THE CURRENT SITUATION OF MUSCULOSKELETAL ULTRASOUND EDUCATION - A SYSTEMATIC LITERATURE REVIEW

BackgroundThe use of musculoskeletal ultrasound improves patient care by increasing diagnostic and therapeutic safety. With its growing application and increasing evidence of its value, the demand for standardized training in musculoskeletal ultrasonography (MSUS) rises rapidly.ObjectivesIn this systematic literature review, we aim to provide a general overview of the various aspects of musculoskeletal ultrasound education worldwide, including target groups, teaching staff, didactic methods, and course formats, as well as to reflect on existing problems and future opportunities. No restrictions were made regarding the educational level of the course recipients nor the specialization of the course instructors.MethodsIn our methodological approach, we followed the PRISMA statement for reporting systematic reviews and meta-analyses of studies[1]. In January 2022, the databases Embase, PubMed, and Google Scholar were considered with all publications to date and were filtered for relevant publications using previously defined keywords. Title and were then screened independently by two authors for inclusion using relevant study characteristics determined in advance according to the PICO scheme[1]. Finally relevant information was filtered from the full text version of the sixty-seven included publications.ResultsThe range of training programs has increased greatly in recent years, primarily aiming at residents in rheumatology, radiology and physical medicine and rehabilitation. However, MSUS is also receiving more attention as a training tool for medical students. Due to the COVID pandemic, didactic approaches using distance learning via simulators and handheld devices have gained additional importance. Given the existing lack of sufficient equipment and trained teaching staff, those approaches should continue to be explored post-pandemic. Another still existing problem is the low international comparability of MSUS training and competency assessment. Therefore, several international institutions, including the European League Against Rheumatism (EULAR) and the Pan-American League of Associations for Rheumatology (PANLAR) have proposed guidelines for training curricula to promote standardized ultrasound training.ConclusionThere is a broad consensus that the development of standardized curricula improves training and facilitates the implementation of new training centers. The development of alternative teaching methods incorporating e-learning, peer teaching, and distance learning on mobile ultrasound devices and the determination of international guidelines could facilitate overcoming the remaining major obstacles still to be passed.Reference[1]Liberati A, Altman DG, Tetzlaff J, et al. The PRISMA statement for reporting systematic reviews and meta-analyses of studies that evaluate healthcare interventions: explanation and elaboration. BMJ 2009;339:b2700. doi:10.1136/bmj.b2700Acknowledgements:NIL.Disclosure of InterestsNone Declared.

Storybook Worlds Made Real: Essays on the Places Inspired by Children's Narratives ed. by Kathy Merlock Jackson and Mark I. West (review)

Any of us Fairytale and Fantasy aficionados know how well these tales burn into our hearts and provide us with countless hours of daydreaming material, but it is the potential of greatness that these stories open up for our often times limited waking life. Storybook worlds, as much as they are for our own nostalgia and connection to a natural world, serve as a money-making machine for industries that prey upon the scarcity of these literary spaces. With this book being released during a pandemic era, the impeccable timing allows for readers who have grown comfortable within the four walls of their home to travel through worlds that have been inaccessible during lockdowns and quarantines. The book allows for a strong sense of living vicariously through the eyes of the authors in the collections and takes readers through a journey of reflection and adventure that has simply not been an option for many of us post COVID-19. There is something for every reader in this collection, and in many ways some of the essays in this collection highlight the risk of these beautiful worlds being made into a media entity so far removed from the stories that taught empathy for all life, meaningful contemplation, and a deep respect for the natural world around us.

Creation of Virtual Reality for Education Purposes

Virtual reality systems have been developed primarily for the entertainment sector. However, they are being increasingly considered as high potential tools for use in industry and education. In this context, schools are now facing a challenge to introduce virtual-reality-supported teaching into their processes. With this in mind, the authors, in their paper, focus on the possibility for using virtual excursions as part of vocational education and training. For this purpose, they analyze the suitability and usability of selected virtual reality systems, as well as relevant camera systems, for the creation of virtual reality software products designed for industrial practice in upper secondary vocational schools' apprenticeships (vocational education and training). The main results of their analyses are summarized in the form of tabularized SWOT parameters.

