Comparison of visual acuity and ocular symptoms among computer users and non-users in young adults in Lucknow

Background: The multitude of ocular health problems has raised in recent times due to increased use of computers. Aims and Objectives: This study aims to compare the visual acuity and ocular symptoms between computer users and non-users among young adults in Lucknow. Materials and Methods: This case-control study was conducted on 370 students after obtaining Ethical Committee approval. Samples were collected using convenience sampling as per inclusion and exclusion criteria. In a validated self-administered questionnaire, demographic information, computer usage patterns, and accompanying visual symptoms were documented. Values of parameter were collected using Snellen’s chart. Statistical Package for the Social Sciences, 16.0 version was used for data analysis. Two sample t test will be used to relate between the quantitative variables. Results: A total of 370 study subjects were included in this study. About, majority of the participants (54%) were males, the participants were males accounting for a total of 54%. The age of the participants ranged from 15 to 40 years with a mean of 26.86 years. Average uses of screen time by computer user and non-user were 2.30 ± 0.90 and 10.60 ± 0.75, respectively. About 39% students suffering with eye strain which was major ocular symptom in the study followed by 30.8% watery eye. Conclusion: This study concludes that the use of a computer for an extended period of time without any physical activity can lead to eyesight problems and lower efficiency.

Computerized attention training for visually impaired older adults with dementia: a case study / Treino de atenção computadorizado para idosos com comprometimento visual e demência: um estudo de caso

ABSTRACT. Dementia causes disorders in multiple higher cortical functions. Visual impairment could further impact cognition in those with dementia. This study reports the results of a computerized attention training program in a patient with dementia and visual impairment. The case involves a 98-year-old woman with bilateral maculopathy and moderate dementia. The program consisted of pre- and post-assessments and training sessions. Assessments included the Cantonese version of the Mini-Mental State Examination, the digit span forward test, the Chinese version of the Verbal Learning Test (CVVLT), and the Test of Attentional Performance (TAP). Training sessions were conducted once to twice a week for a total of 8 45-minute sessions. The participant showed a decrease in the CVVLT score and improvements in TAP parameters. The results indicated that, in visually impaired older adults with dementia, attention and processing speed (measured by a sensitive test such as TAP) could potentially be improved with appropriate computerized training.

RESUMO. A demência causa distúrbios em várias funções corticais superiores. O comprometimento da visão pode impactar ainda mais a cognição em pessoas com demência. Este estudo relata os resultados de um programa de treinamento computadorizado de atenção em um paciente com demência e deficiência visual, uma mulher de 98 anos com maculopatia bilateral e demência moderada. O programa consistia em avaliações e pré- e pós-sessões de treinamento. As avaliações incluíram o Mini-Exame do Estado Mental em Cantonês, o teste de extensão de dígitos, a versão chinesa do Teste de Aprendizagem Verbal (CVVLT) e o Teste de Desempenho de Atenção (TAP). As sessões de treinamento foram realizadas uma a duas vezes por semana, com um total de 8 sessões de 45 minutos. A paciente apresentou diminuição no escore CVVLT e melhora nos parâmetros TAP. Os resultados indicaram que em idosos com deficiência visual com demência, a atenção e a velocidade de processamento (medida por um teste sensível como o TAP) poderiam ser melhoradas com a realização de treinamento computadorizado adequado.

Modelo de capacitação para realização do processo de enfermagem em sistema informatizado / Training model for carrying out the nursing process in a computerized system

Resumo: O Processo de Enfermagem na prática assistencial, é um importante método de organização do trabalho de enfermagem, pois permite organizar e planejar as ações de enfermagem a partir da tomada de decisão do enfermeiro. Neste estudo, o Processo de Enfermagem enfatiza o processo de enfermagem informatizado. Desse modo, elaborou-se a seguinte questão norteadora: Como construir um modelo de capacitação para enfermeiros para a realização do processo de enfermagem informatizado? Objetivo geral: Propor um modelo para a capacitação de enfermeiros das unidades assistenciais do Estado do Paraná para realização do processo de enfermagem com auxílio de sistema informatizado. Metodologia: A pesquisa é descritiva e faz parte de um estudo de métodos mistos, descritivo exploratório, desenvolvido junto à Superintendência das Unidades Próprias do Estado do Paraná (SUP), no período de setembro de 2019 a novembro de 2019. Os participantes da pesquisa foram agrupados em dois grupos distintos, nominados de grupo "A" e grupo "B". O "A" foram reunidos 19 enfermeiros e demais membros da equipe Servidores que participaram ativamente do planejamento, desenvolvimento, implementação e capacitação do módulo da SAE do GSUS nos hospitais próprios da SESA, neste grupo os dados foram coletados mediante a realização de Grupo Focal. O grupo "B" foi composto por 47 enfermeiros assistenciais das unidades de Terapia Intensiva, com experiência no uso do Módulo da SAE do Sistema de Gestão da Assistência de Saúde do Sistema Único de Saúde - GSUS. A coleta de dados foi realizada mediante questionário online autodirigido, que abrangeu as experiências positivas e as dificuldades que o GSUS oferece para implementação do Processo de Enfermagem. Resultados: Após análise dos dados do grupo "A" pelo IRAMUTEC, foram identificadas duas classes distintas: os pontos positivos sobre a capacitação e os desafios sobre a capacitação. No grupo "B" ressalta-se as respostas ao questionário que remetem a necessidade da implementação total e capacitação continuada para o entendimento do módulo GSUS. Com base nos dados coletados nos grupos "A" e "B" foi elaborada uma proposta de modelo de capacitação, como produto final deste estudo. Conclusão: Ciente dos desafios que o enfermeiro tem no seu dia a dia na elaboração e compreensão do Processo de Enfermagem, a proposição de um modelo de capacitação informatizado, permeada de sugestões facilitadoras, surge como uma alternativa de ensino-aprendizagem para a utilização plena do módulo GSUS.

