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1
Austen, Siobhan, and Fiona MacPhail. "The Post-School Education Choices of Young Women in Australia and Canada." Economic and Labour Relations Review 22, no. 3 (November 2011): 141–57. http://dx.doi.org/10.1177/103530461102200309.
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Young Canadian women engage in post-school study at a much higher rate than their Australian peers, with a large part of the difference in this rate attributable to differences in rates of participation in the non-university sector. This article uses data from the Australian Longitudinal Surveys of Australian Youth and the Canadian Youth in Transition Survey to generate a unique cross-country comparison of the characteristics of young women engaged in different types of post-school education. The results highlight important differences in the role played by academic ability and parental resources in the allocation of educational ‘slots' in the non-university sectors of the two countries. The results suggest that ‘second-tier’ post-school institutions could play a role in boosting rates of post-school education in Australia, with important consequences for the design of policy on this sector.
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Poulsen, Angelika. "Corporal punishment of children in the home in Australia: a review of the research reveals the need for data and knowledge." Children Australia 44, no. 03 (June 17, 2019): 110–20. http://dx.doi.org/10.1017/cha.2019.17.
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AbstractA growing body of literature indicates that corporal punishment (CP) has the potential to adversely affect the mental and physical wellbeing of children in childhood as well as into adulthood. Corporal punishment of children in the home is legal in all states and territories in Australia, but not much is known about this type of family violence in the Australian context. This article presents a review of the literature currently available on the prevalence of CP of children in the home in Australia, covering online surveys, academic research, government data and grey literature. The role of online surveys is examined, and the lack of data available from government studies concerned with the wellbeing of children is also explored. There is found to be an overall lack of consistent data available on CP of children in the home in Australia, and this article calls on researchers and policymakers to further research and act on this aspect of family violence.
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Metcalfe, Jenni, and Toss Gascoigne. "Science journalism in Australia." Public Understanding of Science 4, no. 4 (October 1995): 411–28. http://dx.doi.org/10.1088/0963-6625/4/4/005.
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This paper considers the trends and current realities of science journalism in Australia. It also examines the role that science journalism is playing in setting the agenda for media coverage of science and technology in Australia, and the influence of that coverage in developing an informed public willing to be involved in science debates. Surveys show that media attention to science and technology has increased considerably over the past decade. Yet coverage seems shallow and technology-based, and does not appear to have succeeded in making a real impact on people or in changing the ways they think about science and technology and its impact on their lives. The challenges currently facing science journalism in Australia include: the need for more in-depth and critical analysis of science and technology; overcoming the negative or trivial perceptions of editors, chiefs of staff, news directors and other gatekeepers about the importance of science and technology stories; and integrating science and technology with social, economic and political issues.
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Bashi, Nazli, Marlien Varnfield, and Mohanraj Karunanithi. "A Smartphone App for Patients With Acute Coronary Syndrome (MoTER-ACS): User-Centered Design Approach." JMIR Formative Research 4, no. 12 (December 18, 2020): e17542. http://dx.doi.org/10.2196/17542.
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Background Postdischarge interventions are limited for patients with acute coronary syndrome (ACS) due to few scheduled visits to outpatient clinics and the need to travel from remote areas. Smartphones have become viable lifestyle technology to deliver home-based educational and health interventions. Objective The aim of this study was to develop a smartphone-based intervention for providing postdischarge support to patients with ACS. Methods The content of Mobile Technology–Enabled Rehabilitation for Patients with ACS (MoTER-ACS) was derived from a series of small studies, termed prestudy surveys, conducted in 2017. The prestudy surveys were conducted in Prince Charles Hospital, Queensland, Australia, and consisted of questionnaires among a convenience sample of patients with ACS (n=30), a focus group discussion with health care professionals (n=10), and an online survey among cardiologists (n=15). Responses from the patient survey identified educational topics of MoTER-ACS. The focus group with health care professionals assisted with identifying educational materials, health monitoring, and self-management interventions. Based on the results of the cardiologists’ survey, monitoring of symptoms related to heart failure exacerbation was considered as a weekly diary. Results The MoTER-ACS app covers multimedia educational materials to adopt a healthy lifestyle and includes user-friendly tools to monitor physiological and health parameters such as blood pressure, weight, and pain, assisting patients in self-managing their condition. A web portal that is linked to the data from the smartphone app is available to clinicians to regularly access patients’ data and provide support. Conclusions The MoTER-ACS platform extends the capabilities of previous mobile health platforms by providing a home-based educational and self-management intervention for patients with ACS following discharge from the hospital. The MoTER-ACS intervention narrows the gap between existing hospital-based programs and home-based interventions by complementing the postdischarge program for patients with ACS.
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Musgrave, Loretta, Caroline Homer, and Adrienne Gordon. "Knowledge, attitudes and behaviours surrounding preconception and pregnancy health: an Australian cross-sectional survey." BMJ Open 13, no. 1 (January 2023): e065055. http://dx.doi.org/10.1136/bmjopen-2022-065055.
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ObjectiveTo understand Australian women’s knowledge, attitudes and behaviours surrounding preconception and pregnancy health and their preferences for information about these periods.DesignCross-sectional survey.SettingMaking healthy changes can optimise preconception and pregnancy outcomes. Clinical practice guidelines inform preconception and pregnancy care in Australia. Women often have access to multiple sources of information on reproductive and pregnancy health.ParticipantsWomen of reproductive age were asked to complete a web-based survey. The survey development was informed by preconception guidelines, consensus statements and the national pregnancy care guidelines. The survey was distributed through social media, local and national networks from 2017 to 2018.ResultsCompleted surveys were received from 553 women.The majority (80.4%) had high educational attainment. Checking immunisation status and ensuring good mental health were rated as equally important actions both preconception (65%) and during pregnancy (78%). Limiting sedentary activities was not rated as an important action to take either preconception (36%), or during pregnancy (38%). Although women have good knowledge about the impact of weight on their own health outcomes (eg, gestational diabetes), there was less knowledge about adverse outcomes for babies like stillbirth and preterm birth. Women access many sources for reproductive health information, however, the most trusted source was from healthcare professionals.ConclusionMost women of reproductive age in Australia have knowledge of the key health recommendations for preconception and pregnancy. However, there are gaps related to lifestyle behaviours particularly connected to weight gain and outcomes for babies. There is a strong preference to receive trusted information from healthcare providers through multiple resources.
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Aldridge, Tim, Mark Andersen, Brendan Stanton, and Christopher Shen. "Past and Future Training for Careers in Sports Psychology." Australian Journal of Career Development 6, no. 2 (July 1997): 26–31. http://dx.doi.org/10.1177/103841629700600208.
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Sport psychology is an emerging career specialisation in Australia. Training models for a career in the field have only recently been developed. This research concerned past education and vocational histories of advanced degree graduates who specialised in some area of sport psychology. Thirty-two graduates from fourth year, masters and doctoral programs in Australia completed surveys concerning their educational background and vocational histories since graduating with a postgraduate degree. Graduates reported their experiences, income and perceptions and expectations pertaining to work in sport psychology. Results suggest that the main initial and future goals of graduates were to consult with athletes. Most, however, are having difficulty finding paid work in sport psychology. Graduates outlined many suggestions and advice for prospective students. Implications of the results for future training and education in the field of applied sport psychology within Australia are provided.
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Belkin, Ph A. "Gamification in education." Современная зарубежная психология 5, no. 3 (2016): 28–34. http://dx.doi.org/10.17759/jmfp.2016050302.
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This article surveys the main directions of gamification of education. Using a typology of formation of educational space in relation to the virtual space when creating educational computer games (Whitton N. 2009), it shows the degree of involvement of educational computer and video games in education of modern children in Sweden, Finland, Australia, USA and many other countries. It marks a re-orientation of this type of games from the needs of an adult in connection to a child, in direction of the child's needs. It shows that the questions of development of effective, environmentally friendly and at the same time securely motivated educational computer and video games, as well as the question of their impact on child's development in long perspective remains open. In addition, the article states that psychological research of educational tools’ gamification is aimed primarily at addressing the problem of dyslexia, leaving unstudied such specific problems of children as dyscalculia, or the effect of education when mediated by virtual space
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Firman, Paul, Ken-Soon Tan, Alexandra Clavarino, Meng-Wong Taing, and Karen Whitfield. "Pharmacist-Managed Therapeutic Drug Monitoring Programs within Australian Hospital and Health Services—A National Survey of Current Practice." Pharmacy 10, no. 5 (October 18, 2022): 135. http://dx.doi.org/10.3390/pharmacy10050135.