Assessing Technology-Induced Stress Among Students and Teachers

Introduction: Technostress is a problem present at international level, represented by a series of negative effects on people's thinking, attitude and behavior, its appearance being determined using technology. Aim: The study purpose was to assess the level of technology-induced stress among students and teachers, from the period of online courses (2020 to mid of 2021), due to the COVID-19 pandemic. Methods: A study was carried out on two samples represented by students and teaching staff from universities in Cluj-Napoca, regarding technostress. An online non validated questionnaire created in Google Forms was applied, and it was randomly sent to different people from the two targeted samples on WhatsApp, Microsoft Teams, Gmail and Messenger platforms between October and December 2022. To determine the level of stress, the perceived stress scale PSS-14 was used. Results: One hundred people participated in the study, including both students and teachers. The questions in the questionnaire presented good consistency, with a Cronbach alpha of 0.915. The participants in the study, predominantly had digital skills (96%), and most frequently, they self-classified as experienced users (40%). Both students and teachers most frequently presented a moderate level of stress (50% and 48%, respectively). The computer was the most used device (71%), and the most used platform was Google Meet (59%). Conclusion: Possession of a higher digital skills level, presents an advantage in reducing participants technostress level.

Well-being Content Inclusion in Pharmacy Education Across the United States and Canada

Objective. To describe the landscape of well-being content inclusion across schools and colleges of pharmacy in the United States and Canada through identification of content implementation, incorporation, and assessment. Methods. A cross-sectional survey was distributed to all accredited schools and colleges of pharmacy in the United States (n=143) and Canada (n=10). Survey questions included curricular and cocurricular timing, frequency, assessment strategies, and support for well-being initiatives, using a framework of eight dimensions (pillars) of wellness to categorize content. Results. Descriptive data analyses were applied to 99 completed surveys (65%), 89 (62%) in the United States and 10 (100%) in Canada. Well-being content was most prevalent within the cocurricular realm and incorporated into didactic and elective more than experiential curricula. The most content came from intellectual, emotional, and physical pillars, and the least content came from financial, spiritual, and environmental pillars. Less than 50% of schools and colleges of pharmacy include well-being within their strategic plans or core values. Funding is primarily at the level of the university (59%) or the school or college of pharmacy (59%). Almost half of respondents reported inclusion of some assessment, with a need for more training, expertise, and standardization. Conclusion. Survey results revealed a wide range of implementation and assessment of well-being programs across the United States and Canada. These results provide a reference point for the state of well-being programs that can serve as a call to action and research across the Academy.

Teaching Geology in Higher Education Institutions under COVID-19 Conditions

Teaching geology under COVID-19 pandemic conditions led to teaching limitations for educators and learning difficulties for students. The lockdown obstructed face-to-face teaching, laboratory work, and fieldtrips. To minimize the impact of this situation, new distance learning teaching methods and tools were developed. The current study presents the results of an empirical study, where distance learning teaching tools were constructed and used to teach geology to university students. A mineralogical mobile phone application was used to replace laboratory mineral identification and a flow chart to replace laboratory rock identification. Additionally, exercises on faults and maps were developed to fill the gap that was created as field work was impossible. A university course on geology was designed on the basis of the constructed distance learning teaching tools, and more than 100 students from the Department of Civil Engineering attended the course. The results show that the proposed tools helped the students to considerably understand scientific information on geology and supported the learning outcomes. Thus, it is suggested that the teaching tools, constructed for the purposes of the study, could be used in conditions when distance learning is required, or even under typical learning conditions after laboratories, as well as before or after fieldtrips, for better learning outcomes.

Innovation in Collaborative Online Learning Yields Sustainable Model for University-wide Interprofessional Education

BACKGROUND: Growing health professional accreditation mandates and expectations for interprofessional education (IPE) have led to heightened interest amongst health professions educators and administrators in the creation and development of effective and sustainable IPE programming. IPE ACTIVITY: At the University of Texas Health Science Center at San Antonio, an institution-wide initiative called Linking Interprofessional Networks for Collaboration (LINC) was initiated to strengthen IPE knowledge and skills, increase IPE offerings, and integrate IPE into curricula. In 2020, stakeholders developed, implemented, and evaluated a university-wide IPE activity called the LINC Common IPE Experience, which includes three collaborative online learning modules that students complete synchronously using a videoconference platform without direct faculty facilitation. Mini-lectures, interprofessional discussions, and authentic case studies using innovative media facilitated meaningful engagement of 977 students from 26 different educational programs. DISCUSSION: Quantitative and qualitative results from evaluations demonstrated significant student engagement, increased awareness and understanding of teamwork, progress towards interprofessional competency development, and benefits related to professional development. The LINC Common IPE Experience provides a valuable example of a robust, high-impact foundational IPE activity that can serve as a sustainable model for university-wide IPE. J Allied Health 2023;52(1):16-23.

