14 research outputs found
Immunological responses in cervical neoplasia Immunological status of patients with cervical carcinoma and HPV-specific cytotoxic lymphocyte responses in women with cervical neoplasia
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Educational games for health professionals.
No full textThe use of games as an educational strategy has the potential to improve health professionals' performance (e.g. adherence to standards of care) through improving their knowledge, skills and attitudes. The objective was to assess the effect of educational games on health professionals' performance, knowledge, skills, attitude and satisfaction, and on patient outcomes. We searched the following databases in January 2012: MEDLINE, AMED, CINAHL, Cochrane Central Database of Controlled Trials, EMBASE, EPOC Register, ERIC, Proquest Dissertations and Theses Database, and PsycINFO. Related reviews were sought in DARE and the above named databases. Database searches identified 1546 citations. We also screened the reference lists of included studies in relevant reviews, contacted authors of relevant papers and reviews, and searched ISI Web of Science for papers citing studies included in the review. These search methods identified an additional 62 unique citations for a total of 1608 for this update. We included randomized controlled trials (RCT), controlled clinical trials (CCT), controlled before and after (CBA) and interrupted time-series analysis (ITS). Study participants were qualified health professionals or in postgraduate training. The intervention was an educational game with a form of competitive activity or sport played according to rules. Using a standardized data form we extracted data on methodological quality, participants, interventions and outcomes of interest that included patient outcomes, professional behavior (process of care outcomes), and professional's knowledge, skills, attitude and satisfaction. The search strategy identified a total of 2079 unique citations. Out of 84 potentially eligible citations, we included two RCTs. The game evaluated in the first study used as a reinforcement technique, was based on the television game show Family Feud and focused on infection control. The study did not assess any patient or process of care outcomes. The group that was randomized to the game had statistically higher scores on the knowledge test (P = 0.02). The second study compared game-based learning (Snakes and Ladders board game) with traditional case-based learning of stroke prevention and management. The effect on knowledge was not statistically different between the two groups immediately and 3 months after the intervention. The level of reported enjoyment was higher in the game-based group. The findings of this systematic review neither confirm nor refute the utility of games as a teaching strategy for health professionals. There is a need for additional high-quality research to explore the impact of educational games on patient and performance outcomes.Akl EA, 2008, BMC MED EDUC, V8, DOI 10.1186-1472-6920-8-50; Akl EA, 2010, BMC MED EDUC, V10, DOI 10.1186-1472-6920-10-26; Akl EA, 2008, COCHRANE DB SYST REV, DOI 10.1002-14651858.CD006411.pub2; Akl EA, 2010, MED TEACH, V32, P16, DOI 10.3109-01421590903473969; Allery LA, 2004, MED TEACH, V26, P504, DOI 10.1080-01421590412331285423; Amos A, 1994, CANNT J J CANADIAN