Nursing Students' Perceptions of a Novel Education Approach to Prevention and Control of Healthcare-Associated Infections: Insights from PrevInf Pilot Study.

BACKGROUND: Healthcare-associated infections (HAIs) pose a significant global threat, particularly in developing regions such as Southeast Asia. International bodies emphasize the role of formal undergraduate training in the prevention and control of HAIs. To address this, we aimed to explore the perceptions of Southeast Asian nursing students regarding a novel educational approach developed by a European-Southeast Asian project consortium. METHODS: A pilot study was conducted in four nursing higher education institutions from Cambodia and Vietnam. First, local nursing educators conducted a 2 h classroom-based training session. Then, students were invited to participate for the first time in one of twelve evidence-based simulation scenarios developed by the research team, covering a range of nursing care situations related to the prevention and control of HAIs. After attending both components, students were asked to complete a paper-based questionnaire and rate their agreement with a set of statements on the appropriateness and meaningfulness of both components. RESULTS: A total of 430 nursing students enrolled in the pilot study; 77.4% were female, with an average age of 19.8 years. The PrevInf educational intervention received positive feedback from participating students across settings, with strong agreement on the importance of proactiveness in competency development (M = 5.9, SD = 1.4). Notable differences between Cambodian and Vietnamese students were observed in terms of their receptiveness to the pre-selected teaching materials (p = 0.001) and strategies (p = 0.01) used by the nursing educators during their experience with the simulation scenarios. CONCLUSIONS: The PrevInf educational intervention shows promise in engaging Southeast Asian nursing students and fostering a deeper understanding of the prevention and control of HAIs. Further studies are warranted to refine the learning content and standardize the pedagogical strategies used by nursing educators across settings. This study was not registered.

Politicians' high-status signals make less-educated citizens more supportive of aggression against government: A video-vignette survey experiment.

Various branches of the literature suggest that exposure to the high-status appearances and lifestyles of politicians in contemporary "diploma democracies" affects the attitudes and behavior of less-educated citizens because it confronts them with their lower status in the political domain. Informed by this, we theorize that such exposure inspires docility (a lower subjective social status, weaker feelings of political entitlement) and revolt (anger, more support for aggression against government). To investigate this, we conducted an original, pre-registered, video-vignette survey experiment among a representative sample of the Dutch population. While our findings likely generalize to other liberal democracies, the Dutch context is suitable to test our theorizing because low-status and high-status appearances and lifestyles are found across the political arena, irrespective of politicians' substantive positions or use of populist rhetoric. Each less-educated respondent (n = 1390) was presented with a professionally produced video of an actor playing the part of a fictitious politician. This politician signaled either a low or a high status via his appearance and lifestyle. The potentially confounding factors of his substantive positions and populist rhetoric were randomized and controlled for. We find that exposure to the high-status politician increased less-educated citizens' support for aggression against the government. Through exploratory analyses, we assess how the responses of docility and revolt are interrelated, and how they are shaped by less-educated citizens' economic status.

Anaesthesia training designs across Europe: A survey-based study from the trainees committee of the European Society of Anaesthesiology and Intensive Care.

BACKGROUND: Anaesthesiology training programs in Europe vary in duration, content, and requirements for completion. This survey-based study conducted by the Trainees Committee of the European Society of Anaesthesiology and Intensive Care explores current anaesthesia training designs across Europe. METHODS: Between May and July 2018, we sent a 41-item online questionnaire to all National Trainee Representatives, members of the National Anaesthesiologists Societies Committee, and Council Representatives of the European Society of Anaesthesiology and Intensive Care (ESAIC) of all member countries. We cross-validated inconsistent data with different country representatives. RESULTS: Forty-three anaesthesiologists from all 39 associated ESAIC countries completed the questionnaire. Results showed considerable variability in teaching formats, frequency of teaching sessions during training, and differences in assessments made during and at the end of training. The reported duration of training was 60 months in 59% (n = 23) of participating countries, ranging from 24 months in Russia and Ukraine to 84 months in the UK. CONCLUSION: This study shows the significant differences in anaesthesiology training formats across Europe, and highlights the importance of developing standardised training programs to ensure a consistent level of training and to improve patient safety. This study provides valuable insights into European anaesthesia training, and underlines the need for further research and collaboration to improve requirements.

Diseño curricular de un diplomado en enseñanza de fisiología / Curricular design of a physiology training diploma course

Introducción: Los conceptos fundamentales de la fisiología representan un avance significativo en la pedagogía de esta disciplina, y proporcionan una base sólida para la enseñanza y el aprendizaje. Estos conceptos enfatizan los principios metodológicos y disciplinarios necesarios para que los estudiantes comprendan la fisiología de manera efectiva. Además, guían tanto a estudiantes como a profesores, e influyen en el diseño de programas académicos de pregrado y posgrado. Materiales y métodos: Diseño curricular basado en las necesidades formativas de docentes de la carrera de médico cirujano de México. El análisis de necesidades formativas se desarrolló según el perfil de egreso de médicos mexicanos. Resultados: Como resultado primario, se obtuvo el programa académico de posgrado llamado ‘Diplomado en enseñanza de fisiología’, con un enfoque constructivista y que utiliza los conceptos fundamentales de la fisiología como su piedra angular. Este programa ha estado en funcionamiento durante cuatro años y ha capacitado a 35 profesores de más de 10 universidades en México. Está estructurado en cinco etapas de formación, que abarcan desde la ciencia del aprendizaje hasta la planificación de sesiones teóricas y prácticas, y en cada etapa se explora y se reflexiona sobre los conceptos fundamentales de la fisiología. Conclusiones: Los académicos valoran positivamente la inclusión de los conceptos fundamentales de la fisiología como ejes de enseñanza y aprendizaje trasversales.(AU)

