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As a trending mobility choice, e-scooters have become popular in many cities. A number of authorities have initiated shared e-scooter trial schemes to assess the feasibility of the vehicles prior to enacting official legalisation. This paper aims to provide an evidence review of shared e-scooters and investigate how existing evidence may inform long-term policies. This carries significant relevance for jurisdictions that are in a conflicting position with e-scooters, such as New South Wales (NSW), Australia whose context motivates this study. The evidence review focuses on three themes derived from experience with shared e-scooters within the broader micromobility landscape, namely: safety; where shared e-scooters fit into the modal landscape; and the environmental impacts. Findings confirm that ensuring the safety of shared e-scooters requires complex solutions, which may include a clear regulatory framework for e-scooters, safety education and skill training, innovative data collection and analysis methods, and an approach to safety management that is user-based, location-based, and time-based. In terms of modal fit policymakers should encourage first and last-mile combinations with public transport, with consideration of user characteristics; while climate impact is strongly correlated to the mode replaced by e-scooter trips. The paper provides insights for policymakers on the regulation and positioning of shared e-scooters. • Many jurisdictions are struggling to determine policies for e-scooters. • Existing e-scooter evidence sheds light on possible long-term policies. • Safety management should consider different users, locations, and times. • First and last-mile combinations with public transport should be encouraged. • Climate impact is strongly correlated to the mode replaced by e-scooter trips. [ABSTRACT FROM AUTHOR]

The aim is to present outcome and engagement data from the initial years of the implementation of a new teaching approach in entry to practice nursing and midwifery education. The Block Model (TBM) is a teaching approach that involves studying one unit of study at a time over a four-week period, as opposed to the traditional semester model. This paper presents data revealing the impact of TBM on student engagement and overall experience in entry to practice Bachelor of Nursing and Midwifery programs. The evaluation retrospectively compared key indicators pre- Block Model implementation with outcomes for nursing and midwifery students using TBM approach using standard data sets and external comparators such as the Student Experience Survey and National Employability Survey. The study presents a comparative analysis of key indicators and graduate outcomes for students. We use reportable data and two external comparators, the Student Experience Survey and the National Employability Survey, to gauge student learning and graduate employability. The evaluation was conducted in a tertiary institution in Australia with for nursing and midwifery students who completed their studies using TBM approach at the university. The implementation of TBM in nursing and midwifery programs resulted in improvements in learner engagement, retention rates and pass rates. Improvements were also noted graduate outcomes, with an increase in full-time graduate employment. The results suggest the Block Model is a promising new teaching approach in nursing and midwifery education, with potential benefits for learner engagement, retention and pass rates. [ABSTRACT FROM AUTHOR]