Looking through the 'window of opportunity': is there a new paradigm of podiatry care on the horizon in early rheumatoid arthritis?

Over the past decade there have been significant advances in the clinical understanding and care of rheumatoid arthritis (RA). Major paradigm changes include earlier disease detection and introduction of therapy, and 'tight control' of follow-up driven by regular measurement of disease activity parameters. The advent of tumour necrosis factor (TNF) inhibitors and other biologic therapies have further revolutionised care. Low disease state and remission with prevention of joint damage and irreversible disability are achievable therapeutic goals. Consequently new opportunities exist for all health professionals to contribute towards these advances. For podiatrists relevant issues range from greater awareness of current concepts including early referral guidelines through to the application of specialist skills to manage localised, residual disease activity and associated functional impairments. Here we describe a new paradigm of podiatry care in early RA. This is driven by current evidence that indicates that even in low disease activity states destruction of foot joints may be progressive and associated with accumulating disability. The paradigm parallels the medical model comprising early detection, targeted therapy, a new concept of tight control of foot arthritis, and disease monitoring

The changing face of parent advocacy: a long view

This paper reviews the history of parent advocacy in the UK on behalf of and with people with learning disabilities since the mid-twentieth century and reflects on the role of the academy in illuminating and documenting its story. It argues that parent advocacy has flourished at times of change and challenge, and has seen a revival since austerity began to bite. In the twenty-first century parent advocacy has mutated into working with, rather than for people with learning disabilities, a development to be welcomed, given the cuts to services, and the impact of ‘welfare reform’. This once more united voice is manifested in the launch of Learning Disability England in June 2016

Implementing and evaluating an alternative model for training field work educators

In conjunction with academic social work educators, fieldwork supervisors are significant and influential instructors of emerging social work practitioners. This partnership is typically enhanced by universities offering training for fieldwork supervisors to assist and support them in their important roles. This can be challenging however in flexibly delivered programs where supervisors may be located in areas distant from the universities with which students are affiliated. Further, within the current human services context particularly in rural areas, fieldwork education is becoming increasingly subject to a range of organisational and policy imperatives that have the potential to limit the capacity of fieldwork supervisors to proactively engage with social work education This paper describes a pilot project developed and evaluated in Central Queensland Australia which aimed to address some of these challenges. A multi-facetted approach to training, mentoring and supporting fieldwork supervisors of social work students on practicum was developed and implemented across diverse organisational and geographical contexts. Findings of the evaluation and implications for fieldwork education are presented

Evaluation of an inter-professional training program for student clinical supervision in Australia

Background: As a response to an Australian shortage of clinical health, nursing, and medical placements, Commonwealth Government funding has been directed to expand student training opportunities and increase the competence and number of available clinical supervisors. This paper evaluates the application of a particular supervision training model for this purpose. It considers the model's suitability and relevance across professions and its impact on supervisory knowledge, skills, and values as well as the intention to supervise students. Methods: The design, delivery, and evaluation of a series of one-day introductory student clinical supervision training workshops for allied health disciplines, nursing, and medicine are considered. Participants evaluated Proctor's model of clinical supervision, which was expanded by the trainers to incorporate diversity and power relations in student supervision. Results: Evaluation results suggest that adapting Proctor's model for student clinical supervision is relevant across a broad range of health disciplines and clinical areas. Participants from 11 health professions reported that the training improved their knowledge, skills, and values and expanded their willingness to accept student clinical placements. The outcomes are suggestive of enhanced clinical supervision intent, capacity, and capability. Conclusions: The student supervision training improved participants' confidence in their clinical supervision skills. The findings suggest that the training has the potential to extend capacity and capability for student supervision across health professions and in Health Workforce Australia's identified priority areas of mental health, community health, rehabilitation, private practice, and non-government organisations. Findings also indicate that these gains are reliant on health organizations developing and sustaining cultures of learning