Introduction: The core concepts of physiology represent a significant advancement in the pedagogy of this discipline, providing a solid foundation for teaching and learning. These concepts emphasize the methodological and disciplinary principles necessary for students to effectively understand physiology. Moreover, they guide both students and teachers, influencing the design of undergraduate and postgraduate academic programs.Materials and methods: Curricular design based on the training needs of professors in the medical career in Mexico; the analysis of training needs was developed according to the profile of graduating Mexican doctors. Results: The primary outcome was the academic program for the postgraduate program called ‘Certificate in Physiology Teaching’, with a constructivist approach that uses the core concepts of physiology as its cornerstone. This program has been in operation for four years and has trained 35 professors from more than ten universities in Mexico. It is structured in five training stages that range from the science of learning to the planning of theoretical and practical sessions, and in each stage, the core concepts of physiology are explored and reflected upon. Conclusions: Academics positively value the inclusion of the core concepts of physiology as cross-cutting teaching andlearning axes.(AU)

From teaching to practice: Evaluating the impact of an upper-limb ultrasound surgery diploma on surgical practice.

OBJECTIVES: This study evaluates the impact of an upper-limb ultrasound surgery diploma on surgical practices, specifically assessing how this specialized training influences the adoption and application of ultrasound techniques in upper limb surgeries. MATERIAL AND METHODS: A comprehensive survey was conducted from August to November 2023, targeting individuals who completed the upper-limb ultrasound surgery diploma program between 2013 and 2023. The survey, distributed online, comprised 31 questions spanning demographic information, professional background, specifics about the diploma program, motivations for pursuing the diploma, post-diploma practices, challenges faced, and financing of ultrasound equipment. RESULTS: Out of the 181 actually receiving the questionnaire. 94 (52%) completed the survey. The results showed an increase in ultrasound-guided interventions from 14.9% to 47.9% post-diploma. The diploma significantly influenced diagnostic ultrasound usage, though not statistically significant (35.3%-74.5%). The primary motivation for pursuing the diploma was the desire to embrace innovation (76.6%). Post-diploma, over half of the graduates observed a positive impact on patient recruitment. Challenges included lack of confidence and time constraints. Over 56% of graduates planned to increase their ultrasound-guided surgery practice. Net Promoter Score of the ultrasound interventions practices was 54.8. CONCLUSION: The study demonstrates the considerable impact of the upper-limb ultrasound surgery diploma on surgical practices, notably in increasing the adoption and application of ultrasound-guided techniques. It highlights the importance of specialized training in adapting to technological advancements and enhancing patient care, suggesting directions for future surgical education and clinical practice integration.

Facteurs liés à l'instabilité des professionnels de soins au poste au Mali / Factors linked to the instability of care professionals at the post in Mali

La crise des ressources humaines en santé au Mali est marquée par une instabilité croissante du personnel de santé au poste. Elle constitue un obstacle majeur à l'atteinte des objectifs de développement durable et la couverture santé universelle. La formation continue reste un facteur de motivation du personnel et un moyen d'amélioration ou de maintien de la qualité des services. Mais elle semble àune influence sur la disponibilité des ressource humaines. Le but de l'étude est de mettre en exergue les liens entre l'instabilité des professionnels de soins au poste et les départs en formation continue diplômante. Nous avons mené une étude transversale, descriptive mixte dans différentes structures de santé du Mali. La population cible est composée des professionnels de santé en poste et les responsables de service. La collecte de données a été faite à travers des questionnaires et des entretiens semi structurés.Au niveau des résultats: 68% des agents ont terminé leur formation entre 2016-2017 contre 32% de 2013-2015. Pour la structure d'emplois, la majorité des agents enquêtés (54%) travaillent dans les CSRef. L'analyse des données recueillies met en évidence des irrégularités et insuffisances dans la mise en formation continue. Ces insuffisances sont liées à la0 planification, organisation et la gestion de la formation. La formation continue diplômante, bien que facteur de motivation, contribue à l'instabilité et insuffisance du personnel au poste au Mali.Mots clés: Formation continue diplômante; Instabilité;Mali;Professionnels de santé.

