bluuebunny/crossref_metadata_2025 huggingface dataset:
PRACTICE AND APPLICATION OF KNOWLEDGE BY NUTRITION STUDENTS IN PAKISTAN
Authors: Aslam Maria , Arshad Sakina , Meer Fizah , Azhar Saleha , Saleem Adeena , Toor Janees , Abdullah Muhammad , Rafay Muhammad Abdul , Rehman Ubaid Ur
Published: January 2022

Nutritional knowledge and awareness regarding prevention and cure of diseases has helped in establishing the field of nutrition globally. More students are now enrolling in nutrition as a college major. In case of nutrition undergrads, it is safe to say that they have most extensive knowledge of food and healthy dietary habits. Objective: The aim of this study is to assess whether the nutrition students applying their knowledge in their daily lives or not. Also to identify the barrier faced by students in the application of knowledge.Methods: A cross-sectional study was performed at University of Lahore where 100 students of diet & nutrition were selected by using convenience sampling technique. Adults of both genders above age 18 of semester 7th, 8th, and 9th were included. A questionnaire of 28 questions was assembled having total score of 56. Scores above 28 were considered good and below 28 were considered poor. To calculate frequency of sample, SPSS version 2021 was used. Results: Out of 100 participants, majority were females (88%). The mean weight and height of students were 59.41 + 10.74kg and 162.78 + 7.49cm, respectively. 28 questions were devised for the assessment of nutritional knowledge application in daily routine of our participants. Questions were divided into 3 categories. Likert-type scaling method was used to score participants. Total score was set 56 and cut-off score was set greater than equal to 28. It was seen that most of our participants scored more than 28. The mean score was 36.9, inferring that they were applying their knowledge in their daily lives. Conclusion: Our study concluded that almost all our participants studying Diet and Nutritional Sciences had proper knowledge of nutrition and most of them are practicing this knowledge in their daily lives. Only 13% of the students were unable to do so because of unhealthy choices given by authorities such as hostel and university’s cafes and their own preferences etc. We also witnessed that despite their understanding, some of the participants did not consume the necessary required daily amounts of nutrients due to their preference for fast food over fruits and vegetables.
Factors Contributing For Breast Cancer In Pakistan
Authors: Javed Hafiza Saba , Khalid Muhammad Irsalan
Published: January 2022

Breast cancer is the most common malignancy among women around the Globe. Asian countries have highest ratio of breast cancer. About 60 % cases from Asian countries due to lack of health care facilities and awareness about breast cancer in general population. Classification based on age, stage of disease, location of development and family history. Breast cell tumor due to gene mutation prognosis the disease into malignancies. Symptoms may appear in early stage or late stages of disease.Material and method:The literature review was conducted through different sources such as Google scholars, PubMed, MEDLINE and data base. The key words was used breast cancer incidence in Pakistan, prevalence of breast cancer, causes of breast cancer in Pakistan. Only those studies was selected published during the period of 2010 to 2020 and published in English.Results:From this literature review, following factors has been identified, effecting on breast cancer development. Lack of knowledge about breast cancer development. Lack of health care facilities in rural areas, family history and economic problems.Conclusion:Pakistani women are unaware of breast cancer knowledge. Low health care budget, early identification of disease, family history of breast cancer are major contributing factors of breast cancer.
STUDI LITERATUR LATIHAN VERTICAL JUMP TERHADAP TEKNIK BLOCK PADA PERMAINAN BOLA VOLI
Authors: Pardiman  , Aden Wijaya  , Siti Euis Kartika
Published: January 2022

Teknik dasar block merupakan salah kunci utama untuk mendapatkan poin dari lawan. Bendungan atau block berfungsi untuk menghadang serangan lawan dari dekat net sekaligus  sebagai  serangan  balik  ke  pihak  lawan. Tujuan penelitian ini adalah untuk mengetahui studi literatur pengaruh latihan vertical jump terhadap teknik block pada permainan bola voli. Metode penelitian yang digunakan adalah penelitian studi literatur yang terdiri dari beberapa sumber seperti sumber primer dan sumber sekunder. Berdasarkan hasil penelitian yang telah dilakukan melalui berbagai sumber yang relevan berupa jurnal maupun buku, maka peneliti menemukan bahwa vertical jump berpengaruh signifikan terhadap teknik dasar block bola voli. Pernyataan ini didukung oleh berbagai penelitian terdahulu. Hal ini terbukti pada penelitian yang telah dilakukan oleh beberapa  peneliti yang terdahulu dapat disimpulkan bahwa ada pengaruh yang signifikan latihan vertical jump terhadap kemampuan block bola voli, hasil yang didapatkan dari penelitian yang telah dilakukan bahwa vertical jump memiliki pengaruh yang positif terhadap teknik block bola voli.
114 Latent Environmental Errors Revealed: Using in situ Simulation to Check the Safety of Returning Theatres to Operating After Being Repurposed as a Ventilator Inpatient Unit
Authors: Machin Jon , Schofield Louise , Blackshaw Jon , Taylor-Jones Vidhi , Rimmer Neil , Parker Michael , McFarlane Helen , Harrison Mike , Taylor Jon
Published: January 2022

During the second wave of the coronavirus pandemic, Day Surgery had been stopped for 6 months at Aintree University Hospital to respond to an influx of COVID patients. Day Surgery theatre staff had been redeployed to other areas of the hospital, including A&E and Intensive Care. The Day Surgery recovery had been repurposed as a ventilatory inpatient unit for coronavirus patients. We felt that this potentially jeopardized the confidence and competence of returning elective care staff. We hypothesized that the theatres themselves had become unsafe to accept patients for elective procedures having been used for a different purpose for such a long time. We used

We aimed to improve the confidence and capability of theatre staff returning to work in elective theatres and to perform a systems test of the Day Surgery Unit to identify and rectify any latent errors.

