Using staged teaching and assessment approaches to facilitate inter-university collaboration and problem-based learning.

This article describes the segmented module design and problem-based learning approaches employed to enable parts of a higher education environmental health module (course) to be shared between universities in Wales, Northern Ireland, and Australia. The module requires students to identify the needs and assets of a community then design community-based interventions to address problems and undertake an evaluation of those interventions. Accreditation body and the degree program learning outcome requirements in the UK and Australia were found to hold many comparable knowledge, skills, and graduate attribute criteria, eliminating a potential barrier for international learning and teaching collaboration between higher education institutions. Instead, barriers to collaboration were associated with institutional issues and practicalities such as timetabling and assessment requirements. Taking a segmented approach to module design allowed staged and varied levels of collaboration between participating institutions, all delivering modules (courses) with similar learning outcomes. This provided a more sustainable environment to facilitate shared learning and teaching and fostered closer relations between programs, within these constraining factors. Students using problem-based learning and its group-working component exhibited the development of leadership, communication, and independent learning skills.

How can Environmental Health Practitioners contribute to ensure population safety and health during the COVID-19 pandemic?

The COVID-19 pandemic highlighted the relevance of public health professionals all over the world, in particular Environmental Health Practitioners (EHPs), who played a major role in the containment of the novel coronavirus, SARS-CoV-2. However, as in past disasters, their involvement was oriented towards urgent tasks, and did not fully utilize EHPs' competences and skills. Additionally, due to limited resources, during emergencies EHPs may temporarily transition away from their day-to-day role, potentially increasing other public health and safety risk factors without appropriate surveillance or intervention. To overcome this and prepare for possible future pandemics, it is important to identify and discuss the key roles of EHPs in different countries, providing a common framework for practices that can contribute to population safety and health. To this end, an international workgroup was established to discuss current environmental health practices and challenges across different countries during the pandemic. Findings from discussions concluded that, despite the observed differences across the countries, EHPs are one of the main public health emergency preparedness and response actors. However, since resources are still lagging significantly behind need, we argue that the role of these professionals during pandemics should be focused on practices that have higher impact to support population health and safety.

Bienestar Emocional de Jóvenes en Programas de Acogimiento Familiar: Un Estudio Exploratorio / Emotional Well-being of Youth in Foster Care: An Exploratory Study

La investigación sobre niños/as y jóvenes en programas de acogimiento se centra mayormente en el llamado "Modelo de Déficit" que limita el entendimiento sobre experiencias individuales, fortalezas y capacidades únicas de la población (Sullivan, Jones, & Matiesen, 2010). El presente estudio explora el bienestar emocional de jóvenes emancipados de programas de acogimiento (grupos focales, N=15) usando Teoría Fundamentada (Glaser & Strauss, 1967) y Análisis Temático. Se identificaron cinco factores principales en el bienestar emocional: Adaptación, Recursos, Construcción de Relaciones, Desarrollo de la Salud Mental Positiva, y Resiliencia. El presente estudio extiende el conocimiento sobre factores centrales en el bienestar emocional de jóvenes en acogimiento que han sido escasamente estudiados en la investigación actual, lo que garantiza una mejor atención.

Extant research on youth in welfare systems has concentrated mostly on the so called "Deficit Model" which limits our understanding of the individual experiences, strengths, and capacities that are unique to these youth (Sullivan, Jones, & Matiesen, 2010). The current study explores the emotional wellbeing of a group of youth in the foster care system using Grounded Theory and Thematic Analysis as a methodological base (Focus Groups N=15). Results identified five central factors for emotional wellbeing: adaptation, resources, construction of relationships, development of positive mental health, and resiliency. Results from the current study generate new knowledge on central factors pertaining emotional wellbeing which have only been scarcely examined in the current research on foster youth and which warrant further attention.

Economic Well-Being and Independent Living in FosterYouth: Paving the Road to Effective Transitioning out of Care.

Using a mixed-methods methodological approach, the proposed study examines the associations between economic well-being and independent living experiences in foster youth. Quantitative data were collected from N = 294 in-care foster youth using the Casey Life Skills assessment (α = .79 to α = .95). Qualitative data were collected via focus groups with aged-out foster youth (N =15). Results provide important insights on youth's economic well-being, financial literacy, individual experiences regarding aging out of foster care and independent living. This study provides new insights into the complex dynamics of successfully transitioning out of foster care and the need for supporting economic well-being in foster youth to better prepare them to live independently and develop coping skills for the challenges they might experience once they leave the system.

Stillbirth registration and perceptions of infant death, 1900-60: the Scottish case in national context.

The history of vital registration has attracted substantial attention from both social historians and historical demographers. While much of that research has touched upon issues of fertility and mortality, the contentious issue of the stillborn child-which falls somewhere between the two-has been largely neglected. Although civil birth and death registration was introduced to Scotland in 1855, stillbirth registration did not begin until 1939. Using a range of legal, medical, and statistical evidence, this article explores the history of stillbirth registration in Scotland from a social history perspective. It outlines the problems associated with lack of stillbirth registration, the processes that eventually led to registration of the stillborn child, and the wider significance of that registration.

'A field for private members': The Wolfenden committee and Scottish homosexual law reform, 1950-67.

The proceedings and report of the Wolfenden Committee on Prostitution and Homosexual Offences (1954-7) figure prominently in the historiography of homosexuality in later twentieth-century Britain. However, in the main, research has centred on the social politics of the Committee and its implications for sexual law reform in England, and there is a notable lack of regional studies. Using a range of government archives, this article focuses on the written and oral evidence of Scottish witnesses to the Committee. It documents the pre-existing legal and medical provisions for the treatment of 'homosexual offences' in Scotland, and surveys the Scottish evidence for and against the decriminalization of homosexual practices. Thereafter, it examines the views of the Scottish members of the Committee in the context of the Wolfenden Report. The article then surveys the wide-ranging opposition to homosexual law reform within Scotland in the period 1957-67, culminating in its exclusion from the 1967 Sexual Offences Act. Finally, it evaluates the implications of the Scottish experience and concludes that, in some important respects, it does not conform to the innovative and transitional picture advanced in many previous interpretations of the Wolfenden Committee and its aftermath.

Determining nursing faculty development needs.

Although faculty members often come to a university school of nursing with little or no experience in teaching, research, or other forms of scholarship, few schools of nursing have a comprehensive, formalized faculty development program. In considering the need to find and retain the best faculty in this competitive market, the University of North Carolina at Chapel Hill School of Nursing appointed a task force to develop a formal faculty development program for the School. After reviewing the literature and contacting 24 schools of nursing, the task force concluded that most do not offer a systematic approach to faculty development. The task force developed and distributed a needs assessment and received responses from 53% of the faculty. Based on the needs assessment the task force made eight recommendations to the faculty for an ongoing, comprehensive faculty development program.