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Background: Adaptations for scale-up are ubiquitous but are rarely described in detail. Adaptations may be a key reason for the "scale-up penalty" which is when there is a reduction in intervention effect size following scale-up. The Play Active intervention consists of a physical activity policy for early childhood education and care (ECEC) services, with accompanying implementation support strategies. It was first implemented with 81 ECEC services in Perth, Western Australia, in 2021 — with significant positive changes in physical activity practice uptake. The aim of this paper is to describe the extent, type, fidelity consistency, goals, size, scope, and proposed impact of proposed adaptations to the implementation support strategies for scaling-up Play Active. Methods: Proposed adaptations were defined as planned changes, made prior to making the intervention available. The authors created a list of adaptations from a comparison of the Play Active implementation support strategies, before and after adaptation for proposed statewide availability across Western Australia, Queensland and South Australia, Australia. We used the Framework for Reporting Adaptations and Modifications-Enhanced Implementation Strategies (FRAME-IS) to code adaptations to implementation support strategies. Three authors coded each adaptation and rated their size, scope and proposed impact. Results: Fifty-three adaptations to Play Active were identified. Most (68%) were proposed for the 'content' of implementation strategies, including aspects of their delivery. In practice, this involved changing the delivery mode of implementation support strategies from phone call and email support, to website-based delivery. More than half (56%) of adaptations involved 'adding elements' for scale-up. Most adaptations were 'fidelity consistent' (95%). The main goals for adaptations were related to 'increasing the acceptability, appropriateness, or feasibility' (45%), 'decreasing the costs' (19%) and 'increasing adoption of the evidence-based practice' (19%). Adaptations were small to medium in size, with most proposed to have a positive (87%) or neutral (8%) effect on the effectiveness of the intervention, rather than negative (4%). Conclusions: A large number of small, fidelity-consistent, adaptations were proposed for Play Active scale-up. Overall, the process of reporting adaptations was found to be feasible. To understand the impact of these adaptations, it will be important to re-evaluate implementation, effectiveness and process outcomes, at-scale. [ABSTRACT FROM AUTHOR]

Aim To describe an example of qualitative comparative analysis (QCA) in a study about the role of clinical placement, nursing education and patient outcomes. Background Clinical placement is often considered an essential aspect of nursing education and an invaluable way to prepare students for the reality of nursing. However, many questions about the role of clinical placement remain unanswered, such as duration, style and learning outcomes. QCA is a novel approach to data analysis, which has been used for some time in social science research, and may be useful in tackling such questions. Data sources Participants (n=16) involved in a case study using questionnaire, in-depth interview and document analysis. Review methods Few examples of QCA exist in nursing-related research. Examination of approaches to social sciences and educational research, and the conditions that influence nursing education and clinical placement were conducted via a number of online database searches. Discussion The paper presents an example of how QCA was used to consider whether there is any causal relationship between certain features of clinical placement, such as duration, level of preparation, level of benefit, and the capacity of recently graduated registered nurses to provide a range of nursing interventions for pneumonia, falls and pressure-area care. Effective and contemporary curriculum design requires examination of the components of clinical placement that influence graduates and their learning, particularly important at a time when access to the clinical placement setting Is becoming increasingly difficult. This paper should stimulate nurse researchers to consider the potential for QCA and case study in addressing many of the complex questions that lend themselves to research designs with small numbers of participants. Conclusion This paper will be of interest to nurse researchers looking for innovative approaches to data analysis and educators responsible for curriculum design and the delivery of clinical placement experience. Implications for practice A greater understanding of the role of clinical placement experiences in the education of nurses has direct implications for the provision of better health care. [ABSTRACT FROM AUTHOR]

Background Flexible training options are sought by an increasing number of Australasian surgical trainees. Reasons include increased participation of women in the surgical workforce, postgraduate training and changing attitudes to family responsibilities. Despite endorsement of flexible training by the Royal Australasian College of Surgeons and Board in General Surgery, part-time ( PT) training in General Surgery in Australia and New Zealand is not well established. A permanent 'stand-alone' PT training position was established at the Royal Adelaide Hospital in 2007 under the Surgical Education and Training Program. This position offered 12 months of General Surgical training on a 0.5 full-time (FT) equivalent basis with pro rata emergency and on-call commitments and was accredited for 6 months of General Surgical training. This paper reviews the PT training experience in South Australia. Methods De-identified logbook data were obtained from the South Australian Regional Subcommittee of the Board in General Surgery with consent of each of the trainees. Totals of operative cases were compared against matched FT trainees working on the same unit. Results Overall, PT trainees achieved comparable operative caseloads compared with their FT colleagues. All trainees included in this review have subsequently passed the Royal Australasian College of Surgeons Fellowship Examination in General Surgery and returned to FT workforce positions. Conclusion This paper presents two validated models of PT training. Training, resource and regulatory requirements and individual and institutional barriers to flexible training are substantial. Successful PT models offer positive and beneficial training alternatives for General Surgical trainees and contribute to workforce flexibility. [ABSTRACT FROM AUTHOR]

