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Introduction: Research into patients' perception of empathy has revealed that patients with stomas feel unsupported by healthcare professionals, who can lack an understanding of how it feels to live life with a stoma. A literature review was undertaken to explore what is the evidence for best practice for teaching empathy skills to healthcare professionals and how this can be applied to caring for people with a stoma. Search strategy: Included studies were required to explore teaching empathy or measuring levels of empathy in pre- and post-graduate nurses and in healthcare professionals caring for patients with a stoma. Excluded studies were those involving paediatric and mental health nursing, as these domains of nursing were considered to differ in clinical specialism and any other healthcare professional discipline outside the nursing profession such as doctors or allied healthcare professionals. Results: Given the number of articles reporting that empathy is lacking in stoma care, it is remarkable that so little original research has been carried out in this area, specifically the lack of qualitative research. A variety of interventions were used to assess empathy in pre- and post-graduate nurses, from multiple nations with diverse cultures. Conclusions: Results from the data revealed several themes for the best practice of teaching empathy skills to healthcare professionals, including essential nurse attributes, innate nurse characteristics, nurse experience and the contribution of experiential learning.
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With the advent of online educational platforms and the advances in pedagogical technologies, self-directed learning has emerged as one of the most popular modes of learning. Distance education - -elevated by the COVID-19 pandemic - -involves methods of instruction through a variety of remote activities which often rely on educational videos for mastery. In the absence of direct student engagement, the asynchronous nature of remote activities may deteriorate the quality of education for learners. Students often have an illusion of skill acquisition after watching videos, which results in overestimation of abilities and skills. We focus on the efficacy of skill acquisition through interactive technologies and assess their impact on computational thinking in comparison with delivery through other traditional media (e.g. videos and texts). In particular, we investigate the relationship between actual learning, perception of learning, and learners' confidence in adult learners. Our results reveal intriguing observations about the role of interactivity and visualization and their implications on the pedagogical design for self-directed learning modules. © 2023 ACM.
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The use of telehealth has seen recent growth due to the coronavirus disease, resulting in large-scale service delivery changes, which may also necessitate a shift in staff training and performance management procedures. One effective in-vivo procedure is the delivery of performance feedback. There are many characteristics that affect the efficacy of performance feedback (e.g., immediacy). Thus, it may be important to understand how remote technology also affects performance feedback. We evaluated the effects of remote feedback on the accuracy of preference assessment implementation using telehealth-based coaching with three individuals following a history of written instructions and remote rehearsal. Remote feedback was effective for all three participants. Additionally, skills maintained at high levels 1-week post-training and occurred in the presence of a novel confederate and novel stimuli for two of the three participants. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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Purpose: During COVID-19, Maudsley Simulation successfully pivoted to fully online delivery of simulation-based education (SBE) in mental health. In migrating digitally, the simulation faculty experienced a range of new phenomena and challenges. The authors' experiences may be transferable to other specialities and for other educator groups. By sharing the authors' experiences, this study aims to support others adapt to online SBE. Design/methodology/approach: This piece represents the authors' collective reflections on the challenges of adapting their facilitation skills to the online environment. It also offers various suggestions on how to improve the learner experience in view of these challenges. Findings: Beyond merely platform orientation and operating procedure familiarisation, the team gained insights into ensuring optimal learning, engagement and participant experience during online deliveries. Delivery of online SBE brings several potential barriers to psychological safety and these warrant careful consideration by experienced simulationists. Practical implications: Optimising participant engagement and psychological safety remain key considerations despite this novel medium. Facilitators must be willing to adapt accordingly to begin delivering high-quality online SBE. Originality/value: From their experience, facilitators must reframe their debriefing expectations and adjust how they engage participants and manage group dynamics given the inherently different nature of this new learning environment.
