bluuebunny/crossref_metadata_2025_split huggingface dataset:
Speech and language therapy simulation: exploring safety learning
Authors: Williams Emma , Murphy Geraldine , Toft Lisa 
Published: November 2022

Continued collaboration between Senior Speech and Language Therapists (SLT) and the Simulation Centre at an acute hospital, led to further research into safety learning themes identifying issues with basic dysphagia care on the wards despite ongoing lecture-based training. This was interpreted as training being focussed on one way of learning for medical staff and not providing an equitable training service for those with differentiated learning needs [1]. This led to the SLT team creating a training programme titled ‘dysphagia friendly wards’. As part of this, the SLT and Simulation Centre developed a simulation programme which was a hybrid of open theatre forum style and simulation using a bell to increase interaction within the scenarios. We created a realistic ward environment increasing the validity of the scenario with groups of up to four healthcare care assistants and nursing staff from stroke wards.
Three scenarios were designed around the safety learning themes identified in the incident reports such as poor mouth care, incorrect diet textures, and choking hazards which were noted on the ward by the SLT team. This created a realistic and interactive session using a live actor to demonstrate different swallowing difficulties, poor oral hygiene, and the importance of dysphagia management. The live actors are professionally trained and members of the simulation education team.
Currently the programme is ongoing and we are due to finish our first ward by the end of March 2023 with the hope of rolling this out hospital-wide. Each ward is estimated to take 2 months to complete. Feedback during and after the sessions has been positive and participants have engaged by asking thoughtful questions and putting information into practice on the wards. Communication issues highlighted our diverse workforce and patients which was found in real time during the simulation. Supporting evidence has been written and available for presentation.
Very few SLT teams have used simulation training within their practice and the opportunity to create a programme that is proactive and differentiated for different learners is fantastic, and creates a work force that feels valued alongside giving gold standard care to patients with both communication and dysphagia.
1. L. Raffaelli (2014) 18 Teacher-Tested Strategies for Differentiated Instruction. Edutopia. Available online
Virtual reality wraparound learning modules: an innovative approach to self-debriefing to augment learner experience
Authors: Agarwal Lekha , Liu Charleen , Winnett Georgia 
Published: November 2022

Virtual Reality (VR) simulation has opened to a lot of trainees an ability to experience various clinical scenarios in a virtual space at a time and place that suits them [1]. It also gives an opportunity for deliberate practice as one can repeat the scenario as many times as one likes till proficiency is reached. Research over the years has shown most of the learning occurs during the debriefing [2] and the VR scenario gives a unique opportunity for self-debriefing or peer-peer debriefing in small groups [3]. However, in the current VR scenarios available to trainees, there is no provision of any link at the end of the scenario to access current best practice guidelines on the topic/scenario which the learner could use as part of their self-debriefing. The project aims to create wraparound learning module around the Virtual Reality clinical scenario to include a patient journey through the hospital, current guidelines, and teaching videos so that learners could conceptualize and consolidate their learning from the VR experience
VR scenarios available to Foundation doctors were chosen and a review of the topic and related standard best practice guidelines were reviewed on NICE, BTS, and similar resources. We also searched for real patient stories and easy to access procedural videos related to the topic and incorporated them on the module. Wraparound learning modules were created using a blended learning approach on Bridge online platform on topics like pneumothorax and infective exacerbation of Chronic Obstructive Pulmonary Disease. More modules are being created for the benefit of the Foundation doctors across East of England. Throughout the module reflection is encouraged and the topic is aligned to the Foundation curriculum and reviewed for quality assurance. A Likert scale survey would be sent out to the trainees who have completed the modules to assess the increase in their confidence in managing a clinical case after finishing the wraparound module.
The results of the pre-course and post-course levels of knowledge, skills and confidence are being analysed.
Wraparound learning modules could potentially improve learners’ experience of the VR scenario and improve learning and confidence in the clinical setting.
1. Cheng A, Kolbe M, Grant V, Eller S, Hales R, Symon B, Griswold S, Eppich W. A practical guide to virtual debriefings: communities of inquiry perspective. Advances in Simulation. 2020;5(1):1–9.
2. Rudolph JW, Simon R, Dufresne RL, Raemer DB. There’s no such thing as ‘non-judgmental’ debriefing: a theory and method for debriefing with good judgment. Simul Healthcare. 2006;1(1):49–55.
3. Pottle J. Virtual reality and the transformation of medical education. Future healthcare journal. 2019;6(3):181–185.
ODP students peer to peer simulation-based education
Authors: Wilford Amanda , Brown Nicholas 
Published: November 2022