The refresher day was split into morning and afternoon sessions. The morning session comprised of two simulation sessions: cardiac arrest in recovery and a difficult airway in theatre. The afternoon comprised of sessions focussing on five anaesthetic emergencies: malignant hyperthermia, local anaesthetic toxicity, massive haemorrhage, anaphylaxis and sepsis. These sessions included locating and studying standard operating procedure (SOP) folders and locating vital equipment in the treatment of these emergencies. Participants then evaluated their confidence in managing emergencies before and after the refresher day using pre- and post-questionnaires. We also encouraged participants to raise concerns and make suggestions in a free-text section.

Forty participants took part in the refresher day. Pre- and post-questionnaires indicated that participants had much-improved confidence in dealing with anaesthetic emergencies post-session. We identified several latent errors within the unit including missing and out-of-date SOP folders, missing anaphylaxis bag, no fibrescope available for the difficult airway, no key available for the malignant hyperthermia cupboard and a poorly stocked and unsealed difficult airway trolley.

The results show that participants felt more confident to restart work in the Day Surgery Unit, hopefully improving their performance in critical incidents. By running
129 Using Simulation to Identify System Issues in the Emergency Department
Authors: Mulqueen Clare , Holmes Catherine , Thompson Demi , Matson Andy
Published: January 2022

simulation (ISS) has previously been shown to be an effective tool for identifying system issues in healthcare

The aim of the present study was to describe how ISS has been used to identify and address system issues in an ED setting.

Each week a simulated case is selected to address specific clinical presentations and to bring out a range of clinical and non-clinical learning points. The scenarios are run in the ED using a low-fidelity mannequin and a monitor ‘app’. The scenario is run in real time, participants are required to locate and identify real kit; medications are required to be collected and additional help/senior advice is to be sought in the way that the participants would do in normal practice. After each scenario, there is a debrief, facilitated by the ISS team, in which the participants discuss and identify learning points as well as errors and systemic issues drawing both on the scenario and wider clinical experience. These points are collated and written up in the ‘MYSIM’ (an infographic sharing learning points) and distributed through a range of channels to all ED staff. Where practical solutions are required, the team feeds these back to the relevant senior nursing staff or management team to address these issues.

demonstrates the system issues that we have identified and addressed so far through ISS.

System issues identified and addressed so far through ISS

By running ISS, we have identified and addressed a number of system issues, which, through shared learning, has seen changes within the ED and ISS continues to be a valuable tool for improving patient safety.
55 Introduction of a Cardiac Arrest Proforma Through in situ Simulation Training
Authors: Thompson Demi , Holmes Catherine , Matson Andrew , Mulqueen Claire
Published: January 2022

The use of

The aim of the study was to evaluate the effectiveness of using ISS as a learning opportunity to disseminate and trial the introduction of a new cardiac arrest proforma.

We ran the scenario on two separate occasions involving 11 participants. The simulation involved a low-fidelity manikin and a simulated monitor app. Real equipment is used and the simulation is run in real-time – learners were encouraged to manage the patient as they would in real life. Learners include doctors, nurses, healthcare assistants and student nurses/doctors. Learners are briefed prior to the simulation; in this particular case, the learners were informed that we would be utilizing a cardiac arrest proforma and encouraged to use this. The learners are then debriefed using a promoting excellence and reflective learning (PEARLs) framework and discussion amongst themselves is central to the debrief framework

Feedback obtained from this simulation concluded that it was a valuable learning opportunity. Figure 1 shows the results of learner responses (n = 11). The scale included was 5 (strongly agree) to 1 (strongly disagree) – an average of responses is included within the graph.

Using ISS to trial our proforma allowed us to implement it within the ED. Collating feedback allowed us to make amendments to our proforma based on multi-disciplinary opinions. As well as recognizing that ISS can be used to achieve this purpose, it also provided a valuable learning opportunity. ISS can be used in future to introduce new guidelines, distribute vital information and provide learning.
62 The Abcde of Converting Full Patient Simulation to a Virtual Non-Technical Skills Seminar
Authors: Butchers Colin
Published: January 2022

Due to the pandemic, our undergraduate programme of Interprofessional (IPE) Full Patient Simulation (FPS) 2020–2021 was converted to a virtual human factors seminar using student case scenario footage and a Non-Technical ABCDE Approach Observational Tool (Seale et al. 2020). The IPE FPS programme involves students (n = 960) from medicine, physiotherapy, nursing (adult, child fields) and midwifery with three strands of scenarios covering acute adult, paediatric and obstetric scenarios. To provide meaningful learning without the use of face-to-face simulation, the principles of active learning and directed observation in simulation were applied to create a live online seminar. Using recorded footage of inter-professional discipline students participating in scenarios and the observational tool provided the resources for students to learn about the non-technical skills (NTS) in clinical practice.

