Creating and running an escape room for healthcare curricula: AMEE Guide No. 168.

In this guide we provide instructions and recommendations about creating and running escape rooms for healthcare education. In recent years there has been a growing interest in adopting escape rooms as an educational tool to be included in healthcare curricula, and we attempt to explain why and how these tools are fit for the particularities of this type of education. We first describe the steps that a design team will have to follow to create an educational escape room from scratch, from core characteristics like target audience and learning goals to actual puzzle design and testing. We then continue by providing recommendations to operators and lecturers about how to run such escape room as part of an overall teaching session that also includes a lecture, briefing, debriefing and evaluation. We finalise this guide by listing a set of tools for validating and evaluating these types of escape rooms.

[Quality of treatment of atrial fibrillation patients and indicators utilized in monitoring--results of quality assessment at eleven healthcare centers]. / Eteisvärinäpotilaiden hoidon laatu ja seurannassa käytettävät indikaattorit.

BACKGROUND: Several studies indicate a great need for improvement in the care of atrial fibrillation (AF). Failures in antitrombotic treatment can result in stroke. MATERIAL: A sample of consecutive patients with AF was gathered from eleven health centers (1,156 patients). RESULTS: 57.5% of all warfarin-treated patients (N = 1 125) were in good balance of anticoagulation. Of patients who had INR (International Normalized Ratio) for a period of at least 90 days (N = 531), 75.3% were in good balance. Severe symptoms of AF were experienced by 5.0% of patients. CONCLUSIONS: Treatment of AF has to be improved, especially in anticoagulation. Anticoagulation should simply be stopped or new anticoagulants should be used, if intensifying of warfarin treatment is not successful.

Anaesthesia nursing education in the Nordic countries: Literature review.

OBJECTIVES: The purpose of this review was to analyse post-registration anaesthesia nursing education in the Nordic countries. The analysis was based on key determinants fundamental to analysing nursing education: 1) the sys]tem of anaesthesia nursing education, 2) entry requirements, 3) credits, the duration and the title or degree awarded, and 4) the amount of practical training. METHODS: A scoping review was approached in a systematic manner. The literature was analysed using deductive content analysis. Data was gathered based on key determinants. The data were quantified into frequencies and percentages to compare the similarities and differences of anaesthesia nursing. RESULTS: The Nordic countries have different types of post-registration anaesthesia nursing education from non-degree supplementary programmes to Master's degree programmes. Even though the entry requirements correspond between countries, many more differences than similarities in anaesthesia nursing education were noted. A title granting the right to work as a nurse anaesthetist can be obtained through a variety of educational systems, credit requirements, the duration, and the amount of practical training in post-registration anaesthesia nursing programmes. CONCLUSION: This aim of the study was to analyse post-registration anaesthesia nursing education from the Nordic perspective. Harmonising the educational system and minimum education requirements in anaesthesia nursing education is recommended in order to facilitate free movement and assure the quality of care from the Nordic perspective. Since each Nordic country has its own native language, it was difficult to gather information from all the Nordic countries. Therefore, creating common educational database published in English can help to bench mark each country's educational system.

Nursing education in the European higher education area - variations in implementation.

BACKGROUND: The European Higher Education Area (EHEA) aims to ensure comparable, compatible and coherent systems of higher education. OBJECTIVES: The purpose of this study was to statistically analyze nursing education in Europe. Analysis was based on the quantitative determinants essential in describing the implementation of nursing education. First, nursing education in the 45 member countries of the EHEA was analyzed. Second, nursing education in the 29 original member countries was analyzed in more detail. Both analyses focused on the similarities and differences between nations. METHODS: A systematic literary review design was used. Data collection was conducted based on key quantitative determinants used to describe the implementation of nursing education. These determinants were based on the European Union standards and recommendations by the EHEA. Data were collected from three sources: research articles, internet databases and emails. The literature was analyzed using deductive content analysis. The data were quantified, studied and compared and the results were described based on frequencies and percentages and presented in tables. RESULTS: More similarities than differences in nursing education were noted between the different EHEA member countries. A full academic pathway of studying for a bachelor's degree, a master's degree and a doctorate in nursing was offered in 60% of the countries. Nevertheless, there are still countries offering education only on the diploma level, demonstrating that the differences between countries are at points rather significant. CONCLUSIONS: Based on the analyses, it is evident that there are still rather significant differences between countries and that support for aligning national practices and mobility is needed. A common ground in terminology and evidence-based recommendations published in English would be beneficial for countries currently developing nursing education programs. We also suggest creating an online database containing information on nursing education for all 45 member countries to support the mobility of nursing students, nurses and researchers.