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For workers living with a disability, pathways to sustainable employment in the open labour market are inhibited by barriers operating at different structural and societal levels. The culture of Australia's government employment services has applied a 'work-first' approach that emphasises finding people employment rather than supporting the acquisition of skills and education. The net effect of this approach is the preferencing of short-term employment solutions, with a focus on individual behaviour or so-called resilience and an emphasis on personal responsibility instead of addressing structural issues. In this paper, we explore how people with disability can be supported in finding employment through a shared resilience approach offered by a Work Integration Social Enterprise (WISE). We suggest that WISEs can provide the conditions for shared resilience by developing and sustaining networks needed to generate hybrid pathways to work and by role modelling inclusive work conditions in the open labour market. [ABSTRACT FROM AUTHOR]

BACKGROUND: Design for All or Universal Design is a relatively new domain in Ergonomics. With globally ageing populations, it has however recently gained significant interest. OBJECTIVE: This position paper summarizes the outcomes of a workshop held at the virtual 21st Triennial Congress of the International Ergonomics Association. The paper expands the horizon of traditional Ergonomics into a domain where people are differently abled and establishes a platform for the essential needs of future ergonomic standards which are required to inform inclusive design guidelines, or Design for All, extending the range of users. METHODS: The paper includes contributions from Asian, Australian, European and US workshop participants who are accessibility design experts in their respective geographic regions. The paper summarizes issues related to anthropometry in the Design for All, based on recent work in the US (Access board) and actual developments in various national and international accessibility standardization bodies, such as the Standards Australia/Standards New Zealand, the European Standardization Organization (EN 17210:2021; EN 17161:2019) and the International Organization for Standardization (ISO 21542:2021 and BS ISO 7176-5:2008). CONCLUSIONS: The paper concludes that despite the identification of a significant gap in knowledge of the anthropometry of people with disabilities as far back as 1990, work towards bridging the gap and enabling ergonomic standardization has not progressed since then globally. The lack of standardization in anthropometric data on people with a physical disability continues to complicate provision of data for mobility and accessibility design and hampers accessibility standardization efforts. [ABSTRACT FROM AUTHOR]

Background: The global population is ageing rapidly and there is a need for strategies to promote health and wellbeing among older adults. Nutrition knowledge is a key predictor of dietary intake; therefore, effective educational programmes are urgently required to rectify poor dietary patterns. Digital health technologies provide a viable option for delivering nutrition education that is cost‐effective and widely accessible. However, few technologies have been developed to meet the unique needs and preferences of older adults. Objective: The aim of this study was to explore technology use among older adults and qualitatively determine the content needs and design preferences for an online nutrition education resource tailored to older adult consumers in Australia. Methods: Twenty adult participants aged 55 years and older (95% female) participated in one of four 2‐h participatory design workshops. In each workshop, prompted discussion questions were used to explore participants' technology use and preferences and to explore content needs and design preferences for an online nutrition education resource specific to older adults. Results: All participants were regularly using a range of different devices (e.g., smartphones, tablets and computers) and reported being comfortable doing so. Participants wanted a website that provided general nutrition information, practical advice and recipes. To enhance engagement, they sought a personalised resource that could be adjusted to suit their needs, included up‐to‐date information and allowed for easy sharing with others by exporting information as a PDF. Conclusions: Participatory design methods generate new knowledge for designing and tailoring digital health technologies to be appropriate and useful for the target audience. Specifically, older adults seek an online resource that has large and simple fonts with clear categories, providing them with practical advice and general nutrition information that can be personalised to suit their own needs and health concerns, with the option to export and print information into a paper‐based format. Patient or Public Contribution: Older adults actively participated in the development and evaluation process to generate ideas about potential features, functionalities, uses and practicalities of an online nutrition education resource. [ABSTRACT FROM AUTHOR]

Introduction: Older carers or 'care partners' of older people experiencing care needs often provide essential support, at times while neglecting their own health and well‐being. This is an increasingly frequent scenario due to both demographic changes and policy shifts towards ageing in place. Multiple community stakeholders within the care and support ecosystem hold valuable expertise about the needs of older care partners, and the programme and policy responses that may better support their health and well‐being. The aim of this study was to identify the perspectives of stakeholders obtained through the codesign phase of a multicomponent research project investigating new models of care and support for older care partners suitable for the Australian context. Methods: Principles of codesign were used to engage a purposeful sample of older care partners, health professionals, researchers, policy makers and health service administrators. Participants took part in a series of three codesign workshops conducted remotely via video conferencing. The workshops were supported with briefing material and generated consensus‐based summaries, arriving at a preferred service model. Findings: This paper reports the research design and structure of the codesign panels, the range of findings identified as important to support the health and well‐being of older carers of older people, and the resulting service model principles. The codesigned and preferred model of care is currently being prepared for implementation and evaluation in Australia. Public Contribution: This study was conducted using codesign methodology, whereby stakeholders including older care partners and others involved in supporting older carers, were integrally involved with design, development, results and conclusions. [ABSTRACT FROM AUTHOR]

Objectives: Difficulties with understanding research literature can lead to nurses having low engagement with evidence‐based practice (EBP). This study aimed to test the feasibility of an education intervention using an academic literacies approach to improve nurses' research literacy. Methods: An interactive workshop was devised utilizing genre analysis and tested in a pre/post pilot study. EBP self‐efficacy was measured at baseline and posttest using the Self‐Efficacy in Evidence‐Based Practice instrument (26 items on an 11‐point scale for total scores from 0 to 260). Research comprehension was measured with a 10‐question quiz (range 0−10). Results: When analyzed with a paired t‐test, EBP self‐efficacy increased significantly (MD: 56.9, SD: 39.9, t = 4.5, df = 9, p <.001). Research comprehension also improved (MD: 1.1; SD: 1.1, t = 2.9, df 9, p <.01). The workshop evaluations (n = 9) were overwhelmingly positive. Conclusion: This novel approach to research pedagogy aligns well with adult learning theory and social learning theory and is suitable for small group learning in continuing education. There is considerable potential for further work in this area. Genre analysis shows promise as a strategy for teaching nurses to understand research literature. [ABSTRACT FROM AUTHOR]