LAS RELACIONES ENSEÑANZA-APRENDIZAJE EN EL CONTEXTO DE LA EDUCACIÓN HÍBRIDA POST-COVID-19

Propósitos: Este artículo busca comprender la percepción del sistema híbrido de enseñanza en el contexto post-covid 19 de los docentes del Instituto Politécnico Nacional. Referencial teórico: la investigación problematiza la relación híbrida de enseñanza-aprendizaje en el contexto actual, tomando como referencia el recrudecimiento de la crisis educativa provocada por el contexto de la pandemia del Covid-19. Metodología. Desde un enfoque cualitativo, se realizó una escucha buscando conocer la percepción de algunos docentes sobre la enseñanza híbrida en el contexto de educación superior de la Escuela Superior de Cómputo del Instituto Politécnico Nacional. Resultados y conclusión. Los resultados apuntan a las dificultades encontradas en este proceso, así como al desafío de fortalecer las habilidades híbridas de los docentes, y el uso de metodologías de enseñanza, así como tecnologías para diseñar mejores experiencias basadas en el desarrollo de habilidades tanto de los estudiantes presenciales cuanto en línea. La pandemia del Covid-19 pone en evidencia nuestras debilidades educativas al poner entre nuestros planes de estudio, proyectos pedagógicos y estrategias didácticas por lo que nos encontramos ante la necesidad de un currículo y estrategias didácticas que prioricen la realidad de la vida cotidiana, reconozcan y enfrenten las desigualdades sociales y digital. Por lo tanto, la enseñanza-aprendizaje hibrida trae consigo un cambio de paradigmas para el docente. Implicaciones de la investigación: la investigación aporta desde su revisión teórica con reflexiones para que revaloremos y planifiquemos otras formas de enseñar y aprender en el mundo post-covid19. Originalidad/valor: Los resultados obtenidos en este estudio son inéditos, innovadores y relevantes para la comunidad científica, contribuyendo principalmente a la formación de educadores, especialmente educadores ambientales en contextos de crisis.Alternate abstract:Purposes: This article seeks to understand the perception of the hybrid teaching system in the post-covid 19 context of the teachers of the National Polytechnic Institute. Theoretical reference: the research problematizes the hybrid teaching-learning relationship in the current context, taking as a reference the worsening of the educational crisis caused by the context of the Covid-19 pandemic. Method: From a qualitative approach, a survey was carried out seeking to know the perception of some teachers about hybrid teaching in the context of higher education of the Higher School of Computing of the National Polytechnic Institute. Results and conclusion: The results point to the difficulties encountered in this process, as well as the challenge to strengthen the hybrid skills of the teachers, and the use of teaching methodologies, as well as technologies to design better experiences based on the development of skills of both face-to-face students how much online. The Covid-19 pandemic highlights our educational weaknesses in terms of our study plans, pedagogical projects and didactic strategies for what we find ourselves in face of the need for a curriculum and didactic strategies that prioritize the reality of everyday life, reconozcan and face social and digital inequalities. Therefore, hybrid teaching-learning brings with it a change of paradigms for the teacher. Research implications: The research contributes from its theoretical review with reflections so that we reassess and plan other ways of teaching and learning in the post-covid19 world. Originality/value: The results obtained in this study are unprecedented, innovative and relevant to the scientific community, contributing mainly to the training of educators, especially environmental educators in crisis contexts.

