
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This study examines the influence of adopting a student-centered active learning approach based on selfdetermination theory (SDT) to develop independent and motivated first-year Australian business undergraduates. Existing literature demonstrates how active learningapproaches can help to improve student motivation. However, there are no empirical studies to assess the influence of active learningclassroom activities on student academic performance during their first year of tertiary studies. The aim of our study is to contribute to knowledge by integrating self-determination theory, and ‘at-home ethnographic’ research approach to reflect on how active learning-classroom strategies can help tertiary business students become independent learners and improve their academic performance. The active learning-classroom approach included a scaffolded assessment structure; timely and ongoing tutor feedback on assessment criteria and learning outcomes of the scaffolded assessments; and social/peerbased learning activities within and outside of the classroom to support student performance. The authors draw on an ‘at-home ethnographic’ research approach, which allowed the teaching team to use their observations during the 13 weeks of teaching, and team reflections, to describe not only what they witnessed, but also their experiences of how students interacted, and what they did within the classroom environment. The study shows that students became autonomous and positively benefited from the scaffolded assessment structure while evolving to become competent, independent learners due to the continuous feedback they received on their assessments, and to the active peer learning within and outside of the classroom. Moreover, the group assessments provided a platform to engage with academic literature, which, in turn, helped students to challenge their understanding of the concepts by engaging in critical analysis with their peers. The findings can help future tertiary learning designers to develop first year assessments that will support students to become independent learners and reduce the level of attrition during the first year of tertiary education
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Podorova, Anna, Sarah Irvine, Michael Kilmister, Richard Hewison, Amanda Janssen, Alejandra Speziali, Logan Balavijendran, Megan Kek, and Maggie McAlinden. "An important, but neglected aspect of learning assistance in higher education: Exploring the digital learning capacity of academic language and learning practitioners." Journal of University Teaching and Learning Practice 16, no. 4 (October 1, 2019): 19–40. http://dx.doi.org/10.53761/1.16.4.3.
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Digital literacy has become increasingly significant in tertiary environments, as institutions move towards preparing students for 21st century workplaces and careers that emphasise digital literacy. As such, Academic Language and Learning (ALL) practitioners within these institutions are under pressure to possess familiarity and skills in the digital education space. Despite this need, there is a shortage of evidence that identifies the competencies or gaps in the current knowledge that ALL advisors have in Australian tertiary institutions; there is also a lack of awareness about how to address the gaps in knowledge for technology-enhanced learning and academic support. In light of this lacuna, in late 2018, the Association for Academic Learning and Language (AALL), the professional body for Academic Language and Learning practitioners, established a working group to investigate the knowledge and gaps in digital literacy in the ALL profession. The authors of this paper are all members of this working group and aim to explore the state of digital learning in their field. The long-term aim of the working party is to develop research-led resources and strategies to assist in the professionalisation and upskilling of ALL staff in technology-enhanced academic language development and support. This paper reports on the preliminary findings of a mixed-method participatory action research study of ALL practitioners’ preferences, competencies and confidence in the digital learning space. It is hoped that this study will provide members within the AALL professional body, as well as tertiary educators generally, with strategies required to identify, develop and maintain effective digital literacies across the higher education sector.
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Townsend, Michelle. "Educational outcomes of children on guardianship or custody orders: A pilot study: Australian Institute of Health and Welfare." Children Australia 32, no. 3 (2007): 4–5. http://dx.doi.org/10.1017/s1035077200011603.
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The Australian Institute of Health and Welfare (AIHW) has recently released a report on the educational outcomes for children and young people on guardianship or custody orders. This report, four years in the making, represents one of the first comprehensive Australian assessments based on educational performance data from multiple jurisdictions for children on guardianship or custody orders. Developed for the National Child Protection and Support Services data group, the study was funded by the Community and Disability Services Ministers’ Advisory Council (AIHW 2007).This pilot study examines how children on guardianship/custody orders are performing compared with all Australian children in education department-based testing for reading and numeracy in years 3, 5 and 7. Mean test scores were examined in addition to the achievement of national benchmarks for reading and numeracy. These nationally agreed benchmarks are designed to assess whether children have achieved the minimum standards for years 3, 5 and 7 (AIHW 2007). Data on 895 children on guardianship or custody orders were collected from five jurisdictions - Queensland, Victoria, South Australia, Tasmania and the Australian Capital Territory - for August 2003 (AIHW 2007). The data were linked through collaborative efforts by state and territory education and community services departments.
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Hall, Martin T., and Gerald Wurf. "Strengthening School–Family Collaboration: An Evaluation of the Family Referral Service in Four Australian Schools." Australian Journal of Education 62, no. 1 (February 20, 2018): 21–35. http://dx.doi.org/10.1177/0004944118758738.
