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BACKGROUND: Delivery of recommended treatments for hip and knee osteoarthritis (OA) is known to be discordant with guideline recommendations. However, professional views related to OA management across medical and surgical disciplines are not well understood. The aim of this study was to explore the views of medical professionals about management of hip and knee OA. METHODS: Qualitative study. Semistructured individual interviews were conducted with orthopaedic surgeons, rheumatologists and general practitioners routinely involved in the management of OA. Interviews were audiotaped, transcribed, member-checked, coded and thematically analysed. RESULTS: Fifteen medical professionals were interviewed. Three main themes were: (i) recognition of the importance of nonsurgical management of hip and knee OA, focussed on self-management, exercise-therapy, weight management and analgesia; (ii) joint replacement being considered the 'last resort' for end stage disease not responding to nonsurgical management; and (iii) determination of management 'success' through patient perceptions was more common than the use of validated instruments. Views on management broadly converged across disciplines, except for the role of joint replacement, considered an adjunct in the overall management of OA by rheumatologists and as a definitive cure by orthopaedic surgeons. CONCLUSIONS: Aligning with current guidelines, medical professionals recognised the importance of nonsurgical management focussed on exercise-therapy for hip and knee OA, and concurred that joint replacement surgery should be a last resort. A focus on patient education was less prominent, which along with implementation of validated outcome measures in routine medical practice, may require greater health system support.

In this paper, we use research with Indigenous Māori women to explain the research interface to bring together Indigenous and Euro-Western ways of knowing. Our research required using an Indigenous research methodology that drew on traditional cultural knowledge with embedded critical and decolonisation theories to understand this often-marginalised group of Indigenous women. Constructivist grounded theory provided a systematic and rigorous approach to generating theory. Because of the unique histories of colonisation and contemporary realities resulting in Indigenous women’s marginalisation, globally, we argue research must be relevant, safe, and meaningful to those researched to produce transformative knowledge. Therefore, planning a research methodology to inform research with Indigenous women that counters current unhelpful constructions required careful consideration. We share how we used kaupapa Māori research methodology and constructivist grounded theory to generate an explanation of how Māori women keep safe in unsafe relationships.

Mohwak scholar Taiaiake Alfred has remarked that in settler colonies, reconciliation is another form of re-colonisation. The “reconciliation of Indigenous people to colonialism”, in Alfred’s words, do not challenge structures of power that deny First Nations people substantive rights. We draw on Alfred’s observations to highlight the agenda of Southern Criminology. This increasingly influential school while seeking to engage epistemologies of the South reinscribes colonial relations of power, including colonial hierarchies of knowledge. It does so by uncritically bringing together the North and the South through a working partnership in criminology. Our blog represents a defence of decolonising frameworks. We contend that challenging colonial legacies in criminology is crucial for building more inclusive ideas and praxes.

Background: Colonization continues in Australia, sustained through institutional and systemic racism. Targeted discrimination and intergenerational trauma have undermined the health and wellbeing of Australia's Aboriginal and Torres Strait Islander population, leading to significantly poorer health status, social impoverishment and inequity resulting in the over-representation of Aboriginal people in Australian prisons. Despite adoption of the 'equal treatment' principle, on entering prison in Australia entitlements to the national universal healthcare system are revoked and Aboriginal people lose access to health services modelled on Aboriginal concepts of culturally safe healthcare available in the community. Incarcerated Aboriginal women experience poorer health outcomes than incarcerated non-Indigenous women and Aboriginal men, yet little is known about their experiences of accessing healthcare. We report the findings of the largest qualitative study with incarcerated Aboriginal women in New South Wales (NSW) Australia in over 15 years. Methods: We employed a decolonizing research methodology, 'community collaborative participatory action research', involving consultation with Aboriginal communities prior to the study and establishment of a Project Advisory Group (PAG) of community expert Aboriginal women to guide the project. Forty-three semi-structured interviews were conducted in 2013 with Aboriginal women in urban and regional prisons in NSW. We applied a grounded theory approach for the data analysis with guidance from the PAG. Results: Whilst Aboriginal women reported positive and negative experiences of prison healthcare, the custodial system created numerous barriers to accessing healthcare. Aboriginal women experienced institutional racism and discrimination in the form of not being listened to, stereotyping, and inequitable healthcare compared with non-Indigenous women in prison and the community. Conclusions: 'Equal treatment' is an inappropriate stra

Nurses and midwives of Australia now is the time for change! As powerfully placed, Indigenous and non-Indigenous nursing and midwifery professionals, together we can ensure an effective and robust Indigenous curriculum in our nursing and midwifery schools of education. Today, Australia finds itself in a shifting tide of social change, where the voices for better and safer health care ring out loud. Voices for justice, equity and equality reverberate across our cities, our streets, homes, and institutions of learning. It is a call for new songlines of reform. The need to embed meaningful Indigenous health curricula is stronger now than it ever was for Australian nursing and midwifery. It is essential that nursing and midwifery leadership continue to build an authentic collaborative environment for Indigenous curriculum development. Bipartisan alliance is imperative for all academic staff to be confident in their teaching and learning experiences with Indigenous health syllabus. This paper is a call out. Now is the time for Indigenous and non-Indigenous nurses and midwives to make a stand together, for justice and equity in our teaching, learning, and practice. Together we will dismantle systems, policy, and practices in health that oppress. The Black Lives Matter movement provides us with a ‘now window’ of accepted dialogue to build a better, culturally safe Australian nursing and midwifery workforce, ensuring that Black Lives Matter in all aspects of health care.