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Pharmacist-managed therapeutic drug monitoring (TDM) services have demonstrated positive outcomes in the literature, including reduced duration of therapy and decreased incidence of the adverse effects of drug therapy. Although the evidence has demonstrated the benefits of these TDM services, this has predominately been within international healthcare systems. The extent to which pharmacist-managed TDM services exist within Australia, and the roles and responsibilities of the pharmacists involved compared to their counterparts in other countries, remains largely unknown. A cross-sectional online survey was conducted evaluating pharmacist-managed TDM programs within Australian hospital and healthcare settings. Pharmacist perceptions were also explored about the strengths, weaknesses, opportunities, and barriers associated with implementing a pharmacist-managed TDM service. A total of 92 surveys were returned, which represents a response rate of 38%. Pharmacist-managed TDM programs were present in 15% of respondents. It is only in the minority of hospitals where there is a pharmacist-managed service, with pharmacists involved in recommending pathology and medication doses. The programs highlighted improved patient outcomes but had difficulty maintaining the educational packages and training. For hospitals without a service, a lack of funding and time were highlighted as barriers. Based on the findings of this survey, there is minimal evidence of pharmacist-managed TDM models within Australian hospital and health services. A standardized national approach to pharmacist-managed TDM services and recognition of this specialist area for pharmacists could be a potential solution to this.
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Ellis, Suzanne, Natalie Gately, Shane Rogers, and Andrée Horrigan. "Give Them a Chance: Public Attitudes to Sentencing Young Offenders in Western Australia." Youth Justice 18, no. 2 (August 2018): 169–87. http://dx.doi.org/10.1177/1473225418791660.
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Public opinion is often reported as punitive towards sentencing young people. Attitudes remain important to investigate given their potential to influence policy within the criminal justice system. Therefore, it is important to understand the formation of these attitudes and their consistency with sentencing principles. Semi-structured interviews ( n = 72) and surveys ( n = 502) were used to gauge opinions of sentencing young people under different scenario manipulations (age, weapon, drug treatment, prior record). The findings revealed the public expected punishment, but favoured rehabilitation with an opportunity to repent, suggesting the public are open to alternatives to ‘tough on crime’ approaches.
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Sun, Wanning, and Haiqing Yu. "WeChatting the Australian Election: Mandarin-Speaking Migrants and the Teaching of New Citizenship Practices." Social Media + Society 6, no. 1 (January 2020): 205630512090344. http://dx.doi.org/10.1177/2056305120903441.
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With the number of Mandarin-speaking migrants on the rise in Australia and the centrality of Chinese social media platforms among a large majority of this cohort, it is time that we examined the role of WeChat in political communication and citizenship education among Chinese migrants. In the lead-up to the May 2019 federal election, WeChat became a political campaigning battlefield in which candidates held live WeChat sessions with Chinese Australian voters. Despite much discussion about WeChat’s impact on Australian politics, there is little understanding of its potential educational role in citizen-making: to what extent does WeChat educate new citizens about Australia’s political system, democratic values, and electoral processes? This article uses the 2019 federal election as a prism through which to explore civic education and citizen-making in the digital space of WeChat. Drawing on online surveys, sustained digital ethnographic observation, and in-depth one-on-one interviews, we ask whether and how the work of certain individuals in this digital space engenders a new form of community leadership and a more engaged form of civic behavior. We also assess WeChat’s potential in facilitating the process of political integration for new migrants from authoritarian societies.
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Brown, Leanne J., Luke Wakely, Alexandra Little, Susan Heaney, Emma Cooper, Katrina Wakely, Jennifer May, and Julie M. Burrows. "Immersive Place-Based Attachments in Rural Australia: An Overview of an Allied Health Program and Its Outcomes." Education Sciences 13, no. 1 (December 20, 2022): 2. http://dx.doi.org/10.3390/educsci13010002.
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This paper describes a rural immersive attachment program for allied health students at an Australian University Department of Rural Health and its workforce outcomes. A mixed methods longitudinal cohort study, with data collected via end-of-placement and post-graduation surveys. Over 13 years, 311 allied health ‘year-long’ immersive rural attachments, as well as short-term placements, were supported. Pre- and post-placement rural practice intention ratings were paired (from 572 end of placement surveys) for 553 (96.7%) students. Students from metropolitan (49.4%, n = 273, p < 0.001), and rural origin (50.6%, n = 280, p < 0.001) showed a significant increase in rural practice intention. At 1 year post-graduation, 40.3% (n = 145) of graduates had worked in a rural or remote location in Australia, 39.9% at 3 years (n = 87) and 36.5% (n = 42) at 5 years. Longer-term rural attachments were found to be associated with rural practice location, independent of rural background. Those who had undertaken a longer rural attachment (≥18-weeks) were twice as likely to be working in a rural or remote area than those <18 weeks at 1 year (OR 2.018 95% CI 1.204–3.382) and 2.7 times as likely at 3 years (OR 2.727, 95% CI (1.325–5.614). Supporting students to undertake rural immersive attachments appears to be associated with greater rural practice intention and later rural practice.
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Joseph, Dawn, Rohan Nethsinghe, and Alberto Cabedo-Mas. "“We learnt lots in a short time”: Cultural exchange across three universities through songs from different lands." International Journal of Music Education 38, no. 2 (October 3, 2019): 177–93. http://dx.doi.org/10.1177/0255761419880027.
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Establishing strong connections between universities within initial teacher education (ITE) programs not only takes time, but it also presents opportunities and challenges. Tertiary music educators are called to prepare ITE students/pre-service teachers to be culturally responsive. This article forms part of our wider study “See, Listen and Share: Exploring Intercultural Music Education in a Transnational Experience Across Three Universities (Royal Melbourne Institute of Technology University, Australia; Deakin University, Australia; and Universitat Jaume I of Castelló, Spain). For this article, we draw on student web survey data, anecdotal feedback, and our reflections. We employ Interpretative Phenomenological Analysis as a tool to thematically group our surveys into three broad overarching themes to inform our findings and discussions. We argue that music education is an effective vehicle for exploring culture and diversity through song. Our findings show that our ITE students built positive attitudes about using songs in their generalist primary and early childhood classrooms. They also recognized the importance of collaborative sharing using face-to-face and Skype. This project proved a worthy experience for all concerned, it formed a rich part of our professional learning. We encourage others to consider the approach as one way to promote multicultural music and cultural diversity within ITE programs and across other educational settings.
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Munawar, Hafiz Suliman, Sara Imran Khan, Zakria Qadir, Yusra Sajid Kiani, Abbas Z. Kouzani, and M. A. Parvez Mahmud. "Insights into the Mobility Pattern of Australians during COVID-19." Sustainability 13, no. 17 (August 26, 2021): 9611. http://dx.doi.org/10.3390/su13179611.
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Coronavirus disease 2019 (COVID-19) is an infectious disease characterised by symptoms that are like the common cold. The current pandemic situation in anticipation of a vaccine has posed serious threats to the health and economic sectors of countries worldwide. To overcome the quick transmission of the virus, the government of Australia has also taken drastic measures to prevent its spread. These policies include an international and interstate travel ban, social distancing rules, lockdown, shutdown of educational institutes and work-from-home policies. Such rules have affected people on both behavioural and psychological levels. This study aims to analyse the effect of COVID-19 on Australian citizens, and therefore, the changed behaviour of citizens concerning their mobility patterns, transport preferences and shopping methods under the pandemic have been studied. A detailed literature search was adopted for gathering data related to the study theme, along with real-time evidence of changes in the behaviour of people following the pandemic. The socioeconomic impact of the pandemic on social inequality and thereby the effect on the vulnerable people of the population are also studied. Authentic surveys and statistical data are consulted to figure out how the new lifestyle choices of people will linger in the post-pandemic era. It was found that people in Australia have adopted the work-from-home regime, and new habits suiting the nationwide restrictions have become routine for many people.
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Dow, Briony, Betty Haralambous, Courtney Hempton, Susan Hunt, and Diane Calleja. "Evaluation of Alzheimer's Australia Vic Memory Lane Cafés." International Psychogeriatrics 23, no. 2 (July 30, 2010): 246–55. http://dx.doi.org/10.1017/s1041610210001560.
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ABSTRACTBackground: This paper describes the evaluation of the Memory Lane Café service in Victoria, Australia. The Alzheimer's Australia Vic Memory Lane Café model aims to provide a social and educational service to people living with dementia and their carers, family members or friends. Dementia is a serious health issue in Australia, with prevalence estimated at 6.5% of people over 65 years of age. Living with dementia has significant social and psychological ramifications, often negatively affecting quality of life. Social support groups can improve quality of life for people living with dementia.Methods: The evaluation included focus groups and surveys of people with dementia and their carers, staff consultation, service provider interviews, and researcher observation. The Melbourne Health Mental Health Human Research Ethics Committee approved the project. Participants included people with dementia (aged 60 to 93 years, previously enrolled in the Alzheimer's Australia Vic's six-week Living With Memory Loss Program), their carers, friends and/or family members, staff working in the Cafés, and service providers with links to the Cafés.Results: This evaluation found that Memory Lane Cafés promote social inclusion, prevent isolation, and improve the social and emotional well-being of attendees. However, Cafés did not meet the needs of all potential attendees.Conclusions: The evaluation recommended that existing Café services be continued and possibilities for extending the Cafés be explored. Based on evaluation outcomes, the Department of Health Victoria is funding four additional pilot programs in café style support services.