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This study evaluates the capacity of a school-based family referral service to support school personnel in connecting at-risk students with appropriate community agencies. Through a partnership between New South Wales government departments and a not-for-profit counselling organisation, the family referral service was piloted at four regional, government schools. In phase 1 of the mixed methods evaluation, 135 students completed an online version of the Student Engagement Instrument. In phase 2, 32 primary and secondary teachers participated in four focus groups. Four principals and 19 key stakeholders participated in individual, semi-structured interviews. Findings showed the service increased the schools’ capacity to manage students who were at risk of underachievement and poorer educational outcomes and reduced the workload of principals and teachers. While high Student Engagement Instrument subscale scores were obtained for extrinsic motivation and relationships with teachers, family support for learning received the lowest scores. Recommendations for the wider promotion of school–family partnerships focussing on locating flexible, family referral services within schools are discussed.
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Rechner, I. J., and J. Lipman. "The Costs of Caring for Patients in a Tertiary Referral Australian Intensive Care Unit." Anaesthesia and Intensive Care 33, no. 4 (August 2005): 477–82. http://dx.doi.org/10.1177/0310057x0503300409.
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We determined the direct cost of an Intensive Care Unit (ICU) bed in a tertiary referral Australian ICU and the cost drivers thereof, by retrospectively analysing a number of prospectively designed Hospital- and Unit-specific electronic databases. The study period was a financial year, from 1 July 2002 to 30 June 2003. There were 1615 patients occupying 5692 fractional occupied bed days at a total cost of A$15,915,964, with an average length of stay of 3.69 days (range 0.5–77, median 1.06, interquartile range 2.33). The main cost driver not incorporated into this analysis was blood products (paid for centrally). The average costs of an ICU day and total stay per patient were A$2670 and A$9852 respectively. Staff-related charges were 68.76%, with consumables related expenditure making up 19.65%, clinical support services 9.55% and capital equipment 2.04%. Overtime charges and nursing agency staff were 19.4% of staff-related charges (2.9% for agency staff), 3.9% lower than expenditure associated with full-time employment charges, such as pension and leave. The emergency nature of ICU means it is difficult to accurately set a nursing establishment to cater for all admissions and therefore it is hard to decide what is an acceptable percentage difference between agency/overtime costs compared with the costs associated with full-time staff appointments. Consumable expenditure is likely to increase the most with new innovation and therapies. Using protocol driven practices may tighten and control costs incurred in ICU.
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Quilty, Simon, Danielle Valler, and John Attia. "Rural general physicians: improving access and reducing costs of health care in the bush." Australian Health Review 38, no. 4 (2014): 420. http://dx.doi.org/10.1071/ah13197.
Full textAbstract:
Objective To assess the effectiveness of the introduction of a trainee specialist physician into the workforce mix of a rural hospital in the Northern Territory. Methods A retrospective review comparing clinical and non-clinical outcomes during two corresponding 6-month periods in 2011 and 2012, before and after a FRACP Trainee in General and Acute Care Medicine commenced employment in the hospital. Results There was a significant reduction of 18% in total length of stay of admitted adult patients, with a 23% reduction of inter-hospital transfers and a 43% reduction of total aeromedical evacuations after the introduction of the trainee specialist. Although there was a 9% increase in patients presenting to the emergency department, there was a 9% reduction in total adult admissions. There was no change in the overall in-patient mortality rate; however, there was a significant change in the location of death, with an increase in patients dying in Katherine Hospital and a reciprocal decrease in death rate in those who had been transferred to Royal Darwin Hospital after the arrival of the trainee Conclusions The addition of an Advanced Trainee in General Medicine led to a significant change in the capacity of the hospital to care for unwell and complex patients. The role of the hospital in the care of dying patients was redefined and allowed many more people to pass away closer to their community and families. There were considerable savings at Katherine Hospital in terms of reduced bed pressure, reduced hospital bypass behaviour and reduced inter-hospital transfers, and these translated into significant benefits for the tertiary referral hospital in Darwin. A rural general physician can greatly value add to the capacity of a rural hospital and is a highly effective mechanism for reducing the disparities in healthcare access for rural and Indigenous patients. What is known about this topic? There is little research about the clinical and non-clinical impact of the addition of general speciality clinicians into the workforce of rural hospitals. Although there are several regional hospitals in Australia that have general specialists (i.e. emergency department physicians, general physicians and surgeons) and sub-specialists where the volume of patients is adequate to support such a workforce, there has been no published assessment of the impact of the addition of such speciality services. What does this paper add? This paper provides evidence of the cost-effectiveness of the addition of a specialist general physician to the workforce of a remote hospital servicing a large Indigenous population with very high burdens of acute and chronic illnesses in the Northern Territory. The paper demonstrates the potential to significantly add capacity to a rural or regional hospital by moving general speciality care to the hospital rather than, or in addition to, providing other methods of speciality and sub-speciality health care delivery. What are the implications for practitioners? The implications of this paper are that a significantly cost-effective means of addressing health care delivery to rural and remote populations is through the addition of appropriately trained general specialists such as emergency department physicians, general physicians and general surgeons. The implications extend to broader workforce development policies for education providers, speciality colleges and state and federal governments.