Challenging the handover : recommendations for research and practice

Communicating nursing care during the patient's total hospital stay is a difficult task to achieve within the context of high patient turnover, a lack of overlap time between shifts, and time constraints. Clear and accurate communication is pivotal to delivering high quality care and should be the gold standard in any clinical setting. Handover is a commonly used communication medium that requires review and critique. This study was conducted in five acute care settings at a major teaching hospital. Using a grounded theory approach, it explored the use of three types of handover techniques (verbal in the office, tape-recorded, and bedside handovers). Data were obtained from semi-structured interviews with nurses and participant field observations. Textual data were managed using NUD-IST. Transcripts were critically reviewed and major themes identified from the three types of handovers that illustrated their strengths and weaknesses. The findings of this study revealed that handover is more than just a forum for communicating patient care. It is also used as a place where nurses can debrief, clarify information and update knowledge. Overall, each type of handover had particular strengths and limitations; however, no one type of handover was appraised as being more effective. Achieving the multiple goals of handover presents researchers and clinicians with a challenging task. It is necessary to explore more creative ways of conducting the handover of patient care, so that an important aspect of nursing practice does not get classified as just another ritual.

Altered images : the relations between design representations and design practice

As information systems move out of the office into the wider world and are merged with mobile appliances, buildings and even clothing, the representations traditionally used in any one discipline may not be adequate for understanding these new domains. Design representations are ‘ways of seeing and not seeing’. Despite the central role representations play in design, the information systems design community has little understanding of the relation, ideal or actual, between design practice and design representation. This paper reports on an extensive design case study that aims at increasing understanding of the nature and affordances of representations in the design process and argues for the need for information systems as a discipline to open up discussion of the design representations that may be required to effectively design systems that mix traditional IS with disciplines such as industrial design, architecture and fashion design.

Altered images : the relations between design representations and design practice

As information systems move out of the office into the wider world and are merged with mobile appliances, buildings and even clothing, the representations traditionally used in any one discipline may not be adequate for understanding these new domains. Design representations are ‘ways of seeing and not seeing’. Despite the central role representations play in design, the information systems design community has little understanding of the relation, ideal or actual, between design practice and design representation. This paper reports on an extensive design case study that aims at increasing understanding of the nature and affordances of representations in the design process and argues for the need for information systems as a discipline to open up discussion of the design representations that may be required to effectively design systems that mix traditional IS with disciplines such as industrial design, architecture and fashion design.

Developing teacher-researchers: a practice-based Masters of Education

Teachers’ work can increasingly be described as knowledge work conducted in a rapidly changing globalised, digital environment. In order to support contemporary teachers’ work, professional learning needs to be grounded in the contexts and identities of teachers, while engaging them in theoretical discourse. Such an approach challenges traditional approaches to the offering of a Masters in Education by distance learning. This presentation reports on a university-educational authority partnership designed to enable practising teachers to gain Masters qualifications through practice-based ethnographic data collection and research. The context of this partnership is a new professional learning program being offered by Deakin University, Australia and the Catholic Education Office Melbourne. Teachers plan and conduct projects in which they identify an issue to be addressed at their school; research the issue identified; develop and implement an intervention to address the issue; and report on the intervention. Teachers have the option of gaining credit towards a Masters of Education by submitting their work for formal assessment. The participants in this mixed methods study are teachers who are undertaking the post-graduate units embedded in a professional learning program. Teachers are invited to undertake anonymous online pre- and post- surveys with both qualitative and quantitative data collected. Data is also collected through teacher interviews and collection of classroom artefacts including planning documents and work samples. Initial findings illustrate that a practice-based approach to Masters studies engages teachers as creators rather than reproducers of knowledge. The use of a range of print and new digital media both within the design and operation of an online learning environment and pedagogies for effective adult professional learning enable flexible and creative pedagogical responses and knowledge creation by teachers.

Reducing office workers' sitting time: rationale and study design for the Stand Up Victoria cluster randomized trial

Background
Excessive time spent in sedentary behaviours (sitting or lying with low energy expenditure) is associated with an increased risk for type 2 diabetes, cardiovascular disease and some cancers. Desk-based office workers typically accumulate high amounts of daily sitting time, often in prolonged unbroken bouts. The Stand Up Victoria study aims to determine whether a 3-month multi-component intervention in the office setting reduces workplace sitting, particularly prolonged, unbroken sitting time, and results in improvements in cardiometabolic biomarkers and work-related outcomes, compared to usual practice.

Methods/design
A two-arm cluster-randomized controlled trial (RCT), with worksites as the unit of randomization, will be conducted in 16 worksites located in Victoria, Australia. Work units from one organisation (Department of Human Services, Australian Government) will be allocated to either the multi-component intervention (organisational, environmental [heightadjustable workstations], and individual behavioural strategies) or to a usual practice control group. The recruitment target is 160 participants (office-based workers aged 18–65 years and working at least 0.6 full time equivalent) per arm. At each assessment (0- [baseline], 3- [post intervention], and 12-months [follow-up]), objective measurement via the activPAL3 activity monitor will be used to assess workplace: sitting time (primary outcome); prolonged sitting time (sitting time accrued in bouts of ≥30 minutes); standing time; sit-to-stand transitions; and, moving time. Additional outcomes assessed will include: non-workplace activity; cardio-metabolic biomarkers and health indicators (including fasting glucose, lipids and insulin; anthropometric measures; blood pressure; and, musculoskeletal symptoms); and, work-related outcomes (presenteeism, absenteeism, productivity, work performance). Incremental cost-effectiveness and identification of both workplace and individual-level mediators and moderators of change will also be evaluated.