BACKGROUND: The International Ergonomics Association is a professional association for human factors and ergonomics (HFE) professionals. Australia and New Zealand are two of 52 Federated Societies within the IEA. OBJECTIVE: This paper describes an Ergonomics and the Future World (EFW) workshop held at the IEA Triennial Congress in 2018 (IEA2018), and reports the findings of the Australia / New Zealand (Southern Cross) Cluster (SCC). METHODS: Four questions were developed by the IEA EFW committee to evaluate the ergonomics state-of-play in various world regions. Southern Cross delegates (N = 17) participated in a 90-minute workshop discussion at IEA2018 (45% participation rate for SCC delegates). A summary was presented during the IEA2018 closing ceremony and as a written report for the IEA. RESULTS: Three themes emerged from the SCC discussions: (i) the impact of technology advances on HFE professional practice;(ii) communication with internal and external stakeholders; and (iii) HFE education. CONCLUSIONS: The workshop findings are similar to issues raised at local discussions in Australia and New Zealand over past decades and mirror comments and opinions published by authors in the HFE profession. They provide a benchmark for current SCC opinion and may provide direction for future discussion of these recurring issues. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to provide an overview of consumer and community engagement in health service planning, quality improvement and programme evaluation in Australia, and key components and importance of a strong suite of tools for achieving effective outcomes. Design/methodology/approach: This paper is a non-systematic review of Australian national, state and territory websites in relation to policy commitment to consumer engagement, best practice framework for consumer engagement and recent project example. Findings: Consumer engagement is a recognised component of the Australian health system. It is reflected in the national and state health policy and is a mandatory requirement of hospital accreditation. The application of co-design principles is gaining increasing popularity in health service planning and programme evaluation. Co-design is an important enabler of patient/community-centred service planning and evaluation; however, on its own it may lead to poorer outcomes. Co-design must occur within a broader systemic framework. Practical implications: The research identifies a conceptual framework, approaches and tools of value to health service management and planners. Originality/value: Consumer and community engagements are critical to the development of consumer-centric services. However, this should complement and add value to, not divert attention away from established principles of service planning, continuous quality improvement and programme evaluation. To do so may result in poorer quality health and well-being outcomes, reduced efficiency and ultimately reduced consumer and community satisfaction with services. This paper examines consumer and community engagement within the broader planning and quality improvement framework and practical implications for keeping planning, research and evaluation on track. [ABSTRACT FROM AUTHOR]

Background: Neuroscience patients can present with agitation due to a number of factors such as the presence of cerebral abnormalities, tumours, trauma, or medications. Agitation among neuroscience patients that escalates to violence and aggression appears to be increasing and highly challenging for neuroscience nursing practice across Australasia. Neuroscience wards or units endeavour to effectively manage patients who are affected by agitation and provide appropriate training for clinical and non-clinical staff. Following a workshop through Australasian Neuroscience Nurses' Association (ANNA), a group of neuroscience nurses, passionate about improving the care of neuroscience patients presenting with agitation and the safety of the staff; collaborated and researched the most effective prevention and management strategies that can be used to ensure that care delivery for these patients is therapeutic and effective. Purpose: The purpose of this paper is to share recommendations that can guide the prevention and management of agitation among neuroscience patients from the perspective of neuroscience nurses in Australasia. Discussion: These recommendations have been discussed from hospitals across Australasia including Perth, Brisbane, Sydney, Canberra, Melbourne, and Wellington in the hope that other cities can make changes in their own hospitals to inform neuroscience nurses and allied clinicians, improve guidelines and provide effective education for staff members that interact with neuroscience patients. [ABSTRACT FROM AUTHOR]

In an arts integrated interdisciplinary study set to investigate ways to improve social accountability (SA) in medical education, our research team has established a renewed understanding of compassion in the current SA movement. This paper explores the co-evolution of compassion and SA. The study used an arts integrated approach to investigate people's perceptions of SA in four medical schools across Australia, Canada, and the USA. Each school engaged approximately 25 participants who partook in workshops and in-depth interviews. We began with a study of SA and the topic of compassion emerged out of our qualitative data and biweekly meetings within the research team. Content analysis of the data and pedagogical discussion brought us to realize the importance of compassion in the practice of SA. The cultivation of compassion needs to play a significant role in a socially accountable medical educational system. Medical schools as educational institutions may operate themselves with compassion as a driving force in engaging partnership with students and communities. Social accountability without compassion is not SA; compassion humanizes institutional policy by engaging sympathy and care. [ABSTRACT FROM AUTHOR]

This paper explores the decision-making processes involved in giving physiotherapy students responsibility on clinical placement and the impact on their developing professional autonomy. The qualitative study, using semi-structured interviews, involved physiotherapy students and clinical educators (CEs) from two higher education institutions, one in Australia, and the other in the United Kingdom (UK). Findings led to the development of a heuristic framework of 'graduated supervision,' a process of progressively less direct observation and monitoring of students as clinical proficiency improved. By focusing on the measured exposure of students to increasing complexity and inverse levels of supervision, the framework captures tacit practices, and consistent, yet varied facilitation strategies adopted across specialties, and evident in clinical education settings in both countries. The framework formalizes, for the first time, assumptions and expectations previously unacknowledged. Factors identified as affecting students' progress toward autonomy include the student/CE relationship, the development of mutual trust through ongoing dialogue, and the importance of formal discussions at the commencement of a clinical placement to establish learning goals, preferred supervision styles and learner responsibilities. Insights have significance for the CE community, and students who at times have to second-guess what is required of them and how they might excel on clinical placement. [ABSTRACT FROM AUTHOR]

This paper reports on the findings from a study exploring the efficacy of a training program for child protection practitioners. The training aimed to improve understanding of the sociohistorical context that underpins interactions between the welfare system and Aboriginal communities, the impact of past and present child protection laws, and the importance of trauma theory to guide practice when working with Aboriginal families. A pre–post survey design study was conducted. Findings demonstrated the preferred theoretical approach to practice was guided by attachment theory. No participant listed trauma theory as guiding their work with Aboriginal families. The study found the lack of skills and knowledge deficit of trauma-informed principles and the limited understanding of trauma theories can be and should be addressed in vocational training. As a result of the training, participants' knowledge about trauma significantly improved, as did their understanding of key concepts such as the difference between past and current welfare laws, assimilation, intergenerational trauma and trauma-related behaviours. Findings point to the need for high quality training in entry-level and professional development for welfare practitioners to support best practice in working with Aboriginal families, and the importance of rigorous evaluation of training to ensure that it is impactful. IMPLICATIONS Welfare practitioners do not necessarily understand trauma theory and trauma-informed practice and do not understand the impact of trauma on Indigenous Australians. Mandatory in-service training about the past and ongoing traumatic impact of previous child welfare system laws, must be provided to welfare practitioners. Trauma theory needs to guide child protection practice when working with Aboriginal families. [ABSTRACT FROM AUTHOR]

This paper describes the process of engaging young people in a user centred, co-design strategy to define their perfect condom. Our aims were 1) to find a way to destigmatise discussions about sexuality and contraception and 2) to provide information about what characteristics a perfect condom might embody for adolescents. We used arts-based methods to introduce creativity and enjoyment into discussing sensitive topics related to sexual and reproductive health, which is often avoided in relation to youth and usually nuanced by themes of risk and danger. Using theories of objects becoming things through their sociality, we explored what a condom could be to young people through our method of embedding the condom design process into narratives of young people's lives and integration of these ideas into the development of a next-generation condom. [ABSTRACT FROM AUTHOR]

This paper reports on a study which investigates the current status of chuchotage, or whispered interpreting, as a technique performed by community interpreters in Australia. The objective of the study is to understand the interpreters' experience in providing this form of interpreting and identify the associated challenges. The aim is to inform future education for aspiring interpreters and continuous professional development for practitioners on this interpreting technique. Traditionally, chuchotage has predominantly been performed in international meetings and conferences. Therefore, it has been a staple skill taught as part of conference interpreting courses. This form of interpreting works more effectively than the consecutive mode in certain community settings, such as some healthcare consultations and courtroom hearings. In Australia, chuchotage is an essential skill for community interpreters operating at the professional level, and therefore has been added to the new certification testing that the National Accreditation Authority for Translators and Interpreters (NAATI) has implemented since 2018. Prior to 2018, NAATI did not assess interpreters for this skill and, thus, when the new certification system was introduced, NAATI offered a one-day workshop as gap training, providing accredited interpreters with the foundations required for community settings. Through a post-workshop questionnaire, data were collected from 741 participant interpreters. Quantitative and qualitative data analyses provide insights into who among the practitioners performed this form of interpreting, the community settings where they provided such service, their self-appraised level of skilfulness, and the client feedback they received. Recommendations for future training in this technique are made based on the results. [ABSTRACT FROM AUTHOR]