Despite decades of concern about reducing health inequity, the Commission on the Social Determinants of Health (CSDH) painted a picture of persistent and, in some cases, increasing health inequity. It also made a call for increased evaluation of interventions that might reduce inequities. This paper describes such an intervention—the Social Inclusion Initiative (SII) of the South Australian Government—that was documented for the Social Exclusion Knowledge Network of the CSDH. This initiative is designed to increase social inclusion by addressing key determinants of health inequity—in the study period these were education, homelessness and drug use. Our paper examines evidence from a rapid appraisal to determine whether a social inclusion initiative is a useful aspect of government action to reduce health inequity. It describes achievements in each specific area and the ways they can be expected to affect health equity. Our study highlighted four factors central to the successes achieved by the SII. These were the independent authority and influence of the leadership of the SII, the whole of government approach supported by an overarching strategic plan which sets clear goals for government and the clear and unambiguous support from the highest level of government. We conclude that a social inclusion approach can be valuable in the quest to reduce inequities and that further research on innovative social policy approaches is required to examine their likely impact on health equity. [ABSTRACT FROM AUTHOR]

Abstract This paper reports on a unique practice based learning model to prepare undergraduate nursing students for clinical placement. The learning and teaching model described in this paper outlines the establishment of an entire on-campus simulated hospital and health service (SHHS) at the University of South Australia, School of Nursing and Midwifery. The model is pedagogically structured to immerse students in an authentic clinical environment to achieve deep learning in preparation for safe practice. A quality improvement cycle was used to evaluate the outcomes of the model in two phases: Phase 1: Purposive sampling of first and second year Bachelor of Nursing students from 2012 to 2015 who were surveyed about their satisfaction with the model of learning. Bachelor of Nursing students were invited to complete a survey about their experience with the teaching and learning model employed in the SHHS in response to the question, 'What aspects of the SHHS are the most important to your success?' Phase 2: External clinical stakeholders working with nursing students in clinical placements were asked to respond to questions about the preparedness of students educated in this model to transition to employment. The evaluation showed that the SHHS model positively influenced students' satisfaction and confidence and increased the perception of clinicians of the work readiness of students. Highlights • Authentic on-campus simulated hospital and health service develops nursing students' professional and practical skills. • Clinical staff report enhanced preparedness of nursing students for clinical placement. • Students report high satisfaction with staff support within the authentic teaching and learning model. [ABSTRACT FROM AUTHOR]

The aim of this paper is to review issues related to early intervention in mental health among adolescent students, and to specifically evaluate a school-based, early intervention program, which sought to address issues of mental health among students in a rural community in southern Australia. The early intervention program began in 2004 as school counsellors and local health professionals sought to address the difficulties rural secondary school students encountered in accessing support services. The paper seeks to explore the effectiveness of this school-based, early intervention for students, in decreasing the level of crises among students or the seriousness of associated outcomes to mental health issues, including dis-engagement from formal education. [ABSTRACT FROM AUTHOR]

Objective: This paper explores novel training opportunities that the Expanded Setting Training Program (ESTP) provides for advanced psychiatry trainees. It is a reflection of a trainee's learning experiences during a year-long posting in Aboriginal Perinatal Mental Health, working alongside the Aboriginal Family Birthing Program, coupled with reflection and supervision., Conclusions: ESTP provided a fertile area to hone an advanced trainee's skills in the niche areas of Aboriginal mental health, perinatal mental health, culture and psychiatry. In addition, it provided skills in the area of leadership, health advocacy and the establishment and maintenance of successful programs in disadvantaged, culturally and linguistically diverse communities. The ESTP Aboriginal Mental Health rotation provides a unique experience for training, and the learning opportunities are limited only by the creativity of the trainee and supervisor., (© The Royal Australian and New Zealand College of Psychiatrists 2015.)

This article focuses on the recent introduction by the Australian government of standardised literacy testing, and raises questions about the impact of this reform on the professional ethics of English literacy teachers in primary and secondary schools. We draw on data collected as part of a major research project, involving interviews with teachers about their experiences of implementing standardised testing in Victoria and South Australia that focused on the changing nature of their work practices through the implementation of such tests. The paper traces the ways in which teachers' work is increasingly being mediated by standardised literacy testing to show how these teachers struggle with the tensions between state-wide mandates and a sense of responsibility towards their students. Through an analysis of research data collected in public schools, the paper challenges circumscribed understandings of ethical practice on the part of teachers as a matter of being publicly accountable through mechanisms like the publication of standardised test results. It invokes, instead, a situated notion of professional ethics as responsiveness to those around us. The paper argues the primacy of an ethic of care that cannot be measured, and which is enacted in resistance to the judgments made by standardised tests. [ABSTRACT FROM AUTHOR]

This paper addresses the roles of Irish Catholic female religious institutes for teachers in the context of the recent debates about education and empire. Nineteenth century colonial South Australia provides an opportunity to examine such institutes, for example the Irish Dominicans from Cabra Dublin, the Irish Mercy Institute from Baggot Street, Dublin, and to a much lesser extent, the English Dominicans from Stone in England. The discussion canvasses the notion of the role of these religious teachers within three empires: the British Empire, the Irish church acting as a ‘Second Empire’, and within a third empire, the ‘Woman's Empire’. Key aspects in examining the flow or transference of education by these Sisters in a colonial setting, lie in their own histories, their spiritual focus, the schools they established for their students, and the curriculum they adopted in the social and geographic environments in which they found themselves. [ABSTRACT FROM PUBLISHER]