A, V4, P21; Andrade RD, 2008, ACTA PAUL ENFERM, V21, P444, DOI 10.1590-S0103-21002008000300010; Backstein D, 2010, JOURNAL OF CYBER THE, V3, P285; Barber-Madden R, 1989, J Contin Educ Nurs, V20, P128; Bauman E., 2010, CLIN SIMULATION NURS, V6, pe108; Beach MC, 2004, AHRQ PUB, V90; Begg M, 2008, MED TEACH, V30, P155, DOI 10.1080-01421590701874041; Berdemeier ME, 1982, SIMULATION GAMES, V13, P413; Bergeron BP, 2008, ST HEAL T, V132, P26; Bhoopathi P. S., 2006, COCHRANE DB SYST REV, DOI DOI 10.1002-14651858.CD001471.PUB2; Bhoopathi P S, 2007, Int J Psychiatr Nurs Res, V12, P1497; Blenner J L, 1991, Nurse Educ, V16, P32, DOI 10.1097-00006223-199103000-00013; Bonwell C., 1991, ACTIVE LEARNING CREA; Boocock SS, 1968, SIMULATION GAMES LEA; BOREHAM NC, 1989, SIMULAT GAMING, V20, P292, DOI 10.1177-104687818902000304; Boulet LP, 2007, CAN RESPIR J, V14, P480; Brinson SATB, 1988, THESIS US INT U SAN; Burke CT, 2001, THESIS U SO MISSISSI; Burns K A, 1984, J Contin Educ Nurs, V15, P213; Byrum C D, 1996, J Nurs Staff Dev, V12, P198; Calliari D, 1991, Rehabil Nurs, V16, P154; Carlson D S, 1992, Nurse Educ, V17, P27, DOI 10.1097-00006223-199207000-00013; Carroll P, 1991, Focus Crit Care, V18, P502; Cessario L, 1987, THE JOURNAL OF NURSI, V26, P167; Christmas C, 2007, TEACH LEARN MED, V19, P200; Clark C C, 1976, Nurse Educ, V1, P4, DOI 10.1097-00006223-197611000-00005; Corbett N A, 1982, Top Clin Nurs, V4, P58; Cowen KJ, 2002, J NURS EDUC, V41, P507; Crancer J, 1980, J Nurs Educ, V19, P45; D'Alessandro DM, 2002, AMBUL PEDIATR, V2, P1, DOI 10.1367-1539-4409(2002)0020001:PJMIRM2.0.CO;2; Dowd Steven B, 2003, Health Care Manag (Frederick), V22, P305; Dowd Steven B, 2004, Health Care Manag (Frederick), V23, P156; Draper N.R., 1981, APPL REGRESSION ANAL; Durman S, 2002, REV ELECT ENFERMAGEM, V4, P10; Espinosa C, 2006, INT J NURS TERMIN CL, V17, P69; Feldman H R, 1985, Nurs Manage, V16, P47; Finn D, 2011, AM SURGEON, V77, P370; Fitzgerald K, 1997, NURSE ED PRINCIPLES, P261; Ford D A, 1996, AORN J, V63, P583, DOI 10.1016-S0001-2092(06)63395-4; FRENCH P, 1980, J ADV NURS, V5, P601, DOI 10.1111-j.1365-2648.1980.tb03191.x; Gage M, 2011, JOURNAL OF HOSPITAL, V11, P94, DOI 10.1080-15323269.2011.538633; Geyer K A, 1990, J Nurs Staff Dev, V6, P112; Girardi FM, 2006, TEACH LEARN MED, V18, P251, DOI 10.1207-s15328015tlm1803_11; Gordon AK, 1970, GAMES GROWTH ED GAME; Gordon D W, 1995, Neonatal Netw, V14, P45; Gruending D L, 1991, J Contin Educ Nurs, V22, P259; Guidry JJ, 2000, TEXAS J RURAL HLTH, V18, P16; Haak SW, 1990, NURS EDUC, V15, P20; Haak SW, 1990, NURS EDUC, V15, P28; Haak S W, 1990, Nurse Educ, V15, P28; Hankinson Jr H, 1987, THESIS INDIANA U BLO; Hansen MM, 2008, J MED INTERNET RES, V10, DOI 10.2196-jmir.1051; Harding SR, 2001, TEACH LEARN MED, V13, P130, DOI 10.1207-S15328015TLM1302_8; Hayes S K, 2000, J Nurses Staff Dev, V16, P168, DOI 10.1097-00124645-200007000-00005; Hays J C, 1989, Nurse Educ, V14, P12, DOI 10.1097-00006223-198905000-00015; Hodges P, 2007, COMMUNICATING NURSIN, V40, P524; Howell Kay, 2005, Cyberpsychol Behav, V8, P103, DOI 10.1089-cpb.2005.8.103; Ingram C, 1998, J NURS EDUC, V37, P240; Jirasevijinda T, 2010, PATIENT EDUC COUNS, V80, P333, DOI 10.1016-j.pec.2010.06.002; Jones A G, 2000, J Contin Educ Nurs, V31, P152; Joyce B., 1986, MODELS TEACHING; Kenny Lesley J, 2003, Int J Palliat Nurs, V9, P105; Knowles M.S., 1970, MODERN PRACTICE