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Competition for nursing clinical sites has intensified as universities have increased enrollment to meet the growing demand for nurses. Hospital mandates have reduced opportunities for nursing students to practice clinical skills, leading nursing programs to use simulation to help learners gain the knowledge, skills, and attitudes needed for transition to clinical practice. Simulation offers a safe learning environment and a guarantee that every student will have experience with critical clinical encounters. To be effective, health-care simulation must be facilitated by trained educators knowledgeable in simulation pedagogy, including theory-based simulation frameworks and debriefing models. Training simulation facilitators is often challenged by financial and time constraints. The need for an easily accessible, asynchronous, cost-effective method of providing foundational simulation training led a group of experienced simulationists to develop a series of seven online educational modules grounded in simulation best practices.Culturally responsive teaching is a vital skill for nurse educators. A diverse nursing workforce is needed in the US to represent the population's demographics. Recruiting, retaining, and engaging a diverse student body is critical to addressing issues of disparities and cultural sensitivity in health care. In a project to promote success among diverse nursing students, nurse educators collaborated to create and present faculty development programs to build culturally responsive teaching skills. This article includes examples of culturally responsive teaching and describes the project and the faculty development curriculum and teaching materials produced.The nursing profession has been predominantly white and female since the time of Florence Nightingale. The United States 2020 census revealed a changing demographic landscape in which white people are no longer the majority race; this shift will continue well into the future based on who is having babies. Calls to diversify the nursing workforce and address disparities and inequities in health care continue. Nursing faculty who shape curricula are challenged to create a more inclusive framework to teach students about care. Without focused attention on how to prepare future nurses to care for all people, patient safety and quality of care are at stake. This article suggests using critical race theory as a framework to re-educate American nurses.Low fidelity simulation as a teaching strategy has had widespread growth within the discipline of nursing as well as other health-care professions. Simulation allows students to engage in inquiry activities and collaborate with their peers. But there are few examples in the literature representing simulation activities used in classroom settings. This article discusses the application of low fidelity simulation in the classroom as a teaching strategy for educating Doctor of Nursing Practice students preparing for leadership roles.Background Discharge planning is crucial to ensuring that patients' care and recovery needs are addressed. Taurochenodeoxycholic acid research buy A new nurse graduate must be prepared to enter a clinical practice environment in which hospitals face penalties for patient readmissions. Methods Student nurses were assigned simulated patients with a variety of health disparities and health-care diagnoses to address. A qualitative research design evaluated student perceptions of discharge planning and cultural competency. Results Students found the simulation to be vital to their clinical experience. Students were able to develop discharge teaching that was culturally congruent for each simulated patient. Conclusions Incorporating discharge teaching simulation into the nursing curriculum can positively impact students' ability to transition to clinical practice and build confidence in a skill that is rarely incorporated into nursing curricula.Background Students in the southeastern United States were affected by Hurricane Michael in 2018. The storm's devastation led to communication and education issues that transformed students' paths to completing their nursing degree program. Climate change will cause increased natural disasters, and educators must be prepared. Method This qualitative study used a descriptive phenomenological design. A purposive sample of 10 graduate nursing students were recruited and interviewed. The data gathering ended when data saturation was achieved. Results Five themes were generated Devastation and no communication, survival mode, emotional impact, before and after, and forever changed. The rich data documented the resiliency of the students as they described events during and after the hurricane in relation to their personal and educational experiences. Conclusion Universities and students need to be prepared for natural disasters; understanding graduate nursing students' prior experiences can benefit educators.We explored working and living with cancer at a large research-intensive National Health Service hospital breast cancer service and adjoining non-governmental organisation (NGO). The project had three elements that were largely autonomous in practice but conceptually integrated through a focus on personalised cancer medicine. Di Sherlock held conversations with staff and patients from which she produced a collection of poems, Written Portraits At the same time, we conducted interviews and observation in the hospital, and hosted a public series of science cafés in the NGO. The trajectory of this project was not predetermined, but we found that the poetry residency provided a context for viewing participation in experimental cancer care and vice versa. Taking themes from the poetry practice, we show how they revealed categories of relevance to participants and illuminated others that circulated in the hospital and NGO. Reciprocally, turning to findings from long-term ethnographic research with patients, we show that their observations were not only representations but also tools for navigating life in waiting with cancer. The categories that we discovered and assembled about living and working with cancer do not readily combine into an encompassing picture, we argue, but instead provide alternating perspectives. Through analysis of different forms of research participation, we hope to contribute to an understanding of how categories are made, recognised and inhabited through situated comparisons. In personalised medicine, category-making is enabled if not dependent on increasingly intensive computation and so the practices seem far removed from mundane processes of interaction. Yet, we emphasise connections with everyday practices, in which people categorise themselves and others routinely according to what they like and resemble.

