ORCID Profile
0000-0001-8314-8307
Current Organisations
University of Ghana
,
Deakin University
,
National Gallery of Victoria
,
University of Melbourne
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Publisher: Springer Science and Business Media LLC
Date: 21-12-2022
Publisher: Springer Science and Business Media LLC
Date: 24-06-2016
Publisher: Informa UK Limited
Date: 03-07-2017
Publisher: Springer Nature Singapore
Date: 2022
Publisher: SAGE Publications
Date: 12-08-2016
Abstract: Migraine headache is a neurological disorder whose attacks are associated with nausea, vomiting, photophobia and phonophobia. Treatments for migraine aim to either prevent attacks before they have started or relieve attacks (abort) after onset of symptoms and range from complementary therapies to pharmacological interventions. A number of treatment-related adverse events such as somnolence, fatigue, and chest discomfort have previously been reported in association with triptans. The comparative tolerability of available agents for the abortive treatment of migraine attacks has not yet been systematically reviewed and quantified. We performed a systematic literature review and Bayesian network meta-analysis for comparative tolerability of treatments for migraine. The literature search targeted all randomized controlled trials evaluating oral abortive treatments for acute migraine over a range of available doses in adults. The primary outcomes of interest were any adverse event, treatment-related adverse events, and serious adverse events. Secondary outcomes were fatigue, dizziness, chest discomfort, somnolence, nausea, and vomiting. Our search yielded 141 trials covering 15 distinct treatments. Of the triptans, sumatriptan, eletriptan, rizatriptan, zolmitriptan, and the combination treatment of sumatriptan and naproxen were associated with a statistically significant increase in odds of any adverse event or a treatment-related adverse event occurring compared with placebo. Of the non-triptans, only acetaminophen was associated with a statistically significant increase in odds of an adverse event occurring when compared with placebo. Overall, triptans were not associated with increased odds of serious adverse events occurring and the same was the case for non-triptans. For the secondary outcomes, with the exception of vomiting, all triptans except for almotriptan and frovatriptan were significantly associated with increased risk for all outcomes. Almotriptan was significantly associated with an increased risk of vomiting, whereas all other triptans yielded non-significant lower odds compared with placebo. Generally, the non-triptans were not associated with decreased tolerability for the secondary outcomes. In summary, triptans were associated with higher odds of any adverse event or a treatment-related adverse event occurring when compared to placebo and non-triptans. Non-significant results for non-triptans indicate that these treatments are comparable with one another and placebo regarding tolerability outcomes.
Publisher: Springer Science and Business Media LLC
Date: 06-2023
DOI: 10.1007/S13384-022-00536-1
Abstract: Educators around the world are increasingly considering and seeking ways to challenge their role in the colonial project. Some have turned to embodied pedagogies as a way to encourage holistic, relationships-based learning in academies which traditionally prioritise cognitive, objective knowing. This review analyses 27 studies, published between 2007 and 2020, that draw on drama-based pedagogies to engage with First Nations content and concepts in early childhood, primary, secondary, and tertiary institutions. We found that drama provides powerful but often risky and unpredictable ways to enhance student, educator, and community learning, engagement, emotions, and relationships. The educator’s role is vital to enabling or preventing outcomes which contribute to the survival, dignity, and well-being of First Nations peoples. Ethical guidelines and issues must be carefully considered by anyone attempting to work in this complex, awkward space.
Publisher: Informa UK Limited
Date: 03-07-2021
Publisher: Informa UK Limited
Date: 03-07-2021
Publisher: Informing Science Institute
Date: 2022
DOI: 10.28945/4900
Abstract: Aim/Purpose: It is increasingly recognized that doctoral education programs should better support doctoral students. In particular, it has been noted that students experience significant isolation during their PhD, which negatively affects their educational experiences and their personal wellbeing. Doctoral writing groups are collaborative learning communities that have in recent years received increasing attention to address this issue. This collaborative autoethnography explores the affective benefits (i.e., benefits associated with emotions and feelings) of these doctoral writing groups, particularly focused on the pastorally supportive nature of these learning communities. Background: Writing groups have been shown to promote academic writing skills and build reflective practice, personal epistemology, and academic identity. We have found that a much more significant benefit of our writing groups has been the pastoral care we have experienced, particularly in relation to the turbulent emotions often associated with academic writing. This should, perhaps, not be surprising since it is clear that academic writing is a form of identity work. There is, therefore, a clear need to better support doctoral students, particularly with regard to the more affective components of academic writing. This prompted us to write this collaborative autoethnography to showcase what we consider to be the primary role of doctoral writing groups: pastoral care. Methodology: We employ a collaborative autoethnographic methodology to integrate our personal reflections into the existing literature in the field. Contribution: We argue that doctoral writing groups are vehicles of pastoral care as they promote wellbeing, foster resilience, provide academic care, and build social capital. Findings: We demonstrate that doctoral writing groups foster students’ sense of belonging through self-reflection and the sharing of experiences in a safe space, which builds perceived self-efficacy and self-awareness. Furthermore, through the self-reflection and discussion that is inherent in doctoral writing groups, students also develop a better understanding of themselves and their place within the academy. Recommendations for Practitioners: Our research highlights that writing groups may be designed to teach academic communication skills, but they provide an affective benefit that cannot yet be quantified and which should not be underestimated. Incorporating writing groups into doctoral education programs can, therefore, have a positive influence on the educational experiences of PhD students and improve their overall wellbeing. This paper concludes by providing practical suggestions to help practitioners implement writing groups into doctoral education programs, particularly focused on how these groups can be made more pastorally supportive. Recommendation for Researchers: This paper also extends the theoretical understanding of pastoral care by providing a framework for pastoral care within the doctoral writing group environment. We show how pastoral care can be conceptualized as the promotion of self-awareness, self-efficacy, reflection, and empowerment of doctoral students through nurturing communities where all members are valued, encouraged, guided, and supported. Our experiences, which we have integrated throughout this paper, also highlight the importance of relationship-building within the educational community, particularly when these relationships are characterized by mutual respect and shared responsibility. Impact on Society: The poor well-being of doctoral students has now been well-established across the world, but strategies to improve the academic environment for these students are still lacking. This paper provides evidence that implementing writing groups as a strategy to embed pastoral care in a doctoral education environment helps doctoral students flourish. Ultimately, this can lead to an improved academic research culture into the future. Future Research: Future research should explore other methods of better integrating pastoral care interventions into doctoral education programs in order to reduce isolation and promote student wellbeing.
Publisher: Informa UK Limited
Date: 03-08-2022
Publisher: SAGE Publications
Date: 28-09-2023
Publisher: Springer Science and Business Media LLC
Date: 24-06-2016
Location: Australia
No related grants have been discovered for Danielle Hradsky.