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Bridgewater, Franklin H. G., Kathryn Zeitz, Constance Katelaris, and John Field. "Latex Allergy in the Prehospital Setting." Prehospital and Disaster Medicine 21, no. 5 (October 2006): 322–28. http://dx.doi.org/10.1017/s1049023x00003952.
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AbstractIntroduction:Latex allergy first was recognized early in the 20th Century, but was not a matter of concern until the last decade of that Century. The reported incidence of latex allergy in different occupations varies considerably. It has been documented in dental workers, operating theater staff, anesthetists, and laboratory technicians. However, little data specifically related to those involved in patient care in the emergency prehospital setting are available.Methods:A questionnaire was distributed to a sample of both volunteer and salaried first responders from St. John Ambulance Australia in South Australia and Western Australia, and the South Australian AmbulanceService. The first responders were surveyed to: (1) determine the incidence of latex allergy; (2) consider possible factors associated with its development; (3) compare characteristics of the surveyed groups; and (4) reinforce the development of an educational program.The study tool had predetermined statistical qualities. Data were collated and processed using standard statistical procedures. Surveys were collected anonymously.Results:Of the 2,716 forms distributed, 1,099 were returned, resulting in an overall response rate of 40.5%. Atopy was identified in 14.9% of participants, hand dermatitis in 9.4%, and latex allergy in 6.4%. In the group of full-time ambulance officers, there was a significantly higher incidence of hand dermatitis and latex allergy. There also was a significant relationship between latex allergies and both dermatitis and glove usage (as measured by frequency and duration).Conclusion:In a group of first responders assessed by an anonymous, voluntary questionnaire, the subset of full-time, salaried ambulance officers was identified as having a higher incidence of hand dermatitis and latex allergy than their volunteer co-workers. These results require further assessment to substantiate the frequency of latex allergy and determine the predisposing factors. All personnel must learn about hand care. Non-powdered, natural rubber latex gloves should be supported for general use in this setting.
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Muhammad Abdullah, Mohammad Abdalla, and Robyn Jorgensen. "Towards the Formulation of a Pedagogical Framework for Islamic Schools in Australia." ICR Journal 6, no. 4 (October 15, 2015): 509–32. http://dx.doi.org/10.52282/icr.v6i4.300.
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During the last 30 years ‘Islamic’ or Muslim schools have sprung up in Europe, North America and Australia. Reasons for the establishment of these schools generally pertain to Islamic faith and quality of education. Parents desire their children to be positive participants in, and contributors to, society while at the same time maintaining their faith. However, a number of researchers question the effectiveness of Islamic schools in achieving these goals. Driessen and Merry (2006) and Walford (2002) note that matters of Islamic faith are mainly confined to formalities expressed as rules and codes and Qur’an recitation. Moes (2006) and Shamma (1999) express concern that formalisation of religious education leads to negative consequences. Often, these schools devote their energies to the ‘what’ and ‘why’ of Islam without the ‘how’. Memon (2007) proposes that to achieve the intents and purposes of Islamic education in a western context, teachers need to be guided by the pedagogical principles of the Islamic tradition in a fertile synthesis with the pedagogical principles of contemporary educational thought. Such a pedagogical framework would enable a curriculum to be embedded that is both faithful to Islamic principles and relevant to contemporary society. While there is some limited international research in this area, there is a dearth of research in the Australian context. This paper critically surveys and evaluates the existing research material and proposes a Prophetic Pedagogical Framework that may be used in a fertile synthesis with the Productive Pedagogies framework underpinning the Queensland public education system. It is contended that an Islamic extension of the Productive Pedagogies framework would have considerable value for the on-going quality of teaching in Australian Islamic schools.
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Stevens, Christine A. "The Illusion of Social Inclusion: Cambodian Youth in South Australia." Diaspora: A Journal of Transnational Studies 4, no. 1 (March 1995): 59–76. http://dx.doi.org/10.3138/diaspora.4.1.59.
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As a result of the turmoil in Cambodia during the 1970s, traditional Cambodian society was fundamentally altered: Cambodians were uprooted, and after the Vietnamese invasion in 1978, thousands fled to camps on the Thai-Cambodian border, where many sought and were selected for resettlement in other countries. Approximately 12,000 Cambodians were accepted for resettlement in Australia as refugees in the period 1975-85, with approximately 2,500 settling in South Australia. The emigrants to South Australia were youthful, with 51% of all arrivals in the period 1979-85 aged 19 years or less (Stevens). Since this period when refugees first arrived in Australia from Cambodia, Laos, and Vietnam, the social adaptation of refugee youth has been little researched. Generally, young people have been but one of the age groups included in large-scale surveys or in-depth studies, such as those by Wendy Poussard, Nancy Viviani, and others, that focused on the early stages of resettlement. The research that has focused on refugee youth has concentrated on educational achievement (Spearritt and Colman; Kelly and Bennoun; Chan; Mundy) or mental health status and adjustment (Krupinski and Burrows). At a time of ongoing debate about the size and nature of the immigrant intake, and concern that the resulting cultural diversity may foster ethnic conflicts and endanger social cohesion, this lack of research on the social aspects of the settlement process young refugees from Southeast Asia undertake is a significant omission.
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Оксана Замятна. "MONITORING OF GRADUATES` EMPLOYMENT IN THE CONTEXT OF DIAGNOSTICS OF THEIR PROFESSIONAL ADAPTATION (INTERNATIONAL EXPERIENCE)." Psychological and Pedagogical Problems of Modern School, no. 2(4) (September 4, 2020): 42–48. http://dx.doi.org/10.31499/2706-6258.2(4).2020.222904.
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The article reveals the problem of employment in the speciality of future primary school teachers. Through the research of the level of graduatesʼ employment in the speciality, it is possible to determine the formation of young professionalsʼ professional adaptation, including of future primary school teachersʼ professional adaptation, in the process of pedagogical practice. The current state of monitoring of the graduatesʼ employment at the legislative level in Ukraine is described. The analysis of the international experience of monitoring the employment of higher education institutionsʼ graduates has been carried out. In particular, the system of monitoring of the employment of collegesʼ and universitiesʼ graduates in the United Kingdom has been described in detail. The article compares the current system of graduatesʼ surveys of educational institutions in the UK, which is called “Graduate Outcomes”, with the previous one, which was called “Destination of Leavers from Higher Education”.The systems of research of higher educational institutionsʼ graduatesʼ employment in Australia, the USA, Poland and Russia have been also considered. The introductionʼs expediency of mechanisms of graduatesʼ employment monitoring of foreign countries to the Ukrainian higher education system, including monitoring of young specialistsʼ professional adaptation for the purpose of establishment of its level, has been substantiated.Following the example of a modern survey of graduates in the UK, it has been proposed to improve the system of questions regarding the employment of graduates of educational institutions in Ukraine to verify the formation of the motivational component of professional adaptation.
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Mak, Vivienne, Daniel Malone, Nilushi Karunaratne, Wendy Yao, Lauren Randell, and Thao Vu. "A Video-Based Reflective Design to Prepare First Year Pharmacy Students for Their First Objective Structured Clinical Examination (OSCE)." Healthcare 10, no. 2 (January 31, 2022): 280. http://dx.doi.org/10.3390/healthcare10020280.
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We explored the use of a video-based reflective design in preparing first-year pharmacy students for their Objective Structured Clinical Examination (OSCE) in Victoria, Australia. This involved pre-workshop activities (a recording of themselves simulating the pharmacist responding to a simple primary care problem, written reflection, review of the OSCE video examples and pre-workshop survey); workshop activities (peer feedback on videos) and post-workshop activities (summative MCQ quiz and post-workshop survey). These activities took place three weeks before their OSCE. A mixed-method study design was employed with quantitative and qualitative analyses of the surveys and a focus group. A total of 137 students (77.4%) completed the pre- and post-workshop surveys, and ten students participated in the focus group. More student participants (54%) reported feeling prepared for the OSCE post-workshop than pre-workshop (13%). The majority (92%) agreed that filming, watching and reflecting on their video allowed them to learn and improve on their skills for the OSCE. The regression analysis found that video recording submissions and written reflections correlated positively with student OSCE performances, and the video-based reflective design learning experience was perceived to be beneficial in multiple ways. Thematic analysis of the focus group data revealed that students acquired metacognitive skills through the self-assessment of their video recordings, developed an awareness of their learning and were able to identify learning strategies to prepare for their first OSCE. Fostering students’ feedback literacy could be considered in future educational designs.
