ABSTRACT
Introduction: The COVID-19 pandemic caused various challenges to the academic setting, especially for health care programs that require face-to-face (F2F) interactions to learn psychomotor skills. Simulation is often used to integrate didactic knowledge and enhance psychomotor skills to prepare students for clinical education experiences. The purpose of this study was to compare student confidence and interest in setting type prior to a first clinical education experiences between students who completed an F2F peer simulation course and students who completed the course virtually. Method(s): Subjects included second-year doctor of physical therapy students who participated in the F2F course in 2019 (n = 37) and those who completed the virtual course in 2020 (n = 36). A 5-item pre- and postcourse self-assessment was administered to evaluate student confidence and interest in the acute care setting. A factorial analysis of variance was used to examine confidence scores of both cohorts at pre- and postcourse assessment. Result(s): Confidence rating of students from both cohorts significantly improved from precourse to postcourse in all areas, indicating that all students showed improved perceived confidence in their clinical skills upon completion of the course. However, the ratings of "ability to respond to changes in patient status in the acute care setting" were significantly greater in the F2F cohort than in the virtual cohort at the end of the course. There was also a positive interaction effect of cohort year (delivery mode) indicating that the F2F cohort had a stronger response in level of perceived confidence compared with the virtual cohort. In addition, student interest in the acute care setting was significantly greater at postcourse assessment for students from both cohorts. Conclusion(s): Postcourse rating of student-perceived confidence in clinical skills performance and interest in the acute care setting improved regardless of the mode of delivery of the course. However, when examining student-perceived confidence levels to respond to change in patient status, students who participated in the F2F course felt more confident in their ability to do so. Although perceived confidence levels improved for all students, virtual learning of clinical skills may not be as effective in training students to safely treat complex patients in the acute care setting.Copyright © 2023 Lippincott Williams and Wilkins. All rights reserved.
ABSTRACT
Hospice has been associated with improved outcomes for terminally-ill patients and families, including in pain management, care satisfaction, and rates of hospitalizations. In 2016, 1/3 of Medicare hospice beneficiaries died in nursing homes (NH). The responsibilities for meeting the needs of the NH resident receiving hospice are shared by the NH staff and hospice team, making good communication and coordination of services between providers critical to the successful delivery of services. This exploratory study surveyed NH direct care and administrative staff about their perceptions of hospice, and barriers to collaboration. A total of 66 NH staff completed the online survey. The sample was 62.1% direct care staff (e.g., social work, nursing) and 37.8% administrators, predominately female (75%), non-Hispanic-white (43.9%), and employed full-time (87.8%). Over half of the NHs were non-profit organizations (56.1%). Respondents had on average 33.8 hours of hospice education and held positive hospice attitudes, with 76% strongly agreeing that hospice should be an option regardless of setting, and 87.8% believing they could collaborate with hospice toward the goal of a "good death.” Although participants cited barriers to hospice related to COVID-19, this was not associated with overall hospice attitudes. Respondents cited resistance from family as the primary barrier to hospice, indicating lack of knowledge and a need for family education. They also cited concerns surrounding duplication of roles. Family members in previous studies have identified care allocation as a challenge, based on expectations that hospice would bring additional contact/services instead of replacing NH services. Implications will be discussed.
ABSTRACT
The increase in the use of technologies because of the pandemic caused by COVID-19 has developed the risks to which students are exposed in the virtual context. In this way, bullying has been extended to cyberspace, promoting an increase in cyberbullying among primary school students. The consequences are visible in psychosocial and psychoemotional factors, emphasizing self-concept as a protective factor of online bullying. Therefore, it would be worth addressing its development in educational centers. One of the ways to tackle self-concept is through cooperative learning in physical education, since if it is taught correctly, it promotes the personal and social development of students, as well as improves coexistence and reduces exclusion and aggression behaviors. For these reasons, a didactic proposal is presented whose purpose is to integrate cooperative learning as a preventive methodology for bullying and cyberbullying, focusing attention on the improvement of students' self-concept. © 2022 Didactic Asociation Andalucia. All rights reserved.
ABSTRACT
Introduction: after 42 days of lockdown imposed due to the global COVID-19 pandemic, children under 14 years were allowed to leave their homes. The aim of the study was to analyse the impact of the period following the lifting of confinement measures on traumatic injury trends in children. Material and methods: we carried out a retrospective and observational study in children aged less than 16 years that presented with traumatic injuries to the emergency department of a tertiary care hospital between April 26 and the start of the scaling down in the Community of Madrid on May 24. We compared the frequency of traumatic injuries and fractures, the mechanism and site of injury and other variables to those recorded in the same period the year before. Results: there was a significant increase in the proportion of fractures compared to 2019 (41.9 vs. 11.3%;p <0.001). The percentage of accidents related to wheeled vehicles was significantly higher in 2020 (43.9 vs. 6.2%;p <0.001), with these accidents most frequently involving bicycles (35.4%) and scooters (32.2%). Conclusions: in the period following the lockdown, there was a remarkable increase in accidents related to wheeled vehicles in the paediatric population, although this outcome was probably influenced by specific organizational measures implemented in Madrid in the period under study. © 2021, Spanish Association of Primary Care Pediatrics. All rights reserved.