Abstract: The Nursing Process in care practice is an important method of organizing nursing work, as it allows the organization and planning of nursing actions based on the nurse's decision making. In this study, the Nursing Process emphasizes the computerized nursing process. Thus, the following guiding question was elaborated: How to build a training model for nurses to carry out the computerized nursing process? General objective: To propose a model for the training of nurses of the care units of the State of Paraná to perform the nursing process with the aid of a computerized system. Methodology: The research is descriptive and is part of a study of mixed methods, exploratory descriptive, developed with the Superintendence of the Paraná State Own Units (SUP), from April 2018 to November 2019. The research participants were grouped in two distinct groups, named group "A" and group "B". The "A" consisted of 19 nurses and other Servers team members who actively participated in the planning, development, implementation and training of the GSUS SAE module in SESA's own hospitals. In this group the data were collected through the Focus Group. Group "B" consisted of 47 intensive care unit nurses with experience in using the SAE Module of the Health Care Management System of the Unified Health System - GSUS. Data collection was performed through a self-directed online questionnaire, which covered the positive experiences and difficulties that GSUS offers to implement the Nursing Process. Results: After analysis of the data from group "A" by IRAMUTEC, two distinct classes were identified: the strengths on training and the challenges on training. In group "B", the answers to the questionnaire highlighting the need for full implementation and continued training for understanding the GSUS module. Based on the data collected in groups "A" and "B", a training model proposal was elaborated as the final product of this study. Conclusion: Aware of the challenges that nurses have in their daily life in the elaboration and understanding of the Nursing Process, the proposition of a computerized training model, permeated by facilitating suggestions, emerges as an alternative of teaching and learning for the full use of the Nursing Process. GSUS module.

Blended learning: An effective methodology for teaching radiology to medical students / Aprendizaje mixto: una metodología efectiva para la enseñanza de radiología a estudiantes de medicina

Abstract Introduction: The combination of online learning environments and classroom education is known as blended learning. Objective: To design, implement and evaluate the blended learning method for teaching radiology to medical students. Materials and methods: Five online modules were designed as part of the Introduction to diagnostic imaging course for medical students. The blended learning method was implemented during the classes given in the terms 2016-II and 2017-I. Academic performance was measured using standardized tests, while the effect of the intervention was obtained by comparing the sample with a control group from the 2015-II period (traditional method). Results: 204 students were included in the blended learning group and 90 students in the control group (traditional method). The median final exam score among the blended learning group was 16.5 (IQR: 15.5-17.8), and 15.0 (RIQ: 13.5-16.5) (p=0.001) in the control group. On average, gained knowledge among the blended learning group was 5.8 (SD:2.4) points. The association between gained knowledge and number of visits to online modules was statistically significant (p<0.05). The proportion of good performance was close to 100% on the satisfaction survey. Conclusions: The blended learning method increases the grades obtained in the tests performed and also shows higher satisfaction rates compared to the traditional method among medical students.

Resumen Introducción. La inclusión de ambientes virtuales de aprendizaje a la educación presencial se denomina aprendizaje mixto (Blended Learning). Objetivos. Diseñar, implementar y evaluar una metodología de aprendizaje mixto para la enseñanza de radiología a estudiantes de medicina. Materiales y métodos. Se diseñaron cinco módulos virtuales como parte del curso Introducción a las Imágenes Diagnósticas. La metodología de aprendizaje mixto se implementó durante los periodos 2016-II y 2017-I; se obtuvieron desenlaces de desempeño académico con pruebas estandarizadas y se evaluó el efecto de la intervención mediante la comparación con un grupo control del período 2015-II. Resultados. 204 estudiantes fueron incluidos en el grupo de aprendizaje mixto y 90 en el grupo control. La mediana de la nota final en el grupo de educación mixta fue de 16.5 (RIQ: 15.5-17.8) y en el grupo control de 15.0 (RIQ: 13.5-16.5) (p=0.001). La ganancia de conocimiento promedio en el grupo de aprendizaje mixto fue de 5.8 puntos (desviación estándar: 2.4) y se asoció con el número de visitas a los módulos virtuales (p<0.05). El porcentaje de estudiantes satisfechos fue cercano al 100%. Conclusión. La metodología de aprendizaje mixto aumenta el puntaje de calificación obtenido por los estudiantes y presenta altos índices de satisfacción en comparación con la metodología convencional.

