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The purpose of this study was to identify educational, technological, and professional consequences of ePortfolio use that were intended, unintended, positive and negative. Ethical approval was obtained from seven universities in accordance with institutional guidelines established in accordance with Australia's "National Statement on Ethical Conduct in Human Research." A mixed methods design was employed to survey staff and invite them to participate in a focus group or interview. Online questionnaires were distributed across seven universities to 22 volunteer respondents drawn from academic teachers in both disciplines. Following completion and quantification of questionnaire data, respondents were invited to participate in a either a focus group or interview with one of the researchers. Merton's sociological model was adopted in the study as it informed a conceptual framework used to examine the impact of unintended consequences that emerged when building a professional online presence. This theory was used to identify the full range of ePortfolio learning and teaching practices emerging as a multi-function, complex system, within domains and purpose of ePortfolios such as information systems, health or education disciplines. Results indicated a significant challenge, namely there is no single set of guidelines that would support teachers and students when engaging in learning and teaching activities to improve protection of private data relating to vulnerable people. Digital literacy of academics and students is variable and may impact on data privacy. Data gathered will be used to inform development of guidelines on the use and publication of information collected in ePortfolios to protect vulnerable people.

Students more than ever are completing their university studies online. At the onset of the COVID-19 pandemic, most higher education providers were required to move to exclusively deliver online curriculum. It is therefore imperative that educators have access to psychometrically sound measures of students' online learning experiences. The reliability and validity properties of the "Distance Education Learning Environments Scale" (DELES) and "Student Engagement in the e-Learning Environment Scale" (SELES) were examined. A sample of 151 Australian undergraduate students completed the DELES and SELES after completing their studies online during 2020 due to COVID-19. Cronbach alpha coefficients, subscale item correlations and linear regression analyses were completed with bootstrapping. Cronbach alpha coefficients for the SELES subscales ranged from 0.68 to 0.93 and 0.75 to 0.96 for the DELES subscales. The within subscale correlations ranged from 0.29 to 0.66 for the SELES (p < 0.001) and 0.30 to 0.68 for the DELES (p < 0.001) and the between subscale correlations ranged from 0.18 to 0.75 (p < 0.001) respectively. Regression findings indicated that the SELES and DELES subscale models each accounted for 56.6% and 22.2% of the unique variance of the DELES Enjoyment, respectively. These findings present important psychometric evidence about the DELES and SELES.

Intergenerational programs in residential aged care may improve well-being and combat loneliness and social isolation in older people with cognitive impairment. This pilot study investigated the effects of a semi-structured intergenerational group, including children from a co-located early learning centre and people living in residential aged care with cognitive impairment. This 9-week study used a mixed methods pre- and post-program design. Sessions were designed and delivered once per week by Occupational Therapists and took into account residents' interests and children's developmental needs and interests, identified in pre-program interviews. Nine older people with cognitive impairment and 13 children participated. The program was well attended despite disruptions and complications caused by COVID-19 and weather conditions. Older people valued the opportunity to engage with the children. Children were observed to gain confidence in communicating and forming friendships with older people with different levels of ability. There did not appear to be any change in loneliness or neuropsychiatric symptoms. The intergenerational program benefited participants and received strong support from family members and staff of the early learning centre and aged care home. [ABSTRACT FROM AUTHOR]

People living in residential aged care homes in Australia often have limited opportunities for meaningful social engagement. The present study aimed to characterize the state of intergenerational programs in residential aged care within a nationwide Australian sample. A total of 572 valid survey responses were received. A large number of aged care homes had existing programs, but only 18.2% had active programs; 44.4% reported their programs as temporarily suspended, predominantly due to COVID-19. The most common activities included singing (67.8%), games (56.8%), reading (51.1%) and craft (41.5%). Mental health and wellbeing, opportunity to socialize, and connection with the community were considered as the main benefits. There is consensus on the benefits of well-placed programming and engagement. Several barriers and challenges to engagement exist, including the COVID-19 pandemic. Aged care homes need adequate information and support to increase their ability to offer intergenerational programs between residents and community members. The survey provides insight into intergenerational programs in Australian aged care homes during the COVID-19 pandemic Staff completing the survey reported positive views of the benefits of the programs to both old and young participants The findings highlight the diversity of participants' ages, places, mode of delivery and types of activities – frequently singing, games, reading and craft, but also dancing and reminiscence, and even robotics. While COVID-19 posed significant challenges, there were creative solutions including written letters and shared journals, virtual interaction and simple strategies such as access to areas where residents could observe children at play or in passing. [ABSTRACT FROM AUTHOR]