Second-year Operating Department Practitioner (ODP) students in an English University need to undertake a teaching activity lasting 10 minutes on any topic not necessarily health related as part of their undergraduate curriculum as a formative assessment. ODPs practise in high acuity settings including theatre and intensive care, and are usually key members of a hospital’s resuscitation team. Teaching strategies for resilience is required when working in changing environments. To combine these two elements, an alternative approach was offered to replace the teaching activity. Student ODPs were offered how to create and lead a simulation activity based on ODP practice in lieu of the 10-minute activity as part of a pilot project. The TALK [2] tool was chosen as the mode of debriefing and focuses on improving interprofessional communication and the recognition of behaviours and strategies that are successful and should be adopted.
Twenty-eight students volunteered to undertake the pilot. The students supported by a simulation and ODP lecturer over a day were introduced to experiential learning, and simulation education approaches including design, facilitation [1], and debriefing. In pairs, the students created designs and were taught to use the Talk Framework [2].
The students completed an online evaluation tool in relation to their experience as educators. The students reported that they felt more confident with the difference between teaching and facilitating. The students felt they understood the stages of writing for education and enjoyed the session on learning outcomes. The students stated that teaching using simulation was more useful than randomly teaching any skill as this links to their practice. Through a discussion at the end of the sessions, the students felt that in practice they saw aspects of patient care that they do not understand or were unable to seek clarification about, and TALK [2] would help. The students also felt that the TALK [2] tool should be introduced in year one.
From the online evaluation and subsequent discussions, the project team has met with the Course Director and discussions are underway to review the current assessments for teaching. The students’ feedback about the TALK [2] tool being used as a strategy to learn how to speak to practice supervisors or other members of the healthcare team has brought about an immediate change. The tool will be used across all first-year ODP students from September 2022 with further research activities.
1. Persico L, Belle A, DiGregorio H, Wilson-Keates B, Shelton C. Healthcare simulation standards of best practice
2. Diaz-Navarro C, Leon-Castelao E, Hadfield A, Pierce S, Szyld D. Clinical debriefing: TALK© to learn and improve together in healthcare environments. Trends in Anaesthesia and Critical Care. 2021;40:4–8.
Using simulation for practice education: attitudes and experiences of allied health professional and nursing educators
Authors: Cook Teresa 
Published: November 2022

Simulation is increasingly being used in allied health professional and nursing education. There is evidence that student satisfaction with simulation is high, but limited research regarding educators’ attitudes and no existing review of this [1]. Placement capacity is an increasing issue and simulation could be used to address this, but adoption of this involves acceptance by educators and other stakeholders [2]. Therefore, the aim of this literature review was to explore the attitudes and experiences of allied health professional and nursing educators regarding the use of simulation in relation to practice education with the objectives of making recommendations for future practice and identifying areas for future research.
A qualitative systematic review was completed. Scopus, CINAHL, Medline, and AMED databases were searched in March 2022 using relevant search terms and subject headings where available. Inclusion/exclusion criteria were applied to identify appropriate peer-reviewed studies. The quality of articles was appraised using the Critical Appraisal Skills Programme qualitative studies checklist and data extracted using a table. NVivo 1.5 software was used to support the analysis of data using a simplified approach to thematic analysis to inform the discussion of the results [3].
Five studies were included from a variety of professions and countries (
Prisma Flow Diagram of the literature review exploring the attitudes and experiences of allied health professional and nursing educators regarding the use of simulation in relation to practice education
Overall attitudes towards simulation and practice education were found to be positive. Benefits and risks from educators’ points of view were identified and can be used to inform practice. Areas for future study were identified for example exploring these concepts within the UK and other health professions.
1. Beveridge J, Pentland D. A mapping review of models of practice education in allied health and social care professions. British Journal of Occupational Therapy. 2020;83:488–513.
2. Buckley S, Hensman M, Thomas S, Dudley R, Nevin G, Coleman J. Developing interprofessional simulation in the undergraduate setting: Experience with five different professional groups. Journal of Interprofessional Care. 2012;26:362–369.
3. Aveyard H. Doing a literature review in health and social care: a practical guide. Open University Press; 2018.
Respiratory emergency simulation teaching (REST) in a multidisciplinary team (MDT)
Authors: Elrick Andrew , Carnall Lia , Gonzalez Raquel , Camfield Laura , Thompson Fiona 
Published: November 2022