The history of the planning profession in South Australia (SA) is linked indelibly to Gavin Walkley (1911–2006), as are the origins of planning and design tertiary education in SA. Walkley was instrumental in establishing these tertiary education programmes and also in laying the foundations for the present day University of South Australia programme, the sole undergraduate programme in the state. This paper reviews the role and contribution that Walkley played in constructing and developing planning education and his associated activities that enabled and supported the maturation of the planning profession in the state. [ABSTRACT FROM AUTHOR]

In 2003 a campaign took place against a new model of sex education in South Australia. This campaign, organized primarily by Christian Right1 groups, included community forums, a letter-writing campaign, extensive media coverage and a parliamentary debate. This paper analyses the language, arguments and strategies used by those who opposed the programme and explores some of the challenges in responding to this in a way that destabilizes the 'family values' discourse rather than reinforcing it through entrenching predictable binary positions. While this debate did not result in the withdrawal of the programme, it provides an important insight into the emergence of a more active Christian Right in Australia and signals that the gains made to implement comprehensive sex education should not be taken for granted. It also reveals the influence of the US Christian Right where similar language and arguments have shaped their government's conservative abstinence approach to sex education. [ABSTRACT FROM AUTHOR]

This paper considers some of the current knowledge about our understanding of and provision for early childhood internationally. It looks at its relative importance, offers a short overview of research and terminology, outlines a global perspective (the big picture) and provides a brief summary of the current South Australian policy and position. [ABSTRACT FROM AUTHOR]

This paper describes a research methodology, combining qualitative and quantitative tools, which has been used to investigate patterns of illicit amphetamine use and associated hazards and harms in both urban and rural areas in South Australia. The Rapid Assessment Methodology (RAM) used in this research involved extensive consultation with key informants, an analysis of pre-existing quantitative data (indicator data), a survey of current amphetamine users and focus group discussions with amphetamine users and clinicians, carried out within a 4-month period using minimal staff. The results have been used to inform the development of an intervention programme to respond to hazardous and harmful use of amphetamines. An overview of RAM, and a detailed description and discussion of the model used in the South Australian study, are provided. [ABSTRACT FROM AUTHOR]

During cultural transition, refugee-background youth in Australia must navigate adolescence and the demands of cultural transition and adaptation, including educational and employment decisions. Using a qualitative methodology we report on a study exploring the influence of family – including parents, siblings and extended family members – on youth aspirations and decision-making regarding education and employment pathways. Based on interviews with 79 participants (46 refugee-background youth aged 15–26 years and 33 parents or caregivers) residing in regional and metropolitan South Australia, we find that although there were some tensions between youth and family expectations, motivations, identities, and acculturation in resettlement, there were also mutual support strategies that strengthened family relationships and supported youth aspirations. We note four key themes: 'motivating and supporting' or how families supported youth to select their future education and employment pathways; 'Independence versus influence' or to what extent families influenced youth decision-making; 'clash of expectations' between parents and youth expectations; and 'family responsibilities' that interfered with youth aspirations. Implications of study findings for future research, policy, and practice are discussed. [ABSTRACT FROM AUTHOR]

Team-Based Learning (TBL) can be associated with administrative processes that are labour intensive. A commercially-available online system offered an opportunity to reduce this burden. The aims of this study were to test the feasibility of integrating digital TBL into health curricula, and to explore the experiences and perspectives of students and educators participating in digital TBL. A prospective mixed methods design was used to survey postgraduate nursing and optometry students (n = 162), and educators (n = 8) at an Australian university. Student and educator perceptions of digital TBL collected were: usability (System Usability Scale); level of student engagement (Student Self-Report of Engagement); and user satisfaction post-participation in digital TBL (Post-Study System Usability Questionnaire). Mean Student Self-Report of Engagement Scores reflected high student engagement with significantly higher levels of engagement reported for digital (x ‾ =4.16, SD = 0.199) over paper-based (x ‾ =3.97, SD = 0.267) TBL (p = 0.001). System Usability Scores revealed students (during: x ‾ = 72.35, SD = 15.70; post: x ‾ = 74.02, SD = 14.00) and educators (x ‾ =75.0, SD = 15.12) perceived usability of digital TBL to be above average for systems on this scale. Students (x ‾ =2.40, SD = 0.19) and educators (x ‾ =2.36, SD = 0.80) were highly satisfied with digital TBL (Post-Study System Usability Questionnaire). High satisfaction and engagement outcomes suggest digital TBL is feasible, efficient, engaging and well accepted by stakeholders. • Digital TBL systems promise improved efficiency during Team-Based Learning delivery. • When implemented, these systems are well accepted by both students and staff. • Crucially, student engagement increases with digital TBL over paper-based methods. • Digital TBL is a highly feasible replacement for traditional TBL delivery methods. [ABSTRACT FROM AUTHOR]

The article offers information on the educational scenario in South Australia. It states that the South Australian Secondary Principals' Association (SASPA) has been contracted by our education department to undertake a project relating to adolescent numeracy. It mentions that while mathematics teachers play an important role in students' development of numeracy, the explicit teaching of numeracy requirements is the responsibility of all teachers.

