Search

Background: Understanding the effectiveness of novel models of care in community-based settings is critical to achieving hepatitis C elimination. We conducted an evaluation of a hepatitis C model of care with financial incentives that aimed to improve engagement across the hepatitis C cascade of care at a sexual health service in Cairns, Australia. Methods: Between March 2020 and May 2021, financial incentives were embedded into an established person-centred hepatitis C model of care at Cairns Sexual Health Service. Clients of the Service who self-reported experiences of injecting drugs were offered an AUD 20 cash incentive for hepatitis C testing, treatment initiation, treatment completion, and test for cure. Descriptive statistics were used to describe retention in hepatitis C care in the incentivised model. They were compared to the standard of care offered in the 11 months prior to intervention. Results: A total of 121 clients received financial incentives for hepatitis C testing (antibody or RNA). Twenty-eight clients were hepatitis C RNA positive, of whom 92% (24/28) commenced treatment, 75% (21/28) completed treatment, and 68% (19/28) achieved a sustained virological response (SVR). There were improvements in the proportion of clients diagnosed with hepatitis C who commenced treatment (86% vs. 75%), completed treatment (75% vs. 40%), and achieved SVR (68% vs. 17%) compared to the pre-intervention comparison period. Conclusions: In this study, financial incentives improved engagement and retention in hepatitis C care for people who inject drugs in a model of care that incorporated a person-centred and flexible approach. [ABSTRACT FROM AUTHOR]

The infrastructure deficit, continued population growth and expanding urbanisation at the fringe of cities has been the subject of criticism, however, it remains important to consider how best to address the social, economic, health and environmental issues. This practice review sets out a method for multi-criteria analysis of infrastructure project proposals in outer suburban growth areas, undertaken by an independent team with knowledge of the issues. As a result, it provides insights into how to provide a cost-effective and systematic input into infrastructure prioritisation processes and investment advocacy, and as a result support local government in addressing infrastructure requirements. [ABSTRACT FROM AUTHOR]

Summary: As Indigenous Land and Sea Management has grown in scope and scale, there has been increasing focus on monitoring and evaluation to foster learning, strengthen accountability and report on outcomes. A resurgence in Indigenous governance has led to recognition that Indigenous knowledge, law and governance systems are essential to successful conservation initiatives on Indigenous lands. Indigenous‐led monitoring and evaluation involves Indigenous Peoples exercising control, direction and informed decisions about monitoring and evaluation practices and signals a greater role for Indigenous methodologies alongside participatory approaches and Western sciences. This Article describes the Intercultural Monitoring and Evaluation Project, led by the Arafura Swamp Rangers Aboriginal Corporation in partnership with Bi and Yolŋu Traditional Owners and clans and non‐Indigenous practitioners and researchers. The Intercultural Monitoring and Evaluation Project aimed to co‐produce an Indigenous‐led and Country‐based monitoring and evaluation system for Arafura Swamp Rangers Aboriginal Corporation's Healthy Country Plan. The Intercultural Monitoring and Evaluation Project recognised that the Rangers from the Arafura Swamp Rangers Aboriginal Corporation are accountable within Bi, Yolŋu and Western governance systems and that monitoring and evaluation at Arafura Swamp Rangers Aboriginal Corporation needed to strengthen relationships between all three. The Intercultural Monitoring and Evaluation Project involved: (i) developing understandings of monitoring and evaluation in Bi, Yolŋu and Western knowledge systems, (ii) generating organisational roadmaps, targets and indicators, (iii) developing Bi, Yolŋu and Western monitoring methods, (iv) building a data management system and seasonal monitoring calendar, (v) initiating a monitoring and evaluation committee to inform Arafura Swamp Rangers Aboriginal Corporation's strategic decision‐making and (vi) sharing the story of the project with others. This approach embedded monitoring and evaluation in Indigenous law and governance, oral knowledge traditions and the intergenerational kinship relationships that sustain people and Country, while also connecting to Western adaptive management frameworks. Indigenous‐led approaches can integrate monitoring and evaluation with Indigenous practices of caring for Country, contributing directly to the multiple ecological, cultural and socio‐economic goals of Indigenous Land and Sea Management. [ABSTRACT FROM AUTHOR]

Introduction: Naloxone is a life‐saving medication that reverses opioid overdose; naloxone can be provided on a 'take‐home' basis so naloxone can be administered outside of the health‐care setting. The Overdose Response and Take Home Naloxone (ORTHN) project established a model of care for take‐home naloxone (THN) interventions across alcohol and other drug and harm reduction services in NSW, Australia. This paper evaluates the staff training and credentialing program, and examines staff attitudes and perspectives regarding the provision of THN interventions in these settings. Methods: Staff across seven services were trained through a 'train‐the‐trainer' credentialing model to deliver ORTHN, including naloxone supply. Staff were surveyed regarding their experience, attitudes and knowledge on THN prior to and after training, and after 6 months. At the 6 months follow up, staff were asked about the interventions they provided, barriers and enablers to uptake, and opinions regarding future rollout. Results: A total of 204 staff were trained and credentialed to provide the ORTHN intervention. Most (60%) were nurses, followed by needle syringe program workers and allied health/counsellors (32%). Linear and logistic regression analyses indicated that the training program was associated with significant improvements in staff knowledge and attitudes towards overdose and THN; however, only attitudinal improvements were maintained over time. There were high rates of staff satisfaction with the ORTHN intervention and training. Discussion/Conclusions: The ORTHN program is 'fit for purpose' for broad implementation in these settings. A number of potential barriers (e.g. time, medication and staffing costs) and enablers (e.g. peer engagement, regulatory framework for naloxone supply) in implementing THN interventions were identified. [ABSTRACT FROM AUTHOR]

