Person-related and Treatment-related Barriers to Alcohol Treatment

Treatment underutilization by persons with alcohol use disorder is well-documented. This study examined barriers to treatment at the latter stages of the treatment-seeking process, which was conceptualized as recognizing the problem, deciding that change is necessary, deciding that professional help is required, and seeking care. All participants identified themselves as having a drinking problem that was severe enough to warrant treatment. Differences between those who had (Treatment Seekers) and those who had not (Comparison Controls) sought treatment were evaluated, including the experience of person-related (e.g., shame) and treatment-related (e.g., cost) barriers. Person-related barriers were more commonly endorsed by both groups than treatment-related barriers. Comparison Controls were more likely to endorse both types of barriers, especially the preference for handling the problem without treatment. Treatment-related barriers were less relevant than person-related barriers at the latter stage of help seeking. The significance of barriers endured after accounting for other differences, such as drinking-related negative consequences. Treatment implications are discussed

Supporting Coordinators of Large Units An Integrated, Team Approach - The OK Caral Model – From Peru’s Sandy Caral To Academe’s Stony Walls - Collaboration for Professional Development is OK!

In 2001, the Queensland University of Technology (QUT) Teaching and Learning Committee approved funding for a professional development program for Coordinators of Large Units (CLU) for 2002. This program is jointly facilitated by the Human Resources Department (HR) and Teaching and Learning Support Services (TALSS). The program is unique in both its focus and the way it has harnessed the distinct development responsibilities of two departments – HR for development in management and leadership and TALSS for development in teaching and learning. The CLU program facilitation team comprises two staff members from each Department along with joint administrative support. The focus of the CLU program is twofold: a) to support CLUs as a staff cohort with unique and specific needs and b) to acknowledge and make visible the systemic issues associated with teaching large groups of students

Health inequalities and health equity challenges for victims of modern slavery

AbstractBackgroundModern slavery is a serious organized crime, with severe consequences for the physical and mental health of victims, and so has public health implications. Anecdotally many victims of sex slavery experience difficulties accessing healthcare. Public Health England recently articulated the importance of health engagement to address modern slavery but little is known about the experiences of the survivors.MethodsWe conducted in depth interviews with Albanian female survivors of sex slavery who all displayed significant and complex health needs. Interviews were conducted between July 2017 and January 2018. Thematic analysis identified four primary themes: (i) barriers to access, (ii) negotiating access, (iii) health needs and care received and (iv) overall experience of primary care.ResultsSurvivors experienced repeated challenges accessing healthcare, for themselves and their children, and initially could not access GP services. When accompanied by an advocate they reported qualitatively and quantitatively improved experiences resulting in improved permeability. Confusion surrounding eligibility criteria and a lack of understanding of modern slavery emerged as the primary barriers, fueling biased adjudications.ConclusionsThe importance of advocates, enabling rights-based approaches, improving understanding about access to health services for vulnerable groups, and a need for education across health service settings are discussed

In search of America\u27s missing children

It has been called a National Tragedy . It can happen in the park, at the beach, near the church, at the supermarket, at the playground, on the street in front of the house. One moment the child is there: the next moment gone. Short of death itself what could be more shocking to a family than having to report a child missing? Yet it happens to tens of thousands of parents each year. Because children can not look out for themselves, it is our responsibility to look out for them

Comparison of amblyopia in schoolchildren in Ireland and Northern Ireland:a population-based observational cross-sectional analysis of a treatable childhood visual deficit

Objectives This study reports the prevalence of persistent amblyopia (post-traditional treatment age) in schoolchildren in the Republic of Ireland (henceforth Ireland) and Northern Ireland (NI), UK; populations with broadly similar refractive and genetic profiles but different eye-care systems. Design This is a population-based observational study of amblyopia and refractive error. Setting Recruitment and testing in primary and postprimary schools in Ireland and NI. Participants Two groups identified through random cluster sampling to represent the underlying population; Ireland 898 participants (12–13 years old) and NI 723 participants (295 aged 9–10 years old, 428 aged 15– 16 years old). Main outcome measures Monocular logMAR visual acuity (presenting and pinhole), refractive error (cycloplegic autorefraction), ocular alignment (cover test) and history of previous eye care. These metrics were used to determine prevalence and type of amblyopia and treatment histories. Results Children examined in NI between 2009 and 2011 had a significantly lower amblyopia prevalence than children examined in Ireland between 2016 and 2018 (two-sample test of proportions,

Nursing student experiences of death and dying during a palliative care clinical placement: Teaching and learning implications

The Building Capacity in Palliative Care Clinical Training project commenced in 2012 and is providing a dedicated palliative care clinical learning experience for nursing and medical students as part of preparation for palliative care practice in future workplaces. Many students fear death on a clinical placement. This paper reports on a pilot study as part the broader project evaluation that examined nursing students’ experiences of death and how the project driven teaching and learning supported students’ learning experiences

Emergencies within hospital wards: An observational study of the non-technical skills of medical emergency teams

Background Medical emergency teams are essential in responding to acute deterioration of patients in hospitals, requiring both clinical and non-technical skills. This study aims to assess the non-technical skills of medical emergency teams during hospital ward emergencies and explore team members perceptions and experiences of the use non-technical skills during medical emergencies. Methods A multi-methods study was conducted in two phases. During phase one observation and assessment of non-technical skills used in medical emergencies using the Team Emergency Assessment Measure (TEAM™) was conducted; and in the phase two in-depth interviews were undertaken with medical emergency team members. Results Based on 20 observations, mean TEAM™ ratings for non-technical skill domains were: ‘leadership’ 5.0 out of 8 (±2.0); ‘teamwork’ 21.6 out of 28 (±3.6); and ‘task management’ 6.5 out of 8 (±1.4). The mean ‘global’ score was 7.5 out of 10 (±1.5). The qualitative findings identified three areas, ‘individual’, ‘team’ and ‘other’ contributing factors, which impacted upon the non-technical skills of medical emergency teams. Conclusion Non-technical skills of hospital medical emergency teams differ, and the impact of the skill mix on resuscitation outcomes was recognised by team members. These findings emphasize the importance non-technical skills in resuscitation training and well-developed processes for medical emergency teams