GROWTH AND DEVELOPMENT OF AN INFUSION NURSE FLOAT POOL IN AN AMBULATORY COMPREHENSIVE CANCER CENTER

Professional Development The COVID-19 pandemic significantly impacted nurse staffing worldwide, forcing many hospitals to fulfill gaps in staffing by using per diem nurses and those from outside agencies. Historically, our NCI-designated ambulatory cancer care center has utilized float pool nurses who specialize in the care of patients with solid tumors or hematological cancers to fulfill these nurse staff shortages. However, in order to meet the pandemic staffing demands, nurse leadership recognized the need for greater clinical versatility from the float pool nurses and aimed to develop a float team equipped to provide care for populations across the institute's 13 disease-specific centers. With a focus on empowering float pool nurses to directly influence this work from its inception, foster proficiency, professional growth and development, and camaraderie among members, nurse leaders set out to develop an innovative approach to address staffing needs. The purpose was to create an innovative float pool infrastructure and processes to address pandemic staffing consequences while limiting utilization of per diem nurses and those from outside agencies. First, disease-centric education was created utilizing a multimodal approach. Didactic education was widely accessible to all staff via online modules and case studies. Experiential learning was enabled through a strategic placement program where float pool nurses were assigned to a disease center to gain exposure alongside chosen expert nurse mentors for 4 months. Secondly, an intentional check-in process was created consisting of meetings between the float pool nurse, clinical specialist, and nurse director every two weeks during the nurse's first four months on the team, and then every two months thereafter. Within 6 months, 100% of float pool nurses completed both their assigned didactic and strategic placement requirements. Within 10 months, they began caring for patients across multiple disease centers. As an outcome of the connections created throughout the check-in process, float pool nurses contributed valuable insight which shaped the content, timing, and delivery of each educational opportunity. Enhancing the clinical diversity of the float pool nurses provides a global support to all units requiring staffing support within the institute. It has the potential to provide improved patient outcomes by mitigating the safety risks of overusing per diem nurses and those from outside agencies who are not familiar with the environments, workflows, and safety checks for specialized care.

Mobile learning and communication: educational change?;a systematic review

PurposeThe authors of this research present a study on Mmobile learning (ML) and the communication processes that are generated in different educational and professional contexts through a systematic review.Design/methodology/approachThis is descriptive research that analyzes a total of 201 results present in Web of Science and SCOPUS, with the criteria established by the PRISMA protocol, giving special relevance to the following categories: country of origin, date of publication, main objectives, methodological design, variables analyzed and considered, size and details of the samples;and their respective scientific contributions in relation to their area of research.FindingsThe results show significant methodological discrepancies with respect to the established criteria. Five blocks of action are apparent: technical issues, influence on learning, impact on satisfaction and motivation, impact on communicative processes and new forms of interaction.Originality/valueThe value of this research lies on offering a critical view based on an in-depth analysis of the existing scientific production between ML and communication in education.

Developing novel life skills and experiences: a pilot study with Functional Advanced Didactics

The pandemic has produced profound changes in teaching activities, with consequences on the educational processes and social development of students. In this sense, the following contribution explores the potential of Advanced Functional Didactics (DAF), a didactic proposal that aims to deliver traditional didactic contents through motor activity. Carried out in a difficult social context, namely the IC Ristori of Naples, located in the Forcella district, the study involves a second class of primary school and a first class of lower secondary school. The experimental hypothesis of this research is that the introduction of the DAF can bring benefits to the physical, psychological, social and learning abilities of the learners. This pilot study was the first to carry it out, thus proposing to verify the impact of this methodology on students to collect useful responses to improve it.Alternate :La pandemia ha prodotto profondi cambiamenti nelle attività didattiche, con conseguenze sui processi formativi e di sviluppo sociale degli studenti. In tal senso, il seguente contributo esplora le potenzialità della Didattica Avanzata Funzionale (DAF), una proposta didattica che mira ad erogare i contenuti didattici tradizionali attraverso l'attività motoria. Realizzato in un contesto sociale difficile, ossia l'IC Ristori di Napoli, sito nel quartiere di Forcella, lo studio coinvolge una classe seconda della scuola primaria e una classe prima della scuola secondaria di primo grado. L'ipotesi sperimentale di questa ricerca è che l'introduzione della DAF possa apportare benefici alle capacità fisiche, psicologiche, sociali e di apprendimento dei discenti. Questo studio pilota è stato il primo a realizzarla, proponendosi quindi di verificare l'impatto di questa metodologia sugli studenti allo scopo di raccogliere risposte utili a migliorare quest'ultima.

