Journal articles on the topic 'Central Queensland education'
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1
Fields, Barry A. "Inclusive Education." Australian and International Journal of Rural Education 3, no. 2 (July 1, 1993): 11–15. http://dx.doi.org/10.47381/aijre.v3i2.374.
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For some years now most state and territory departments of education have embraced policies favouring the integration of children with special needs into regular classrooms (Asbman & Elkins, 1990). Many states have recently redefined their policies. This is particularly the case for Queensland and New South Wales where quite elaborate policy documents and management plans have been prepared and disseminated. The most recent policies reaffirm central office support for integration, but now within the context of inclusive education, social justice, and the imperatives of anti-discrimination and equal opportunity legislation (Department of Education, Queensland, 1993). What hasn't changed over this period are the concerns expressed by teachers about the difficulties of implementing such policies and the demands placed on teachers in respect of workload and professional expertise (Graham, 1991; McCollow, 1992).
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Hovenga, E. J. S., and G. K. Whymark. "Health Informatics and Health Management Education at Central Queensland University." Yearbook of Medical Informatics 07, no. 01 (August 1998): 78–84. http://dx.doi.org/10.1055/s-0038-1637888.
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AbstractHealth informatics education is relatively new in Australia. It began at Central Queensland University in the early 1990s with the development of postgraduate programs in health administration and information systems. The University has a long tradition of distance education. The adoption of this approach for our combined health informatics and management courses enabled program delivery to students located anywhere in Australia and beyond. This paper describes course development and planned future developments
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Coombs, Collette, Belinda Fleiter, Kelly Fleiter, Jenny Foley, Debbie Jarro, Charmaine Law, David Spillman, Lynn Smith, Lynn Smith, and Pat Moran. "Action Learning for Indigenous Education Students project." Australian Journal of Indigenous Education 27, no. 1 (July 1999): 3–9. http://dx.doi.org/10.1017/s1326011100001484.
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The Action Learning for Indigenous Education Students (ALIES) project was established at Central Queensland University (CQU) in 1998. Its original membership consisted of a group of eight first year Indigenous (Murri) students, who were enrolled in the Bachelor of Education degree programme; an Indigenous, Sociology Honours student; the Faculty of Education and Creative Arts' Associate Dean Administration and sub-Dean of Students; and, a member of Nulloo Yumbah's support staff
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Walker, Robert, and Colin Boylan. "Technology and distance education." Australian and International Journal of Rural Education 2, no. 1 (January 7, 2020): 63–66. http://dx.doi.org/10.47381/aijre.v2i1.271.
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Under the Distance Education Plan of the NSW Department of School Education, the provision of a full secondary education to rural students has been enhanced through the use of technology based communication networks. In the Riverina region of New South Wales, a pilot project linking three Central Schools into a cluster commenced in 1990. This pilot project is known as the Telematics Access Program and is similar to other projects in operation in Victoria and Queensland. Each school is linked to the other schools in the cluster by teleconference, fax and electronic blackboard computer facilities. Through the schools in the cluster sharing teacher expertise and using the technology to link students and teachers, a comprehensive Years 11 and 12 curriculum has been offered to these students. Students can select from 17 subjects currently available.
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Joseph, Richard. "Higher Education or Education for Hire?: Language and Values in Australian Universities, Ian Reid,Rockhampton, Queensland, Central Queensland University Press, 1996, v + 171 pp., AU$19.95, ISBN 1 875998136." Prometheus 17, no. 4 (December 1999): 471–73. http://dx.doi.org/10.1080/08109029908632130.
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McSwan, David, and Ken Stevens. "Post Secondary School Educational and Vocational Issues Facing Families in Rural North Queensland." Australian and International Journal of Rural Education 5, no. 1 (March 1, 1995): 45–49. http://dx.doi.org/10.47381/aijre.v5i1.394.
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Vocational choice has been a critical issue for rural Queensland families for many years although it remains a little documented aspect of the lives of secondary school students and their parents who live in the outback. While rural education has received official recognition as an area of disadvantage in the Australian education system for almost two decades (Schools Commission, 1975; Commission of Inquiry into Poverty in Australia, 1976) vocational choice in outback schools, which is central to the relationships between both school and work and school and tertiary education, has not been prominent in the research literature in spite of several recent reports (Boomer, 1988; Australian Education Council Review Committee, 1991; National Board of Employment, Education and Training, 1991). This research project has been designed to investigate the processes of post secondary school education and vocational choices for families in a representative community and to consider the implications of this issue for schools and policy makers. The research project was initiated by Dr David McSwan of James Cook University's Rural Education Research and Development Centre and Dr Ken Stevens of the Faculty of Education at Victoria University in Wellington in New Zealand. Specifically, the research will investigate how families with year ten, eleven and twelve students in a selected North Queensland community make choices about post secondary school education and careers.
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Arthy, Denis. "Beyond phrenology: the beginnings of vocational guidance in Queensland through ‘sagax, capax and efficax’." Journal of Psychologists and Counsellors in Schools 5 (November 1995): 1–11. http://dx.doi.org/10.1017/s1037291100001667.
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Vocational guidance emerged in Queensland in the early 1910s as part of a governmental plan to transform the colonial educational ladder to provide an efficient distribution and coordinated range of vocational outcomes. The central feature of this new educational ladder was the New Scholarship which would provide significantly expanded opportunities for children who had the talent for an education higher than the compulsory level of primary school to participate in secondary, university, agricultural, technical and continuing levels of education. A governmental strategy was formulated to improve the efficiency of these vocational distributions, to facilitate ambition in the family for this New Scholarship and to avoid talent wastage. The guiding strategy was first proposed from within the Department of Public Instruction under the heading of “Sagax, Capax and Efficax’ prior to the First World War. While it was first proposed to be trialled by the Department of Public Instruction at the Central Technical College in Brisbane, the governmental officer charged with the responsibility to provide both the parents and the child with the necessary guidance was the primary school teacher.
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Mackinlay, Elizabeth, and Martin Nakata. "Editorial." Australian Journal of Indigenous Education 43, no. 1 (August 2014): iii. http://dx.doi.org/10.1017/jie.2014.1.
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We are very proud to present this timely and significant Special Issue of The Australian Journal of Indigenous Education, guest edited by Katelyn Barney (The University of Queensland), Cindy Shannon (The University of Queensland) and Martin Nakata (The University of New South Wales). This collection of articles focuses on the activities of the Australian Indigenous Studies Learning and Teaching Network, an initiative funded by the Office for Teaching and Learning. The Australian Indigenous Studies Learning and Teaching Network was formed to bring leaders and early career academics in the field together to build relationships, debate and discuss central issues, and explore and share teaching and learning strategies in the discipline at tertiary level. These discussions at once untangle and re-entangle the processes, pedagogies and politics at play when Indigenous Studies becomes defined as a discipline.
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Cutter-Mackenzie, Amy. "Where Are Children and Young People in Environmental Education Research?" Australian Journal of Environmental Education 30, no. 1 (July 2014): 103–5. http://dx.doi.org/10.1017/aee.2014.32.
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In 1984, theAustralian Journal of Environmental Educationcommenced. At that time I was 6 years old, in my first year of primary school at Tieri State School in Central Western Queensland. I knew nothing of theAustralian Journal of Environmental Education(AJEE), or environmental education for that matter (at least not in a formal sense). In many respects, I was perhaps part of the intended audience (the future generation). As was the case with many children of my generation (Generation X, on the cusp of Generation Y), environmental education at school was largely incidental. Having grown up in a mining town (from 1983 to 1991), environmental conservation was certainly not a welcomed perspective. All the same though, my childhood was free, untamed and unsupervised in the Australian bush. It was thatpastimeorplaytimewhere my environmental consciousness began its emergence.
