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Midtgaard Hubbard posted an update a month ago
Operationalized methods for evaluating trainee performance based on recorded observations exist, yet a complete comprehension of the various elements influencing its quality is still pending. Addressing this lacuna in the existing literature will furnish valuable insights, guiding the implementation and quality control of trainee performance assessment based on reported observations.
This research sought to uncover the assessment elements for trainee performance, relying on observations from meta-assessors.
Participants, data collection, the design, the settings, and analysis procedures were pivotal aspects of the investigation. The authors’ research methodology, based on Sandelowski’s qualitative descriptive approach, included interviews with nurse meta-assessors from two nursing programs. A survey was used in conjunction with a semi-structured interview guide to document elements of nursing trainee performance assessment based on observed behaviors and to collect sociodemographic data. A thematic analysis of the interview transcripts was undertaken by the authors.
The study utilized the expertise of thirteen meta-assessors. Three overarching themes were highlighted: (1) meta-assessors’ claim of their perceived assessment roles and activities, (2) a team environment focused on information exchange, and (3) hurdles in evaluating trainee performance based on provided accounts. Each theme is composed of a number of sub-themes.
To improve the accuracy of trainee performance assessments based on documented observations and ratings, HPE programs should delineate more precisely the roles and duties of meta-assessors, and develop interventions to foster a culture of knowledge-sharing and resolve any obstacles encountered. To improve the preparation and support for meta-assessors and preceptors, this work serves as a valuable guide for educational and healthcare organizations.
For enhanced trainee performance evaluations based on documented observations and ratings, HPE programs should define and clarify the meta-assessor’s responsibilities and develop intervention techniques for fostering a collaborative environment where information is shared and challenges are overcome. Educational and healthcare organizations will benefit from this work in improving their approaches to supporting and preparing meta-assessors and preceptors.
Although several investigations have addressed educational methodologies for end-of-life care, a dearth of evidence exists concerning nursing student perspectives on simulated death experiences.
This investigation scrutinized how undergraduate nursing students’ perceptions were shaped by a guided death experience.
Employing a qualitative, descriptive approach, the research was conducted.
A Japanese university nursing school provided the setting for the conducted research.
Eighty-two nursing students, part of a third-year curriculum, were recruited to complete a guided end-of-life course that included a simulated death experience.
The method of content analysis was used to assess descriptions of the guided death experience.
The guided death experience of nursing students yielded two primary categories: the subjective immersion into the dying patient’s world and the development of nursing perspectives on end-of-life care. Nursing students’ subjective experiences within the guided death experience framework were marked by their powerful expressions of grief, anger, fear, and depressive emotions. The latter’s guided death experience, within the framework of end-of-life care, highlighted a recognition of the importance of respecting the needs of the dying person, being actively present, and closely listening to their sentiments.
Nurse education focused on end-of-life situations utilizes guided death experiences to enable students’ intimate encounter with death. This principle establishes a central nursing role in the provision of palliative and end-of-life care. tanespimycin inhibitor The guided death experience is an indispensable part of the preparatory education required for relevant clinical practice.
Guided death experiences are central components of end-of-life training programs for nurses, allowing students to encounter the intensely personal nature of death. This shapes a fundamental notion of nursing’s role in palliative and end-of-life situations. A critical preparatory element for clinical practice is the guided death experience.
Effective clinical practice hinges on interprofessional education (IPE), yet its implementation remains a significant hurdle. Potentially, the use of virtual simulation (VS) in IPE activities can address the hurdles of time and space in in-person interprofessional simulation exercises. In the face of restricted resources, the utilization of shared virtual resources could potentially augment the appeal of virtual education.
Employing shared resources, this investigation intended to develop and enact a VS-driven interprofessional education activity for undergraduate healthcare pupils, investigating its consequences.
Assessments were conducted before and after the activity within the framework of a quasi-experimental design.
In south China, the university and its affiliated hospital system.
In this investigation, 42 undergraduate students pursuing degrees in nursing, clinical medicine, and rehabilitation therapy took part.