The health human resources crisis in Mali is characterized by the growing instability of health personnel in post. This represents a significant obstacle to the achievement of the objectives of sustainable development and universal health coverage. Training remains a motivating factor for health workers and is a means of improving or maintaining the quality of services. However, it has an influence on the availability of human resources. The objective of this study was to identify the relationship between the instability of healthcare professionals in the post and their participation in in-service training programs leading to a qualification. A cross-sectional, descriptive, mixed-methods study was conducted in various health facilities in Mali. The target population consisted of current healthcare professionals and department managers. Data were collected using questionnaires and semi-structured interviews. In terms of results: 68% of agents completed their training between 2016-2017 compared % in 2013-2015. For the employment structure, between 2016 surveyed (54%) work in CSRefs.The analysis of the data revealed irregularities and shortcomings in the implementation of continuing education. These shortcomings are linked to the planning, organization, and management of training. While in-service training leading to a qualification is a motivating factor, it contributes to the instability and inadequacy of the staff in post in Mali.

Conhecimentos de Concluintes de Graduação em Enfermagem Sobre Cuidados Gerais com Feridas: Estudo Observacional / Knowledge of Undergraduate Nursing Students About General Wound Care: Observational Study / Conocimientos de los Diplomados en Enfermería Sobre los Cuidados Generales de las Heridas: Estudio Observacional

Objetivo:Identificar o conhecimento dos estudantes de Enfermagem sobre os cuidados gerais com feridas. Métodos:Trata-se de uma pesquisa observacional-descritiva realizada com estudantes do último ano do curso de graduação em Enfermagem de instituições de ensino superior, na região do Cariri, Ceará, Brasil. A coleta de dados desenvolveu-se por meio da técnica de amostragem snowball sampling, e os dados foram tabulados em planilha do Microsoft Excel e posteriormente analisados por estatística descritiva simples. Resultados: A amostra contou com 211 estudantes de Enfermagem, do nono (123) e do décimo semestre (88), de instituições públicas (50) e privadas (161). Dos alunos, 122 destacaram professores e os eventos científicos como fontes de busca de informações primárias acerca de feridas e que em seus estágios hospitalares têm a avaliação de pele como parte das atividades que executam (85,8%). Acerca do conhecimento, os dados que apontaram maior percentual foram em relação a aspectos da avaliação da ferida (98,6%), cobertura (96,7%) e fatores biológicos da cicatrização (92,4%). Os participantes deixaram a desejar em aspectos de prevenção de lesão por pressão (39,8%) e escala de Braden, com 45% de acertos. Conclusão: Este estudo possibilitou identificar os conhecimentos gerais sobre feridas de estudantes concludentes do curso de Enfermagem.

Objective:To identify nursing students' knowledge about general wound care. Methods: This is an observational-descriptive research conducted with final-year nursing undergraduate students from higher education institutions in the Cariri region, Ceara, Brazil. Data collection was developed through the sampling technique snowball or snowball sampling. The data were tabulated in Microsoft Excel Spreadsheet and later analyzed by simple descriptive statistics. Results: The sample included 211 nursing students, from the ninth (123) and tenth (88) semester, from public (50) and private (161) institutions. Among the students, 122 highlighted professors and scientific events as sources of searching for primary information about wounds, and that in their hospital internships they have skin assessment as part of the activities they perform (85.8%). About the knowledge, the data that showed the highest percentage are regarding aspects of wound assessment (98.6%), coverage (96.7%) and biological factors of healing (92.4%). The participants left to be desired in aspects of PU prevention (39.8%) and Braden scale, with 45% of correct answers. Conclusion: This study made it possible to identify the general knowledge about wounds of graduating nursing students.

Objetivo:Identificar los conocimientos de los estudiantes de enfermería sobre el cuidado general de heridas. Métodos: Trata-se de uma pesquisa observacional-descritiva, realizada com estudantes do último ano do curso de graduação em enfermagem de instituições de ensino superior, na região do Cariri, Ceará, Brasil. La recogida de datos, desarrollada a partir de la técnica de muestreo "Snowball" o "Bola de Nieve", los datos fueron tabulados en hoja de cálculo Microsoft Excel y posteriormente analizados mediante estadística descriptiva simple. Resultados: La muestra incluyó 211 estudiantes de enfermería, siendo del noveno 123 y décimo 88 semestre, de instituciones públicas 50 y privadas 161. De los estudiantes, 122 destacaron profesores y eventos científicos como fuentes de búsqueda de información primaria sobre heridas, y destacaron que en sus prácticas hospitalarias tienen la evaluación de la piel como parte de las actividades que realizan (85,8%). Sobre los conocimientos, los datos que indicaron mayor porcentaje son en aspectos de valoración de heridas (98,6%), cobertura (96,7%) y factores biológicos de la cicatrización (92,4%). Dejaron que desear en aspectos de prevención de UPP (39,8%) y escala de Braden con (45,0%) de respuestas correctas. Conclusión: Este estudio permitió identificar los conocimientos generales sobre heridas de los estudiantes de enfermería graduados

Effectiveness of a Theory-Based Digital Animated Video Intervention to Reduce Intention and Willingness to Sext Among Diploma Students: Cluster Randomized Controlled Trial.

