Insights from Arakawa and Gins' Table

Within the four-day festival organised by Keane, j., Prohm, A. and Manning, E. called "The Proceeding Procedure: Festival of In/Confluence"there was an evening of performances, reading, improvisation and films curated by Alan Prohm and Mike Hornblow, I was invited to read from my current writing within this evening's program.

A review of the conservation ecology of round-leaf Pomaderris Pomaderris vacciniifolia F. Muell. ex Reissek (Rhamnaceae)

Round-leaf Pomaderris Pomaderris vacciniifolia F. Muell. ex Reissek (Rhamnaceae) is a Victorian endemic shrub listed as threatened under the Flora and Fauna Guarantee Act 1988 and critically endangeredunder the Environment Protection and Biodiversity Conservation Act 1999. A review of the available literature for P. vacciniifolia indicated most information is anecdotal or found in unpublished works. Better understanding of the ecology of P. vacciniifolia may help explain why it is vulnerable, and enhance future management. Future research should focus towards better understanding of P. vacciniifolia habitat, reproductive ecology, seed dispersal mechanisms and competitive ability and how these compare with more common sympatric congeners, to determine whether any differences could explain the relative success of these species. Targeted searches for this species on public and private land are warranted to reveal additional populations and fully appreciate the distribution of this species. (The Victorian Naturalist 131 (2) 2014, 44-51).

Supporting culturally and linguistically diverse students during clinical placement: strategies from both sides of the table

Background: Increasing proportions of Culturally and Linguistically Diverse (CALD) students within health professional courses at universities creates challenges in delivering inclusive training and education. Clinical placements are a core component of most health care degrees as they allow for applied learning opportunities. A research gap has been identified in regard to understanding challenges and strategies for CALD students in health professional placements.

Methods: A key stakeholder approach was used to examine barriers and enablers experienced by CALD students in clinical placement. Semi-structured focus groups with healthcare students (n = 13) and clinical placement supervisors (n = 12) were employed. The focus groups were analysed using open coding and thematic analysis.

Results: Three main barrier areas were identified: placement planning and preparation; teaching, assessment and feedback; and cultural and language issues. Potential solutions included addressing placement planning and preparation barriers, appropriate student placement preparation, pre-placement identification of higher risk CALD students, and diversity training for supervisors. For the barrier of teaching, assessment & feedback, addressing strategies were to: adapt student caseloads, encourage regular casual supervisor-student conversations, develop supportive placement delivery modes and structures, set expectations early, model the constructive feedback process, use visual aids, and tailor the learning environment to individual student needs. The enablers for cultural & language issues were to: build language and practical approaches for communication, raise awareness of the healthcare system (how it interacts with healthcare professions and how patients access it), and initiate mentoring programs.

Conclusions: The findings suggest that teaching and learning strategies should be student-centred, aiming to promote awareness of difference and its impacts then develop appropriate responses by both student and teacher. Universities and partnering agencies, such as clinical training providers, need to provide an inclusive learning environment for students from multiple cultural backgrounds.

A square peg in a round hole? Approaches to incorporating lifestyle counselling into routine primary health care

Few studies have explored how lifestyle counselling can be integrated into routine practice for primary health care (PHC) clinicians working outside general practice. This paper describes the feasibility of models of lifestyle counselling developed for PHC clinicians working in community health services and the congruence with routine practice. Action research methods were used to develop and implement models of lifestyle counselling in three community health teams. Following a six-month implementation period, semi-structured interviews were conducted with a purposeful sample of participants (n = 30) to explore the appropriateness of implementing risk factor management models in practice. Models were considered appropriate if they fitted the clinician’s philosophy of practice, were relevant to existing work tasks, could easily be integrated into workflow and were perceived as being acceptable to the client. The approach to service delivery and team priorities were also important in influencing which models suited particular teams. Models of lifestyle counselling for PHC clinicians outside general practice should be tailored to the clinicians’ and teams’ way of working and thus may need to be discipline-specific. Engaging PHC clinicians and teams is important in developing models that are acceptable and feasible in everyday practice.