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Zhang, Hongzhi, Philip Wing Keung Chan, and Yu Tim God. "How Can We Better Understand and Support International Students at Australian Schools? A Case Study of Chinese Learners." Education Sciences 11, no. 12 (December 13, 2021): 807. http://dx.doi.org/10.3390/educsci11120807.
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Despite the rapid increase in international students in the education sector, this area remains an under-researched. In Australia, many schools welcome international learners, but are also aware that the support they can offer cannot fully address the student’s needs. Drawing on surveys (n = 51) and focus group interviews (n = 16), this case study considers how Chinese international students at four Australian schools understand their everyday experiences. The findings show that students learn and socialise in ways that make sense to them, based on their observations and interpretations of everyday events. Although the support from the school, teachers, and local peers were appreciated, they did not completely solve students’ problems, nor were they necessarily interpreted and accepted by our participants as intended. It is important for educators to develop a more nuanced understanding of the challenges faced by international students in everyday life, and the kind of support that the students need.
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Walsh, Lucas, David Zyngier, Venesser Fernandes, and Hongzhi Zhang. "Engaged but Ambivalent: A Study of Young Indigenous Australians and Democratic Citizenship." Australian Journal of Indigenous Education 48, no. 2 (February 14, 2018): 193–205. http://dx.doi.org/10.1017/jie.2017.41.
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In 2016, data was collected from eighty-one Indigenous young people in Australia through surveys and focus groups, which provide insight into the experiences of citizenship and democracy by young Indigenous Australians. This paper examines the attitudes of these young Indigenous Australians in relation to conventional political, economic and cultural domains of citizenship. Discussion highlights young Indigenous Australians’ perceptions of their spheres of influence, as well as their perceptions of the barriers and enablers to influence their worlds. The findings are used to critically interrogate the concept of democratic citizenship through recent scholarly lenses including the following: affective and spatial dimensions of citizenship; resilience and identity; and daily acts of citizenship. Connection to the local community is important to many of the young Indigenous participants in this study. This sends a powerful message to educational practitioners and policy makers: The local is a key site in positively shaping the democratic citizenship of young people, with an opportunity for schools and educational activities in local settings to play a central role.
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Lo, Patrick, Bradley Allard, Kevin K. W. Ho, Joyce Chao-chen Chen, Daisuke Okada, Andrew Stark, James Henri, and Chung-chin Lai. "Librarians’ perceptions of educational values of comic books: A comparative study between Hong Kong, Taiwan, Japan, Australia and New Zealand." Journal of Librarianship and Information Science 51, no. 4 (March 29, 2018): 1103–19. http://dx.doi.org/10.1177/0961000618763979.
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Comic books are becoming increasingly popular in the field of education. In the past, comic books were excluded from school libraries and classrooms. However, with the resurgence in the popularity of comic books and students’ increased demands for them, they are now considered as recreational reading with educational value. In response to this, school libraries have begun collecting comic books and including them as part of their regular collections. This research paper reflects on the current situation of comic books in primary and middle school library collections and examines school librarians’ perceptions towards educational values of comics. The investigation was launched in Hong Kong, Taiwan, New Zealand, Australia and Japan – making comparisons amongst different levels (primary school and secondary school), and different types (public school and private school) of schools in five different countries. Questionnaire surveys were sent to selected school librarians and were the main method of data collection. A total number of 683 responses were collected for this study. Research results include librarians’ attitudes towards comic books in school libraries, adolescent readers’ use of school libraries, their reading and borrowing practices, as well as other problems encountered with the on-going maintenance of comic books as part of the school libraries’ regular collections.
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Mashal, Marjan, Agnes Au, Jaime Leigh, Dayse Távora-Vieira, Andre Wedekind, Karen Pedley, Nina Swiderski, et al. "Perspectives on Support Material for Referrals to Cochlear Implantation Teams." American Journal of Audiology 31, no. 1 (March 3, 2022): 11–20. http://dx.doi.org/10.1044/2021_aja-21-00127.
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Purpose: This study used a collaborative approach to explore the needs, barriers, and facilitators to developing cochlear implant referral information material that would be valuable for hard of hearing adults and referring audiologists. Method: During the development of a prototype referral aid to be used within the Australian context, a multistage qualitative study was conducted using a consultative process, informal and semistructured interviews, as well as online surveys. A deductive directed content analysis approach was applied to assess respondents' perspectives. A total of 106 participants (37 hard of hearing adults and 69 audiologists) were involved across the multiple phases of this study. Results: Referral practices for the evaluation of cochlear implantation candidacy in Australia are highly inconsistent, supporting the need to streamline referral information. The following facilitators were identified to support the development of referral material: appropriate content, perceived patient benefit, and objectivity. Areas for improvement related to the broadness of the content, impact on professional identity, and accessibility. Conclusions: Practical insight from patients and referrers can inform the development of patient-facing material related to cochlear implant referrals. Streamlining information used in educational material could alleviate confusion inherent to varied health literacy levels and support patients in making informed decisions related to pursuing, or not, cochlear implantation candidacy evaluation services.
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Cuthbert, Denise. "Beyond apologies Historical reflections on policy and practice relating to the out-of-home care of children in contemporary Australia." Children Australia 35, no. 2 (2010): 12–17. http://dx.doi.org/10.1017/s1035077200001000.
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A series of harrowing reports across the 1990s on the past removal of children, black and white, from their families have impacted on children and family policy in contemporary Australia, and on the way in which this is reported by the media and understood by the public. This paper briefly surveys some of these consequences and asks how we, as a community, can learn from the past with respect to questions of the welfare of children, without being burdened by that past.
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McCarthy, Edwina, and Danielle Mazza. "Cost and Effectiveness of Using Facebook Advertising to Recruit Young Women for Research: PREFER (Contraceptive Preferences Study) Experience." Journal of Medical Internet Research 21, no. 11 (November 29, 2019): e15869. http://dx.doi.org/10.2196/15869.
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Background Social media is a popular and convenient method for communicating on the Web. The most commonly used social networking website, Facebook, is increasingly being used as a tool for recruiting research participants because of its large user base and its ability to target advertisements on the basis of Facebook users’ information. Objective We evaluated the cost and effectiveness of using Facebook to recruit young women into a Web-based intervention study (PREFER). The PREFER study aimed to determine whether an educational video could increase preference for and uptake of long-acting reversible contraception (LARC). Methods We placed an advertisement on Facebook over a 19-day period from December 2017 to January 2018, inviting 16- to 25-year-old women from Australia to participate in a Web-based study about contraception. Those who clicked on the advertisement were directed to project information, and their eligibility was determined by using a screening survey. Results Our Facebook advertisement delivered 130,129 impressions, resulting in over 2000 clicks at an overall cost of Aus $918 (Aus $0.44 per click). Web-based project information was accessed by 493 women. Of these, 462 women completed the screening survey, and 437 (437/463, 95%) women were eligible. A total of 322 young women participated in Surveys 1 and 2 (74% response rate), and 284 women participated in Survey 3 (88% retention rate), with an advertising cost of Aus $2.85 per consenting participant. Conclusions Facebook proved to be a quick, effective, and cost-efficient tool for recruiting young Australian women into a study that was investigating contraceptive preferences. However, Web-based recruitment may result in sociodemographic biases. Further research is required to evaluate whether Facebook is suitable for recruiting older study populations.
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Mozolic-Staunton, Beth, Josephine Barbaro, Jacqui Yoxall, and Michelle Donelly. "Monitoring children’s development in early childhood education settings to promote early detection of autism." Australasian Journal of Early Childhood 46, no. 2 (March 31, 2021): 163–78. http://dx.doi.org/10.1177/1836939121998085.
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Autism is a developmental condition that can be detected in early childhood. Early intervention can improve outcomes, though many children are not identified until they reach primary school. Early childhood educators are well placed to monitor children’s development and identify those who may benefit from additional supports, though implementation of standardised tools and processes is limited. The National Disability Insurance Scheme in Australia has increased the onus on educators to support families to access funded services. A workshop on evidence-informed practice in early detection for autism was provided for early childhood professionals. The theory of practice architectures informed development and analysis of pre- and post-workshop surveys to explore changes in early childhood educators’ perspectives on factors influencing universal developmental monitoring and referrals to early intervention supports using an evidence-based tool, the Social Attention and Communication Surveillance-Revised (SACS-R). Post-workshop increases in early childhood educators’ perceived knowledge and confidence are evident, though recent policy reforms present challenges. Population surveillance using SACS-R in early childhood education is effective for identification and referral for children who have autism, and capacity building for professionals to use SACS-R is recommended.