Introduction: Internationally, cultural factors are associated with vaccine uptake and completion in ethnic minority communities. Whilst Australia has achieved high human papillomavirus (HPV) vaccination, little is known about how culture or ethnicity influences HPV vaccination engagement. To address these gaps, we partnered with our Local Health District to explore how one culturally and linguistically diverse (CALD) community engages with school and HPV vaccination. Methods: We adapted a participatory research method (the World Café) to engage one local CALD community—the Macedonian community (Our bi‐cultural researcher and participants preferred the term 'Macedonia' rather than The Republic of North Macedonia as outlined in the 2018 Prespa agreement) in New South Wales (Australia)—to discuss HPV and school vaccination. Our qualitative analysis combined deductive codes taken from the Tailoring Immunization Programme framework, inductive codes guided by narrative inquiry (temporality, sociality and place) and previously known vaccination 'trust' frameworks. Results: In late 2019, 31 local Macedonian community members were purposely recruited for two World Cafés (n = 15 mothers/grandmothers and n = 16 young adults). Our themes reveal a community narrative grounded in historical vaccine experiences, family views on vaccination and a general trust in schools. Participants collectively discussed how 'increasing knowledge' and 'tailoring health communications' could strengthen community vaccine decision‐making. Conclusion: This study demonstrates how research partnerships and participatory methods can be applied in CALD community settings to research engagement with school and HPV vaccination. Our World Café dialogues highlight a positive narrative about vaccines, where community vaccination behaviours were built on multilayer trust relationships despite low vaccine knowledge. Our findings further knowledge around 'public trust' in school vaccination, highlighting the importance of existing (or missing) trust relationships when tailoring vaccine communication to local CALD communities. Patient or Public Contribution: Participants who took part in the World Cafes were all local Macedonian community parents or young adults who have been or will be exposed to the health services offered by school‐based HPV vaccination. Thus, all the data collected came from their personal experiences with the school vaccination programme, or how they expect to participate in the programme. To ensure our study design was culturally appropriate and tailored to the Macedonian community, we engaged with the relevant local health stakeholders (the bi‐cultural Multicultural Health Officer and Multicultural Health Service Manager Programme Director) to adapt and refine the World Café method for this context and setting. Our local health stakeholders also reviewed our preliminary findings, assisted with data interpretation and participated in manuscript editing. [ABSTRACT FROM AUTHOR]

Cognitive work analysis has been applied in the design of numerous sociotechnical systems. The process used to translate analysis outputs into design concepts, however, is not always clear. Moreover, structured processes for translating the outputs of ergonomics methods into concrete designs are lacking. This paper introduces the Cognitive Work Analysis Design Toolkit (CWA-DT), a design approach which has been developed specifically to provide a structured means of incorporating cognitive work analysis outputs in design using design principles and values derived from sociotechnical systems theory. This paper outlines the CWA-DT and describes its application in a public transport ticketing design case study. Qualitative and quantitative evaluations of the process provide promising early evidence that the toolkit fulfils the evaluation criteria identified for its success, with opportunities for improvement also highlighted. Practitioner summary:The Cognitive Work Analysis Design Toolkit has been developed to provide ergonomics practitioners with a structured approach for translating the outputs of cognitive work analysis into design solutions. This paper demonstrates an application of the toolkit and provides evaluation findings. [ABSTRACT FROM AUTHOR]

Background: Alcohol use is a common phenomenon within Australian culture. While there has been significant focus on alcohol use among young Australians, there has been little on health promotion or early interventions focussing on older Australians. Methods: This paper presents the findings of an explorative study that used four interactive focus group workshops to ask the question: Is an existing World Health Organisation alcohol and drug screening tool called the Alcohol, Smoking and Substance Involvement Screening Test (originally developed for young people) acceptable and suitable for older people? The data were analysed based on the question using thematic coding. Results: Participants generally considered that they would be more comfortable talking with their health providers about their alcohol and drug use rather than filling out the Alcohol, Smoking and Substance Involvement Screening Test themselves. This suggests that the tool should be modified to accommodate the differences in health status that reflect life events of the different older age groups. Conclusion: Due to potential complex medical and diverse range of pharmacotherapies common among this age group, it is recommended that, if the tool is used, it be administered by health practitioners such as nurses. [ABSTRACT FROM AUTHOR]

Work-integrated learning (WIL) is a national priority and a strategic direction for Australian universities. To increase industry engagement, there is a need to identify emerging WIL models that enable flexibility while optimizing outcomes for stakeholders. This Australian Technology Network (ATN) project explored approaches that overcome constraints to engagement, particularly for small to medium enterprises (SMEs). The preliminary qualitative phase comprised a literature review, workshops and interviews. Examples of emerging WIL models, both curricula and co-curricular, were clustered into five models: micro-placements, online projects or placements, hackathons, competitions and events, incubators/ start-ups and consulting. This paper outlines these models and summarizes defining features, enablers, challenges and opportunities. Contemporary trends informing innovative WIL design and implementation emerged. Features fell into three broad areas, stakeholder engagement, design elements and co-design with partners. Enablers, challenges and opportunities in the implementation of these WIL models that respond to the changing nature of work were documented. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this paper is to to describe development of a framework for use in the evaluation of the effectiveness of signage to assist people with dementia. Design/methodology/approach: The study consisted of two parts. Workshops held in both Sydney and Edinburgh using "world café" methodology with 28 knowledgeable participants produced a pool of statements. These were subsequently used in a three-round Delphi process administered to 38 participants in order to generate ideas and develop consensus content for a signage evaluation framework. Findings: This process resulted in a framework consisting of Delphi statements which had a 70 per cent level of agreement and a series of prompt questions. Both intrinsic factors and wider environmental, extrinsic factors in signage for wayfinding were identified. Research limitations/implications: Limitations of this study were the small number of participants, including only four people with dementia, and the unresolved problems inherent in designing signage that may simultaneously be universally relevant and readily understood, yet meets the idiosyncratic needs of each individual living with dementia. Originality/value: As there is little prior work in this field concerning signage use by people with dementia, this framework provides an original preliminary tool that may be used in further research on evaluating signage effectiveness. In designing signage and testing its effectiveness, it was concluded that the direct involvement of people with dementia is essential. [ABSTRACT FROM AUTHOR]

The paper reflects on some of the exposure visits/city walks that were organized as part of the recent workshop on life-giving evangelism in the city, held in Sydney, Australia. These exposure visits were designed to engage participants in reflection on evangelism and stimulate their own expressions of contextually relevant evangelistic practice. I suggest that the visits remind us of at least five key themes in evangelism - invitation, invaded space, serving the least and lost, the importance of the local, and the need for celebration in the midst of our multicultural world. In the second part of the paper, I reflect on the discussion that took place with my class at United Theological College, Sydney, on the theme of evangelism, particularly from the perspective of the three recent global statements on mission. Finally, I join in the call for joy to be the hallmark of our engagement in evangelism. We are to 'glow with fervour' as people who have first received the joy of Christ. [ABSTRACT FROM AUTHOR]