Purpose: The Mentally Healthy Schools Framework (MHSF), based on the population-wide Act-Belong-Commit mental health promotion campaign, is a whole-school approach primarily targeting student mental health, but it is also intended for staff. This paper presents the results of an impact survey on staff after the implementation of the Framework in a number of schools in Western Australia. Design/methodology/approach: A baseline questionnaire was completed by n = 87 staff at schools that had just signed up to the programme, and a participant questionnaire was completed by n = 146 staff at schools that had been participating for at least 17 months. Findings: The results show that the Framework has had a substantial impact on many staff in terms of increased mental health literacy and taking action to improve their mental health. Originality/value: Mental health interventions in schools generally focus on students' well-being and how to deal with student mental health problems. There are few comprehensive interventions that also include staff well-being. [ABSTRACT FROM AUTHOR]

• Evaluating an Aboriginal-led project requires attention to historical oppression and loss and its ongoing legacy. • Causal Layered Analysis supports an evaluation based on deep historical and social context. • The proposed evaluation strategy for an Indigenous-led project is integrated across all domains of CLA. • Evaluation and interview questions focus on identifying deep context, community priorities and the role of the project. We use ideas from futurist Sohail Inayatullah and others to unpack the layers of a values-driven evaluation, and the potential role for such an evaluation strategy to support Aboriginal people in Australia to gain acknowledgement of the past and to support a desired future. Inayatullah's Causal Layered Analysis (CLA) is used as a way of understanding the deep context of evaluation and the way in which a project might meet community priorities emerging from a dark history and its legacy. We present a proposed evaluation strategy centred around the CLA domains of Narrative, Discourse, Systems and Litany. We then use a case study from remote Australia to illustrate the kinds of community priorities that emerge from this deep context, and suggest that in an environment of complex and evolving relations, rather than measuring the contribution of a particular project to economic opportunity or social change, evaluation may need to focus on the ways in which the project becomes integrated into stories of change and other activities, either as a catalyst, an affirmation of commitment, or as part of an array of connected activities enabling change. [ABSTRACT FROM AUTHOR]

Purpose Mentally Healthy WA developed and implemented the Mentally Healthy Schools Framework in 2010 in response to demand from schools wanting to promote the community-based Act-Belong-Commit mental health promotion message within a school setting. Schools are an important setting for mental health promotion, therefore, the Framework encourages schools to adopt a whole-of-school approach to mental health promotion based on the World Health Organisation’s Health Promoting Schools framework. The paper aims to discuss these issues.Design/methodology/approach A process evaluation was conducted consisting of six-monthly activity reports from 13 participating Western Australian schools. Semi-structured interviews were also conducted with key school contacts in November 2011 with nine schools who had signed partner agreements prior to July 2011.Findings The schools valued promoting the mentally healthy message and the majority felt the programme was implemented successfully. More intensive implementation was facilitated by a proactive and enthusiastic school “champion” who had influence over other staff, and who did not have too many competing priorities. Factors inhibiting implementation included a lack of effective time management, lack of whole school commitment, and evaluation demands.Originality/value Act-Belong-Commit is a positive, proactive message making it easier for teachers to talk about mental health with their students. For schools reporting implementation success, the Mentally Healthy Schools Framework raised the profile of mental health in the school setting and fostered a sense of belonging among students. [ABSTRACT FROM AUTHOR]

Governments in Australia are allocating resources to rural communities to increase their sustainable social, economic and environmental development. One of the projects funded for this purpose was 'The Gippsland Community Building Program', undertaken in three rural communities in Victoria in two stages from 2001-2004. A facilitator was appointed for each community project, and local government developed a model of governance in response to the characteristics and needs of the community. External evaluation of the program was undertaken in two stages over two years and consisted of a document audit, interviews and focus groups. Indicators used in the final evaluation to analyse the impact of each project on its community were 'citizen participation', 'community structure' and 'development instruments'. The governance structures were found to be particularly important, although results from each community project were also affected by the community's characteristics, the project design, and the role of the facilitator. Better project outcomes resulted from transparent governance structures, and consultation with and encouragement of the grassroots community to become actively involved and take responsibility for outcomes with assistance from the facilitator. Governance structures that encouraged inclusive local grassroots ownership of projects were associated with successful community building programs. [ABSTRACT FROM AUTHOR]

A new approach to projects for undergraduate electronic engineering in an Australian university has been applied successfully for over 10 years. This approach has a number of projects running over three year period. Feedback from past graduates and their managers has confirmed that these projects train the students well, giving them the ability and confidence to work independently and collectively in the industrial world. Due to their importance to universities, staff and students alike, together with the potential heavy financial burden on the universities, careful planning has to be undertaken before implementing such projects. This paper presents some detailed suggestions on how such projects should be administered and operated as well as setting out possible criteria to assist supervisors in evaluating the final product from such projects. [ABSTRACT FROM AUTHOR]