IMPROVING NURSING ASSISTANTS' KNOWLEDGE, COMFORT AND COMMUNICATION WITH SAFE HANDLING PRECAUTIONS

Oncology nursing assistants (NAs) provide intimate personal care for cancer patients, increasing their risk for exposure to hazardous drugs in patients' bodily fluid. Their knowledge and comfort with safe handling is paramount to protect staff and the environment from a potential hazardous drug contamination. However, since the COVID-19 pandemic, inpatient NAs at our National Cancer Institute (NCI) Designated Comprehensive Cancer Center only received safe handling education via our online education system. The COVID-related change in educating staff precipitated a knowledge gap for NAs with safe handling guidelines. Furthermore, nursing staff rarely communicated safe handling precautions for patients on oral medications or outpatient IV chemotherapy. The communication breakdown from nurses to NA placed an undue exposure risk to NAs, who are an integral part of the oncology care team. The purpose of this quality improvement project was to provide comprehensive didactic and hands-on training to NAs on our medical oncology unit to improve staff knowledge, comfort and communication with safe handling precautions. Eighteen NAs completed an anonymous survey to determine baseline knowledge of and comfort level with safe handling. The seven-question survey was developed by the unit safe handling champion and Clinical Nurse Specialist to assess knowledge, comfort and communication of safe handling precautions. Mandatory education included didactic and hands-on review of safe handling guidelines such as: communication of chemotherapy precautions;donning and doffing;proper disposal of wastes, contaminated linen and personal protective equipment;and chemotherapy spill response. NA comfort level was assessed using a single item Likert scale ranging from 1 (not at all comfortable) to 5 (very comfortable). NA communication was assessed using two multiple select questions addressing peer to peer communication and precaution signs in rooms. Four questions assessed NA knowledge of location and use of PPE, waste disposal and duration of safe handling precautions. Three month reassessment showed comfort level improved from average 2.6 to 4.3. Thirty-eight percent of initial responders stated they never received communication about safe handling precautions, which decreased to 0% after education. NA knowledge also improved across all four questions. NAs are responsible for disposal of potentially contaminated bodily fluids. Lack of communication and knowledge of safe handling practices places undue exposure risk to staff and environment. Ensuring proper NA training improves engagement and empowers oncology nursing assistants to improve knowledge, communication and comfort with safe handling guidelines.

Using Educational Robotics in Pre-Service Teacher Training: Orchestration between an Exploration Guide and Teacher Role

The proper integration of technology in teaching and learning processes must consider the role of teachers and students, as well as the design of tasks and the context in which they are implemented. Teachers' perceived self-efficacy significantly influences their willingness to integrate educational robotics (ER) into their practice, so initial teacher training should provide opportunities for teachers to participate in structured activities that integrate ER. In this study, a class of pre-service teachers from an initial teacher training programme were provided with their first contact with an ER platform through the use of a simulator. We present the design process of a student exploration guide and teacher guide, developed over three iterative cycles of implementation, assessment and redesign. The analysis of the data collected allowed for improvements in the design of the tasks, the graphic component of the student exploration guide, and more precise indications for the teacher's actions. The main contribution of this study is the chain orchestration between the simulator, student exploration guide and teacher guide, which allowed pre-service teachers to solve a set of challenges of increasing complexity, thereby progressively decreasing their difficulties and contributing to an adequate integration of ER in their future teaching practices.

Comparing Effectiveness of Remote-learning Formats for Resident Physician Didactics

BACKGROUND: It is important to investigate remotelearning options for medical education. We evaluated retention of research-related knowledge after exposure to pre-recorded audio-based didactics (AUDIO) versus video conference-based didactics (ZOOM). METHODS: Obstetrics and Gynecology residents over the 2020-2021 academic year were randomized to didactics delivered in AUDIO versus ZOOM formats. At baseline, immediately post-exposure, and 3-month post-exposure, objective knowledge was assessed through 15 multiple choice questions. Confidence and satisfaction were assessed on a 5-point Likert scale. Median differences and 95% confidence intervals (CI) were applied to identify a 10% non-inferiority margin. RESULTS: Thirty of thirty-one (30/31, 96.8%) eligible residents participated. At 3-month post-exposure, AUDIO was non-inferior to ZOOM (6.3% mean difference in knowledge scores, 95% CI -3.5-16.2). There were no differences in satisfaction or confidence, though a greater proportion of AUDIO participants indicated they would use a similar resource independently (p=0.008). CONCLUSION: AUDIO didactics may be non-inferior to ZOOM.

