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This article highlights the importance of understanding how the impact of domestic violence renders participation in welfare‐to‐work programs highly problematic since the symptoms of post‐traumatic stress disorder (a not uncommon outcome of domestic violence experience) can undermine the victim's best efforts to benefit from training and return to work programs. A short history of PTSD is provided with the cautionary note that definitions of PTSD remain in flux. Sub‐categories of PTSD, such as Battered Women's Syndrome, are also reviewed. Recovery from PTSD is not described in psychotherapeutic terms, but in rehabilitative terms with an emphasis on those recovery processes which facilitate restoration of psychological and functional capacities, leading to participation in welfare‐to‐work or retraining programs with labor market participation as the goal.

The paper discusses data from an open distance learning programme 'Supporting women into teaching in rural Malawi' funded by the Scottish Government and designed and led by the Open University UK in partnership with FAWEMA ( Forum for African Women Educationalists in Malawi). Recruiting more women into teaching is seen as supporting girls' continued participation in primary schooling, particularly in rural areas. This access programme offers participants distance learning study to achieve the qualifications necessary for application to a formal primary teacher training course combined with practical experience as a 'learning assistant' in their local primary school. Support is provided by a local tutor, usually a secondary school teacher. Programme materials adopt a participatory approach to learning recognising learning as a transformation of identity, where identity is the pivot between the individual and the collective. This focuses attention on the affordances made available to learners to negotiate ways of being a student within the systems of relations in the programme. Hence the tutor –learner relationship is crucial. School subjects have values attached to them that reflect their gendered sociocultural legacies. These influence tutors and learners and mediate their interactions shaping the possibilities for female learners to develop identities as successful students. Tutor mediation thus poses critical challenges to achieving programme aspirations. Interview and workshop data indicate that for many tutors the approach is in tension with their 'teacher –centred' pedagogic practice and reveal how they attribute learners' previous lack of success to particular behaviours and innate abilities that reflect gendered beliefs. The discussion considers how to disrupt tutor beliefs and practices so that identities of competency and belonging as subject learners and novice teachers are extended to, and experienced by learners. The implications for tutor induction and practice on distance learning programmes to advance gender equality are also drawn out. // Paper ID: 230

The complexity of healthcare calls for interprofessional collaboration to improve and sustain the best outcomes for safe and high quality patient care. Historically, rehabilitation nursing has been an area that relies heavily on interprofessional relationships. Professionals from various disciplines often subscribe to different change management theories for continuous quality improvement. Through a case review, authors describe how a large, Midwestern, rehabilitation hospital used the crosswalk methodology to facilitate interprofessional collaboration and develop an intervention model for implementing and sustaining bedside shift reporting. The authors provide project background and offer a brief overview of the two common frameworks used in this project, Lewin's Three-Step Model for Change and the Lean Systems Approach. The description of the bedside shift report project methods demonstrates that multiple disciplines are able to utilize a common framework for leading and sustaining change to support outcomes of high quality and safe care, and capitalize on the opportunities of multiple views and discipline-specific approaches. The conclusion discusses outcomes, future initiatives, and implications for nursing practice.

AbstractThis study documents the findings of a qualitative investigation of the structure, process, and outcomes of an Intensive Case Management (ICM) program that was implemented in several government departments to improve the management of psychological injury and to reduce costs. The study demonstrated that the ICM model was effective in meeting its intended outcomes. Specifically, the model facilitated the delivery of timely and coordinated services to the workplace, and consequently, reduced the incidence of claim lodgment, assisted with accommodated return to work and minimised time away from work. Issues for future consideration included how the model could be integrated more firmly into the organisational culture and how to incorporate systematic follow-up and the capacity to address longer-term issues for injured workers.