The aim of the study was to meet IPE graduate outcomes and to explore the significance of human factors in clinical practice.

Prior to the online seminar, students were allocated into their scenario groups to prepare notes on the non-technical skills, with directive guidance from an observational tool using an ABCDE approach. Within the seminar, students worked collaboratively in small inter-professional groups to discuss their observations and prepare a presentation, guided by the debrief diamond structure of description, analysis and application

Evaluation of findings demonstrated achievement of the key ‘take aways’ associated with live simulation and attainment of learning outcomes (
137 Simulated Surgical Assessment Unit – A Quality Improvement Project to Increase Medical Student Confidence In Assessment and Management of Acute Surgical Conditions Through High-Fidelity Simulation
Authors: Aziz Sumaiya , Ali Ayaa , Satheesan Steve
Published: January 2022

The COVID-19 pandemic resulted in limited opportunities for medical students to assess patients in the Surgical Assessment Unit (SAU) at an acute teaching hospital. Inadequate exposure to acute surgical conditions affected student-reported confidence and preparedness for Objective Structured Clinical Examination (OSCE). We hypothesized that simulation-based teaching during the pandemic could supplement disrupted learning

The aim of the study was to address the quality dimension of patient safety. This Quality Improvement Project (QIP) was designed to increase student confidence by 50% in the assessment and management of acute surgical conditions, and preparedness for OSCE.

The educational intervention ‘Simulated SAU’, consisting of scenarios based on common acute surgical presentations, was co-designed with project champion, placement lead, teaching fellows and medical education department, utilizing transformational leadership. Model for improvement approach was utilized with Plan-Do-Study-Act (PDSA) cycles. During the first PDSA cycle, intervention was delivered over 3-hour sessions in March 2021 to 12 third-year medical students, through the use of simulated patients. The second cycle encompassed integration of learning points including amended scenario and debrief timings, and improved questionnaires, delivered in April 2021 to a further 11 third-year medical students. Students completed paired 14-item pre- and post-intervention paper questionnaires consisting of 5-point Likert scale questions on confidence and preparedness. The Wilcoxon signed-rank test was used for statistical analysis, with a p-value of <0.05 considered statistically significant.

During the first cycle, student-reported median confidence in assessment increased by 50% (p = 0.01), and in management by 66.7% (p = 0.02). Students felt 50% more prepared for OSCE assessment (p = 0.02). During second cycle, median confidence in assessment increased by 100% (p = 0.003), in management by 100% (p = 0.004), and students felt 50% more prepared for OSCE assessment (p = 0.015). 100% of students felt simulated SAU is useful and future sessions would further enhance surgical learning.

The QIP achieved its aim to increase student confidence with statistically significant differences, through a high-fidelity simulation intervention. Through QI methodology and leadership for improvement, this QIP has successfully bridged the educational gap resulting from the pandemic, with emphasis on delivering safe patient care. Next steps encompass integration of learning points over the following PDSA cycle, engagement of new staff and resource sharing for future implementation and sustainability. Simulated SAU intervention is low-cost, requires minimal staff and is simple to deliver, hence has the potential to become integrated within medical education across numerous educational settings and enhance patient safety.
163 Go Big or Go Home: The Use of Large-Scale Simulation
Authors: Browne Emily , Natalello Joseph
Published: January 2022

In 2019, we carried out our first experimental large-scale simulation exercise with great success. The initial findings of the study were presented at ASPiH 2019. This is an update on our journey using large-scale inter-professional simulation (IPE). From our initial simulation, we identified the following key themes: (1) students’ educational expectations; (2) their experience of multi-disciplinary working; (3) the theory to practice gap and (4) gaining experience in a safe environment. From this, we realized that our students needed more of this type of simulation activity and that the hands-off facilitation style that we used helped with learning and preparation for practice. Students responded positively to having to put their leadership skills into practice, learning in a safe environment in a real-time situation, something that, despite great placements, they often felt unable to do in the ‘real world’. This real-time simulation-enhanced innovative thinking and emphasized human factor principles. This type of learning experience promoted learning and working together across the multi-disciplinary field with both qualified and pre-registration students. The impact of working with ‘qualified’ professionals added to the realism of the simulation. We found that the debrief was key in the development of real-time simulation as it was enhanced by good-quality debriefing.

