Impacts of American Agricultural Education Student Teachers on Eleven Community Members in A New South Wales, Australia Community: A Qualitative Study

2011 ◽  
Vol 52 (4) ◽  
pp. 87-97 ◽  
Author(s):  
Bunch
Keyword(s):  
Qualitative Study ◽  
Student Teachers ◽  
Agricultural Education ◽  
New South ◽  
New South Wales ◽  
Education Student ◽  
Community Members ◽  
South Wales

scholarly journals Indirect Impacts of COVID-19: A Case Study of Evidence, Advice and Representation From Consumer and Community Members in New South Wales Australia

2021 ◽  
Vol 8 ◽  
pp. 237437352199862
Author(s):  
Tara Dimopoulos-Bick ◽  
Louisa Walsh ◽  
Kim Sutherland
Keyword(s):  
Health Care ◽  
New South ◽  
Health Care Systems ◽  
New South Wales ◽  
Direct Consequence ◽  
Community Members ◽  
South Wales ◽  
Health Consumers ◽  
Indirect Impacts

The COVID-19 pandemic continues to affect health care systems globally, and there is widespread concern about the indirect impacts of COVID-19. Indirect impacts are caused by missed or delayed health care—not as a direct consequence of COVID-19 infections. This study gathered experiences of, and perspectives on, the indirect impacts of COVID-19 for health consumers, patients, their families and carers, and the broader community in New South Wales, Australia. A series of semi-structured virtual group discussions were conducted with 33 health consumers and community members between August 24 and August 31, 2020. Data were analyzed using an inductive thematic analysis approach. The analysis identified 3 main themes: poor health outcomes for individuals; problems with how health care is designed and delivered; and increasing health inequality. This case study provides insight into the indirect impacts of COVID-19. Health systems can draw on the insights learned as a source of experiential evidence to help identify, monitor and respond to the indirect impacts of COVID-19.

Mental health data: A case for the African communities in New South Wales

2021 ◽  
Vol 42 (1) ◽  
pp. 64-80
Author(s):  
Daniel Kwai Apat ◽  
Wellington Digwa
Keyword(s):  
Mental Health ◽  
Mental Health Services ◽  
Mental Disorders ◽  
Health Services ◽  
New South ◽  
Mental Health Policy ◽  
New South Wales ◽  
Community Members ◽  
South Wales ◽  
Health Related

This paper examines mental health policies in relation to African communities residing in New South Wales, Australia and the attitudes of African communities toward mental disorders and mental health services. Current mental health policy frameworks have shown an inadequate inclusion of African communities. This may negatively affect the design of mental health interventions and how African communities engage with mental health services. The available mental health literature on African communities showed disjointed and uncoordinated data which focuses on specific community-groups within African communities. Insufficient mental health or suicide data, combined with African community members’ perception toward mental disorders and mental health services, makes it very difficult to progress engagement and interventions. There is a need for proper and sizable data on mental health related to people of African descent in NSW and Australia wide, if positive outcomes are to be realised.

Emerging themes in Aboriginal child and adolescent mental health: findings from a qualitative study in Sydney, New South Wales

2010 ◽  
Vol 192 (10) ◽  
pp. 603-605 ◽  
Author(s):  
Anna B Williamson ◽  
Beverley Raphael ◽  
Sally Redman ◽  
John Daniels ◽  
Sandra J Eades ◽  
...  
Keyword(s):  
Mental Health ◽  
Qualitative Study ◽  
New South ◽  
New South Wales ◽  
Adolescent Mental Health ◽  
Child And Adolescent ◽  
Aboriginal Child ◽  
South Wales ◽  
Emerging Themes

Unethical conduct by the nurse

2013 ◽  
Vol 20 (5) ◽  
pp. 578-588 ◽  
Author(s):  
Kathleen A Dixon
Keyword(s):  
Discourse Analysis ◽  
Qualitative Study ◽  
Critical Discourse Analysis ◽  
New South ◽  
New South Wales ◽  
Theoretical Framework ◽  
Critical Discourse ◽  
Unethical Conduct ◽  
South Wales ◽  
The Way

The aim of this study was to uncover and critically examine hidden assumptions that underpin the findings of nurses’ unethical conduct arising from inquiries conducted by the Nurses Tribunal in New South Wales. This was a qualitative study located within a post-structural theoretical framework. Transcripts of five inquiries conducted between 1998 and 2003 were analysed using critical discourse analysis. The findings revealed two dominant discourses that were drawn upon in the inquiries to construct nurses’ conduct as unethical. These were discourses of trust and accountability. The way the nurses were spoken about during the inquiries was shaped by normalising judgements that were used to discursively position the nurse through narrative.

