The effectiveness of health interventions in cardiovascular risk reduction among emergency service personnel

Purpose
The physical demands and hazards associated with emergency service work place particular stress on responders’ cardiovascular systems. Indeed, cardiovascular disease (CVD) is a significant problem for emergency service personnel. Although it may be difficult to alter the cardiovascular health hazards associated with the work environment, it is possible for personnel to control their modifiable CVD risk factors, cardiovascular fitness levels and subsequently, reduce their CVD risk. This review aimed to determine the effectiveness and methodological quality of health interventions designed to mitigate CVD risk in emergency service personnel.

Methods
A literature search of electronic journal databases was performed. Sixteen relevant studies were assessed for methodological quality using a standardised assessment tool. Data regarding the effectiveness of each intervention were extracted and synthesised in a narrative format.

Results
Fifteen studies were rated ‘Weak’ and one study was rated ‘Strong’. Interventions which combined behavioural counselling, exercise and nutrition were more effective in improving cardiovascular health than nutrition, exercise or CVD risk factor assessment-based interventions alone. Further, CVD risk factor assessment in isolation proved to be an ineffective intervention type to reduce CVD risk.

Conclusion
Combined interventions appear most effective in improving the cardiovascular health of emergency service personnel. Accordingly, fire and emergency service agencies should consider trialling multifaceted interventions to improve the cardiovascular health of personnel and avoid interventions focused only on one of nutrition, exercise or CVD risk factor assessment. However, as most studies were methodologically weak, further studies of a higher methodological quality are needed.

Developing programs for African families, by African families: engaging African migrant families in Melbourne in health promotion interventions

Obesity is an emerging problem for African migrants in Australia, but few prevention programs incorporate their cultural beliefs and values. This study reports on the application of community capacity-building and empowerment principles in 4 workshops with Sudanese families in Australia. Workshop participants prioritized health behaviors, skill and knowledge gaps, and environments for change to identify culturally centered approaches to health promotion. The workshops highlighted a need for culturally and age-appropriate interventions that build whole-of-family skills and knowledge around the positive effects of physical activity and nutrition to improve health within communities while reducing intergenerational and gender role family conflicts.

Experience of IM programs, perception of IMO and job outcomes: the frontline employee perspective

The thesis found that frontline employees’ (FLEs) experience of internal marketing (IM) programs positively influence their views of internal market orientation and their job outcomes of organisational identification and job satisfaction which then predicts FLEs’ customer oriented behaviour which is the targeted outcome of IM.

The limitations of front-end loading in undergraduate university programs

This paper shows how Mead’s theory of emergence can prove explanatory in how the theory-practice gap is co-created and sustained in front-end loading university programs. Taking teacher education as an exemplar, we argue that the trainee teacher encounters different and oft-times conflicting environmental, social and cultural conditions in the two “fields of interaction” of the training program, namely, on-campus work and in-school experience. The argument draws on interview and focus group data collected via a study of first-year graduate teachers of an Australian teacher education program. We conclude that role taking and self-regulated behaviour within the two environmental fields of interaction in front-end loading programs inhibit the trainee professional from exercising the power of agency to implement theory learned at university in practice in the workplace. Further, we propose that Mead’s theory of emergence proves effective in explaining a major limitation of front-end-loaded university programs.

Designing blended spaces to maximise student learning in work integrated learning programs

This paper describes a case study at a large metropolitan university in Australia where a range of technology-enabled blended spaces are used for interaction, communication and reflection between the work and university environments to enrich students' learning experiences during their work placement year. Blended space design requirements to maximise the learning experience of students undertaking work integrated learning are identified

The limitations of front-end loading in undergraduate university programs

This paper shows how Mead’s theory of emergence can prove explanatory in how the theory-practice gap is co-created and sustained in front-end loading university programs. Taking teacher education as an exemplar, we argue that the trainee teacher encounters different and oft-times conflicting environmental, social and cultural conditions in the two “fields of interaction” of the training program, namely, on-campus work and in-school experience. The argument draws on interview and focus group data collected via a study of first-year graduate teachers of an Australian teacher education program. We conclude that role taking and self-regulated behaviour within the two environmental fields of interaction in front-end loading programs inhibit the trainee professional from exercising the power of agency to implement theory learned at university in practice in the workplace. Further, we propose that Mead’s theory of emergence proves effective in explaining a major limitation of front-end-loaded university programs.

Problems of implementing offender programs in the community

Rehabilitation of offenders is, at present, an important focus among many correctional departments. A substantial body of international research literature now exists to guide the design and development of new programs that aim to reduce re-offending. However, successful implementation of these programs has been challenging for many correctional authorities. Drawing on the experience of a community correctional agency in Australia, this paper identifies and examines a number of barriers to successful delivery of community-based offender rehabilitation programs and services. The findings suggest that basing interventions on scientific knowledge about “what works” in offender rehabilitation is necessary but not sufficient for effective programs and services. More careful attention needs to be paid to how correctional authorities can take this research and implement it in practice.

Complexities of teaching — features of teacher education programs and professional learning practices to support their development

This publication is the editorial for Vol 15.2 of MTED which summarises and synthesises the articles published in the issue. The extent to which those whose learning is the focus controlled the learning situations in which they participated is the key concept discussed and the factors contributing to the extent of control are elucidated.

A methodological approach to quality assurance of programs in an independent school

This paper reports on ways in which one Australian independent school seeks to develop and sustain best practice and academic integrity in its programs through a quality assurance system of ongoing program reviews, and findings of a study that we conducted into staff perceptions of the different program reviews. First, we outline the overarching methodological and conceptual approaches used in the school’s program reviews. Second, we present and discuss the findings of the study.

Enriching interdisciplinary connections : student engagement in theory and practice in higher education programs in Australia and the UK

This paper provides insight into how postgraduate students in two pre-service disciplines, namely medicine and education, identify and make meaning of their circumstances in the globalised era of tertiary education.
Drawing on elements of Giddens’ theory of structuration, we discuss some of the tensions students have reported encountering in an era which is characterised by greater internationalisation of the student body and more globalised curricula.