During the COVID-19 pandemic our respiratory high dependency unit (RHDU) increased bed capacity by 200%, recruited new staff to provide high flow nasal oxygen (HFNO) and continuous positive airway pressure (CPAP) support, and was relocated within the hospital. This created the need to upskill new staff to provide level 2 care to sick patients in a new environment [1]. We aimed to provide training to nurses, healthcare assistants (HCA), and junior doctors on RHDU via a multidisciplinary (MDT) simulation programmed to manage deteriorating respiratory patients. We also aimed to identify gaps in learning, policy, and procedures due to the relocation of RHDU.
The pilot included 22 sessions of in-situ simulation, run weekly by a core faculty including a respiratory consultant, ward sister, senior HCA, and clinical educator. All scenarios focused on MDT working with effective assessments and handovers.
All staff members on the ward wore the same scrubs making it challenging to identify the job role or seniority of staff, and this was noticeable during the simulations. Coloured lanyards identifying job role were purchased and are now worn by all RHDU staff. An anaphylaxis simulation identified a time delay in finding the key to access emergency medication. A key safe has been purchased by the ward to house this key, ensuring it is always available in an emergency. The themes identified were: an increase in the confidence, competence, and knowledge of the MDT in recognising, responding, and treating medical emergencies. It also developed the working relationships between MDT members by highlighting the skill set of different professions, allowing for an exchange of knowledge across all working levels.
Simulation is an excellent resource in problem solving and teaching. It provides a safe place to practise new skills and breaks down the barriers to effective communication within the MDT by creating a cohesive learning environment. Simulation must be an ongoing development for staff to ensure that skills are honed resulting in the best outcomes for our patients in an acute emergency. A monthly training programme has been developed consisting of four hours of simulation-based training using different levels of fidelity. We will continue to employ the use of MDT working to reflect real life working conditions based on the success of this pilot.
1. Almomani E, Sullivan J, Hajjieh M, Leighton K. Simulation-based education programme for upskilling non-critical care nurses for COVID-19 deployment. BMJ Simulation & Technology Enhanced Learning. 2020;7(5): 319–322.
Mental health assessment – a 360° student experience
Authors: Snowden Jasmine 
Published: November 2022

We have been developing 360° simulated practice videos for healthcare science students. The students who have taken part in the filming and watched the videos provided feedback on whether this would benefit their learning. We are doing this to continue to strive forward with innovations in virtual learning in line with Health Education England [1]. The simulation-based videos have been created to add to the healthcare sciences units to aid in ‘real-life’ teaching styles, to help build confidence and resilience in healthcare students, and to provide multidisciplinary, patient-focused scenarios that can be included in assessments [2].
First and third-year paramedic students took part in mass casualty scenarios filmed at our student’s union building. They worked with Critical Care Practitioners, Academics, Nurses in practice, and the National Ambulance Resilience Unit to create handover videos involving assessing casualties to create videos for other healthcare professionals. Follow-up videos were then filmed on the 360° cameras in the simulation suites to represent an accident and emergency environment as this is where mental health crisis assessments can take place. The adult psychosis presentation was filmed and shows ‘psychiatric liaison nurses’ played by second-year MSc and BSc mental health students assessing the person with suspected psychosis and making clinical decisions. The scenario mental state examination and the case study were scripted. Students could view the 360° videos using virtual reality headsets such as the Oculus Rift [3]. The student feedback evaluation data was collected via an online survey and focus group discussions (FGDs).
A survey was completed with n=30 students across all fields of nursing students and paramedic students. The student FGD evaluations were very positive about alternative simulated learning styles with one student quoting ‘It will make an assessment of mental health patients a lot easier for students using appropriate tools and models’.
Students found that simulation-based learning experience is an excellent addition to traditional learning approaches as it met the requirements for different learning styles. This research project brought together academics and practitioners from across practice and university. Future work should build on these resources based on feedback from students and service users.
1. National Health Service/Health Education England. 2020. A national vision for the role of simulation and immersive technologies in health and care.
2. ASPiH/HEE. 2016. Simulation-based Education in Healthcare Simulation-Based Education in Healthcare (aspih.org.uk) [Accessed on 17/06/2022]
3. Topal review: NHS. 2019. Preparing the healthcare workforce to deliver the digital future.
About Hop Cones for a Golden Brew
Authors: Jurášek Michal , Rybka Adolf , Opletal Lubomír , Drašar Pavel 
Published: November 2022