ADUL; Kolb D., 1984, EXPERIENTIAL LEARNIN; Kurenov SN, 2009, ST HEAL T, V142, P142, DOI 10.3233-978-1-58603-964-6-142; Laird N M, 1990, Int J Technol Assess Health Care, V6, P5; LeCroy Cheryl, 2006, Urol Nurs, V26, P381; Leidy K, 1992, J Contin Educ Nurs, V23, P206; Leonard T, 2008, CRITICAL CARE NURSE, V28, pe31; Lewis D J, 1989, J Contin Educ Nurs, V20, P80; Lim ECH, 2008, MED EDUC, V42, P1117, DOI 10.1111-j.1365-2923.2008.03188.x; Lopes MVO, 2003, REVISTA PAULISTA DE, V22, P166; McDougal J E, 1992, Nurse Educ, V17, P8, DOI 10.1097-00006223-199211000-00009; Meidani M, 2006, EUROPEAN J CARDIOVAS, V5, pS31; Meterissian S, 2007, MED TEACH, V29, pE258, DOI 10.1080-01421590701663295; Montpas M., 2004, THESIS WAYNE STATE U; Morton P G, 2001, J Contin Educ Nurs, V32, P223; O'Kane C S, 1988, AD Nurse, V3, P13; Ogershok PR, 2004, MED TEACH, V26, P514, DOI 10.1080-01421590410001711553; Olbrich E, 1997, HOME CARE MANAGER, V1, P18; Ormiston M., 2001, JEOPARDY TEMPLATES O; Parker CL, 2005, PUBLIC HEALTH REP, V120, P504; Pearce-Smith Nicola, 2007, Evid Based Nurs, V10, P72, DOI 10.1136-ebn.10.3.72; Petersen M, 2010, J EMERG NURS, V36, P589, DOI 10.1016-j.jen.2010.07.016; Pfeiffer JW, 1980, STRUCTURED EXPERIENC; Pittiglio LI, 2011, CIN-COMPUT INFORM NU, V29, P267, DOI 10.1097-NCN.0b013e318222ef46; Pocock P, 1987, SENIOR NURSE, V6, P26; Reed D, 2005, ANN INTERN MED, V142, P1080; Reeve K, 2008, MED EDUC, V42, P1125, DOI 10.1111-j.1365-2923.2008.03215.x; Regan R., 2000, THESIS WIDENER U SCH; Reiner B, 2008, AMERICAN COLLEGE OF, V5, P110; Roubidoux MA, 2002, ACAD RADIOL, V9, P1169, DOI 10.1016-S1076-6332(03)80518-4; Rowles CJ, 1998, TEACHING NURSING GUI, P247; Saethang T, 1998, J Contin Educ Nurs, V29, P61; Schmitz B D, 1991, J Contin Educ Nurs, V22, P152; SHUBIK M, 1989, SIMULAT GAMING, V20, P184, DOI 10.1177-104687818902000205; Silva J R, 1989, J Pediatr Nurs, V4, P59; Sisson P M, 1988, J Nurs Staff Dev, V4, P146; Skinner K D, 2000, J Contin Educ Nurs, V31, P185; Speers A T, 1993, J Nurs Staff Dev, V9, P274; Sprengel AD, 1992, THESIS MEMPHIS STATE; Stefanelli M C, 1992, Rev Esc Enferm USP, V26, P219; Stephenson N L, 1998, J Contin Educ Nurs, V29, P32; Stern S B, 1989, J Contin Educ Nurs, V20, P95; Stewart S, 2006, J WOUND OSTOMY CONT, V33, pS34; Sturgis G, 2006, CRITICAL CARE NURSE, V26, pS29; Taekman Jeffrey M, 2010, Int Anesthesiol Clin, V48, P101, DOI 10.1097-AIA.0b013e3181eace73; Taylor J. L., 1972, SIMULATION CLASSROOM; Telner D, 2010, CAN FAM PHYSICIAN, V56, pE345; THATCHER DC, 1990, SIMULAT GAMING, V21, P262, DOI 10.1177-1046878190213005; Thornburg N, 1998, Home Healthc Nurse Manag, V2, P7; Tumosa Nina, 2006, Gerontol Geriatr Educ, V26, P37, DOI 10.1300-J021v26n04_04; Turley CB, 2007, TEACH LEARN MED, V19, P128; Udin R D, 1985, J Dent Educ, V49, P111; Ukoumunne OC, 1999, HLTH TECHNOLOGY ASSE, V3, P3; Verdaasdonk EGG, 2009, MINIM INVASIV THER, V18, P232, DOI 10.1080-13645700903054046; Waddell D L, 1994, Nurse Educ, V19, P5, DOI 10.1097-00006223-199409000-00002; Walljasper D, 1982, Nurse Educ, V7, P15, DOI 10.1097-00006223-198201000-00014; Wargo C A, 2000, J Contin Educ Nurs, V31, P149; WARIHAY PD, 1986, AM J NURS, V86, P276, DOI 10.2307-3425460; White M J, 1985, Nurs Success Today, V2, P11; Wilson SM, 1995, THESIS DUQUESNE U SC; WOLFE J, 1993, SIMULAT GAMING, V24, P446, DOI 10.1177-104687819324400332
Educational games for health professionals.
