10 research outputs found
Does The Use Of Simulation Enhance The Development Of Registered Physiotherapist’s Respiratory ‘On-Call’ Skills – A Literature Review
No full textBackground and aim: On-call respiratory physiotherapy is utilized when an acutely unwell patient could deteriorate without immediate assessment and treatment overnight. Education related to this topic varies greatly and is often of poor quality. Simulation-based education (SBE) has been increasingly used within other areas of healthcare yet, Gough et al. [1] completed a study in 2013, which found only 39% of acute trusts used simulation for respiratory on-call training.
Aim: To determine from existing research, whether SBE can enhance the development of registered physiotherapists respiratory ‘on-call’ skills in order to impact future practice.
Methods: A qualitative literature review was completed as part of a PgCert in Health Simulation at Coventry University, in March 2023. Ethical approval was gained from Coventry University (P149952). Studies included were found by searching AMED, CINAHL Embase and Medline databases. Figure 1-A20 presents the PRISMA flow diagram [2]. Final reports included were critically analysed using the Critical Appraisal Skills Programme framework [3] and data extracted and formatted into a table. General themes were identified using an inductive approach.
Results: Eleven papers were selected to be reviewed after the removal of duplicates, screening and the exclusion criteria were applied. The main themes identified were the use of high-fidelity simulation, the measure of confidence and/or competence, and findings of positive implications for practice. SBE is widely used for other healthcare professions with positive outcomes; however, its use within respiratory physiotherapy is limited. Most studies chose to measure self-reported levels of competence and confidence, which is an example of Kirkpatrick level-one evaluation. These measures have only casual links to transfer of knowledge and behaviour change, which are key requirements when applying training to clinical settings. Interestingly, the review also demonstrates favourable use of high-fidelity manikins within this population. Although this was not discussed by the researchers, this may be a barrier for further implementation due to cost and technical knowledge required to use the equipment.
Conclusion: The use of SBE has been beneficial in other healthcare professions and similar positives were found for its use with respiratory physiotherapists. However, much of the research is of low quality, and further research is required to review other confounding factors that may influence the outcomes and longitudinal staff behaviour.
Ethics statement: Authors confirm that all relevant ethical standards for research conduct and dissemination have been met. The submitting author confirms that relevant ethical approval was granted, if applicable
Mild Traumatic Brain Injury in Childhood: Injury Outcomes, Teacher Perspectives and Educating Educators
No full textPaediatric mild traumatic brain injury (mTBI) has the potential to impact on a wide range of developmental functions in childhood. However, the relationship between mTBI and persistent developmental difficulties is controversial, with some suggestion that children’s post-injury difficulties may actually predate the injury. Regardless of cause, however, mTBI seems to be associated with developmental impairment in childhood that may impact on academic performance and overall school functioning. In spite of the high prevalence of mTBI amongst young people, educators and school services may not be aware of the implications of such injuries and how post-concussive symptoms should be managed in educational settings. It seems that the conflicting findings regarding mTBI outcomes in childhood may contribute to a lack of knowledge amongst educators about how to manage mTBI and associated difficulties in primary-school-aged students. There is a need to further clarify the existence and nature of developmental impairments after paediatric mTBI and consider their implications in educational settings. Furthermore, there is a need to understand more regarding the capacities of educators to address issues that may arise as a result of such impairments and consider how teaching practices in this area can be enhanced.
In Study 1, the emotional, behavioural, social, intellectual, neuropsychological (comprised of memory, attention, and executive function) and academic functioning of 41 children who had sustained mTBI 14-months prior was investigated. The findings of those assessments were compared with those from a non-injured cohort of children matched on age, gender, ethnicity and school decile. Assessment measures included the Strengths and Difficulties Questionnaire (SDQ) as a measure of emotional, behavioural and social functioning, the Behavior Rating Inventory of Executive Function (BRIEF) as a measure of executive function, Woodcock Johnson Tests of Cognitive Abilities (WJ III COG) and CNS Vital Signs (CNSVS) as measures of global neuropsychological functioning, a short-form version of the Wechsler Intelligence Scale for Children (WISC-IV) as a measure of intelligence, the brief battery of the Woodcock Johnson Tests of Academic Achievement (WJ III ACH) as measure of academic achievement, and a teacher questionnaire regarding school functioning. Information obtained from parents and teachers regarding pre-injury diagnoses and learning problems did not reveal significant premorbid difficulties amongst the clinical group. The results of Study 1 showed that children who have sustained mTBI demonstrate higher rates of emotional and behavioural problems than those in a matched cohort, while executive function and social functioning was found to be similar across the two groups. Children with mTBI evidence significantly lower intellectual functioning and academic achievement, and are more likely to demonstrate learning disorders. Given the developmental impairments identified in the sample and the possible implications of such difficulties in school settings, it was considered important to evaluate teachers’ perceptions of childhood TBI and how such impairments might be managed at school.
