Students who have learning difficulties generate a resource to assist them with their schoolwork. This resource has been delivered in a number of different ways. In the last decade the introduction of inclassroom assistance has been adopted in several states in Australia including the Australian Capital Territory. This method of service delivery of the resource has been considered to be helpful as it allows the student to remain in the classroom while still receiving the necessary assistance. The proponents of this delivery method believe that the students prefer remain in the classroom. Critics of this delivery method consider that it is not easy to address basic skill deficits in the classroom and that students find being helped in the classsroom embarrassing. This study examines the preference for service delivery model of three groups of population, students, classroom teachers and teachers of students with learning difficulties. A survey was used to ascertain the preference of these three groups, why they preferred a model, which model they regarded as most efficacious and why. Other specific questions were asked of each group. Interviews were also conducted with ten percent of each group and also with the principal and the counsellor from each school. Some illumination of school climate and other variables which may affect data was sought from the interviews. Teachers were found to prefer a mixed model of service. Students' results showed a preference for two models over a third, small classes, which was not favoured. Students also saw these two models as most efficacious. Interviews revealed a satisfaction with the service amongst students but some concerns about the delivery of the service and the decision making processes amongst teachers.

Background: Chronic wounds are a significant health problem in various populations. Psychosocial stress is a lifestyle factor that has been shown to directly influence wound healing. Current findings support roles for assessment and reduction of psychosocial stress in the comprehensive management of chronic wounds, however, a gap remains between current research and current clinical practice. Purpose: To develop a novel method by which to educate nurses about the effects of psychosocial stress on wound healing while incorporating state-of-the-art technology that is sensitive to the needs of individuals with various learning styles. Objectives: To review current literature documenting the relationship between chronic psychosocial distress and delayed wound healing to identify essential content to include in educational modules for nurses. To develop three educational modules for nurses in inpatient and outpatient settings that address the relationship between chronic psychosocial distress and delayed wound healing, and the effects of stress-reduction interventions in formats that meet the needs of different learning styles. To conduct a focus group discussion with nurse-participants regarding educational module content and delivery methods in order to evaluate and improve these educational modules. Methods: A series of literature reviews were performed between June, 2010 and October, 2013, using articles identified through searches using the databases PubMed and CINAHL. Essential content regarding psychosocial stress and its impact on wound healing was identified, and was used in the development of educational modules, designed to meet the basic needs of individuals with different learning styles. A purposive sample of nurses was recruited through the use of flyers, reviewed the educational modules online, and met for a focus group to discuss their experiences with these modules. Outcomes: A novel method was developed by which to deliver educational material to nurses about psychosocial stress and delayed wound healing. Participants were motivated to learn, had self-awareness of their preferred learning styles, and responded positively to this method of education delivery; they were able to articulate the basic concepts presented in the modules. These findings may be generalizable to a larger audience and may inform the development of future education-delivery approaches in this area.