There are many aspects of the communities of practice (CoP) framework that are applicable to the development of a practice-based research network (PBRN), where the focus is upon building primary health-care workers' research capacity and research questions. However, there is limited literature focussed on the application of CoP principles applied to research capacity building in Australia. The purpose of this paper is to demonstrate, through a case study, how a developing PBRN, the Illawarra and Southern Practice Research Network, successfully applied the theoretical foundation of CoP to develop a PBRN in a time- and resource-limited context. [ABSTRACT FROM AUTHOR]

Introduction: Social needs such as housing, employment, food, income and social isolation are having a significant impact on individuals, families and communities. Individuals are increasingly presenting to health settings with social needs, which are ill‐equipped to address nonmedical needs. Social prescribing is a systematic approach connecting the health, social and community sectors to better address social needs and improve health and wellbeing. Social prescribing interventions are being implemented world‐wide. With variability in health and social care systems internationally, it is important that social prescribing interventions are co‐designed with key stakeholders to ensure they can be implemented and sustained within local systems. Methods: This Australian case study provides a detailed description of the process undertaken to co‐design a social prescribing service model in a regional area. Four co‐design workshops were undertaken, two with health and social care professionals and two with community members. The project followed an iterative process of resourcing, planning, recruiting, sensitising, facilitation, reflection and building for change across the workshops. Results: Through this process, key stakeholders were able to successfully co‐design a social prescribing model of care for the region. Conclusion: By demonstrating the process and materials used in our project, we aim to open the 'black box' of co‐design for social prescribing and provide ideas and resources for others to adapt and utilise. Patient or Public Contribution: The project was designed and undertaken by a steering committee comprising university‐based researchers (authors C. O. and S. B.), local government (author D. A.) and health, social and community services (authors B. G., M. W., J. O. and S. R.). Members of the steering committee participated in project design, participant recruitment, workshop facilitation, data analysis and interpretation. [ABSTRACT FROM AUTHOR]

There is strong, and growing, evidence documenting health inequities across the world. However, most governments do not prioritize policies to encourage action on the social determinants of health and health equity. Furthermore, despite evidence concerning the benefits of joined-up, intersectoral policy to promote health and health equity, it is rare for such policy approaches to be applied systematically. To examine the usefulness of political and social science theory in understanding the reasons for this disjuncture between evidence and practice, researchers and public servants gathered in Adelaide for an Academy of the Social Sciences in Australia (ASSA) Workshop. This paper draws together the learnings that emerged from the Workshop, including key messages about the usefulness of various theories as well as insights drawn from policy practice. Discussions during the Workshop highlighted that applying multiple theories is particularly helpful in directing attention to, and understanding, the influence of all stages of the policy process; from the construction and framing of policy problems, to the implementation of policy and evaluation of outcomes, including those outcomes that may be unintended. In addition, the Workshop emphasized the value of collaborations among public health researchers, political and social scientists and public servants to open up critical discussion about the intersections between theory, research evidence and practice. Such critique is vital to render visible the processes through which particular sources of knowledge may be privileged over others and to examine how political and bureaucratic environments shape policy proposals and implementation action. [ABSTRACT FROM AUTHOR]

Self-awareness is generally considered core to effective social work education and professional practice. This paper examines student reflections on personal vulnerability and self-awareness in social, educational, and professional contexts. Ethics approval and student consent was obtained to analyse entries from the online learning component of a second year interpersonal skills course. The week 7 workshop, which focused on the concept of self-awareness, was contextualised and triggered by an online viewing of a relevant TED talk on the power of vulnerability. Qualitative analysis of student entries from this week revealed three core themes: (a) a provocative stimulus, which emphasised the usefulness and challenging nature of the TED talk in the context of workshop learning; (b) vulnerability, scarcity, and blame, which highlighted student identification with stimuli material and their emerging self-awareness; and (c) the importance of self-awareness and connection, which illuminated the students' beginning applications of theory to practice. IMPLICATIONS Interpersonal skills courses can be well supported by a diverse range of online and classroom stimuli. The intentional scaffolding of self-reflective activities can support early skills development and promote self-awareness. The analysis of student reflections can contribute to effective and responsive curriculum design. [ABSTRACT FROM AUTHOR]

This paper discusses pre-service teachers' responses to a critical analysis of gender/power relations using examples from a final assessment for an intensive elective unit called Teaching Sexuality in the Middle Years. This unit critically examines gender/ power relations, the production of difference, heteronormativity and pleasure and desire, employing a feminist post-structural framework. Despite the focus on critical thinking, reflection and interrogating structural inequalities in this unit some students were resistant or unable to engage with this approach in their assessments, although appearing to do so in workshops. We consider the broad range of sexuality education discourses mobilised by this unit to try to make sense of what looks like resistance but may be something more complex and difficult to negotiate. The paper ends with a consideration of some of the implications of this approach for practice. [ABSTRACT FROM AUTHOR]

How well do young people understand their developing sexuality and what this means? This paper reports on findings from the Our Lives: Culture, Context and Risk project, which investigated sexual behaviour and decision-making in the context of the everyday life experience and aspirations of Indigenous and non-Indigenous young people (16–25 years) in the Northern Territory, Western Australia and in South Australia. Using qualitative data, this paper focuses on what participating young people thought was necessary to improve the quality of sexuality education. Participants suggest that current forms of sexuality education are too clinical, didactic and unengaging, and are missing in relevant content. Young people requested more information on relationships, first sexual experiences and negotiating condom use. These requests indicate that young people realise that they need more knowledge in order to have healthy relationships, which conflicts with the popular belief that providing young people with open, honest information around sex will encourage them to have sex or increase sexual risk taking. Making sexuality education more of a priority and listening to the needs of young people could be a positive step towards improving sexual health and well-being. [ABSTRACT FROM AUTHOR]

This paper describes the formative, process and short term impact evaluation of sexuality and relationships education (SRE) training for teachers in Western Australia (WA) over a three year period. The training represents one component of a broader project, the aims of which are to improve teacher’s confidence and skills in delivering SRE, and to support schools to implement effective comprehensive SRE. Formative evaluation conducted prior to the development of the training, found although most respondents were relatively confident and skilled in facilitating SRE, the need for ongoing professional development was highlighted, especially in areas such as gender diversity, pornography, sexting, violence and working with specific groups. Training focusing on the new Australian Health and Physical Education curriculum and mandatory assessment was identified as a need. Workshop evaluation found statistically significant improvements in attitudes towards SRE and increased comfort in teaching SRE, facilitating discussion and facilitating skills and activities, after the workshop. The evaluation identified the need for an integrated and coordinated whole school approach and efforts to engage teachers with lower levels of confidence in teaching SRE. Changes to the Australian Curriculum provide opportunities to enhance the development of SRE in schools. Longer-term impact evaluation is required to identify whole school changes. [ABSTRACT FROM AUTHOR]