Supporting Peer-to-Peer E-Mentoring of Novice Teachers Using Social Software

2010 ◽  
pp. 84-97
Author(s):  
Mark J.W. Lee ◽  
Catherine McLoughlin
Keyword(s):  
Secondary School ◽  
Student Teachers ◽  
Secondary School Teachers ◽  
New South ◽  
New South Wales ◽  
Teaching Profession ◽  
Social Software ◽  
School Teachers ◽  
South Wales ◽  
The University

The Australian Catholic University (ACU National at www.acu.edu.au) is a public university funded by the Australian Government. There are six campuses across the country, located in Brisbane, Queensland; North Sydney, New South Wales; Strathfield, New South Wales; Canberra, Australian Capital Territory (ACT); Ballarat, Victoria; and Melbourne, Victoria. The university serves a total of approximately 27,000 students, including both full- and part-time students, and those enrolled in undergraduate and postgraduate studies. Through fostering and advancing knowledge in education, health, commerce, the humanities, science and technology, and the creative arts, ACU National seeks to make specific and targeted contributions to its local, national, and international communities. The university explicitly engages the social, ethical, and religious dimensions of the questions it faces in teaching, research, and service. In its endeavors, it is guided by a fundamental concern for social justice, equity, and inclusivity. The university is open to all, irrespective of religious belief or background. ACU National opened its doors in 1991 following the amalgamation of four Catholic tertiary institutions in eastern Australia. The institutions that merged to form the university had their origins in the mid-17th century when religious orders and institutes became involved in the preparation of teachers for Catholic schools and, later, nurses for Catholic hospitals. As a result of a series of amalgamations, relocations, transfers of responsibilities, and diocesan initiatives, more than twenty historical entities have contributed to the creation of ACU National. Today, ACU National operates within a rapidly changing educational and industrial context. Student numbers are increasing, areas of teaching and learning have changed and expanded, e-learning plays an important role, and there is greater emphasis on research. In its 2005–2009 Strategic Plan, the university commits to the adoption of quality teaching, an internationalized curriculum, as well as the cultivation of generic skills in students, to meet the challenges of the dynamic university and information environment (ACU National, 2008). The Graduate Diploma of Education (Secondary) Program at ACU Canberra Situated in Australia’s capital city, the Canberra campus is one of the smallest campuses of ACU National, where there are approximately 800 undergraduate and 200 postgraduate students studying to be primary or secondary school teachers through the School of Education (ACT). Other programs offered at this campus include nursing, theology, social work, arts, and religious education. A new model of pre-service secondary teacher education commenced with the introduction of the Graduate Diploma of Education (Secondary) program at this campus in 2005. It marked an innovative collaboration between the university and a cohort of experienced secondary school teachers in the ACT and its surrounding region. This partnership was forged to allow student teachers undertaking the program to be inducted into the teaching profession with the cooperation of leading practitioners from schools in and around the ACT. In the preparation of novices for the teaching profession, an enduring challenge is to create learning experiences capable of transforming practice, and to instill in the novices an array of professional skills, attributes, and competencies (Putnam & Borko, 2000). Another dimension of the beginning teacher experience is the need to bridge theory and practice, and to apply pedagogical content knowledge in real-life classroom practice. During the one-year Graduate Diploma program, the student teachers undertake two four-week block practicum placements, during which they have the opportunity to observe exemplary lessons, as well as to commence teaching. The goals of the practicum include improving participants’ access to innovative pedagogy and educational theory, helping them situate their own prior knowledge regarding pedagogy, and assisting them in reflecting on and evaluating their own practice. Each student teacher is paired with a more experienced teacher based at the school where he/she is placed, who serves as a supervisor and mentor. In 2007, a new dimension to the teaching practicum was added to facilitate online peer mentoring among the pre-service teachers at the Canberra campus of ACU National, and provide them with opportunities to reflect on teaching prior to entering full-time employment at a school. The creation of an online community to facilitate this mentorship and professional development process forms the context for the present case study. While on their practicum, students used social software in the form of collaborative web logging (blogging) and threaded voice discussion tools that were integrated into the university’s course management system (CMS), to share and reflect on their experiences, identify critical incidents, and invite comment on their responses and reactions from peers.

Information sources used by New South Wales cancer clinicians: a qualitative study

2006 ◽  
Vol 36 (11) ◽  
pp. 711-717 ◽  
Author(s):  
E. L. Tan ◽  
H. Stark ◽  
J. S. Lowinger ◽  
C. Ringland ◽  
R. Ward ◽  
...  
Keyword(s):  
Qualitative Study ◽  
Information Sources ◽  
New South ◽  
New South Wales ◽  
South Wales

scholarly journals Exploring children's experiences in community gambling venues: A qualitative study with children aged 6‐16 in regional New South Wales

2018 ◽  
Vol 30 (3) ◽  
pp. 413-421 ◽  
Author(s):  
Amy Bestman ◽  
Samantha L. Thomas ◽  
Melanie Randle ◽  
Hannah Pitt ◽  
Mike Daube
Keyword(s):  
Qualitative Study ◽  
New South ◽  
New South Wales ◽  
South Wales
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