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Gugusheff, Jessica, Bridget C. Foley, Katherine B. Owen, Bradley Drayton, Ding Ding, Emmanuel Stamatakis, Charlotte Lund Rasmussen, Adrian E. Bauman, and Margaret Thomas. "Trends in Walking, Moderate, and Vigorous Physical Activity Participation Across the Socioeconomic Gradient in New South Wales, Australia From 2002 to 2015." Journal of Physical Activity and Health 17, no. 11 (November 1, 2020): 1125–33. http://dx.doi.org/10.1123/jpah.2020-0070.
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Background: A combination of walking, other moderate physical activity, and vigorous physical activity is recommended for achieving good health. Vigorous activity has unique health benefits but may be less accessible to disadvantaged people. To reduce health inequity, we need to understand the differences in physical activity participation among socioeconomic subgroups and whether this is changing over time. Methods: Data from the 2002 to 2015 Adult New South Wales Population Health Surveys (164,652 responses) were analyzed to investigate trends in walking, moderate and vigorous physical activity participation by socioeconomic status as measured by educational attainment. Analysis used age- and sex-adjusted multivariable linear models that accounted for complex survey design. Results: In 2002, the highest socioeconomic group spent 18.5 (95% confidence interval, 8.2–28.8) minutes per week more than the lowest socioeconomic group being vigorously active. By 2015, this gap had steadily increased to 41.4 (95% confidence interval, 27.6–55.1) minutes per week. Inequity between groups was also found for duration of moderate activity but not for time spent walking. Conclusions: Low participation in vigorous activity in the lowest socioeconomic group is likely driving increasing inequities in physical activity and widening participation gaps over time. Barriers preventing the most disadvantaged people in New South Wales from engaging in vigorous activity should be addressed urgently.
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Parekh, Sanjoti, Robert Bush, Susan Cook, and Phillipa Grant. "Evaluating impact of a multi-dimensional education programme on perceived performance of primary care professionals in diabetes care." Primary Health Care Research & Development 16, no. 06 (March 19, 2015): 589–96. http://dx.doi.org/10.1017/s1463423615000195.
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AimThe purpose of this study is to evaluate an educational programme, ‘Diabetes Connect: Connecting Professions’, which was developed to enhance communication across primary care networks, to support best practice in clinical interventions and progress multidisciplinary team work to benefit patients in diabetes care.MethodsA total of 26 workshops were successfully delivered for 309 primary care professionals across the state of Queensland in Australia from November 2011. It consists of two separate, but complementary training elements: a series of online clinical education training modules and state-wide interprofessional learning workshops developed to enhance professional competencies. The evaluation design included completion of online surveys by the participants at two time points: first upon registering for the online modules or workshops; second, one week after attending a workshop. The survey included questions to evaluate the change in role performance measures.FindingsOverall, significant increases in participants’ current knowledge, perceived ability to adopt this knowledge at work and willingness to change professional behaviour in the short term were observed.ConclusionThe study suggests that for maximum benefit both, workshop and online training, should be combined and made available widely. Future programmes should use a randomised trial design to test the delivery model.
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Hanna, Amelie, Lindsey Conner, and Trudy-Ann Sweeney. "Enhancing Employability and e-Business Capacities for Arabic-Speaking Residents of Australia through START Online Training." Social Science Protocols 3 (September 13, 2020): 1–18. http://dx.doi.org/10.7565/ssp.2020.2816.
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Background: Arabic minority groups in Australia face language barriers and shortage of computer skills, which cause unemployment and/or an inability to establish their own businesses. The unemployment rate for this group is ~ 20.5%, which is 3-times higher than the average unemployment rate in Australia (~7%). The unemployment will get worse due to COVID-19 pandemic. The current provision of computer and language training in Australia is in English, which results in longer training times and higher chances of non-completion.
Objective: The Smart Training for Arabic Residents on Technology (START) is an interventional online bi-lingual training that assists Arabic-speaking residents of Australia to establish an online business with minimum resources (money, space, and infrastructure) or at least help them find suitable employment.
Methods: START uses Design-Based Research DBR, as it has its own progressive refinement approach. Both qualitative methods (skills assessment interviews, semi-guided observation, and final follow-up interviews) and quantitative methods (practical tests, log analysis/learning analytics, feedback surveys) contribute to evaluation and improvement cycles.
Discussion: DBR has not been applied to vocational immigrant education previously. This research project contributes to a better understanding of the relationships between educational theory, designed learning and outcomes, to help advance learning and teaching environments by refining critical factors that lead to success for trainees. Practically, Arabic residents are provided opportunities to master computer and English skills for establishing their own online businesses. This research, however, has some limitations. Usually a team of teacher, learning designer, and researcher is recommended for DBR, but that is not possible in this PhD study. It is also acknowledged that although this study aims for optimal refinement of the START program, through multiple cycles of improvement, realistically it will be difficult to “recreate” the exact learning environment in future programs.
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Treloar, Peter, and C. Michael Hall. "Tasting fees and the youth market." Revista Brasileira de Pesquisa em Turismo 2, no. 2 (June 1, 2008): 113–27. http://dx.doi.org/10.7784/rbtur.v2i2.105.
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Many wineries in Australia and New Zealand are seeking strategies to continue to develop in a highly competitive marketplace. One such strategy is via the development of wine tourism. Although there is a significant amount of literature of the relative advantages and disadvantages of wine tourism for small wineries, particularly with respect to its educational and market development function, there is very little research available on how wine tourism is perceived by the next generation of wine drinkers – the youth market. The purpose of this study is therefore to gain a better understanding of how the youth market perceives tasting fees at wineries and influences on purchasing and other wine behaviours. In late 2003, 599 surveys were distributed to ten universities throughout Australia and New Zealand, of which 448 were returned, representing a valid response rate of 74.8 percent. The results of the survey indicated that the majority of respondents who thought of wine tourism as an appealing activity, who had visited wineries previously, who normally consumed and purchased wine and who had some knowledge of wine all thought that a fee at the cellar door would impact on their decision to visit. Wineries need to maximise the return on their wine, however there also needs to be recognition of the potential trade-off between immediate returns from charging for tastings and cellar-door sales versus longer-term returns from direct and indirect sales. In some markets, and particularly the ‘Generation Y’ market, seeking short-term returns through charging may affect longer-term custom and loyalty. However, regardless of the strategy, it is important that it is effectively communicated to the market, particularly if individual wineries are interested in growing the market for the future.
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Mclean, A. S., and E. J. Egan. "Australian Intensive Care Educational Links with Asian Countries." Anaesthesia and Intensive Care 23, no. 6 (December 1995): 718–20. http://dx.doi.org/10.1177/0310057x9502300612.
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A survey examining the level of Australian Intensive Care Unit involvement in the education of Asian critical care doctors and nurses was performed. Of the 49 hospitals surveyed, 34% have ongoing links. An analysis of countries involved, proportion of medical and nursing numbers, and whether the teaching was performed in Australia or the Asian country was undertaken. The survey revealed that a high proportion of Australian Intensive Care Units are actively involved, or would consider future participation, in educational links with Asian units.
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Su, Yang, and David Jones. "Healing the ‘Scar’ of the Landscape: Post-Mining Landscape in Anglesea." KnE Engineering 2, no. 2 (February 9, 2017): 182. http://dx.doi.org/10.18502/keg.v2i2.613.
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<p>The nexus between environmental bio-remediation and environmental design, as it pertains to disused coal mining sites in Australia, is little investigated. Increasingly, many of these open cut extraction holes around south-eastern Australia, are becoming redundant as their resources are exhausted or non-economic viability creeps into the industry or are becoming management ‘nightmares’. The recently announced March 2017 cessation of the Yallourn Power Station and associated brown coal Open Cut, and the recent fires and insurance liability legal determinations of the Yallourn Open Cut are exemplar of the former and latter respectively.</p>This paper surveys the deeper bio-remediation and ecological transformative issues directly associated with the Anglesea brown coal Open Cut, and offers an ecological design lens insight as to possible treatments and scenarios that can be offered to guide the future use and management of the site. The lens demonstrates the richness that interdisciplinary design and applied research offers in assisting the healing and mediation of sites. The extraordinary nature and scope of the Anglesea coal mine site provides an opportunity to create a range of cultural attractions, natural succession treatments, natural bio-remediation strategies and educational opportunities. One scenario, for an Anglesea Lake Eco-Resort, proposes to incorporate an integrated Aboriginal cultural destination, performance centre, art installations and recreational venues, engaging the Anglesea community, visitors, researchers and students towards creating a vibrant and unique environment.
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Fan, Emilia, and Joel J. Rhee. "A self-reported survey on the confidence levels and motivation of New South Wales practice nurses on conducting advance-care planning (ACP) initiatives in the general-practice setting." Australian Journal of Primary Health 23, no. 1 (2017): 80. http://dx.doi.org/10.1071/py15174.
