bluuebunny/crossref_metadata_2025_split huggingface dataset:
Investigation Of the Reasons Why Individuals Who Trek Participate in The Activity (The Kayseri Province Example)
Authors: APAYDIN Murat Bekleyiş , KAYA Bayram 
Published: October 2023

ABSTRACTThe aim of this study was to determine the reasons of individuals participating in nature walks in Kayseri province for participating in such a physical activity. This researches who participate in nature walks in Kayseri province, consists of 347 people with an average age of 30,3±11,9years old. These participants consisted of 133 female and 214 male individuals. This study was used SPSS 22 program for data analysis. To sample size determination was used to G*Power (3.1.9.4). The scale created by Ekici et al. (2012) consisting of 5 sub-dimensions (Social, Healthy, Education, Time, Observation) and likert-type 24 questions. In the research, For the evaluation of the data obtained through the scale application, on the other hand, descriptor statistical methods such as frequencies (f), percentages (%), averages (x̄), and standard deviations (SD) were utilized. It was accepted that the data do not show normal distribution and it was decided to use nonparametric tests Which is comparing in pairwise Man-Whitney U and more than two parameters’ comparisons Kruskal Wallis test also. At the end of the research, it was found that there was a significant difference (p0,005) in the health, education, observation, social, time sub-dimensions according to marital status, observation according to gender variable, and social health and education sub-dimensions according to education level. As a results, it was found that marital status and education level are important factors in participation in nature walks. Keywords: Education, Health, Recreation, Social, Trekking
Investigation of the Effect of Push-Up Exercises with and without Suspension on Some Motor Skills Applied to Young Volleyball Athletes
Authors: ERİŞ Fatih 
Published: October 2023

ABSTRACTThe aim of this study was to compare the relationships between some motor skills in the upper extremity region of 20 male volleyball players aged 15-18 years, competing in the 8th Group of the 2nd League of the Turkish Volleyball Federation, with and without suspended and unsuspended Push-Up (PU) bosu ball exercises applied for 3 sessions every week for 8 weeks. In addition to the normal training program, the first group was trained with unsuspended (PU) and the second group was trained with suspended (PU) for 8 weeks. Both groups performed Medicine Ball Throw to evaluate upper extremity strength, Closed Kinetic Chain Upper Extremity Stability Test to evaluate endurance and Upper Extremity Y-Balance Test to evaluate balance before and after the training program. As a result of this study, the difference values of the test results before and after the training were compared. A significant difference was found between the groups in the upper extremity right and left arm 0,000, Y Balance Test Medial dominant 0,000, and non-dominant 0,004, Superolateral dominant and non-dominant 0,000, Inferiorlateral dominant 0,024 and non-dominant 0,000, chest and overhead 0,000 Health Ball Throw test difference changes (p0,05). Performing the applications used in classical training methods on unstable grounds can increase the motivation of volleyball athletes and contribute to their performance. As a result, it seems that unsuspended and suspended (PU) exercises can increase the levels of medicine ball throwing, closed kinetic chain upper extremity stability test and upper extremity Y-balance test with the exercises applied, although the levels are different. Further studies on the subject by increasing the number of participants in different groups and using electronic devices will be useful.Keywords: Bosu Ball, Motor Skills, Push-Up, Upper extremity, Volleyball
A31Skills2u – using ward-based toolkit training to address frequently identified technical skills performance errors during in situ simulation
Authors: Suggitt Debbie , Baxter David , Baxter Jeanette , Sharman Matthew , Murdoch Jodie , Colgan Aoife 
Published: October 2023

