Toward the Development of a More Integrated Aged Care Assessment Process for Rural Older Australians: Practitioners’ Perspectives

There is an identified need for more effective assessment processes in rural Australia, with prior research revealing little knowledge sharing and even duplication across existing services. This article aims to explore the challenges to more closely integrated assessment processes, drawing on interview data with practitioners from three agencies located in the same rural region. Findings highlight the challenges of rural assessment, both demand-driven (more older people with complex needs, geographic isolation) and supply issues (time and distance, funding formulae, workforce shortages). The need for closer collaboration is recognized but significant systemic issues require addressing if it is to be achieved.     

Functional consequences of work-related spinal musculoskeletal symptoms in a cohort of Australian midwives

BackgroundEarly evidence suggests spinal musculoskeletal symptoms are as prevalent in Australian midwives as in samples of nurses. Functional consequences of these symptoms include sick leave and functional incapacity, which are costly at both individual and workplace levels. To date there have been no studies of these consequences in midwives.QuestionWhat risk factors are associated with sick leave and functional incapacity among midwives with spinal musculoskeletal symptoms?MethodsWe undertook a cross-sectional study of qualified Australian midwives who completed the baseline survey of the Nurses and Midwives e-Cohort Study. A comprehensive set of independent variables were examined for bivariate associations with the main outcomes of sick leave and functional incapacity due to work-related musculoskeletal symptoms in the neck, upper or lower back. Associations that achieved a p value < .1 were entered into multiple logistic regression models.Findings729 midwives with a mean age of 46 years were eligible for inclusion. Functional incapacity was more than twice as common as sick leave. Severity of worst pain was the explanatory variable most strongly associated with each main outcome and the only one significant for both. Psychological job demands showed a significant association with sick leave, while several individual factors were associated with both outcomes. Only the association of poorer general health with functional incapacity remained significant in all three spinal regions.ConclusionOur sample reported considerable work-related musculoskeletal pain and functional incapacity. Factors associated with sick leave and functional incapacity in midwives should be confirmed by longitudinal studies with the aim of developing tertiary prevention strategies.     

Longitudinal health and disaster impact in older New Zealand adults in the 2010–2011 Canterbury earthquake series

ABSTRACT

Pre-existing longitudinal studies of people affected by disasters provide opportunities to examine the effects of these events on health. Data used in the current investigation were provided by participants in the New Zealand Health, Work and Retirement longitudinal surveys conducted in 2010, 2012 and 2014 (n = 428; aged 50–83), who lived in the Canterbury region of New Zealand during the 2010–2011 earthquakes. Latent profile growth analyses were used to identify groups of respondents who had similar pre–post-disaster physical and mental health profiles. These groups were compared in terms of demographic factors, personal impact of the earthquakes assessed in 2012 and the overall negative–positive impact of the earthquake assessed in 2014. There was little evidence of change in health status overtime. Groups did not differ in their experiences of threat or disruption, however those in poorest health reported greatest distress and a more negative overall impact of the earthquake. Although results suggest little impact of disasters on health of surviving older adults, pre-disaster vulnerabilities were associated with distress. Social workers and agencies responsible for disaster response can play a key role in pre-disaster planning and assessment of vulnerabilities of older adults to enhance potential for positive outcomes post-disaster.     

How good is good enough? Exploring social workers’ conceptions of preparedness for practice

This study examined the question: ‘How do social work practitioners construct preparedness for practice?’ The answer to this question was explored through a research conducted in 2013 consisting of a survey based on the Australian Association of Social Workers’ Practice Standards and interviews with social work practitioners who had experience working with graduating social work students in their final field education placements. The responses of 25 survey participants suggest that social work practitioners generally expect new graduates to have ‘moderate’-level skills across the different practice areas, although a small but notable number of supervisors expect new graduates to have general work preparedness at a ‘developed’ level. In addition to having a clear understanding of and identification with professional values, purpose and ethics, the eight interview participants spoke of the importance of empathy and the ability to work within a multidisciplinary organisational environment.     

Dequantifying diversity: affirmative action and admissions at the University of Michigan

Theory and Society - To explore the limits of quantification as a form of rationalization, we examine a rare case of dequantification: race-based affirmative action in undergraduate admissions at...     

Whiteness and national identity: teacher discourses in Australian primary schools

The study examines how white teachers talked to children about national identity and cultural diversity by drawing on qualitative research with eight- to 12-year-old students and their teachers from four Australian primary schools with different racial, ethnic and cultural demographics. Despite a range of explicit and implicit approaches that fostered different levels of critique among students, teachers often communicated Australian national identity as commensurate to white racial and Anglo-Australian cultural identity. We identified three main approaches teachers used to talk about national identity and cultural diversity: cultural essentialism, race elision and a quasi-critical approach. We conclude that the wider education system needs to develop a more formal curriculum structure that guides teachers in developing a better awareness of the power of white normativity, and to critically and explicitly counter discourse and practice that centres whiteness as foundational to dominant conceptualisations of national identity.