Abstract: Professor Ludwik Finkelstein was a generous person. He provided much support and help for many in the academic measurement discipline, including throughout the Australian based career of Dr. Peter Sydenham. The bond was similar interest in advancing the measurement discipline. As a means of recording his assistance to people this account is given of the major events in which Ludwik assisted Dr. Sydenham. These include Peter’s first introduction to the word of engineering professionalism, to the IMEKO organisation and to setting up several Australian based IMEKO sponsored events. Later he visited Peter’s research group in Adelaide, Australia to carry out an audit as part of its plan for acceptance by the University of South Australia. This account is presented as the final (and non technical) paper of a Special Memorial issue of ‘Measurement’ on the academic life and work of Professor Finkelstein, a man whose contributions made their mark in many ways, including careers. Ludwik has passed from this world but he is not forgotten. [Copyright &y& Elsevier]

High-stakes literacy testing is now a ubiquitous educational phenomenon. However, it remains a relatively recent phenomenon in Australia. Hence it is possible to study the ways in which such tests are reorganising educators' work during this period of change. This paper draws upon Dorothy Smith's Institutional Ethnography and critical policy analysis to consider this problem and reports on interview data from teachers and the principal in small rural school in a poor area of South Australia. In this context high-stakes testing and the associated diagnostic school review unleashes a chain of actions within the school which ultimately results in educators doubting their professional judgments, increasing the investment in testing, narrowing their teaching of literacy and purchasing levelled reading schemes. The effects of high-stakes testing in disadvantaged schools are identified and discussed. [ABSTRACT FROM AUTHOR]

In the past decade Australian immigration policy has emphasised settlement of refugees/humanitarian entrants in rural and regional locations, in preference to metropolitan areas. The settlement outcomes of a case study of African humanitarian entrants of South Sudanese background in Murray Bridge, a regional centre in South Australia, are examined. These participants were self-settled secondary movers from metropolitan Adelaide. The factors which attracted them were centred on employment. Settlement outcomes for Murray Bridge respondents were better than their urban counterparts, in terms of both housing and employment outcomes. However, some later left Murray Bridge because of a lack of opportunities for tertiary education. The results highlight issues of sustainability of settlement and retention, in regional centres in Australia, and of the fluidity of attraction and retention factors and therefore settlement in regional centres. [ABSTRACT FROM AUTHOR]

This article is drawn from a study of curriculum policy thinking and agendas in Australia over the past four decades, and sets out to describe and discuss some particular emphases and agendas in South Australia at that over- arching curriculum policy level. It argues that, although significant changes are apparent over that time, in South Australia there has been also an evident continuity of perspective that persists through a number of different iterations of policy and national agenda, and that also explains something of the path curriculum policy has taken. The paper identifies three ongoing concerns: a prioritising of social justice; a focus on the individual student and his or her development; and a quest for a commonality of curriculum provision with an alternative to academic subjects as its core foundation. Over the period studied, an important aspect of the quest for commonality is a move away from a conception of the secondary curriculum as primarily being about students acquiring content knowledge to one of students being able to manage procedural knowledge and act in particular ways. [ABSTRACT FROM AUTHOR]

The discussion in this paper is based on the assumption that international education is equated to recruiting and educating international students, even though its true concept goes far beyond this narrow understanding. The purpose of this research is to look at the key factors that influence recruiting young Chinese students, and make sure all who work in this field understand how their business will achieve success. This is done through an analysis of the Chinese education system, the history of young Chinese students studying abroad, China's economic outlook, the Australian and Chinese governments' attitudes and international education policies, and the expectations of the students and their families. The article concludes with some constructive recommendations and suggestions. [ABSTRACT FROM AUTHOR]

The South Australia Department for Education employs approximately 30,000 people (40.2% outside the major city, Adelaide). This study conducted a cost-benefit analysis of its employee assistance program from the Department's perspective, focusing on remoteness. The employee assistance program utilization rate outside the major city was 13% below that in the major city. Based on improved absenteeism and presenteeism, measured fiscal benefits per user (1,365.79 Australian dollars [AUD] or 1,021.48 US dollars [USD]) were 3.34 times the costs (409.27 AUD or 306.09 USD), indicating a highly favorable return. Our sensitivity analysis found that if the increase in student lifetime earnings, worth about 76,000 AUD (57,000 USD) yearly, had been included, it would have increased the total benefits by 5.3% and raised the benefit-cost ratio to 3.51. Although telephone sessions were available, the average number of sessions per participant was 49% higher for the in-person only modality (2.82) compared to the telephone-only modality (1.89). This apparent preference for in-person sessions indicates a challenge for regional and remote areas, where access is difficult. The study recommends proactive measures to increase utilization outside its major city. [ABSTRACT FROM AUTHOR]

Objective: High levels of burnout, stress, and distress are reported in trainee psychologists. This study aimed to investigate the effectiveness, acceptability, and feasibility of an 8‐week dialectical behaviour therapy (DBT) skills training group for reducing study burnout and psychological distress and increasing study engagement and wellbeing. Method: Seventeen psychology trainees (16 females; age: M = 31.53; SD = 6.60; range 23–51) took part in the DBT skills training group. Intervention change scores were compared with a non‐randomised control group (n = 57; 53 females; age: M = 30.84; SD = 6.37, range 24–52). Outcome variables included burnout, psychological distress, study demands, engagement, emotional stability, psychological flexibility, and mindfulness. Results: Change scores for the intervention group were significantly higher than those for the control group, and changes were largely maintained at 6‐month follow up. Quantitative and qualitative analysis suggested that the group was well received by participants. Conclusions: Preliminary support was found for the effectiveness, acceptability, and feasibility of the DBT skills training group for psychology trainees in reducing burnout and psychological distress and increasing engagement, psychological flexibility, emotional stability, and mindfulness. More research into burnout and distress reduction in psychology trainees is needed to determine effective and efficacious interventions. [ABSTRACT FROM AUTHOR]