Background and aim:
Delayed airway management was identified in 70% (9 of 13) of Insitu simulation (ISS) with an average time of 3.42 minutes from identification of the problem to management. The resuscitation council UK suggest that in most patients presenting with a compromised airway, simple actions are sufficient to stabilize them, failing to do so increases the risk of hypoxia and multi-organ failure [1]. To address this trust wide training was initiated through the ‘skills2u’ programme, where toolbox teaching was taken to the wards.
Methods:
Across a two-week period, a multiprofessional team comprising of the simulation faculty, anaesthetists, and advanced clinical practitioners, visited all clinical areas and delivered a short 10–15-minute practical ward-based interactive session to the interprofessional team. The session covered airway assessment, airway opening manoeuvres and opportunity to practice inserting basic airway adjuncts.
Results:
412 clinical staff, of all grades and disciplines, were taught in basic airway management of the deteriorating and arrested patient. Evaluation of the teaching revealed 95.5% of staff agreed it was relevant to their role and 98% agreed they now felt better prepared to respond to changes in a patient’s condition. In the subsequent three months, technical skills performance errors for airway management were identified in 15% of 10 ISS completed. In these simulations the average time taken to manage the airway from identification of the problem reduced to 1.39 minutes.
Conclusion:
Using ISS to identify technical skills performance errors followed by a trust wide ward-based education programme is an effective way to enhance patient safety.
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.
A17Digital patient simulation versus patient actors – what do participants prefer?
Authors: Bachra Josh , Wright Jonathan , Junaid Kehinde 
Published: October 2023

Background and aim:
Nottinghamshire Healthcare Medical Education delivers simulation-based learning to over 500 medical students and junior doctors each year. The scenarios for these sessions are co-produced and delivered with a simulated patient actor. In January 2023, we introduced a new type of simulation allowing participants to interact with a digital patient. The AVATr digital patient received good feedback delivered remotely [1], but we intended to use it face to face. Our aim was to find out whether participants found the digital patient more or less useful than the patient actor. A secondary aim was to explore if the digital patient was helpful in preparing for simulation with a patient actor.
Methods:
The digital patient simulation was delivered in the morning of a full-day session to a cohort of F2 doctors. Participants sat on a chair in front of a green screen with a go-pro filming them. Participants were able to see themselves in a third-person perspective on a TV screen and interact with a digital patient. The digital patient was controlled by a facilitator who chose responses from a grid depending on what had been asked and how it had been asked. The participants experienced two scenarios – one around assessing psychosis and one on adult self-harm. The participants also had a simulation later that day with a patient actor. We collected qualitative and quantitative feedback via digital forms and analysed the results.
Results:
Ninety-two participants attended the sessions between January 2023 and March 2023. 70% of participants Agreed or Strongly agreed that the virtual patient was useful, compared to 100% for the patient actor. If facilitator familiarity with technology was adjusted for 68% of participants, Agreed or Strongly agreed the digital patient was useful. Eighty-six per cent of participants believed that digital patient simulation helped them prepare for the patient actor simulation. Total numbers in Figure 1-A17. Reasons participants gave for not finding the digital patient useful fell into four main themes: the limited nature of the responses the patient could give, the artificiality of the arrangement, the awkwardness of the technology and the relevance of being able to see yourself in the third person.
Clustered bar graph comparing Likert-scale responses to the statements The Virtual Patient was useful and The Patient Actor was useful
Conclusion:
We found that whilst participants overwhelming preferred simulation with a patient actor to simulation with a digital patient, the digital patient played a role in helping prepare participants for simulation with a patient actor.
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.
A8Mental health professionals’ lived experiences of simulated ligature training: a phenomenological study
Authors: Mitchell Aby , Hill Barry 
Published: October 2023

