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Smart Casual: Engagement
No full textPlease download and read ‘Instructions_zipped_file_download’ PDF prior to accessing the ‘Smart Casual’ module.This resource is part of the Smart Casual suite of professional development modules, which have been developed for and by Australian law teachers. Students learn most effectively when they engage as active players in the learning process. This module examines ways to increase your students’ engagement in learning. The module covers: ways to encourage ‘deep learning’, supporting positive emotions, capturing and developing students’ interest, making classes relevant, cultivating mutual respect, and fostering positive peer interaction.Dept of Education and Trainin
Smart Casual: Research on Teaching and Learning
No full textPlease download and read ‘Instructions_zipped_file_download’ PDF prior to accessing the ‘Smart Casual’ module.This resource is part of the Smart Casual suite of professional development modules, which have been developed for and by Australian law teachers. This short module introduces the body of research on teaching and learning, which can support your development as a teacher.Dept of Education and Trainin
Young Children’s Health and Wellbeing Across the Transition to School: A Critical Interpretive Synthesis
Get PDFThis article has been published in a revised form in Children Australia http://dx.doi.org/10.1017/cha.2016.4. This version is free to view and download for private research and study only. Not for re-distribution, re-sale or use in derivative works. © The Author(s) 2016.This paper reports on the systematic search and review of the literature relating to the health and wellbeing of young children across the transition to school. It identified 56 papers (including empirical studies, reviews, commentaries, and reports) relevant to the research questions and completed an interpretive systematic review to ascertain the current state of the literature. The review employed the Critical Interpretive Synthesis (CIS) method to allow for a rigorous and systematic review of a disparate literature which stretches across several disciplines. The findings are presented in seven thematic categories: current conceptualisations of health and wellbeing, assessment and measurement, ‘school readiness’, service integration, transition actors, ‘at risk’ children, and child voice. These findings illustrate the ways in which concepts have been constructed, identified, and operationalised in early years research, practice, and policy. Moreover, it highlights that ‘what is known’ can be used to inform the review or implementation of services, practices, and partnerships that support child health and wellbeing during the transition to school
Childcare educators’ understandings of early communication and attachment
Get PDFThis article has been published in final form at http://www.earlychildhoodaustralia.org.au/our-publications/australasian-journal-early-childhood/index-abstracts/ajec-vol-40-no-4-december-2016/childcare-educators-understandings-early-communication-attachment/Giving voice to the discipline-specific knowledge and pedagogical practices of childcare educators, this paper attempts to explore new ways of defining educators’ work with young children, given the post-structural turn in Australian and international early childhood policy. Three focus groups (n = 8 children’s education and care services; n = 19 educators) were held in metropolitan Adelaide (South Australia) to explore their professional understandings of early communication and attachment development. Childcare educators described the relational and communicative elements of their work that supported or constrained their capacity to understand individual children’s socio-emotional needs at enrolment, during transitions and in day-to-day routines. Whether attachment relationships were forged or being built, these educators explained how emotional reciprocity and an understanding of the child through secure attachment relationships enabled them to notice young children’s communication abilities and needs, and vice versa. While the findings illuminate the expertise childcare educators bring to their work, we argue that there is a need to further explore how this expertise shapes their programs, practices and professional development needs
Learner engagement under the ‘regulatory gaze’: possibilities for re-positioning early childhood pre-service teachers as autonomous professionals
Get PDF“This is an Accepted Manuscript of an article published by Taylor & Francis in Early Years on 6 Feb 2016, available online: http://www.tandfonline.com/10.1080/09575146.2015.1124006”In a climate of increasing regulation within the early childhood education and care services (ECECS), and the greater re-positioning of professionals within public sectors, this article seeks to extend the literature surrounding risk and regulation in early childhood. In efforts to ‘push back’ against the ‘regulatory gaze’ in the ECECS, we investigate the role that learner engagement in initial teacher education can play in empowering early childhood pre-service teachers (PSTs) as professionals. This question is explored in the reporting of the findings from an action research study which redesigned a semester-long teacher education topic to draw on PSTs’ self-knowledge, applied experience and content choice, to go beyond the meeting of minimum credential requirements. Data were derived from sequential student evaluations and topic coordinators’ reflections and subsequent analysis highlights significant insights in relation to student teachers’ understanding of professionalism and their role within the ECECS. The implications of this re-positioning of PSTs’ developing sense of professionalism amidst increasing regulation are discussed
Factors influencing decision-making around family presence during resuscitation: a grounded theory study
Get PDFThis article may be used for non-commercial purposes in accordance with Wiley Terms and Conditions for Self-Archiving.Aim
The aim of this study was to examine factors impacting family presence during resuscitation practices in the acute care setting.
