Academic literature on the topic 'Effective teaching Victoria'
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Journal articles on the topic "Effective teaching Victoria"
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Thompson, Sandra C., and Maureen Norris. "Hepatitis B Vaccination of Personnel Employed in Victorian Hospitals: Are Those at Risk Adequately Protected?" Infection Control & Hospital Epidemiology 20, no. 01 (January 1999): 51–54. http://dx.doi.org/10.1086/501552.
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AbstractObjective:To examine the policies and practices in hospitals within the state of Victoria, Australia, with respect to vaccination of staff against hepatitis B infection.Design:A written self-administered questionnaire to be completed by the infection control officer (or designated officer for hepatitis B vaccination) within each hospital.Setting:Public (teaching and nonteaching) and private hospitals, including metropolitan and rural institutions in Victoria.Participants:A random sample of 30% of Victorian hospitals were asked to participate in the survey. Of 78 eligible institutions, 69 (88%) completed and returned questionnaires.Results:There was no consistent hepatitis B prevention policy in place across Victoria. Of the 69 responding hospitals, 63 (91%) offered hepatitis B vaccination to staff, and 58 (84%) of these also paid all costs of vaccination. Of the 63 hospitals offering vaccination to staff, 39 offered vaccination to all staff, 23 offered vaccination based on job title, and one offered vaccination based on anticipated exposure. In many institutions, postexposure protocols were recalled more readily than preexposure vaccination guidelines. Numerous respondents indicated a need for clear guidelines on policy and clarification on practical matters of management, such as acceptable immune levels, management of nonresponders to the primary series, and the need for, and timing of, booster doses of vaccine. Eleven (18%) of the 63 hospitals offering hepatitis B vaccination to staff undertook routine prevaccination screening, a practice not generally regarded as cost-effective in Australia. Fifty-five of these hospitals (91%) also undertook postvaccination screening.Conclusions:It is evident from this study that a considerable number of potentially susceptible healthcare personnel in Victorian hospitals remain unprotected against hepatitis B infection. A more reliable and consistent approach to preexposure hepatitis B vaccination is recommended
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Munchan, Leanne, and Joseph Agbenyega. "Exploring early childhood educators’ experiences of teaching young children with disability." Australasian Journal of Early Childhood 45, no. 3 (July 31, 2020): 280–91. http://dx.doi.org/10.1177/1836939120944635.
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This paper argues that whilst inclusive education in early childhood is gaining wider acceptance in the equity and diversity movement, the value and contribution of educators’ voices about what is working and challenging are frequently ignored. This small-scale research explored five early childhood educators’ understandings and experiences of inclusive education in two kindergartens in Victoria, Australia. A thematic analysis of the data highlights inclusion as a right to belong and fully participate; the need for modifications to orchestrate a culture of acceptance, diversity and inclusion; a lack of support and inadequate professional learning; and supporting effective practice through relationship with families, experts and children. The findings draw implications of evidence-based professional learning that is less focused on the interests of academic researchers and policy makers and more on the everyday needs of early childhood educators.
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Prain, Vaughan, and Tony Booth. "Using Interactive Television to Deliver Professional Development Programs in Rural Victoria." Australian and International Journal of Rural Education 3, no. 2 (July 1, 1993): 5–10. http://dx.doi.org/10.47381/aijre.v3i2.373.
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In 1991 the Regional Telematics Educatiou Consortium (RTEC) was established to promote and co-ordinate the telematic delivery of education and training programs in rural Victoria. 'Telematics' is defined as all electronically-delivered communication, including audio and audiographic conferencing, and one or two-way video transmission. Interactive television programs were first trialled in 1991 in the Loddon Campaspe Mallee Region, and expanded to over twenty programs in 1992. While many of these programs consisted of only one or two sessions, the Promoting Effective Teaching and Learning Program (PETL), a professional development course of six ITV sessions supported by one initial face-to-face session, provided more data on presenter and participant initial perceptions and responses. Eleven presenters delivered PETL to two hundred and forty-one teachers at twenty-three sites in the Loddon Campaspe Mallee Region during 1992.
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Charleson, A. W. "Seismic design within architectural education." Bulletin of the New Zealand Society for Earthquake Engineering 30, no. 1 (March 31, 1997): 46–50. http://dx.doi.org/10.5459/bnzsee.30.1.46-50.