Background and aim:
Ligature and death by hanging represent critical issues in nursing practice that necessitate ongoing vigilance and assessment from healthcare practitioners [1–3]. This study delves into the lived experiences of healthcare professionals participating in a simulated ligature training and management workshop at a London university. The phenomenological research aims to offer an in-depth comprehension of the benefits and challenges associated with employing a simulation-based approach to ligature management training for mental health care professionals.
Methods:
A purposive sample of 10 healthcare professionals working in in-patient settings were invited to partake in a 2-day simulation-based ligature management workshop. Participants were aged 18 years or older and were able to provide written informed consent. Qualitative data were gathered following the 2-day simulation workshop through audio recordings and verbatim transcriptions, which were subsequently thematically analysed and interpreted by the research team.
Results:
Thematic analysis of in-depth interviews unveiled three principal themes: (1) transformative experience, (2) altered perspectives on ligature training, and (3) patient-centred risk management and empowerment. The study offers valuable insights into the lived experiences of healthcare professionals within a simulated learning environment, contributing to a more profound understanding of effective training strategies for handling ligature-related situations in clinical practice.
Conclusion:
The findings indicate that simulation-based training can bolster the competence, resilience and preparedness of mental health professionals in managing ligature-related situations. Moreover, involving patients in devising their own risk management plans and delivering individualized care can result in improved patient outcomes and diminished staff burnout. This study sheds light on effective training strategies for mental health professionals in tackling complex and challenging circumstances in mental health care.
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.
A2Pilot of communication skills simulation incorporating gender-based violence
Authors: Jones Kate , Appadurai Emily , Hussain Faris 
Published: October 2023

Background and aim:
Over the last decade, there has been increasing awareness of the prevalence of gender-based violence with increasing recognition of its disproportionate impact on vulnerable adults and children [1]. When these vulnerable adults and children may present to services, healthcare professionals have an opportune position to recognize this and act as an agent to signpost these individuals to relevant services. Individuals suffering from gender-based violence prefer practitioners to ask about the possibility of violence as it is easier for them to disclose this in response to the question than to offer the information unprompted [2]. While communication skills are taught to various degrees in medical schools around the country, the authors of this project recognized that many medical schools did not address these issues in these sessions. Consequently, a communication-based skills day was developed that addressed this and offered an opportunity for training and simulation of scenarios.
Aims:
These sessions aimed to improve students’ confidence in recognizing indicators of abuse and asking individuals if they were subject to forms of violence or abuse.
Methods:
A half-day teaching programme was produced for final year medical students. This comprised of a talk on the indicators of gender-based violence, suggestions on how to approach enquiring about gender-based violence and simulation scenarios incorporating gender-based violence. The scenarios were designed to include indicators of violence aforementioned in the talk to enable students to practise question asking.
Pre- and post-session questionnaires were used, and students were to rate their confidence on a scale of 1–5 of how confident they felt asking these questions and recognizing indicators of violence.
Results:
Twenty-three students partook in the two sessions delivered. Pre-session data suggested that students had received minimal teaching on the indicators of violence. After completion of the sessions, there was a 57% increase in the students’ confidence in recognizing a victim of violence and a 51% increase in confidence in asking whether an individual had been subject to violence. Qualitative data suggested that students valued simulation incorporating indicators of violence and opportunity to sensitively enquire if someone had experienced violence. Overall, students felt better equipped to address future scenarios where an individual may have been subject to violence.
Conclusion:
Our teaching session increased the confidence of final-year medical students in recognizing the indicators of violence and their ability to sensitively enquire about any violence that an individual may be subject to.
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.
A20Does the use of simulation enhance the development of registered physiotherapist’s respiratory ‘on-call’ skills – a literature review
Authors: Barnfield Emily 
Published: October 2023

Background 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.
PRISMA flow diagram
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.
A1Interactive simulation training course for professionals working with children and adolescents with eating disorders
Authors: Saleem Naila , Fisher Megan , Griffiths Jess , Galloway Selena , Jianu Cristina , Ortega Vega Marta 
Published: October 2023