It is well established that connection and support are associated with supporting recovery from eating disorders whereas isolation and feeling misunderstood can be barriers to change. While the consumer and recovery movements have long advocated for treatments that go beyond symptom reduction alone to include factors such as connection with others, there are few treatments that are designed to target these directly for young people with eating disorders and their families. In 2014 the Sydney Children's Hospital Network Eating Disorder Service at The Children's Hospital at Westmead introduced multi‐family therapy (MFT), the first program of its kind in Australia, with a primary aim being to increase solidarity and support for families in addition to helping promote eating disorder recovery more broadly. Rooted in the principles of family therapy for anorexia nervosa, MFT generally brings together six to eight families for a four‐consecutive day workshop followed by six single follow‐up workshops over the course of six months. This paper reviews the current literature available on MFT, describes its introduction at a specialist tertiary eating disorder service in Australia, explores preliminary feedback from families, and discusses the importance of creating solidarity for families affected by eating disorders. [ABSTRACT FROM AUTHOR]

Statistics on causes of death gathered by the Australian Bureau of Statistics (2010) report that suicide was the leading cause amongst young men in Australia between the ages of 15-24. The figures have been similarly high for over a decade. In Australia these alarming statistics have led to the funding of a range of programmes tackling youth suicide and more recently programmes that are aimed at improving help-seeking behaviours of young men. The programme reported in this paper is one such programme that is working with young men in the building and construction industry who are regarded at even greater risk of poor mental health outcomes. The research that was undertaken uncovered some of the impact of a universal programme on improving the protective factors of young men in this industry. Young men can present themselves in a very positive light as robust and resilient human beings, contrary to much of the research that has been undertaken with a focus on young men in building and construction and living in rural and remote communities. This paper discusses the data and uses the material to consider how resilient young men in this industry can become key informants and informal peer mentors. [ABSTRACT FROM AUTHOR]

Purpose -- The purpose of this paper is to inform education of non-mental health professionals who provide care to people with severemental illness; to describe dentistry students' knowledge and views aboutmental illness, including willingness to engage in various social situations with a person hospitalised for mental illness; and to assess and understand the impact of a targeted lecture on views and attitudes. Design/methodology/approach -- The paper employed mixed methods to examine dental students' knowledge and views about mental disorder before and after a seminar covering mental disorder, disadvantage and oral health. Findings from a bespoke questionnaire administered to third-year dental students were triangulated with qualitative data gathered in interviews with a subsample. Findings -- Students understood mental disorder broadly, employing diverse causal models. Although knowledge was typically grounded in media stereotypes, attitudes were benevolent and most students reported willingness to provide dental care to affected individuals. The seminar, especially the consumer delivered section, was valued and associated with increased appreciation of the impact of mental disorder on oral health and need for assertive action to promote access to care. However, students reported being reluctant to disclose their own mental health problems for fear of being considered a professional or personal failure. A minority knew how to seek support if a friend talked of suicide. Research limitations/implications -- This study highlights the need for further investigation of the knowledge and attitudes of dentistry students pertinent to provision of care to people with mental illness and to examine the links between attitudes and practice. The paper also provides a useful foundation for development of brief educational interventions, particularly the value in integrating the service user perspective, and their evaluation. Research should also examine the impact of mental health education on practice. Practical implications -- A single inexpensive educational session, such as the one the paper developed may support reconsideration of often unconscious views of mental illness which might affect practice. Social implications -- If people with mental illness are to receive equitable access to health care, non-mental health professionals should be supported to develop knowledge and attitudes which are conducive to inclusive treatment. An education session such as this could be helpful. Originality/value -- There is scant literature examining attitudes of dentistry students and no reports of mental health-specific education with this population. [ABSTRACT FROM AUTHOR]

Many transgender individuals face inequities, discrimination, and sometimes even a lack of transgender-specific knowledge in health care settings. Educational curricula can address such disparities and help future health professionals to become more knowledgeable, confident, and well-prepared for addressing the needs of transgender individuals. This systematic review aims to summarize current training interventions about care of transgender individuals for health and allied health students, and to analyse the effects of the respective intervention. A total of six databases (Pubmed, MEDLINE, Scopus, Web of Science, Embase and SciSearch) were screened for original articles published between 2017 and June 2021. Search terms and eligibility criteria were pre-specified, and after a structured selection process 21 studies were included into further analysis. Extracted data contained information on general study properties, population, design, program format and outcomes of interest. A narrative synthesis was used to summarize detected results. Study quality was assessed for each individual study. A self-developed 18-item checklist combining criteria of two prior published tools was used to assess overall quality of quantitative studies. For qualitative studies a 10-item checklist by Kmet et al. [HTA Initiat, 2004] was applied. Eligible studies were designed for multiple health or allied health profession students, and varied widely regarding program format, duration, content, and assessed outcomes. Almost all (N = 19) interventions indicated improvements in knowledge, attitude, confidence and comfort levels or practical skills concerning care for transgender clients. Major limitations included the lack of long-term data, validated assessment tools, control groups and comparative studies. Training interventions contribute to prepare future health professionals to deliver competent and sensitive care and which may improve the prospective experienced health care reality of transgender individuals. However, currently there is no common consensus about best practice of education. Additionally, little is known about whether detected effects of training interventions translate into noticeable improvements for transgender clients. Further studies are warranted to assess the direct impact of specific interventions in the light of the respective target populations. [ABSTRACT FROM AUTHOR]

Background: Enrolled nurses (ENs) across Australia precept nursing students in the clinical field. Yet learning about the preceptoring role is not widely available to ENs. Educational innovation: EN's in this study participated in a professional development project that utilised the material of an online learning resource, originally designed to inspire clinical registered nurses (RNs), and RN teachers, to develop teaching innovations in their role. Aim: The aim of this paper is to report the results of a pre-post-test questionnaire designed to evaluate the impact of the professional development intervention. Results: The analysis showed high scoring means with many items in the questionnaire statistically significant (p < .05, CI 95%). Conclusion: Results indicated positive differences in a number of teaching capabilities between pre- and post-test scores. This suggests ENs appreciate education that extends beyond clinical skills and that professional development should include the nursing education role. [ABSTRACT FROM AUTHOR]

This paper examines the preferred sexuality education sources of older Australian adults in later life. Drawing on findings from qualitative interviews with 30 men and 23 women aged 60 years and older, we consider the sources that participants currently use, or would like to use, in seeking information about sex. Where relevant, we examine participants’ experiences of learning about sex in later life using different sources, and the impact these had on their sexual expression, pleasure and well-being. Preferred sources of information include the Internet, the media, health care providers, books and workshops or discussion groups. A substantial number of participants did not actively seek information on sex. For those who had, these educational endeavours could profoundly shape their sexual practices. As such, learning about sex should be viewed as a lifelong endeavour. Our findings carry important implications for the development and delivery of sexuality education for older adults. [ABSTRACT FROM PUBLISHER]