As a component of drinks, food, cosmetics, and spice, hops yields a plethora of biologically active compounds. This plant, which was valued by gods and kings through the history, may serve as a basis for pharmaceutical exploitation: not only as a healthy folk medicine but also in a search for the effective sedative, estrogenic, antimicro­bial, antidiabetic, and cancerostatic compounds.
Full text English translation is available in the on-line version.
PENGETAHUAN IBU HAMIL DENGAN KEJADIAN FLOUR ALBUS PATOLOGIS DI WILAYAH PUSKESMAS TINGGEDE
Authors: Retnaningtyas Erma , Ningsih Sri Utami 
Published: November 2022

Fluor albus adalah cairan yang dikeluarkan dari alat genital wanita dan dibagi menjadi dua, yaitu keputihan fisiologis dan patologis. Keputihan Patologis pada ibu hamil jika tidak segera ditanggani dapat menyebabkan Radang panggul rahkan kemandulan. Tujuan penelitian untuk mengetahui Hubungan Pengetahuan Ibu Hamil Dengan Kejadian Fluor Albus Patologis. Penelitian ini merupakan penelitian korelasional dengan pendekatan cross sectional. Populasi semua Ibu Hamil Di Wilayah Puskesmas Tinggede sebanyak 35 ibu hamil. Pengambilan dengan Teknik Accidental Sampling dengan besar sampel 30 ibu hamil. Variabel Independen Pengetahuan Ibu Hamil dan Variabel Dependen Kejadian Fluor Albus Patologis. Alat pengumpulan data menggunakan Kuesioner. Hasilnya dianalisis dengan uji Chi Square Test. Hasil penelitian didapatkan hampir seluruh ibu hamil memiliki Pengetahuan Baik tentang Flour Albus sebanyak 23 (77%). Kejadian Fluor Albus Patologis didapatkan hampir seluruh ibu hamil Tidak Terjadi Flour Albous Patologis sebanyak 26 (87%) responden. Hasil analisa data menunjukan signifikansi 0,000 < α = 0,05 sehingga H0 ditolak dan H1 diterima. Ada Hubungan Pengetahuan Ibu Hamil Dengan Kejadian Fluor Albus Patologis Di Wilayah Puskesmas Tinggede Sulawesi Tengah. Semakin buruk personal hygiene ibu hamil, maka keputihan yang dialaminya semakin besar bersifat patologis untuk itu ibu hamil harus selalu melakukan personal Higiene.
Analysis of the National Air Pollutant Emissions Inventory (CAPSS 2018) Data and Assessment of Emissions Based on Air Quality Modeling in the Republic of Korea
Authors: Choi Seong-woo , Cho Hyeonjeong , Hong Yumi , Jo Hee-ji , Park Min , Lee Hyeon-ji , Choi Ye-ji , Shin Ho-hyun , Lee Dongjae , Shin Eunji , Baek Wooseung , Park Sung-kyu , Kim Eunhye , Kim Hyung-cheon , Song Seung-joo , Park Yunseo , Kim Jinsik , Baek Jihye , Kim Jinsik , Yoo Chul 
Published: November 2022