Support for assessment practice: developing the assessment design decisions framework

There are many excellent publications outlining features of assessment and feedback design in higher education. However, university educators often find these ideas challenging to realise in practice, as much of the literature focuses on institutional change rather than supporting academics. This paper describes the conceptual development of a practical framework designed to stimulate educators’ thinking when creating or modifying assessments. We explain the concepts that underpin this practical support, including the notions of ‘assessment decisions’ and ‘assessment design phases’, as informed by relevant literature and empirical data. We also present the outcome of this work. The Assessment Design Decisions Framework. This provides key considerations in six categories: purposes, contexts, tasks, interactions, feedback processes and learning outcomes. By tracing the development of the Framework, we highlight complex ways of thinking about assessment that are relevant to those who design and deliver assessment to tertiary students.

Good practice guidelines for curriculum, supervision and assessment of final year engineering projects and AQF8 learning outcomes

Undergraduate engineering programs require final year students to complete capstone final year projects and demonstrate that they can integrate knowledge, skills and professional graduate attributes developed during the program at Australian Qualification Framework, level 8 (AQF8) outcomes. Literature shows that currently there is no guarantee of consistency for curriculum, supervision and assessment practices of FYEPs. Practices differ greatly between universities and littlework has been initiated that seeks to identify good practice, highlighting the need for the development of guidelines for curriculum, supervision and assessment of FYEPs. This workshop is designed to share and disseminate the good practice guidelines that have been developed on curriculum, supervision and assessment of Final Year Engineering Projects as a part of phase 2 of the project ‘Assessing Final Year Engineering Projects (FYEPs): Ensuring Learning and Teaching Standards and AQF8 Outcomes’ funded by the Australian Office for Learning and Teaching (OLT) with people working in the area of FYEPs. The guidelines typically apply to four year undergraduate engineering degrees with embedded Honours and support achievement of AQF8learning outcomes. The project team has 7 partner Universities – Central Queensland University (the lead), University of Technology Sydney, University of Adelaide, Curtin University, Deakin University, University of Tasmania and RMIT University.Participants will be invited to reflect on and evaluate guidelines and findings derived from FYEP coordinators, supervisors and the wider literature and to consider the ways in which these findings might lead to improvements in their practice.

A cluster randomized controlled trial to reduce office workers' sitting time: impact on activity outcomes

PURPOSE: To evaluate, compared to usual practice, the initial and long-term effectiveness of a workplace intervention targeting reducing sitting on activity outcomes.

METHODS: Office worksites (≥1km apart) from a single organization in Victoria, Australia were cluster randomized to intervention (n=7) or control (n=7). Participants were 231 desk-based office workers (5 to 39 participants per worksite) working at least 0.6 full time equivalent. The workplace-delivered intervention addressed organizational, physical environment, and individual behavioural change to reduce sitting time. Assessments occurred at baseline, three-, and 12-months, with the primary outcome participants' objectively measured (activPAL3 device) workplace sitting time (mins/8-h workday). Secondary activity outcomes were: workplace time spent standing, stepping (light, moderate-vigorous and total) and in prolonged (≥30min) sitting bouts (h/8-h workday); usual duration of workplace sitting bouts; and, overall sitting, standing and stepping time (mins/16-h day). Analysis was by linear mixed models, accounting for repeated measures and clustering and adjusting for baseline values and potential confounders.

RESULTS: At baseline, on average, participants (68% women; mean±SD age = 45.6±9.4 years) sat, stood and stepped for 78.8±9.5%, 14.3±8.2%, and 6.9±2.9% of work hours respectively. Workplace sitting time was significantly reduced in the intervention group compared to the controls at three months (-99.1 [95% CI -116.3 to -81.8] min/8-h workday) and 12 months (-45.4 [-64.6 to -26.2] min/8-h workday). Significant intervention effects (all favoring intervention) were observed for standing, prolonged sitting, and usual sitting bout duration at work, as well as overall sitting and standing time, with no significant nor meaningful effects observed for stepping.

CONCLUSIONS: This workplace-delivered multicomponent intervention was successful at reducing workplace and overall daily sitting time in both the short- and long- term.

Educating for design teamwork: what do students think of current teaching practice?

This paper examines the role of teachers in facilitating effective team functioning and supporting student teams. The study draws upon the qualitative data from a survey completed by design students in 18 Australian Higher Education Institutions. The survey was administered in 2012-2013 as part of a project funded by Australian Government Office for Learning and Teaching1, “Enhancing and Assessing Group and TeamLearning in Architecture and Related Design Contexts”2 , and addressed questions about students’ perceptions and experiences of teamwork in design. Students commented about how their teachers could have better designed team assignments. Drawing upon the major themes emerged from these comments, the paper concludes with recommendations on how these findings may inform teaching and assessment of teamwork in design.