Following the initial large-scale simulation, we planned and delivered two more events before COVID-19 prevented us from continuing. Both were large-scale events, but we made adaptations each time to enhance the students’ learning experience. What we have managed to achieve over the lockdown period is to plan and prepare for further events and, in hindsight, this has better prepared us. So, what have we done in this period of enforced distancing? We have gone through a period of change management to align all our curriculum to being simulation-based, and have developed and implemented a framework for the integration of skills and simulation. We have sent (nearly) all our lecturing staff from across our courses, nursing, operating department practitioner, midwifery, paramedic, trainee nursing associate and social work on a simulation train the trainer course to understand the pedagogy and discipline that is the backbone of simulation. This has been a great success and has generated a lot of inter-professional conversations and development of simulation. We have designed and developed a large-scale simulation that can be run in a COVID compliant way.
47 Improving Technical and Human Factors Skills on the Older Person Unit: An in situ Frailty Simulation Programme
Authors: Dunnell Liam , Chu Katie , Barnard Anna , Walker Grace
Published: January 2022

Awareness of symptoms associated with frailty is uneven across acute hospital staff

The aim of the study was to evaluate the efficacy of

simulation was selected to increase accessibility for staff and promote ward team learning. Sessions started in October 2020 on one ward, before moving across other wards. These 1-hour sessions have been delivered weekly with a hiatus due to the second wave of the COVID-19 pandemic. A bank of frailty-based scenarios has been created, ranging from acutely unwell patients to communication with families. Participants have been from across the multi-disciplinary team. Data were collected using pre- and post-session questionnaires – containing the Human Factors Skills for Healthcare Instrument (HuFSHI) and frailty-based knowledge questions with Likert scales. Learning has been disseminated through the department via newsletters.

Thirteen sessions have been delivered with 59 participants (23 nurses, 20 doctors, 9 physiotherapists, 6 nursing assistants, 1 occupational therapist). Forty-nine surveys were completed – 100% of participants found the sessions useful. Post-training, staff demonstrated improvement of self-efficacy in 11/12 HuFSHI questions and all frailty questions (Table 1). The most common learning themes were communication (51%), teamwork (43%) and escalation (24%), as well as management of frail patients (35%). Working with the team (47%), the scenarios (18%) and debriefing (12%) were aspects learners most liked about the sessions.

An
37 Simulation as a Proactive Patient Safety Tool
Authors: Stevenson Anna , Hester Ben , Newton Steph , Wilson Esther
Published: January 2022

Traditionally,

The aim of the study was to develop a tool to detect latent safety errors during in situ simulation which is fully integrated with existing Trust safety metrics.

simulation in a district general hospital across community and acute clinical areas.

Multi-professional

During the pilot phase, 73 participants took part in 7 simulations on AMU. Facilitators identified 28 latent errors. Comparison with other sources of safety data (formal incident reporting and critical care outreach team data) showed that

Latent safety error by incident code

We have identified three major outcomes: Shared learning: latent safety errors are rarely unique to one clinical area and have the potential to occur elsewhere in the Trust. Wider dissemination of latent safety errors at a directorate level allows proactive interventions to reduce patient harm. A monthly Simulation Safety Outcome Report shared with senior nursing staff at a directorate level is being evaluated. Responsive learning and staff engagement: latent safety errors were discussed at every debrief. Participants provided valuable suggestions often resulting in immediate local interventions. This internal resolution has engaged and empowered clinical staff in patient safety. Targeting resources: Integration of active and latent error data from numerous sources allows Trust safety management structures to target resources to improve patient safety and develop sustainable approaches to risk reduction. National standardization of coding active errors (incidents) and latent errors would broaden the use of
18 SP Training for Transgender Healthcare Stations: What SPS and Program Directors Need to Know
Authors: Simon Erik , Polonko Isle
Published: January 2022

Recent interest in the United States addressing Lesbian, Gay, Bisexual, Transgender (LGBT) healthcare issues, particularly obstacles faced by transgender individuals, has resulted in newly developed programming addressing these concerns. Training students and faculty on nuances of LGBT patients, with a specific focus on transgender patients, is critical if outcomes for this population are to improve. Data show 23% of survey respondents avoided seeing a doctor when needed, fearing mistreatment as a transgender person

The aims of the study were to increase empathy and awareness of LGBT healthcare needs and to improve communication and patient/practitioner relationships through experiential learning with live transgender standardized patients.

The programmes developed address fundamentals for healthcare professionals about serving LGBT patients: inclusivity, rapport, effective communication without creating anxiety or offense, language to avoid, and other practical knowledge including various surgeries and gender-affirming care available to transgender individuals. Initial panel discussions with members of the LGBT community have proved very effective in covering realities faced by transgender patients. Implementation of Teaching OSCEs (Objective Structured Clinical Exams) utilizing transgender individuals applies gained knowledge from lectures and discussions. It is critical for learners to experience working with an actual transgender standardized patient to effectively simulate encounters. Only a person from a marginalized community can accurately portray unique experiences affecting that particular community. Advanced medical training has also been developed including training for forensic examiners.

These programmes include an LGBT didactic presentation, followed by a moderated panel (conducted virtually or in-person) of transgender individuals from varied backgrounds to share personal experiences receiving healthcare. Trainees are encouraged to ask panellists questions regarding concerns on proper communication, inquire about experiences in receiving gender-affirming care and discuss how to improve healthcare for transgender patients. Subsequently, trainees have the opportunity to participate in scenarios scripted and led by transgender standardized patients (SPs) or Trans Teaching Associates (TTAs). These scenarios can be conducted virtually, focussing on interview/history taking and communication skills, which makes global reach possible. In-person hands-on OSCEs can further assist trainees by providing opportunities to visualize trans anatomy. Learner feedback on improved understanding and empathy has been overwhelmingly positive, proving the necessity of providing training for learners in the care and treatment of transgender patients.
116 Developing a Framework for the Integration of Skills and Simulation: The 5-Stage Approach
Authors: Browne Emily , Phillips Mike
Published: January 2022

In recent years, there have been many publications providing guidance on simulation-based education and frameworks for development of faculty and delivery of simulation. However, there is not a framework for the integration and delivery of skills and simulation within a pre-registration curriculum. In 2017, Woda

The aim of the study was to create a framework that integrates clinical skills and simulation increasing in complexity that can be used for any pre-registration healthcare curriculum. Ability to effectively implement and embed within an existing or new curriculum.

