Month: March 2024

Abstract

Background

Timely, appropriate, and equitable access to quality healthcare during pregnancy is proven to contribute to better health outcomes of birthing individuals and infants following birth. Equity is conceptualized as the absence of differences in healthcare access and quality among population groups. Healthcare policies are guides for front-line practices, and despite merits of contemporary policies striving to foster equitable healthcare, inequities persist. The purpose of this umbrella review is to identify prenatal healthcare practices, summarize how equities/inequities are reported in relation to patient experiences or health outcomes when accessing or using services, and collate equity reporting characteristics.

Methods

For this umbrella review, six electronic databases were searched (Medline, EMBASE, APA PsychInfo, CINAHL, International Bibliography of the Social Sciences, and Cochrane Library). Included studies were extracted for publication and study characteristics, equity reporting, primary outcomes (prenatal care influenced by equity/inequity) and secondary outcomes (infant health influenced by equity/inequity during pregnancy). Data was analyzed deductively using the PROGRESS-Plus equity framework and by summative content analysis for equity reporting characteristics. The included articles were assessed for quality using the Risk of Bias Assessment Tool for Systematic Reviews.

Results

The search identified 8065 articles and 236 underwent full-text screening. Of the 236, 68 systematic reviews were included with first authors representing 20 different countries. The population focus of included studies ranged across prenatal only (n = 14), perinatal (n = 25), maternal (n = 2), maternal and child (n = 19), and a general population (n = 8). Barriers to equity in prenatal care included travel and financial burden, culturally insensitive practices that deterred care engagement and continuity, and discriminatory behaviour that reduced care access and satisfaction. Facilitators to achieve equity included innovations such as community health workers, home visitation programs, conditional cash transfer programs, virtual care, and cross-cultural training, to enhance patient experiences and increase their access to, and use of health services. There was overlap across PROGRESS-Plus factors.

Conclusions

This umbrella review collated inequities present in prenatal healthcare services, globally. Further, this synthesis contributes to future solution and action-oriented research and practice by assembling evidence-informed opportunities, innovations, and approaches that may foster equitable prenatal health services to all members of diverse communities.

Abstract

Insects are the most diverse group on earth, providing a vast array of essential functions for people and nature. Yet, our appreciation of their contributions is biased towards a few economically important taxa, especially pollinating insects like honeybees. Other taxa are less well appreciated despite the important roles they play, and these taxa are rarely (if ever) the focus of conservation initiatives. Here, we explore the role that scientists play through their interactions with the media in shaping our attitudes towards one of the least appreciated insects—the aculeate (stinging) wasps. Vespine wasps are an excellent taxonomic group for such a study as they are important predators in native ecosystems (e.g., the Northern Hemisphere—in Europe and North America) but ecologically devastating as invasive species in many regions of the Southern Hemisphere (e.g., New Zealand, Australia, South America). Despite this, global media coverage of wasps invariably focuses on and emotively exaggerates the negative defensive stinging behaviour of wasps, and almost entirely overlooks their beneficial positive roles (as pest controllers and pollinators). Wasp and bee scientists from around the world were surveyed about their interactions with the media and how they considered these interactions to influence public perceptions and insect conservation. Our surveys capture the negative-wasp and positive-bee biases experienced by scientists through their interactions with the media. We consider the implications of such biases on wasp populations, their conservation and management, and make recommendations for a more balanced portrayal of this important and diverse group of insects.

Abstract

Insects are the most diverse group on earth, providing a vast array of essential functions for people and nature. Yet, our appreciation of their contributions is biased towards a few economically important taxa, especially pollinating insects like honeybees. Other taxa are less well appreciated despite the important roles they play, and these taxa are rarely (if ever) the focus of conservation initiatives. Here, we explore the role that scientists play through their interactions with the media in shaping our attitudes towards one of the least appreciated insects—the aculeate (stinging) wasps. Vespine wasps are an excellent taxonomic group for such a study as they are important predators in native ecosystems (e.g., the Northern Hemisphere—in Europe and North America) but ecologically devastating as invasive species in many regions of the Southern Hemisphere (e.g., New Zealand, Australia, South America). Despite this, global media coverage of wasps invariably focuses on and emotively exaggerates the negative defensive stinging behaviour of wasps, and almost entirely overlooks their beneficial positive roles (as pest controllers and pollinators). Wasp and bee scientists from around the world were surveyed about their interactions with the media and how they considered these interactions to influence public perceptions and insect conservation. Our surveys capture the negative-wasp and positive-bee biases experienced by scientists through their interactions with the media. We consider the implications of such biases on wasp populations, their conservation and management, and make recommendations for a more balanced portrayal of this important and diverse group of insects.

Abstract

In settler colonial societies such as Australia, democracy has its origins in colonisation and so this influences educational structures, policies and what is taught every day in classrooms. The current national education vision, the Alice Springs (Mparntwe) Education Declaration (Education Council Secretariat, 2019) states that a purpose of education is to create “a socially cohesive society that values respects and appreciates different points of view and cultural, social linguistic, and religious diversity” (p. 5), framing key democratic principles as central to this work. Paradoxically, as the corporate-style education agenda continues to narrow and limit an already Eurocentric, monocultural curriculum, and performance-manage teachers, democratic approaches such as critical thinking, problem-solving and experiential learning are at risk. In October 2023, the Australian people were asked to vote on altering the Constitution to recognise the First Peoples of Australia by establishing an Aboriginal and Torres Strait Islander “Voice” to parliament. The Voice to Parliament would have provided greater representation in parliamentary processes and political decision making on matters impacting Indigenous peoples interests and rights (Fredericks, 2023, p. 125). The divisive debate and vilification of Indigenous Australians that preceded the referendum and resulted in a resounding “No” vote, reflects the historical failure of the education system to prepare students for active and informed citizenship. Learning from Country (LFC), where knowledges shared by Aboriginal peoples and Country are positioned as central to understanding this country, suggests a way in which we might decolonise Australian education and address the social, cultural and environmental issues facing all citizens. This paper discusses Country-centred learning where teacher educators and preservice teachers learn from Country through walking with and listen to Aboriginal community-based educators to develop the pedagogical skills needed to implement a participatory democratic approach in their classrooms. LFC supports opportunities to story Aboriginal ways of being, knowing and doing into curriculum and pedagogy using a framework to guide teachers in ways that respect multiple local community perspectives to build cohesive school communities.