No full textThe use of games as an educational strategy has the potential to improve health professionals' performance (e.g. adherence to standards of care) through improving their knowledge, skills and attitudes. The objective was to assess the effect of educational games on health professionals' performance, knowledge, skills, attitude and satisfaction, and on patient outcomes. We searched the following databases in January 2012: MEDLINE, AMED, CINAHL, Cochrane Central Database of Controlled Trials, EMBASE, EPOC Register, ERIC, Proquest Dissertations and Theses Database, and PsycINFO. Related reviews were sought in DARE and the above named databases. Database searches identified 1546 citations. We also screened the reference lists of included studies in relevant reviews, contacted authors of relevant papers and reviews, and searched ISI Web of Science for papers citing studies included in the review. These search methods identified an additional 62 unique citations for a total of 1608 for this update. We included randomized controlled trials (RCT), controlled clinical trials (CCT), controlled before and after (CBA) and interrupted time-series analysis (ITS). Study participants were qualified health professionals or in postgraduate training. The intervention was an educational game with a form of competitive activity or sport played according to rules. Using a standardized data form we extracted data on methodological quality, participants, interventions and outcomes of interest that included patient outcomes, professional behavior (process of care outcomes), and professional's knowledge, skills, attitude and satisfaction. The search strategy identified a total of 2079 unique citations. Out of 84 potentially eligible citations, we included two RCTs. The game evaluated in the first study used as a reinforcement technique, was based on the television game show Family Feud and focused on infection control. The study did not assess any patient or process of care outcomes. The group that was randomized to the game had statistically higher scores on the knowledge test (P = 0.02). The second study compared game-based learning (Snakes and Ladders board game) with traditional case-based learning of stroke prevention and management. The effect on knowledge was not statistically different between the two groups immediately and 3 months after the intervention. The level of reported enjoyment was higher in the game-based group. The findings of this systematic review neither confirm nor refute the utility of games as a teaching strategy for health professionals. There is a need for additional high-quality research to explore the impact of educational games on patient and performance outcomes.Akl EA, 2008, BMC MED EDUC, V8, DOI 10.1186-1472-6920-8-50; Akl EA, 2010, BMC MED EDUC, V10, DOI 10.1186-1472-6920-10-26; Akl EA, 2008, COCHRANE DB SYST REV, DOI 10.1002-14651858.CD006411.pub2; Akl EA, 2010, MED TEACH, V32, P16, DOI 10.3109-01421590903473969; Allery LA, 2004, MED TEACH, V26, P504, DOI 10.1080-01421590412331285423; Amos A, 1994, CANNT J J CANADIAN A, V4, P21; Andrade RD, 2008, ACTA PAUL ENFERM, V21, P444, DOI 10.1590-S0103-21002008000300010; Backstein D, 2010, JOURNAL OF CYBER THE, V3, P285; Barber-Madden R, 1989, J Contin Educ Nurs, V20, P128; Bauman E, 2010, CLIN SIMULATION NURS, V6, pe108; Beach MC, 2004, AHRQ PUB, V90; Begg M, 2008, MED TEACH, V30, P155, DOI 10.1080-01421590701874041; Berdemeier ME, 1982, SIMULATION GAMES, V13, P413; Bergeron BP, 2008, ST HEAL T, V132, P26; Bhoopathi P. S., 2006, COCHRANE DB SYST REV, DOI DOI 10.1002-14651858.CD001471.PUB2; Bhoopathi P S, 2007, Int J Psychiatr Nurs Res, V12, P1497; Blenner J L, 