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A Qualitative Study of Neurodivergent-Affirming Approaches in an Alternative Educational Setting in South Australia
No full textSchool refusal among neurodivergent students underscores systemic failures in traditional educational systems. This qualitative study, informed by the neurodiversity paradigm, examines how Flexible Learning Options (FLOs) in South Australia address drivers of disengagement, such as sensory overload, punitive discipline, and identity erasure, while fostering reengagement through autonomy, relational safety, and identity empowerment. Drawing on interviews conducted with a subsample of 18 students aged 13–19, reflexive thematic analysis resulted in the development of three themes: (1) autonomy and its limits, (2) relational safety as harm reduction, and (3) identity empowerment through neuroaffirmation. The findings reported in this paper advocate for educational models that transform flexibility from a temporary solution into a blueprint for equity, ensuring schools become spaces of support rather than harm for neurodivergent learners
Behavioral analysis of membrane fouling caused by coexistence of proteins and cations in membrane distillation
Full text linkAsian Reference Values for Handgrip Strength, Gait Speed, Five-Times-Sit-to-Stand Test, Muscle Mass and Calf Circumference
Full text linkModerating effects of Walk Score® on the association between neighbourhood disadvantage and body mass index among mid-to-older aged Australian adults
Full text linkA virtual platform for managing building inspections during the construction of detached dwellings
Full text linkWhy I Left the Emergency Department Before Receiving Care (Did Not Wait): A Cross‐Sectional Study
No full textAbstract Introduction Understanding the factors that lead patients to leave the Emergency Department (ED) before treatment begins, and their subsequent health-seeking behaviours, is essential. This study explores the patient perspective on decisions not to wait (DNW) and documents patterns of care utilisation after leaving the ED Method This study employed a cross-sectional survey that was specifically designed and tested for this research. The survey was distributed to patients via an automated messaging platform-MessageMedia linked to a REDCap database. During five months of data collection there were 37,303 patients’ presentations to the ED of which, 1282 participants of all ages were identified within the DNW cohort who were invited to participate in a follow-up survey which yielded 246 responses, forty-one of whom were under the age of 18 years Results Participants had a mean age of 44.3 years (SD = 19.4), spent an average of 207.3 minutes (SD = 145.5) in the ED and the majority were female (67.1%). Receiving advice on what to do if their condition worsened was significantly associated with the length of time participants were prepared to wait (χ² (2) = 8.97, p = .011). Among those who received advice, 59.6% left due to long waits compared with 73.2% of those who did not receive such advice and 53.8% were either triage category 2 or 3 indicating that, more than half of the participants were acutely unwell. Conclusion Providing clinical advice and waiting time estimates may help reduce the rate of DNW given its significance in patient safety. 2 Keywords: Did not wait; Emergency Department; Patient; Triage assessment
The effectiveness of virtual reality aggression and violence de-escalation training for nursing and midwifery students: A quasi-experimental study
Full text linkBackground: Nursing students experience substantial exposure to aggression and violence while attending clinical placement. De-escalation training can effectively prepare students for aggressive encounters, yet is resource-intensive to deliver. Immersive virtual reality (VR) may improve training accessibility for nursing students. Aim: To evaluate the effectiveness of a VR de-escalation training program to improve nursing students’ confidence in managing patient aggression and its perceived usability. Methods: This study utilized a single-group quasi-experimental pre-/post-test design. Undergraduate Australian nursing students (n = 221) completed a VR de-escalation training program, providing pre-/postintervention self-reported confidence in coping with patient aggression, system usability, and motion sickness data. Results: Significant improvements in confidence scores were observed from pre- to postintervention (p < 0.001, d = 0.70). Participants found the program easy-to-use and reported minimal motion sickness. The majority agreed VR is a suitable medium for de-escalation training (93%) and desired further VR de-escalation training (89%). Conclusions: Results show a single 20-minute VR training exposure significantly improved participant confidence in managing aggressive patients. VR may provide an opportunity to increase the accessibility of aggression management training for nursing students
Quantitative Evaluation of the Geriatric Emergency Department Innovation (GEDI). An Interrupted Time Series Study
No full textBackground: The population aged over 75 is the fastest growing demographic presenting to the emergency department (ED). Various ED models have been implemented to address the needs of older patients, including care coordination and dedicated care zones. We describe the impact of the Geriatric Emergency Department Innovation (GEDI) with the aim of evaluating the proportion of older patients not admitted to hospital. Secondary outcomes of interest were ED length of stay (EDLOS), rate of admission to the secondary (Repatriation) campus, short stay unit (SSU) utilization, and re-presentation rates. Method: This single site study at a quaternary hospital with a main (Austin) campus and a secondary (Repatriation) campus employed interrupted time series analysis to assess the impact of GEDI while accounting for temporal trends. Results: Before the introduction of GEDI, the rate of nonadmission of older patients to hospital was increasing by 0.1% per month (monthly change 1.001, 5% CI: 0.999, 1.002). After GEDI Implementation, this rate increased by 1.2% per month (1.012; 95% CI: 1.004, 1.020). The EDLOS increased by 0.08 (95% CI: 0.062, 0.099) hours per month prior to GEDI but then reduced by 0.207 (95% CI: −0.344, −0.069) hours per month afterwards. SSU utilization, re-presentations, and admissions to the Repatriation campus did not adversely change after GEDI introduction. Conclusion: The introduction of GEDI reduced EDLOS and inpatient admissions in older patients. Further research on economic benefit, patient-related outcome, and experience measures are needed to further evaluate the success of this program
Quantum symmetric analysis of interval-valued mappings based on generalized Hukuhara differences
No full textThe primary aim of this investigation is to examine the quantum symmetric differentiability and anti-derivative charac-teristics of interval-valued (I.V.) mappings utilizing generalized Hukuhara differences. Initially, we present the concepts of the I.V. left quantum symmetric derivative operator and offer its characterization. We present the left quantum symmetric integral operator and its essential properties, grounded in the newly proposed derivative operator. Subsequently, we examine their various essential properties. Finally, we present the applications of our proposed operators to integral inequalities concerning I.V. convex mappings and totally ordered convex mappings. Moreover, the validity of our results is corroborated by numerical and graphical representations
Building a Picture of the Block Model: A Scoping Review
Full text linkIntensive delivery Modes, Block model, Scoping Review, Immersive Delivery, Innovation are gaining traction in higher education as examples of innovative pedagogical approaches, with institutions worldwide implementing these approaches and reporting success. A growing body of literature examines the teaching and learning designs, student outcomes and experiences associated with these models. This paper presents a scoping literature review to provide a broad understanding of the literature underlying IMD and BM, as well as the teaching, learning and design elements involved. At the time of this research, no recent scoping review has explored the IMD and BM literature. Using online databases, 138 sources published between January 2000 and June 2024 were identified. The majority of studies came from Australia (62%), followed by USA (17%) and the UK (9%). These sources primarily focused on student engagement with intensive formats (77%), teaching practices (32%), and course design (33%). Benefits (93%) and challenges (69%) were highlighted, with studies reporting improved student outcomes (62%) and concerns connected to the student experience (28%). However, contradictory findings on student satisfaction, preferences, workload perceptions, and institutional delivery approaches were found. While the literature points to enhanced engagement and academic achievement for students, further research—particularly on high-impact pedagogies and longitudinal studies on content retention—is needed to better understand these delivery modes