BACKGROUND: Sexting refers to the exchange of sexually explicit digital content in the form of texts, photos, or videos. In recent years, sexting has become a public health concern. Surveys in Malaysia show a high prevalence of young adults engaged in sexting. Given that sexting is associated with sexual risk behavior, cyberbullying, and mental health issues, this behavior needs intervention to alleviate the resulting public health burden. However, there is a scarcity of theory-based intervention programs on the prevention of intention and willingness to sext among young adults. OBJECTIVE: This study aimed to develop and implement a sexting intervention module guided by the prototype willingness model (PWM), delivered using web-based animated video, and evaluate its effectiveness among diploma students from a public higher educational institution. The primary outcomes were intention and willingness to sext, while the secondary outcomes were knowledge, attitude, perceived norms, and prototype perceptions of sexting. METHODS: This 2-armed, parallel, single-blinded cluster randomized controlled trial was conducted in a public higher educational institution in the state of Melaka, Malaysia. Diploma students from 12 programs were randomly allocated into intervention and control groups. Both groups answered a self-administered web-based questionnaire assessing the outcomes at the baseline. The intervention group received a newly developed intervention module based on the PWM in the form of 5 animated videos posted on a private YouTube platform, while the control group was put on the waitlist. The intervention group was encouraged to discuss any issues raised with the researchers via WhatsApp private chat after viewing the videos. All participants were observed immediately and 3 months postintervention. Data analysis was performed with SPSS (version 26; IBM Corp). A generalized linear mixed model was used to determine the effectiveness of the intervention. RESULTS: There were a total of 300 participants with an attrition rate of 8.3% (n=25). After adjusting for age, sex, relationship status, and the amount of time spent on the web, there were significant differences in the intention to sext (ß=-.12; P=.002; Cohen d=0.23), willingness to sext (ß=-.16; P<.001; Cohen d=0.40), knowledge (ß=.12; P<.001; Cohen d=0.39), attitude (ß=-.11; P=.001; Cohen d=0.31), perceived norms (ß=-.06; P=.04; Cohen d=0.18), and prototype perceptions (ß=-.11; P<.001; Cohen d=0.35) between the intervention and control groups over 3 months. CONCLUSIONS: In this study, the sexting intervention module using the PWM that was delivered via web-based animated videos was effective in reducing intention and willingness to sext as well as in improving knowledge of sexting, attitudes, perceived norms, and prototype perceptions. Therefore, relevant agencies involved in the promotion of sexual and reproductive health among young adults in Malaysia can consider the implementation of this module. TRIAL REGISTRATION: Thai Clinical Trial Registry TCTR20201010002; https://www.thaiclinicaltrials.org/show/TCTR20201002001.

Subspecialisation in radiology in Europe, a survey of the accreditation council of imaging.

BACKGROUND: To provide an overview of existing Subspecialty Exams and Diplomas in Radiology and their endorsement as well as to providing an insight into the status of subspecialisation in radiology in Europe. The European Training Curriculum for Subspecialisation in Radiology mentions thirteen fields of subspecialisation within radiology. The websites of the corresponding subspecialty societies were checked for Subspecialty Exams and Diplomas. In addition, we performed a survey among European radiologists regarding subspecialisation in radiology. RESULTS: Ten out of 13 European subspecialty societies offer a European subspecialty diploma. At least 7 out of the 10 European subspecialties societies in radiology offering a European subspecialty diploma obtained European Society of Radiology (ESR) endorsement. Two out of 10 obtained European Union of Medical Specialists-Council of European Specialist Medical Assessment endorsement. Survey among European radiologists who were ESR full members in March 2021 demonstrated that almost 20% of respondents indicated that they have no subspecialisation. Another 15% indicated that their area of subspecialisation is not recognised in their country of work. Eighty-four percent of respondents would like their area of subspecialisation in radiology to be officially recognised. According to the respondents, the major benefit of having their subspecialisation in radiology officially recognised is personal interest (45%). CONCLUSIONS: There is a desire for more subspecialty recognition in radiology among European radiologists. Therefore, European subspecialty diplomas in radiology fulfil a need. Furthermore, there is room for further harmonisation and implementation on a European level regarding subspecialty training and recognition in radiology. CRITICAL RELEVANCE STATEMENT: As there is a desire for more subspecialty recognition in radiology among European radiologists, European subspecialty diplomas in radiology fulfil a need and there is still room for further harmonisation and implementation on a European level regarding subspecialty training in radiology. KEY POINTS: • Radiology has 13 subspecialties as per the European Training Curriculum for Subspecialisation. • Currently, 15 subspecialty diplomas are offered by European subspecialty societies in radiology • Members of the European Society of Radiology seek greater recognition of radiology subspecialties.

How nursing students learn infection control education through undergraduate nursing programs: a phenomenographic research study.

