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Abstract Background Across the care economy there are major shortages in the health and care workforce, as well as high rates of attrition and ill-defined career pathways. The aim of this study was to evaluate current evidence regarding methods to improve care worker recruitment, retention, safety, and education, for the professional care workforce. Methods A rapid review of comparative interventions designed to recruit, retain, educate and care for the professional workforce in the following sectors: disability, aged care, health, mental health, family and youth services, and early childhood education and care was conducted. Embase and MEDLINE databases were searched, and studies published between January 2015 and November 2022 were included. We used the Quality Assessment tool for Quantitative Studies and the PEDro tools to evaluate study quality. Results 5594 articles were initially screened and after applying the inclusion and exclusion criteria, 30 studies were included in the rapid review. Studies most frequently reported on the professional nursing, medical and allied health workforces. Some studies focused on the single domain of care worker education (n = 11) while most focused on multiple domains that combined education with recruitment strategies, retention strategies or a focus on worker safety. Study quality was comparatively low with a median PEDro score of 5/10, and 77% received a weak rating on the Quality Assessment tool for Quantitative Studies. Four new workforce strategies emerged; early career rural recruitment supports rural retention; workload management is essential for workforce well-being; learning must be contextually relevant; and there is a need to differentiate recruitment, retention, and education strategies for different professional health and care workforce categories as needs vary. Conclusions Given the critical importance of recruiting and retaining a strong health and care workforce, there is an immediate need to develop a cohesive strategy to address workforce shortfalls. This paper presents initial evidence on different interventions to address this need, and to inform care workforce recruitment and retention. Rapid Review registration PROSPERO 2022 CRD42022371721 Available from: https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42022371721

Increasingly, good quality and safe working conditions that promote employee health are expected by stakeholders. The aim of this study is to examine the extent and quality of occupational health and safety (OHS) reporting in the Top 100 companies listed on the Australian Stock Exchange (ASX). Method: Publicly available annual reports from the Top 100 ASX companies were reviewed using a policy scorecard against five dimensions drawn from the Australian Work Health and Safety Strategy 2012–2022. The dimensions were: OHS information, legislation, leadership, work health disorders, prevention and best practice. Results: Mean rank scores of high and low-risk industry sectors were compared. High-risk sectors provided more explicit coverage of OHS information across all five domains in comparison to low-risk sectors (p > 0.05). The Information Technology sector scored the lowest across all five dimensions. Conclusion: Higher quality reporting from those in high-risk sectors may be influenced by stakeholder expectations, as well as industry norms. The current analysis suggests that relying on stakeholders to drive improved reporting may be problematic, as those industries that are perceived to have a low OHS risk profile may not consider the need to provide transparent reporting on their strategies to ensure they are providing good quality working conditions.

This article explores the lived experiences of two academics in a UK Higher Education Institution who have embedded digital learning approaches within their curriculum delivery. Achieving student excellence can be impeded by a lack of engagement and sense of identity on large courses. Digital learning strategies can offer opportunities to overcome these challenges by empowering students to engage self-confidently. Through an evaluation of the authors’ own experiences of using social media, polling and web-conferencing software, the article shows how interacting with students via a range of learning technologies can create more inclusive and engaging learning environments. Including feedback from students within this article provides evidence that diversification of communication within teaching and learning practice gives students more choice and opportunity to interact with both their peers and teaching staff. The article concludes with recommendations for embedding technology, whilst acknowledging the well-established value of face-to-face interaction.

The term at-risk is used by educators and policymakers to describe a wide variety of students who struggle in schools (Kronholz, 2011). Factors associated with labeling students at-risk include minority status, poverty, language difficulties, low school attendance, and poor family support (Re~ Akpo-Sanni, Losike-Sedimo, 2012; Stockard, 2010). For many at-risk students, reading at a proficient level is a primary concern for school leaders and teachers (Allington, 2011; McAlenney & Coyne, 2011), especially with increased accountability including school sanctions for not closing reading achievement gaps (Chappell, Nunnery, Pribesh, & Hager, 2011). Although a plethora of interventions have been proposed to assist at-risk students, requiring students to repeat a grade continues to be used as a threat for students who are not proficient, despite evidence that suggests grade retention is detrimental to students on various outcomes (Battistin & Schizzerotto, 2012; Webley, 2012).

