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Additional file 2: Appendix II. Outcome measures used in the pilot-testing.

Additional file 1: Appendix I. Intervention programs.

Project Description: This scoping review aims to describe existing and emerging evidence about the impact of urinary incontinence and/or lower urinary tract symptoms (LUTS) on participation in work. Urinary incontinence and/or LUTS are commonly associated with chronic long-term health conditions or disability, but can also occur as an isolated health problem that is largely invisible to others (Busuttil-Leaver, 2011; Chiarelli & Weatherall, 2010). While people living with urinary incontinence and/or LUTS as an aspect of physical disability (e.g. multiple sclerosis or spinal cord injury) often receive services and support in relation to their incontinence, those who experience urinary incontinence and/or LUTS in the absence of a physical disability, may not receive assistance beyond basic medical care. Yet living with these conditions has been shown to impact many aspects of daily life and occupational engagement (Coyne et al., 2012; Fultz et al., 2005; Pierce et al., 2016; Sexton et al., 2009). The involuntary leakage of urine and symptoms relating to urinary incontinence and/or LUTS can impact health and well-being, and are often associated with sleep disturbances, psychological difficulties, and challenges with concentration. Individuals find themselves needing to dedicate time and energy to managing urinary incontinence and/or LUTS to overcome the lack of control of leaking urine or other symptoms. Urinary incontinence and/or LUTS becomes a deeply personal and private affair as people try to manage their challenges throughout each day. As a result of needing to manage these conditions, individuals can be restricted in fulfilling life roles, particularly those involving community life, such as participating in productive occupations such as work. This study will apply scoping review methodology to synthesise existing and emerging evidence about the impact of urinary incontinence and/or LUTS on participation in work (Peters et al., 2020). The Joanna Briggs Institute (Khalil et al., 2016; Khalil et al., 2021; Pollock et al., 2020) scoping review methodology will be employed to conduct the review. Reporting will be in line with the Preferred Reporting Items for Systematic reviews and Meta-Analyses for Scoping Reviews (PRISMA-ScR) Checklist (Tricco et al., 2018). A scoping review is an appropriate and helpful methodological approach to address this research aim because it is a systematic method of collecting and examining current and emerging evidence on a new, emerging or under-investigated phenomenon (Khalil et al., 2016; Khalil et al., 2021). This review will systematically map available evidence to: identify knowledge gaps, and/or clarify concepts and definitions, and/or examine research frameworks in the field, and/or provide background to the research project (Khalil et al., 2016; Khalil et al., 2021; Munn et al., 2018; Pollock et al., 2020). This review will explore evidence more broadly and not limited to only including published papers in peer reviewed journals. This scoping review will investigate and include grey literature, for example, published government documents, policies and textbooks (Munn et al., 2018; Pollock et al., 2020). The scoping review will map and provide a descriptive synthesis of all evidence that aligns with the scoping review objectives (Khalil et al., 2016; Khalil et al., 2021).

The objective of this scoping review is to understand the extent and type of evidence about preparing occupational therapy students for success in practice education. Evidence addressing the research question of “What prepares occupational therapy students for success in practice education?” will be included in the review. In this review, the Ecological Model of Professional Reasoning (Boyt Schell & Schell, 2018) will be used as a lens to understand preparation for practice education in occupational therapy students. Professional reasoning is defined as “the process used by practitioners to plan, direct, perform, and reflect on client care” (Boyt Schell & Schell, 2018, p.4). The Ecological Model of Professional Reasoning (EMPR) (Boyt Schell & Schell, 2018) emerged to provide a rich and comprehensive understanding of professional reasoning in occupational therapy (Boyt Schell & Schell, 2018). Academic and practice education in occupational therapy undergraduate programs aim to develop professional reasoning in student therapists in preparation for practice. The EMPR can be used to further understand professional reasoning development in occupational therapy students and has been chosen to provide a framework to guide searching, screening, and synthesis of findings. The EMPR looks at the transaction between the therapist and the client in a particular context setting (Boyt Schell & Schell, 2018). This review will focus on the development of the therapist, including the personal and professional self. Factors of the personal self, such as age, gender and socioeconomic status, can influence a student's performance in occupational therapy practice education (Bell et al., 2014; Kale et al., 2020; Karp, 2020; Kirchner et al., 2001; Tan et al., 2004). The professional self necessitates knowledges, skills and experiences of the therapist. A small number of programs preparing the students’ knowledge, skills experience for practice education have been developed and evaluated. Evidence has yet to be systematically reviewed on preparing occupational therapy students for practice education. This scoping review will systematically search, describe and map the available evidence.