Problem There is a lack of access to simulation-based education ( SBE) for professional entry students ( PES) and health professionals at rural and remote locations. Design A descriptive study. Setting Health and education facilities in regional South Australia and south-west Victoria. Key measures for improvement Number of training recipients who participated in SBE;, geographical distribution and locations where SBE was delivered;, number of rural clinical educators providing SBE., Strategies for change A distributed model to deliver SBE in rural and remote locations in collaboration with local health and community services, education providers and the general public. Face-to-face meetings with health services and education providers identified gaps in locally delivered clinical skills training and availability of simulation resources. Clinical leadership, professional development and community of practice strategies were implemented to enhance capacity of rural clinical educators to deliver SBE. Effects of change The number of SBE participants and training hours delivered exceeded targets. The distributed model enabled access to regular, localised training for PES and health professionals, minimising travel and staff backfill costs incurred when attending regional centres. The skills acquired by local educators remain in rural areas to support future training. Lessons learnt The distributed collaborative model substantially increased access to clinical skills training for PES and health professionals in rural and remote locations. Developing the teaching skills of rural clinicians optimised the use of simulation resources. Consequently, health services were able to provide students with flexible and realistic learning opportunities in clinical procedures, communication techniques and teamwork skills. [ABSTRACT FROM AUTHOR]

Purpose: To investigate if sociodemographic characteristics increase the adverse effects of cardiovascular diseases (CVD) and cardiometabolic risk factors (CMRF) on health-related quality of life (HRQoL).Methods: Cross-sectional, face-to-face survey investigating 2379 adults living in South Australia in 2015 (57.1 ± 14 years; 51.7% females). Questions included diagnosis of CMRF (obesity, diabetes, hypertension, dyslipidaemia) and CVD. Physical and mental HRQoL were assessed using the SF-12v1 questionnaire. Multiple linear regression models including confounders (sociodemographic, lifestyle, use of preventive medication) and interaction terms between sociodemographic variables and cardiometabolic conditions were used in adjusted analysis.Results: The prevalence of CMRF (one or more) was 54.6% and CVD was 13.0%. The physical HRQoL reduced from 50.8 (95%CI 50.2-51.4) in healthy individuals to 45.1 (95%CI 44.4-45.9) and 39.1 (95%CI 37.7-40.5) among those with CMRF and CVD, respectively. Adjustment for sociodemographic variables reduced these differences in 33%, remaining stable after controlling for lifestyle and use of preventive medications (p < 0.001). Differences in physical HRQoL according to cardiometabolic conditions were twice as high among those with lower educational level, or if they were not working. Among unemployed, having a CMRF or a CVD had the same impact on the physical HRQoL (9.7 lower score than healthy individuals). The inverse association between cardiometabolic conditions and mental HRQoL was subtle (p = 0.030), with no evidence of disparities due to sociodemographic variables.Conclusions: A lower educational level and unemployment increase the adverse effects of cardiometabolic conditions on the physical HRQoL. Targeted interventions for reducing CMRF and/or CVD in these groups are necessary to improve HRQoL. [ABSTRACT FROM AUTHOR]

Understanding the processes and the factors influencing intersectoral collaboration is vital for the ongoing success of programmes that rely on effective partnerships between sectors, such as the school-based immunization programme, the school dental health programme and health promotion interventions delivered in school settings. We studied school-based health programmes delivered by partnerships between health, education and the local government sectors. We used purposive sampling to identify 19 people working in school-based health programmes and interviewed them about the barriers and enablers of successful collaboration. Data were analysed thematically. We found that collaboration between complex systems was a skilled endeavour which relied on a strong foundation of communication and interpersonal professional relationships. Understanding the core business, operational context and intersectoral point-of-view of collaborative partners was important both for establishing good intersectoral programmes and sustaining them as contexts and personnel changed. Aligning divergent sectoral agendas early in the collaborative processwas essential for ensuring that all partners could meet their core business needs while also delivering the programme outcomes. [ABSTRACT FROM AUTHOR]

Objective To describe and evaluate a programme where medical students designed and implemented Indigenous health placements for students with an interest in rural/Indigenous health. Design, setting and participants In 2011, a student-led programme at the University of Adelaide was set up to give medical students the opportunity to undertake outreach trips and clinical placements in remote Indigenous communities. Twenty-four medical students attended trips to remote communities between 2012 and 2014. Here we evaluate our programme using a single-arm experimental design. Main outcome measures Responses to questionnaire items before and after attending an outreach placement, scored on 6-point Likert scales. Results Following their remote Indigenous health placement, participants expressed a significantly higher mean likelihood of working in an Indigenous community in the future (3.17 (2.69-3.64) versus 4.00 (3.65-4.35); P < 0.007). Furthermore, after their placement participants felt better prepared to work in Indigenous communities (mean 1.79 (1.44-2.14) versus 3.21 (2.88-3.54); P < 0.001). Conclusions A placement programme initiated and run by medical students can provide meaningful exposure to Indigenous health. Implementation of this student-led model in other medical schools may encourage nationwide development of the Indigenous health workforce. [ABSTRACT FROM AUTHOR]

