Background and Purpose— To assess the prevalence of premorbid undernutrition and its impact on outcomes 1 month after stroke. Methods— The study recruited from consecutive stroke admissions during a 10-month period. Premorbid nutritional status (using the subjective global assessment [SGA]), premorbid functioning (modified Rankin scale [MRS]), and stroke severity (National Institutes of Health Stroke Scale [NIHSS] score) were assessed at admission. The associations between premorbid nutritional status, poor outcome (defined as MRS ≥3), and mortality were examined before and after adjustment for confounding variables, including age, gender, stroke risk factors, stroke severity, and admission serum albumin. Results— Thirty of 185 patients were assessed as having undernutrition at admission. Significant unadjusted associations were observed between undernutrition and poor outcome (odds ratio [OR], 3.4; 95% CI, 1.3 to 8.7; P =0.01), and mortality (OR, 3.1, 95% CI, 1.3 to 7.7; P =0.02) at 1 month. NIHSS, age, and premorbid MRS were also significantly associated with poor outcomes. After adjustment for these factors, the effect size of associations remained important but not significant (poor outcome: OR, 2.4; 95% CI, 0.7 to 9.0, P =0.18; mortality: OR, 3.2; 95% CI, 1.0 to 10.4, P =0.05). Conclusions— Premorbid undernutrition, as assessed using the SGA, appears to be an independent predictor of poor stroke outcome. Stroke prevention strategies should target undernutrition in the population at risk for stroke to improve outcomes.

The intent and content of teacher professional learning has changed in recent times to meet the demands of performativity. In this article, we offer and demonstrate a pragmatic way to map teacher professional learning that both meets current demands and secures a place for teacher-led catalytic learning. To achieve this, we position identified characteristics of performative professional learning on intersecting continua modelled on Bourdieu’s mapping of social capital, which we have called a Pragmatic Model of Teacher Professional Learning. The continua are labelled (after) as: domain of influence, sphere of action, and autonomy-transformation. While the pragmatic model is illustrated through three examples of teacher professional learning in use in Australia and its characteristics have been drawn from Australian regulatory requirements for teacher registration, it will be applicable in other national jurisdictions. The model aims to move ‘beyond performativity’ and to define a systematic and pro-active approach for regulators, managers, professional learning providers and teachers to actively contribute to ongoing innovation and directedness of teacher professional learning toward real student outcomes.