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Nurses are well positioned to initiate and conduct advance-care planning (ACP) conversations; however, there has been limited research on practice nurses performing this role in Australia. The aim of the present study was to understand the beliefs, attitudes, perceptions, confidence, training and educational needs of New South Wales practice nurses with regards to involvement in ACP. A cross-sectional online survey was conducted in August to October 2014. Nurses were recruited through nursing organisations and Medicare Locals. There were 147 completed surveys (n=147). Participants were mostly female registered nurses, with a median age of 50, and 6 years of practice-nurse experience. Practice nurses were generally positive towards their involvement in ACP and believed it would be beneficial for the community. Their confidence in initiating ACP increased as their familiarity with patients increased. They showed a high level of interest in participating in training and education in ACP. Barriers to their involvement in ACP included the lack of a good documentation system, limited patient-education resources and unclear source of remuneration. Nurses were also concerned over legalities of ACP, ethical considerations and their understanding of end-of-life care options. Nevertheless, they were highly receptive of integrating ACP discussions and were willing to enhance their skills. These findings uncover a need for further training and development of practice nurses for ACP discussions.
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Thomas, Simone, Emma Sciberras, Kate Lycett, Nicole Papadopoulos, and Nicole Rinehart. "Physical Functioning, Emotional, and Behavioral Problems in Children With ADHD and Comorbid ASD: A Cross-Sectional Study." Journal of Attention Disorders 22, no. 10 (May 25, 2015): 1002–7. http://dx.doi.org/10.1177/1087054715587096.
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Objective: To examine (a) physical and daily functioning in children with ADHD and autism spectrum disorder (ASD) compared with ADHD alone and (b) whether decreased physical quality of life (QoL) is associated with increased emotional and behavioral problems in children with ADHD-ASD. Method: Cross-sectional study comprising 392 children with confirmed ADHD (ADHD-ASD, n = 93; ADHD alone, n = 299) recruited from 21 pediatric practices in Victoria, Australia. Data were collected via parent and teacher surveys. Key measures included the Strengths and Difficulties Questionnaire (SDQ) and Pediatric Quality of Life Inventory (PedsQL). Results: Children with ADHD-ASD had poorer QoL across both psychosocial and physical health domains, and also had greater parent-reported behavioral, emotional, and peer problems, compared with children with ADHD alone. Poorer physical QoL partially mediated the relationship between comorbid ASD status and poorer emotional and behavioral functioning. Conclusion:The comorbid overlay of ASD in ADHD appears to influence not only problems in physical functioning but also the severity of problems relating to areas of emotional and behavioral functioning.
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Marchbank, Alison M. "Repositioning: New Storylines for Preschool Teachers and Children With Developmental Delays." Journal of Early Intervention 41, no. 3 (February 19, 2019): 187–201. http://dx.doi.org/10.1177/1053815119830064.
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In Australia, the National Disability Insurance Scheme (NDIS) was rolled out in pilot sites in 2013. This article reports a formative study conducted with qualified preschool teachers in one site in a context of change. The NDIS has been hailed in the media as a bold move to deliver more choice of services to people with disabilities and incorporates the delivery of early intervention (EI) services into its portfolio. As established EI agencies became providers for the scheme, local referral networks changed substantially. Children needed to establish eligibility for the scheme prior to families’ entry. Fourteen preschool teachers responded to an online survey, and four opted in for this study, which used positioning theory and a constructivist approach. Online surveys and interviews were conducted in 2 months at the end of the 3-year pilot phase. Findings suggest that teachers detecting developmental delays (DDs) in 4-year-old children needed to reposition themselves away from the rights and duties of the developmental expert to develop timely collaborative relationships with parents if the dominant storylines of early detection, medical confirmation, and the benefits of EI for families were to remain in the foreground.
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Guenther, John, Samantha Disbray, and Sam Osborne. "Building on ‘Red Dirt’ Perspectives: What Counts as Important for Remote Education?" Australian Journal of Indigenous Education 44, no. 2 (November 3, 2015): 194–206. http://dx.doi.org/10.1017/jie.2015.20.
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The Remote Education Systems (RES) project within the Cooperative Research Centre for Remote Economic Participation (CRC-REP) has, over the last four years, gathered and analysed qualitative data directly from over 230 remote education stakeholders and from more than 700 others through surveys. The research was designed to answer four questions: (1) What is education for in remote Aboriginal and Torres Strait Islander communities?; (2) What defines ‘successful’ educational outcomes from the remote Aboriginal and Torres Strait Islander standpoint?; (3) How does teaching need to change in order to achieve ‘success’ as defined by the Aboriginal and Torres Strait Islander standpoint?; and (4) What would an effective education system in remote Australia look like? Based on this data, the paper reveals how perceptions differ for Aboriginal and Torres Strait Islander people from remote communities compared with people who come from elsewhere. The analysis points to the need for some alternative indicators of ‘success’ to match the aspirations of local people living in remote communities. It also points to the need for school and system responses that resonate with community expectations of education, and to develop narratives of aspiration and success alongside community views.
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Bland, R., N. J. Smith, and M. Hollingworth. "Handicapped Parents and Disadvantaged Children?" Children Australia 17, no. 2 (1992): 12–16. http://dx.doi.org/10.1017/s1035077200007938.
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The ABS surveys of 1981 and 1988 show that within the total population of handicapped persons a number of families with dependents have one or both parents who are handicapped. Also included within this group are lone handicapped parents and families who have in addition some other non-dependent handicapped person living with them. Besides the usual socio-economic problems surrounding disabling conditions this group are also faced with the difficulties associated with the everyday tasks of parenting. Yet, judging by the professional and research literature, they have received scant attention here in Australia or elsewhere.This paper reports the results of a small qualitative pilot study of 19 families in which one of the parents had some physical handicap and which examined the everyday parenting tasks faced by them. It reports on some of the difficulties they experienced and also the affirmative action they took to overcome those difficulties.
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Nathie, Mahmood. "Are Australian Islamic schools elitist?" Journal for Multicultural Education 15, no. 2 (June 8, 2021): 184–200. http://dx.doi.org/10.1108/jme-07-2020-0069.
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Purpose The purpose of this study is to examine whether Australian Islamic schools, by dint of their unique status within Australian private schooling, may be construed as elitist or exclusivist premised on markers such as religious affiliation, school age, history, location, reputation and non-curricular excellences such as affluence and alumni. This issue has not been examined empirically hitherto. This study addresses this absence, as these markers, when used selectively, may make student entry restrictive by virtue of enrolment criteria that is either hyper selective or exclusivist that is often administered through costly tuition fees. Design/methodology/approach Quantitative analysis is used to examine four distinct elitist markers associated with Islamic schools, as they appeal to a market prescribed by faith, preference and demand. Data is sourced from selected government and independent school databases including the index of community socio-educational advantage (ICSEA) database. Findings The findings indicate that Islamic schools do not fit any of these markers partly because these schools are positioned predominantly in middle to lower socio-economic communities and areas where the measure of educationally advantaged backgrounds is only marginally above the ICSEA threshold of 1,000. Further, their enrolment criteria are not premised on high fee-based structures nor on exclusivist selection and enrolment practices that would tag them as elitist. Research limitations/implications It is quite possible that parental and community perceptions of Islamic schools using qualitative measures may identify some schools as elitist. This, however, has yet to be tested empirically in further studies relying on surveys, interviews and focus group sessions. Practical implications Islamic schools should not market nor portray themselves as elitist or exclusivist for that may undermine the very purpose of their function as faith-based institutions. Social implications Perceptions of elitism levelled against some Islamic schools must be weighed against a number of distinct social markers. The examination of four markers in this study does not support such perceptions. Elitist perceptions may abound within communities and amongst parents when vying for student placements in these schools. The basis for such observations, however, is at best anecdotal or outright conjectural in the absence of empirical evidence. Originality/value This is the first and only study that examines the issue of elitism amongst Islamic schools in Australia and elsewhere.
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Annear, Michael J. "Knowledge of Dementia Among the Australian Health Workforce: A National Online Survey." Journal of Applied Gerontology 39, no. 1 (January 9, 2018): 62–73. http://dx.doi.org/10.1177/0733464817752085.
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Dementia is a leading cause of death and disability in Australia. This research evaluated dementia knowledge and educational needs among the Australian health workforce. An online version of the validated Dementia Knowledge Assessment Scale (DKAS) was administered with a random sample of 234 health professionals across eight Australian states. Respondents provided additional self-report data concerning dementia experiences, educational needs, and demographic information. Dementia knowledge deficiencies were identified concerning risk factors, prevalent typologies of the condition, and cognitive symptoms. Prior university education and dementia-specific training were predictive of significantly higher knowledge scores. Self-reported dementia education needs included nonpharmaceutical interventions for the behavioral and psychological symptoms and best-evidence care provision. Knowledge deficiencies among health workers suggest patients with dementia may not be receiving consistent, best-evidence care in Australia. The research findings will support the development of a targeted online dementia education intervention that aims to improve health worker knowledge and patient care.