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Lane, Suzie, and Anne Kitchen. "Gladstone Energy Training Centre—building technical excellence for the Australasian region." APPEA Journal 55, no. 2 (2015): 493. http://dx.doi.org/10.1071/aj14128.
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The Australian resource sector makes significant investment in its people and also places the highest priority on safe practices. To be competitive globally the sector needs to focus on and invest in education, training and competence to the highest of standards. The ongoing development of major CSG to LNG projects in Queensland has created an opportunity for an energy industry operations and maintenance training facility of world class respond to the regional demand for a skilled workforce. Central Queensland University (CQU) is establishing such a training facility through the recent merger of CQU and Central Queensland Institute of TAFE. The proposed training facility will create pathways from trade to professional streams to support workforce development, quality and adaptive capacity. The authors describe the collaborative approach between CQU and industry sectors to contextualise units of competency in selected industry required qualifications, as well as mapping the training for the Australian Qualifications Framework. The key to the success of the CQU-industry partnership will be a holistic, blended learning approach that incorporates leading industry practices and processes. The methodologies will include in-class, onsite, online, project-based simulations, and coaching and mentoring. This blended learning approach will ensure direct application of the learning conducted through CQU to the workplace of industry. In addition, it will be able to deliver the latest insights from cutting-edge research available through the university, opening a new avenue for the partnership to grow and deliver on industry-led initiatives.
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Flynn, Matthew, Hitendra Pillay, and James J. Watters. "Sustaining Partnerships between Schools and Industry." International Journal of Adult Vocational Education and Technology 7, no. 4 (October 2016): 72–84. http://dx.doi.org/10.4018/ijavet.2016100105.
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Internationally, there is a growing body of research on industry-school partnership, particularly regarding the principles that contribute to effective and efficient partnership models that facilitate vocational-industrial education. However, there are very few articles in the literature that seek to understand the sustainability of industry-school partnerships. Hence, this paper adopted ecological system principles as a framework for understanding the threats that impact on the sustainability of such partnership arrangements. The author reports on a large-scale government led industry-school partnership, the Gateway to Industry Schools Program, established in Queensland, Australia. Central to this initiative is the Queensland Minerals and Energy Academy (QMEA), a lead organisation for 34 schools and 12 multi-national sponsor companies. This research used an explanatory case study methodology sourcing data through interviews and documents. The main findings were that resilience and adaptive capacity are critical principles for the sustainability of ISPs.
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Moore, Clive. "Greg Weir." Queensland Review 14, no. 2 (July 2007): 56. http://dx.doi.org/10.1017/s1321816600006620.
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How do political activists begin? What is their motivation? For quiet Greg Weir, just graduated as a trainee school teacher from Kelvin Grove College of Advanced Education in 1976, it was being refused employment by the Queensland government because he was a spokesperson for a gay student support group. Minister for Education Val Bird said in Parliament that ‘student teachers who participated in homosexual and lesbian groups should not assume they would be employed by the Education Department on graduation’. With his future as a teacher destroyed, Greg became one of Queensland's best-known political activists. His cause was taken up by the Australian Union of Students and he became a catalyst in developing awareness of gay and lesbian issues all over Australia. Greg was then employed as a staff member in the office of Senator George Georges and later Senator Bryant Burns, and became a Labor Party activist, influential in the peace, anti-nuclear, education and civil liberties movements in the 1970s and 1980s. He also helped set up HIV/AIDS awareness groups in the 1980s, and went on to become one of the central organisers of the campaign for gay law reform in 1989–90, which culminated in the decriminalisation of male homosexuality in 1990. In 1991 Greg was involved in campaigns to include homosexuality as a category in new antidiscrimination legislation.
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Hall, Trevor J., Paul Jones, Richard G. Silcock, and Piet G. Filet. "Grazing pressure impacts on two Aristida/Bothriochloa native pasture communities of central Queensland." Rangeland Journal 39, no. 3 (2017): 227. http://dx.doi.org/10.1071/rj16126.
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Managing native pastures for sustainable and economic production requires a good understanding of grazing effects on pasture dynamics. The Aristida/Bothriochloa pastures of north-eastern Australia are important for cattle production but little data on grazing pressure impacts on pastures are available to guide management decisions of producers, for land management education programs, or for predictive modelling. To address this deficiency, four different continuous grazing intensities were imposed on woodland communities over 7 or 8 years at two sites: a Eucalyptus populnea (poplar box) and a E. melanophloia (silver-leaved ironbark) community. Both sites had replicated paddocks grazed at a low, medium or high grazing pressure by +/− tree killing using herbicide (12 paddocks), and 12 ungrazed (nil grazing pressure) 1-ha plots subjected to the same tree-killing contrasts. Grazed paddock areas were fixed and varied between 3.5 and 21.5 ha. Differential grazing pressures were reset each autumn, by adjusting cattle numbers to consume over the next year the equivalent of 0%, 25%, 50% or 75% of the standing pasture mass available. Pasture grasses suitable as indicators of grazing pressure were identified for both communities. Under low grazing pressure, Themeda triandra (kangaroo grass) was the only desirable grass to show a significant increase in total contribution over time at both sites, although Dichanthium sericeum (Queensland bluegrass) also increased its contribution at the poplar box site. Chloris species increased their contribution as grazing pressure increased. The proportion of less palatable Aristida spp. (wiregrasses) in the pasture was not affected by high grazing pressure, although they increased at low grazing pressure in the poplar box community. There were no consistent changes in native legumes or weedy forb species to any treatment. Increasing grazing pressure had a greater negative effect on pasture mass, ground cover and pasture crown cover area than on changing species composition. Most changes in composition due to grazing pressure were smaller than those associated with variable seasonal rainfall, and were greater in the poplar box community. In above-average rainfall years grazing up to 50% of autumn standing pasture mass had no detrimental effect on composition in treeless poplar box country in the short term. The pastures remained stable or improved in both communities when grazing pressure was set annually to utilise 25% of the standing autumn forage.
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Bowser, Don, Patrick A. Danaher, and Jay Somasundaram. "Indigenous, pre-undergraduate and international students at Central Queensland University, Australia: three cases of the dynamic tension between diversity and commonality." Teaching in Higher Education 12, no. 5-6 (October 2007): 669–81. http://dx.doi.org/10.1080/13562510701596224.
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Shams, S. M. Riad. "A Multi-Campus Approach of Mobility and Quality Assurance of Higher Education." International Journal of Technology and Educational Marketing 3, no. 2 (July 2013): 38–48. http://dx.doi.org/10.4018/ijtem.2013070103.
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The Central Queensland University (CQU), Australia operates multiple campuses, where the students of various campuses undertake the same programs, to the same standards, utilize the same teaching and learning materials that ensure the consistency and transparency across all campuses. A case study is undertaken to recognize how the CQU have been delivering quality higher education concurrently in their multiple campuses. In association with the Campus Group Holdings (CGH), CQU established C Management Services (CMS) in 1994. Underlying the CGH’s management expertise, CMS implement the University’s academic programs in the international campuses. More recently, CQU have acquired the CMS from their partner CGH, where CMS continue to implement academic programs in the international campuses. The findings outline the innovative effort of CQU, which appears as prolific to deliver quality higher education concurrently in multiple campuses, as CQU have earned and sustained five star ratings in various aspects of higher education.
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Star, M., P. Donaghy, and J. Rolfe. "Economically viable land regeneration in Central Queensland and improved water quality outcomes for the Great Barrier Reef." Rangeland Journal 33, no. 3 (2011): 267. http://dx.doi.org/10.1071/rj10005.
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The impact of excessive sediment loads entering into the Great Barrier Reef lagoon has led to increased awareness of land condition in grazing lands. Improved ground cover and land condition have been identified as two important factors in reducing sediment loads. This paper reports the economics of land regeneration using case studies for two different land types in the Fitzroy Basin. The results suggest that for sediment reduction to be achieved from land regeneration of more fertile land types (brigalow blackbutt) the most efficient method of allocating funds would be through extension and education. However for less productive country (narrow leaved ironbark woodlands) incentives will be required. The analysis also highlights the need for further scientific data to undertake similar financial assessments of land regeneration for other locations in Queensland.
