Collaborative care : the role of practice nurses

Background
Comorbid depression can occur with diabetes and heart disease. This article reports on a feasibility study focusing on additional roles for practice nurses in detecting and monitoring depression with other chronic diseases.
Method
A convenience sample of six practices in southeast Australia was identified. Practice nurses received training via a workshop, which included training in the use of the Patient Health Questionnaire, to detect depression.
Results
The 332 patients who participated in the project each received a comprehensive health summary to assist with self management. Depression was identified in 34% of patients in this convenience sample. After 18 months implementation, practice nurses were strongly in favour of continuing the model of care. General
practitioners gave highly favourable ratings for effectiveness and willingness to continue this model of care.
Discussion
Practice nurses can include depression monitoring alongside systematic care of diabetes and heart disease. A randomised trial is currently underway to compare the clinical outcomes of this model with usual care.

Professional learning through narratives of practice

Narratives of practice are a primary means by which educators understand their work, shaping the identities and practices of those who engage with them. Written narratives are examined as a resource for professional learning in three contexts: a writing group for adult educators, a national professional development initiative and a teacher appraisal program.

Genre theory and language change in a community of practice

Business letters are complex sites of interaction. Discussions of genre theory from different disciplinary perspectives (psychology, applied linguistics, rhetoric) highlight tension between stability and change in writing as a social activity. The research extends the use of ethnographic methodology and Communities of Practice in examining writing and a writing community.

Exploring online communities of practice for biology teachers in Botswana

This study, which sought to determine the potential of an online community of practice among biology teachers in Botswana, has identified teacher level, school level and systemic influences as shaping the process and outcome of an online intervention into a teacher professional development programme run by the University of Botswana.

Revolt and discovery : towards an understanding of practice as research through Kristevan aesthetics

This paper will examine Kristeva’s conceptions of revolution and revolt to demonstrate the significance of her work for practitioners and researchers working in the emerging field of creative arts practice as research, a field of research that is burgeoning in the UK, Australia, Canada and Scandinavia. I will argue that Kristeva’ thought elaborates the aesthetic underpinnings of discovery and provides a rationale for the methodologies used in artistic research.

In her later work on interpretation, Kristeva places a greater emphasis on the need for analysis or theory, since the art and culture of revolt produce unfamiliar or mutant meanings that are difficult for audiences to grasp in terms of their potency for engendering social change and individual empowerment. However, she places the responsibility for this analysis and interpretation on the art critic. But what if (as is the case with the advent of artistic practice as research), the maker and the “critic” become one and the same? Can this shift in the status of artistic practice within the knowledge economy, be understood in terms of Kristeva account of the sense and nonsense of revolt? I will address these questions by revisiting aspects of Kristeva thinking on experience-in practice and examining her more recent and extended elaboration of revolutionary practice. The paper will explore how her thinking can provide practitioners with a framework for understanding creative arts research as the production of new knowledge. If as Kristeva argues, that art and literature are amongst the few means of revolt and renewal, it seems appropriate to turn to her thinking in order to articulate a rationale and argument for claiming that practice as research can operate as a driver of change and innovation in contemporary culture.

The first part of this task will involve tracing what Kristeva sees as three forms of revolt made possible through aesthetic experience. This will involve a closer examination of the notions of transgression and art as experience. Following on from this discussion, I will discuss how Kristeva’s work constitutes both an implicit and explicit critique of science allowing us to conceive of artistic research as an alternative and performative production of knowledge. Finally in this paper, I will apply and illustrate these ideas through an analysis of a selection of a number of research projects successfully completed by artistic researchers in Australia. I hope to show that artistic practice as a mode of enquiry, reveals the inextricable and necessary relationship between practice and theory, interpretation and making, art and life. I suggest that it is this interrelationship, that underpins what Kristeva describes as creative and revolutionary practice. In the context of creative arts practice as research, Kriteva’s account of experience–in-practice indicates that interpretation and analysis must fall to the practitioner-researcher himself or herself - rather than to another person who has been external to the procedures of making - to trace the significant experiential, subjective and emergent processes involved in the production of the work that allows it to reveal the new. This is necessary if the generative and revolutionary impact of artistic research is to be fully understood in the wider research arena.

Community of practice and the wider organisation : a multi-faceted KM framework

A conceptual knowledge management (KM) framework was developed and tested. The social bond combined with the expertise of a Community of Practice (CoP) constitutes a bottom-up aproach to KM, at the same time influencing top-down KM efforts by managers. A successful feedback loop between CoP and Management assists in establishing a collaborative and integrated top-down/bottom-up KM strategy.

Scope of practice of occupational therapists working in Victorian community health settings

Background/aim: Current health policy places emphasis on community-based health care and it is expected that there will be an increase in the number of people receiving care in community settings. This study aimed to examine the profile and scope of practice of occupational therapists working in Victorian community health settings and the amount and type of health promotion activity incorporated into their role.
Method:  An anonymous postal questionnaire was sent to 205 community-based Victorian occupational therapists. One hundred and one (49.3% response rate) questionnaires were returned, with 72 respondents (35.1%) meeting study inclusion criteria. A descriptive research design was used to address study aims.
Results:  Results indicate that the majority of community health occupational therapists are experienced practitioners, have a varied scope of practice and report a high level of job satisfaction. Compared with previous studies, there is an increase in new graduate occupational therapists starting their career in community health settings, a greater number of part-time workers and a diversification of clinical and non-clinical roles. Barriers to practice that exist include high demand for service, limited funding and time spent on administrative tasks. Although health promotion was regarded as an important role of community health workers, a large number of therapists were not involved in this activity because of limited knowledge and clinical work taking priority.
Conclusion: Study findings have implications for occupational therapy training, and there is a clear need for input at policy level to address the significant resource allocation issues raised.

