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Objective The medical record is critical for documentation and communication between healthcare professionals. This study compared the completeness of orthopaedic documentation between the electronic medical record (EMR) and paper medical record (PMR). Methods A review was undertaken of 400 medical records (200 EMR, 200 PMR) of patients with operatively managed traumatic lower limb injury. The operative report, discharge summary and first and second out-patient reviews were evaluated using criteria designed by a senior orthopaedic surgeon and senior physiotherapist. The criteria included information deemed critical to the post-operative care of the patient in the first 6 weeks post-surgery. Results In all cases, an operative report was completed by a senior surgeon. Notable findings included inferior documentation of patient weight-bearing status on the operative report in the EMR than PMR group (P  = 0.018). There was a significant improvement in the completion of discharge summaries in the EMR compared with PMR cohort (100% vs 82.5% respectively; P  < 0.001). In the PMR group, 70.0% of discharge summaries were completed and adequately documented, compared with 91.5% of those in the EMR group (P  < 0.001). At out-patient review, there was an improvement in documentation of weight-bearing instructions in the EMR compared with PMR group (81.1% vs 76.2% respectively; P  = 0.032). Conclusion The EMR is associated with an improvement in the standard of orthopaedic medical record documentation, but deficiencies remain in key components of the medical record. What is known about the topic? Medical records are an essential tool in modern medical practice and have significant implications for patient care and management, communication and medicolegal issues. Despite the importance of comprehensive documentation, numerous examples of poor documentation continue to be demonstrated. Recently, significant changes to the medical record in Australia have been implemented with the conversion of some hospitals to an EMR and the implementation of the My Health Record. What does this paper add? Standards of patient care should be monitored continuously and deficiencies identified in order to implement measures for improvement and to close the quality loop. This study has highlighted that although there has been improvement in medical record keeping with the implementation of an EMR, the standard of orthopaedic medical record keeping continues to be below what is expected, and several key areas of documentation require improvement. What are the implications for practitioners? The implications of these findings for practitioners are to highlight current deficiencies in documentation and promote change in current practice to improve the quality of medical record documentation among medical staff. Although the EMR has improved documentation, there remain areas for further improvement, and hospital administrators will find these observations useful in implementing ongoing change.

Background: Inpatient nursing documentation facilitates multi-disciplinary team care and tracking of patient progress. In both high- and low- and middle-income settings, it is largely paper-based and may be used as a template for electronic medical records. However, there is limited evidence on how they have been developed., Objective: To synthesise evidence on how paper-based nursing records have been developed and implemented in inpatient settings to support documentation of nursing care., Design: A scoping review guided by the Arksey and O'Malley framework and reported using PRISMA-ScR guidelines., Eligibility Criteria: We included studies that described the process of designing paper-based inpatient records and excluded those focussing on electronic records. Included studies were published in English up to October 2019., Sources of Evidence: PubMed, CINAHL, Web of Science and Cochrane supplemented by free-text searches on Google Scholar and snowballing the reference sections of included papers., Results: 12 studies met the eligibility criteria. We extracted data on study characteristics, the development process and outcomes related to documentation of inpatient care. Studies reviewed followed a process of problem identification, literature review, chart (re)design, piloting, implementation and evaluation but varied in their execution of each step. All studies except one reported a positive change in inpatient documentation or the adoption of charts amid various challenges., Conclusions: The approaches used seemed to work for each of the studies but could be strengthened by following a systematic process. Human-centred Design provides a clear process that prioritises the healthcare professional's needs and their context to deliver a usable product. Problems with the chart could be addressed during the design phase rather than during implementation, thereby promoting chart ownership and uptake since users are involved throughout the design. This will translate to better documentation of inpatient care thus facilitating better patient tracking, improved team communication and better patient outcomes., Relevance to Clinical Practice: Paper-based charts should be designed in a systematic and clear process that considers patient's and healthcare professional's needs contributing to improved uptake of charts and therefore better documentation., (© 2020 The Authors. Journal of Clinical Nursing published by John Wiley & Sons Ltd.)

Purpose: To describe the paper-based and electronic formats of resident admission forms used in several aged care facilities in Australia and to compare the extent to which resident admission information was documented in paper-based and the electronic health records., Methods: Retrospective auditing and comparison of the documentation quality of paper-based and electronic resident admission forms were conducted. A checklist of admission data was qualitatively derived from different formats of the admission forms collected. Three measures were used to assess the quality of documentation of the admission forms, including completeness rate, comprehensiveness rate and frequency of documented data element. The associations between the number of items and their completeness and comprehensiveness rates were estimated at a general level and at each information category level., Results: Various paper-based and electronic formats of admission forms were collected, reflecting varying practice among the participant facilities. The overall completeness and comprehensiveness rates of the admission forms were poor, but were higher in the electronic health records than in the paper-based records (60% versus 56% and 40% versus 29% respectively, p<0.01). There were differences in the overall completeness and comprehensiveness rates between the different formats of admission forms (p<0.01). At each information category level, varying degrees of difference in the completeness and comprehensiveness rates were found between different form formats and between the paper-based and the electronic records. A negative association between the completeness rate and the number of items in a form was found at each information category level (p<0.01), i.e., more data items designed in a form, the less likely that the items would be completely filled. However, the associations between the comprehensiveness rates and the number of items were highly positive at both overall and individual information category levels (p<0.01), suggesting more items designed in a form, more information would be captured., Conclusion: Better quality of documentation in resident admission forms was identified in the electronic documentation systems than in previous paper-based systems, but still needs to be further improved in practice. The quality of documentation of resident admission data should be further analysed in relation to its specific content., (Copyright © 2012 Elsevier Ireland Ltd. All rights reserved.)