Ten questions formed a test used to measure rehabilitation knowledge. Evaluation of critical thinking and interprofessional collaboration was conducted using the Chinese versions of the Critical Thinking Disposition Inventory (CTDI-CV) and the Assessment of Interprofessional Team Collaboration in Student Learning Scale, specifically the AITCS-II (Student)-CV. Participant opinions regarding the activity’s effectiveness were determined by evaluating satisfaction, perceived impact, the usability of shared vs. platform applications, and solicited recommendations for enhancements.
Marked improvements were observed in both pre- and post-test total scores for knowledge of rehabilitation, alongside mean scores reflecting an overall positive shift in critical thinking disposition and interprofessional team collaboration.
This study offers a model for developing and utilizing VS-based IPE, yet the precise effects of this innovative pedagogical method on students’ mastery of rehabilitation concepts, their critical thinking, and their interprofessional teamwork skills require further study. A considerable number of students conveyed their approval of the activity through positive comments. VS practice experience quality can be significantly improved by addressing underlying technical issues.
The study provides a design for VS-based IPE, but further research is necessary to validate the influence of this novel pedagogical strategy on students’ knowledge of rehabilitation, their critical thinking, and their ability to collaborate across professions. The activity received largely positive feedback from the student population. For a seamless and positive VS practice experience, it is imperative to resolve technical issues.
Patients undergoing posterior fossa decompression for Chiari malformation may require repeated imaging, particularly if symptoms remain. Computed tomography (CT) or magnetic resonance imaging (MRI) are typically employed. CT scans carry the risk of radiation exposure, and MRI scans, unfortunately, are costly. The affordability and radiation-free advantages of ultrasound, a modality performed at the patient’s side, had, until recently, been hampered by the presence of intact skulls and conventional cranioplasty materials. Imaging via ultrasound allows for visualization across a range of head and body positions, potentially contributing to understanding the reason for persistent symptoms even after adequate decompression procedures using traditional neutral static CT or MRI. The application of ultrasound as a post-operative imaging modality in patients undergoing posterior fossa decompression for Chiari malformation, with concurrent sonolucent cranioplasty reconstruction, is investigated for its safety and feasibility.
A Chiari-specific sonolucent cranioplasty was used to treat 26 consecutive patients, and their outcomes were subsequently analyzed. Factors present in this situation were infection, the need for a re-operation, cerebrospinal fluid leakage, and the presence of a pseudomeningocele. Ultrasound assessments, performed by the neurosurgery team at the outpatient clinic, were used to determine the feasibility of the procedure.
A follow-up period of eight months revealed no surgical site infections or revisions for this innovative sonolucent cranioplasty. Clinic follow-up visits facilitated the visualization of posterior fossa anatomy through the use of transcutaneous ultrasound at the point of care.
Ultrasound’s viability as a post-operative imaging tool following posterior fossa decompression for Chiari malformation is demonstrated in this proof-of-concept study. Subsequent ultrasound examinations could potentially replace CT and MRI scans, or act as a supporting method for precise positioning and dynamic analysis, in this specific patient population. Cranioplasty employing sonolucent materials is a secure procedure. Subsequent research should be devoted to this technique.
Our study represents a proof-of-concept for ultrasound’s use in post-operative imaging after posterior fossa decompression for Chiari malformation. Further investigation into the use of ultrasound could potentially establish its suitability as a replacement for CT and MRI scans in this particular group of patients, or as an additional method to obtain information concerning position and movement. Sonolucent cranioplasty’s implementation is a safe undertaking. A more in-depth exploration of this method is highly recommended.
The study sought to (1) evaluate the psychometric qualities of two therapist competence measures (multiple-choice questionnaires and standardized role-playing); (2) determine the disparity in therapist competence between non-specialist and specialist providers; and (3) assess the link between therapist competence and patient outcomes in perinatal patients undergoing brief psychotherapy.
This study is nestled within the ongoing SUMMIT Trial, a large psychotherapy trial dedicated to perinatal women exhibiting symptoms of depression and anxiety.