Study 2 looked at the perceptions of educators regarding childhood TBI. Nineteen primary school teachers in the Waikato and Bay of Plenty regions engaged in semi-structured interviews that covered their understanding of TBI, its mechanisms and consequences. Participants also discussed the use of programme adaptations for children with persistent difficulties after mTBI and perceived barriers to uptake. The majority of participants had a limited understanding of mTBI and its implications in childhood. None of the participants had received prior education regarding paediatric TBI and identified this as an area of weakness that they perceived could be addressed by professional development. However, participants were not aware of any available professional development opportunities specifically relating to paediatric TBI. Participants perceived significant barriers to the delivery of appropriate educational approaches for children with developmental impairments, including limited resourcing and funding for special education and poor communication between the education and health sectors, resulting in a lack of information and support for educators.
Study 3 involved the development, delivery and evaluation of a professional development workshop and written information resource for teachers. The workshop and written information resource were delivered in three local primary schools to 38 participants. A knowledge quiz regarding mTBI was administered pre- and post-workshop. Participants also completed an evaluation of the workshop and brochure rating the usefulness of and their satisfaction with the materials. A repeated-measures experiment showed that knowledge levels significantly increased following participation in the workshop. The majority of participants were satisfied with the content of the workshop and expected to make changes to their practice with children who had experienced mTBI and were evidencing emotional, behavioural and/or cognitive symptoms.
The results of this research indicate that while the cause of post-concussive difficulties may be ambiguous, children who have experienced mTBI are at higher risk of demonstrating developmental problems across a wide range of domains. These problems have the potential to impact on school functioning; however, teachers may not be aware of these issues and thus may not be well-placed to support children who are experiencing difficulties through the post-concussive period and beyond. On the other hand, teachers demonstrate insight into their limitations in this regard and appear keen to address their professional development needs in this area. A brief professional development approach that focuses on the epidemiology and possible consequences of mTBI in childhood, along with a range of programme adaptation strategies that teachers can opt to employ as necessary, may be useful in improving teacher knowledge, educational practice and, ultimately, functional outcomes for children who have experienced mTBI. The need for screening and intervention services for children with mTBI is highlighted, along with a reconceptualisation of how special needs are addressed in school settings
A foundation model for generalizable disease detection from retinal images
No full text[Absctract]: Medical artificial intelligence (AI) offers great potential for recognizing signs of health conditions in retinal images and expediting the diagnosis of eye diseases and systemic disorders1. However, the development of AI models requires substantial annotation and models are usually task-specific with limited generalizability to different clinical applications2. Here, we present RETFound, a foundation model for retinal images that learns generalizable representations from unlabelled retinal images and provides a basis for label-efficient model adaptation in several applications. Specifically, RETFound is trained on 1.6 million unlabelled retinal images by means of self-supervised learning and then adapted to disease detection tasks with explicit labels. We show that adapted RETFound consistently outperforms several comparison models in the diagnosis and prognosis of sight-threatening eye diseases, as well as incident prediction of complex systemic disorders such as heart failure and myocardial infarction with fewer labelled data. RETFound provides a generalizable solution to improve model performance and alleviate the annotation workload of experts to enable broad clinical AI applications from retinal imaging.We thank P. Rawlinson for project management, C. Green and L. Wickham
for information governance expertise, and A. Wenban, S. St John-Green and M. Barnfield for
information technology support. This work is supported by Engineering and Physical Sciences
Research Council grant nos. EP/M020533/1, EP/R014019/1 and EP/V034537/1, as well as the
NIHR UCLH Biomedical Research Centre. S.K.W. is supported by a Medical Research Council
Clinical Research Training Fellowship (grant no. MR/TR000953/1). P.A.K. is supported by a
Moorfields Eye Charity Career Development Award (grant no. R190028A) and a UK Research &
Innovation Future Leaders Fellowship (grant no. MR/T019050/1). For the purpose of open
access, the author has applied a Creative Commons Attribution (CC BY) licence to any Author
Accepted Manuscript version arising.United Kingdom. Engineering and Physical Sciences Research Council; EP/M020533/1United Kingdom. Engineering and Physical Sciences Research Council; EP/R014019/1United Kingdom. Engineering and Physical Sciences Research Council; EP/V034537/1United Kingdom. Medical Research Council; MR/TR000953/1United Kingdom. Moorfields Eye Charity; R190028AUnited Kingdom. Future Leaders Fellowships; MR/T019050/
The making of the British early Palaeolithic, 1880-1960
