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Work-integrated learning (WIL) is increasingly common in higher education, with benefits and risks for students and supervisors' wellbeing. Central to wellbeing is dignity, often described as the respectful treatment of others. While studies have explored dignity for employees, it is yet to be examined in the WIL context. This qualitative study explores 46 student and 30 supervisors' understandings of WIL dignity. Using purposive sampling, supervisors and students from 6 disciplines participated in 7 groups and 58 individual semi-structured interviews. Participants were asked to describe their understandings of workplace dignity and data were analysed using team-based framework analysis. Four themes were identified: (1) participants' difficulties articulating dignity; (2) concepts used to define dignity; (3) the valence of conceptualisations; and (4) the levels to which dignity were conceptualised. Both students and supervisors need to work together to better understand what dignity is as the crucial first step toward maximising dignity during WIL.

While University students increasingly participate in work-integrated learning (WIL), their dignity is often violated during WIL. The current literature is limited in so far as it typically focuses on student perspectives within healthcare contexts and does not use the concept of 'dignity'. Instead, this study explored student and supervisor perspectives on student dignity during WIL across healthcare and non-healthcare disciplines. Research questions included: What are: (1) types of student dignity experiences and patterns by groups; (2) factors contributing to experiences; (3) consequences of experiences? Sixty-five semi-structured interviews were conducted using narrative interviewing techniques with 30 supervisors and 46 students from healthcare (medicine, nursing and counselling) and non-healthcare (business, law and education) disciplines. Data were analyzed using framework analysis. Nine common narrative types were identified within 344 stories: verbal abuse, right for learning opportunities, care, inclusion, reasonable expectations, right for appropriate feedback, equality, trust, and right to be informed. Factors contributing to dignity experiences and consequences were often at the individual level (e.g. student/supervisor characteristics). We found some salient differences in perceptions of experiences between students and supervisors, but few differences between healthcare and non-healthcare disciplines. This study extends WIL research based on student perspectives in healthcare, and provides practice and further research guidance to enhance student dignity during WIL.

While research has started to contest traditional student-supervisor power asymmetries within work-integrated learning, substantial gaps remain about work-integrated learning feedback, power and resistance. This study explores how students "and" supervisors narrate student power and resistance within work-integrated learning feedback narratives. Ninety-four feedback narratives were collected from 26 higher education students and 25 supervisors from six disciplines participating in 45 interviews. Data were analysed using thematic and narrative analysis. Although the narratives often reproduced traditional power asymmetries, they also contested espoused power asymmetries. Participants reported students exercising power in feedback relationships, either of their own accord or through supervisor power-sharing. Students were also reported to enact resistance to supervisor power, sometimes resulting in supervisor undermining. Student enactment of power and resistance was also illustrated through participants' pronominal, metaphoric and identity talk. We encourage work-integrated learning students and supervisors to enhance their feedback literacy paying close attention to issues of power and resistance. Students should exercise power and resistance in productive rather than repressive ways during work-integrated learning feedback in order to avoid negative impacts for supervisor well-being and student learning. Further research is needed to explore researcher "and" participant identification of power and resistance across more diverse participants.

Hepatitis C is a global public health threat, affecting 56 million people worldwide. The World Health Organization has committed to eliminating hepatitis C by 2030. Although new treatments have revolutionised the treatment and care of people with hepatitis C, treatment uptake has slowed in recent years, drawing attention to the need for innovative approaches to reach elimination targets. One approach involves using existing notifiable disease data to contact people previously diagnosed with hepatitis C. Within these disease surveillance systems, however, competing tensions exist, including protecting individual rights to privacy and autonomy, and broader public health goals. We explore these issues using hepatitis C and Australia's legislative and regulatory frameworks as a case study. We examine emerging uses of notification data to contact people not yet treated, and describe some of the ethical dilemmas associated with the use and non-use of this data and the protections that exist to preserve individual rights and public health. We reveal weaknesses in rights protections and processes under Australian public health and human rights legislation and argue for consultation with and involvement of affected communities in policy and intervention design before notification data is used to increase hepatitis C treatment coverage. [ABSTRACT FROM AUTHOR]

Shakespeare’s First Folio included publication of Coriolanus, a play that is said to be inflected by political events at the time of its writing and still so by its publication during a period the English parliament was in abeyance, having been dissolved the year before. In this paper, we take up Raffield and Watt’s (2008) invitation to consider the relationship between Shakespeare’s work and the nation-state, by considering the relationship between Coriolanus, and specifically the quasi-parliamentarian characters of the tribunes or representatives of the people, and contemporary Australian parliamentarians. We are particularly interested in how parliamentarians approach and grapple with their role as representatives of the people when undertaking human rights scrutiny of proposed laws, and explore this in relation to the tribunes’ approach to their representative role when making political decisions. We follow Raffield and Watt’s suggestion that, in early modern England, ‘government was conducted and represented as theatre’ (2008: 4) and argue that, in contemporary Australia, parliamentary work is still conducted and represented as theatre, and therefore it is necessary to adopt a theatre or performance lens when considering the ways in which parliamentarians perform their work as both representatives and legislators. [ABSTRACT FROM AUTHOR]

People with (a history of) hepatitis C have concerns about privacy and the confidentiality of their health information. This is often due to the association between hepatitis C and injecting drug use and related stigma. In Australia, recent data breaches at a major private health insurer and legislative reforms to increase access to electronic health records have heightened these concerns. Drawing from interviews with people with lived experience of hepatitis C and stakeholders working in this area, this article explores the experiences and concerns of people with (a history of) hepatitis C in relation to the sharing of their health records. It considers the potential application of health privacy principles in the context of hepatitis C and argues for the development of guidelines concerning the privacy of health records held by health departments and public hospitals. Such principles might also inform reforms to legislation regarding access to health records. [ABSTRACT FROM AUTHOR]

This document is a list of references cited in a research article or report on the topic of hepatitis C. The references cover a range of subjects related to hepatitis C, including the experiences of patients, the social and material aspects of treatment, stigma and discrimination, access to treatment, and the implications of cure. The references include academic articles, research reports, and books, providing a comprehensive overview of the current literature on hepatitis C. [Extracted from the article]

The World Health Organization's goal of achieving hepatitis C elimination by 2030 is inspiring the use of novel methods to find, diagnose and treat people living with the virus. Globally, rates of hepatitis C treatment uptake have declined. Data-driven public health approaches, including case finding, notification and contact tracing, are being developed and implemented to reach the elimination goal. Drawing on interviews with policymakers, lawyers, peers and others who work with people with hepatitis C, we analyse perceptions of the use of data-driven interventions to achieve elimination, and concerns about risks. While interviewees expressed some enthusiasm for data-driven interventions, they were apprehensive about the possible effects of data collection processes and systems and/or believed that people with hepatitis C were. They noted concerns about the sharing of people's health data without active consent, and worried that data-driven approaches could perpetuate hepatitis C-related stigma and discrimination. We explore these concerns through the concept of data justice, which helps to account for complexities, risks, and challenges. We argue that data-driven interventions to increase access to treatment will be effective and beneficial only if they also address, or at least do not increase, the barriers to treatment caused by stigma, criminalisation and structural inequities faced by many people with hepatitis C. Such interventions should also be designed to mitigate the limitations of the most usual models of data collection and use. [ABSTRACT FROM AUTHOR]