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This paper discusses the teaching of earthquake resistant design within schools of architecture. It aims to stimulate discussion on more effective means of teaching the subject, and to suggest ideas and resources for schools whose seismic design curriculum might benefit from further development.
It is argued that seismic design issues should be included and integrated into architecture curricula. The case is based primarily on observations of building failures resulting from flawed architectural design decisions and subsequent critical reaction from within the architectural profession itself. However, another reason is that the large sizes and restrictive layouts of some seismic load resisting systems impact unavoidably upon architectural layouts.
The content, teaching methods and teaching staff qualities appropriate for a seismic design curriculum are discussed in a case study from the School of Architecture, Victoria University of Wellington. Two key aspects of perceived success are the course's relevance to architectural design and the variety of presentation. Teaching methods, teaching aids and useful references are provided.
The evaluation of the courses considered in the case study is discussed, and postgraduate and post-graduation seismic education in New Zealand is reviewed.
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Chu, Isabel E.-Hui, Weranja Ranasinghe, Madeleine Nina Jones, and Philip McCahy. "Prone versus modified supine percutaneous nephrolithotomy: which is more cost effective in an Australian tertiary teaching hospital?" Journal of Clinical Urology 12, no. 5 (December 20, 2018): 391–95. http://dx.doi.org/10.1177/2051415818817131.
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Introduction: Percutaneous nephrolithotomy is currently one of the main treatment options for large renal stones, but the effect of positioning on comparative costing has been scarcely documented. We aimed to compare the cost effectiveness of modified supine with traditional prone percutaneous nephrolithotomy procedures in the context of Victoria, Australia. Materials and methods: A prospective group of 236 renal units (224 patients) was included in the two-site study, with 76 performed in the prone position and 160 performed in the modified supine position. Costing was calculated using a ‘bottom-up’, all-inclusive framework that generates per-hour costs for theatre, recovery unit and ward costs from base costs and maintenance costs. Percutaneous nephrolithotomy-specific equipment was added to calculate comparative costs of modified supine versus prone procedures. Chi squared and T tests were used for statistical analysis. Results: There was a significant difference in the overall costing between the modified supine and prone groups. The modified supine group had a lower total cost (AUD$6424.29) compared to the prone group (AUD$7494.79) ( P=0.007), lower operative costs (AUD$4250.93 vs. AUD$5084.29, P=0.002) and lower ward costs (AUD$533.55 vs. AUD$1130.20, P<0.001). There was no significant difference in recovery times in the modified supine and prone groups, although the modified supine group appeared to have shorter recovery times (AUD$690.69 vs. AUD$586.05, P=0.209). Conclusions: Modified supine percutaneous nephrolithotomy has significantly lower total costs, operative costs and ward costs compared to prone percutaneous nephrolithotomy. Larger randomised trials are needed to assess these findings further. Level of evidence: Not applicable for this multicentre audit.
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Angus, Jocelyn. "Leadership: a central tenet for postgraduate dementia services curricula development in Australia." International Psychogeriatrics 21, S1 (April 2009): S16—S24. http://dx.doi.org/10.1017/s1041610209008825.
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ABSTRACTBackground: In the next decades of the twenty-first century, the global aging of populations will challenge every nation's ability to provide leadership by qualified health professionals to reshape and improve health care delivery systems. The challenge for educators is to design and deliver courses that will give students the knowledge and skills they need to fill that leadership role confidently in dementia care services. This paper explores the ways in which a curriculum can develop graduates who are ready to become leaders in shaping their industry.Method: The Master of Health Science – Aged Services (MHSAS) program at Victoria University, Melbourne, Australia is applied as a case study to describe the process by which the concept of leadership is applied as the key driver in curriculum development, teaching practices and learning outcomes.Results: Evaluation instruments employed in a variety of purposes including teaching, curriculum planning and unit appraisal are discussed. Challenges for the future are proposed including the need for postgraduate programs in dementia to seek stronger national and international benchmarks and associations with other educational institutions to promote leadership and a vision of what is possible and desirable in dementia care provision.Conclusions: In the twenty-first century, effective service provision in the aged health care sector will require postgraduate curricula that equip students for dementia care leadership. The MHSAS program provides an established template for such curricula.