Aim: To develop an Australian nursing documentation in aged care (Quality of Australian Nursing Documentation in Aged Care (QANDAC)) instrument to measure the quality of paper-based and electronic resident records., Methods: The instrument was based on the nursing process model and on three attributes of documentation quality identified in a systematic review. The development process involved five phases following approaches to designing criterion-referenced measures. The face and content validities and the inter-rater reliability of the instrument were estimated using a focus group approach and consensus model., Results: The instrument contains 34 questions in three sections: completion of nursing history and assessment, description of care process and meeting the requirements of data entry. Estimates of the validity and inter-rater reliability of the instrument gave satisfactory results., Conclusion: The QANDAC instrument may be a useful audit tool for quality improvement and research in aged care documentation., (© 2013 ACOTA.)

Across Australia many young people are taking action to address the issue of climate change and educating others through leading grassroots activism on local and global issues of sustainability. This paper discusses findings from an online document analysis that investigated three case studies of how youth-led organisations in Australia are leading and developing human rights-based education for sustainability (EfS) to empower others to enjoy and exercise their rights in keeping with the guidance of the 2011 UN Declaration on Human Rights Education and Training. This paper discusses how these organisations represent their activism online to empower young people to lead democratic action to achieve climate crisis justice. Drawing on a conceptual framework developed by Jensen & Schnack, the authors argue that the data suggests that the young activists in these case studies demonstrate high levels of 'social action competence' through raising awareness and taking action.

This paper describes a Nyungar language revitalisation project in the southern region of Western Australia conducted in partnership between a university research team and the Esperance Tjaltjraak Native Title Aboriginal Corporation. It discusses how linguistic analysis of historical Nyungar documentation was essential to addressing community aims of re-embedding the language into the community, developing and using pedagogical resources, and exploring new domains for language use. In particular, this paper focuses on the community's desire for the reclamation of a dialectal flavour of Nyungar that is distinctive to the Esperance region, and the factors contributing to a successful partnership between the researchers and the community organisation in terms of capacity-building, leadership, and sustainability.

This paper reports from a pilot study investigating the ways digital documentation platforms are changing educators' work in early childhood education. Digital documentation platforms are secure websites or application software, enabled by computer, smartphone, or tablet technologies, allowing educators to record observations of children's learning as text or in visual forms, to which interpretations or commentary from educators, family members, and children are added. This paper examines how these platforms orient the ways educators see and articulate young children's learning. Video stimulated recall interviews with educators (six in total) at four ECE sites across Australia and New Zealand were analysed. Key concepts are offered in relation to how digital platforms shape the learning that is seen by early childhood educators: tag-ability, trackability, completeness, and co-constitution. Each of these concepts is problematised in relation to contemporary ECE practices and the persuasiveness and ubiquity of the visual in discourses of documentation.

The importance of imagination in understanding sustainability has often been overlooked. This paper examines acts of imagining in teaching and learning that elicit and enable the emotive experience of empathy. I frame ways of thinking about imagination and empathy through theoretical perspectives of otherness. I report on research findings into the nature of imagination in environmental education contexts in Australia, explored through interviews with educators and participant observation. Analysis pays attention to how teachers and students imagine and empathize in order to more fully understand. The importance of being able to imagine other places, times, and perspectives in environmental education emerged strongly. In this paper I highlight how feeling empathy involves actively imagining the other, and how the relations between self and others can become contiguous through empathic and imaginative ways of understanding.

Professional learning community (PLC) is a current "buzz" term in business and educational contexts, seemingly referring to anything from decision making committees to regular meeting groups or collegial learning teams. This paper explores the concept of a PLC within three significantly innovative schools, based on an examination of the relevant literature and also focusing on surveys and interviews. Findings indicate that, while there is broad consistency across the literature and within the innovative school cases in terms of core PLC elements of shared vision and values, collegiality, joint practical activities and student learning data, teacher inquiry and leadership support and opportunities, there are some pivotal PLC characteristics which heighten the professional learning impact. In this paper, using vignettes from the case study schools, these pivotal characteristics are related to developmental phases of PLC establishment. This offers valuable insights about nurturing more learning-focused PLCs, with significant benefits for teacher professional growth and ultimately for student learning.

This address was given as the final-day keynote of the Sixth International Drama in Education Research Institute (IDIERI) in Sydney, 2009. Using the Institute's title as his theme, O'Toole briefly surveys the growth of drama education research of the last two decades, and the changing landscape of practice and research. He then conducts an informal meta-analysis of the abstracts of all the papers submitted and accepted for the Institute. These are analysed in terms of what inferences can be made about the state of drama education research. Five analysis categories are investigated: the abstracts as phenomena; base-line data and research characteristics which the abstracts reveal; the learning content of the papers; the basic dimensions of drama education; and the methodologies used. There is some discussion of key gaps and omissions, based on a UK/Australian literature review of arts partnerships research. Finally, the paper raises, non-propositionally, the question of the identity of drama education research and researchers. Who are we and how are we perceived? (Contains 4 figures, 1 table and 2 notes.)