We developed a framework using a five-stage approach to scaffold learning. Bringing simulation into the curriculum from the very start with the early introduction of consolidation and simulation allowing for a gradual cognitive load. Our approach builds on technical and non-technical skills alongside an understanding and exposure to simulation, by their final-year students will be debriefing their own teams in simulation and understand the use of simulation debriefing tools. This integration of skills and simulation and move away from ‘task training’ skills teaching aims to create both competence and confidence in students enhancing practice placements and ultimately improving the safety of patients. The approach consists of five stages: (1) online learning; (2) facilitated practical (task training); (3) simulation consolidation (facilitated simulation); (4) simulation days (remote facilitation); (5) clinical practice.

The framework is being applied to the 2-year Master's programmes and nursing associate programmes as well as the standard 3-year pre-registration nursing, midwifery, operating department practitioner and paramedic programmes. Skills both technical and non-technical are introduced in years 1 and 2. In year 3, the focus is on knowledge review with a higher expectation of understanding and assimilation into the simulated environments expected. Over the 3 years, facilitation will lessen until students are leading on the simulation delivery and debrief by the end of their course. The same principle is applied to the 2-year programmes. This framework has been applied to all our healthcare courses by mapping the required skills curriculum and using the framework to build the content and set the delivery. The framework has now been adopted by another university.
169 Managing The Acutely Unwell Patient: An Interactive and Gamified Approach to Online Simulation During The COVID-19 Pandemic
Authors: Ogunmwonyi Innocent , Parker Hollie , Adeboye Teniola , Alam Azeem , Mathews Catherine , Simpson Thomas
Published: January 2022

The COVID-19 pandemic has necessitated a transition from traditional face-to-face teaching to virtual equivalents, sometimes at the expense of teaching quality and student engagement

Our aim was to demonstrate the feasibility of a novel gamified online simulation approach to teaching the management of acutely unwell patients.

Using elements of gamification and interactive film, this virtual session was designed to teach prospective medical students the ‘A to E’ approach of managing an acutely unwell patient. The management of an acutely unwell patient is an iterative and dynamic process that requires one to manage uncertainty and constantly re-evaluate the clinical situation. The session was designed using interactive film, with students given the ability to influence a clinician’s actions and subsequent changes of clinical scenario dictated by student live-vote. This interactive and engaging approach allowed students to reflect-in-action and be active learners, in line with an experiential pedagogy

Students attended a live session using a video conferencing service (Zoom) and their responses to clinical scenarios were recorded using an online voting tool (Mentimeter). Students were provided with a case history of an unwell patient and presented with an opening video. The session required video options to be pre-recorded to reflect the numerous potential avenues within the scenario as dictated by the students’ chosen actions. Depending on overall student voting consensus, pre-recorded videos of the clinician’s actions and changes to the clinical scenario were subsequently shown. For example, if the appropriate clinical action was selected, students would progress through the A-E approach. Students effectively guided the clinician to manage the unwell patient, with iterative and real-time feedback provided throughout the scenario. The session was concluded with a debrief, explanation of the case and key learning points.
4 Departmental Paediatric Simulation Teaching: How Can we Best Involve Adolescents as Simulated Patients?
Authors: Douch Catherine
Published: January 2022

Paediatrics requires diverse, adaptable, age and developmentally appropriate communication and clinical skills which HCPs can find challenging, negatively impacting paediatric care. The involvement of simulated patients (SPs) could be used to bridge this gap and bring patient perspectives. To create authentic, high-fidelity paediatric simulations it makes sense that young people should have a role. As a paediatric registrar in a district general hospital, I considered how to involve adolescent SPs in teaching by performing a literature review.

On 2 February 2021, an advanced title and abstract search on PubMed: ‘paediatric’/’children’/’adolescent’ AND ‘simulated patient’/’simulated patients’/’standardized patient’/’standardized patients’. In total, 196 results returned which I filtered as per the inclusion and exclusion criteria (Table 1) leaving five articles.

Inclusion/exclusion criteria

Findings

Recruitment: SPs were recruited from theatre groups

Training: some authors ran didactic teaching about conditions, rehearsals or video training

Scenarios: standards of best practice state that simulated patients should be involved in resource writing and evaluation. However, while one group personalized scenarios

Feedback: honest feedback from SPs is central to optimizing learning which SPs found challenging. Training to feedback with ‘I’ statements or using ‘the character’ to feedback was useful

Positive impact: SPs felt the experience was positive and would be involved again. Positive impacts include: increased trust in HCPs

Negative impact: exhaustion, boredom and potential for exploitation (missed schooling)

Student learning: real children challenged students’ interpersonal skills and rendered encounters realistic.