BACKGROUND: Competency in infection control is crucial for implementing nursing best practices to ensure patient safety. However, research is lacking on the infection control education received by nursing students prior to entering clinical settings as nurses. This study aimed to explore how nursing students conceptualize infection control care in undergraduate nursing programs. METHODS: This study employed a qualitative research method using phenomenography. Universities providing undergraduate nursing programs in Korea. Thirty nursing students: 10 students each from the 2nd, 3rd, and 4th years of five undergraduate programs. Data were collected from May 2019 to February 2020 through semi-structured interviews and analyzed using a phenomenographic analysis procedure. RESULTS: Six descriptive categories were derived inductively for nursing students' frames of reference regarding infection control care and six descriptive categories of how nursing students learned about infection control care. The structural framework of the identified categories, about how nursing students learn about infection control care, was presented as an outcome space. CONCLUSIONS: Given that nursing students demonstrate diverse conceptualizations of infection control and are at varying levels of learning, professors and clinical mentors need to develop theoretical education and clinical practice opportunities that consider these differences.

The motivational factors and the perceived effects of attaining higher education among post-diploma graduate nurses and midwives in Kumasi, Ghana: A cross-sectional study.

BACKGROUND: Globally, there has been increased demand for higher education in nursing and midwifery to support evidence-based practice. It is believed that higher education in nursing leads to improved quality of care. The motivation for pursuing higher education, the choice of institution for learning and the effects of higher education programs have not been given much attention in research literature in Ghanaq OBJECTIVE: To assess the motivating factors, reasons for the choice of institution and the perceived effects of attaining higher educational qualifications among post-diploma graduate nurses and midwives. STUDY DESIGN: Descriptive cross-sectional study. SETTING: Kumasi. PARTICIPANTS: Convenience and snowball sampling were used to select 523 nurses and midwives who had pursued higher education after their Diploma in Nursing or Midwifery education. METHOD: A researcher-developed questionnaire was used to collect data on motivation, choice of institution and perceived effects of higher education by nurses and midwives. Data were analyzed through descriptive statistics, Pearson correlation and linear regression at 0.05 significance level. RESULTS: The greatest motivation for higher education by nurses/midwives was to improve clinical judgment. Academic quality and reputation of the institution were the main reasons for the choice of institution (n = 458, 92.7 %). There were weak but positive significant correlations between the perceived effects of higher nursing and midwifery education and pressure from the workplace (r = 0.204, p < .001), and increasing new demands from clients (r = 0.284, p < .001). Increasing demands from clients (ß = 0.203, p < .001) and improving social status (ß = 0.264, p < .001) were the motivating factors that influenced the perceived effects of higher nursing and midwifery education. CONCLUSION: The desire for improved professionalism and increased expertise are the reasons nurses and midwives seek higher education. Health managers should support nurses and midwives to attain higher education to improve the quality of care.

Perceptions and experiences of diploma nursing students on clinical learning. A descriptive qualitative study in Tanzania.

BACKGROUND: The quality of nursing education depends largely on the experience student receive in the clinical environment. The learning environment is complex with factors that may positively or negatively influence students learning. The current study aimed to explore the experiences and perceptions of diploma nursing students toward their clinical learning in Dodoma-Tanzania. METHODS: A qualitative descriptive study design was employed. The study was conducted in four nursing schools involving 32 nursing students who were purposively selected. Data was collected using focus-group discussions and analyzed using thematic analysis. RESULTS: Three main themes emerged during the discussions: experience on personal and technical support for clinical learning, the importance of the clinical environment in clinical learning, and insufficient clinical educational planning. The majority of students had negative experiences including poor clinical supervision, lack of equipment, congestion of students, and inability to meet clinical objectives. Few students had positive experiences related to exposure to a real clinical environment and great support from staff nurses. CONCLUSION: Students had mixed experiences, both positive and negative on their clinical learning. The majority of students had negative experiences. This may have a serious impact on the student completing their education, the services they will offer to patients when employed, and nursing professional development.

Comparative Study Between Associate Degree Nursing and Bachelor of Science Students for Adopting Case-Based Learning in Medical-Surgical Nursing.

Introduction: Despite the important gains of using case studies to engage and enhance student learning, research documenting student satisfaction of using online case studies is limited, especially a comparison between Associate Degree in Nursing (ADN) and Bachelor of Science in Nursing (BSN) programs. Comparisons in perception of enhanced learning using online case-based studies were explored between students enrolled in ADN and BSN programs during medical-surgical courses as case-based learning can be used to support clinical decision making when clinical placements are lacking. Methods: A survey was administered during medical-surgical classes for 110 BSN students and 79 ADN students. Questions were asked about enhanced learning, individual case satisfaction, and overall satisfaction using online case studies. Using descriptive statistics and t-test analyses, results showed that ADN student's perceptions of the exercises were more positive, useful, and more applicable to education. However, no difference in enhanced learning was observed between the ADN and BSN groups. Conclusion: Regardless of BSN or ADN student status, all nursing students expect their education to relate to both theory and practice in the clinical setting. Online case studies enhance and emphasize critical thinking to adapt to constantly changing, complex situations congruent with the American Association of Colleges of Nursing (AACN) Essentials Domain 1: knowledge for nursing practice and Domain 2: person-centered care.

Exploring faculty perception of simulation-based education: Benefits and challenges of using simulation for improving patient safety in cardiovascular diploma program.