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Petrass, Lauren A., Kate Simpson, Jenny Blitvich, Rhiannon Birch, and Bernadette Matthews. "Exploring the impact of a student-centred survival swimming programme for primary school students in Australia: the perceptions of parents, children and teachers." European Physical Education Review 27, no. 3 (February 3, 2021): 684–702. http://dx.doi.org/10.1177/1356336x20985880.
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Teaching basic swimming, water safety and rescue skills is recommended by the World Health Organization for all school-aged children. However, there is a lack of evidence on effective pedagogies to develop swimming competency and the success of swimming lessons as a drowning prevention intervention. This study used a self-report questionnaire and practical testing procedures to examine the effectiveness of a 10-week student-centred aquatic programme designed for children aged 10–12 years. The study also determined whether the non-traditional swimming programme was accepted by swim teachers, school teachers and principals, and parents from a range of schools from different geographical regions in Victoria, Australia. A total of 204 students were enrolled in the programme. The pre-programme results indicated a good level of swimming, water safety and aquatic knowledge, but low swimming ability. Swimming ability significantly improved from pre-programme to post-programme, with no significant post-programme ability differences between male and female children or for participants from different programmes. Qualitative feedback collected through questionnaires, interviews and/or focus groups from students ( n = 73) and parents ( n = 69), school teachers and principals ( n = 14), swim teachers and swim school managers ( n = 21) indicated strong support from principals and swim teachers for the student-centred pedagogy, and all stakeholders valued the focus on survival swimming competencies. This research highlights the importance of including stakeholders when designing and implementing aquatics programmes. The study has resulted in a well-founded, effective programme with tailored resources and instructional materials that are available for swim centres and schools that would enable schools globally to adopt and implement this programme.
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Borycki, Elizabeth M., Andre W. Kushniruk, Ryan Kletke, Vivian Vimarlund, Yalini Senathirajah, and Yuri Quintana. "Enhancing Safety During a Pandemic Using Virtual Care Remote Monitoring Technologies and UML Modeling." Yearbook of Medical Informatics 30, no. 01 (April 21, 2021): 264–71. http://dx.doi.org/10.1055/s-0041-1726485.
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Objectives: This paper describes a methodology for gathering requirements and early design of remote monitoring technology (RMT) for enhancing patient safety during pandemics using virtual care technologies. As pandemics such as COrona VIrus Disease (COVID-19) progress there is an increasing need for effective virtual care and RMT to support patient care while they are at home. Methods: The authors describe their work in conducting literature reviews by searching PubMed.gov and the grey literature for articles, and government websites with guidelines describing the signs and symptoms of COVID-19, as well as the progression of the disease. The reviews focused on identifying gaps where RMT could be applied in novel ways and formed the basis for the subsequent modelling of use cases for applying RMT described in this paper. Results: The work was conducted in the context of a new Home of the Future laboratory which has been set up at the University of Victoria. The literature review led to the development of a number of object-oriented models for deploying RMT. This modeling is being used for a number of purposes, including for education of students in health infomatics as well as testing of new use cases for RMT with industrial collaborators and projects within the smart home of the future laboratory. Conclusions: Object-oriented modeling, based on analysis of gaps in the literature, was found to be a useful approach for describing, communicating and teaching about potential new uses of RMT.
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Testrow, Sean, Ryan McGovern, and Vicki Tully. "Secondary care interface: optimising communication between teams within secondary care to improve the rehabilitation journey for older people." BMJ Open Quality 10, no. 1 (February 2021): e001274. http://dx.doi.org/10.1136/bmjoq-2020-001274.