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Strong, Jenny, Leigh Tooth, and Anita Unruh. "Knowledge about Pain among Newly Graduated Occupational Therapists: Relevance for Curriculum Development." Canadian Journal of Occupational Therapy 66, no. 5 (December 1999): 221–28. http://dx.doi.org/10.1177/000841749906600505.
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In recent years there has been a growing awareness amongst health professionals of the need to prepare undergraduate students more adequately for practice with clients who have pain. Occupational therapists have a central role in enabling such clients to have productive lives despite pain. In this study, an examination was made of the adequacy of preparation for pain practice in graduates from one Australian occupational therapy curriculum. Recent occupational therapy graduates from the University of Queensland, Australia, who responded to a postal survey, obtained an overall 53% correct response rate to a 69-item pain knowledge and attitudes questionnaire. Results indicated the need for further education in this area, especially in the areas of pharmacological management, and pain assessment and measurement. These results were comparable to those obtained from final year occupational therapy students at Dalhousie University in Halifax, Nova Scotia prior to undertaking an elective course about pain. Follow-up interviews with a number of new graduates supported the inclusion of an elective pain course in the undergraduate occupational therapy curriculum at the University of Queensland in Australia.
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Cockfield, Geoff, Linda Courtenay Botterill, and Simon Kelly. "A prospective evaluation of contingent loans as a means of financing wild dog exclusion fences." Rangeland Journal 40, no. 6 (2018): 591. http://dx.doi.org/10.1071/rj18054.
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Invasive species, such as wild dogs can be considered an externality arising from the activities of pastoral enterprises, with producers having limited responsibility for the problem and limited capacity to mitigate it. There are therefore arguments for government intervention through encouraging both individual and collective control measures. Governments are however increasingly inclined to ensure recipients of support make some contribution where there are private benefits. An example of this, in Australia, is the requirement that students repay some of the cost of their tertiary education. Using the issue of wild dog exclusion fencing in south-west Queensland as a case study, this paper considers if and how a policy instrument adopted for higher education (HECS-HELP), contingent loans, could be adapted to address problems of externalities in rural Australia. Central to the issue of exclusion fences are high upfront costs and highly variable incomes that limit the ability to recoup those costs according to a predictable timeline. Considering a range of incomes and a variety of private/government shares of the cost of the fences, we examine the effects of revenue contingent loans for the construction of these fences, using model farms developed from survey data for farm businesses in south-west Queensland. We find that contingent loans could mitigate the hardship effects of additional debt and variable incomes. Businesses with smaller properties and relatively lower incomes may however struggle to pay back larger loans. Using south-west Queensland as a case study, we show how different shares of contributions change the time to pay back loans, outline how a contingent loan scheme might be administered and note some issues with integrating personal contingent loans into a collective fence arrangement.
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Willans, Julie, and Karen Seary. "“Why did we lose them and what could we have done”?" Student Success 9, no. 1 (February 3, 2018): 47–60. http://dx.doi.org/10.5204/ssj.v9i1.432.
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Attrition remains an ongoing issue in enabling programs and the broader higher education sector. For more than 31 years, CQUniversity (Central Queensland University) Australia’s Skills for Tertiary Education Preparatory Studies (STEPS) program has prepared students for university, many of whom are from one or more Australian Government target equity groups. A 2012 CQUniversity institutional review of STEPS resulted in significantly improved retention, yet attrition rates in STEPS are still of concern. Qualitative research conducted in 2016-17 with 23 students who withdrew from STEPS between 2013 and 2015, and 10 Access Coordinators located across those CQUniversity campuses offering STEPS, have provided valuable insights into reasons for continued attrition. Based on suggestions from students and Access Coordinators, recommendations to address attrition have resulted, the intention being to increase student success and satisfaction, and improve retention in STEPS.
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Taylor, Sandra, Jo Mensinga, Jennifer Casey, and Barbie Caldwell. "Implementing and evaluating an alternative model for training field work educators." Journal of Practice Teaching and Learning 8, no. 1 (December 20, 2012): 51–73. http://dx.doi.org/10.1921/jpts.v8i1.363.
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In conjunction with academic social work educators, fieldwork supervisors are significant and influential instructors of emerging social work practitioners. This partnership is typically enhanced by universities offering training for fieldwork supervisors to assist and support them in their important roles. This can be challenging however in flexibly delivered programs where supervisors may be located in areas distant from the universities with which students are affiliated. Further, within the current human services context particularly in rural areas, fieldwork education is becoming increasingly subject to a range of organisational and policy imperatives that have the potential to limit the capacity of fieldwork supervisors to proactively engage with social work education This paper describes a pilot project developed and evaluated in Central Queensland Australia which aimed to address some of these challenges. A multi-facetted approach to training, mentoring and supporting fieldwork supervisors of social work students on practicum was developed and implemented across diverse organisational and geographical contexts. Findings of the evaluation and implications for fieldwork education are presented.
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Makuwira, Jonathan. "Towards Pedagogies of Mathematics Achievement: An Analysis of Learning Advisers' Approaches to the Tutoring of Mathematics in the Indigenous Tertiary Entry Program." Australian Journal of Indigenous Education 37, no. 1 (2008): 48–55. http://dx.doi.org/10.1017/s1326011100016082.
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AbstractThis research examined different ways in which tutors of mathematics approach their tutoring among Indigenous students enrolled in the Tertiary Entry Program (TEP) at Central Queensland University's Indigenous Learning, Spirituality and Research Centre. The study sought to establish whether or not there were any differences between Indigenous and non-Indigenous tutors' approaches to tutoring and, document challenges and opportunities in tutoring mathematics to Indigenous students. Using qualitative data obtained from interviews, the study raised more questions than answers. The results reflect tutors' own teaching orientations. This is particularly clear when all of the tutors who participated in this study were NOT mathematics trained teachers but had either taken interest in the subject as a result of doing a mathematics-related subject such as engineering and science. Overall, there was consensus that establishing rapport between the students and Learning Advisers was crucial. Knowing who the students are and, vice versa, was also considered fundamental. For some, it was an acknowledgment that both the tutor and the student were on a discovery journey. The majority of the tutors prefer a process where a mathematical concept was explained first, followed by an application of real life situations.
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Mandal, Nirmal. "Student satisfaction – What it means to teaching and learning of undergraduate engineering units." International Journal of Mechanical Engineering Education 46, no. 3 (November 29, 2017): 210–26. http://dx.doi.org/10.1177/0306419017741996.
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This paper describes teaching enhancements the author used to improve student satisfaction ratings in three higher year undergraduate Mechanical Engineering units. Improvements to student satisfaction and feedback rates were obtained by applying Central Queensland University’s seven principles of good teaching and the author’s new innovative teaching approach, called the ‘4-point teaching and learning strategy’ to make red units green and good units excellent. The research question is to analyse how effective is the author’s 4-point teaching and learning strategy to student satisfaction and their learning journey. Student satisfaction ratings and attrition rates, as well as student grades are compared over a few years to identify trends. These approaches were presented to other engineering colleagues, some of whom employed them with an overall improvement in student learning being noticed in recent terms. This paper deals with the Scholarship of Teaching where an instructor uses a systematic approach and a rational framework employing the new 4-point strategy to make changes to unit delivery to improve student learning and satisfaction, as well as to reduce attrition.
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Fredericks, Bronwyn. "Getting A Job." International Journal of Critical Indigenous Studies 2, no. 1 (January 1, 2009): 24–35. http://dx.doi.org/10.5204/ijcis.v2i1.34.