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Introduction: Physicians are at the centre of bench-to-bedside research, yet the number of physicians engaging in research is declining. One solution to overcome this alarming trend is exposing medical students to research. This study aims to assess the impact of engaging medical students in research, and the feasibility of conducting research solely using online communication. Methods: A pilot elective research opportunity was offered to medical students enrolled to the University of Malta Doctor of Medicine and Surgery course by a resident academic (summer 2021) of the same institute to assess the epidemiology of COVID-19 in Europe. An anonymous survey was distributed to seventy medical students recruited to participate in this elective research project. The data collected was analysed and interpreted. Results: A response rate of 88.73% was achieved. "Career progression" and "lack of time" were the most reported motivating and hindering factors towards conducting research, respectively, before engaging in a research experience. Research experience helped overcome reported barriers (p < 0.01), while also challenging students' perceptions towards research. An increase in positive perceptions towards research was observed after conducting research. An overwhelming majority (90.47%) of participants reported that mentorship played an influential role in their overall experience, and 95.24% commented that they would like research opportunities to be made available by their faculty. Discussion and Conclusion: Giving students the opportunity to conduct research demonstrated how research experience improves students' soft skills and the understanding of research. This study also portrayed how remote research opportunities are effective in engaging students and increased the number of students who would consider a career in research. Supplementary Information: The online version contains supplementary material available at 10.1007/s40670-023-01727-w.
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In this article, author discusses about the impacts of the dental staffing crisis, poor management and bad leadership on the dentistry, increased amid the Covid-19 pandemic in Australia.
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Optimisation of hypertension identification and treatment is key to reducing health inequalities. Kate Phillips and Luke Evans highlight the role practice nurses can play in implementing the national Blood Pressure Optimisation Programme
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The COVID-19 pandemic struck right during the Olympic preparation, leading to significant training restrictions such as noncontact practices for combat sports. This case study research describes the application of a complementary virtual-reality (VR) intervention to train elite boxers preparing for Tokyo 2020 during the pandemic. It also addresses the evaluation of broader visuocognitive functions in elite boxers. Six boxers were allocated to two groups: one experimental group trained on a 360° VR (360VR) temporal video-occlusion program, and one active control group trained on a VR game simulation during 11 sessions. Pre- and postevaluations of specific decision-making performance were performed on a 360VR evaluation test. Fundamental visual and visuocognitive functions were assessed at baseline. Greater on-test decision-making improvements were observed in the 360VR-trained group compared with VR game, and 360VR offered self-reported satisfactory, representative, and safe individual training opportunities for the boxers. More research is warranted to explore the applications of 360VR and VR simulation for psycho-perceptual-motor-skill evaluation and training. Superior visuocognitive performance was observed in elite boxers and should also be a topic of further investigation. The methodological approach, implementation, and reflections are provided in detail to guide practitioners toward the applied use of VR in the sporting environment.
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The COVID-19 pandemic caused FamilyCook Productions to re-design its evidence-based curriculum, Teen Battle Chef (TBC), to be taught virtually in a feasible format that allows culinary skill development that could result in positive behavior changes. Examines barriers and facilitators to achieving a well-delivered and well-received, live, virtual format for an evidence-based, teaching kitchen program for youth. Twelve adolescent cohorts received a virtual version of TBC April to August 2020 (n = 145) Quantitative and qualitative process data examined participation barriers and facilitators, progress in gaining cooking skills, the use of the Framework for 10 Experimental Drivers of Behavior Change, identifiers of behavioral and attitudinal changes. Participant post-survey and instructor interviews assessed capabilities and barriers to participation. Session observation measured attendance, cooking with instructor, instructor's use of visual aids. Post served measured youth attitudes and behaviors. Instructors (91.6%) used new visual aids to facilitate virtual learning (PowerPoints/videos). Adolescents attended a mean of 8.2 of 12 sessions. The percentage of adolescents cooking with the instructor was 37.3%. The post-survey (n = 28) revealed 92.9% of adolescents felt empowered to prepare meals on their own;57.1% reported regularly trying to get more 'colors' of fruits/vegetables in their meals. Difficulty obtaining ingredients was the largest participation barrier (42.9%). An average of 8.4 of the 10 Experiential Drivers of Behavior change were used in these virtual sessions. Instructor interviews revealed 100% felt they were effective in supporting students to cook at home and 90% reported advantages of students using home kitchens. Virtual live culinary education elicited student participation and skills development, despite barriers of online education. Educators found students being in their own home kitchens facilitated their ability to develop the targeted culinary/life skills and adopt them in their lifestyle more quickly than in classroom instruction. These positive findings suggest future evaluation of virtual culinary nutrition education is warranted. None.