Background: In 2011, more than half of the patients with stroke in Australian hospitals were not assessed for the need for rehabilitation. Further, there were no recommended criteria to guide rehabilitation assessment decisions. Subsequently, a decision-making tool called the Assessment for Rehabilitation Tool (ART) was developed. The ART was designed to assist Australian hospital clinicians to identify the rehabilitation needs of patients with stroke using evidence-based criteria. The ART was released and made freely available for use in 2012. This study evaluated the effectiveness of an education-only intervention (1 onsite education session and distribution of the ART) and a multifaceted intervention (2 or more onsite education sessions, distribution of the ART, audit and feedback, barrier identification, site-specific strategy development, promotion of interdisciplinary teamwork, opinion leaders and reminders) for improving assessments of rehabilitation needs after stroke.Methods: Ten hospitals in 2 states of Australia were randomly assigned to an education-only or a multifaceted intervention. Medical records were audited by assessors blinded to group allocation before and after the implementation period. Difference in the proportion of patients assessed for rehabilitation before and after the intervention was analysed using mixed-effects logistic regression analysis, with time period as the dependent variable, an interaction between intervention type and time included to test for differences between the interventions, and hospital included as the random effect to account for patient clustering.Results: Data from 586 patients (284 pre-intervention; 302 post-intervention; age 76 years, 59 % male) showed that the multifaceted intervention was not more effective than education-only in improving the proportion of patients whose rehabilitation needs were assessed (reference category education-only; odds ratio 1.29, 95 % confidence interval 0.63-2.67, p = 0.483). Post-intervention, the odds of a patient's rehabilitation needs being assessed was 3.69 times greater than pre-intervention (95 % confidence interval 2.57-5.30, p < 0.001). Evidence-based criteria were not consistently used when patients were deemed to have no rehabilitation needs.Conclusions: A multifaceted intervention was not more effective than education-only in improving the assessment of rehabilitation needs of patients with stroke. Further interventions are required to ensure that all patients are assessed for the need for rehabilitation using evidence-based criteria.Trial Registration: ANZCTR (Australian New Zealand Clinical Trials Registry), ACTRN12616000340437. [ABSTRACT FROM AUTHOR]

Aims and objectives To examine the literature reporting the experiences and perceptions of registered nurses who supervise international nursing students in the clinical and classroom setting. Background Nursing education relies on clinical experts to supervise students during classroom and clinical education, and the quality of that supervision has a significant impact on student development and learning. Global migration and internationalisation of nursing education have led to increasing numbers of registered nurses supervising international nursing students. However, a paucity of relevant literature limits our understanding of these experiences. Design An integrative literature review. Methods Comprehensive database searches of CINAHL, Informit, PubMed, Journals@Ovid, Findit@flinders and Medline were undertaken. Screening of 179 articles resulted in 10 included for review. Appraisal and analysis using Whittemore and Knafl's ( Journal of Advanced Nursing, 52, 2005, 546) five stage integrative review recommendations was undertaken. Results This review highlighted some unique challenges for registered nurses supervising international nursing students. Identified issues were, a heightened sense of responsibility, additional pastoral care challenges, considerable time investments, communication challenges and cultural differences between teaching and learning styles. Conclusion It is possible that these unique challenges could be minimised by implementing role preparation programmes specific to international nursing student supervision. Further research is needed to provide an in-depth exploration of current levels of preparation and support to make recommendations for future practice, education and policy development. Relevance to clinical practice An awareness of the specific cultural learning needs of international nursing students is an important first step to the provision of culturally competent supervision for this cohort of students. There is an urgent need for education and role preparation for all registered nurses supervising international nursing students, along with adequate recognition of the additional time required to effectively supervise these students. [ABSTRACT FROM AUTHOR]

Aims and Objectives. To measure the impact of an undergraduate research education program on the attitude, skill and uptake of evidence-based practice among undergraduate student nurses. Background. The contribution of evidence-based practice to clinical decision-making, quality of care and patient outcomes is well-documented. One approach to improving evidence-based practice uptake in clinical practice is through the provision of undergraduate research education; notwithstanding, the impact of research training on nursing practice is poorly established. Design. Descriptive longitudinal survey. Methods. Three hundred and fifty four third-year nursing students enrolled in a Bachelor of Nursing program of a large Australian University were invited. Pre-(Phase 1) and post-completion (Phase 2) of a 16-week research education program, participants were asked to complete the Evidence-Based Practice Attitude and Utilization Survey; an 82-item online questionnaire measuring attitudes, skills and use of evidence-based practice, and barriers and facilitators of evidence-based practice uptake. Results. The survey was completed by 84 (24%) participants in Phase 1 and 33 (39% of Phase 1) participants in Phase 2. Program exposure resulted in a significant improvement in median skill and use subscores, but not median attitude subscore. Participants perceived inadequate skills in the interpretation, appraisal and application of research findings to clinical practice as being less of a barrier to evidence-based practice uptake posteducation, and access to online critical appraisal tools as being significantly more useful in facilitating evidence-based practice uptake posteducation. Conclusions. The findings suggest that undergraduate research education may have a significant effect on nursing students' research skills and use of evidence-based practice, and minimise barriers to evidence-based practice uptake posteducation. Relevance to clinical practice. Undergraduate research education may play an important role in improving student nurse uptake of evidence-based practice; whether these changes can be sustained when transitioning from student nurse to registered nurse is a question for further research. [ABSTRACT FROM AUTHOR]