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Indigenous participation in employment has long been seen as an indicator of Indigenous economic participation in Australia. Researchers have linked participation in employment to improved health outcomes, increased education levels and greater self-esteem. There has been a dramatic increase in the number of Indigenous workforce policies and employment strategies as employers and industries attempt to employ more Aboriginal and Torres Strait Islander people. Coupled with this has been a push to employ more Indigenous people in specific sectors to address the multiple layers of disadvantage experienced by Indigenous people, for example, the health sector. This paper draws on interview discussions with Aboriginal women in Rockhampton, Central Queensland, along with findings from the research of others to offer a greater understanding of the mixed benefits of increased Indigenous employment. What is demonstrated is that the nature of Indigenous employment is complex and not as simple as ‘just getting a job’.
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O'Shannassy, Tim, Sharon Kemp, and Chris Booth. "Case studies in MBA strategic management curriculum development from Australian universities." Journal of Management & Organization 16, no. 3 (July 2010): 467–80. http://dx.doi.org/10.1017/s1833367200002091.
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AbstractIn recent years the Business Council of Australia (BCA) has drawn attention to the importance of the availability of a well-trained supply of employees for the Australian workplace. Specifically the BCA highlighted the benefits of a quality education imparting skills in the areas of collaboration, teamwork and leadership all of which greatly assist the effective practice of creativity, innovation and strategy. This paper makes a useful contribution to teaching practice in several ways. The paper links comments from the BCA to a significant and ongoing debate in the strategy literature on the best approaches to teaching the practice of strategy. The paper then demonstrates, with case studies from the RMIT University MBA and the Central Queensland University MBA programs, different approaches to how this can be done. This is followed by a critical discussion of the literature and case studies. Suggestions are made for future research and teaching practice.
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O'Shannassy, Tim, Sharon Kemp, and Chris Booth. "Case studies in MBA strategic management curriculum development from Australian universities." Journal of Management & Organization 16, no. 3 (July 2010): 467–80. http://dx.doi.org/10.5172/jmo.16.3.467.
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AbstractIn recent years the Business Council of Australia (BCA) has drawn attention to the importance of the availability of a well-trained supply of employees for the Australian workplace. Specifically the BCA highlighted the benefits of a quality education imparting skills in the areas of collaboration, teamwork and leadership all of which greatly assist the effective practice of creativity, innovation and strategy. This paper makes a useful contribution to teaching practice in several ways. The paper links comments from the BCA to a significant and ongoing debate in the strategy literature on the best approaches to teaching the practice of strategy. The paper then demonstrates, with case studies from the RMIT University MBA and the Central Queensland University MBA programs, different approaches to how this can be done. This is followed by a critical discussion of the literature and case studies. Suggestions are made for future research and teaching practice.
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Danaher, Michael, Jiaping Wu, and Michael Hewson. "Sustainability: A Regional Australian Experience of Educating Secondary Geography Teachers." Education Sciences 11, no. 3 (March 17, 2021): 126. http://dx.doi.org/10.3390/educsci11030126.
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The United Nations Sustainable Development Goal (SDG) number four seeks an equitable and widespread education that enables an outcome of sustainable development by 2030. Intersecting the studies of society and earth processes, a geographical education is well placed to make cohesive sense of all the individual knowledge silos that contribute to achieving sustainability. Geography education is compulsory for the first three years of the secondary education curriculum in Australia; however, research has shown that many geography teachers are underprepared and report limitations in their teaching of sustainability. This article engages with this research problem to provide a critical reflection, using experiential knowledge as an analytical lens, on how tertiary level geography training at one Australian regional university can equip undergraduate teacher education students with the values, knowledge, and skills needed to develop their future students’ understanding and appreciation of the principles of sustainability. The authors unpacked a geography minor for a Bachelor of Secondary Education degree at Central Queensland University and, deploying content analysis, explain how three units in that minor can develop these students’ values, knowledge, and skills through fostering initiatives and activities. The analysis was framed by elements of pedagogy that offer learners a context for developing active, global citizenship and participation to understand the interdependencies of ecological, societal, and economic systems including a multisided view of sustainability and sustainable development. The study concluded that the three geography units engage student teachers in sustainable thinking in a variety of ways, which can have a wider application in the geography curricula in other teacher education courses. More importantly, however, the study found that there is a critical need for collaboration between university teachers of sustainability content and university teachers of school-based pedagogy in order to maximise the efficacy of sustainability education in schools.
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Bartleet, Brydie-Leigh, Naomi Sunderland, and Gavin Carfoot. "Enhancing intercultural engagement through service learning and music making with Indigenous communities in Australia." Research Studies in Music Education 38, no. 2 (October 6, 2016): 173–91. http://dx.doi.org/10.1177/1321103x16667863.
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This article explores the potential for music making activities such as jamming, song writing, and performance to act as a medium for intercultural connection and relationship building during service learning programs with Indigenous communities in Australia. To set the context, the paper begins with an overview of current international perspectives on service learning and then moves towards a theoretical and practical discussion of how these processes, politics, and learning outcomes arise when intercultural engagement is used in service learning programs. The paper then extends this discussion to consider the ways in which shared music making can bring a sense of intercultural “proximity” that has the potential to evoke deep learning experiences for all involved in the service learning activity. These learning experiences arise from three different “facings” in the process of making music together: facing others together; facing each other; facing ourselves. In order to flesh out how these theoretical ideas work in practice, the article draws on insights and data from Queensland Conservatorium Griffith University’s award winning Winanjjikari Service Learning Program, which has been running in partnership with Barkly Regional Arts and Winanjjikari Music Centre in Tennant Creek since 2009. This program involves annual service learning trips where university music students travel to Central Australia to work alongside Aboriginal and non-Indigenous musicians and artists on a range of community-led projects. By looking at the ways in which shared music making brings participants in this program “face to face”, we explore how this proximity leads to powerful learning experiences that foster mutual appreciation, relationship building, and intercultural reconciliation.
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Hamilton, Jillian, Michelle Fox, and Mitchell McEwan. "Sessional Academic Success: A Distributed Framework for Academic Support and Development." Journal of University Teaching and Learning Practice 10, no. 3 (July 1, 2013): 146–62. http://dx.doi.org/10.53761/1.10.3.9.
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With approximately half of Australian university teaching now performed by Sessional Academics, there has been growing recognition of the contribution they make to student learning. At the same time, sectorwide research and institutional audits continue to raise concerns about academic development, quality assurance, recognition and belonging (Red Report, 2008; May, 2013). In response, universities have increasingly begun to offer academic development programs for Sessional Academics. However, such programs tend to be centrally delivered, generic in nature, and contained within the moment of delivery, while the Faculty contexts and cultures that Sessional Academics work within are diverse, and the need for support unfolds in ad-hoc and often unpredictable ways. In this paper we present the Sessional Academic Success (SAS) program – a new framework that complements and extends the central academic development program for Sessional Academics at Queensland University of Technology. This program recognizes that experienced Sessional Academics have much to contribute to the advancement of learning and teaching, and harnesses their expertise to provide school-based academic development opportunities, peer-to-peer support, and locally contextualized community building. We describe the program’s implementation and explain how Sessional Academic Success Advisors (SASAs) are employed, trained and supported to provide advice and mentorship and, through a co-design methodology, to develop local development opportunities and communities of teaching practice within their schools. Besides anticipated benefits to new Sessional Academics in terms of timely and contextual support and improved sense of belonging, we explain how SAS provides a pathway for building leadership capacity and academic advancement for experienced Sessional Academics. We take a collaborative, dialogic and reflective practice approach to this paper, interlacing insights from the Associate Director, Academic: Sessional Development who designed the program, and two Sessional Academic Success Advisors who have piloted it within their schools.
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New, Karen A., Joan Webster, Nicole M. Marsh, and Barbara Hewer. "Intravascular device use, management, documentation and complications: a point prevalence survey." Australian Health Review 38, no. 3 (2014): 345. http://dx.doi.org/10.1071/ah13111.
