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18 results

  • Personal protective equipment use among dental healthcare personnel during the coronavirus disease 2019 (COVID-19) pandemic and the impact of an educational video in clinical practice

  • Lucy C. Vogt, Kimberly A. Reske, Daniel Park, Tracey Habrock Bach, Henry B. Stewart, Olivia G. Arter, Daniel Stoeckel, Heidi M. Steinkamp, Stephen Y. Liang, Michael J. Durkin, Jennie H. Kwon
  • Journal: Infection Control & Hospital Epidemiology / Volume 44 / Issue 9 / September 2023
  • Published online by Cambridge University Press: 16 March 2023, pp. 1472-1480
  • Print publication: September 2023
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  • Objective:

    Dental healthcare personnel (DHCP) are at high risk of exposure to coronavirus disease 2019 (COVID-19). We sought to identify how DHCP changed their use of personal protective equipment (PPE) as a result of the COVID-19 pandemic, and to pilot an educational video designed to improve knowledge of proper PPE use.

    Design:

    The study comprised 2 sets of semistructured qualitative interviews.

    Setting:

    The study was conducted in 8 dental clinics in a Midwestern metropolitan area.

    Participants:

    In total, 70 DHCP participated in the first set of interviews; 63 DHCP participated in the second set of interviews.

    Methods:

    In September–November 2020 and March–October 2021, we conducted 2 sets of semistructured interviews: (1) PPE use in the dental community during COVID-19, and (2) feedback on the utility of an educational donning and doffing video.

    Results:

    Overall, 86% of DHCP reported having prior training. DHCP increased the use of PPE during COVID-19, specifically N95 respirators and face shields. DHCP reported real-world challenges to applying infection control methods, often resulting in PPE modification and reuse. DHCP reported double masking and sterilization methods to extend N95 respirator use. Additional challenges to PPE included shortages, comfort or discomfort, and compatibility with specialty dental equipment. DHCP found the educational video helpful and relevant to clinical practice. Fewer than half of DHCP reported exposure to a similar video.

    Conclusions:

    DHCP experienced significant challenges related to PPE access and routine use in dental clinics during the COVID-19 pandemic. An educational video improved awareness and uptake of appropriate PPE use among DHCP.

  • 13 - Teaching spelling in context

  • Robyn Ewing, Siobhan O'Brien, Kathy Rushton, Lucy Stewart, Rachel Burke, Deb Brosseuk
  • Book: English and Literacies
  • Published online: 02 March 2022
  • Print publication: 18 February 2022, pp 297-321

  • Summary

    Many of us may take the ability to spell for granted; however, it is important to remember that spelling is a valuable but not easily attained skill. The English writing system can be particularly challenging to learn. It is generally agreed across languages that learning to read is easier than learning to spell (Bosman & Van Orden, 1997, in Treiman, 2017a).

    This chapter seeks to unpack the complexities of learning to spell, including the foundations of knowledge and brain development that must be acquired to support the learning of this skill.

  • Introduction

  • Robyn Ewing, Siobhan O'Brien, Kathy Rushton, Lucy Stewart, Rachel Burke, Deb Brosseuk
  • Book: English and Literacies
  • Published online: 02 March 2022
  • Print publication: 18 February 2022, pp 1-5

  • Summary

    Children begin to make meaning from the moment they are born. Their emerging abilities to communicate are central to the development of their thinking and imaginations; expression of their feelings and emotions; access to their cultural heritage(s); and, growth of their own unique identities. Learning how to mean and becoming literate continues to be critically important in shaping children and young people’s life chances. Yet it does not follow the same pattern for all children and cannot be reduced to a simple, linear hierarchy of skills (Ewing, 2020) or a one-size-fits-all approach to teaching those skills. Perhaps, because of its centrality to our lives and learning, becoming literate remains a complex and challenging area in education, broadly, but particularly in the primary classroom, where it is riddled with controversy. This book is underpinned by research and practice and reflects our serious commitment to every child’s entitlement to a rich and creative English and literacies education in the primary classroom.

  • 14 - Publishing texts: developing handwriting and keyboarding skills

  • Robyn Ewing, Siobhan O'Brien, Kathy Rushton, Lucy Stewart, Rachel Burke, Deb Brosseuk
  • Book: English and Literacies
  • Published online: 02 March 2022
  • Print publication: 18 February 2022, pp 322-348

  • Summary

    This chapter provides a brief history of handwriting development from ancient Egyptian hieroglyphics through to the role of technology and the relevance of handwriting in education in the twenty-first century. An introduction is given to the typical development of handwriting in the preschool and primary years, as well as the critical interrelationships that exist between oral language, reading and handwriting and keyboarding development. The cognitive and physical components involved to support the teaching of handwriting are also discussed. This is followed by key approaches and teaching strategies to support handwriting development. Finally, the chapter examines curriculum and assessment approaches and how the diverse needs of any classroom can be supported through differentiation.