High-quality early childhood education is a vital experience for young children with and without disabilities. Social and communication experiences in the context of play represent a core curriculum that sets a foundation for later learning and participation. Using a new self-report instrument, this article describes data collected in a large-scale professional learning project in NSW, Australia, that aimed to support early childhood teachers, paraprofessionals and other personnel who directly work with young children, including individuals who present or are at risk of challenging behaviours. Using a case application model of remote and direct coaching support and intervention centred on the input of expert practitioners, the reports of participants were collected before and after a series of three sequential workshops with embedded action research processes for participants. The program was designed to increase social and communicative exchanges and reduce the likelihood of challenging behaviours, by providing a systematic and practical framework for the introduction of functional behavioural assessment and positive support planning. Respondents indicated significant improvements in knowledge and skills after the program, along with decreased concerns in some areas. The paper concludes by discussing potential areas for an expanded research agenda into the professional learning needs of personnel in this field and more broadly within early childhood support systems and services. [ABSTRACT FROM PUBLISHER]

Health in All Policies (HiAP) is a policy development approach that facilitates intersectoral responses to addressing the social determinants of health and health equity whilst, at the same time, contributing to policy priorities across the various sectors of government. Given that different models of HiAP have been implemented in at least 16 countries, there is increasing interest in how its effectiveness can be optimized. Much of the existing literature on HiAP remains descriptive, however, and lacks critical, empirically informed analyses of the elements that support implementation. Furthermore, literature on HiAP, and intersectoral action more generally, provides little detail on the practical workings of policy collaborations. This paper contributes empirical findings from a multi-method study of HiAP implementation in South Australia (SA) between 2007 and 2013. It considers the views of public servants and presents analysis of elements that have supported, and impeded, implementation of HiAP in SA. We found that HiAP has been implemented in SA using a combination of interrelated elements. The operation of these elements has provided a strong foundation, which suggests the potential for HiAPto extend beyond being an isolated strategy, to form a more integrated and systemic mechanism of policy-making. We conclude with learnings from the SA experience of HiAP implementation to inform the ongoing development and implementation of HiAP in SA and internationally. [ABSTRACT FROM AUTHOR]

The Cognitive Work Analysis Design Toolkit (CWA-DT) is a recently developed approach that provides guidance and tools to assist in applying the outputs of CWA to design processes to incorporate the values and principles of sociotechnical systems theory. In this paper, the CWA-DT is evaluated based on an application to improve safety at rail level crossings. The evaluation considered the extent to which the CWA-DT met pre-defined methodological criteria and aligned with sociotechnical values and principles. Both process and outcome measures were taken based on the ratings of workshop participants and human factors experts. Overall, workshop participants were positive about the process and indicated that it met the methodological criteria and sociotechnical values. However, expert ratings suggested that the CWA-DT achieved only limited success in producing RLX designs that fully aligned with the sociotechnical approach. Discussion about the appropriateness of the sociotechnical approach in a public safety context is provided. Practitioner Summary: Human factors and ergonomics practitioners need evidence of the effectiveness of methods. A design toolkit for cognitive work analysis, incorporating values and principles from sociotechnical systems theory, was applied to create innovative designs for rail level crossings. Evaluation results based on the application are provided and discussed. [ABSTRACT FROM PUBLISHER]

Background: Primary health care is critical to the prevention of alcohol, tobacco and other drug-related harms. Scaling-up screening, brief intervention and referral to treatment (SBIRT) within primary health care can reduce the burden of substance-related diseases, and improve downstream healthcare services. Building knowledge, skills and confidence among general practitioners (GPs), particularly in rural, regional and remote areas, to deliver SBIRT is an essential step. Therefore, this study aimed to pilot test a skills-based training program for GPs designed to build capacity for SBIRT delivery. Methods: This pilot study investigated the acceptability of a structured, educational skills-based training program among GPs, as well as its preliminary effectiveness in inducing changes in confidence to deliver SBIRT, and in increasing knowledge about low-risk alcohol guidance. The training package was designed by experts in addiction medicine and public health, and involved a series of online webinars and in-person workshops at four locations across the South Eastern NSW Primary Healthcare Network catchment. Results: A total of 18 GPs registered for the training, with six completing the final webinar. The GPs who completed all sessions demonstrated increases in confidence to deliver SBIRT and alcohol guidance knowledge from baseline. Qualitative feedback found the program acceptable, and GPs were able to successfully implement learnings into practice, and promote to colleagues. Conclusions: The results indicated the potential of this program at a national level, but highlighted the need for a range of additional incentives to encourage uptake and ongoing implementation. Training GPs to deliver effective care for patients who use alcohol or other drugs is an important step in reducing the preventable burden of disease associated with substance use. The training program pilot tested here was found to be capable of increasing GPs' confidence to address substance-related issues and increase their knowledge of current national guidance on low-risk alcohol consumption. A national scale-up of this program, coupled with increased incentives for GPs designed to encourage implementation and ongoing delivery, remains a necessary next-step. [ABSTRACT FROM AUTHOR]

Objective: Parent-only cognitive-behavioural therapy (CBT) interventions have promise for youth with anxiety disorders. Fear-Less Triple P (FLTP) is one such intervention that has been found comparable to child-focused CBT. Although traditionally administered in six sessions, a one-day workshop format of FLTP was developed to improve accessibility. The current study compared the effectiveness of the six-session and one-day workshop formats. Method: Seventy-three youth (mean age, 8.4 years; 74% male) were randomized to traditional FLTP (6-week group) or the one-day workshop format. Anxiety diagnostic status, self- and parent-reported anxiety symptoms scores, independent evaluator-rated improvement, treatment satisfaction, and measures of family functioning were included to assess treatment outcome. Data were collected prior to treatment, and 1-week, 6-months, and 12-months following treatment. Results: Both conditions resulted in significant improvement in child anxiety symptom scores per parent report (on both questionnaire and diagnostic interview measures). Furthermore, significant decreases in sibling anxiety were observed in both treatment conditions. There were no statistically significant differences between conditions on any outcome measure. Conclusions: Results of this study add to the growing evidence that brief, low-intensity, parent-only interventions can effectively target child psychopathology. These brief interventions are ideal for families for whom the resources and time required to commit to a standard multi-week intervention are prohibitive. Registration of Clinical Trials: This trial was registered with the Australian and New Zealand Clinical Trials Registry (ACTRN 12615001284550). [ABSTRACT FROM AUTHOR]

Objective This paper analyses an organisational development project that aimed to change the organisational culture and improve people management systems and processes. The questions addressed were: was the change process a success; how was success defined; and what were the barriers to its progress? Methods We examined the process of change over a 3-year period. The organisational development intervention is described and analysed. Qualitative methods, including document review, in-depth interviews and focus groups, participant observation, newsletters and diary entries were used to gather the data. A variant of competing values was used to analyse the data. Results We sought to build trust with all managers and encouraged reflection by conducting feedback sessions, presentations, workshops and one-on-one and group discussions. A cross-site action group was established to encourage organisation-wide participation in the project. However, it was clear that stakeholders had different understandings and perceptions of the problems facing the organisation. The project faltered when a leadership development intervention was organised. Conclusions The existence of at least four different organisational 'worlds' and identities, according to different professional groupings with different goals, languages and values, was evident. The relationship between the researcher and subjects was key in terms of whether the researcher is seen as an 'expert' or as a 'facilitator'. In bringing about change, we need to work with the Chief Executive Officer in empowering others. Hence, the researchers need to engage in continual dialogue across boundaries and within groups as well as at individual levels to provide support for organisational change. [ABSTRACT FROM AUTHOR]

