19683 research outputs found
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Family-Centered Care in the PICU: Strengthening Partnerships in Pediatric Critical Care Medicine
No full textNo description supplied</p
Pregnancy, early motherhood and homelessness: affective injustice
No full textNo description supplied</p
Anxieties about a Porous Border: Australian Government Responses to Melanesian ‘Boat People’
No full textStarting in 1969, small groups of West Papuans have occasionally crossed the Torres Strait to Australia and sought its protection. In public discourse, these arrivals have figured as part of a narrative about Australia’s relationship with Indonesia. By contrast, in the public discourse about border control, which focuses on attempted travel across the Indian Ocean and distinct ‘waves’, they have been treated as a footnote, at most. In this article, we closely examine the Australian government’s response to West Papuan ‘boat people’ over time to demonstrate that, unlike in public discourse, border control considerations have loomed large in the government’s response. We argue that, in order to understand Australia’s approach to border control, we should see West Papuan asylum seekers in the context of border control policy and not only as a problem in Australia’s relationship with Indonesia.</p
Positive effects of speech and language therapy group interventions in primary progressive aphasia: A systematic review
No full textBackground: Primary progressive aphasia (PPA) is a neurodegenerative condition characterised by a prominent and progressive deterioration in language abilities, which significantly impacts quality of life and interpersonal relationships. Speech and language therapy plays a crucial role in offering interventions. Group intervention is one mode of delivery that could benefit communication functioning and overall wellbeing of people with PPA (pwPPA) and their care partners. Group interventions are also more efficient than one-to-one intervention and may facilitate peer support. Aims: The aim of this review was to systematically evaluate the current evidence for the effectiveness of speech and language therapy groups for pwPPA and their care partners. Specifically, this paper considered three questions: 1.What evidence-based speech and language therapy groups for pwPPA and their care partners have been reported to date? 2.Are group communication interventions effective in improving quality of life and communication function for pwPPA and their care partners? 3.Are group communication interventions that are designed for people with communication difficulties of other aetiologies (such as stroke) effective for pwPPA? In addition, this review aimed to describe the structure and content of groups, including aims, disciplines involved, size and frequency of group meetings, and outcome measures. Methods: MEDLINE, CINAHL and PsycINFO were used to retrieve articles of interest. A total of 10 studies published between 2009 and 2022 met the eligibility criteria and therefore were included in this study. Data were extracted from the articles regarding the structure and content of groups. Main Contribution: Although evidence is currently limited, results suggest that speech and language therapy group intervention can improve specific linguistic processes, the use of communication strategies and psychosocial well-being. The importance of multidisciplinary input and care partners’ involvement in groups was highlighted, along with the benefits of creative non-verbal activities as tools for self-expression. There is also initial evidence that telehealth group provision and one-off group sessions may be feasible and can benefit psychosocial well-being. Lastly, intentional recruitment and explicit education on different aphasia types are described as important when pwPPA participate in groups with mixed diagnoses. Conclusions: The literature on speech and language therapy group interventions for PPA shows promise of positive effects on communication function and psychosocial well-being of both pwPPA and their care partners. Speech and language therapists can consider these published interventions when designing and implementing similar groups, but more robust evidence is required to confirm the relative effectiveness of this approach.</p
Work-integrated learning for health information management students: Lessons learned from literature, and experiences of supervisors and students on virtual or remote placements
No full textBackground: Traditionally, health placements have required practical in-person learning, including placements completed by health information management (HIM) students. COVID-19 made in-person healthcare placements largely unviable. Alternative virtual/remote placements were required. Aims: (1) Explore the experiences of virtual/remote placements for HIM students and their supervisors; (2) Compare these experiences to the literature on barriers and facilitators for virtual/remote placement and (3) Develop best practice guidelines for the delivery of virtual/remote placements for HIM students. Method: A cross-sectional survey asked final-year HIM placement students and their supervisors about their virtual/remote placement experiences in 2021. Survey findings were compared to 10 barriers and facilitators for remote/virtual placements identified in the literature. Results: Students were challenged by autonomous virtual/remote placements but enjoyed their flexibility. A work schedule provides placement structure to students. The use of technology was embraced although unfamiliarity with video-conferencing software prior to placement was an issue for some students. The most common method of student–supervisor communication was email. However, students missed casual corridor conversations. The importance of maintaining a community of practice was reported in the literature and confirmed by students. Most students preferred undertaking a virtual/remote placement rather than delaying graduation. The majority of supervisors reported complete satisfaction with the placement students’ performance. Conclusion: Virtual/remote placements were a viable option for HIM students when in-person placements were impossible. Students required a work-based schedule, appropriate information technology, a dedicated workspace, familiarity with communication technologies, good communication channels with their supervisors and a supportive ‘community of practice’. HIM supervisors were satisfied with virtual/remote methods of placement delivery.</p
Acceptability, feasibility and preliminary efficacy of the Peer-led Hub-and-Spoke Community Aphasia Group program