Objectives: The study was conducted in a tertiary educational hospital based in Riyadh to explore faculty's perception of using simulation-based teaching as part of the Cardiovascular Diploma Program (CDP) to improve patients' safety. The study, also aimed to identify the benefits and challenges of utilizing simulation. Methods: Researchers used a qualitative approach. Semi-structured interviews were conducted online with ten faculty-members. The interviews were performed between July and September in the year 2019. Authors used convenient sampling techniques for recruitment. Data were transcribed and analyzed using a framework analysis approach. Result: Data analysis showed four emergent themes, i.e., the concept of simulation (it is a risk-free environment for training), simulation for patients' safety (students first learn on the simulators and deal with patients), simulation as a safe learning environment (gives idea basic things about the working environment, knowing the symptoms of the patients, catheterizing the patient, knowing preparations for the procedure and post care), and the challenges of utilizing simulation (identify gaps between the theoretical and practical parts). Conclusion: Faculty has appreciated the role of simulation in improving patients' safety. Simulation was underutilized due to the limited time allotted for simulation and lack of adequate experienced faculty. It is recommended that simulation should be integrated into the CDP curriculum.

Comparison of weight change between face-to-face and digital delivery of the English National Health service diabetes prevention programme: An exploratory non-inferiority study with imputation of plausible weight outcomes.

Worldwide evidence suggests face-to-face diabetes prevention programmes are effective in preventing and delaying the onset of type 2 diabetes by encouraging behaviour change towards weight loss, healthy eating, and increased exercise. There is an absence of evidence on whether digital delivery is as effective as face-to-face. During 2017-18 patients in England were offered the National Health Service Diabetes Prevention Programme as group-based face-to-face delivery, digital delivery ('digital-only') or a choice between digital and face-to-face ('digital-choice'). The contemporaneous delivery allowed for a robust non-inferiority study, comparing face-to-face with digital only and digital choice cohorts. Changes in weight at 6 months were missing for around half of participants. Here we take a novel approach, estimating the average effect in all 65,741 individuals who enrolled in the programme, by making a range of plausible assumptions about weight change in individuals who did not provide outcome data. The benefit of this approach is that it includes everyone who enrolled in the programme, not restricted to those who completed. We analysed the data using multiple linear regression models. Under all scenarios explored, enrolment in the digital diabetes prevention programme was associated with clinically significant reductions in weight which were at least equivalent to weight loss in the face-to-face programme. Digital services can be just as effective as face-to-face in delivering a population-based approach to the prevention of type 2 diabetes. Imputation of plausible outcomes is a feasible methodological approach, suitable for analysis of routine data in settings where outcomes are missing for non-attenders.

Fatores associados à satisfação de acadêmicos com o curso de graduação em Enfermagem: um estudo transversal / Factors associated with students satisfaction with the undergraduate nursing course: a cross-sectional study / Factores asociados a la satisfacción de académica os con el curso e pregrado de enfermería: un estudio transversal

Objetivo: a pesquisa em tela tem como objetivo avaliar a associação entre variáveis sociodemográficas, hábitos de vida, relacionamentos interpessoais e relações acadêmicas com a satisfação dos acadêmicos quanto ao curso de graduação em Enfermagem. Métodos: estudo seccional realizado em uma universidade pública com amostragem de 199 estudantes de Enfermagem, utilizando instrumentos de caracterização sociodemográfica, acadêmica, de relacionamento interpessoal, saúde e satisfação dos alunos. Associações com valor de significância menor que 0,2 na análise bivariada foram incluídas no modelo de regressão de Poisson com estimação robusta de variância. Resultados: observou-se que as variáveis sociodemográficas, hábitos de vida, relacionamentos interpessoais e relacionamentos acadêmicos não demonstraram associações de poder estatístico significante após a análise de regressão. Contudo, alunos que possuem bons relacionamentos com os docentes apresentaram mais satisfação com o curso. Conclusão: a variável relacionamento docente-discente apresentou relação significativa com a satisfação com o curso de Enfermagem. Já os fatores sociodemográficos, hábitos de vida, variáveis acadêmicas e de saúde não apresentaram associação significativa com a satisfação do curso. Contribuições para a prática: o presente estudo pode contribuir para a identificação de quais variáveis podem ou não colaborar para que o discente tenha maior satisfação com o curso, além de nortear estratégias para a efetiva diminuição da evasão do curso de graduação em Enfermagem.(AU)

Objective: the research on screen aims to evaluate the association between sociodemographic variables, life habits, interpersonal relationships, and academic relationships with the satisfaction of academics regarding the undergraduate course in Nursing. Methods: cross-sectional study carried out at a public university with a sample of 199 Nursing students, using sociodemographic, academic, interpersonal relationship, health, and student satisfaction instruments. Associations with a significance value of less than 0.2 in the bivariate analysis were included in the Poisson regression model with robust estimation of variance. Results: it was observed that the sociodemographic variables, life habits, interpersonal relationships and academic relationships did not show significant statistical power associations after the regression analysis. However, students who have good relationships with professors were more satisfied with the course. Conclusion: the professor-student relationship variable showed a significant relationship with satisfaction with the Nursing course. On the other hand, sociodemographic factors, life habits, academic and health variables did not present a significant association with course satisfaction. Contributions to practice: the present study can contribute to the identification of which variables may or may not collaborate so that the student has greater satisfaction with the course, in addition to guiding strategies for the effective reduction of dropout from the undergraduate Nursing course.(AU)