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Objective To examine the use, management, documentation and complications for intravascular devices in cardiac, medical and surgical inpatients. Methods A point prevalence survey was undertaken in a large tertiary hospital in Queensland. Descriptive statistics were used to analyse data. Results Of the 327 patients assessed, 192 (58.7%) had one or more devices in situ. Of the 220 devices, 190 (86.4%) were peripheral venous catheters, 25 (11.4%) were peripherally inserted central catheters and five (2.3%) were central venous catheters. Sixty-two of 220 devices (28.2%) were in situ without a clear purpose, whereas 54 (24.7%) had one or more complications, such as redness, pain, tracking, oedema or oozing. There was no documentation on the daily patient care record to indicate that a site assessment had occurred within the past 8 h for 25% of the devices in situ. Conclusions The present study identified several problems and highlighted areas for improvement in the management and documentation for intravascular devices. Ongoing education, promoting good clinical practice and reauditing, can be applied to improve the management of devices. What is known about the topic? Intravascular devices are associated with health care-related infections, including rare but serious bloodstream infections Measures for reducing healthcare-associated infection related to devices include surveillance with feedback. What does this paper add? This paper complements other surveillance data undertaken in similar-sized institutions with similar patients. Ongoing surveillance and education is required to maintain best clinical practice and management of devices. What are the implications for practitioners? Health care-associated infections are a serious problem and have negative outcomes for both patients and organisations. Intravascular devices may be associated with bloodstream infections, so prudent clinical care and management of devices is important. All devices should be assessed at least daily for their continued need and removed promptly if no longer required.
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Nicholas, Megan, Emily N. Larsen, Claire M. Rickard, Gabor Mihala, Peter Groom, and Nicole Marsh. "Peripherally Inserted Central Catheter (PICC) Insertion Success and Optimal Placement with New Technology: A Pre-Post Cohort Study." Journal of the Association for Vascular Access 26, no. 1 (March 1, 2021): 39–46. http://dx.doi.org/10.2309/java-d-20-00030.
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Highlights Abstract Background: Peripherally inserted central catheters (PICCs) are commonly placed with the assistance of fluoroscopy or medical imaging, ultrasound, electrocardiogram guidance, or all the above. Innovative ultrasound technologies continue to emerge; however, the impact upon clinical outcomes is not well understood. In this study, we aimed to compare outcomes of an existing ultrasound system with SHERLOCK 3CG™ Tip Confirmation (preintervention) to an updated SHERLOCK 3CG Diamond Tip Confirmation system, incorporating catheter-to-vein ratio measurement capabilities and an advanced magnetic-based tip navigation system (postintervention). Methods: In this prospective pre-post cohort study, we recruited adult patients requiring a new PICC. The study was conducted at a quaternary hospital in Queensland, Australia. Data were collected between May 2017 (4 months before equipment introduction) and January 2018 (4 months after equipment introduction), with a 1-month exclusion (education or learning) period in between. Patient, PICC, and device removal details were collected. The primary outcome was first-time insertion success, defined as successful PICC insertion after a single attempt (skin puncture), with the tip confirmed in an optimal location by the navigation system and a subsequent chest x-ray (as per hospital policy). Results: There were 503 participants with patient demographics and PICC characteristics balanced between the preintervention (n = 266) and postintervention (n = 237) groups. First-time insertion success was higher in the preintervention group (203/255, 80%) than the postintervention group (166/226, 73%), but this was not statistically significant (risk ratio = 0.92, 95% confidence interval = 0.83–1.02). Conclusions: There was no change in clinical outcomes with the use of next-generation ultrasound technology. These results justify future large studies and subsequent review into the efficacy of tip-confirmation systems and processes to maintain patient safety.
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Keleher, Patrick, and Arun Patil. "Conducting an Effective Residential School for an Undergraduate Materials Science and Engineering Course." International Journal of Quality Assurance in Engineering and Technology Education 2, no. 3 (July 2012): 41–46. http://dx.doi.org/10.4018/ijqaete.2012070104.
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Residential schools are an important mechanism by which equitable access to laboratory provide hands-on experience and face-to-face learning for students enrolled in distance mode. This paper elaborates on the evaluation of residential school conducted as a part of undergraduate materials science and engineering course for the distance/flexible students enrolled at Central Queensland University, Australia. The students in this course are adult students who are employed full-time as practitioners and juggling with work, family, and study commitments. This cohort differs greatly in their technical knowledge and professional experience from the students who are enrolled internally. Internal students are predominately students who have progressed from secondary school to tertiary education without any workplace experience. A three day residential school provided the opportunity for students to work individually (undertake quizzes) and as a group (conduct laboratories, pursue group project) to ensure they had access to lecturers and their peers in progressing their tasks and assessment items. The students travelled from throughout Australia to attend the residential school and its design acknowledges the need for the time allocated to be focused, meaningful and worthwhile so students can maximise time at the residential (and the subsequent follow up activities) and minimise time away from the workplace.
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Dickinson, Kym, and Barry Tainton. "The Future Relationships Scale: Measurement of student perceptions of what makes an adult intimate relationship successful." Queensland Journal of Guidance and Counselling 4 (November 1990): 1–16. http://dx.doi.org/10.1017/s1030316200000224.
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This paper briefly outlines the procedures that were undertaken in the development of the Future Relationships Scale (FRS) and discusses its possible application potential. An analysis of the existing literature on Family and Relationship therapy and established diagnostic measurement scales in the area, failed to locate an instrument that could aid in the measuring of perceptions of adolescents of the components that help to make an adult intimate relationship functional. This area was seen by the authors to be important particularly in the light of the development of school based Human Relationships Education. As a result a questionnaire was devised and administered to Year 12 students across three State high schools in Central Queensland. The questionnaire comprised 5 main parts. Part 1 obtained data on a number of independent variables. Part 2 was designed as an open-ended statement that sought Year 12 students' opinions about the components of functional relationships. Part 3 was the Future Relationships Scale. Parts 4 and 5 contained established scales that provided further information on independent variables and validation for the Future Relationships Scale. Analyses of the data indicated that the FRS is worthy of further development, and that Future Relationships was related to the sex and academic aspirations of the student, Personal Beliefs, and Family Assessment. The FRS would appear to be a potentially viable instrument for use in educational guidance and counselling.
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Nankervis, Richard, Heather Alexander, David Briggs, Catherine Turner, Amanda Martin, John Baillie, and Kevin Rigby. "COVID 19 - Perceptions of a Primary Health Network in Australia." Asia Pacific Journal of Health Management 15, no. 3 (July 26, 2020): 29–38. http://dx.doi.org/10.24083/apjhm.v15i3.463.
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The Covid-19 pandemic is still current but has been particularly well addressed, so far, in the Australian context. This article presents an analysis of management practice to describe the experience of one Primary Health Network (PHN) and its approach and response to the pandemic within its geographical region in accordance with Federal government directives. The PHN is a large geographic area that includes the Central Coast, just north of the Sydney basin, the Newcastle and Hunter Valley region and the Northwest/New England region that extends from Tamworth to the Queensland Border.
The article describes the PHN function within its primary healthcare role (PHC) in respect to responding to national initiatives to address and reduce the impact Of the Covid-19 event. The article recounts the Federal Governments directive described through the ‘National Cabinet’ and the Federal Health Department and the PHN response to those directives and initiatives. The article also recounts the actual cases of Covid-19 over the period of the epidemic.
The article describes the governance, leadership, and management initiatives. The article then describes the PHN approach to evaluation of its approach from the perspective of general practice and other PHC providers as well as providing perspectives from governance, management, and staff. The evaluation process identified significant impacts on providers and strong support for the continuation of telehealth measures. There were positive responses to the PHN activity and as a strong sense of trusted information, ongoing education, and general engagement.