Implications for practice

‘Do no harm’ remains paramount in medical education. The benefit to society must be weighed against the risks to the child and their best interests must be kept central in educational processes.

When planning teaching I will:

Run monthly simulation sessions consolidating weekly didactic teaching

Limit sessions to 1 hour

Recruit young people within the hospital to minimize school absence

Invite collaboration between SPs and students to create scenarios around self-identified learning needs while maintaining psychological safety, allowing for complexity and fidelity that would be impossible if written by faculty

Train SPs to feedback using ‘I’ statements

Collaborate with the Child and Adolescent Mental Health Team prior to mental health scenarios to consider training and debriefing

Keep the SPs voice central to the debrief and feedback
94 Phygital Simulation for a Large Group of Learners in a Regional Teaching
Authors: Ojo Stephen , King Amie , Faruqi Faisal
Published: January 2022

Over the years, knowledge-based simulation has been a valuable way of delivering certain content of the syllabus in medical education. There have been challenges to undertake any form of educational activities during the COVID-19 pandemic due to a global shutdown

The aims of the study were to deliver an inclusive and effective simulation session to a large cohort of trainees in emergency medicine and to provide an immersive learning environment to learners by enhancing their feeling of being present in the simulation hub.

We delivered a phygital simulation with the aid of digital technology in a way that encouraged participation from all attendees. We sought to overcome known challenges of simulation teaching during the peak period of COVID-19 and identified newer challenges unique to the situation and suggestions for future improvements or simulation.

During the simulation, we utilized a standardized patient (SP) (who did not require further training for our method) and various equipment/components of the room including cameras for the different views required. The room had a limit of five persons (as per COVID-19 restrictions) so we designed a teaching method that enabled us to cater efficiently for the remaining 33 participants of the scheduled regional teaching session. A volunteer candidate was chosen from the online audience to lead in the simulation. Prior to selection, all candidates were shown the brief which explained the expectation of leading and the different camera views available to aid their performance. They viewed the whole room with separate focuses on the SP, the device required to perform a procedure, and their appointed physical presence (PP) who they will instruct to perform the procedure. We identified advantages, challenges and areas of future development and believe that this type of teaching can be applied to a wide range of simulations that required demonstration.
103 Unpicking the Mechanisms Used in Simulation-Based Education that Support Undergraduate Students’ Development of their Collaborative Practice Skills
Authors: Ezekiel Leisle , Stiger Robyn
Published: January 2022

Annually, approximately 80 undergraduate physiotherapy and occupational therapy students participate in simulation-based learning, as part of a second-year module. The experience provides opportunities for students to achieve core module outcomes, such as developing communication skills, inter-professional practice and clinical reasoning. The simulation is supported by a small team of academic faculty and a professional actor, all trained in simulation and debriefing. The students are required to assess an older person at home as part of an emergency response team. They work in groups of up to eight students, are pre-briefed and given a profession-specific written brief of their role in the scenario. A two-pronged approach to debriefing is used; the origami approach, utilizes pauses to capture teachable moments

The aim of the study was to identify the mechanisms used in simulation-based education that support development of collaborative practice skills of undergraduate students.

The simulation-based learning scenario was iteratively developed, delivered and evaluated over 3 years. Staff reflection and content analysis of 3 years of feedback from anonymous evaluation questionnaires, and a sample of student assignments, were used to identify aspects of simulation delivery that supported students’ development of collaborative practice.

Although students consistently report anxiety about participating in the simulation, they also identify it as one of the most intense but helpful learning experiences of their on-campus degree programme. The use of trained, experienced actors, indistinguishable from service users maximizes student engagement. Effective pre-briefing reduces student anxiety and provides an opportunity to add complexity via the written brief. The student roles as observers and/or participants (in a familiar role) improve students’ experience and support students with diverse needs. Assigning clear staff roles improves delivery and cost-effectiveness. Combining the two approaches to debriefing students was necessary to allow reflection-in-action and -on-action. Thorough debriefing is essential, challenging and requires planning and practice.

Simulation is an effective pre-qualifying education tool. Adequate pre-briefing, effective debriefing styles, and clear assignment of staff roles aid in effective delivery. Simulation scenarios need to be carefully constructed and delivered to ensure that all students remain within their optimal learning zone and to support students with diverse needs.
30 Shifting an In-Person Simulation Facilitation Training Program for New Nurse Educators to a Virtual Context
Authors: Dale-Tam Jennifer , Menard Prudy , Ladouceur Natalie
Published: January 2022

Best practices indicate simulation sessions should be facilitated by a trained instructor to maintain a safe environment for learners. We developed and implemented a successful simulation facilitation training curriculum for nurse educators at our organization in 2018

The aim of the study was to revise our current simulation facilitation curriculum ‘Introduction to Simulation’ with greater emphasis on delivery of the program through virtual processes.