El uso de organizadores textuales para comprensión lectora en lengua meta, una experiencia durante la pandemia por la Covid-19 1

El presente estudio muestra una investigación realizada en la Universidad Europea del Atlántico, Santander, en la que se perseguía realizar una propuesta de mejora para el trabajo de la comprensión lectora en la asignatura de Inglés Instrumental II. Esta propuesta tenía que recoger estrategias de lectura y el uso de organizadores visuales textuales en lengua meta. Para ello se analizaron 11 lecturas del libro de texto Macmillan Hub B1+/B2- y se complementaron las actividades con un entrenamiento en estrategias de lectura y el uso de un organizador textual específico según la necesidad del texto. Para la aplicación se valoró por un lado el desempeño previo y posterior en comprensión lectora y el desempeño de 5 actividades de evaluación continua en comprensión de textos. Dicha aplicación tuvo que ser adaptada a una enseñanza a distancia debido a la pandemia provocada por la Covid-19. La muestra del estudio, n=57, fueron estudiantes de segundo curso del Grado en Ciencias de la Actividad Física y el Deporte y el Grado en Psicología, divididos en Grupo Experimental, GE, (n=31) y Grupo de Control, GC, (n=26). Los resultados mostraron diferencias significativas de hasta 2.8 puntos sobre 10 en el caso del GE respecto al de control. Por tanto, se considera que el uso de estrategias de lectura combinadas con el entrenamiento en el uso de organizadores visuales del texto contribuye a una mejora en la comprensión lectora.Alternate abstract:This study presents an investigation carried out in the European University of the Atlantic, Santander. Its main aim was to create a didactic proposal to improve reading comprehension in the subject of English as a Foreign Language, level 2. This proposal included the use of reading strategies and graphic organizers. Eleven texts from the textbook Macmillan English Hub B1+/ B2- were analyzed. The activities were improved by including a training in the use of reading strategies and a specific graphic organizer for every type of text. To apply the proposal, it was necessary to take a previous and a post reading test as well as 5 extra reading activities as part of the continuous evaluation. The application had to be adapted to online teaching because of the Covid-19 pandemic. The sample of the study consisted of 57 students enrolled in the Science of Sports degree and the Psychology degree. Thirty-one of these students took part in the experimental group, while the other 26 took part in the control group. The results showed that there were significant differences between these two groups. In conclusion, the use of reading strategies together with the training in the use of graphic organizers contributes to an improvement in reading comprehension.Alternate abstract:Cette étude porte sur une recherche menée a l'Université Européenne de l'Atlantique, Santander, dans laquelle l'objectif principal était de faire une proposition didactique pour améliorer la compréhension écrite dans le cours d'anglais langue étrangere, niveau II. Cette proposition comprend l'utilisation de stratégies de lecture et d'organisateurs graphiques. Pour cela, 11 textes du manuel Macmillan English Hub B1 + / B2- ont été analysés. Par ailleurs, les activités ont été complétées avec une formation aux stratégies de lecture et l'utilisation d'un organisateur textuel spécifique en fonction du texte. Pour appliquer notre proposition, il était nécessaire de passer un test de lecture antérieur et postérieur ainsi que 5 activités de lecture supplémentaires dans le cadre de l'évaluation continue. L'application a été adaptée a l'enseignement a distance pour la pandémie de la Covid-19. L'échantillon de l'étude, n = 57, était composé d'étudiants de deuxieme année du diplome en sciences du sport et en psychologie, divisés en groupe expérimental (n = 31) et groupe témoin (n = 26). Les résultats ont montré des différences significatives allant jusqu'a plus de 2.8 points sur 10 dans le cas du groupe expérimental par rapport au témoin. Par conséquent, on considere que l'utilis tion de stratégies de lecture en combinaison avec une formation a l'utilisation d'organisateurs graphiques contribue a une amélioration de la compréhension en lecture.