No full textBackground: Several programs addressing the long-term impacts of aphasia after stroke show promise. However, barriers restrict their implementation at scale. Hub-and-spoke models of care operate in several health contexts to reduce the health care costs associated with health professionals providing all direct services, and to improve the reach of services to communities at distance from the main service. We developed the Peer-led Hub-and-Spoke Community Aphasia Group (Peer-led HS CAG) program to address staff and service availability barriers. The Peer-led HS CAG organises service through a “Hub” of allied and mental health professionals, led by a speech pathologist, who provide consultative and occasional direct services to the aphasia group. The “spokes” are volunteers with and without aphasia, trained and supported by the “Hub” staff to facilitate groups in the community. Aims: We aimed to investigate the feasibility, acceptability, and preliminary efficacy of the Peer-led HS CAG program to address long-term impacts of aphasia. Methods & Procedures: In a Phase I, proof of concept, mixed methods design we utilised: (1) a pre-post observational quantitative design; (2) an embedded qualitative study using semi-structured in-depth interviews of group facilitators and participants. Four health professionals from speech pathology, psychology, art therapy, and music therapy formed the Hub. Four volunteers were trained as group facilitators over two, half-day sessions prior to the group programs commencing. The 12-week group programme was delivered twice in a community setting, consisting of weekly 2-hour sessions. Seven people with aphasia attended: four in programme one, three in program two. The group program consisted of four compulsory topic sessions and eight “members choice” sessions. Seven close others attended four of the twelve program sessions: two with their family members with aphasia; two with specific “hub” staff input. During the remaining eight weeks of the program close others chose whether to meet independently. Outcome measures were taken at four time points: 6 weeks pre-program; immediately pre-program; immediately after-program; 6-week follow up. Outcomes & Results: Four participants showed clinically meaningful gains in communication-related quality of life and three in functional communication immediately post-program or at 6-week follow up. Qualitative interviews confirmed the feasibility and overall acceptability of the program. Close others requested additional sessions specific to their needs. Conclusions: The Peer-led HS CAG program is a feasible and acceptable way to address the current lack of community aphasia groups. Future phase II and III research should explore the efficacy and costs of this model.</p
Pedagogy of Belonging: Cultivating wellbeing literacy in higher education
No full textAbstract: Wellbeing literacy is the capability to set intentions and comprehend and compose wellbeing language. This is cultivated and embodied across contexts with the intention of maintaining or improving the wellbeing of oneself, others, or the world. In this paper, as co-authors we share the way we understand our wellbeing as educators in higher education, that is, through a Pedagogy of Belonging. Belonging is one of the domains to our wellbeing as academics and educators, as well as students in the studied higher education learning context. Pedagogy of Belonging helps us develop our wellbeing literacy individually and collectively. Through an authentic inquiry framed by hermeneutic phenomenology, we highlight four vignettes, showcasing what this looks like across different disciplines located in one school of an Australian university. In these vignettes, we look at what it means to engage with diverse areas of wellbeing that enhance our collective capacity to flourish. We have paused, listening deeply to our academic and wellbeing needs, addressing these together to develop a shared language that supports our wellbeing. We describe the valuing of meaning, curiosity associated with relationship building, multi-modal ways of being with each other, passion, and positive emotions that promote academic wellbeing capabilities that, in turn, support, develop, and sustain a wellbeing literacy. In demonstrating how a wellbeing literacy can be developed, maintained, and/or improved, we open new avenues of investigation that interrupt the dehumanising of higher education learning contexts.</p
Mapping the Reversible Remodelling of the Cardiac Cellular Landscape
No full textA thesis submitted in total fulfilment of the requirements of the degree of Doctor of Philosophy to the School of Agriculture, Biomedicine and Environment, La Trobe University, and, Baker Heart and Diabetes Institute, Victoria, Australia.</p
Two Attic Red-figure Vase-painters of the Late 5th Century: The Giudice Painter and the Odeon Painter
No full textNo description supplied</p
Maize straw increases while its biochar decreases native organic carbon mineralization in a subtropical forest soil
No full textOrganic soil amendments have been widely adopted to enhance soil organic carbon (SOC) stocks in agroforestry ecosystems. However, the contrasting impacts of pyrogenic and fresh organic matter on native SOC mineralization and the underlying mechanisms mediating those processes remain poorly understood. Here, an 80-day experiment was conducted to compare the effects of maize straw and its derived biochar on native SOC mineralization within a Moso bamboo (Phyllostachys edulis) forest soil. The quantity and quality of SOC, the expression of microbial functional genes concerning soil C cycling, and the activity of associated enzymes were determined. Maize straw enhanced while its biochar decreased the emissions of native SOC-derived CO2. The addition of maize straw (cf. control) enhanced the O-alkyl C proportion, activities of β-glucosidase (BG), cellobiohydrolase (CBH) and dehydrogenase (DH), and abundances of GH48 and cbhI genes, while lowered aromatic C proportion, RubisCO enzyme activity, and cbbL abundance; the application of biochar induced the opposite effects. In all treatments, the cumulative native SOC-derived CO2 efflux increased with enhanced O-alkyl C proportion, activities of BG, CBH, and DH, and abundances of GH48 and cbhI genes, and with decreases in aromatic C, RubisCO enzyme activity and cbbL gene abundance. The enhanced emissions of native SOC-derived CO2 by the maize straw were associated with a higher O-alkyl C proportion, activities of BG and CBH, and abundance of GH48 and cbhI genes, as well as a lower aromatic C proportion and cbbL gene abundance, while biochar induced the opposite effects. We concluded that maize straw induced positive priming, while its biochar induced negative priming within a subtropical forest soil, due to the contrasting microbial responses resulted from changes in SOC speciation and compositions. Our findings highlight that biochar application is an effective approach for enhancing soil C stocks in subtropical forests.</p