EPDS and SF-36 mean scores two years after birth for selected pre-specified subgroups.

<p>*Scales adjusted for age/sex distribution of PRISM population, factor loadings and standard deviation using Australian National Health Survey values.</p><p>ABS. National Health Survey. SF-36 Population Norms Australia: Australian Bureau Statistics, Commonwealth of Australia Catalogue No. 4399.0; 1997.</p

Schematic overview of conceptual thinking behind PRISM.

<p>Schematic overview of conceptual thinking behind PRISM.</p

Women's reports two years after birth about information received, primary care support, friendships, community support and partner support in intervention and comparison communities.

<p>[Difference: −0.034,SE_adj: 0.06, p-value: 0.58].</p

Response fractions and primary outcomes at two years in intervention and comparison communities.

<p>Response fractions and primary outcomes at two years in intervention and comparison communities.</p

Trial flow diagram.

<p>Trial flow diagram.</p

Characteristics of women responding at two years in intervention and comparison communities, compared with all women giving birth in PRISM communities.

<p>* As at time of index birth.</p>#<p>As at time of second survey.</p><p>AUD = Australian dollar.</p><p>OSB: ES country = Overseas-born English-speaking country.</p><p>OSB:NES country = Overseas-born non-English-speaking country.</p><p>VPDC = Victorian Perinatal Data Collection.</p

Probable depression (EPDS≥13 and mean scores) and SF-36 mental and physical component summary (MCS & PCS) scores and sub-scales, two years after birth.

<p>*Scales adjusted for age/sex distribution of PRISM population, factor loadings and standard deviation using Australian National Health Survey values.</p><p>ABS. National Health Survey. SF-36 Population Norms Australia: Australian Bureau Statistics, Commonwealth of Australia Catalogue No. 4399.0; 1997.</p

Developing intersubjectivity and teamwork skills through learning circles on clinical placement: A mixed methods study

Aim: To determine the efficacy of learning circles on developing intersubjectivity and teamwork skills and determine barriers to and facilitators of, learning circles as a learning tool. Background: Teamwork skills are vital for safe, effective nursing care and are dependent on individual team members’ shared understandings or intersubjectivity. Work-based learning circles offer a potential pedagogic strategy to promote teamwork. Methods: In work-based learning circles conducted in 2018, students drew a concept map based on a clinical case and discussed an element of it with the group. Using a convergent parallel mixed methods design, a cross-sectional survey of students using a student clinical experience questionnaire and a qualitative descriptive approach for interviews with clinical facilitators was conducted. Results: Overall, 128 Bachelor of Nursing students (88.9% response) completed the survey and five facilitators (50%) attended group interviews. Students agreed that core teamwork skills were developed during their placement and clinical facilitators reported (1) student engagement in the learning circle processes; (2) learning much about students’ abilities; and (3) developing subtle teaching skills to enhance discussion. Sharing experiences from different wards and clinical experiences was a platform for developing intersubjectivity. Conclusions: To promote intra-professional teamwork skills, conducting learning circles with students from different disciplines may further enhance intersubjectivity and is an area for further research