This study uses a series of narratives (stories) of experiences of professional and academic staff participating in mentoring programs at Western Sydney University as either mentors or mentees in the last five years. The narratives, as prompted by open-ended questions through an online survey instrument, reflect on participants’ mentoring goals, the outcomes of the program, any challenges experienced and recommendations for future staff involved in mentoring programs at the university. In addition, the study examines the success of the mentoring program across a range of psycho-social and career development outcomes over a five-year period. The study highlights the practical implications of mentoring programs for staff and provides guidance to future participants. It also considers if there are any notable differences in the experiences of a mentoring program which may be due to demographic factors such as age, discipline, gender and years of experience. Findings suggest that proactivity, risk-taking, time management and trust are the main obstacles that mentees must overcome in order to reap the full benefits of a mentoring program. Academic mentees were found to be successful in applying for research grants, publishing research articles and substantially increasing the number of higher degree research students under their supervision. Some mentees also received awards and recognition that they attributed to being part of the mentoring program. Other less tangible benefits that were reported by mentees include improved networking skills, increased confidence and assertiveness, prioritising of work activities, and navigating ‘office politics’. Mentors participating in the study built lasting friendships with their mentees and found that being a mentor provided them an opportunity to revisit their own career and make improvements/take action where necessary. Some mentors also invited their mentees to so-supervise research students with them and to work with them on research grants and projects. Less tangible achievements of mentors included building both their own and their mentee’s confidence and contributing to succession planning for the University. The findings of this study are important for both professional and academic staff considering mentoring programs to assist in advancing their career and to higher education institutions who seek to offer successful mentoring programs for their staff. The research highlights the practical implications of mentoring programs for staff at higher education institutions and makes recommendations for future programs and participants to ensure that the programs are contributing to the developmental, career and psycho-social needs of staff from all gender groups and provide equal opportunity for all staff to advance careers through promotion and improved performance.

INTRODUCTION: Driving is one of the main modes of transport with safe driving requiring a combination of visual, cognitive and physical skills. With population ageing, the number of people living with vision impairment is set to increase in the decades ahead. Vision impairment may negatively impact an individual's ability to safely drive. The association between vision impairment and motor vehicle crash involvement or driving participation has yet to be systematically investigated. Further, the evidence for the effectiveness of vision-related interventions aimed at decreasing crashes and driving errors has not been synthesised. METHODS AND ANALYSIS: A search will be conducted for relevant studies on Medline (Ovid), EMBASE and Global Health from their inception to March 2020 without date or geographical restrictions. Two investigators will independently screen abstracts and full texts using Covidence software with conflicts resolved by a third investigator. Data extraction will be conducted on all included studies, and their quality assessed to determine the risk of bias using the Joanna Briggs Institute Critical Appraisal Tools. Outcome measures include crash risk, driving cessation and surrogate measures of driving safety (eg, driving errors and performance). The results of this review will be reported using the Preferred Reporting Items for Systematic Review and Meta-Analysis guideline. Meta-analysis will be undertaken for outcomes with sufficient data and reported following the Meta-analyses of Observational Studies in Epidemiology guideline. Where statistical pooling is not feasible or appropriate, narrative summaries will be presented following the Synthesis Without Meta-analysis in systematic reviews guideline. ETHICS AND DISSEMINATION: This review will only report on published data thus no ethics approval is required. Results will be included in the Lancet Global Health Commission on Global Eye Health, published in a peer-reviewed journal and presented at relevant conferences. PROSPERO REGISTRATION NUMBER: CRD42020172153.

This thesis investigated driving patterns of older Australians and evaluated a safe-transport program designed to enhance self-regulation, while maintaining community participation. A sample of 380 drivers aged 75 years and older (mean age: 80±4 years) from northwest Sydney were recruited and in-vehicle monitoring devices installed in their vehicles. Participants took short trips (≈5km) and drove 100 kilometres in one week, on average. Older drivers with poorer function, and lower confidence took shorter trips, closer to home. Half of the participants were randomised to receive the ‘Behind the Wheel’ program. While there was no significant difference in distance driven per week over 12-months (between-group difference:-5.5km,95%CI:-24.5-13.5km), intervention group participants were more engaged in self-regulatory driving practices than those in the control (OR:1.6,95%CI:1.1-2.3). Importantly there was no difference in community participation (between-group difference:-0.1,95%CI:-0.6-0.3), but older drivers with low function in the intervention group were 3.1 times more likely to report depressive symptoms (95%CI: 1.04-9.2). Taking ownership of the planning process was found to be important to reduced driving exposure in the process evaluation. Women and participants who understood the program content were more likely to take ownership. ‘Behind the Wheel’ had greatest impact with older, lower functioning drivers, suggesting a targeted approach.