Aims: To explore stakeholders' perceptions of a facilitator's role in supporting carers when embedding iSupport for Dementia psychoeducation program, in care services. Methods: A qualitative descriptive study design was applied. Data were collected from workshops and interviews with carers of people living with dementia (PLWD)and with health and social care professionals from two tertiary hospitals and two community aged care organisations across three Australian states between October 2021 and March 2022. A thematic analysis was used to analyse data. The COREQ guideline was followed to report our findings. Results: A total of 30 family carers and 45 health and social care professionals participated in the study. Three main themes and seven subthemes were identified from the data. We described the main themes as (1) the facilitator's role at the time of dementia diagnosis, (2) the facilitator's role throughout the everyday dementia care journey and (3) the facilitator's role during transition moments. Conclusions: Caring for family members with dementia is demanding and stressful for carers. Embedding a facilitator‐enabled iSupport for Dementia program in hospital and community aged care settings has the potential to mitigate sources of stress associated with care recipient factors, carer factors and care service factors, and improve the health and well‐being of carers and those for whom they care. Relevance to Clinical Practice: Our findings will inform the establishment of iSupport facilitators appointed by dementia care providers in hospital and community care settings and help determine their roles and responsibilities in delivering the iSupport program. Our findings relate to nurse‐led and coordinated dementia care in hospital and community aged care settings. Patient or Public Contribution: This study was co‐designed with stakeholders from two aged care organisations and two tertiary hospitals. The study participants were staff employed by these organisations and carers of PLWD who were service users. [ABSTRACT FROM AUTHOR]

• Preparing teachers for child protection and safeguarding must begin in initial teacher education. • We included 31 studies in a systematic scoping review. • In future, course developers should draw from models of rigorously evaluated courses. • Underpinning courses with trauma-informed approaches is strongly indicated. To improve educational outcomes for maltreated children, there is an urgent need to strengthen the capacity of the education workforce to respond appropriately to their needs. We conducted a systematic scoping review to synthesize current evidence about child protection and safeguarding in initial (pre-registration) teacher education with the aim of developing a knowledge base, and understanding what we — as researchers, teacher educators, and professional accreditation bodies — can and should be doing better. Thirty-one studies (reported in 38 papers) met the inclusion criteria. Studies were coded inductively against standardised criteria and critically appraised. Coding of study aims yielded three themes forming a descriptive map of research in the field: (i) studies investigating student teachers' perceptions of their preparedness to deal with child protection and safeguarding (n = 15); (ii) studies investigating preparation for child protection and safeguarding in initial teacher education courses (n = 14); and (iii) studies investigating student teachers' preferences for future training (n = 2). We identified key contents or topics covered, teaching methods and delivery modes, time allocations, and personnel involved in course delivery. Findings show that child protection and safeguarding are seldom investigated in initial teacher education, averaging only one published study per year over a 32-year search period with most studies having been conducted in Australia and the UK. Time allocated to child protection and safeguarding in initial teacher education courses varied from 1 to 16 h. Content covered was limited to several core topics with primacy given to child maltreatment subtypes, indicators, and reporting duties. Delivery methods were dominated by lectures, workshops, and discussions. Few studies had investigated the efficacy of innovative and interactive teaching strategies or online learning. We conclude that child protection and safeguarding in initial teacher education may be improved by leveraging off existing well-designed, rigorously evaluated programs, which have been found to be feasibly delivered and acceptable to future professionals. [ABSTRACT FROM AUTHOR]

There is increasing interest in the extent to which private-sector farm advisors support farmer responses to emerging challenges, such as climate variability or new forms of agricultural production. However, scholars have paid limited attention to what motivates farm advisors to develop their knowledge and how they go about changing their practice in areas outside their disciplinary expertise. This paper presents a qualitative study of the processes of change in the advisory practices of private-sector farm advisors who were provided with formal training as part of an Australian dairy sector extension program. This training focussed on the farm workforce and employment, and involved efforts to engage livestock production and agronomic advisors in this challenging area for farm management advice. We drew on theoretical concepts of practice and professional identity formation and found that engagement in the new area created conflict with how the advisors thought about their professional identity. Three key processes enabled advisory practice change: envisioning new advisory roles; experimenting with new advisory identities; and legitimisation of new advisory practices from both farmers and the advisors' business. While farming clients' demand for advice increased the advisors' interest in knowledge acquisition, this alone did not provide the environment for individual and collective reflexivity to cope with the complexity, risk and uncertainty of developing new advisory practices. The support of the dairy industry in forming a new practice community was found to assist the development of new advisory identities. A wider conceptualisation of the advisors' world (their identity, practices and their needs) is required if private-sector advisors are to play a greater role in helping farmers respond to emerging challenges. [ABSTRACT FROM AUTHOR]

In this study, we worked with second-year engineering students at an Australian university to examine previously identified threshold concepts within the theoretical framework of Possible Selves. Using workshops as the context for intensive work with students, students were encouraged to consider their future lives and work, including their engineering fears, expectations, and aspirations. The findings revealed many students to have a poor understanding of the realities of engineering work. Moreover, perceived gaps between self-efficacy and the requirements of engineering work appeared to be motivating if students deemed it possible to reduce the gap, but demotivating if they identified a characteristic over which there was perceived to be no control. The study suggests that these engineering students needed more opportunities to explore both the roles of engineers and their own possible selves. Overall, the findings indicate that higher education students may need encouragement and support to explore potential future roles, and they strengthen calls for further research in this area. [ABSTRACT FROM AUTHOR]

Background: Perceived financial security impacts physical, mental, and social health and overall wellbeing at community and population levels. Public health action on this dynamic is even more critical now that the COVID-19 pandemic has exacerbated financial strain and reduced financial wellbeing. Yet, public health literature on this topic is limited. Initiatives targeting financial strain and financial wellbeing and their deterministic effects on equity in health and living conditions are missing. Our research-practice collaborative project addresses this gap in knowledge and intervention through an action-oriented public health framework for initiatives targeting financial strain and wellbeing. Methods: The Framework was developed using a multi-step methodology that involved review of theoretical and empirical evidence alongside input from a panel of experts from Australia and Canada. In an integrated knowledge translation approach, academics (n = 14) and a diverse group of experts from government and non-profit sectors (n = 22) were engaged throughout the project via workshops, one-on-one dialogues, and questionnaires. Results: The validated Framework provides organizations and governments with guidance for the design, implementation, and assessment of diverse financial wellbeing- and financial strain-related initiatives. It presents 17 priority actionable areas (i.e., entry points for action) likely to have long-lasting, positive effects on people's financial circumstances, contributing to improved financial wellbeing and health. The 17 entry points relate to five domains: Government (All Levels), Organizational & Political Culture, Socioeconomic & Political Context, Social & Cultural Circumstances, and Life Circumstances. Conclusions: The Framework reveals the intersectionality of root causes and consequences of financial strain and poor financial wellbeing, while also reinforcing the need for tailored actions to promote socioeconomic and health equity for all people. The dynamic, systemic interplay of the entry points illustrated in the Framework suggest opportunities for multi-sectoral, collaborative action across government and organizations towards systems change and the prevention of unintended negative impacts of initiatives. [ABSTRACT FROM AUTHOR]