1991, Nurse Educ, V16, P32, DOI 10.1097-00006223-199103000-00013; Bonwell C., 1991, ACTIVE LEARNING CREA; Boocock SS, 1968, SIMULATION GAMES IN; BOREHAM NC, 1989, SIMULAT GAMING, V20, P292, DOI 10.1177-104687818902000304; Boulet LP, 2007, CAN RESPIR J, V14, P480; Brinson SATB, 1988, THESIS; Burke CT, 2001, THESIS; Burns K A, 1984, J Contin Educ Nurs, V15, P213; Byrum C D, 1996, J Nurs Staff Dev, V12, P198; Calliari D, 1991, Rehabil Nurs, V16, P154; Carlson D S, 1992, Nurse Educ, V17, P27, DOI 10.1097-00006223-199207000-00013; Carroll P, 1991, Focus Crit Care, V18, P502; Cessario L, 1987, THE JOURNAL OF NURSI, V26, P167; Christmas C, 2007, TEACH LEARN MED, V19, P200; Clark C C, 1976, Nurse Educ, V1, P4, DOI 10.1097-00006223-197611000-00005; Corbett N A, 1982, Top Clin Nurs, V4, P58; Cowen KJ, 2002, J NURS EDUC, V41, P507; Crancer J, 1980, J Nurs Educ, V19, P45; D'Alessandro DM, 2002, AMBUL PEDIATR, V2, P1, DOI 10.1367-1539-4409(2002)0020001:PJMIRM2.0.CO;2; Dowd Steven B, 2003, Health Care Manag (Frederick), V22, P305; Dowd Steven B, 2004, Health Care Manag (Frederick), V23, P156; Draper N.R., 1981, APPL REGRESSION ANAL; Durman S, 2002, REV ELECT ENFERMAGEM, V4, P10; Espinosa C, 2006, INT J NURS TERMIN CL, V17, P69; Feldman H R, 1985, Nurs Manage, V16, P47; Finn D, 2011, AM SURGEON, V77, P370; Fitzgerald K, 1997, NURSE ED PRINCIPLES, P261; Ford D A, 1996, AORN J, V63, P583, DOI 10.1016-S0001-2092(06)63395-4; Ford DA, 1996, AORN J, V63, P9; FRENCH P, 1980, J ADV NURS, V5, P601, DOI 10.1111-j.1365-2648.1980.tb03191.x; Gage M, 2011, JOURNAL OF HOSPITAL, V11, P94, DOI 10.1080-15323269.2011.538633; Geyer K A, 1990, J Nurs Staff Dev, V6, P112; Girardi FM, 2006, TEACH LEARN MED, V18, P251, DOI 10.1207-s15328015tlm1803_11; Gordon AK, 1970, GAMES FOR GROWTH EDU; Gordon D W, 1995, Neonatal Netw, V14, P45; Gruending D L, 1991, J Contin Educ Nurs, V22, P259; Guidry JJ, 2000, TEXAS J RURAL HLTH, V18, P16; Haak SW, 1990, NURS EDUC, V15, P20; Haak SW, 1990, NURS EDUC, V15, P28; Haak S W, 1990, Nurse Educ, V15, P28; Hankinson Jr H, THESIS; Hansen MM, 2008, J MED INTERNET RES, V10, DOI 10.2196-jmir.1051; Harding SR, 2001, TEACH LEARN MED, V13, P130, DOI 10.1207-S15328015TLM1302_8; Hayes S K, 2000, J Nurses Staff Dev, V16, P168, DOI 10.1097-00124645-200007000-00005; Hays J C, 1989, Nurse Educ, V14, P12, DOI 10.1097-00006223-198905000-00015; Hodges P, 2007, COMMUNICATING NURSIN, V40, P524; Howell Kay, 2005, Cyberpsychol Behav, V8, P103, DOI 10.1089-cpb.2005.8.103; Ingram C, 1998, J NURS EDUC, V37, P240; Jirasevijinda T, 2010, PATIENT EDUC COUNS, V80, P333, DOI 10.1016-j.pec.2010.06.002; Jones A G, 2000, J Contin Educ Nurs, V31, P152; Joyce BR, 1986, MODELS OF TEACHING; Kenny Lesley J, 2003, Int J Palliat Nurs, V9, P105; Knowles MS, 1970, THE MODERN PRACTICE; Kolb D., 1984, EXPERIENTIAL LEARNIN; Kurenov SN, 2009, ST HEAL T, V142, P142, DOI 10.3233-978-1-58603-964-6-142; Laird N M, 1990, Int J Technol Assess Health Care, V6, P5; LeCroy Cheryl, 2006, Urol Nurs, V26, P381; Leidy K, 1992, J Contin Educ Nurs, V23, P206; Leonard T, 2008, CRITICAL CARE NURSE, V28, pe31; Lewis D J, 1989, J Contin Educ Nurs, V20, P80; Lim ECH, 2008, MED EDUC, V42, P1117, DOI 10.1111-j.1365-2923.2008.03188.x; Lopes MVO, 2003, REVISTA PAULISTA DE, V22, P166; McDougal J E, 1992, Nurse Educ, V17, P8, DOI 10.1097-00006223-199211000-00009; Meidani M, 2006, EUROPEAN J CARDIOVAS, V5, pS31; Meterissian S, 2007, MED TEACH, V29, pE258, DOI 10.1080-01421590701663295; Montpas MM, 2004, THESIS; Morton P G, 2001, J Contin Educ Nurs, V32, P223; New Media Consortium, 2006, EDUCAUSE; O'Kane C S, 1988, AD Nurse, V3, P13; Ogershok PR, 2004, MED TEACH, V26, P514, DOI 10.1080-01421590410001711553; Olbrich