Objectives. We investigated ethical issues in school-based immunization programs for adolescents and how they are addressed. Methods. We used qualitative methods and an ethnographic approach to observe 9 secondary schools on immunization days in South Australia in 2011; concurrently, we conducted 9 focus groups with female secondary school students, 6 semistructured interviews with parents, and 10 interviews with nurses and teachers. We explored ethical challenges from the perspective of these groups. Results. We identified ethical challenges for the delivery of adolescent immunization in a school-based setting in 3 main areas: informed consent, restrictions on privacy, and harm to students in the form of fear and anxiety. Conclusions. We found areas in which the design and delivery of school-based immunization programs can be improved. Information about immunization should be provided in ways that are appropriate to young people and their parents, and privacy protections should be enhanced when possible. Involving young people in the design and delivery of programs would assist with making these improvements. [ABSTRACT FROM AUTHOR]

Sellicks Beach, located on the eastern shore of Gulf St Vincent, South Australia, is subject to wave-dominated processes and northward longshore transport. During winter, when wave energy is typically vigorous, gravel deposits are exposed across most of the beach, and three step-like berms are well developed. Sand is restricted to a narrow strip that is exposed only at low tide. In contrast, during summer, when wave energy is generally moderate to low, much of the gravel is covered by a thin veneer of sand and only the high berm, on the landward edge of the beach, remains as an obvious feature. Steeply dipping Neoproterozoic to Cambrian strata that outcrop strongly across Sellicks Hill are the original source rocks for the beach gravel; distinctive sedimentary textures, structures and fossils in the cobble-size clasts can be confidently matched with those of the provenance rocks. Much of the sediment entered the modern beach environment as a consequence of coastal erosion of transitional alluvial fan sediments. The oldest alluvial fan sediments are of late Pliocene to earliest Pleistocene age. Mount Terrible Gully provides a conduit for the input of fluvial sediment at the mouth of Cactus Canyon, where clasts as large as boulders accumulate across the beach. Sellicks Beach gravels are subject to longshore transport northwards. Relatively softer clasts, such as those derived from the Heatherdale Shale, are rare beyond Cactus Canyon. In contrast, quartzite clasts are more abundant towards the north. This lithological differentiation is attributed to preferential survivorship of clasts that are physically harder and chemically less reactive. The change in the shapes of clasts northwards, from predominately shingle-like ‘very platy’ and ‘very bladed’ at Cactus Canyon, to more ‘compact’ towards the boat ramp, is in accord with the more massive fabric of the surviving quartzite clasts. At Sellicks Beach, preservation of uplifted, coarse gravels, with entire and comminuted marine molluscan shells, of last interglacial age, provides evidence of neotectonism. At the landward margin of the beach, imbricated gravels in which pore spaces have been infilled with mud, and which show no evidence of modern coastal erosion, may provide evidence of continuing uplift during the recent Holocene. The geological setting, geomorphic framework and modern sedimentary regime at Sellicks Beach combine to provide an exceptionally useful outdoor laboratory for education in field geology. [ABSTRACT FROM AUTHOR]

Objective To determine the use of pharmacologic analgesia during childbirth when antenatal hypnosis is added to standard care. Design Randomised controlled clinical trial, conducted from December 2005 to December 2010. Setting The largest tertiary referral centre for maternity care in South Australia. Population A cohort of 448 women at >34 weeks of gestation, with a singleton pregnancy and cephalic presentation, planning a vaginal birth. Exclusions were: the need for an interpreter; pre-existing pain; psychiatric illness; younger than 18 years; and previous experience of hypnosis for childbirth. Methods All participants received usual care. The group of women termed Hypnosis + CD (hypnotherapist guided) were offered three antenatal live hypnosis sessions plus each session's corresponding audio CD for further practise, as well as a final fourth CD to listen to during labour. The group of women termed CD only (nurse administered) were played the same antenatal hypnosis CDs as group 1, but did not receive live hypnosis training. The control group participants were given no additional intervention or CDs. Main outcome measure Use of pharmacological analgesia during labour and childbirth. Results No difference in the use of pharmacological analgesia during labour and childbirth was found comparing hypnosis + CD with control (81.2 versus 76.2%; relative risk, RR 1.07; 95% confidence interval, 95% CI 0.95-1.20), or comparing CD only with control (76.9 versus 76.2%, RR 1.01, 95% CI 0.89-1.15). Conclusions Antenatal group hypnosis using the Hypnosis Antenatal Training for Childbirth ( HATCh) intervention in late pregnancy does not reduce the use of pharmacological analgesia during labour and childbirth. [ABSTRACT FROM AUTHOR]

The article discusses a 3-phase study which developed, implemented and evaluated an education program supporting a palliative approach to motor neurone disease (MND) care. Educational workshops were held as a part of the study for the health professionals. Most attending individuals were nurses from the aged care and palliative care sectors. It improved MND knowledge, palliative care knowledge and enhanced communication, psychosocial care and symptom management between patients and caregivers.