To critically review the evidence for occupation-based interventions in improving occupational performance and participation outcomes in the hospital setting. Five databases were searched from 2000–2022. Peer-reviewed studies of any design investigating the impact of occupation-based interventions in the hospital setting were included. Methodological quality was assessed using the appropriate tool for each study design. Following data extraction, a narrative synthesis was conducted. Thirty-three studies comprising of 26 experimental, five non-experimental, and two mixed methods studies were included (n = 1646 participants). Results indicate good evidence to support occupation-based interventions to improve occupational performance and participation outcomes in inpatient rehabilitation; it is unclear whether they are more effective than any control/alternative intervention. Research in the acute and mental health hospital settings were scarcer. Understanding the benefits of occupation-based interventions was enhanced through qualitative results including improving independence and confidence to discharge home, increasing motivation for therapy, connecting with others, and peer-based learning. Heterogeneity and methodological weaknesses across existing studies limits the conclusions that can be drawn on the impact of occupation-based interventions in the hospital setting. More rigorous research should be conducted with better reporting of intervention design and the use of robust measures of occupational performance. The use of occupation-based interventions should be considered to improve occupational performance and participation outcomes in the hospital setting. There is good evidence to support the impact of occupation-based interventions on improving occupational performance and participation outcomes in the inpatient rehabilitation setting; evidence in the acute and mental health settings is scarcer. Occupation-based interventions are valued by both patients and clinicians for their impact on patient outcomes and the patient experience. [ABSTRACT FROM AUTHOR]

To investigate if first-year occupational therapy students who have had no on-campus, face-to-face learning experiences differed from second-, third- and fourth-year students in their perceptions and experiences of online learning during the Covid-19 pandemic.

Objectives: Social isolation is recognised as a risk factor in the inflammatory process. This study explored the association between social isolation and the Dietary Inflammatory Index (DII) in community-dwelling older persons. Methods: This cross-sectional pilot study recruited 107 community-dwelling people aged over 55 years living in the Australian Capital Territory. Participants completed an extensive food frequency questionnaire and provided anthropometric and sociodemographic data. Social isolation was evaluated using the Lubben Social Network Scale (LSNS). Diet quality was assessed using DII. Results: Average age was 70.1 (±8.61) years and 62.8% were female. The average DII score was −1.10 (±1.21), indicating an anti-inflammatory diet. Higher LSNS was associated with lower DII (b (95% CI) = −0.041 (−0.066, −0.17); p < 0.01) and was positively influenced by the number of people in household (b (95% CI) = 5.731 (2.336, 9.127); p = 0.001). Conclusion: Increased risk of social isolation was associated with an increased tendency towards a more inflammatory diet. Reducing social isolation may decrease the inflammatory component of dietary intake for older persons living independently in the community. [ABSTRACT FROM AUTHOR]

Intergenerational activities have many benefits for older adults and adolescents. The present study describes an intergenerational activity involving older adults and high school students co-producing a video of an experience that was meaningful to residents of a nearby aged care residence. Over two weeks, 2–4 students co-designed an engaging video with 1–2 residents, culminating in a final session where both residents and students stationary cycled while viewing the video. Valuable lessons about the complexity of the activity, materials needed, timing and locations of some activities, and the length of the program will inform a larger trial of the program. [ABSTRACT FROM AUTHOR]

Sulfones are fascinating and highly used functional groups, but current syntheses still have limitations. Here, a regiodivergent transition metal-free approach towards sulfones [(E)-allylic sulfones and α-sulfonylmethyl styrenes] is reported. The method employs commercially available olefins, bases, additives, solvents, and sodium sulfinates (RSO2Na) and produces adducts in good yields. Considering that up to 4 reactions (bromination, dearomative rearrangement, E2, and SN2) are happening, this approach is very efficient. The structures of key adducts were confirmed by X-ray crystallography. [ABSTRACT FROM AUTHOR]