E, 1997, HOME CARE MANAGER, V1, P26; Olbrich E, 1997, HOME CARE MANAGER, V1, P18; Ormiston M, 2001, JEOPARDY TEMPLATES A; Parker CL, 2005, PUBLIC HEALTH REP, V120, P504; Pearce-Smith Nicola, 2007, Evid Based Nurs, V10, P72, DOI 10.1136-ebn.10.3.72; Petersen M, 2010, J EMERG NURS, V36, P589, DOI 10.1016-j.jen.2010.07.016; Pfeiffer JW, 1980, STRUCTURED EXPERIENC; Pittiglio LI, 2011, CIN-COMPUT INFORM NU, V29, P267, DOI 10.1097-NCN.0b013e318222ef46; Pocock P, 1987, SENIOR NURSE, V6, P26; Reed D, 2005, ANN INTERN MED, V142, P1080; Reeve K, 2008, MED EDUC, V42, P1125, DOI 10.1111-j.1365-2923.2008.03215.x; Regan R, 2000, THESIS; Reiner B, 2008, AMERICAN COLLEGE OF, V5, P110; Roubidoux MA, 2002, ACAD RADIOL, V9, P1169, DOI 10.1016-S1076-6332(03)80518-4; Rowles CJ, 1998, TEACHING NURSING GUI, P247; Saethang T, 1998, J CONTIN EDUC NURS, V29, P144; Saethang T, 1998, J Contin Educ Nurs, V29, P61; Schmitz B D, 1991, J Contin Educ Nurs, V22, P152; SHUBIK M, 1989, SIMULAT GAMING, V20, P184, DOI 10.1177-104687818902000205; Silva J R, 1989, J Pediatr Nurs, V4, P59; Sisson P M, 1988, J Nurs Staff Dev, V4, P146; Skinner K D, 2000, J Contin Educ Nurs, V31, P185; Speers A T, 1993, J Nurs Staff Dev, V9, P274; Sprengel AD, 1992, THESIS; Stefanelli M C, 1992, Rev Esc Enferm USP, V26, P219; Stephenson N L, 1998, J Contin Educ Nurs, V29, P32; Stern S B, 1989, J Contin Educ Nurs, V20, P95; Stewart S, 2006, J WOUND OSTOMY CONT, V33, pS34; Sturgis G, 2006, CRITICAL CARE NURSE, V26, pS29; Taekman Jeffrey M, 2010, Int Anesthesiol Clin, V48, P101, DOI 10.1097-AIA.0b013e3181eace73; Taylor JL, 1972, SIMULATION IN THE CL; Telner D, 2010, CAN FAM PHYSICIAN, V56, pE345; THATCHER DC, 1990, SIMULAT GAMING, V21, P262, DOI 10.1177-1046878190213005; Thornburg N, 1998, HOME HEALTHCARE NURS, V2, P13; Thornburg N, 1998, Home Healthc Nurse Manag, V2, P7; Tumosa Nina, 2006, Gerontol Geriatr Educ, V26, P37, DOI 10.1300-J021v26n04_04; Turley CB, 2007, TEACH LEARN MED, V19, P128; Udin R D, 1985, J Dent Educ, V49, P111; Ukoumunne OC, 1999, HLTH TECHNOLOGY ASSE, V3, P3; Verdaasdonk EGG, 2009, MINIM INVASIV THER, V18, P232, DOI 10.1080-13645700903054046; Waddell D L, 1994, Nurse Educ, V19, P5, DOI 10.1097-00006223-199409000-00002; Walljasper D, 1982, Nurse Educ, V7, P15, DOI 10.1097-00006223-198201000-00014; Wargo C A, 2000, J Contin Educ Nurs, V31, P149; WARIHAY PD, 1986, AM J NURS, V86, P276, DOI 10.2307-3425460; White M J, 1985, Nurs Success Today, V2, P11; Wilson SM, 1995, THESIS; WOLFE J, 1993, SIMULAT GAMING, V24, P446, DOI 10.1177-10468781932440031
Caught between a rock and a hard place: the liminality of the sport coaching ‘pracademic’
Get PDFThe emergence of “pracademics” in the field of sport coaching, individuals who blend practical coaching expertise with scientific enquiry, has garnered increasing attention. Positioned to bridge the gap between academia and practice, pracademics are expected to bring practical wisdom and contextual knowledge into scholarly activities. However, we pose the need to critically examine the concept of the pracademic, and their service to both industry and academia while sounding a note of caution in an increasingly commercialised sector. We do so by exploring the retrospective reflections of an early career researcher (the lead author) in navigating the role of pracademic in an increasingly neoliberal space. We contend that caution is needed in the blind pursual towards the role of the pracademic, calling on greater collaborative efforts to protect early career academics, challenge neoliberal structures and for the continued engagement with thoughtful and critical research and knowledge exchange in sport coaching
