1,720,993 research outputs found
Assessment of altered conscious level in clinical practice
No full textThis article will critically appraise the literature focusing on the use and application of the Glasgow Coma Scale (GCS). Historically the GCS tool was created in a 14-point format and later revised to a 15-point format. Critical analysis of this potentially confusing aspect will be explored. The GCS tool enables the healthcare practitioner to effectively monitor the level of consciousness. The authors believe that anatomical and physiological knowledge is required to competently interpret assessment of level of consciousness. The article will review the anatomical basis of consciousness and consider some of the issues of application of GCS in practice, including painful stimuli
A stragtegic approach to supporting the growing momentum of work-based learning in an acute hospital NHS Trust (theme paper abstract number T61)
No full textImplementing a collaborative framework for academic support for registered nurses
No full textThis paper describes the collaboration between a national health service acute hospital trust and a higher educationinstitution, to implement a framework for academic support for registered nurses undertaking learning beyond registration. A small percentage of the educational budget was utilised to fund two academic staff (0.6 whole time equivalent) to work within the trusts' own learning and development department. The initial aim of the project was to maximise the utilisation of the funding available for learning beyond registration study. The focus of the project was at both a strategic level and with individual staff. Embedding within the culture of the trust was important for the academic staff to understand and gain the service/user perspective to some of the barriers or issues concerning learning beyond registration. Following a scoping exercise, the multiplicity of issues that required action led to the creation of an academic support framework. This framework identified potential for intervention in 4 phases: planning for study, application and access to learning, during study and outcome of study. Interventions were identified that were complimentary and adjuncts to the academic support provided by the higher education institution. New resources and services were also developed such as pathway planning support and study skill workshops. One important resource was a dedicated point of contact for staff. A “live” database also proved useful in tracking and following-up students
Implementing a framework for academic support for registered nurses working in an acute hospital NHS Trust: A collaborative approach (theme paper - effective partnership working)
No full textThis paper will describe the collaboration between a National Health Service (NHS) acute hospital trust and a university school of health sciences, to implement a framework for academic support for registered nurses undertaking learning beyond registration.This NHS Trust opted to utilise a small percentage of the educational budget to fund two academic staff (0.6 whole time equivalent) to work with their own Learning and Development Department for what was eventually a period of 3 years. It was hoped, as Campbell and Lloyd (2005) have noted, that the academics could provide a critical and constructive view of problems. The aim being to provide a sustainable academic support service for the workforce.Collaboration between service providers and higher education institutions is not unusual. However, a notable difference in this project was that the focus of work for the academic staff was at a strategic level, rather than within an individual clinical service or in relation to a specific study module. Having academic staff on-site allowed for greater networking and partnership working and a more immediate access to information and resources. Embedding within the culture of the Trust was important for the academic staff to understand and gain the service/user perspective to some of the barriers or issues concerning learning beyond registration. Support networks and infrastructure for the learning beyond registration student is perhaps less clear-cut than the full-time university student (Presho, 2006). Whilst student support does lie with the higher education establishment, an employee whose study is funded by their employer, may also look to their own organisation for support. Following a scoping exercise, the multiplicity of issues that required action and attention led to the creation of an academic support framework which was further refined as the project progressed. This framework identified potential for intervention in 4 phases; planning for study, application and access to learning, during study and outcome of study. At each of these points, interventions were identified with the purpose to set up a service that was complimentary and an adjunct to the academic support provided by the higher education institution. New resources included a pathway planning proforma (for modular degree pathways) which assisted with planning and funding allocated study. Study skills cue cards and a series of “preparation for study” workshops, along with some specific on-line resources were also created. One resource which staff accessing the service felt was very important was a dedicated point of contact for learning beyond registration queries or advice. Specific groups were also targeted for study support and preparation, for example, mentorship students and those undertaking work-based learning, where it was felt that additional support was required. A “live” database of those undertaking learning beyond registration study was also developed and proved useful in tracking and following-up students.Evaluation of the project was undertaken via questionnaire, focus group feedback and review of examination board data. Staff evaluation through questionnaire (40% response rate) identified that 86% found the academic support service helpful/extremely helpful and favourable qualitative comments were obtained. An important aspect of the project was to develop a service that was sustainable. Handover and integration of the service was successful, and it continues to be maintained and developed with on-going links and partnership working<br/
Going Beyond Counting First Authors in Author Co-citation Analysis
Full text linkThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Full text link“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Full text linkWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Full text linkWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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