CULTIVATING CONFIDENCE IN THE CLASSROOM BOOSTS CONFIDENCE AT THE BEDSIDE: AN ANALYSIS OF CONFIDENCE LEVELS BY INCORPORATING AN ONCOLOGY INFUSION ESSENTIALS CLASS INTO NEW NURSE ORIENTATION

The COVID-19 pandemic has changed the requirements for new nurses to obtain employment in highly specialized areas, (e.g. ambulatory oncology infusion). The global healthcare system has experienced higher levels of turnover in experienced nurses.1 The increased need for nurses has allowed new graduate nurses to receive employment in areas that require nurses to have specialized skills and confidence to succeed. A needs assessment performed at Huntsman Cancer Institute's two infusion rooms and three offsite community infusion rooms revealed a lack of confidence in new nurses administering blood products, caring for central lines, utilizing and accessing oncology resources and managing infusion complications and emergencies. The purpose was to supplement new oncology nurses' orientation with an infusion didactic session after the first two weeks of bedside orientation. The learning session took place in a more structured, less stressful environment to provide knowledge, skills and promote confidence in newly hired infusion room nurses. A five-hour infusion-specific essentials didactic course was developed to promote learner engagement by using innovative learning techniques that included training, discussion and activities on central lines, blood administration, infusion complications/emergencies, and drug education resources. A high fidelity simulation of a new oncology patient who needed drug education, central line care, safe handling and administration of hazardous drugs and experienced a hypersensitivity reaction was conducted for application and solidification of concepts covered in class. Evaluation: Pre and post assessments using a fivepoint Likert-scale were administered to measure nurses' confidence levels in: caring for an infusion room patient independently, administering blood products, managing central lines, responding to infusion complications/emergencies and how to access resources. Nurses' confidence significantly increased on the post-assessment compared to pre-assessment. This program has been implemented into all newly hired oncology infusion room nurses' orientation. In late 2022 this program will be added to the Ambulatory Oncology Transition to Practice Program. The long term goal is to require the class for all newly hired nurses who administer hazardous drugs throughout inpatient and ambulatory areas of Huntsman Cancer Institute and its community sites. This program positively impacted nurses' confidence levels in caring for oncology patients in the infusion room by using creative learning techniques such as "what went wrong" video demonstrations, flipped classroom, group worksheets activities and discussion and a high fidelity simulation.

Cooperative Learning of Italian Literature in the Post-Pandemic Era

Der Beitrag analysiert, wie kooperatives Lernen im Literaturunterricht eingesetzt werden kann, insbesondere in der italienischen Literatur des 19. Jahrhunderts. Es werden die Ergebnisse von Gruppenaktivitäten vorgestellt, die im Oktober 2022 von Studenten der Fakultät für Philologie der "Babes-Bolyai"-Universität Cluj-Napoca mit Spezialisierung auf Italienisch A und B durchgeführt wurden. Es handelt sich um Studenten, die den Kurs Italienische Literatur II in italienischer Sprache besuchen. Die Teilnehmer kehrten erst im Frühjahr 2022, im zweiten Semester ihres ersten Studienjahres auf Universitätsebene, an die Universität zurück (Präsenzveranstaltungen). Während der Covid-19-Pandemie verbrachten sie mehr als ein Jahr in der Hochschule (mit Online-Schule). Nachdem sie in Gruppen von 3 bis 4 Studenten eine kooperative Aktivität im Praktikum durchgeführt hatten, die sich auf das Studium der italienischen Literatur konzentrierte, erhielten sie einen anonymen Fragebogen, um ihre Meinung zum kooperativen Lernen von Fremdsprachen und Literaturen zu äußern. Der Fragebogen enthielt 7 Fragen, mit denen die Lehrkraft überprüfen wollte, ob die Schüler das kooperative Lernen für effektiver hielten als die klassischen Methoden zum Erlernen von Fremdsprachen und Literaturen in der Zeit nach der Pandemie und inwieweit die kooperative Aktivität ihre Neugier auf die italienische Literatur anregte, insbesondere auf die Lektüre des Romans, der während des Praktikums untersucht wurde.Alternate :The paper analyses how cooperative learning can be used in teaching literature, specifically 19th century Italian literature. It presents the results of group activities carried out in October 2022 by students from the Faculty of Letters of the "Babes-Bolyai" University of Cluj-Napoca, with specialisation in Italian A and B. These are students attending the Italian Literature II course, taught in Italian. The participants returned to university (face-to-face didactic activities) only in the spring of 2022, in the second semester of their first year of study at a university level. They spent more than one year of high school during the Covid-19 pandemic (with online school). After having carried out a cooperative activity in the practical course that focused on the study of Italian literature, in groups of 3-4 students, they were given an anonymous questionnaire to express their views on cooperative learning of foreign languages and literatures. The questionnaire contained 7 questions in which the teacher wanted to check whether the students found cooperative learning more effective than the classical methods of learning foreign languages and literatures in the post-pandemic period and how the cooperative activity stimulated their curiosity for Italian literature, especially for reading the novel studied during the practical course.