An exploration of game-strategy efficacy beliefs in UK youth sport coaches
No full textThis is the author accepted manuscript. The final version is available from British Psychological Society via the link in this recordNote that the title of the author accepted manuscript is different from the final published titleIn the sport domain, game-strategy efficacy is the belief that coaches can lead teams or athletes to a successful performance in competition. Developmentally-focused youth sport coaches, however, may define success differently to those working in other contexts. Researchers suggest that if youth sport coaches define successful performances in terms of winning only, the psychosocial development of young athletes could be hindered. Therefore, scholars and practitioners need to understand how developmentally-focused youth sport coaches cultivate their game-strategy efficacy beliefs to improve coach education and personal development programs. The purpose of this study was to explore UK developmentally-focused youth sport coaches' game-strategy efficacy beliefs and to examine the sources and outcomes of perceived efficacy. A secondary focus was the generation of practically relevant and useable findings that developmentally-focused youth sport coaches could utilise. Data was obtained by interviewing 10 male youth sport coaches and analysed using an interpretive description methodology. Results are presented as a representative bricolage from the perspective of two fictional coaches who either have high or low game-strategy efficacy. These results highlighted sources of game-strategy efficacy within the UK developmentally-focused youth sport context, including acknowledgement, playing experience, relationships with athletes and peers, results, self-image, and success. Additionally, two outcomes of game-strategy efficacy included releasing control and self-evaluation. The findings offer coaches a chance to explore their own game-strategy efficacy beliefs against others in similar positions while opening a dialogue between research findings and those in the field
Caught between a rock and a hard place : the liminality of the sport coaching ‘pracademic’
Get PDFThe emergence of “pracademics” in the field of sport coaching, individuals who blend practical coaching expertise with scientific enquiry, has garnered increasing attention. Positioned to bridge the gap between academia and practice, pracademics are expected to bring practical wisdom and contextual knowledge into scholarly activities. However, we pose the need to critically examine the concept of the pracademic, and their service to both industry and academia while sounding a note of caution in an increasingly commercialised sector. We do so by exploring the retrospective reflections of an early career researcher (the lead author) in navigating the role of pracademic in an increasingly neoliberal space. We contend that caution is needed in the blind pursual towards the role of the pracademic, calling on greater collaborative efforts to protect early career academics, challenge neoliberal structures and for the continued engagement with thoughtful and critical research and knowledge exchange in sport coaching
Development of optimal liquid based cytology sample processing methods for HPV testing: Minimising the ‘inadequate’ test result
No full textIncorporation of HPV testing into cervical screening is anticipated and robust methods for DNA extraction from liquidbasedcytology (LBC) samples are required. This study compared QIAamp extraction with Proteinase K digestion and developed methods to address DNA extraction failure (β-globin PCR negative) from clinical specimens.