Abstract
According to the 2018 National Air Pollutant Emissions Inventory (NEI), air pollutant emissions in the Republic of Korea comprised 808,801 tons of CO, 1,153,265 tons of NOX, 300,979 tons of SOX, 617,481 tons of TSP, 232,993 tons of PM10, 98,388 tons of PM2.5, 15,562 tons of black carbon (BC), 1,035,636 tons of VOCs, and 315,975 tons of NH3. As for national emission contributions to primary PM2.5 and PM precursors (NOX, SOX, VOCs, and NH3), major source categories were the road sector for NOX, the industry sector for SOX and PM2.5, and the everyday activities and others sector for VOCs and NH3. In the case of emissions by region, the largest amount of NOX was emitted from the Seoul Metropolitan Areas (SMA; Seoul, Incheon, and Gyeonggi-do, hereafter SMA) and the largest amounts of SOX, PM2.5, VOCs, and NH3 were from the Yeongnam region. A 3D chemical transport modeling system was used to examine the uncertainty of the national air pollutant emissions based on the National Emission and Air Quality Assessment System (NEAS). Air quality was simulated using CAPSS 2018, and the simulation data were compared with observed concentrations to examine the uncertainties of the current emissions. These data show that emissions from five si (cities) (Pohang, Yeosu, Gwangyang, Dangjin, and Ulsan) need to be improved. Most of all, it is necessary to examine the emissions from places of business that use anthracite, which is the major PM2.5 emission source, as fuel in these areas.
Analysis on the construction path of ideological and political course in secondary vocational schools from the perspective of new Vocational Education Law
Authors: Dang Junsheng 
Published: November 2022

Under the new vocational education law, from "shunting" to "coordinated development", the implementation of "Integration of the general and occupation" will promote the diversified development of education and provide a more perfect platform for all kinds of talents. Ideological and political courses in secondary vocational schools should be integrated with the development of enterprises, enterprises as the participation of the development of vocational education, its power can not be ignored, to give full play to the initiative of enterprises. We should keep pace with German skills and cultivate more skilled personnel with the "craftsman spirit". Cross-disciplinary collaborative promotion, the implementation of differentiated teaching, to meet the needs of secondary vocational students in the new era.
Research on the path of the digital economy in Shandong Province to help achieve the “carbon peaking and carbon neutrality”goals- based on panel regression analysis
Authors: Liu Jianing , Zhang Yi 
Published: November 2022

Since the "carbon peaking and carbon neutrality" goal was proposed, green and low-carbon development has become a unified action of all provinces in the country. carbon peaking and carbon neutrality, as the driving force of the provinces to promote high-quality economic development, has become the focus of many scholars. In addition, today's society is in the era of digital economy, the rapid development of digitalization and the rapid popularization of digital technology has become an important means to help achieve the carbon peaking and carbon neutrality target. As one of the largest carbon emitting provinces in China, Shandong Province has become a top priority to use digital economy to help achieve the "carbon peaking and carbon neutrality" goal. Therefore, based on the panel data of 10 cities in Shandong Province from 2011 to 2019, this paper uses the max-min standardization method, panel regression model and other measurement methods to explore the path of digital economy to help achieve the "carbon peaking and carbon neutrality" target.
A method for determining the overburden failure height of coal mining based on the change of drilling speed and the leakage of sectional water injection in underground upward bolehole
Authors: Song Yejie , Shen Chenhui 
Published: November 2022

A coal mine in Xinjiang was taken as research site in this paper, it is proposed to determine the overburden failure height based on both the drilling speed of upward bolehole and sectional water injection methods. The results show that the overburden failure height of borehole CH01 is 44.80m based on the drilling speed and 44.32m based on the sectional water injection method respectively, with the difference 0.48m; also the results of borehole CH02 is 42.58m and 40.59m respectively, with the difference 1.99m.The overburden failure height determined based on the drilling speed is basically the same as the results aquired by the sectional water injection method. The latter validates the former's accuracy. So the overburden failure height of mining based on the drilling speed in underground upward borehole has good accuracy, also the height of caving zone can be aquired by this method. Both of the methods verified each other, and provides a new way for field measurement of overburden failure height in coal mines.