No full textThis historical study explores the character of interpretations of the British Palaeolithic record between c. 1880 and c. 1960, focusing on attempts to classify and order the Early Palaeolithic industries. Interpretations were developed through complex interactions between individuals and groups, who were influenced by a range of aims, expectations and research opportunities. The impact of their contributions was partly dependent upon academic standing and the style of approach taken within the competitive arena of day-to-day research. General expectations of industrial patterning were founded upon the Early Palaeolithic industrial sequence from Western Europe, particularly the chronological succession from the Somme Valley, France, where the hand-axe was the most notable artefact. The assumption of progression and the use of prominent type-fossils such as the hand-axe in classifying and ordering industries coloured interpretations of the British Early Palaeolithic sequence. This is evident even in the approaches to the naturally-fractured stones known as 'eoliths’. The idea of a single, progressive line of industries also fuelled argument over the position and affinities of the flake-rich Clactonian industry in the 1910s and 1920s. In the wake of rising uncertainties, the parallel culture scheme proposed by Henri Breuil achieved great popularity in the 1930s. The value of the Palaeolithic industrial sequence as a relative Quaternary chronology encouraged a complex interdependence between interpretations of the Palaeolithic and of the Quaternary sequence which helped to promote and to reinforce the new range of expectations that had been generated by Breui’s scheme. However, by the mid.l940s, the rigid chronological order of industries proposed by Breuil had been weakened. By the late 1940s, researchers doubtful of the accuracy, scale and value of his scheme, expressed a desire to move away from the constraints of chronology and typology and towards more ecological and anthropological interpretations
The Sunflower, v.57, no.23 (March 26, 1953)
No full textImages in this collection were made from commercially produced and digitized microfilm, may be of poor quality, and will be gradually replaced by copies digitized by Special Collections from original paper copies. Source material held by University Libraries Special Collections and University Archives; processed by the University Libraries Technical Services. Please contact Special Collections at [email protected] directly for help with low quality images.Article(s): Actor to read in last forum presentation -- Meditation services will begin Monday -- Action on WU bill expected -- Sports arena measure may get house OK -- AWS program closes today -- Speech contest opens April 13 -- Vacation to begin on Friday, April 3 -- Concert date set for Monday -- Women's Honor Society: Graber named Honor Woman -- 2 theatre groups to present 'Ring Round the Moon' in April -- Kearns chosen Press Queen, WU entry in Drake contest -- High school show now at Museum -- Air ROTC: Active duty tour cut -- ROTC picks Danielson as Cadet Colonel -- Kenton believes jazz to stay has been his living, job -- Club corner: English club sets session on works of author Sartre -- Phi Sig frat to hold party -- 56 campus women attend honor tea -- EKP holds annual dinner -- 2 engagements highlight week -- Frat to hold 'Hobo-Hop' -- Monopoly -- Only 129 give blood -- Commons lounge: Student council sets up rulings for card playing -- Library books: Four months top circulation -- Ga. Tech adds math degree -- No fullback? Asks for 11 greats -- Economics: 'Seance, finance' to be topic of discussion April 9 -- Liberal teaching should prepare students for work: McIntosh -- Summer school plans sessions -- North American, Inc. to interview grads -- Savaiano attends Topeka meeting -- Corbin attends NCA meet -- More fans: Shocker cagers establish new season records -- 4 debaters to Augusta -- Baseball work starts today -- Shocks take 2 firsts: OU captures A & M relays -- Club sponsors arts contests -- ROTC rifle matches to close March 29 -- Shocks open spring grid season April 9; Intrasquad tilt May 9 -- 4 Munies named to all-star team -- Relays queen entry picked -- Stalin's death to be featured -- Trinity tries twist: Offers public service degree -- 'Legion': Psychological play to be presented by WU students -- Oil company to interview -- Forum officers selectedPhotograph(s): Vivian Graber. p. 1 -- Shirley Kearns. p. 1 -- Construction work on the new Engineering Building is proceeding, as forms for the concrete framework and walls are erected before the concrete is poured. The new structure, located south of the present Business Administration Building, is scheduled for completion in July. / photo by Eastwood. p. 1 -- Sunflower reporter Jill Wood, left, interviews bandleader Stan Kenton, while Bob Young and Jeannine Joseph wait for autographs. / photo by Eastwood. p. 2 -- Darlene Dugan. p. 2 -- Shocker highjumper Verlyn Anderson clears the bar while preparing for the Texas Relays, which will be held tomorrow and Saturday. / photo by Eastwood. p. 6 -- Warming up for the javelin throw at the Texas Relays tomorrow and Saturday are Cleo Littleton, sophomore, and Leo Carney, freshman. / photo by Eastwood. p. 7 -- ROTC Honorary Colonel for 1953, Phyllis Danielson, receives the congratulations of the other candidates and the 1952 Honorary Colonel at the Military Ball last week. Left to right are: Betty Barnfield, ISA; Mary Ellen Love, Kappa Rho; Patty Payne, 1952 Honorary Colonel; Hamilton Beardsley, cadet lieutenant colonel; Miss Danielson; Homer G. Nester, cadet lieutenant colonel; Pat Terrill, Delta Omega; Helen Davis, Sorosis; Bonnie Becker, Pi Kap. / photo by Eastwood. p.