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Carroll, Suzanne Jane, Michael J. Dale, Ross Bailie, and Mark Daniel. "Climatic and community sociodemographic factors associated with remote Indigenous Australian smoking rates: an ecological study of health audit data." BMJ Open 9, no. 7 (July 2019): e032173. http://dx.doi.org/10.1136/bmjopen-2019-032173.
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Australian Indigenous smoking rates are highest in remote communities but likely vary between communities; few studies have assessed community features in relation to Indigenous smoking rates.Design and objectiveThis ecological study evaluated the associations between smoking rates, and community sociodemographic and climatic characteristics for a large sample of remote Indigenous communities.Setting and sampleRecords (n=2689) from an audit of community health centres in the Northern Territory and Queensland were used to estimate smoking rates dichotomised at the median for 70 predominantly Indigenous remote communities. Community characteristics were similarly dichotomised.MethodsCross-tabulations were used to calculate the odds of a community classified as high for a sociodemographic or climatic factor also being high for smoking rate. Additional cross-tabulations, stratified by sociodemographic, region (coastal or central) and geographic connectivity levels, were performed to assess potential confounding.ResultsCommunity smoking rates ranged from 25% to 96% (median 60.2%). Moderately strong relationships were observed between community smoking rate and population size (OR 6.25,(95% CI 2.18 to 17.95)), education level (OR 3.67 (1.35–10.01)), income (2.86 (11.07–7.67)) and heat (2.86 (1.07–7.67)).ConclusionsSmoking rates in Australian remote Indigenous communities are universally high. Smoking rates are associated with greater community-level socioeconomic status and size, most likely reflecting greater means of accessing tobacco with mass of smokers sufficient to sustain a normative influence. Severe heat was also associated with high smoking rates suggesting such a stressor might support smoking as a coping mechanism. Community sociodemographic and climatic factors bear consideration as context-level correlates of community smoking rates.
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Nambiar, Smita, Helen Truby, Ian Hughes, and Peter SW Davies. "Utility of the waist-to-height ratio as an instrument to measure parental perception of body weight in children and its use in a population-based survey of children." Public Health Nutrition 16, no. 2 (July 2, 2012): 274–80. http://dx.doi.org/10.1017/s1368980012002972.
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AbstractObjectiveTo investigate which anthropometric measure of overweight status, BMI or waist-to-height ratio (WHtR), is most closely associated with parents’ perception of their child's overweight status.DesignThe sensitivity and specificity of parental perception against child-specific BMI and WHtR definitions of overweight were tested.SettingPrimary schools in Queensland, Australia.SubjectsBoys and girls aged 9·00–11·99 years (n 1431).ResultsOf the 138 boys and 202 girls who were classified as overweight according to BMI, only 27·5 % (boys) and 22·7 % (girls) were also perceived as overweight by their parents. Using WHtR, 206 boys and 333 girls were classified as overweight, of whom only 21·9 % and 13·8 %, respectively, were perceived as overweight. Perception of overweight was underestimated in approximately 15 % of boys and 21 % of girls when compared with BMI. Underestimation was higher when compared with WHtR: 25 % (boys) and 39 % (girls). Overweight prevalence was significantly lower according to perception than according to BMI or WHtR. Mother's education level was significantly associated with accurate perception of overweight status (P < 0·001).ConclusionsThe sensitivity of parental perception of child overweight was higher when BMI was used. However, emphasis needs to be placed on using WHtR as an actual measure of overweight because high central adiposity is associated with increased risk of CVD. The combined use of WHtR, body-shape images rather than word responses regarding perception and public health messages that educate parents and children about body shape and associated health risks may be the best combination in improving parents’ perception of their child's overweight status.
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McConachie, Jeanne, Patrick Alan Danaher, Jo Luck, and David Jones. "Central Queensland University's Course Management Systems: Accelerator or brake in engaging change?" International Review of Research in Open and Distributed Learning 6, no. 1 (March 1, 2005). http://dx.doi.org/10.19173/irrodl.v6i1.219.
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<p> Central Queensland University (CQU) is a highly complex institution, combining campuses in Central Queensland and distance education programs for Australian domestic students with Australian metropolitan sites for international students and a number of overseas centres, also for international students. In common with many other universities, CQU has recently reviewed its course management systems (CMSs). In doing so, CQU has signalled its desired strategic position in managing its online learning provision for the foreseeable future.</p> <p>This paper analyzes that strategic position from the perspective of the effectiveness of CQU’s engagement with current drivers of change. Drawing on online survey results, the authors deploy Introna’s (1996) distinction between teleological and ateleological systems to interrogate CQU’s current position on CMSs – one of its most significant enterprises – for what it reveals about whether and how CQU’s CMSs should be considered an accelerator of, or a brake on, its effective engagement with those drivers of change. The authors contend that a more thorough adoption of an ateological systems approach is likely to enhance the CMS’s status as an accelerator in engaging with such drivers. </p> <P><STRONG>Keywords: </STRONG>Australia, course management systems, enterprise systems, open and distance learning, teleological and ateleological systems<BR> </P>
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Dzator, Michael, and Janet Dzator. "The impact of Mathematics and Statistics Support at the Academic Learning Centre, Central Queensland University." Teaching Mathematics and its Applications: An International Journal of the IMA, September 5, 2018. http://dx.doi.org/10.1093/teamat/hry016.
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Carrington, Suzanne, Carly Lassig, Lara Maia-Pike, Glenys Mann, Sofia Mavropoulou, and Beth Saggers. "Societal, systemic, school and family drivers for and barriers to inclusive education." Australian Journal of Education, September 28, 2022, 000494412211252. http://dx.doi.org/10.1177/00049441221125282.
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Inclusive education is central to achieving high-quality education for all students and is a recognised commitment of the Australian government under international human rights law. However, Australia’s lack of commitment to move away from segregation is reflected in its persistence in maintaining and funding segregated (special) settings. Queensland led the way with the introduction of an inclusive education policy in 2018; nonetheless, this does not go far enough, as there is no commitment to diminish segregated schooling for students with disability. This lack of action works against the effective implementation of the policy. Using the Framework of Drivers for and Barriers to the Closure of Special Schools, we conducted a thematic analysis focussing on societal, systemic, school and family drivers for and barriers to educational desegregation. Our findings indicate where and why discrimination, segregation and exclusion remain strongly embedded in our society and education system. We provide recommendations for future reforms to the Disability Standards for Education in Australia.
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Huntly, Helen. "From University To School: Preparing Pre-Service Teachers For The Real World." Journal of College Teaching & Learning (TLC) 2, no. 5 (May 1, 2005). http://dx.doi.org/10.19030/tlc.v2i5.1811.
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Much of the literature on programs of pre-service teacher education highlights the disparity between what is learned at university and what is actually required in the classroom. This paper outlines a new philosophy of teacher training adopted by the Faculty of Education and Creative Arts at Australia’s Central Queensland University. It describes the design, content and operation of a new practicum program, where in a unique partnership between the university and the education community in which it operates, supervising teachers are able to customise part of each practicum to suit the individual needs of the student teacher. This organisational feature is continued into a compulsory six-week Internship that is designed to enhance the education experience for each individual student teacher. The paper concludes with the preliminary findings of an investigation into what student teachers see as the major differences between their final practicum and the internship.
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Pojani, Dorina, and Roberto Rocco. "Edutainment: Role-Playing versus Serious Gaming in Planning Education." Journal of Planning Education and Research, February 2, 2020, 0739456X2090225. http://dx.doi.org/10.1177/0739456x20902251.