© 2020 Informa UK Limited, trading as Taylor & Francis Group. Nurses and midwives of Australia now is the time for change! As powerfully placed, Indigenous and non-Indigenous nursing and midwifery professionals, together we can ensure an effective and robust Indigenous curriculum in our nursing and midwifery schools of education. Today, Australia finds itself in a shifting tide of social change, where the voices for better and safer health care ring out loud. Voices for justice, equity and equality reverberate across our cities, our streets, homes, and institutions of learning. It is a call for new songlines of reform. The need to embed meaningful Indigenous health curricula is stronger now than it ever was for Australian nursing and midwifery. It is essential that nursing and midwifery leadership continue to build an authentic collaborative environment for Indigenous curriculum development. Bipartisan alliance is imperative for all academic staff to be confident in their teaching and learning experiences with Indigenous health syllabus. This paper is a call out. Now is the time for Indigenous and non-Indigenous nurses and midwives to make a stand together, for justice and equity in our teaching, learning, and practice. Together we will dismantle systems, policy, and practices in health that oppress. The Black Lives Matter movement provides us with a ‘now window’ of accepted dialogue to build a better, culturally safe Australian nursing and midwifery workforce, ensuring that Black Lives Matter in all aspects of health care.

OBJECTIVE: To explore barriers and enablers for referral to, and participation in, a contemporary guideline-based osteoarthritis management program - Good Life with osteoArthritis in Denmark (GLA:D Australia). DESIGN: A qualitative design was used, involving semi-structured interviews with patients with osteoarthritis and medical professionals. Interviews were audiotaped, transcribed verbatim, coded and thematically analysed. Barrier and enabler themes were mapped to the theoretical domains framework and used to inform the development of recommendations for improving uptake of guideline-based osteoarthritis management programs. RESULTS: Twenty patients with hip and/or knee osteoarthritis and 15 medical professionals (5 general practitioners, 4 rheumatologists, 6 orthopaedic surgeons) were included. Across both groups, three themes emerged as barriers (program access; misinformation about osteoarthritis; patient and program factors), one theme emerged as a barrier and enabler (health professional trust, feedback and advice), and two themes emerged as enablers (opportunity to achieve positive outcomes and potentially avoid joint replacement surgery; better program promotion, patient and health professional education, and efficient referral processes). CONCLUSIONS: Optimising uptake of guideline-based osteoarthritis management programs requires improved reimbursement models, and better promotion and educational initiatives for patients and medical professionals. A particular focus of education should include dispelling misinformation about osteoarthritis, and highlighting the safety and value of physiotherapist delivered exercise-therapy.

New Zealand, a geographically remote Pacific island with easily sealable borders, implemented a nationwide 'lockdown' of all non-essential services to curb the spread of COVID-19. Here, we generate 649 SARS-CoV-2 genome sequences from infected patients in New Zealand with samples collected during the 'first wave', representing 56% of all confirmed cases in this time period. Despite its remoteness, the viruses imported into New Zealand represented nearly all of the genomic diversity sequenced from the global virus population. These data helped to quantify the effectiveness of public health interventions. For example, the effective reproductive number, Re of New Zealand's largest cluster decreased from 7 to 0.2 within the first week of lockdown. Similarly, only 19% of virus introductions into New Zealand resulted in ongoing transmission of more than one additional case. Overall, these results demonstrate the utility of genomic pathogen surveillance to inform public health and disease mitigation.

Effectively incorporating cultural competence into tertiary institutions is paramount to the creation of cross-cultural settings where undergraduates and academics can develop understandings of how culture and belief systems influence professional decision making. Processes that incorporate cultural competence are viewed as particularly challenging in science disciplines, particularly non-vocational science disciplines where “western” or reductivist ways of teaching and “doing” science remain dominant.

© The Author(s) 2020. Although cultural competence in higher education is a worthwhile starting point for teaching, learning, research and leadership in the higher education sector, it has been argued that it is the journey and not the destination that is important (Clutton in One size fits few: from cultural incompetence to contextual sensitivity in health policy development in Australia and Canada. (Unpublished doctoral thesis), Australian National University, Canberra, 2017).

Nurses and midwives of Australia now is the time for change! As powerfully placed, Indigenous and non-Indigenous nursing and midwifery professionals, together we can ensure an effective and robust Indigenous curriculum in our nursing and midwifery schools of education. Today, Australia finds itself in a shifting tide of social change, where the voices for better and safer health care ring out loud. Voices for justice, equity and equality reverberate across our cities, our streets, homes, and institutions of learning. It is a call for new songlines of reform. The need to embed meaningful Indigenous health curricula is stronger now than it ever was for Australian nursing and midwifery. It is essential that nursing and midwifery leadership continue to build an authentic collaborative environment for Indigenous curriculum development. Bipartisan alliance is imperative for all academic staff to be confident in their teaching and learning experiences with Indigenous health syllabus. This paper is a call out. Now is the time for Indigenous and non-Indigenous nurses and midwives to make a stand together, for justice and equity in our teaching, learning, and practice. Together we will dismantle systems, policy, and practices in health that oppress. The Black Lives Matter movement provides us with a ‘now window’ of accepted dialogue to build a better, culturally safe Australian nursing and midwifery workforce, ensuring that Black Lives Matter in all aspects of health care.