Proteinase K and QIAamp extraction methods in paired LBC samples were comparable with adequate DNA retrieved from 93.3% of clinical specimens. An HPV prevalence cohort (n = 10,000) found 7% (n = 676) LBC samples tested negative for β-globin, and were classified as inadequate. This ‘failure’ rate is unsuitable for population screening, particularly as the sampling method is intrusive. 379/676 samples were assessed to determine the cause of test failure. Re-testing confirmed adequate DNA in 21.6% of the original extracts; re-extraction from stored material identified 56.2% samples contained adequate material; dilution to overcome sample inhibition (1:10) resolved 51.7% cases in original extracts and 28% in new extracts.
A standardised approach to HPV testing with an optimal DNA concentration input rather than standard volume input is recommended. Samples failing initial DNA extraction should be repeat extracted and assessed for sample inhibition to reduce the 7% of HPVtests being reported as inadequate and reduce the need for retesting of those women to <1%
Framing patient consent for student involvement in pelvic examination: a dual model of autonomy
No full textVillage of Petrified Men
Get PDF"These stories often concern themselves with men chasing down a flawed sort of manhood. In these characters' minds, masculinity is a romantic mix of failure and drink, of chasing the wrong women and brooding in the face of calamity. These people like being sad; they mistake self-pity for courageous pain. They search for diamonds not in spite of the stink, but because of it, scouring for hope in the imaginary since they know hope is much scarcer in the reality they've so haphazardly constructed."--Abstract from author supplied metadata
Endometrial thickness as a test for endometrial cancer in women with postmenopausal vaginal bleeding.
No full textOBJECTIVE: To assess the value of endometrial thickness measurement as a test for endometrial cancer in postmenopausal women with vaginal bleeding (symptomatic women). DATA SOURCES: We conducted a literature search using the MEDLINE database from 1991 to 1997, and the key words "vaginal ultrasonography" and "endometrial thickness measurement." The review was limited to original research reports written in English, concerning symptomatic women having vaginal ultrasonography before a diagnostic test and not receiving tamoxifen. STUDY SELECTION: A total of 48 studies were identified. A questionnaire was sent to the corresponding author of each paper requesting supplementary information. Data were included in our analysis if the corresponding author was able to supply information on the median endometrial thickness in unaffected symptomatic women and the endometrial thickness values in affected women. Nine studies were thus included in our meta-analysis, representing 3483 women without endometrial cancer and 330 women with endometrial cancer. TABULATION, INTEGRATION, AND RESULTS: The median endometrial thickness in women with endometrial cancer was 3.7 times that in unaffected women at the same center, and with the same menopausal status and same hormone replacement therapy use category. The detection rate was 63% (95% confidence interval 58, 69) for a 10% false-positive rate, or 96% (95% confidence interval 94, 98) for a 50% false-positive rate. CONCLUSION: Endometrial thickness measurement in symptomatic women does not reduce the need for invasive diagnostic testing because 4% of the endometrial cancers would still be missed with a false-positive rate as high as 50%