English and Literacies
  • Learning How to Make Meaning in Primary Classrooms
  • Robyn Ewing, Siobhan O'Brien, Kathy Rushton, Lucy Stewart, Rachel Burke, Deb Brosseuk
  • Published online: 02 March 2022
  • Print publication: 18 February 2022
  • Being literate in the twenty-first century means being an empowered receiver, user and creator of diverse text types communicated across multiple and rapidly changing modalities. English and Literacies: Learning to make meaning in primary classrooms is an accessible resource that introduces pre-service teachers to the many facets of literacies and English education for primary students. Addressing the requirements of the Australian Curriculum and the Early Years Learning Framework, English and Literacies explores how students develop oracy and literacy. Reading, viewing and writing are discussed alongside the importance of children's literature. Taking an inclusive and positive approach to teaching and learning for all students, it explores the creation of texts using spelling, grammar in context and handwriting/keyboarding skills, as well as the need for authentic assessment and reporting. Finally, the text explores the importance of literacy partnerships and how teachers can address literacy challenges across the curriculum.

  • Comorbidity of self-harm and disordered eating in young people: evidence from a UK population-based cohort

  • Helen Bould, Naomi Warne, Jon Heron, Becky Mars, Paul Moran, Anne Stewart, Marcus Munafo, Lucy Biddle, Andy Skinner, David Gunnell
  • Journal: BJPsych Open / Volume 7 / Issue S1 / June 2021
  • Published online by Cambridge University Press: 18 June 2021, p. S9
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  • Aims

    Self-harm and eating disorders are often comorbid in clinical samples but their co-occurrence in the general population is unclear. Given that only a small proportion of individuals who self-harm or have disordered eating present to clinical services, and that both self-harm and eating disorders are associated with substantial morbidity and mortality, we aimed to study these behaviours at a population level.

    Method

    We assessed the co-occurrence of self-harm and disordered eating behaviours in 3384 females and 2326 males from a UK population-based cohort: the Avon Longitudinal Study of Parents and Children (ALSPAC). Participants reported on their self-harm and disordered eating behaviours (fasting, purging, binge-eating and excessive exercise) in the last year via questionnaire at 16 and 24 years. At each age we assessed how many individuals who self-harm also reported disordered eating, and how many individuals with disordered eating also reported self-harm.

    Result

    We found high comorbidity of self-harm and disordered eating. Almost two-thirds of 16-year-old females, and two-in-five 24-year-old males who self-harmed also reported some form of disordered eating. Young people with disordered eating reported higher levels of self-harm at both ages compared to those without disordered eating.

    Conclusion

    As self-harm and disordered eating commonly co-occur in young people in the general population, it is important to screen for both sets of difficulties to provide appropriate treatment.

  • Negative covariance between parasite load and body condition in a population of feral horses

  • LUCIE DEBEFFE, PHILIP D. MCLOUGHLIN, SARAH A. MEDILL, KATHRINE STEWART, DANIEL ANDRES, TODD SHURY, BRENT WAGNER, EMILY JENKINS, JOHN S. GILLEARD, JOCELYN POISSANT
  • Journal: Parasitology / Volume 143 / Issue 8 / July 2016
  • Published online by Cambridge University Press: 22 March 2016, pp. 983-997

  • In wild and domestic animals, gastrointestinal parasites can have significant impacts on host development, condition, health, reproduction and longevity. Improving our understanding of the causes and consequences of individual-level variation in parasite load is therefore of prime interest. Here we investigated the relationship between strongyle fecal egg count (FEC) and body condition in a unique, naturalized population of horses that has never been exposed to anthelmintic drugs (Sable Island, Nova Scotia, Canada). We first quantified variation in FEC and condition for 447 individuals according to intrinsic (sex, age, reproductive status, social status) and extrinsic (group size, location, local density) variables. We then quantified the repeatability of measurements obtained over a field season and tested for covariance between FEC and condition. FECs were high relative to other horse populations (mean eggs per gram ± SD = 1543·28 ± 209·94). FECs generally decreased with age, were higher in lactating vs non-lactating females, and unexpectedly lower in males in some part of the island. FECs and condition were both spatially structured, with patterns depending on age, sex and reproductive status. FECs and condition were both repeatable. Most notably, FECs and condition were negatively correlated, especially in adult females.