ESP THROUGH THE LENS OF REFLEXIVE PEDAGOGY: ADVANTAGES AND DISADVANTAGES

During the COVID19 pandemics, teaching/learning/testing have undergone lots of changes made for the transition to online classes. Teaching English for Specific Purposes (ESP) online witnessed a paradigm shift and new approaches that were all facilitated by the use of technology have been developed or improved. Pre-pandemics, Bill Cope and Mary Kalantzis proposed "reflexive pedagogy" based on the idea that it is not the technology used that matters but the pedagogy itself which makes the difference, so they proposed reflexive pedagogy as opposed to didactic pedagogy which is composed of 7 affordances ranging from ubiquitous learning to differentiated learning with the purpose of moving focus from mimetic learning to epistemic learning via reflection and use of technology. Having this new approach in mind, the present paper attempts to analyse the advantages and disadvantages when teaching English for Specific Purposes. While the advantages are numerous due the possibility to use technology anytime, anywhere, anyhow, there are still certain constraints regarding learning foreign languages which utilize the mimetic approach in certain circumstance. Thus, the study focuses on the activities developed with the students from the University of Bucharest enrolled in the Faculty of Chemistry, approaching a wide range of subjects with a review of reflexive pedagogy in terms of advantages and disadvantages for ESP. While reflexive pedagogy is extensively useful for listening, speaking, reading and learning specialized vocabulary, writing seems to be affected as a way of progressing in learning. As an overall observation, reflexive pedagogy proves quite useful for teaching foreign languages with certain drawbacks.

Editorial - RAEP 2nd edition 2022

[...]in recognition of the importance of the work of academics who have supported the journal, especially in its early stages, an Honorary Board was created, keeping them in evidence and with fair recognition for their support. Undoubtedly, the pandemic as a context challenged professionals in different spectrums. [...]the importance of the investigation was to highlight the need for awareness and prevention of depression in graduate students, as well as the adoption of effective strategies for its confrontation in general, that is, even after the pandemic period. Besides this regional diversity, we must recognize the distinct public and private educational institutions that collaborated to make this publication possible.

Cooperative learning and SDG 5. An intervention for physical education in secondary schools

Background: Nowadays, there is great concern about gender inequality in many areas of the recent scenario;an aspect that is being pursued through the Sustainable Development Goals (SDGs), exactly through SDG 5;cooperative learning seems to be one of the ways to achieve gender equality in secondary school students. It is essential to investigate new methodologies to try to curb many of the problems that have been active for many years, and it is crucial to promote and encourage these values in society at the educational stages. However, there is still not enough research that has been carried out on this subject, so there is still much to learn. Therefore, the aim of this research is to analyse whether the effect of a didactic unit of Physical Education through cooperative learning shows improvements in the attitudes of coeducation in secondary school students. Method: A total of 131 secondary school students (74 females), with a mean age of 14.46 ± 0.64 years, carried out the study. A quasi-experimental, pre-post study was carried out using a control and experimental group. The sample was not randomised. For 5 weeks, the control group maintained normal Physical Education sessions, following a more traditional methodology based on direct command. Results: The experimental group, on the other hand, carried out the 5 sessions of the didactic unit based on the cooperative learning methodology, through mixed groupings. To assess the normality of the sample, the Kolmogorov Smirnov test was used to confirm that the sample was non-parametric. To measure the effect of the intervention, Mann Whitney and Wilcoxon tests were performed. The statistics showed that the experimental group was significantly higher than the control in two of its factors in the pre, but no significant differences were shown in the post. Conclusions: These findings do not verify the main objective of the study, perhaps as a consequence of the quantitative difference of the samples between groups and between stages (pre-post), or as a consequence of insufficient or erroneous programming. Finally, it would be interesting to evaluate the same results by segmenting by gender to see if more significant differences are shown.