Effects of a Virtual Reality Simulation and a Blended Simulation of Care for Pediatric Patient with Asthma

PURPOSE: The purpose of this study was to examine the effects of a virtual reality simulation and a blended simulation on nursing care for children with asthma through an evaluation of critical thinking, problem-solving processes, and clinical performance in both education groups before and after the educational intervention.METHODS: The participants were 48 nursing students. The experimental group (n=22) received a blended simulation, combining a virtual reality simulation and a high-fidelity simulation, while the control group (n=26) received only a virtual reality simulation. Data were collected from February 25 to 28, 2019 and analyzed using SPSS version 25 for Windows.RESULTS: The pretest and posttest results of each group showed statistically significant improvements in critical thinking, problem-solving processes, and clinical performance. In a comparison of the results of the two education groups, the only statistically significant difference was found for critical thinking.CONCLUSION: Simulation-based education in child nursing has continued to involve high-fidelity simulations that are currently run in many programs. However, incorporating a new type of blended simulation, combining a virtual reality simulation and a high-fidelity simulation, into the nursing curriculum may contribute to the further development of nursing education.

Educación continuada en Radiología: Perspectivas hacia un modelo basado en competencias / Continuing Education Radiology: Perspectives towards a Model Based On Competences

La educación médica continuada hace referencia a la planeación, organización, desarrollo y ejecución de diversas actividades académicas, con el fin de actualizar los conocimientos y desarrollar competencias a lo largo de la vida profesional de los posgraduados. En la especialidad de radiología e imágenes diagnósticas, la renovación del conocimiento va de la mano de los adelantos tecnológicos y la mejor evidencia científica, lo que implica un alto dinamismo en la validez de los mismos. En el presente artículo se revisa cuál es el propósito y justificación de un programa de recertificación en radiología con miras al mejoramiento de la calidad y el desempeño profesional, se discuten diferentes modelos internacionales de formación continuada, así como las metodologías más eficientes para la adquisición de competencias, ajustado a las necesidades y perspectivas de aprendizaje del radiólogo en nuestro país

The continuing medical education (CME) refers to the planning, organization, development and implementation of various academic activities, in order to update knowledge and develop skills throughout the professional life of postgraduates. In the specialty of Radiology and Diagnostic Imaging, renewal of knowledge goes hand in hand with technological advances and the best scientific evidence, which implies a high dynamism in the validity thereof. In this article we review what the purpose and justification of a recertification program in radiology with a view to improving the quality and professional performance, different international models of continuing education are discussed as well as the most efficient methodologies for the acquisition of competencies, tailored to the learning needs and perspectives of the radiologist in our country

Development of the Ubiquitous Spaced Retrieval-Based Memory Advancement and Rehabilitation Training Program

OBJECTIVE: The Ubiquitous Spaced Retrieval-based Memory Advancement and Rehabilitation Training (USMART) program was developed by transforming the spaced retrieval-based memory training which consisted of 24 face-to-face sessions into a self-administered program with an iPAD app. The objective of this study was to evaluate the feasibility and efficacy of USMART in elderly subjects with mild cognitive impairment (MCI). METHODS: Feasibility was evaluated by checking the satisfaction of the participants with a 5-point Likert scale. The efficacy of the program on cognitive functions was evaluated by the Korean version of the Consortium to Establish a Registry for Alzheimer's Disease Neuropsychological Assessment Battery before and after USMART. RESULTS: Among the 10 participants, 7 completed both pre- and post-USMART assessments. The overall satisfaction score was 8.0+/-1.0 out of 10. The mean Word List Memory Test (WLMT) scores significantly increased after USMART training after adjusting for age, educational levels, baseline Mini-Mental Status Examination scores, and the number of training sessions (pre-USMART, 16.0+/-4.1; post-USMART, 17.9+/-4.5; p=0.014, RM-ANOVA). The magnitude of the improvements in the WLMT scores significantly correlated with the number of training sessions during 4 weeks (r=0.793; p=0.033). CONCLUSION: USMART was effective in improving memory and was well tolerated by most participants with MCI, suggesting that it may be a convenient and cost-effective alternative for the cognitive rehabilitation of elderly subjects with cognitive impairments. Further studies with large numbers of participants are necessary to examine the relationship between the number of training sessions and the improvements in memory function.