This presentation provides an overview of how Brainwave, the SA Water learning program for schools has been designed in partnership with the South Australian Department of Education and Children Services (DECS) to meet the learning needs of a range of students and teachers. This partnership confirmed in a joint memorandum of understanding commits financial and in kind support to water education in South Australia. Functional components include a purpose built Learning Centre which was opened in 2009 and many of the programmed events take place in this centrally located facility. The partnership also supports a reference group which informs the direction and development of range of programs for foundation to Year 12 students and teachers. The SA Water Brainwave is a comprehensive, diverse program supported by quality teacher resources. Programs are presented in a variety of ways including using the performing arts, online, science labs, workshops, tours, school visits and professional learning for teachers. The program is given quality and credibility due to the depth of understanding of curriculum design and pedagogy by employing a consulting teacher seconded from DECS. The program for students and teachers provides a range of activities and events to enable learners to have exposure to key water education learning outcomes. Throughout the year a range of curriculum based experiences are delivered allowing educators to mix and match the Learning Centre activities with their own classroom programs. The consulting teacher provides learning ideas, materials, and resources and acts as a specialist educational consultant for SA Water. Using the Wiggins and McTighe (2004) model of backwards curriculum design and the Australian Curriculum as a guide to planning, individual programs are designed to provide specific experiences which engage learners with key water literacy ideas. The partnership with DECS ensures current learning research and cutting edge pedagogy can not only be utilised in the learning programs but suggested for teachers to use as follow up or preparatory activities within the regular classroom. The result is a comprehensive teaching and learning program which can be tailored to suit every school and a variety of contexts. [ABSTRACT FROM AUTHOR]

Background: The work hours of junior doctors have been in the spotlight since the mid-1980s. Rostering and the structure of surgical units aim to balance quality and continuity of patient care with reasonable working hours. Methods: Actual hours worked during two 12-week surgical registrar rosters were compared. Compliance of each roster with fatigue recommendations was assessed with Fatigue Audit InterDyne (FAID, InterDynamics Pty Ltd, Adelaide, Australia) software. Workload was determined from an electronic prospective surgical audit. Impact of the roster change was discussed with consultants and registrars. The traditional roster started on 16 July 2007 and the fatigue-friendly roster on 14 July 2008. Results: The total number of hours worked reduced by 11% (from 5085.17 h in 2007 to 4530.85 h in 2008). Fatigue was eliminated (from 133.25 h in 2007 to 0 h in 2008). Over the 12-month period, the operative workload for the Department of General Surgery increased by 18%. FAID compliance improved from 67.3 to 91.2%. Consultant and registrar satisfaction with the new roster was high. Conclusions: Safe working hours have been achieved for surgical registrars by restructuring the surgical units and implementing a new on-call rota without a perceived effect on patient care. [ABSTRACT FROM AUTHOR]

Background/aim: The qualitative research reported here investigated the perceptions of primary school teachers regarding the usefulness of occupational therapy reports from the Flinders Medical Centre. The reports included either recommendations alone or in conjunction with written programs for the students. Methods: This qualitative descriptive study employed in-depth semistructured interviews to gather the perspectives of four school teachers from primary schools in the southern suburbs of Adelaide. The interviews were audiotaped, transcribed, and analysed using a thematic inductive approach. Results: Four themes emerged from the data in relation to teachers’ perceptions of the reports: (i) Understandable but not always useful; (ii) It's important ... we can't do it all; (iii) We never actually speak; and (iv) It's probably impossible but ... in an ideal world. Conclusions: The research findings provide an insight into the professional relationship between education and health professionals in the presence of minimal collaboration. The participants in this study described the occupational therapy reports as useful but they all wanted a higher level of interaction with therapists. The participants also gave suggestions for improving the current procedure to increase collaboration between health and education professionals. Such improvements could enhance educational outcomes for South Australian children with a disability. [ABSTRACT FROM AUTHOR]

Sewpaul V, Jones D. Global standards for the education and training of the social work profession Int J Soc Welfare 2005: 14: 218 –230© IASSW and IFSW 2005. This is the final document adopted at the IASSW and IFSW General Assemblies in Adelaide, Australia, 2004. However, as the use, implementation and review of the Global Standards is to remain a dynamic process, please send your comments or recommendations to Vishanthie Sewpaul. [ABSTRACT FROM AUTHOR]

A Rural Student Unit was established as a pilot project to trial a model of rural fieldwork placement provision. The Unit aimed to increase the number of student placements available in rural areas and provide undergraduate students with a positive fieldwork experience. The results indicate that the Unit was successful in overcoming some of the barriers to rural fieldwork, for both students and supervisors, and substantially increased the number of students undertaking fieldwork in this area. The results support the further trialling and expansion of the model. [ABSTRACT FROM AUTHOR]

Presents an overview of the Integrated Bridging Program (IBP), a program for international postgraduate students in the University of Adelaide in South Australia. Details of the IBP operation in the Faculty of Engineering; Information on the outcomes of the collaboration in specific instances; Particular strength of the IBP.

An obituary for researcher Christopher Nordin, a pioneer in the field of bone and calcium metabolism, is presented.