Background: Health and Physical Education Teacher Education (HPETE) is increasingly shaped by agendas, stakeholders and accountability regimes that restrict rather than open up what is possible (Tinning [2006]. "Theoretical Orientations in Physical Education Teacher Education." In "The Handbook of Physical Education," edited by D. Kirk, D. Macdonald, and M. O'Sullivan, 369-385. London: SAGE). The evolution of an HPETE programme orientation that is 'more conservative, less eclectic and adventurous' (Tinning 2006, 372), and less socio-cultural and democratic (Enright, E., L. Coll, D. Ní Chróinín, and M. Fitzpatrick. [2017]. "Student Voice as Risky Praxis: Democratising Physical Education Teacher Education." "Physical Education and Sport Pedagogy" 22 (5): 459-472) has serious implications for both the official and the hidden curriculum (Bain [1975]. "The Hidden Curriculum in Physical Education." "Quest" 24 (1): 92-101) of HPETE, meaning the explicit and implicit content and values taught and learned by students. Purpose: In this paper, we seek to identify how, why and to what effect various agendas and stakeholders are shaping HPETE programme orientations in Australia. To this end, we draw on the work of Bernstein and deploy an acoustic metaphor to consider who speaks, who is heard and who is addressed within HPETE, with a particular focus on the implications of these acoustics. Participants and setting: The paper draws on data that were generated across three academic years with the students and teacher educators of one HPETE programme in an Australian university. Data collection: Data were generated through: (1) focus group interviews with teacher educators and students; (2) teacher educator written reflections; (3) programme review documentation for national accrediting bodies; (4) electronic course profiles; and (5) university internal policy documents. Data analysis: These data were subjected to an inductive thematic analysis. Following Armour and Duncombe [(2004). "Teachers' Continuing Professional Development in Primary Physical Education: Lessons from Present and Past to Inform the Future." "Physical Education and Sport Pedagogy" 9 (1): 3-21, this journal], three vignettes were also constructed post-analysis to serve as rhetorical devices to facilitate the reader in engaging with the complexity, the emotionality and the politics of curriculum construction, contestation, reconstruction and reform (Goodson [1984]. "Subjects for Study: Towards a Social History of Curriculum." In "Defining the curriculum: Histories and ethnographies," edited by I. Goodson and S. Ball, 24-44. London: Routledge) and the pedagogic acoustics of one HPETE programme. Findings: HPE teacher educators are serving many masters in order to have programmes accredited whilst also satisfying internal university approval processes and trying to maintain the philosophical integrity and some sense of ownership over HPETE programmes. Students are often unaware of the non-negotiables that have come to define and/or limit how teacher educators teach towards social justice and facilitate democratic engagement and, therefore, are sometimes critical of the disconnect between the 'walk and talk' of teacher educators. 'The medium is the message' was one of the strongest themes to be constructed from the data set, as all participants agreed that certain institutional and policy arrangements, pedagogical decisions and styles of communication were a large part of what was taught and learned about social justice, democracy and equity in and through HPETE. Discussion and conclusion: In contexts where both teacher educators and student teachers feel that their voices have been silenced, sidelined or muted and their pedagogic rights limited, opportunities for 'democratic deliberation' and 'radical collegiality' [Fielding (1999). 'Radical Collegiality: Affirming Teaching as an Inclusive Professional Practice.' "The Australian Educational Researcher" 26 (2): 1-34] become imperative. Our discussion engages with the implications of the explicit and implicit values taught and learned by student teachers through their experiences of HPETE and highlights how teacher educators can work to promote the pedagogic rights of their students.

• Good documentation practice is the foundation for promoting medication safety in young population. • Study identified poor documentation practice through paper and electronic means of medical records. • Newly introduced electronic medical records did not improve the rates of metabolic monitoring nor the quality of documented monitoring. • Youth are at significant risk for antipsychotic induced metabolic syndrome the repercussion of which may impact years of productivity. • Potentially electronic health records could provide health workers with real-time information access, and develop accurate, relevant and structured information thereby adhering to clinical evidence. Since the development of digital records, claims have been made that they improve audits. Clinical audits play important role in evaluation of evidence-practice gaps. Antipsychotic medications are one of the commonly prescribed group of drugs in severe adverse mental conditions. Youth and young people are highly prone to develop drug induced metabolic syndrome. Present study evaluated the extent of data documentation on evidence for metabolic monitoring of antipsychotics and compared paper based to electronic records with good documentation standards. First phase of this study involved a retrospective clinical audit of paper-based documentation on the extent of documentation of weight (primary outcome); lipid and blood glucose (secondary outcomes) of youth prescribed atypical antipsychotics. This was undertaken in three public mental health clinics and a public/private developmental service in Australia based on paper-based documentation. The second phase included auditing electronic data capture from one community clinic. Evidence of documentation was compared with practice standards and published clinical audits (adherence rate benchmark: 40–60%). A total of 310 cases were assessed of which 51 and 37 cases met the eligibility criteria for paper-based and electronic based audit respectively as a component of clinical audit. Evidence of paper documentation of weight was 43% among participants and was comparable with other published clinical audits (p = 0.07) with poor monitoring rates for other blood tests. Findings revealed poor rate of documentation at 35.1% (13 cases), 5.4% (2 cases) and 8.1% (3 cases) for weight, lipid assessments and glucose monitoring, respectively based on electronic records. Present study demonstrate lack of good documentation practices on metabolic monitoring of youth prescribed antipsychotics. It appears transitioning from paper to electronic records did not impact the rate of increase in documentation of metabolic monitoring. This study recommends inclusion of e-monitoring icon with built in metabolic monitoring chart as a component of youth prescribed antipsychotic case records. Good documentation practice is a first step in determination of causality of antipsychotics induced metabolic syndrome. Appropriate strategies to a user-friendly electronic reminder system will be crucial to address on the mechanistic of documentation. [ABSTRACT FROM AUTHOR]

As a primary school student in the 1960s I learnt the recorder. This paper explores how the recorder became a staple of Australian primary school music programs. At that time recorders were comparatively recently revived Renaissance musical instruments that were adopted by music educators as a way for children and their teachers to engage in instrumental music making in classes. The inclusion of recorders in school music lessons was not always as successful as hoped but a lucky few had recorder teachers who were expert musicians like my teacher. This personal history explores the arrival and presence of the recorder in school music in South Australia. Data were gathered from primary and secondary documentary sources, personal recall and an interview with my recorder teacher, Cecily Wood. This research considers a commonplace occurrence in the lives of many Australian children and by focusing on a taken-for-granted practice in school music, adds to the historical record and to our understanding of what we do and why we do it.

