Nursing Students' Intentions to Work in Dementia Care: Influence of Age,Ageism, and Perceived Barriers

Given a projected threefold increase in people living with dementia globally by 2050 (World Health Organization, 2012 World Health Organization (WHO) . ( 2012 ). Dementia: A public health priority . Retrieved from http://apps.who.int/iris/bitstream/10665/75263/1/9789241564458_eng.pdf  [Google Scholar]), attracting nurses to work in this area will be critical to meet demand. This study examined the role of age, positive ageism, negative ageism, and aged-care placement completion in predicting nursing students' intentions to work in dementia care. Perceived barriers to working in dementia care were also explored through a thematic analysis. Participants were 135 undergraduate nursing students from one regional Australian university (ages ranging from 18 to 55years) who completed an online survey. Hierarchical multiple linear regression analysis revealed that age (p = .001) and positive ageism (p < .001) were associated with greater intentions to work in aged-care. A thematic analysis of perceived barriers to working in dementia care showed five themes consisting of 11 subthemes: profession (conditions, culture, diversity, interest); personal demands (emotional, physical); patient contact (communication, safety); experience (previous, lack); and no barriers. Younger students (<25 years of age) were more likely to nominate emotional demands as potential barriers, whereas older students were more likely to cite work conditions. Patient communication and interest in other areas of nursing were identified as barriers across age groups. The findings from this study suggest that educational providers could target students with specific characteristics associated with greater work intentions in dementia care, such as age and positive ageism. Perceived barriers to working in dementia care indicate possible areas of improvement that may attract more students to this field of practice.     

Audience involvement in the epideictic discourse of television talk shows

This study examines the popularity of television talk shows by linking the manner in which they are practiced to a theory of epideictic discourse. Four principles of epideictic discourse are laid out and then applied to television talk shows. The argument is presented that today's television talk shows are resonating with viewers because the epideictic form of the genre rhetorically invites the audience to perceive of the viewing experience as meaningful at more than one level. This essay concludes that television talk shows fill a timeless need for human beings to feel involved in civic discourse.     

Implementation of Educational Provision for Children with Severe to Profound Intellectual Disability in the Western Cape: From Rights to Reality

Children with severe to profound intellectual disability have been excluded from education on the basis that their impairment makes them ‘ineducable’. The Western Cape Forum for Intellectual Disability challenged this notion through litigation against the South African Government. The ensuing judgement asserts the right to education of these children and outlines action steps for government to this end. We describe the actions taken by the Western Cape Education Department in responding to the requirements of the court by means of a document review. We then reflect on the implementation process, highlighting key learning points of relevance for others engaged in implementation. We note critical factors to be considered for the child, their families, special care centres, and the broader educational and legal systems. We conclude by outlining important considerations for the inclusion of these children within the education system in South Africa.     

Maximal work production following two levels of artificially induced metabolic alkalosis

In order to determine the influence of two artificially induced alkalotic states on the ability to perform maximal exercise, six male subjects (mean age, 22.0 years; mean height, 176.8 cm; mean weight, 69.1 kg; mean VO2 max, 3.83 l min-1) were studied during three experimental trials. The subjects performed six 60-s cycling bouts, at a work rate corresponding to 125% VO2 max, with 60 s recovery between work bouts; these regimens were performed 1 h after the ingestion of a solution containing either; I, placebo; II, NaHCO3 in a dosage of 0.15 g per kg body weight; or III, NaHCO3 0.30 g per kg body weight. The sixth work bout was continued until the pedal velocity dropped below 50 rev min-1. Total work done for the entire work period was calculated. Blood samples were taken from a forearm vein prior to the exercise bouts for analysis of pH and HCO3. The results showed a significant pre-exercise difference in pH and HCO3 for all conditions (P less than 0.01). In conditions where artificial alkalosis had been achieved prior to exercise there was significant increase in the work produced: I, 121.6 kJ; II, 133.1 kJ; III, 133.5 kJ (P less than 0.05). The time to fatigue in the six bout was also significantly increased; I, 74.7 s; II, 111.0 s; III, 106.0 p (P less than 0.05). There were no significant differences between conditions II and III. Thus augmentation of the bicarbonate reserves has a significant positive effect on the energy metabolism in interval-type exercise, leading to an increase in the work done and in the time to fatigue.(ABSTRACT TRUNCATED AT 250 WORDS)     

Childhood movement skills: predictors of physical activity in Anglo American and Mexican American adolescents?

We assessed the relationship between young children's movement skills and their physical activity in early adolescence. Balance, agility, eye-hand coordination, and skinfold thicknesses in 207 Mexican American and Anglo American children (104 boys, 103 girls) were measured at ages 4, 5, and 6 years. Habitual physical activity was assessed at the age of 12 years by two interviewer-administered 7-day recalls. Ethnic differences in movement skills were not found. Young girls were better at jumping and balancing, and young boys were better at catching. Tracking of skills was low, and children's early childhood skills were not related to their physical activity 6 years later. Further studies involving additional movement skills and other populations are recommended to determine if enhanced movement skills in children promote subsequent physical activity.