There is a need for integrated and effective postdiagnostic rehabilitation programs for community-dwelling people with dementia and their carers to promote their quality of life and management of dementia. Here, we report on preliminary findings of the Sustainable Personalised Interventions for Cognition, Care, and Engagement (SPICE) Program conducted in Canberra, Australia. Over twelve weeks, six people with dementia and their carers completed five hours of weekly small group activities and separate individual appointments. SPICE is an active therapeutic intervention with five components delivered by allied health professionals: (1) cognitive stimulation therapy; (2) carer education, support, and capacity building; (3) physical activity; (4) Care Of People with dementia in their Environments (COPE) program; and (5) dietary assessment and advice. Participants completed questionnaires pre- and post-intervention and a program evaluation interview which was analysed by qualitative thematic analysis. The program demonstrated high program satisfaction ratings and program adherence (94% people with dementia and 92% carers) which supports intervention feasibility. The results of quantitative outcome measures suggest positive effects, but inferences cannot be drawn due to small sample size. Qualitative themes from participant experiences highlighted the following: (1) social connection, engagement, and interaction were key drivers of the success of the program; (2) clinicians fostered a positive and respectful culture; (3) carers were supported with strategies and skills to reframe dementia; and (4) reablement can be fun. The new combination of evidence-based interventions was feasible and considered valuable. Further results are required to confirm these findings and support a longer-term trial. [ABSTRACT FROM AUTHOR]

Background: Small-scale models of dementia care are a potential solution to deinstitutionalize residential aged care and have been associated with improved resident outcomes, including quality of life and reduced hospitalizations for people living with dementia. Objective: This study aimed to generate strategies and ideas on how homes for people living with dementia in a village setting within a suburban community, could be designed and function without external boundaries. In particular, how could residents of the village and members of the surrounding community access and engage safely and equitably so that interpersonal connections might be fostered? Methods: Twenty-one participants provided an idea for discussion at three Nominal Group Technique workshops, including people living with dementia, carers or former carers, academics, researchers, and clinicians. Discussion and ranking of ideas were facilitated in each workshop, and qualitative data were analyzed thematically. Results: All three workshops highlighted the importance of a surrounding community invested in the village; education and dementia awareness training for staff, families, services, and the community; and the necessity for adequately and appropriately trained staff. An appropriate mission, vision, and values of the organization providing care were deemed essential to facilitate an inclusive culture that promotes dignity of risk and meaningful activities. Conclusion: These principles can be used to develop an improved model of residential aged care for people living with dementia. In particular, inclusivity, enablement, and dignity of risk are essential principles for residents to live meaningful lives free from stigma in a village without external boundaries. [ABSTRACT FROM AUTHOR]

Students more than ever are completing their university studies online. At the onset of the Covid-19 pandemic, most higher education providers were required to move to exclusively deliver online curriculum. It is therefore imperative that educators have access to psychometrically sound measures of students' online learning experiences. The reliability and validity properties of the Distance Education Learning Environments Scale (DELES) and Student Engagement in the e-Learning Environment Scale (SELES) were examined. A sample of 151 Australian undergraduate students completed the DELES and SELES after completing their studies online during 2020 due to Covid-19. Cronbach alpha coefficients, subscale item correlations and linear regression analyses were completed with bootstrapping. Cronbach alpha coefficients for the SELES subscales ranged from.68 to.93 and.75 to.96 for the DELES subscales. The within subscale correlations ranged from.29 to.66 for the SELES (p <.001) and.30 to.68 for the DELES (p <.001) and the between subscale correlations ranged from.18 to.75 (p <.001) respectively. Regression findings indicated that the SELES and DELES subscale models each accounted for 56.6% and 22.2% of the unique variance of the DELES Enjoyment, respectively. These findings present important psychometric evidence about the DELES and SELES. [ABSTRACT FROM AUTHOR]

The rapid switch to online learning in response to the Covid-19 pandemic affected occupational therapy students' education delivery. It is, therefore, important to investigate these impacts. This study investigated the potential predictors of academic performance in undergraduate occupational therapy students after moving to online or blended learning post-Covid-19. A total of 208 students from three Australian universities completed a demographic questionnaire and the Distance Education Learning Environment Scale (DELES). Hierarchical linear regression analyses were completed to identify significant students' academic performance predictors. Hierarchical regression explained a cumulative total variance of 24.6% of students' academic performance. The following independent variables were significant predictors: DELES student autonomy (p = 0.033), number of hours per semester week dedicated to indirect online study (p = 0.003), number of hours per semester week dedicated to indirect offline study time (p = 0.034), gender (p = 0.005) and English as a first language (p = 0.045). The findings add to the knowledge base on the range of factors that have impacted occupational therapy students' academic performance during the Covid-19 pandemic. The outcomes will assist faculty in developing supportive and pedagogically sound learning modes across online, hybrid and traditional forms of instruction within occupational therapy curricula. [ABSTRACT FROM AUTHOR]