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This exploratory study assesses the utility, in terms of learning and conceptualizing planning, of a role-playing exercise (the Great Planning Game [GPG]) and a serious game (Polis PowerPlays [PPP]) employed in a planning theory course offered at The University of Queensland in Australia. The study reveals that role-playing and serious gaming are equally engaging and help planning students learn and embody different roles while having fun. No great differences can be discerned in terms of learning effectiveness. With regard to teaching style, the GPG is more passive and tends to encourage collaboration, whereas the PPP is more dynamic and fosters competition. Both activities help students discover aspects of planning—and planning stakeholders—which they may not have considered before. Most participating students appear to regard planning as a pluralist pursuit. Communication and public participation are viewed as central to planning processes. However, traces of incrementalism and rationality are also present. While students believe in equity planning (i.e., advocacy from within the system), radical social justice approaches that challenge the status quo are notably absent. Overall, the authors conclude that these activities cannot fully replace guided and structured instruction but, as “whole task practices,” are a desirable complement to direct instruction.
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Bennet, Sue, Ann-Marie Priest, and Colin Macpherson. "Learning about online learning: An approach to staff development for university teachers." Australasian Journal of Educational Technology 15, no. 3 (December 10, 1999). http://dx.doi.org/10.14742/ajet.1858.
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<span>At Central Queensland University (CQU), like many other universities, there is growing interest in using the Internet to deliver course materials and support student learning, especially for students learning at a distance. However, most staff have little experience of online learning environments and many feel they lack the background knowledge to participate in the formation of online teaching policies, or the skills to design and teach their own subjects online. In an attempt to address this situation, a team from CQU's Division of Distance and Continuing Education (DDCE) developed an online course on a topic that, it was assumed, would be of significant general interest, and invited staff to enrol as online students. The intention was to provide staff with an experience which would not only allow them to evaluate the pedagogical usefulness of this form of online teaching, but also provide a valuable starting point for more specialised training for those who wanted it. This paper discusses current staff development options for online teachers and presents a model in which a first hand experience of online learning becomes the basis upon which university teachers can build to form their own ideas about a particular approach to teaching and learning online.</span>
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Nouwens, Fons, and Peter Robinson. "Evaluation and the development of quality learning materials." Australasian Journal of Educational Technology 7, no. 2 (December 1, 1991). http://dx.doi.org/10.14742/ajet.2282.
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<span>Learning materials development has traditionally been controlled by individual academics as distance education followed organisational models provided by traditional face to face teaching. Recent developments in both education and training have increased expectations of distance education. Increasing student participation rates, accessibility of higher education, increasing costs and exponential growth of knowledge are some factors that require development of innovative approaches to meet these expectations. Quality management literature suggests that these challenges may be met by a flexible but systematic, participative and team-based approach using quality improvement strategies. Developments in educational evaluation indicate that quality is promoted by an action-evaluation paradigm based on critical theory. Action evaluation promotes information gathering directed towards the making of specific decisions, a systems approach to evaluation, participative democracy in both decision making and evaluation and reflective practice. A marriage is proposed between action evaluation and quality management to guide the development of quality in distance education. Three strategies are suggested immediately: use of a team approach to materials development that is genuinely participative and democratic, collection of information about the quality of service provided to students in a way that promotes systematic improvement in the quality of that service and finally examination of all relevant aspects of educational services provided. This paper discusses the initial stages of the trial of such an approach as it is being developed within the Department of Mathematics and Computing at the University College of Central Queensland.</span>
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Whitaker, Vance M., Natalia A. Peres, and Shinsuke Agehara. "‘Florida Beauty’ Strawberry." EDIS 2017, no. 6 (November 7, 2017). http://dx.doi.org/10.32473/edis-hs1307-2017.
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‘Florida Beauty’ (PPAF) is a new strawberry cultivar released by the University of Florida and commercialized in 2017. This cultivar was originally evaluated as breeding selection FL 12.121-5. ‘Florida Beauty’ originated from a 2012 cross between Queensland Australia selection 2010-119 (female parent) and ‘Florida Radiance’ (male parent). It has been tested over several years in field plots at the University of Florida Gulf Coast Research and Education Center (GCREC) in Wimauma, FL, at the Florida Strawberry Growers Association (FSGA) headquarters in Dover, FL, and on several commercial farms. Data from these trials have been used to generate the following information and recommendations to help growers obtain optimum performance of this cultivar in west-central Florida. Comparisons are made to the current industry standard cultivars ‘Florida Radiance’ (Chandler et al. 2009) and Sweet Sensation® ‘Florida127’ (Whitaker et al. 2015) (hereafter referred to as ‘Florida127’).
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Ullman, Amanda J., Tricia M. Kleidon, Victoria Gibson, Mari Takashima, Jessica Schults, Paula Cattanach, Rebecca Paterson, et al. "Experiences of children with central venous access devices: a mixed-methods study." Pediatric Research, April 11, 2022. http://dx.doi.org/10.1038/s41390-022-02054-3.
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Abstract Background Our study aims to explore the experience of having a central venous access device (CVAD) from the perspective of the child and family and how movements within and outside of hospital environments influence this experience. Methods A mixed-methods study was conducted across Children’s Health Queensland (Australia), including inpatient and home-care settings. Children less than 18 years with CVADs were eligible and followed for 3 months or CVAD removal. A subgroup of primary caregivers participated in semi-structured interviews. Quantitative and qualitative measures of child and family CVAD experiences were explored. Results In total, 163 patients with 200 CVADs were recruited and followed for 6993 catheter days (3329 [48%] inpatients; 3147 [45%] outpatients; 517 [7%] home). Seventeen participants were interviewed. Experiences of having a CVAD were complex but predominantly positive primarily related to personalized CVAD care, healthcare quality, and general wellbeing. Their experience was shaped by their movements through hospital and home environments, including care variation and distress with procedures. Device selection and insertion location further influenced experience, including safety, impairments in activities of daily living, school, and recreation. Conclusions CVAD experiences were influenced by nonmodifiable (e.g., diagnosis) and modifiable factors (e.g., education; care variation). Clinical approaches and policies that account for family and child considerations should be explored. Impact Variation in decision making and management for pediatric CVADs is accepted by many clinicians, but the influence this variation has on the health experience of children and their families is less well explored. This is the first study to draw from a broad range of children requiring CVADs to determine their experience within and outside of healthcare facilities. Interdisciplinary clinicians and researchers need to work collaboratively with children and their families to provide resources and support services to ensure they have positive experiences with CVADs, no matter where they are managed, or who they are managed by.
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Thet, Zaw, Alfred King-yin Lam, Shu-Kay Ng, Soe Yu Aung, Thin Han, Dwarakanathan Ranganathan, Stephanie Newsham, Jennifer Borg, Christine Pepito, and Tien K. Khoo. "An integrated skin cancer education program in renal transplant recipients and patients with glomerular disease." BMC Nephrology 23, no. 1 (November 10, 2022). http://dx.doi.org/10.1186/s12882-022-02997-z.
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AbstractSun-protective strategies focusing on skin cancer awareness are needed in immunosuppressed patients at risk of skin cancers. The study aims to determine the effect of an integrated skin cancer education program on skin cancer awareness and sun-protective behaviours in renal transplant recipients (RTRs) and patients with glomerular disease (GD) treated with long-term immunosuppressants. A pilot prospective cohort study in Central Queensland, Australia was undertaken among adult RTRs and patients with GD, who completed survey questionaries on skin cancer and sun-health knowledge (SCSK), sun-protection practices and skin examination pre- and post-education. Fifty patients (25 RTRs, 25 patients with GD) participated in the study. All of them completed questionnaires at pre-, 3-month post-education and 92%(n = 46) at 6-month post-education. There was a significant increase in SCSK scores from baseline at 3-months (p < 0.001) and 6-months post-intervention (p < 0.01). Improved knowledge was retained for 6 months after education. There were changes in 2 of 8 photoprotective behaviours at 6 months. Interventional education enhanced regular self-skin examination rate (p < 0.001) as well as the frequency of full skin checks by general practitioners (GPs) (p < 0.001). Overall, RTRs had better compliance with sun-protective methods and higher skin examination rates by themselves and/ or GPs before and after the intervention of education compared to patients with GD. To conclude, an integrated skin cancer education program improved knowledge of skin cancer and skin health as well as the frequency of self-skin examination and formal skin assessments. However, improvement in patient compliance did not extend to other sun-protective practices.