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The use of telehealth has seen recent growth due to the coronavirus disease, resulting in large-scale service delivery changes, which may also necessitate a shift in staff training and performance management procedures. One effective in-vivo procedure is the delivery of performance feedback. There are many characteristics that affect the efficacy of performance feedback (e.g., immediacy). Thus, it may be important to understand how remote technology also affects performance feedback. We evaluated the effects of remote feedback on the accuracy of preference assessment implementation using telehealth-based coaching with three individuals following a history of written instructions and remote rehearsal. Remote feedback was effective for all three participants. Additionally, skills maintained at high levels 1-week post-training and occurred in the presence of a novel confederate and novel stimuli for two of the three participants. [ FROM AUTHOR] Copyright of Journal of Organizational Behavior Management is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
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The Test of Gross Motor Development-3 is one of the most popular assessment tools in physical education and physical activity settings. It is a valid assessment originally designed to administer in-person, but the virtual administration of the assessment has yet to be deemed feasible. Thus, the purpose of this study was to explore the trial feasibility of virtual data collection using the Test of Gross Motor Development-3 to assess the fundamental motor skills of children with autism spectrum disorder. Most specifically, we report on the design and feasibility of the online assessment process. A total of 22 families of children with autism spectrum disorder participated in the online data collection.
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Autism Spectrum Disorder , COVID-19 , Child , Feasibility Studies , Humans , Motor Skills , PandemicsABSTRACT
What are the effects of school closures during the Covid-19 pandemic on children's education? Online education is an imperfect substitute for in-person learning, particularly for children from low-income families. Peer effects also change: schools allow children from different socio-economic backgrounds to mix together, and this effect is lost when schools are closed. Another factor is the response of parents, some of whom compensate for the changed environment through their own efforts, while others are unable to do so. We examine the interaction of these factors with the aid of a structural model of skill formation. We find that school closures have a large, persistent, and unequal effect on human capital accumulation. High school students from low-income neighborhoods suffer a learning loss of 0.4 standard deviations after a one-year school closure, whereas children from high-income neighborhoods initially remain unscathed. The channels operating through schools, peers, and parents all contribute to growing educational inequality during the pandemic.
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As part of the pro-active response in anticipation of a possible outbreak of COVID-19 in Aotearoa New Zealand, ward nurses at Wellington Regional Hospital were requested by senior nursing leadership to participate and engage in non-invasive ventilation training. The objective of this education was to allow adequate response and provision of lifesaving non-invasive ventilation to critically unwell patients. Identifying potential nurses and ascertaining the amount of training and resources involved in mass training was critical to the success of the programme. The variation in ventilation equipment was a significant detail that had contributed to the mounting challenge of addressing the lack of both human and technological resources. This reflection piece describes the education initiative and the circumstances and practicalities of creating, teaching, and training advanced skills (non-invasive ventilation education) to ward nurses with limited respiratory experience.
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BACKGROUND: Little is known about how nursing students learned psychomotor skills during the COVID-19 pandemic. AIMS: What is the lived experience of undergraduate nursing students learning psychomotor skills during the COVID-19 pandemic? METHODS: Using a phenomenological approach, eight undergraduate nursing students were interviewed about their experiences learning psychomotor skills during the pandemic. RESULTS: Thematic analysis revealed three main themes. "Finding My Own Way" described adapting learning styles and advocacy for learning. Sub-themes included perseverance and comradery. "Learning the Skills" described modifications to skills learning. Sub-themes included grace by professors, smaller group sizes, less practice, and "my brain is split in half," describing the challenges of giving dual attention to COVID-19 and skills learning. "Stress of the Pandemic" described the stress of quarantine, isolation and online learning. DISCUSSION: Findings of this study may help nurse educators understand the challenges of learning skills during the pandemic. Implications are discussed.