To compare the impact of occupational exposures to SARS-CoV-2 positive patients and SARS-CoV-2 positive coworkers, by comparing the frequency of occupational exposure incidents and the rate of healthcare personnel (HCP) who developed a positive PCR test for SARS-COV-2 after occupational exposure to the two different types of infectious individuals.

A retrospective analysis of all confirmed higher risk occupational exposure incidents that occurred in HCP from 20 March 2020 to 31 December 2020 at a large multisite US academic medical centre. Comparisons between groups for source type were performed using unpaired Student's t-test for continuous variables and the χ

test for categorical variables, regression analysis was conducted to assess the associations between source type and risk of positive COVID-19 test after occupational exposure.

In total, 2253 confirmed medium or high-risk occupational exposures occurred during the study period. 57% were exposures from coworker sources. Each source individual exposed a mean of 2.6 (95% CI 2.3 to 2.9) HCP; during postexposure surveillance, 4.5% of exposed HCP tested positive within 14 days. A coworker source on average exposed 2.2 (95% CI 2.01 to 2.4) other HCP and infected 0.14 (95% CI 0.1 to 0.17) HCP, while patient sources exposed a mean of 3.4 (95% CI 2.6 to 4.2) HCP but only infected 0.07 (95% CI 0.04 to 0.11) HCP. The multivariate analysis demonstrated that exposure to a coworker source carried a higher risk of testing positive compared with exposure to a patient source (OR 3.22; 95% CI 1.72 to 6.04).

Occupational exposures to coworker sources were not only more frequent but also associated with triple the risk of developing COVID-19 infection, compared with exposures to patient sources.

Occupational exposures to coworker sources were not only more frequent but also associated with triple the risk of developing COVID-19 infection, compared with exposures to patient sources.The Cu+/Cu0 interface in the Cu-based electrocatalyst is essential to promote the electrochemical reduction of carbon dioxide (ERCO2) to produce multi-carbon hydrocarbons and alcohols with high selectivity. However, due to the high activity of the Cu+/Cu0 interface, it is easy to be oxidized in the air. How to control and prepare a Cu-based electrocatalyst with an abundant and stable Cu+/Cu0 interface in situ is a huge challenge. Here, combined with density functional theory (DFT) calculations and experimental studies, we found that the trace halide ions adsorbed on Cu2O can slow the reduction kinetics of Cu+ → Cu0, which allowed us to in-situ well control the synthesis of the CuO-derived electrocatalyst with rich Cu+/Cu0 interfaces. Our Cu catalyst with a rich Cu+/Cu0 interface exhibits excellent ERCO2 performance. Under the operation potential of -0.98 V versus RHE, the Faraday efficiency of C2H4 and C2+ products are 55.8 and 75.7%, respectively, which is about 16% higher than that of CuO-derived electrocatalysts that do not use halide ions. The high FEC2+ comes from the improvement of the coupling efficiency of reaction intermediates such as CO-CO, which is proved by DFT calculations, and the suppression of hydrogen evolution reaction. Therefore, we provide an in-situ engineering strategy, which is simple and effective for the design and preparation of high-performance ERCO2 catalysts.

Knowledge is missing on use of information and communication technology (ICT), for example, mobile phones/tablets in rehabilitation after stroke. F@ce 2.0 is a person-centred, interdisciplinary intervention supported by ICT. The components of F@ce 2.0 intend to increase performance in daily activities and participation in everyday life for patients with stroke and their significant others. Based on previous feasibility studies, a full-scale evaluation is planned in Sweden. The aim is to implement and evaluate F@ce 2.0, regarding performance of daily activities and participation in everyday life, in comparison with ordinary rehabilitation among persons who have had stroke and significant others. Second, to increase knowledge about how the programme leads to a potential change by studying the implementation process and mechanisms of impact.

Twelve rehabilitation teams (intervention n=7; control n=5) will recruit patients (n=160) who receive rehabilitation at home after stroke and their significant others. Fed publications, presentations at conferences, and information to stakeholders.

NCT04351178



NCT04351178 .