Interconnecting networks of practice for professional learning

The article explores the complementary connections between communities of practice and the ways in which individuals orchestrate their engagement with others to further their professional learning. It does so by reporting on part of a research project conducted in New Zealand on teachers’ online professional learning in a university graduate diploma program on ICT education. Evolving from social constructivist pedagogy for online professional development, the research describes how teachers create their own networks of practice as they blend online and offline interactions with fellow learners and workplace colleagues. Teachers’ perspectives of their professional learning activities challenge the way universities design formal online learning communities and highlight the potential for networked learning in the zones and intersections between professional practice and study.
The article extends the concepts of Lave and Wenger’s (1991) communities of practice social theory of learning by considering the role participants play in determining their engagement and connections in and across boundaries between online learning communities and professional practice. It provides insights into the applicability of connectivist concepts for developing online pedagogies to promote socially networked

IT support for communities of practice in organizational settings

Communities of Practice (CoPs) are increasingly being seen as innovative and creative value adding entities in organisations. Their contributions in the sharing of perspectives and context, support of learning processes and creating a social and communal identity, yield invaluable knowledge exchanges. With the advent of internetworking, the boundaries of organisational settings are broadened. This is particularly significant to CoPs as they can continue their ways of working, work practices, social engagement and connectivity in these settings, harnessing Information Technology (IT). This paper reports on early findings from an ongoing investigation into ways in which IT can support practices and knowledge exchange processes of CoPs in organisational settings.

The diffusion of policy in contexts of practice : flexible delivery in Australian vocational education and training

Significant changes have occurred over the last decade within the Australian Vocational Education and Training (VET) system. Not least amongst these has been a shift from a predominantly traditional face-to-face classroom model of programme delivery to more flexible models informed by the needs of clients. To lead this revolution, in 1991 the Australian Commonwealth and State Ministers for Training established the Flexible Delivery Working Party. A series of reports followed that sought to develop a policy framework, including a definition of flexible delivery, and its principles and characteristics. Despite these efforts, project funding and national staff development initiatives, several difficulties have been experienced in the ‘take-up’ of flexible delivery; problems that we argue are related to how the dissemination of innovative practice is conceived. Specifically, the literature and research on the diffusion of innovations points to the efficacy of informal social networks ‘in which individuals adopt the new idea as a result of talking with other individuals who have already adopted it’ (Valente, 1995, p. ix). Following a discussion of these issues, the article concludes by arguing the need for research of innovative practice transfer within VET in Australia, using qualitative case study in order to develop an in-depth and rich description of the process, and facilitate greater understanding of how it works in practice.

When, where and how am I now? Researching identity in university communities of practice

The establishment of communities of practice (CoPs) has emerged nationally as a strategy to promote ‘excellence’ in teaching and learning in Australian universities. CoPs in Australian universities have been reported as fostering the development of identity in practice and collegial academic identity. In these accounts identity development is associated with storytelling around everyday practice, although the relationship between narrative and identity development has not been explored or described in detail. Similarly, although the complex and changeable university contexts in which these CoPs operate is noted and described in the literature, there is currently no detailed account published of the relationship between the broader discourses that shape these contexts and the process of identity development in university CoPs. We argue in this paper that there is a need for a new way of researching identity formation in university CoPs. Drawing on Trinh Minh Ha’s work (1992), we propose that fragmentation be used as a working metaphor for thinking about and researching identity development in university CoPs, with direct reference to the contexts in which they operate. 
The proposed new approach takes into account the complexities and variety of discourses that influence identity formation in CoPs and the changeable and sometimes contradictory Enterprise University contexts in which Australian CoPs operate. In this paper fragmentation is described and applied to the process of researching identity formation in university CoPs. This paper also describes how fragmentation guides the combined narrative research and discourse analysis methods used in the proposed approach. This paper argues that fragmentation provides the means for developing practical (or experiential) insights as well as conceptually structuring a useful method for investigating discursive factors, to open up a variety of potential new understandings about identity formation in university CoPs.

An outdoor and environmental education community of practice : self stylisation or normalisation?

In this article, I draw on a qualitative longitudinal study to explore the influence of a tertiary Outdoor and Environmental Education (OEE) course on the formation of environmental ethics among students. In this task, I bring together Lave & Wenger (1991) and Wenger’s (1998) concept of communities of practice and Michel Foucault’s later work on ethics to underscore some of the difficulties of an OEE community of practice as a space for (environmentally) ethical self-stylisation. Bringing these theoretical ideas together is significant because my analysis suggests that the OEE community of practice (re)produces an environmental ethic based on normalised codes of conduct rather than a self-fashioning of an ethical existence as conceived by Foucault. I demonstrate that membership in overlapping communities of practice is influential in participants’ performance of environmental identities and normalising codes of conduct are particularly significant in the physical education/pre-service education communities of practice of which participants are members.