Nurses and personal attendants' diabetes knowledge : in regional public residential care

Aim: Identify staff knowledge about diabetes medicines and organisational factors that influence safe medicines use in two large Australian regional public RACs that comply with national accreditation standards.

Background: Diabetes management is complicated in residential aged care facilities (RAC). Managing medicines is complex, especially in older people. Little is known about diabetes-specific medicine knowledge of various care staff (registered nurses (RN), enrolled nurses (EN) and patient care attendants (PCA) working in RAC.

Methods: A triangulation of methods was used to collect the data: anonymous self-complete questionnaire (ADKnowl) staff interviews to clarify practice issues that could affect safe medicine use, and a case file audit to identify medicine-related data. Questionnaires were distributed to all RNs, ENs and PCAs in the two services via nursing management (N=540). The ADKnowl was supplemented with additional questions and vignettes derived from actual case notes in each RAC to assess translation of knowledge into practice. Only medicine related data are reported.

Results: Sixty-eight people returned completed questionnaires (12.5% response rate). Knowledge deficits were identified in administering oral hypoglycaemic agents and insulin, their action and potential adverse events. Most ENs and PCAs did not know why HbA1c was measured. Almost half the RNs and ENs and 80% of PCAs did not know how diabetes comorbidities affect medicine choices. RN achieved higher overall average knowledge scores,74.3%, compared to ENs and PCA, 49%. The interviews suggest lack of time, unclear communication processes, inadequate knowledge about medications and resident behaviour compromises optimal medicine administration. Twenty case files audits were undertaken in each RAC and revealed residents were taking on average nine medicines.

Conclusion: Staff involved in caring for residents with diabetes had suboptimal general and medicine-specific diabetes knowledge to deliver optimal care. System issues and unpredictable resident behaviours made medicine management difficult and compromised safety.

African culturally and linguistically diverse communities’ blood donation intentions in Australia: integrating knowledge into the theory of planned behavior

Background 

Physical activity in three regional communities in Queensland

Objective
To describe physical activity participation in three Queensland regional communities.

Design
Cross-sectional mail survey of randomly selected residents, stratified by age and sex.

Setting
Esk, Mareeba and Mount Isa.

Participants
1219 (58% women) adults, with a mean age 46.7 (standard deviation 14.7) years.

Main outcome measures
Proportion of people inactive, meeting Australian activity guidelines (a minimum of 150 min week−1 and five sessions week−1) and walking a dog daily; time spent walking and cycling for transport; location and type of recreational physical activities.

Results
Overall, 18% of respondents were inactive, with the highest proportions among women (22.3%) and older adults in Mount Isa (24.3%). The proportion meeting activity guidelines was 47%, with the lowest proportion among women in Mount Isa (40.4%). Although 63% reported owning a dog, only 22% reported walking a dog daily. Few people reported walking or cycling for transport. The most common types of activities were walking, home-based exercise, running/jogging and swimming, and the most common location was at or near home.

Conclusions
Physical activity levels were lower in these regional communities than the state average. The findings indicate a need for physical activity policy and intervention strategies targeting regional and rural areas. This could focus on women and older adults, dog walking and physical activity opportunities in or near the home.

Incorporating indigenous Australian knowledge and perspectives into planning practice : past, present and future

The history and contemporary practice of land-use planning and place-making by Indigenous Australians is poorly understood by academics, students and practitioners in the field of urban and regional planning in Australia. This is despite recent high-profile events which have increased the profile of Indigenous peoples’ rights, such as the recognition of native title by the High Court in Mabo v the State of Queensland [No. 2] (1992) 175 CLR 1 and The United Nations Declaration on the Rights of Indigenous Peoples (2007), and Commonwealth policy and reconciliation discourses. Further, little impact has been discernible arising from the adoption of reconciliation policies by government bodies, planning authorities and the Planning Institute of Australia (PIA). This paper reviews this lack of progress and discusses why this is a problem for Australian planners which needs to be addressed. The paper reviews the present Australian historical and socio-cultural context in terms of collaboration with traditional land owners as it relates to contemporary planning practice. It considers ontological, epistemological and axiological differences between the dominant western model of planning and Indigenous models, and the challenges this presents. A case-study documenting past, present and future planning practices at Lake Condah in South West Victoria which is the Country of the Gunditjmara and Budj Bim will bring to life these topics through the documentation of Indigenous planning practices prior to and post European arrival. It offers a vision for the future of planning with Indigenous communities. The paper envisages a future which values and incorporates Indigenous place-making and planning, which goes far beyond the tacit acknowledgement of traditional owners commonly observed around Australia today.

