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Culturally safe health practitioners are essential for effective service provision to culturally diverse populations, including Indigenous Australians. Therefore, cultural safety education during training as a health care professional is an essential component in helping improve the health of Indigenous Australians. This study examined whether the implementation of an Indigenous cultural safety education workshop increased self-rated cultural safety knowledge and attitudes of allied health students. The study employed a quantitative before-and-after design using pre- and post-surveys to determine the level of attitudinal change in students who attended a day long workshop. The study sample consisted of 1st year (n = 347) and 4th year (n = 149) allied health students at a regional Australian university over the years 2007-2011. Whilst the results of this current study are varied in terms of achieving positive change across all of the taught items of knowledge and attitude, they provide some evidence around the value of this type of curriculum intervention in helping develop culturally safe practitioners. An important finding was around the student's becoming self-aware about their own values and cultural identity, combined with acknowledging the importance of this cultural identity to interactions with clients. This form of 'cultural humility' appears to be an important step to becoming a culturally safe practitioner. These types of interventions would be enhanced through embedding and scaffolding throughout the curricula.

Issue Addressed: Seated activities are attributed to increased sedentary behaviour (SB) and adverse health effects, but little is currently known about university students' SB, particularly study‐related SB. This study describes the sociodemographic variations of domain‐specific SB in regional Australian university students and the contribution of study‐related SB to total SB. Methods: Self‐reported daily SBs from a cross‐sectional survey of 451 students were used. Domain‐specific and total SB were described within sub‐groups, and differences examined using independent t‐tests. Multinomial regression was used to examine the association of tertiles of duration in study‐related SB with total and other domain‐specific SBs. Results: Study participants were a median age of 21 (19–25 years), mostly female (76%) and represented different years of study. On average, students spent 882 ± 292 min/day in total SB, with most SB occurring in the study, screen time and 'other activity' domains. No sociodemographic variations were found in total SB, but significantly higher study‐related SB were reported by students studying full time (p <.001) and who moved from their family home to study (p <.022). Study‐related SB contributed 36% of total SB, with students most sedentary during study having the highest total SB. Conclusions: This study suggests university students have high levels of SB, primarily in the domains of study, screen time and other activities. SB reduction strategies in universities and targeting screen time, across various sociodemographic groups (e.g., gender, university enrolment status, and living arrangements), may be important in reducing SB in university students. So What?: University students are highly sedentary and should be included in SB programs especially students studying full time and those who moved from their family home in the study domain. [ABSTRACT FROM AUTHOR]

Objectives: This review updates evidence of previous reviews on interventions that target reducing sedentary behaviour among 18- to 69-year-old working aged adults. Methods: A literature search of PubMed, Informit, Scopus, EBSCO, Web of Science and ProQuest. Quality was assessed for individual articles using McMaster University Guidelines. Descriptive analysis was used to summarise findings across studies. Results: Fifteen studies were identified with critical appraisal scores ranging from 10 to 14 (of a possible 15), with a mean score of 11.7 indicating overall moderate quality. The majority of interventions were implemented in the workplace. Others were based in the neighbourhood and education institution settings. Just over half of the studies (n = 9) reported a significant decrease in sedentary behaviour, including in total sedentary behaviour and sitting time, work sitting time and leisure sitting time. Overall sitting time decreases ranged from 8 to 122 minutes per day across all settings. Conclusion: There is some emerging evidence that sedentary behaviour interventions have the potential to reduce sedentary behaviour of working aged adults. However, given the paucity of literature, the effectiveness of such interventions is currently inconclusive. Further high-quality research across different settings is needed using validated standardised measures of sedentary behaviour.

Studying at university can be a very stressful experience. Although the literature provides some information regarding different sources of stress among students, studies have not addressed the issue of changes over the course progression. This study aimed to obtain a deeper understanding of the sources of stress for first-year students and whether these stressors are more prevalent at different times during the semester. A mixed-method approach was used. Content analysis was undertaken on longitudinal electronic message data, and thematic analysis was used for focus group data. Results indicated an increasing trend of stress over the semester. The major stressors identified were academic, financial/work, personal, family-related, interpersonal, social support, university/life balance and starting university. A number of stressors were found to be more prevalent at different times during the semester, including some academic-related stressors plus starting university, family-related and financial/work-related stressors. This is one of the few studies to examine the influence of timing of the levels of stress. Importantly, this study suggests that the start and end of the first semester constitute the riskiest periods for negative stress-related consequences. These results could be used to assist universities in developing student support programmes.

Health professionals must understand Indigenous perspectives to deliver effective health services. This study set out to determine the amount, type and effectiveness of current Indigenous content in an occupational therapy curriculum at an Australian regional university and the progress in meeting the National Aboriginal Health Strategy (NAHS) minimum standards for Indigenous content for Australian Universities. Twenty-one academic staff teaching at an Australian University were surveyed with five follow-up interviews. Findings suggest that while educators saw the importance of Indigenous cultural content, they lacked confidence in delivering this content. The need for a strategic and planned approach to embedding Indigenous content throughout the curriculum was identified. Future research evaluating the effectiveness of cultural competency initiatives is suggested.

Wheelchair basketball (WCBB) often includes reverse integration (RI), defined as the inclusion of athletes without impairment in a sport traditionally aimed at athletes with an impairment. This study explored how RI in WCBB was understood by internal stakeholders. Data were gathered from athletes, coaches, and administrators at an Australian club competition and at a Canadian elite training center. Analysis of semistructured interviews with 29 participants led to the identification of eight themes. Collectively, the findings showed that RI was embedded within WCBB, RI was considered to be a way to advance the growth and improve the quality of WCBB as well as a way to increase awareness of WCBB and disability. There were some concerns that RI may not be equitable, as WCBB is a "disability sport." Stakeholders' perspectives on RI could provide useful information for sport policymakers, managers, administrators, sports organizations, and athletes interested in further developing WCBB. [ABSTRACT FROM AUTHOR]