Churn, the persistent cycling of families in and out of family service programs without sustainable change, places an extremely high burden on families and the broader family services system. Yet, only a handful of studies based in the United States have examined the process of churn. As churn is a novel field of enquiry, this study aimed to generate consensus among key stakeholders who work within the Australian family services sector regarding the definition, implications, and predictors of churn, which will subsequently inform future research and intervention development to mitigate the incidence of churn. Stakeholders were engaged through an initial participatory research workshop, followed by a two-round Delphi study. The findings provided compelling insights into the nature of churn within the context of Australian family services and highlight the importance of substantial systemic change in order to mitigate and address the incidence of churn. IMPLICATIONS The results of this study have provided compelling insights into the process of churn, the client and service-level factors that contribute to it, and the impact it has on families, staff, and the broader family services system. Stakeholders provided several recommendations to inform the development of future interventions that will be applied within the Australian family services system in order to identify and address the specific needs of families. [ABSTRACT FROM AUTHOR]

Summary: Few tools and mechanisms exist to assist the reorientation of health services, especially in the Indigenous Australian health context; where improving health status and life expectancy is a priority. We developed a health promotion systems assessment tool (HPSAT) to provide health services with the information and support they need to drive health system change. Tool development occurred using a participatory, iterative approach that included a literature review, expert input by Indigenous and non-Indigenous stakeholders and annual group workshops in four Indigenous Australian primary health care (PHC) services. Four health system components: (i) organizational environment; (ii) service delivery systems; (iii) information systems and decision support; and (iv) adaptability and integration, form the framework of the tool. A scoring system monitors system change over time. The HPSAT provides a constructive framework to support health services to collectively assess and support reorientation in Indigenous Australian PHC services. Participation of key stakeholders with an intimate knowledge about the local context was pivotal in developing a user-friendly and fit-for-purpose tool. Maximum benefits of the tool are likely to be gained when used as part of a continuous quality improvement intervention. Lay Summary: Primary health care services are important providers of health promotion approaches. In Australia, the health status and life expectancy of Indigenous peoples is much lower than that of the general population. Meeting Indigenous peoples' acute and chronic care needs can influence PHC service delivery models. Few tools and mechanism are available to support the reorientation of Indigenous Australian PHC services from an acute and chronic care model to a more comprehensive model, with greater emphasis on health promotion and prevention. This article describes the development and trialling of a tool providing Indigenous Australian PHC services with the information and support they need to reorient their health systems towards health promotion. The health promotion systems assessment tool provides a useful framework to facilitate collective appraisal of service delivery models and to identify opportunities for health system reorientation in Indigenous Australian PHC context. The tool has the potential to benefit many other health services seeking to reorient their systems towards health promotion. [ABSTRACT FROM AUTHOR]

There are numerous ways that researchers can creatively approach social research and translation. This article discusses elements from the first stages of a novel project that centres social research translation in the form of a public exhibition. 'Creative Approaches to Health Information Ecologies' is a project by a multidisciplinary research team in collaboration with an Australian health consumer organisation. The project uses creative workshop methods to explore how people learn, think, and feel about their bodies and health states, and brings attention to the significance of communities, places, spaces, objects, and other living things – the 'ecologies' of health information. It then builds on these insights to create an interactive exhibition of materials designed for public engagement. This reflexive article unpacks how this creative translation-centred collaboration contributed to the make-up of the project team, the project's research methods, and the process of making exhibition materials. We discuss what the research team learned from the process about creative collaboration, research-creation, and research translation. [ABSTRACT FROM AUTHOR]

Aim: To examine self‐reported exposure and experiences of negative workplace behaviour and ways of coping of nursing staff before and after educational workshops. Design: A Quasi‐experimental design. Method/Setting/Participants: Data were collected pre‐ /postworkshops using a structured questionnaire. Nurses (N = 230) from 12 units in four regional acute care hospitals were invited to complete a pre‐intervention survey. Educational workshops were then implemented by the organization at two of the hospitals, after which, follow‐up surveys were undertaken. Results: There were 74 responses in the pre‐intervention and 56 responses in the postintervention time period. There were 111 participants who attended the educational intervention, 20% (n = 22) completed the follow‐up survey. Participants were more likely exposed to work‐related bullying acts and they used problem‐focused coping strategies and sought social support as a way of coping when exposed to the negative behaviours. Overall, there was a decrease in both bullying and incivility experienced by participants; however, our findings were unable to establish that a statistically significant difference was made due to the implementation of the intervention. Study Registration: Australian New Zealand Clinical Trials Registry (Registration No. ACTRN12618002007213; December 14, 2018). [ABSTRACT FROM AUTHOR]

Ageism is an ongoing pervasive issue that can be difficult to challenge. The aims of this study were to co-design alternative frames about aging in a workshop and to explore the process participants went through using these to challenge ageism in their communities over a three-month period. Participatory action research combined with co-design were used. Full-day workshops involving 27 participants across urban and regional Australia introduced participants to the concept of ageism, framing, engaging with community, and co-designing alternative frames of aging. An online group allowed participants to support each other and continue exploring ideas as they challenged ageism in their communities. After 3 months, follow-up debrief sessions involving activities and semi-structured interviews were conducted. Data from workshops (activities, recordings), online posts, and debrief sessions were analyzed. Participants found the reframing process useful for challenging aging stereotypes in the community. Over the three months they developed an increased awareness of ageism (in self, others, society) and challenged these in different ways, including changing their internal dialogue, challenging others' views on aging, and actively defying stereotypes. Five alternative frames emerged: diversity and human rights; empowerment and support; value/contributions; lifelong learning; intergenerational. The process of creating alternative frames was important and allowed participants to bring their own values andnarratives to the experience. [ABSTRACT FROM AUTHOR]

Purpose - This research article aims to find out the different types of research support services provided by the top fifty libraries listed under science and technology institutions category in the QS ranking 2022. The analysis results will provide an in-depth view of the research support services offered by these institutions and will be helpful to libraries everywhere in designing their research support service. Design/methodology/approach - The top 50 institutions listed in the 2022 QS World University Rankings in the category of science and technology were taken. Out of them, 44 libraries were selected on the basis of research support services provided by them. The available research support services were investigated using the website analysis of these institutions. The data so obtained are filtered, categorised, analysed and visualised to get results. Findings - With regard to research and data-intensive research, research support service has emerged as one of the most important services offered by academic institutions in the sciences and technologies category. Research data management (39, 88.63%), research guides (40, 90.90%), research consultation (42, 95.45%), research tools recommendation (36, 81.81%), scholarly publishing/communication (39, 88.63%), open access (37, 84.09%) and training and workshop (36, 81.81%) are the most common types of research support services. The leading three countries are the USA (29.54 per cent), the UK (11.36 per cent) and Australia (9.09 per cent). Most of the institutions under the QS top 50 ranking are from the USA. Originality/value - This report conducts a thorough study of research support services offered by academic libraries at world-class science and technology institutions. The results will aid science and technology academic libraries in enhancing their research support services, which will, in turn, aid researchers in their efforts and advance scientific discovery. Also, the article will assist other institutions in planning their research support services. [ABSTRACT FROM AUTHOR]