Background and aim:
Research suggests that eating disorders (ED) in children and adolescents are on the rise [1]. One study found that the incidence of anorexia nervosa in young girls aged 10–14 years increased by 50% between 1980 and 2000 [2]. Another study reported a 119% increase in the number of hospitalizations for eating disorders in children aged 12 and under between 1999 and 2006 [3]. These statistics highlight the urgent need for improved prevention, early intervention and treatment of eating disorders in young people. This 1-day interactive simulation training course is designed to enhance the knowledge, confidence and skills of medical doctors, psychiatrists, RMNs, physical health nurses, dieticians, general practitioners and family therapists who are working with children and young people (CYP) with eating disorders.
Methods:
This 1-day simulation course was delivered online. The course focuses on the assessment and management of CYP with ED, understanding the challenges faced by professionals in engaging CYP with ED in different settings, thinking about dynamics within family systems and in wider systems, and gaining a better understanding of capacity, consent and other conundrums. The course includes simulated scenarios played by trained actors to support the development of effective communication skills and Maudsley debrief model is employed to give participants feedback on their contributions and assist them in learning positively and constructively from their experience. Participants completed a pre- and post-course questionnaire measuring their confidence in course-specific skills and human factors skills, as well as collecting qualitative feedback on their experience of the course and intention to apply the learning.
Results:
Participants were asked to complete a pre-course and post-course questionnaire rating their knowledge, confidence and skills related to working with patients with eating disorders. Paired samples t-tests were conducted to analyse the difference in ratings between the pre- and post-course questionnaires. Results demonstrated a significant difference in the scores for course-specific questions between the pre-course (M =25.48, SD = 4.50) and post-course (M = 32.44, SD = 3.53), t(12) = 46 p < .001, 95% CI [−8.11, −5.80]. 100% of the participants reported that they would recommend the course.
Conclusion:
The course was effective at improving participants’ knowledge, confidence and skills in working with CYP with ED. The participants found the course useful for their clinical practice.
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.
A42A palliative care skills study day is an effective way of meeting palliative care registrar curriculum Direct Observation of Procedural Skills (DOPs) requirements
Authors: Churm Deepta , Snell Kaly , Dawson Robert , Jenkins Nichola 
Published: October 2023

Background and aim:
The new Speciality Training curriculum for Palliative Medicine from August 2022 identifies key procedural skills that, for the first time, can be performed in a simulation (SIM) skills lab to demonstrate proficiency [1]. These include tracheostomy care, managing non-invasive ventilation (NIV) and the management of indwelling ascitic drains. These skills can be difficult to acquire in non-hospital settings like hospices and in the community. A bespoke, pilot palliative care skills day was organized to assess the suitability for theory, skills training and subsequent opportunity to demonstrate proficiency by sign off against curriculum competencies.
Methods:
A total of 11 palliative care trainees from the Northern Deanery attended a pilot SIM study day in March 2023. Three parallel workshops were planned – tracheostomy care, the insertion and management of ascitic drains and managing NIV. Each workshop was delivered by local experts in the area (non- palliative care professionals) with experience of teaching and training other professionals. assessing internal medicine trainees. Trainers were briefed on learning outcomes prior to the session by two palliative care consultants, and the clinical context of each session was set within relevant palliative care environments for e.g. the care of a patient in a hospice, in the community or in a hospital.
Trainee confidence was assessed before and after SIM training with the use of 10-point Likert scales and free text comments.
Results:
Overall self-reported trainee confidence and competence scores increased for all three workshops (Paracentesis 7 to 8.8 out of 10, NIV 4.5 to 8.6, tracheostomy care 3.8 to 8.9). All trainees agreed it was an effective and educational way of addressing curriculum objectives; and agreed it should be a rolling programme offered regionally. Trainees commented on the positive learning environment, the small group sizes, the benefit of being taught by experts and having the opportunity to be assessed for curriculum requirements. Trainees who had previously achieved competencies commented on the benefit of refreshing skills. One area for development identified was the lack of standardization on DOPs forms about the level of proficiency required. This will be fed back to the regional training committee for the future. Trainees identified further clinical skills that could be addressed in a skills lab and hence, a second skills day will be organized.
Conclusion:
SIM training is an effective tool for delivering training around procedural skills for palliative care registrars. It also brings opportunity to demonstrate proficiency in specific practical skills.
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.