Pulling from the educational methodology of the flipped classroom that has many advantages for the practicing professional such as improved learning performance, increased motivation and flexible learning

This curriculum has yet to be implemented. We anticipate implementation in September 2021 with a cohort of 5 to 6 new nurse educators. The revised curriculum is anticipated to incorporate 2 hours of independent learning, 4 hours of an interactive webinar and 4 hours of simulation facilitation practice that will allow for the application of knowledge learned and feedback from simulation facilitation experts. After the workshop, we will seek feedback from workshop participants asking if this methodology met their learnings needs. We will use the outcomes of this first cohort to evaluate if this educational strategy is viable for ongoing program delivery.
LIFE CYCLE MANAGEMENT SERVICE FOR THE COMPUTE NODES OF THE TIER1, TIER2 SITES (JINR)
Authors: Baranov A. , Golunov A. , Mitsyn V. , Kashunin I.
Published: January 2022

Megascience experiments, such as CMS, ATLAS, ALICE, MPD, BM@N, etc., are served at theMeshcheryakov Laboratory of Information Technologies (MLIT) of the Joint Institute for NuclearResearch (JINR) using the available computing infrastructure. To ensure the guaranteed and stableoperation of the infrastructure under constant load conditions, the centralized and timely maintenanceof software and the rapid introduction of new compute nodes are required. As a solution to this task, alife cycle management service (LCMS) was created; its purpose is to automate the process related tothe software maintenance and commissioning of new computing resources.The paper will give an overview of the service and its components.
KARAKTERISTIKE VODNOG BILANSA ISTOČNOG DIJELA BOSNE I HERCEGOVINE
Authors: Čengić Izet
Published: January 2022

Fočanska regija u istočnoj Bosni i Hercegovini je zanimljiva orografsko-ekološka regija sa stanovišta uloge padavina i temperature u genezi tla. Da bi se saznalo više detalja o dinamici vode, analiziran je dugoročni period padavina (22 godine) na dvije meteorološke stanice koje se nalaze na ovom području od 126.600 hektara. Kao predstavnik planinskog i nizinskog područja korišteni su Čemerno i Foča. Analizirani su prosječni mjesečni maksimumi i minimumi, viškovi i deficiti vode, potencijal evapotranspiracije (PET) i realne transpiracije (RET).
MATEMATIČKI IZRAZ ZA LOGIČKO-GRAFIČKI IZRAVNATU KRIVU LINIJU
Authors: Lojo Ahmet
Published: January 2022

Mnoge funkcije rasta koje se koriste u šumarskoj nauci i praksi nemaju matematičku formulu i funkcije su izjednačene na logičko-grafički način.

Zapreminske tablice za običnu jelu (Abies alba Mill.) izrađene na osnovu pet kvalitetnih klasa (Matić, 1963) još uvijek su u upotrebi u šumarskoj praksi u Bosni. Da bi smo uspostavili vrijednost parametara za funkcije rasta, program Microsoft Excel može

koristiti, čime se omogućava lakše izračunavanje podataka u inventarizaciji šuma.
ŠUMSKA VEGETACIJA I ŠUMSKA ZEMLJIŠTA U BOSNI I HERCEGOVINI PREMA CORINE PROJEKTU
Authors: Vojniković Sead , Taletović Jasmin
Published: January 2022

Ljudska populacija ima snažan uticaj na životnu sredinu, posebno na šume. Kako bi pratili, analizirali i razumjeli ove utjecaje, E.U. je razvila informacioni sistem pod nazivom: CORINE, program baziran na satelitskom mapiranju zemljišta i vegetacije. Razvijena je jedinstvena nomenklatura i metodologija za izvođenje CORINE programa za sve evropske zemlje. Bosna i Hercegovina je pristupila ovom programu 1998. godine. Sadašnji pokrivač šuma i šumskog zemljišta je analiziran i upoređen sa podacima dobijenim prije 30 godina.
UPOTREBA NOVIH TEHNIKA SADNJE SADNICA KOD POŠUMLJAVANJA EKSTREMNIH STANIŠTA
Authors: Višnjić Ćemal , Mekić Faruk , Balić Besim
Published: January 2022

UDK 630*233

Eksperimentalno ispitivanje mogućnosti primjene mikorize i sintetskog hidrogela za povećanje otpornosti sadnica zaljeva na ekstremnom mjestu bez vode u ljetnim mjesecima, bio je cilj ovog rada. Mikorizne gljive Paxillus sp. soj korišteni su za povećanje aktivne upijajuće površine korijena presadnica, a sintetički hidrogel „Stockosorb“ za povećanje vododrživosti tla u zoni korijena biljke.Eksperimentalna istraživanja uključuju ispitivanje otpornosti klica (Picea abies L.) na fizički stres od suše. Sadnice su posađene u posude zapremine 2000 cm3, uz različite tretmane (kontrola, štokosorb, mikoriza, stokosorb + mikoriza). Fiziološko stanje presadnica ocjenjivano je mjerenjem potencijala zadržavanja vode i procjenom vitalnosti na ljestvici od 4 stupnja.Rezultati su pokazali da su sadnice s mikorizom i stokosorbom, kao i one s mikorizom, pokazale samo najbolje fiziološko stanje na kraju ispitivanja. Pokus je proveden u stakleniku Instituta za uzgoj šuma Sveučilišta u Göttingenu.
ŠTETE OD MRKOG MEDVJEDA (URSUS ARCTOS L.) NA ŠUMSKIM SASTOJINAMA U SREDNJOBOSANSKOM KANTONU
Authors: Kunovac Saša , Bašić Mustafa , Skrobo Nino , Ličanin Slobodan
Published: January 2022