sociodemográficas, hábitos de vida, relaciones interpersonales y relaciones académicas con la satisfacción de los académicos con respecto al curso de graduación en Enfermería. Métodos: estudio transversal, realizado en una universidad pública, con una muestra de 199 estudiantes de enfermería, utilizando instrumentos sociodemográficos, académicos, de relaciones interpersonales, de salud y de satisfacción de los estudiantes. Las asociaciones con un valor de significación inferior a 0,2 en el análisis bivariado se incluyeron en el modelo de regresión de Poisson con estimación robusta de la varianza. Resultados: se observó en el presente estudio que las variables sociodemográficas, estilo de vida, relaciones interpersonales y relaciones académicas no mostraron asociaciones de poder estadístico significativas después del análisis de regresión. Sin embargo, los estudiantes que tienen buenas relaciones con los profesores se mostraron más satisfechos con el curso. Conclusión: la variable relación profesor-alumno mostró una relación significativa con la satisfacción con la carrera de Enfermería. Los factores sociodemográficos, hábitos de vida, variables académicas y de salud no mostraron una asociación significativa con la satisfacción del curso. Contribuciones a la práctica: el presente estudio puede contribuir a la identificación de qué variables pueden o no colaborar para que el...(AU)

Exploring entry pathways towards nurse practitioner program admissions: a rapid review.

OBJECTIVES: This rapid review provides an overview of the current landscape of, and the criteria used for admission into nurse practitioner programs. METHODS: A series of application and admission criteria were collected from nurse practitioner programs in Canada, the United States of America (USA) and Australia. Key descriptive statistics and indicators were analyzed. RESULTS: Most programs in the USA and Canada required a minimum grade point average (GPA) between 3.00 and 3.24, while Australian programs did not identify minimum GPA requirements. Contrastingly, Australian programs required the highest minimum clinical practice hours. Many North American programs required writing samples, while Australian programs did not. CONCLUSIONS: Despite role similarity, nurse practitioner admission criteria differ substantially between Canada, the USA and Australia, hindering standardization and integration of the role globally.

Undergraduate nursing students' knowledge and experience in infusion therapy and peripheral vascular acces / Conocimiento y experiencia de estudiantes avanzados de enfermería en terapia infusional y accesos vasculares periféricos / Conhecimento e experiência de graduandos de enfermagem em terapia infusional e acessos vasculares periféricos

ABSTRACT Objectives: to analyze the knowledge and experience of undergraduate nursing students regarding infusion therapy and peripheral vascular access. Methods: descriptive, cross-sectional, analytical study with 123 undergraduate nursing students who answered a semi-structured instrument. Results: the majority were women, with a median age of 51 years old; 87% considered the teaching received insufficient to perform in clinical practice. The mean overall knowledge score was 78.1 (SD± 8.97). The themes catheter flushing and lock (38.1%), catheter selection (34.2%), infusion equipment (30.9%) and insertion site (30.9%) presented a significant number of errors. Conclusions: practical classes and execution of procedures in health services were predictors for a better knowledge about infusion therapy and vascular access by undergraduate nursing students.

RESUMEN Objetivos: analizar el conocimiento y experiencia de estudiantes avanzados de enfermería sobre terapia infusional y accesos vasculares periféricos. Métodos: investigación descriptiva, transversal, analítica; con 123 estudiantes del último curso de enfermería, que respondieron a un instrumento semiestructurado. Resultados: mayoría de mujeres, mediana de 51 años; el 87% considera insuficiente la enseñanza recibida para desempeñarse en la práctica clínica. El promedio general de puntos de conocimiento fue del 78% (DE± 8,97). Los temas flushing y lock del catéter (38,1%), selección del catéter (34,2%), equipos de infusión (30,9%) y punto de inserción (30,9) mostraron un número significativo de errores. Conclusiones: clases prácticas y realización de procedimientos en servicios de salud fueron el camino a un mayor conocimiento en terapia infusional y acceso vascular para los estudiantes del último curso de enfermería.

RESUMO Objetivos: analisar o conhecimento e a experiência de graduandos de enfermagem relacionados à terapia infusional e aos acessos vasculares periféricos. Métodos: pesquisa descritiva, transversal, analítica, com 123 estudantes do curso de graduação em enfermagem que responderam a um instrumento semiestruturado. Resultados: a maioria, mulheres, com mediana de 51 anos; 87% consideraram o ensino recebido insuficiente para atuar na prática clínica. A média de pontos geral de conhecimento foi de 78,1 (DP± 8,97). Os temas flushing e lock do cateter (38,1%), seleção do cateter (34,2%), equipamentos para infusão (30,9%) e sítio de inserção (30,9%) apresentaram número significativo de erros. Conclusões: aulas práticas e realização de procedimentos nos serviços de saúde foram preditores para um melhor conhecimento sobre terapia infusional e acesso vascular pelos estudantes do curso de graduação em enfermagem.

The current state of public health education in India: A scoping review.