Background
Family presence during resuscitation was introduced in the 1980s, so family members/significant others could be with their loved ones during life-threatening events. Evidence demonstrates important benefits; yet despite growing support from the public and endorsement from professional groups, family presence is practiced inconsistently and rationales for poor uptake are unclear.
Design
Constructivist grounded theory design.
Methods
Twenty-five health professionals, family members and patients informed the study. In-depth interviews were undertaken between October 2013–November 2014 to interpret and explain their meanings and actions when deciding whether to practice or participate in FPDR.
Findings
The Social Construction of Conditional Permission explains the social processes at work when deciding to adopt or reject family presence during resuscitation. These processes included claiming ownership, prioritizing preferences and rights, assessing suitability, setting boundaries and protecting others/self. In the absence of formal policies, decision-making was influenced primarily by peoples’ values, preferences and pre-existing expectations around societal roles and associated status between health professionals and consumers. As a result, practices were sporadic, inconsistent and often paternalistic rather than collaborative.
Conclusion
An increased awareness of the important benefits of family presence and the implementation of clinical protocols are recommended as an important starting point to address current variations and inconsistencies in practice. These measures would ensure future practice is guided by evidence and standards for health consumer safety and welfare rather than personal values and preferences of the individuals ‘in charge’ of permissions
A Practical Approach to Fatigue Management in Colorectal Cancer
Get PDFPublished by Elsevier Inc. This is an open access article under the CC BY-NC-ND license (http://creativecommons.org/licenses/by-nc-nd/4.0/).Cancer-related fatigue is serious and complex, as well as one of the most common symptoms experienced by patients with colorectal cancer, with the potential to compromise quality of life, activities of daily living, and ultimately survival. There is a lack of consensus about the definition of cancer-related fatigue; however, definitions have been put forward by the European Association for Palliative Care (EAPC) and the National Comprehensive Cancer Network (NCCN). Numerous cancer- and treatment-related factors can contribute to fatigue, including disease progression, comorbidities, medical complications such as anemia, side effects of other medications, and a number of physical and psychologic factors. This underlines the importance of tackling factors that may contribute to fatigue before reducing the dose of treatment. NCCN guidelines and the EAPC have proposed approaches to managing fatigue in cancer patients; however, relatively few therapeutic agents have been demonstrated to reduce fatigue in randomized controlled trials. It is recognized that physical activity produces many beneficial physiologic modifications to markers of physical performance that can help to counteract various causes of fatigue. In appropriately managed and monitored patients with colorectal cancer, emerging evidence indicates that exercise programs may have a favorable influence on cancer-related fatigue, quality of life, and clinical outcomes, and therefore may help patients tolerate chemotherapy. This review assesses fatigue in patients with colorectal cancer and proposes updates to a treatment algorithm that may help clinicians manage this common problem
Coding, Constant Comparisons, and Core Categories: A Worked Example for Novice Constructivist Grounded Theorists
Get PDFMade available in accordance with the publisher's copyright policyGrounded theory method has been described extensively in the literature. Yet, the varying processes portrayed can be confusing for novice grounded theorists. This article provides a worked example of the data analysis phase of a constructivist grounded theory study that examined family presence during resuscitation in acute health care settings. Core grounded theory methods are exemplified, including initial and focused coding, constant comparative analysis, memo writing, theoretical sampling, and theoretical saturation. The article traces the construction of the core category “Conditional Permission” from initial and focused codes, subcategories, and properties, through to its position in the final substantive grounded theory
Translating a health service intervention into a rural setting: lessons learned
Get PDFThis article is distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.Background
Limited research exists on the process of applying knowledge translation (KT) methodology to a rural-based population health intervention.
Methods
This study reports on the implementation and translational stages of a previously described Co-creating KT (Co-KT) framework in the rural town of Port Lincoln, South Australia (population: 14,000). The Co-KT framework involves five steps: (i) collecting local data; (ii) building stakeholder relationships; (iii) designing an evidence-based intervention incorporating local knowledge; (iv) implementation and evaluation of the intervention; and (v) translating the research into policy and practice. Barriers and enablers to the overall Co-KT implementation process were identified. Our intervention focused on musculoskeletal (MSK) conditions.
Results
Although the Co-KT framework was valuable in engaging with the community, translating the final intervention into daily clinical practice was prevented by a lack of an accessible policy or financial framework to anchor the appropriate intervention, a lack of continued engagement with stakeholders, access problems to general practitioners (GPs) and Allied Health Professionals; and the paucity of referrals from GPs to Allied Health Professionals. Consequently, while many aspects of the intervention were successful, including the improvement of both function and pain in study participants, the full implementation of the Co-KT framework was not possible.
Discussion
This study implemented and evaluated a Co-KT framework for a population with MSK conditions, linking locally generated health care system knowledge with academic input. Further policy, health system changes, and on-the-ground support are needed to overcome the identified implementation challenges in order to create sustainable and effective system chang