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Effective communication between members of the multidisciplinary team is imperative for patient safety. Within the Medicine for the Elderly wards at Royal Victoria Hospital (RVH) in Dundee, we identified an inefficient process of information-sharing between the orthopaedics outpatient department (OPD) at the main teaching hospital and our hospital’s rehabilitation teams, and sought to improve this by introducing several changes to the work system. Our aim was for all patients who attended the OPD clinic to have a plan communicated to the RVH team within 24 hours.Before our intervention, clinic letters containing important instructions for ongoing rehabilitation were dictated by the OPD team, transcribed and uploaded to an electronic system before the RVH team could access them. We analysed clinic attendances over a 4-week period and found that it took 15 days on average for letters to be shared with the RVH teams. We worked with both teams to develop a clinical communication tool and new processes, aiming to expedite the sharing of key information. Patients attended the OPD with this form, the clinician completed it at the time of their appointment and the form returned with the patient to RVH on the same day.We completed multiple Plan–Do–Study–Act cycles; before our project was curtailed by the COVID-19 pandemic. During our study period, seven patients attended the OPD with a form, with all seven returning to RVH with a completed treatment plan documented by the OPD clinician. This allowed rehabilitation teams to have access to clinic instructions generated by orthopaedic surgeons almost immediately after a patient attended the clinic, essentially eliminating the delay in information-sharing.The introduction of a simple communication tool and processes to ensure reliable transfer of information can expedite information-sharing between secondary care teams and can potentially reduce delays in rehabilitation.
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Gooday, Graeme. "‘Nature’ in the laboratory: domestication and discipline with the microscope in Victorian life science." British Journal for the History of Science 24, no. 3 (September 1991): 307–41. http://dx.doi.org/10.1017/s0007087400027382.
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What sort of activities took place in the academic laboratories developed for teaching the natural sciences in Britain between the 1860s and 1880s? What kind of social and instrumental regimes were implemented to make them meaningful and efficient venues of experimental instruction? As humanly constructed sites of experiment how were the metropolitan institutional contexts of these laboratories engineered to make them legitimate places to study ‘Nature’? Previous studies have documented chemists' effective use of regimented quantitative analysis in their laboratory teaching from the 1820s, but less is known about how Victorian academics made other sorts of laboratories unproblematic pedagogical spaces. This paper will examine the literary, disciplinary and instrumental technologies of microscopy deployed by T. H. Huxley at his South Kensington laboratory during the early 1870s to render his biology teaching legitimate, meaningful and efficient. As such it is a response to Pickstone's recent call for a broader account of microscopy teaching in late nineteenth-century academic life science, and one localized answer to Bennett's enquiries as to what the appearance of a microscope in laboratories and other domestic settings betokened to historical actors, and how such tokens changed over time.
Book chapters on the topic "Effective teaching Victoria"
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Škobo, Milena, and Ana Sentov. "ONLINE LITERATURE COURSE MODEL: AN ALTERNATIVE TO FACE-TO-FACE TEACHING." In JEZIK, KNJIŽEVNOST, ALTERNATIVE/LANGUAGE, LITERATURE, ALTERNATIVES - Književna istraživanja, 359–71. Filozofski fakultet u Nišu, 2022. http://dx.doi.org/10.46630/jkal.2022.25.
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In recent months, educators have been striving to design and introduce new remote learning formats in order to offer an alternative to in-person classroom teaching, adapt the content of their courses to online teaching and create compelling and engaging material that can be efficiently used in the virtual learning environment (VLE). Most teachers in Serbia and the Republic of Srpska, countries with a challenging social and economic situation where the education system offers limited access to high-quality alternative teaching and learning models, have never experienced or experimented with more advanced forms of remote teaching. Literary studies pose a particular challenge in this regard, as it is difficult to find reliable models of online literary courses in these countries, where formal information or recommendations on teaching literary courses online are unlikely to be found. Therefore, this paper aims to provide literature teachers at the tertiary education level with a viable alternative to face-to-face literature courses by proposing an online English literature course model that would primarily serve as a basic online counterpart to traditional English literature courses and as such, can be offered as a solid reference point for planning, designing, managing, and conducting more advanced online literature classes. The authors’ purpose is to encourage their peers to exchange ideas and to be ready to creatively adapt the ideas offered within this online literature course model to suit their needs. The online literature course model that focuses on conducting lectures in the VLE has been developed using the Victorian Literature syllabus (Department of English, Sinergija University) and the Nineteenth-Century English Literature syllabus (Department of English, Faculty of Law and Business Studies Dr. Lazar Vrkatić). This paper offers various online activities and tools that can be used to efficiently conduct literature courses with detailed procedures and guidelines to create an effective learning environment.