With the creation of public health management cadre in the state, district, and block levels of India, there is a need for a comprehensive, synergistic education system to ensure efficient public health across the country. This scoping review, therefore, aims to examine the characteristics of public health education programs available in India's varied geographical and regional contexts. It examines 16 program-related descriptors across public health Doctoral, Masters, Bachelors, Post-graduate Diploma, and Diploma education programs offered. Data was retrieved through institutional websites. Results of our analysis showed 84 unique institutions in 20 states and 3 UTs currently offering 116 public health programs across India's 28 states and 8 UTs. Private and public institutes were 65% (n = 75) and 35% (n = 41) respectfully. The majority of universities mainly provided Masters of Public Health (n = 73, 63%) programs followed by Postgraduate Diploma (PGD) and Diploma (n = 17, 15%), BPHSc (n = 14, 12%), and Ph.D. (n = 12, 10%). The majority of Ph.D. programs in public health are offered in Maharashtra, Karnataka, and Haryana, while Masters in Public Health programs are offered highest in Karnataka, Bachelors in Public Health programs in Rajasthan, Post Graduate Diploma in Public Health program in Delhi, and Tamil Nadu had the most number of Diploma in Public Health programs. Thirty-one percent (n = 36) of the public health programs are offered across the south, 28% (n = 32) across the north, and 22% (n = 26) across the west Analyzed descriptors provide comprehensive information on program characteristics, mainly admission, format, and tuition fee. The review offers five suggestions to improve collaborative public health education and prepare a workforce with the skills, knowledge, and expertise to respond to the twentyfirst century's public health threats and challenges in India.

Cuidados paliativos na formação inicial em enfermagem: Um estudo de métodos mistos / Palliative care in undergraduate nursing education: A mixed-methods study / Cuidados paliativos en la formación inicial de enfermería: Un estudio de métodos mixtos

Resumo Enquadramento: Com o avançar da transição epidemiológica, faz-se necessária a aquisição de competências em cuidados paliativos já na formação inicial de enfermagem. No entanto, a maioria das instituições formadoras têm demorado a adaptar-se às necessidades emergentes deste novo contexto. Objetivos: Identificar as perceções e os conhecimentos de finalistas do curso de enfermagem no Brasil e em Portugal sobre cuidados paliativos e relacioná-los às suas experiências na prática clínica. Metodologia: Estudo multicêntrico, exploratório e descritivo, de natureza qualitativa. Foram entrevistados 15 estudantes, 10 brasileiros e cinco portugueses, no decorrer de 2018. Os dados foram submetidos a análise de conteúdo de Bardin. Utilizou-se o modelo de Patricia Benner para o suporte teórico. Resultados: As narrativas trouxeram à tona sentimentos de insatisfação com o conteúdo em cuidados paliativos disponibilizado pelas escolas e de frustração em relação às experiências vividas na prática clínica. Revelaram-se equívocos conceptuais sobre a temática. Conclusão: Os currículos precisam de ser adaptados e de incorporar conteúdos de cuidados paliativos em disciplinas obrigatórias.

Abstract Background: With the progression of the epidemiological transition, palliative care skills should be acquired already in undergraduate nursing education. However, most nursing schools have been slow to adapt to the needs emerging from this new context. Objectives: To identify the perceptions and knowledge of final-year undergraduate nursing students in Brazil and Portugal about palliative care and compare them with their experiences in clinical practice. Methodology: Multicenter, exploratory, and descriptive study with a qualitative approach. Fifteen students were interviewed in 2018: 10 Brazilian students and five Portuguese students. Data were analyzed using Bardin's content analysis technique. Patricia Benner's model was used as theoretical framework. Results: The narratives revealed dissatisfaction with the palliative care content in the curricula, frustration with the experiences in clinical practice, and conceptual misconceptions about the theme. Conclusion: The curricula should be adapted and palliative care content integrated into mandatory subjects.

Resumen Marco contextual: Con el avance de la transición epidemiológica, la adquisición de competencias en cuidados paliativos es ya necesaria en la formación inicial de enfermería. Sin embargo, la mayoría de las instituciones de formación ha tardado en adaptarse a las nuevas necesidades de este nuevo contexto. Objetivos: Identificar las percepciones y los conocimientos de los estudiantes de último curso de enfermería de Brasil y Portugal sobre los cuidados paliativos y relacionarlos con sus experiencias en la práctica clínica. Metodología: Estudio multicéntrico, exploratorio y descriptivo, de carácter cualitativo. Se entrevistó a 15 estudiantes, 10 brasileños y cinco portugueses, durante 2018. Los datos se sometieron al análisis de contenido de Bardin. Se utilizó el modelo de Patricia Benner como base teórica. Resultados: Los relatos pusieron de manifiesto sentimientos de insatisfacción con los contenidos sobre cuidados paliativos puestos a disposición por las escuelas y de frustración respecto a las experiencias vividas en la práctica clínica. Se pusieron de manifiesto malentendidos conceptuales sobre el tema. Conclusión: Es necesario adaptar los planes de estudio e incorporar contenidos de cuidados paliativos en las asignaturas obligatorias.