Since 2009, all Australian states require young people to be "earning or learning" until age 17. Secondary schools and vocational colleges now accommodate students for whom the conventional academic pathways of the past were not designed. The paper reflects on a project designed to explore the moral orders in these institutional settings for managing such students in extended compulsory schooling. Originally designed as classroom ethnographies, the project involved observations over three to four weeks and interviews with teachers and students in five sites in towns experiencing high youth unemployment. The project aimed to support teachers to work productively in such classrooms with such students, under the assumption that teachers orchestrate classroom interactions. However, it became clear events in these classrooms were being shaped by relations and parties above and beyond the classroom, as much as by those present. Teachers and students were observed to both comply with, and push against, the layers of policy and institutional processes regulating their behaviours. This paper re-thinks the original project through the gaze and resources of institutional ethnography, to better account for the layers of accountabilities and documentation practices that impacted on both teacher and student behaviours. By tracing the extended webs of "ruling relations", it shows both how teachers and students could make trouble for the institutional moral order, and then be held accountable for this trouble.

Song is a universal human phenomenon that can shed much light on the nature of language. Despite this, field linguists are not always equipped with the knowledge and skills to analyze song texts and draw out their significances to other areas of language. Furthermore, it is not uncommon for a language community to ask linguists working in the field to record and document their songs. Barwick (2012) identifies a number of reasons why linguists should work on songs and identifies iTunes as a local repository for recordings of songs. This paper expands on these reasons and describes how iTunes software can be used for comparing, retrieving and managing recordings of songs. This not only assists analysis of song structure and text, but is also a useful means of providing the community with recordings, even in the absence of a local repository. The paper draws on our use of iTunes during fieldwork on central Australian Aboriginal songs. Our aim is to share the methodology and workflow we use and to encourage linguists to work on this universal, yet often neglected, aspect of language that is often highly valued within the language community.

This paper is concerned with the rise of 'the boot camp' as a means of addressing "the problem of troubled youth" in contemporary industrialised nations such as Australia and the UK. Drawing on a corpus of publicly available material including press releases and policy documents, media reports, and programme websites, the paper explores the legitimating discourses surrounding boot camps and suggests that they are a symptom of what Giroux [2011. "Youth in the Suspect Society and the Politics of Disposability." "Power Play: A Journal of Educational Justice" 3 (1): 3-21] calls the "punishing state." Such discourses work to construct young people as an escalating and uncontrollable problem, to frame this problem as individual rather than structural, and to suggest that state responses to problematic youth have been inadequate. Furthermore, we suggest, as the rationale for these boot camps indicate, that within this "punishing state," the militarisation of schooling is deemed to be an appropriate solution to this problem.

In an era of knowledge abundance, scholars have the capacity to distribute and share ideas and artifacts via digital networks, yet networked scholarship often remains unrecognized within institutional spheres of influence. Using ethnographic methods including participant observation, interviews, and document analysis, this study investigates networks as sites of scholarship. Its purpose is to situate networked practices within Boyer's (1990) four components of scholarship--discovery, integration, application, and teaching--and to explore them as a techno-cultural system of scholarship suited to an era of knowledge abundance. Not only does the paper find that networked engagement both aligns with and exceeds Boyer's model for scholarship, it suggests that networked scholarship may enact Boyer's initial aim of broadening scholarship itself through fostering extensive cross-disciplinary, public ties and rewarding connection, collaboration, and curation between individuals rather than roles or institutions.

Purpose: This conceptual paper aims to argue that times, spaces, bodies and things constitute four essential dimensions of workplace learning. It examines how practices relate or hang together, taking Gherardi's texture of practices or connectedness in action as the foundation for making visible essential but often overlooked dimensions of workplace learning. Design/methodology/approach: This framework is located within and adds to contemporary sociomaterial- or practice-based approaches, in which learning is understood as an emergent requirement and product of ongoing practice that cannot be specified in advance. Findings: The four dimensions are essential in two senses: they are the constitutive essence of textures of practices: what they are made of and they are non-optional; it is not possible to conceive a texture of practices without all of these dimensions present. Although the conceptual terrains to which they point overlap considerably, they remain useful as analytic points of departure. Each reveals something that is less clear in the others. Research limitations/implications: This innovative framework responds to calls to better understand how practices hang together, and offers a toolkit that reflects the multifaceted nature of practice. It presents a distinctive basis for making sense of connectedness in action, and thus for understanding learning in work. Originality/value: The paper offers a novel conceptual framework, expanding the texture of practices through dimensions of times, spaces, bodies and things, rendering visible aspects that might otherwise be ignored.