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Garsia, Kathryn, Freya MacMillan, Tinashe Dune, and David Simmons. "The role of the pharmacist in contraception and pre-pregnancy management for women with diabetes: a study of patient and pharmacist perspectives." Journal of Pharmaceutical Health Services Research 12, no. 3 (April 20, 2021): 377–89. http://dx.doi.org/10.1093/jphsr/rmab019.
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Abstract Objectives Women with diabetes are at increased risk of adverse pregnancy outcomes compared to women with gestational diabetes (GDM) or no diabetes. Pregnancy outcomes are improved by specialist pre-pregnancy care. We aimed to explore pharmacists’ and women with diabetes’ perceptions of the roles and barriers to pharmacist participation in a diabetes contraception and pre-pregnancy program in South-Western Sydney (SWS). Methods The Diabetes Contraception and Pre-pregnancy Program (DCAPP) aims to reduce adverse pregnancy outcomes among women with diabetes. This includes awareness raising among, and through, pharmacists. Surveys to explore pharmacists’ roles in contraception and pre-pregnancy management (CPPM) were completed by SWS pharmacists and women with diabetes from diabetes clinics aged 18–50 years. Survey themes were then discussed in interviews and focus groups with pharmacists across Australia. Thematic analysis of transcripts was undertaken. Key findings Pharmacists were seen to have a role in diabetes health promotion, information distribution and referral to pre-pregnancy clinics. Pharmacists and women recognised the need for increased knowledge and educational materials about CPPM and effective awareness and coordination of CPPM services. Some pharmacists recognised deficits in their knowledge regarding diabetes in pregnancy, including CPPM and differences to GDM. Barriers to pharmacists’ involvement in CPPM included difficulty identifying applicable women and reluctance to initiate pregnancy planning and contraception conversations, often due to language and cultural barriers. Conclusions Pharmacists and women with diabetes see an important role for pharmacists in CPPM. Co-designed diabetes training for pharmacists and increased communication about DCAPP were seen important for ongoing implementation.
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Mueller, Evelyn, Georg Bollig, Gerhild Becker, and Christopher Boehlke. "Lessons Learned from Introducing Last Aid Courses at a University Hospital in Germany." Healthcare 9, no. 7 (July 16, 2021): 906. http://dx.doi.org/10.3390/healthcare9070906.
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In recent years, so called “Last Aid courses”, concerning end-of-life care for people dying, have successfully been established in community settings in several European countries, Australia, and South-America. To date, they have not been evaluated in hospital settings, where educational needs (concerning care of the dying) are especially high, and may differ from the general population. To evaluate if Last Aid courses are feasible in hospital settings, and if informational needs of hospital staff are met by the curriculum, we introduced Last Aid courses at a university hospital. Five courses were offered; participants of courses 1 and 2 completed surveys with open-ended questions; the answers were used to develop the evaluation questionnaire employed in courses 3–5. In these three courses, 55 of the 56 participants completed an evaluation survey to explore their learning goals and obtain feedback. Courses were fully booked; participants were heterogeneous with regard to their professional background. The most prevalent learning goals were “preparation for emotional aspects in care of dying” (65.5% ratings “very important”), “preparation for medical/care aspects in care of dying” (60.0%), and “knowledge of supportive services and facilities” (54.5%). Overall, the evaluation showed that Last Aid courses were more suitable to educate non-medical hospital staff about care of the dying. Medical staff, in contrast to non-medical staff, more often requested courses with an extended curriculum in order to meet their learning goals. Last Aid courses were well accepted and helped to reduce information deficits on care of the dying in a heterogeneous population of hospital staff.
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Fahey, Kieren Patrick, Luisa Clucas, Sonja Elia, Wonie Uahwatanasakul, Annie Cobbledick, Lynne Addlem, and Nigel Crawford. "Experience of volunteer medical students assisting in the healthcare worker influenza vaccine program at a tertiary hospital during the COVID-19 pandemic." Focus on Health Professional Education: A Multi-Professional Journal 23, no. 4 (December 16, 2022): 73–81. http://dx.doi.org/10.11157/fohpe.v23i4.623.
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Introduction: For a more rapid rollout of staff influenza vaccination, medical student assistance with a vaccination program was sought during a time when the healthcare workforce was facing unprecedented pressures. This study explored the experience of both the students and supervising nursing staff involved. Innovation: Volunteer medical students were recruited to assist nurse immunisers in a staff influenza vaccination program. The education of medical students involved three components: an online educational session, written and video resources and direct supervision by trained nursing staff. Evaluation and outcomes: Qualitative data was collected from online surveys completed by medical students and structured interviews conducted with students and supervising nursing staff. The interviews underwent thematic analysis. Seventy-four percent (17/23) of medical students completed the survey. Three students and two supervising nurses completed interviews. Ninety-four percent of students strongly agreed they were confident in performing intramuscular injections after participating in the program compared with only 12% prior to participation. The interviews identified that medical students were motivated by gaining clinical experience, feeling useful during the pandemic and an altruistic desire to assist the healthcare workforce. Nursing staff displayed some initial hesitation working with medical students, which was alleviated after their competence was demonstrated. What’s next? Clinical opportunities that allow medical students to learn or refine skills, whilst also assisting in areas of need, serve a dual purpose in the setting of the pandemic. This program highlights the benefits to students of participating in a staff vaccination program and provides evidence for their involvement in the ongoing rollout of the COVID-19 vaccine in Australia.
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Hjerm, Mikael, Maureen A. Eger, Andrea Bohman, and Filip Fors Connolly. "A New Approach to the Study of Tolerance: Conceptualizing and Measuring Acceptance, Respect, and Appreciation of Difference." Social Indicators Research 147, no. 3 (September 9, 2019): 897–919. http://dx.doi.org/10.1007/s11205-019-02176-y.
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Abstract Previous empirical research on tolerance suffers from a number of shortcomings, the most serious being the conceptual and operational conflation of (in)tolerance and prejudice. We design research to remedy this. First, we contribute to the literature by advancing research that distinguishes analytically between the two phenomena. We conceptualize tolerance as a value orientation towards difference. This definition—which is abstract and does not capture attitudes towards specific out-groups, ideas, or behaviors—allows for the analysis of tolerance within and between societies. Second, we improve the measurement of tolerance by developing survey items that are consistent with this conceptualization. We administer two surveys, one national (Sweden) and one cross-national (Australia, Denmark, Great Britain, Sweden, and the United States). Results from structural equation models show that tolerance is best understood as a three-dimensional concept, which includes acceptance of, respect for, and appreciation of difference. Analyses show that measures of tolerance have metric invariance across countries, and additional tests demonstrate convergent and discriminant validity. We also assess tolerance’s relationship to prejudice and find that only an appreciation of difference has the potential to reduce prejudice. We conclude that it is not only possible to measure tolerance in a way that is distinct from prejudice but also necessary if we are to understand the causes and consequences of tolerance.
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Connell, Sharon, John Fien, Helen Sykes, and David Yencken. "Young People and the Environment in Australia: Beliefs, Knowledge, Commitment and Educational Implications." Australian Journal of Environmental Education 14 (1998): 39–48. http://dx.doi.org/10.1017/s0814062600001555.
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AbstractThere is a paucity of research in Australia on the nature of young people's attitudes, knowledge and actions. This paper reports on the findings from one such study of Australian high school students. The research was based on a survey of 5688 students from Melbourne and Brisbane. These young people identified protection of the environment as the most important problem In Australia and strongly supported the belief systems characteristic of an ‘environmental paradigm’. Despite this, the majority displayed relatively low levels of knowledge of key environmental concepts, and were involved in little environmental action-taking outside of household activities. Differences are reported between: students from Melbourne and Brisbane; girls and boys; high performing and general schools; and teachers and students. The paper concludes with a discussion of some implications for environmental education in Australia.
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Thomas, Tony. "The Age and Qualifications of Special Education Staff in Australia." Australasian Journal of Special Education 33, no. 2 (October 1, 2009): 109–16. http://dx.doi.org/10.1375/ajse.33.2.109.
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AbstractThis article reports on the results of a survey distributed in April 2007 to government special education schools and settings throughout Australia. The survey collected information about the age and special education qualifications of teaching staff. It followed a similar survey that was distributed in May 2006 to Victorian special schools that found that 44.9% of teachers and principals were aged 50 years or more, and 68.9% had a special education qualification. In the current survey, the percentage of principals and teachers aged 50 years or more in the responding schools ranged from 37.5% in New South Wales to 51.0% in the Australian Capital Territory. The percentage of special education qualified staff varied from 53.1% in the Australian Capital Territory to 86.6% in Western Australia. These results are examined in further detail and possible implications discussed.
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Coda, Andrea, Julie Jones, Debra Grech, and Davinder Singh Grewal. "Survey of parent and carer experiences and expectations of paediatric rheumatology care in New South Wales." Australian Health Review 41, no. 4 (2017): 372. http://dx.doi.org/10.1071/ah16061.
