Mathematical model of Boltzmann's sigmoidal equation applicable to the spreading of the coronavirus (Covid-19) waves.

Currently, investigations are intensively conducted on modeling, forecasting, and studying the dynamic spread of coronavirus (Covid-19) new pandemic. In the present work, the sigmoidal-Boltzmann mathematical model was applied to study the Covid-19 spread in 15 different countries. The cumulative number of infected persons I has been accurately fitted by the sigmoidal-Boltzmann equation (SBE), giving rise to different epidemiological parameters such as the pandemic peak tp, the maximum number of infected persons Imax, and the time of the epidemic stabilization t∞. The time constant relative to the sigmoid Δt (called also the slope factor) was revealed to be the determining parameter which influences all the epidemiological parameters. Empirical laws between the different parameters allowed us to propose a modified sigmoidal-Boltzmann equation describing the spread of the pandemic. The expression of the spread speed Vp was further determined as a function of the sigmoid parameters. This made it possible to assess the maximum speed of spread of the virus Vpmax and to trace the speed profile in each country. In addition, for countries undergoing a second pandemic wave, the cumulative number of infected people I has been successfully adjusted by a double sigmoidal-Boltzmann equation (DSBE) allowing the comparison between the two waves. Finally, the comparison between the maximum virus spread of two waves Vp max 1 and Vp max 2 showed that the intensity of the second wave of Covid-19 is low compared to the first for all the countries studied.

Seeking autonomy: Grounded theory of clinical reasoning processes during simulation based experiences.

AIM: To conceptualize how undergraduate nursing students' reason and think during Simulation-Based experiences (SBE) and explore the indicators of sound clinical judgment. BACKGROUND: Nursing students' clinical reasoning processes during Simulation Based Experiences (SBE) are not well understood and underexplored. The purpose of this study is to conceptualize how undergraduate nursing students' reason and think during SBE. DESIGN: A constructivist grounded theory methodology was used to explore nursing students' clinical reasoning during SBE METHOD: A grounded theory methodology was used to explore nursing students' clinical reasoning during SBE. A purposive sample was used to recruit participants including 32 third-year nursing students. Data collection using semi-structured interviews conducted over 9 months in 2020-2021. The interviews were recorded and transcribed verbatim and the data were analyzed using the logic of constant comparison supported by memoing, theoretical sampling and conceptual mapping. RESULTS: Seeking autonomy is the core category that emerged from the participants' responses that conceptualizes the students' reasoning process during SBEs. CONCLUSION: Evidence from this grounded theory study adds validation to the practice of using SBEs to support students' clinical reasoning process and prepare them to be competent in clinical practice.

Simulation-based education – how to get started

Simulation-based education (SBE) has a long history in medical education. SBE is now widely used to train individuals and teams in technical as well as social and cognitive skills. Much of the simulation literature is developed in well-resourced universities and hospitals with a dedicated simulation center, staff, consumables, and other assets. Looking at simulation from a global viewpoint, simulation centers are very hard to establish since the opportunity cost of investing in simulators, mannequins, equipment, a physical space and staff to run the center, is high. There also exists other barriers, for example time and training opportunities needed to develop expertise amongst simulation educators in the institution. Understanding that fidelity is not equal to benefit and that scenarios can be conducted in actual clinical settings, such as using in-situ simulation, rather than specialist simulation facilities, can help anesthesiologists begin to train using simulation without the need for significant financial investment. We provide practical tips for getting started with SBE and argue that the most important investment is in faculty development and engagement of the team. We also discuss the impact of the COVID-19 pandemic in necessitating the simulation world to be creative and develop new ways to train, for example through remote simulation. © World Federation of Societies of Anaesthesiologists 2022.