Unparalleled amounts of energy derived from fossil fuels now drive societies and shape people's worldviews. Geography's unique perspectives have significant potential to expand understandings of the effects of production and consumption of energy by drawing on the concept of sustainability using an integrated systems approach. As citizens' energy choices are central to sustainability, the recent introduction of a national geography curriculum in Australia offers potential for developing energy literate young people by providing opportunities to address energy literacy concepts and issues. The focus of this paper is to examine the extent to which energy literacy concepts are present in the current Australian curriculum for Geography. Using document analysis within a grounded theory approach, this article analyses the Australian Curriculum: Geography, Levels 7, 8, 9 and 10 to assess the extent to which energy literacy concepts and issues could potentially be addressed. Data were open coded allowing categories to emerge, and relationships between categories were identified. The three major domain categories that arose are Energy and Society, Growth and Sustainability, and Energy and Environmental Change. Each takes related concepts that together enable richer means of analysis and understanding. This study found that though Australia's new geography curriculum has potential for developing energy literate young people, energy literacy is not explicitly articulated or mandated. Hence, the degree to which energy literacy is addressed in the post-primary classroom depends significantly on the teacher's own level of energy literacy and their inclination and capability to teach energy concepts and issues.

Considering the benefits that enterprise agreements (EAs) can bring to Indigenous employees, this paper considers the question of whether respectful cultural policies that are aligned with reconciliation and included in EAs can be achieved to Close the Gap on reducing Indigenous disadvantage. A document analysis of EAs at eight Australian universities was conducted to conceptualise and compare information about Indigenous staff needs and remuneration. A number of specific sections relating to Indigenous employment and leave arrangements were identified.

Historical feature film can engage and motivate today's visually orientated students and provide a bridge between the school and life world of a youth culture habituated to communication via numerous electronic portals. It is not surprising that international scholarship suggests that these multi-modal recreations of the past are being used as teaching resources in many history classrooms. However, the use of historical filmic narratives is not without its difficulties for the history teacher. These films are made with no obligation to adhere to evidentiary records and, the limitations of the art form and commercial imperatives, can lead to compression and manipulation of the narrative and the inclusion of fictionalized elements. History educators are faced with the dilemma how best to harness the engagement of film and test its historical representation. This paper reports on an Australian research project that explored the decision-making dynamic of history teachers in regard to the use of feature films. It found that the dynamic was governed by a complex interplay of factors in relation to teaching context, learning community perceptions and practitioner understandings and strategies, and concluded that teacher disciplinary perceptions were a major contributing factor in the decision-making process.

Background: This descriptive single-case study reports upon a four-decade history of health care and support provided to one male with life-long intellectual disability and significant comorbidities. Methods: All available paper and electronic documentation from the past 40 years was reviewed, with relevant health and medication information collated and summarised. Results: The collated information notes radical movement in mental health diagnoses and significant emerging physical health issues. There are disparate and sometimes contradictory mental and physical health diagnoses from age 2 years and significant changes in treatment. Conclusions: This case outlines a number of important issues for medical and health care practitioners to consider when supporting individuals with intellectual disability. Clear differentiation between an existing intellectual disability, autism, and emerging mental health concerns has remained problematic over many decades. The lack of effective pain management, when contrasted against comprehensive medication regimes for health issues, is particularly concerning.

This paper considers the professional development of a group of 75 primary and secondary teachers in Melbourne, Victoria, who had been charged with the responsibility of leading the professional learning of their colleagues in their schools. To support these leaders of professional learning in their roles, the Victorian state government's Department of Education and Early Childhood Development contracted members of the Pedagogy and Professional Learning Research Group at Monash University to develop and implement an appropriate Professional Learning program. The Leading Professional Learning (LPL) program ran for seven months and consisted of a series of four face-to-face workshops that were sustained through the formation of peer networks. Each participant in the program was responsible for designing and implementing a school-specific professional learning project appropriate to their school setting. At the final workshop in the LPL program, participants reflected on and recorded their learning through the formalised process of case writing. Their cases were published in a book of Cases of Professional Dilemmas and form the basis of the data-sets that have been used to research participants' learning about leading the professional learning of their colleagues. As a consequence, this paper offers interesting insights into the journey of these educators of teachers as they have developed deeper understandings of what it means to be a teacher educator. (Contains 1 table.)

This paper reports on the utilization of an online community networking platform designed to deliver a MOOC. A customized Elgg social software platform, implemented as the Curtin Learning Commons, was developed with social networking tools organized to support personalized learning. The MOOC, titled Participating in the Digital Age (PDA), engaged students in activities that used a variety of social media tools to access the educational content and experiences. The goals of the MOOC were to provide conceptual understandings and opportunities to participate in tasks exemplifying the topic. The study presents evidence that using these kinds of community software platforms to deliver a MOOC can provide higher education learners with personalized active learning opportunities. Further research on providing scaffolded support to enable learners to capitalize on additional aspects of networked learning such platforms would advance this use.

External referencing of assessment and students' achievement standards is a growing priority area within higher education, which is being pressured by government requirements to evidence outcome attainment. External referencing benefits stakeholders connected to higher education by helping to assure that assessments and standards within courses are appropriate and comparable among institutions. External referencing takes many forms, which have different resourcing requirements, outcomes, and operational strengths and challenges. This paper describes the External Referencing of Standards (ERoS) approach developed, tested and adopted by a university consortium. ERoS draws on the strengths of existing methodologies to produce an evolved model that is effective, efficient, transparent and open, capability building and sustainable. The model enables participants to communicate directly and construct peer relationships, and findings suggest this is a significant design strength. The process facilitates capability building, such that participants garnered insights valuable to enact quality assurance and enhancement of existing courses, and fosters connections that facilitate collaboration and peer-learning. ERoS successfully used open source collaborative tools to review work samples, which can be used to benchmark costed systems.