Community music-making in regional Australia: creating, improvising and performing at a festival

Community arts in Australia, as in many other countries, continue to permeate society, illuminating the past and shaping the future. This article situates itself as an aspect of community music through creative music-making within a larger research project that started at Deakin University (DU) (Melbourne, Australia) in 2011 called ‘Flows and Catchments’. Through the lens of creative arts and music-making, I argue that community partnerships between local communities and tertiary institutions are a fertile ground to celebrate arts practice where the cultural and artistic life of the community is promoted, fostering respect and understanding between indigenous and non-indigenous peoples. In 2012, I presented a music workshop at the 8th Annual Lake Bolac Eel Festival (LBEF) in Western Victoria. Using the African term Masakhane, which means ‘let us build together’, I provide a snapshot of my experience through journaling and anecdotal feedback as I reflect in and on the teaching and learning episode of the volcanic composition. The community partnership between DU (academics in an urban space) and the LBEF (local community in a regional place) provided an opportunity for people of all ages to engage, explore and experience music-making collectively in a social context. As a tertiary music educator, I propose more pathways being established with regional communities in order to deepen the knowledge and understanding of them; schools, communities, artists, academics and tertiary students can form cultural synergies in place-based settings like those of festivals.

Perceptions of environmental change and use of traditional knowledge to plan riparian forest restoration with relocated communities in Alcantara, Eastern Amazon

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Knowledge and use of wild edible plants in rural communities along Paraguay River, Pantanal, Brazil

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Building Leadership: The Knowledge of Principals in Creating Collaborative Communities of Professional Learning

Research literature is replete with the importance of collaboration in schools, the lack of its implementation, the centrality of the role of the principal, and the existence of a gap between knowledge and practice--or a "Knowing-Doing Gap." In other words, there is a set of knowledge that principals must know in order to create a collaborative workplace environment for teachers. This study sought to describe what high school principals know about creating such a culture of collaboration. The researcher combed journal articles, studies and professional literature in order to identify what principals must know in order to create a culture of collaboration. The result was ten elements of principal knowledge: Staff involvement in important decisions, Charismatic leadership not being necessary for success, Effective elements of teacher teams, Administrator‘s modeling professional learning, The allocation of resources, Staff meetings focused on student learning, Elements of continuous improvement, and Principles of Adult Learning, Student Learning and Change. From these ten elements, the researcher developed a web-based survey intended to measure nine of those elements (Charismatic leadership was excluded). Principals of accredited high schools in the state of Nebraska were invited to participate in this survey, as high schools are well-known for the isolation that teachers experience--particularly as a result of departmentalization. The results indicate that principals have knowledge of eight of the nine measured elements. The one that they lacked an understanding of was Principles of Student Learning. Given these two findings of what principals do and do not know, the researcher recommends that professional organizations, intermediate service agencies and district-level support staff engage in systematic and systemic initiatives to increase the knowledge of principals in the element of lacking knowledge. Further, given that eight of the nine elements are understood by principals, it would be wise to examine reasons for the implementation gap (Knowing-Doing Gap) and how to overcome it.

When the Practice of Theorizing Meets the Theorizing of Practice. Social Knowledge Making in Organization Science Academia and Managerial Communities

The aim of the present work is to contribute to a better understanding of the relation between organization theory and management practice. It is organized as a collection of two papers, a theoretical and conceptual contribution and an ethnographic study. The first paper is concerned with systematizing different literatures inside and outside the field of organization studies that deal with the theory-practice relation. After identifying a series of positions to the theory-practice debate and unfolding some of their implicit assumptions and limitations, a new position called entwinement is developed in order to overcome status quo through reconciliation and integration. Accordingly, the paper proposes to reconceptualize theory and practice as a circular iterative process of action and cognition, science and common-sense enacted in the real world both by organization scholars and practitioners according to purposes at hand. The second paper is the ethnographic study of an encounter between two groups of expert academics and practitioners occasioned by a one-year executive business master in an international business school. The research articulates a process view of the knowledge exchange between management academics and practitioners in particular and between individuals belonging to different communities of practice, in general, and emphasizes its dynamic, relational and transformative mechanisms. Findings show that when they are given the chance to interact, academics and practitioners set up local provisional relations that enable them to act as change intermediaries vis-a-vis each other’s worlds, without tying themselves irremediably to each other and to the scenarios they conjointly projected during the master’s experience. Finally, the study shows that provisional relations were accompanied by a recursive shift in knowledge modes. While interacting, academics passed from theory to practical theorizing, practitioners passed from an involved practical mode to a reflexive and quasi-theoretical one, and then, as exchanges proceeded, the other way around.