Cross Sectional Survey of Antenatal Educators' Views About Current Antenatal Education Provision
No full textAntenatal education (ANE) is part of National Health Service (NHS) care and is recommended by The National Institute for Health and Care Excellence (NICE) to increase birth preparedness and help pregnant women/birthing people develop coping strategies for labour and birth. We aimed to understand antenatal educator views about how current ANE supports preparedness for childbirth, including coping strategy development with the aim of identifying targets for improvement. A United Kingdom wide, cross-sectional online survey was conducted between October 2019 and May 2020. Antenatal educators including NHS midwives and private providers were purposively sampled. Counts and percentages were calculated for closed responses and thematic analysis used for open text responses. Ninety-nine participants responded, 62% of these did not believe that ANE prepared women for labour and birth. They identified practical barriers to accessing ANE, particularly for marginalised groups, including financial and language barriers. Educators believe class content is medically focused, and teaching is of variable quality with some midwives being ill-prepared to deliver antenatal education. 55% of antenatal educators believe the opportunity to develop coping strategies varies between location and educators and only those women who can pay for non-NHS classes are able to access all the coping strategies that can support them with labour and birth. Antenatal educators believe current NHS ANE does not adequately prepare women for labour and birth, leading to disparities in birth preparedness for those who cannot access non-NHS classes. To reduce this healthcare inequality, NHS classes need to be standardised, with training for midwives in delivering ANE enhanced. [Abstract copyright: © 2024. The Author(s).
Power, civil society and contentious politics in post communist Europe
No full textThis dissertation examines how contentious collective action in two post communist
states, Poland and the Czech Republic, has broadened to include European and
international actors. It identifies the emergence of new opportunities for contention
brought about by recent episodes of institutional change, specifically EU accession, and
questions how they benefit materially or politically weak NGOs. With the intention of
determining how three interrelated processes, democratization, Europeanization and
internationalization, affect the nature and scope of contentious politics, this dissertation
carries out an investigation of several concrete episodes of political mobilization and
contention. As shown these 'contentious events' involved a myriad of national, European
and international actors, mobilizing to challenge national policy. Data from NGO
questionnaires, interviews and newswire/newspaper archives are used to discern the
nature and scope of contentious collective action. This dissertation assesses the extent
to which transnationalization of advocacy politics has disrupted existing power
arrangements at the national level between NGOs and government.
Hypothesizing that European Union accession in 2004 changed the nature and scope of contentious collective action in post communist Europe, this dissertation undertakes a comparative empirical examination of three sectors, environment, women and Roma, and twenty-nine representative NGOs. My research identifies three important developments in the Polish and Czech nonprofit sector: first, European advocacy networks and institutions are helping national NGOs overcome power disparities at the national level; second, issues once confined to national political space have acquired a European dimension, and; third, despite Europeanization, a few notable policy issues (i.e. reproductive rights, nuclear energy and domestic violence) remain firmly under national jurisdiction. This dissertation contributes to existing collective action/post communist scholarship in three ways. It applies established theories of contention/collective action to several recent episodes of political mobilization; it confirms that post accession institutional change does offer new political opportunity structures to national NGOs, and finally; it presents new empirical research on post communist collective action
Theatre/drama in education in the United Kingdom, Italy and Poland.
No full textIn 2 volsAvailable from British Library Document Supply Centre- DSC:DX188333 / BLDSC - British Library Document Supply CentreSIGLEGBUnited Kingdo