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Divanoglou, Anestis, Kenneth Chance-Larsen, Julie Fleming, and Michele Wolfe. "Physiotherapy student perspectives on synchronous dual-campus learning and teaching." Australasian Journal of Educational Technology 34, no. 3 (July 20, 2018). http://dx.doi.org/10.14742/ajet.3460.
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An increasing number of universities offer educational programmes across multiple campuses, as a way of facilitating access to tertiary education and filling the shortage of health professionals in rural and regional settings. Offering an equitable learning experience across all sites has been considered an important aspect in any learning and teaching approach. This qualitative study analysed data from 10 focus group discussions and 11 unit evaluations, to explore student perceptions of synchronous dual-campus delivery of a physiotherapy programme in Central Queensland, Australia. An inductive approach to thematic analysis was used. Three themes emerged: (a) Student location influences learning; (b) Videoconferencing impacts learning and teaching; and (c) Dual-campus delivery determines teaching structures and shapes teaching processes. Difficulties related to cross-campus communication, logistics, and opportunities for interaction and engagement were seen as detrimental to synchronous dual-campus delivery. Skill-based demonstrations added another level of complexity. However, students identified a potential benefit from accessing expertise from both campuses. With careful planning and consideration of the potential barriers and facilitators, synchronous dual-campus learning environments can be an effective delivery option for higher education institutions. This study builds on existing literature and suggests a number of strategies that are specific to this mode of programme delivery.
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Hodge, S., K. Pattabathula, J. Jenkins, and M. Ogg. "293 Enhancing Your Recovery: A Mobile Application for Patients Undergoing Vascular Surgery." British Journal of Surgery 108, Supplement_2 (May 1, 2021). http://dx.doi.org/10.1093/bjs/znab134.008.
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Abstract Aim: With increasing demands on the healthcare system, a central (and currently essential) push for remote consultations, and an increasing number of co morbidities in the surgical population, the aim was to create an application that placed the focus on pre-hospital optimisation, education and autonomy – addressing these sector trends to enhance outcomes for patients and ease the burden on healthcare settings. Method After obtaining baseline data, I worked alongside students from the Queensland University of Technology to produce an application suitable for both iOS and android platforms. Results The application has four facets which mirror a patient’s journey from their initial outpatient appointment through to recovery. The application is easy to use, free to download and readily accessible. On opening the application, the user can select their planned operation and navigate along a personalised decision tree. Conclusions The application has been designed to educate and empower a patient to become an active participant in their care, leading to long-term changes in healthcare. Assessment is ongoing but early indications suggest that this will be a valuable tool in optimising outcomes for patients undergoing vascular surgery – leading to fewer post-operative complications and earlier restoration of functional status.
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Andrews, Trish, and Greg Klease. "Challenges of multisite video conferencing: The development of an alternative teaching/learning model." Australasian Journal of Educational Technology 14, no. 2 (October 14, 1998). http://dx.doi.org/10.14742/ajet.1902.
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<span>The current trend of globalisation is one that is having a marked impact on society and the area of education in particular is feeling the impact. The dramatic changes that are taking place as a result of globalisation means that the demand for education is increasing significantly. There is growing recognition of not only the need for skills development but also reskilling and a requirement for lifelong learning (Duguet, 1995). Additionally, the increasing availability and stability of communications technologies along with the economic rationalisation that is characteristic of the nineties, means that educational institutions are rethinking the ways in which they deliver teaching and learning activities to an increasingly diverse and dispersed clientele.</span><p>This article describes a video conferencing project at Central Queensland University which was implemented to deliver simultaneous interactive instruction in first year chemistry to three campuses - Rockhampton, Mackay, Bundaberg. The article discusses some of the issues of implementing video conferencing as a tool for teaching in a distributed, multi-campus institution and the challenges in developing an interactive teaching and learning model. This includes the need for intensive ongoing staff development and the recognition that staff development for teaching with technology is a long term process of skills acquisition. It also recognises the importance of appropriate student preparation and the part this plays in successfully adopting technologically mediated teaching and learning programs.</p>
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Ryall, Tayne, Elisabeth Preston, Niruthikha Mahendran, and Bernie Bissett. "Study Protocol: MASK-ED™ (KRS Simulation) - impact on physiotherapy student performance." Health Education in Practice: Journal of Research for Professional Learning 3, no. 1 (August 13, 2020). http://dx.doi.org/10.33966/hepj.3.1.14276.
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Purpose: MASK-ED™ (KRS Simulation) involves an educator donning a silicone mask to portray a patient character that has been specifically developed in line with learning outcomes. The effectiveness of MASK-ED™ (KRS Simulation to prepare physiotherapy students prior to commencing work integrated learning has not been investigated.Methodology: This randomised cluster trial will investigate MASK-ED™ (KRS Simulation) in addition to usual teaching in neurological physiotherapy. Physiotherapy students in an intervention group will receive simulated learning via a MASK-ED™ (KRS Simulation) character as well as usual teaching. Students in a control group will receive usual teaching only, including role-play with peers. Consent will be concealed from the investigating team and blinded assessors will assess the primary outcome. Secondary outcomes will be practical and written examination results and a satisfaction survey.Research implications: This will be the first randomised trial investigating MASK-ED™ (KRS Simulation)’s effect on students’ readiness for work integrated learning.Practical implications: The results from this study will inform physiotherapy education and curriculum development by increasing the evidence base for the use of simulation in training physiotherapy students prior to work integrated learning.Originality: MASK-ED™ (KRS Simulation) was developed in nursing education at Central Queensland University, Australia. Although it has been investigated in medical imaging, this is its first practical application within physiotherapy curricula.Limitations: It will be impractical and unfeasible to blind the participants and the investigators to tutorial group allocation and impractical for blind assessing of practical examinations.
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Mandal, Nirmal Kumar, and Francis Robert Edwards. "Student work readiness in Australian engineering workplaces through work integrated learning." Higher Education, Skills and Work-Based Learning ahead-of-print, ahead-of-print (July 27, 2021). http://dx.doi.org/10.1108/heswbl-02-2021-0025.
Full textAbstract:
PurposeAs part of the Co-Operative Education Program (CEP) under study, a Work-integrated Learning (WIL) student engagement framework is presented. The framework focusses on the effectiveness of the WIL program with real-world assessment tasks to prepare students for graduate employment. In order to evaluate the level at which the engineering graduates are work-ready, an analysis of qualitative and quantitative survey data from CQU students, employers and data from other sources was undertaken. The paper aims to discuss these issues.Design/methodology/approachWIL is an effective pedagogical strategy employed in engineering curriculum to engage students with workplace partners and engineering practices. However, little is known about the problems exist in the WIL processes including insufficient resources and support for mentoring students. On overcoming the problems, an effective collaboration between students, universities and engineering workplaces provides an enhanced engagement experience and enables students’ work-ready skills. Central Queensland University (CQU)’s Bachelor of Engineering (Honours) and Diploma of Professional Practice (Co-op) students participate in two 6-month WIL placements over the course of their university studies.FindingsTo identify the impact of the co-operative education model on graduate outcomes, an analysis of student assessment data from 2016 to 2018 showed that the student employability indicators were consistently above the national average of graduate engineering students. All areas such as knowledge base, engineering ability and professional attributes, students’ performance were rated at or above the average of a graduate engineer by employers.Originality/valueAs part of practice assessment, engineering workplace employers provide an evaluation of students’ performance against the Engineers Australia (EA) Stage 1 Competency Standard for Professional Engineers, involving sixteen mandatory elements in the areas of knowledge and skill base, engineering application ability, and professional and personal attributes.