UDK 639.111.7:630*45(497.6)

Medvjed mrki (Ursus arctos L.) je najkrupnija vrsta karnivora u Bosni i Hercegovini. Usljed kompeticije za resurse sa ljudima, ova vrsta je nestala iz najvećeg broja evropskih zemalja prije više stotina godina. U Bosni i Hercegovini, intenzivno gazdovanje medvjdom provodi se od 1955. godine. Dopunsko prihranjivanje je bilo glavna karakteristika ovakvog načina gazdovanja, u pokušaju da se reduciraju štete koje medvjedi čine na stoci, usjevima, voćnjacima i pčelinjacima.

Prve značajne štete, uzrokovane guljenjem kore na stablima od medvjeda, zabilježene su 1983. godine. Neki radovi i studije iz tog vremena navodili su na zaključak da je primarni uzrok guljenja kore na stablima nedostatak mineralnih sastojaka u ishrani medvjeda. Drugi navode visoku koncentraciju medvjeda na lokalitetima oko hranilišta kao mogući uzrok guljenja kore na stablima.

Drastična regulacija brojnosti medvjeda u periodu 1992.-1995. godine, i nedostatak bilo kakvog gazdovanja (dopunsko prihranjiivanje), sve do 1998. godine, uzrokovalo je  odsustvo šteta na sastojinama ili iste nisu bile registrovane.

Nove, značajne štete registrovane su 2006. godine u području Vlašića i 2008. godine na području Koprivnice.

U ovom radu, prikupili smo i obradili podatke o intenzitetu, vremenu i mjestu nastanka štete od medvjeda na dva lokaliteta u Srednjobosanskom kantonu. Uporedili smo prethodne podatke o štetama (do 1992. godine) sa sadašnjim. Takođe, komentarisani su mogući uzroci, mjere prevencije i zaštite, njihova efikasnost i posljedice po šumske sastojine.
TOXICITY OF CHLORINATED PHENOLS AGAINST LIGNINOLYTIC FUNGI HYPOXYLON FRAGIFORME AND CONIOPHORA PUTEANA
Authors: Memić Mustafa , Selović Alisa , Mahmutović Omer
Published: January 2022

UDK 582.28:547.56

         630*81:582.28

Disposal and incineration or recycling of old and waste wood represents an environmental problem. In most cases, agents on the basis of chlorinated phenols were used for wood preservation. These substances penetrate deeper into the wood and because of their chemical stability it remain for decades. This is an environmental problem since chlorinated phenols are among the most acute and chronic toxic contaminants. One of the promising methods to resolve this problem is biodegradation of chlorinated phenols by microorganisms and by fungi, lately. The toxicity of chlorinated phenols against ligninolytic fungi Hypoxylon fragiforme (Hf) and Coniophora puteana (Cp) has been investigated in this paper. Results showed that the maximum concentration of chlorinated phenols, that allows the growth of Hp and Cp fungi, is 2.5 mmol/L. Testing the impact of eight chlorinated phenols on the growth of fungi, it was determined that chlorinated phenols show less antifungal activity to Hp fungus. Antifungal activity to both fungi increases with the number of substituted chlorine atoms. Also, an important role in antifungal activity, have a physico-chemical properties of chlorinated phenols, primarily LogKow, pKa and the Henry constant. Position of chlorine atoms in the molecule also has a certain influence.
PHENOLIC CONTENT IN THE NEEDLES OF CRYPTOMERIA JAPONICA (THUNB. EX L. F.) D. DON, CUPRESSOCYPARIS × LEYLANDII (A.B. JACKS. & DALLIM.) DALLIM. “CASTLEWELLAN GOLD“ AND SEQUOIADENDRON GIGANTEUM (LINDL.) J. BUCHHOLZ
Authors: Pustahija Fatima , Subašić Mirel , Bašić Neđad
Published: January 2022

UDK: 581.19:547.56:582.477

Various phenolic compounds can be found in a gymnosperms and have been related to their bioactive properties, esspecially as a allelochemicals. Total phenol, flavonoid (flavone and flavonol) and protoanthocyanindin content was estimated quantitatively by using spectrophotometric method in the needle methanol extracts of mature Cryptomeria japonica, Cupressocyparis × leylandii „Castewellan Gold“ and Sequoiadendron giganteum individuals. Although there is a strong intraspecific variability on the basis of the studied group of compounds, Duncan's test showed that C. japonica is clearly distinguishable from the other two taxa analyzed, and in particular on the basis of total proanthocyanidins and phenolics content. On the other hand, S. giganteum and C. × leylandii only differ on the basis of the flavonoid content calculated in terms of quercetin equivalent. In all three taxa proanthocyanidins had the highest variability. The ratios and relatively high content of analyzed phenolic compounds for all three studied taxa indicate that they may be considerd as a potential both chemotaxonomic characters and valuable sources of antioxidants, which should be confirmed by further researchs.