The face of early childhood education continues to change. In Australia, the national early childhood guidelines, "Early Years Learning Framework" (2009) and the "National Quality Framework" have articulated and defined the work of early years' educators in a range of areas, including literacy. Both frameworks state that their aim is to maintain the focus of the Development Strategy provide all Australian children with an educational foundation to support them throughout their lives. In this climate, and some years after the implementation of these guidelines, it seems timely to examine the literacy programmes, practices and perspectives of prior-to-school environments as they prepare children to transition to the early years of primary school. This paper reports on the findings of a study that aimed to explore the nature of literacy programmes, practices and perspectives, and in particular how such programmes support educators and children in one prior-to-school setting, as they prepare to transition to the first year of formal schooling. Analysis of the experiences offered in prior-to-school centres revealed a number of learning experiences that illustrated Bernstein's notion of visible and invisible literacy learning pedagogies. It was found that viewing these learning experiences along a continuum from invisible to visible pedagogical practices was a useful framework for categorising the range of experiences in which the children engaged. It is suggested that such a continuum would be a useful framework for both prior-to-school and kindergarten teachers to better support children as they transition across settings. However, we must add a caveat, namely, that such a framework should not lead to increase pressure on prior-to-school settings to increase "visible pedagogical practices" in order to "teach" literacy skills.

Malnutrition and frailty affect up to one-third of community-dwelling older adults in Australia and New Zealand (ANZ), burdening individuals, health systems and the economy. As these conditions are often under-recognised and untreated in the community, there is an urgent need for healthcare professionals (HCPs) from all disciplines to be able to identify and manage malnutrition and frailty in this setting. This paper describes the systematic and iterative process by which a practical guide for identifying and managing malnutrition and frailty in the community, tailored to the ANZ context, was developed. The development of the guide was underpinned by the Knowledge-to-Action Framework and included the following research activities: (1) a comprehensive literature review; (2) a survey of ANZ dietitians' current practices and perceptions around malnutrition and frailty; (3) interviews with ANZ dietitians; and (4) a multidisciplinary expert panel. This resulted in the development of a guide tailored to the ANZ context that provides recommendations around how to identify and manage malnutrition and frailty in the community. It is now freely available online and can be used by all HCPs across several settings. The approach used to develop this guide might be applicable to other conditions or settings, and our description of the process might be informative to others who are developing such tools to guide practice in their healthcare environment. Malnutrition and frailty are common in Australian and New Zealand communities, burdening individuals, health systems and the economy. This paper describes the process by which an evidence-informed guide for identifying and managing these conditions in the community was developed. The guide is now freely available online and can be used by all healthcare professionals across several settings, and our description of the process might be informative to others who are developing such tools to guide practice in their healthcare environment. [ABSTRACT FROM AUTHOR]

Documenting sociolinguistic variation in lesser-studied languages presents methodological challenges, but also offers important research opportunities. In this paper we examine three key methodological challenges commonly faced by researchers who are outsiders to the community. We then present practical solutions for successful variationist research on indigenous languages and meaningful partnerships with local communities. In particular, we draw insights from our research with Australian languages and indigenous languages of rural China. We also highlight reasons why such lesser-studied languages are crucial to the further advancement of sociolinguistic theory, arguing that the value of the research justifies the effort needed to overcome the methodological difficulty. We find that the challenges of sociolinguistics in these communities sometimes make standard variationist methods untenable, but the methodological solutions we propose can lead to valuable results and community relationships.

Here I present the background to, and a description of, a newly developed database of historical and contemporary lexical data for Australian languages (Chirila), concentrating on the Pama-Nyungan family (the largest family in the country). While the database was initially developed in order to facilitate research on cognate words and reconstructions, it has had many uses beyond its original purpose, in synchronic theoretical linguistics, language documentation, and language reclamation. Creating a multi-audience database of this type has been challenging, however. Some of the challenges stemmed from success: as the size of the database grew, the original data structure became unwieldy. Other challenges grew from the difficulties in anticipating future needs, in keeping track of materials, and in coping with diverse input formats for so many highly endangered languages. In this paper I document the structure of the database, provide an overview of its uses (both in diachronic and synchronic research), and discuss some of the issues that have arisen during the project and choices that needed to be made as the database was created, compiled, curated, and shared. I address here the major problems that arise with linguistic data, particularly databases created for diverse audiences, from diverse data, with little infrastructure support.

A stream of debate (including a previous special issue of this journal [25(1) 2014)] has made claims not just for "bringing knowledge back in" as the framing underpinning of the school curriculum, but that subjects associated with disciplinary and disciplined knowledge forms have a particular power and that these characteristics are important to preserve in curriculum frameworks. This paper draws on a major Australian research project studying school and university physics in the context of these arguments to revisit the issue of the "discipline" of physics and the curriculum logics for physics. Given that disciplines are social in origin and changing and expanding over time, can school curriculum be logically derived from the discipline to which they relate? Are questions about student engagement only questions about pedagogy and not curriculum? Does a focus on disciplinary knowledge mean that the role of school in forming identities and values is avoidable as a significant feature of what the curriculum does? The findings from the project are used both to illustrate and test these questions, and to challenge some over-simple assumptions about the verticality of this form of knowledge for education purposes.

In this paper, we are concerned with the notion of "pedagogic voice" as it relates to the presence of student "voice" in teaching, learning and curriculum matters at an alternative, or second chance, school in Australia. This school draws upon many of the principles of democratic schooling via its utilisation of student voice in respect of the curriculum and pedagogy. We recognise that within the schooling context, voice can represent many things. Drawing on interview data, we outline two key areas of student voice: community membership associated with the ownership of practices and decision-making related to the young people's learning and improved engagement; and encouraging curricular choice and the inclusion of personal interests and strengths within a school environment that is flexible and encourages individual freedom while balancing these with a young person's required progress at school. Given that a lack of voice in schools has been attributed to many marginalised students' alienation from mainstream schooling, we demonstrate how attention to pedagogic voice can not only work to engage students in learning, but also improve civic engagement.