BACKGROUND:Of the 2007 Cystic Fibrosis Transmembrane Conductance Regulator (CFTR) mutations, 202 have been assigned disease liability. California's racially diverse population, along with CFTR sequencing as part of newborn screening model, provides the opportunity to examine the phenotypes of children with uncategorized mutations to help inform disease liability and penetrance. METHODS:We conducted a retrospective cohort study based on children screened from 2007 to 2011 and followed for two to six years. Newborns that screened positive were divided into three genotype groups: those with two CF-causing mutations (CF-C); those with one mutation of varying clinic consequence (VCC); and those with one mutation of unknown disease liability (Unknown). Sweat chloride tests, pancreatic sufficiency status, and Pseudomonas aeruginosa colonization were compared. RESULTS:Children with two CF-causing mutations had a classical CF phenotype, while 5% of VCC (4/78) and 11% of Unknown (27/244) met diagnostic criteria of CF. Children carrying Unknown mutations 2215insG with D836Y, and T1036N had early and classical CF phenotype, while others carrying 1525-42G>A, L320V, L967S, R170H, and 296+28A>G had a benign clinical presentation, suggesting that these are non-CF causing. CONCLUSIONS:While most infants with VCC and Unknown CFTR mutations do not meet diagnostic criteria for CF, a small proportion do. These findings highlight the range of genotypes and phenotypes in the first few years of life following CF newborn screening when CFTR sequencing is performed.

In 2006, the Wyoming state government allocated monies for the Department of Education to fund the work of Instructional Facilitators, or coaches, in schools across the state (Wyoming Department of Education, 2008). In Spring 2009, after the program had been in place for two years, an ex-post facto study was designed to examine the impact of the program on teacher practice. An online survey was used to collect data from classroom teachers throughout Wyoming’s public schools. Teachers answered questions about the extent of their work with Instructional Facilitators, the activities that they worked on with Instructional Facilitators, and the impact of their work with Instructional Facilitators on their practice. Results indicate that while a large number of teachers reported spending a small amount of time working with Instructional Facilitators, a small number of teachers reported spending a great deal of time working with Instructional Facilitators. Although differences by teaching level were apparent, the majority of respondents indicated they wished to continue working with an Instructional Facilitator and that Wyoming is spending its money wisely on the program. Discussion of these findings includes implications for Instructional Facilitator workloads and the need to focus their work on specific outcomes.

The purpose of this study was to examine the gender bias in student ratings of effective teaching. Students in five colleges were invited to rate instructors on three factors: interpersonal characteristics, pedagogical characteristics, and course content characteristics. We analyzed group differences based on student gender, instructor gender, and student level. Ratings of pedagogical characteristics and course content characteristics yielded significant interactions between student gender and instructor gender, but no differences were found among groups on interpersonal characteristics. We concluded that gender bias plays a role in students’ views of effective teaching in terms of how students evaluate pedagogical and content characteristics and that this bias generalizes across student levels.

The term "at-risk" is used by educators and policymakers to describe a wide variety of students who struggle in schools (Kronholz, 2011). Factors associated with labeling students at-risk include minority status, poverty, language difficulties, low school attendance, and poor family support (Reglin, Akpo-Sanni, Losike-Sedimo, 2012; Stockard, 2010). For many at-risk students, reading at a proficient level is a primary concern for school leaders and teachers (Allington, 2011; McAlenney & Coyne, 2011), especially with increased accountability including school sanctions for not closing reading achievement gaps (Chappell, Nunnery, Pribesh, & Hager, 2011). Although a plethora of interventions have been proposed to assist at-risk students, requiring students to repeat a grade continues to be used as a threat for students who are not proficient, despite evidence that suggests grade retention is detrimental to students on various outcomes (Battistin & Schizzerotto, 2012; Webley, 2012).