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Objective The aim of the present survey of parent and carers was to document the level of care and services currently provided to children diagnosed with rheumatic diseases (RD) in New South Wales (NSW), Australia. Methods The survey included parents and carers of children presenting to paediatric rheumatology (PR) services in NSW. Subjects attending PR clinics in both public and private settings were invited to participate in an online or paper survey. Results Overall, 148 surveys were completed. The process of obtaining the diagnosis of RD was described as being ‘difficult’ or ‘very difficult’ by 56.1% (n = 83) of the surveyed cohort, and 41.2% (n = 61) saw four or more different clinicians before diagnosis. Between symptom onset and final diagnosis, 42.6% (n = 63) of participants reported a delay of 5 months or more, and 16.9% (n = 25) waited longer than 12 months. Eventually, 91% (n = 134) were referred to a paediatric rheumatologist and 63.5% (n = 94) were seen within 4 weeks from initial referral. More than half the respondents felt that general practitioners (GPs) and general paediatricians were not aware of RD. Overall, respondents felt that improved knowledge of PR diseases among GPs, improved access to PR clinics, improved educational materials for patients and families, access to speciality rheumatology nurses and coordinated rheumatology teams would have significantly improved the experience of their child’s disease. Conclusions Children with RD in NSW still experience significant delays from symptom onset to final diagnosis through consultations with multiple healthcare professionals. Multidisciplinary team care was not the norm for this patient group, despite established national and international management standards. What is known about the topic? Early diagnosis and management by a multidisciplinary team is the gold standard in PR management. Delays in diagnosis may significantly impair the outcomes of children diagnosed with RD, with reduced quality of life, increased pain level and worse long-term prognosis. What does this paper add? Children diagnosed with RD in NSW endure significant delays from symptom onset until a final diagnosis is made, with multiple consultations with different healthcare professionals. When the referral to PR services in NSW is made, RD children are mostly seen within 4 weeks, faster than other international standards. GPs and paediatric rheumatologists in NSW helped improve the children’s and their family’s experience of the diagnosis and treatment of a rheumatic condition and better informed them using appropriate educational materials. What are the implications for practitioners? This paper provides new evidence to practitioners to increase their knowledge of the current experiences and expectation of the paediatric rheumatology care in NSW.
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Hawkins, Natasha, Sarah Jeong, and Tony Smith. "Creating Respectful Workplaces for Nurses in Regional Acute Care Settings: Protocol for a Sequential Explanatory Mixed Methods Study." JMIR Research Protocols 10, no. 1 (January 11, 2021): e18643. http://dx.doi.org/10.2196/18643.
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Background Negative workplace behaviour among nurses is an internationally recognised problem, despite the plethora of literature spanning several decades. The various forms of mistreatments and uncaring attitudes experienced by nurses include workplace aggression, incivility, bullying, harassment and horizontal violence. Negative behaviour has detrimental effects on the individual nurse, the organisation, the nursing profession and patients. Multi-level organisational interventions are warranted to influence the “civility norms” of the nursing profession. Objective The aim of this study is to investigate the self-reported exposure to and experiences of negative workplace behaviours of nursing staff and their ways of coping in regional acute care hospitals in one Local Health District (LHD) in NSW before and after Respectful Workplace Workshops have been implemented within the organisation. Methods This study employs a mixed methods sequential explanatory design with an embedded experimental component, underpinned by Social World’s Theory. This study will be carried out in four acute care regional hospitals from a Local Health District (LHD) in New South Wales (NSW), Australia. The nurse unit managers, registered nurses and new graduate nurses from the medical and surgical wards of all four hospitals will be invited to complete a pre-survey examining their experiences, perceptions and responses to negative workplace behaviour, and their ways of coping when exposed. Face-to-face educational workshops will then be implemented by the organisation at two of the four hospitals. The workshops are designed to increase awareness of negative workplace behaviour, the pathways to seek assistance and aims to create respectful workplaces. Commencing 3 months after completion of the workshop implementation, follow up surveys and interviews will then be undertaken at all four hospitals. Results The findings from this research will enhance understanding of negative workplace behaviour occurring within the nursing social world and assess the effectiveness of the LHD’s Respectful Workplace Workshops upon the levels of negative workplace behaviour occurring. By integrating qualitative and quantitative findings it will allow for a dual perspective of the social world of nurses where negative and/or respectful workplace behaviours occur, and provide data grounded in individuals lived experiences, positioned in a macro context Conclusions It is expected that evidence from this study will inform nursing practice, and future policy development aimed at creating respectful workplaces. Trial Registration Australian New Zealand Clinical Trials Registry (Registration No. ACTRN12618002007213; 14 December 2018). International Registered Report Identifier (IRRID) PRR1-10.2196/18643
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Punch, Renée, and Merv B. Hyde. "Communication, Psychosocial, and Educational Outcomes of Children with Cochlear Implants and Challenges Remaining for Professionals and Parents." International Journal of Otolaryngology 2011 (2011): 1–10. http://dx.doi.org/10.1155/2011/573280.
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This paper provides an overview and a synthesis of the findings of a large, multifaceted study investigating outcomes from paediatric cochlear implantation. The study included children implanted at several Australian implant clinics and attending a variety of early intervention and educational settings across a range of locations in eastern Australia. It investigated three major aspects of childhood cochlear implantation: (1) parental expectations of their children's implantation, (2) families' decision-making processes, and (3) the communication, social, and educational outcomes of cochlear implantation for deaf children. It employed a mixed-methods approach in which quantitative survey data were gathered from 247 parents and 151 teachers, and qualitative data from semistructured interviews with 27 parents, 15 teachers, and 11 children and adolescents with cochlear implants. The summarised findings highlight several areas where challenges remain for implant clinics, parents, and educators if children with cochlear implants are to reach their full potential personally, educationally, and socially.
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Ranse, J., P. Arbon, R. Shaban, J. Considine, B. Mitchell, and S. Lenson. "(A49) Disaster Content Varies in Australian Postgraduate Tertiary Emergency Nursing Courses: Implications for Educational Preparedness." Prehospital and Disaster Medicine 26, S1 (May 2011): s15. http://dx.doi.org/10.1017/s1049023x11000616.
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Emergency nurses have key roles in responding to healthcare disasters. Emergency nurses often complete postgraduate qualifications in their area of specialty to equip them with a breadth and depth of knowledge to respond to the challenges and complexities of emergency nursing care. However, little is known about the disaster preparedness of emergency nurses in Australia. More specifically, the educational preparedness and training for disaster nursing roles is not well understood. This purpose of this study is to describe the disaster content of Australian postgraduate tertiary emergency nursing courses as a means of better understanding emergency nurses' educational preparedness for disaster. An exploratory, descriptive approach was used to survey postgraduate tertiary emergency nursing course convenors. Data were collected from course convenors by structured telephone interview. Questions included: (1) nursing background; (2) demographics and disaster experience of course convenors; (3) course type, duration and mode of delivery; and (4) the type and amount of disaster content. Currently, 12 universities in Australia offer postgraduate courses specific to Emergency Nursing, ranging from Graduate Certificates to Masters Degree level. Of these universities, 10 participated in this research project. This presentation will report on the demographics of course convenors, including their disaster education and experience. However, the focus of the presentation will be on the review of the course content. Seven courses had some disaster content, while three had none. The disaster content in these courses varied in both content and duration. Three had learning objectives, and one had an assessment item related to disasters. Five had recent modifications relating to disaster content; this was in response to real-world events, such as terrorism and communicable diseases. This research highlights that the disaster content in Australian postgraduate emergency nursing courses varies. This finding supports the need for national consistency and supporting framework for disaster content in post-graduate courses. The 2009 Ben Morley Scholarship, a financial award sponsored by the College of Emergency Nursing Australasia, supported this research.
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Hesterman, Sandra, and Anna Targowska. "The status-quo of play-based pedagogies in Western Australia: Reflections of early childhood education practitioners." Australasian Journal of Early Childhood 45, no. 1 (December 3, 2019): 30–42. http://dx.doi.org/10.1177/1836939119885305.
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This paper discusses the findings of a qualitative research project conducted in 2017 that explored practitioners’ experiences and perceptions of the provision of play pedagogies in contemporary Western Australian early childhood education contexts. Interviews were conducted with four play-based learning teachers and an open-ended survey was completed by 40 early childhood educators who were members of the audience at a Western Australia conference in 2017. The study participants discussed beliefs and values pertaining to quality play-based learning and tensions associated with the diminishing role of play in the early years of schooling and its impact on young children. They also highlighted several enablers and barriers that influence and shape current early childhood education practice. The findings of this study provide further evidence for the issues identified in recent Early Childhood Australia (Western Australia) discussion papers and in other research surrounding play-based learning in the current social-political context.