Engaging middle school students in science continues to be a challenge in Australian schools. One initiative that has been tried in the senior years but is a more recent development in the middle years is the context-based approach. In this ethnographic study, we researched the teaching and learning transactions that occurred in one ninth grade science class studying a context-based environmental science unit over 11 weeks that included visits to the local creek. Data were derived from field notes, audio and video recorded conversations, interviews, student journals and classroom documents with a particular focus on two selected groups of students. This paper presents two assertions that highlight pedagogical approaches that contributed to learning. Firstly, spontaneous teaching episodes created opportunities for in-the-moment questioning by the teacher that led to students' awareness of environmental issues and the scientific method; secondly, group work using Flip cameras afforded opportunities for students to connect the science concepts with the context. Furthermore, students reported positively about the unit and expressed their appreciation for the opportunity to visit the creek frequently. The findings from this study should encourage teachers to take students into the field for valuable teaching and learning experiences that are not available in the formal classroom.

National research illustrates the high degree of discrimination that prevails against lesbian, gay, bisexual, transgender and queer (LGBTQ) students resulting in diminished educational outcomes, both academic and social. This phenomenon is influenced by the prevalence of whole-school silences around LGBTQ topics in many Australian schools. This paper presents an analysis of the New South Wales (NSW) homophobia in schools policy, as well as both NSW state and Australian federal curriculum and syllabus documents in the health and physical education key learning area. This analysis illustrates how contradictory framing and messages; silences and omission; and various discursive constructions of the LGBTQ subject together produce silencing technologies that have critical implications for the implementation of education, both in this key learning area and across the schooling sector.

This paper defines the metaphor of outsideness in relation to web-based interaction. Outsideness is conceived of as a key influence in online academic conversation. In particular, through the sharing of cultural perspectives, asking questions to resolve doubt, and collaborative writing and re-writing as a basis for shaping ideas through reasoning. An analytical framework is proposed and applied to a case study of an international wiki-based project. Key findings are that there is a tension between participants' sense of inside and outside influences, resulting in a complex and challenging working environment. Students require support to develop nuanced questioning and conversational skills, including multi-model forms of representation and communication to enhance language skills.

Globally, national curriculum policies are up for renegotiation. These negotiations are shaped by international and national top-down accountability regimes, and an increasing turn towards curriculum centralization and standardization. The new Australian Curriculum (AC) is no exception. The AC is an important educational policy event, one in which understandings about teacher professional authority is being redefined. In this paper, we examine how judgements about teachers' professional authority are used to defend, promote and explain the AC. Drawing on an analysis of policy documents and interviews with high-level policy-makers, we argue that the AC is opening space in the policy field to reposition teachers' work by promoting a view of teachers' professional authority as constrained and defined through the written curriculum documentation.

Assessment for Learning practices with students such as feedback, and self- and peer assessment are opportunities for teachers and students to develop a shared understanding of how to create quality learning performances. Quality is often represented through achievement standards. This paper explores how primary school teachers in Australia used the process of annotating work samples to develop shared understanding of achievement standards during their curriculum planning phase, and how this understanding informed their teaching so that their students also developed this understanding. Bernstein's concept of the pedagogic device is used to identify the ways teachers recontextualised their assessment knowledge into their pedagogic practices. Two researchers worked alongside seven primary school teachers in two schools over a year, gathering qualitative data through focus groups and interviews. Three general recontextualising approaches were identified in the case studies; recontextualising standards by reinterpreting the role of rubrics, recontextualising by replicating the annotation process with the students and recontextualising by reinterpreting practices with students. While each approach had strengths and limitations, all of the teachers concluded that annotating conversations in the planning phase enhanced their understanding, and informed their practices in helping students to understand expectations for quality.

Aim: To explore the satisfaction and experiences of women and staff with the BSOTS in an Australian hospital. Design: Cross‐sectional descriptive survey. Methods: Surveys were distributed to women and staff between February and May 2022. Survey questions reflected satisfaction with triage and provision of care under the BSOTS system (for women) and confidence in using the BSOTS system and its impact on triage‐related care (for staff). Survey data were summarized using descriptive statistics, and qualitative responses were analysed using content analysis. Results: There were 50 women and 40 staff (midwives and doctors) survey respondents. Most women were satisfied with triage wait times, the verbal information they received and the time it took for them to receive care. Nearly all midwife participants indicated they had high knowledge and confidence in using the BSOTS. Most staff indicated that the BSOTS supported the accurate assessment of women and had benefits for women, staff and the hospital. Conclusion: The findings showed that women and staff were satisfied with receiving and providing care in a maternity triage setting under the BSOTS system. Implications for the Profession and/or Patient Care: Implementing standardized maternity triage approaches such as the BSOTS in health settings delivering care to pregnant women is recommended for improving flow of care and perceptions of care quality by women. Impact: Quality of maternity triage processes is likely to impact the satisfaction of women attending services and the staff providing care. The BSOTS was shown to improve maternity triage processes and was associated with satisfaction of women and staff. Maternity settings can benefit from implementing triage approaches such as the BSOTS as it standardizes and justifies the care provided to women. This is likely to result in satisfaction of women and staff engaged in maternity triage and improve the birth outcomes of women and babies. Reporting Method: The reporting of this paper has followed SQUIRE guidelines. Patient or Public Contribution: Women engaged with maternity services were participants in the study but did not contribute to the design, conduct or publication of the study. [ABSTRACT FROM AUTHOR]

Institutional repositories have been established by most university libraries but their level of success has varied. Determining what belongs in such repositories has been the subject of some discussion but research would suggest that a broader rather than narrower compass is a positive approach to adopt. By seeking out a variety of content types, the library is able to initiate, renew, or redefine its relationship with faculty, departments, and administration, generating critical support for scholarly communication and repository initiatives. This paper provides examples of successful IRs and their scope. (Contains 1 chart.)

What is known and objective: Australian hospitals have undergone a transformation with both a review and expansion of traditional roles of healthcare professionals and the implementation of an ieMR. The implementation of an ieMR brings large scale organizational change within the health system especially for staff with direct patient contact. This is changing the future of healthcare and the roles of healthcare professionals. There is minimal research on the impact of these electronic systems on the people and processes required to realise the improvements in patient care such as therapeutic drug monitoring (TDM) and the role of the pharmacist within the TDM process. The literature has discussed the use of computerised programs to assist with the interpretation of results and calculating of doses but the impact of an ieMR on the TDM process has not been discussed. This study undertook a retrospective analysis at an Australian tertiary hospital to investigate the impact of a digital hospital system on TDM within the facility. Methods: A 2‐year retrospective audit was conducted on TDM at an Australian Tertiary Hospital. The periods were 2016 (a paper‐based hospital) and 2018 (ieMR). Patients were identified using the pathology database. Patients were excluded if under the age of 18, in an outpatient setting or the emergency department. Progress notes, medication charts, ieMR and other relevant pathology were reviewed. They were assessed for appropriateness of the timing of collection, compliance to recommended TDM guidelines, and pharmacist documentation. Results and Discussion: A total of 2926 observations were included in the analysis. There was as similar percentage of appropriately collected samples between the paper‐based system (2016) and the digital hospital system (2018) with 59% and 58% respectively. Results of logistic regression analysis models show the effect of year was not significant with regards to TDM for either a sample being appropriate or the dose adjustment being appropriate. Samples for TDM were more likely to be appropriate if the pharmacist had documented advice but less likely with regards to appropriate dose adjustment. This study considered the effect of introducing a hospital wide digital system on TDM processes. Overall, the results indicate no difference between the paper‐based system and ieMR for appropriate samples and doses adjustments. What is new and conclusion: To our knowledge, this is the first study of this kind looking at the impact of a digital hospital system on TDM. The introduction of a digital hospital system does not appear to have made improvement on the effective use of TDM. Inappropriate sampling as seen in this study can lead to ineffective clinical management of patients, inefficient use of time, and waste of financial resources. Further work is required to incorporate specific guidance and recommendations within the digital system to optimize TDM. [ABSTRACT FROM AUTHOR]

Two factors identified as contributing to the lack of communication between researchers and practitioners, terminology and relevance, are the focus of this paper. A questionnaire distributed to senior staff in academic libraries asked participants to assess abstracts from articles in top ranked LIS journals. Results indicated a relatively high level of understanding of the articles, indicating that terminology was not a problem, and two thirds of the articles were rated as relevant to the profession. This result suggests that there is less of a gap in understanding between researchers and professionals than has been perceived. Involvement of practitioners in joint projects may be more feasible than was previously thought. (Contains 3 tables and 32 notes.)

This article reviews results of research on individualized planning for people with developmental and intellectual disabilities. It discusses the relevant change in the values, philosophies, policies, and developments that have occurred during the last 25 years and discusses how these have influenced planning for, with, and by, people with disabilities. (Contains references.) (Author/CR)

Discusses the lack of protection given to the intellectual and cultural property rights of Aboriginal publications and archival materials. Raises issues regarding ownership of materials, cultural documentation, primary property rights for nonphysical materials, and the related legislation. Offers collection development strategies for librarians to consider. (LAM)

Objective: To evaluate the suitability and acceptability of virtual training post accreditation visits conducted online for medical specialist training in ophthalmology in Australia and New Zealand. Methods: A two-phase study (pilot and implementation) was conducted. In the pilot phase, an open-ended observation proforma was used by the authors to independently record their observations, which were later compared and discussed until consensus was achieved. All participants were asked to complete an online survey. A document analysis of accreditation documents was conducted. Observation data were broken down into themes and triangulated with online survey and document analysis results. In the implementation phase, the inspections were observed by one of the authors (SK) and the observation notes were discussed with other authors to obtain a contextual and consensual view. A document analysis of all accreditation-related documentation was undertaken. The documents included in the document analysis were planning and scheduling records, interview and inspection notes, training post inspection fact and document notices and accreditation reports. Finally, a post-inspection focus group of all inspectors was conducted. Results: The accreditation interviews adequately addressed all relevant issues with high levels of robustness and reliability. Participants found it more difficult to discuss complex issues virtually compared with onsite visits. The virtual accreditation reports were not any different to what would be expected if a face-to-face accreditation visit had been conducted; however, it was not possible using the virtual inspection to determine the appropriateness of facilities and clinic layout to support and facilitate trainee learning and supervision. Conclusions: Virtual accreditation of training posts in medical specialist training is viable in limited circumstances where there are no known complex training post-related issues and the site has not made substantial changes to clinic and theatre layout, equipment and facilities since the previous accreditation. What is known about the topic? All medical specialist colleges in Australia and New Zealand accredit the sites where training is delivered, usually by conducting periodic face‐to‐face visits. What does this paper add? This paper provides evidence that in limited circumstances, it is possible to accredit training posts virtually. What are the implications for practitioners? This paper provides an outline of issues to consider when planning virtual accreditation of training posts in medical specialist education. [ABSTRACT FROM AUTHOR]