bluuebunny/crossref_metadata_2025_split huggingface dataset:
52 Virtual Shine (Simulation to Help in Neonatal Emergencies): Adapting Simulation Through the COVID-19 Pandemic
Authors: Aguirre Diana , Powell Catherine , Dhillon Amrit , Brown Sebastian , Nash Matthew 
Published: January 2022

It is well established that simulation can help individuals and teams improve their clinical skills and confidence in managing medical emergencies The aim of the study was to adapt the SHINE course for virtual delivery.We replaced live simulations for pre-recorded scenarios. We filmed these on the labour ward and our simulation room with members of our Neonatal Unit, instructing ‘candidates’ to act in specific ways which would bring out learning objectives. The videos were edited to optimize quality. We delivered the course via Zoom, playing the videos followed by a live debrief. The workshops remained the same. We increased participants to 12, split them into two break-out rooms. We ran the course twice during the peak of the pandemic. We evaluated self-rated confidence pre-attending and post-attending the course.We ran the course with four members of faculty instead of eight required face-to-face. We encountered minor technical difficulties which were easily resolved. Twenty-four paediatric trainees of various grades attended. Candidates rated their confidence managing scenarios from 1 (very low) to 5 (very high). The average score before the course was 2.8 and improved to 3.9 after the course. 81% (22) candidates agreed/strongly agreed that the workshops were well structured and educational, 96% (23) agreed/strongly agreed that they had enough opportunities to interact and 81% (22) agreed/strongly agreed that the virtual environment worked well. All candidates agreed/strongly agreed that the video debrief sessions were well structured and educational and that the virtual learning environment was safe and supportive. All trainees would recommend the course to colleagues.SHINE is a well-established sought-after course. We were able to continue this training virtually during the COVID-19 pandemic Whist we recognize that there is no replacement for hands-on experiential learning, we have demonstrated that virtual simulation is possible, effective, highly valued by trainees and has the advantage of being less resources intense and accessible to more candidates. We propose that virtual simulation training should be offered where face-to-face teaching is not possible.
64 360 Simulation: Assessing Baby Robin
Authors: Staples Jo , Edwards Rose , Pask Sam , Singleton Heidi , Moran John , Holley Debbie , Rolfe Ursula 
Published: January 2022

Within a rural county, student placement locations are geographically scattered. Student feedback revealed that only students in one placement were able to benefit from the high-fidelity simulation suite resources situated at the lead hospital. Research shows students value co-created and personalized resources. Working with our practice partners we identified a cost-effective, accessible and inclusive solution, using 360 videos. Clinical simulation has been found to be effective To use 360 videos accessed via low-cost VR headsets to scale the clinical simulation experience for paediatric nursing students.Working with our local hospital and our second-year paediatric nursing students, we used agile design methods and co-creation to develop two ABCDE assessment clinical simulations (sepsis and acute respiratory illness), using a 360 camera. These videos were accessed using low-cost virtual reality headsets, Oculus Quest™, mobile devices and Microsoft HoloLens™. Qualitative evaluation sought views of students, nursing staff/academics and simulation technicians through focus groups (n = 10). Thematic analysis revealed emergent themes of flexibility of access, repetition of learning opportunity and strengthening or the practice-theory link. Challenges included user familiarity with the technology and time investment. The main impact of this project was wider and longer-lasting learning compared with traditional methods.Bite size learning chunks embedded strategically into our new nursing curriculum, for 300 student nurses studying at level 5. Harnessing the full potential of the clinical simulated experience permits students and staff to learn at a time and place of their own choosing. The ABCDE assessment will be expertly demonstrated through 360 videos, which will better prepare students for in-person simulations, saving face-to-face time explaining how to carry out the simulation. Learning from this project will feedforward to a faculty-wide multi-disciplinary clinical simulation event, informing guidelines.
178 Upstream Immersion: Preparing Allied Health Students with Foundational Placement Skills through a Multi-Disciplinary Simulation Week
Authors: Thackray Debbie , Turk Ruth , Rossiter Laura , Dadswell Rachel , Witts Karen , Hamilton Carrie , Metcalf Cheryl , McCormick Keith , Cowley Emma , Judd Belinda , Brentnall Jennie 
Published: January 2022

The COVID-19 pandemic has led to an increased demand for clinical placements for Allied Health Professional (AHP) students. Consequently, we have needed to be creative to explore other ways to ensure students complete their 1,000 hours of clinical experience across the programme. A potential option is to use simulation to replace a portion of clinical hours. Evidence confirms that up to 25% of authentic physical practice with standardized simulated patients results in comparable student competency as assessed by an educator and that a 1-week period of simulation is effective in building students’ confidence before continuing with a placement in the clinical setting Our aim was to design, develop, implement and evaluate a multi-disciplinary simulation programme to prepare students with foundational placement skills. We sought to therefore reduce the burden on NHS staff. We also sought to determine the effect of the programme on student readiness for placement, student confidence, investigate stakeholder perceptions of the programme and determine the suitability of simulation in contributing to clinical hours.Simulation-based educational (SBE) pedagogy and principles guided the programme design and included: pre-brief, simulation with regular time outs to enable rehearsal of an activity and debriefing for reflection. We employed actor role players to act as the patient, relative or carer and clinical educators to guide the students as they would on a traditional placement. We developed three generic patient case studies designed specifically to focus on the development of the key programme learning outcomes: developing patient-centred communication skills and professional behaviours. We adopted a mixed-methods approach in our research design, collecting quantitative data from student self-report pre–post questionnaires, clinical educator questionnaires and qualitative data from focus groups to address our research questions and aims.A total of 29 Allied Health Professional students (from physiotherapy, occupational therapy and podiatry) completed a 5-day intensive simulation programme. The programme included an inter-professional ‘fishbowl simulation’ followed by 3 days of profession-specific clinical scenarios with profession-specific learning outcomes ending on the final day in six simulated multi-disciplinary team meetings. The sessions were interactive with simulated patients and their relative/carers giving authentic patient feedback from a patient perspective. We observed rich transformational learning observing students improve their communication skills and becoming more patient-centred in their approach. Preliminary student feedback indicates that they found the simulation programme challenging but extremely rewarding. Formal data analysis is continuing.
39 Using Simulation to Improve Surgical Departmental Induction for Junior Doctors
Authors: Keay Rona , Walker Alexander 
Published: January 2022

Departmental induction is essential for trainee well-being and patient safety, particularly for doctors in the early stages of their careers. Studies have shown that junior doctors often feel underprepared and without sufficient knowledge for safe and efficient practice in surgical rotations This pilot project aimed to create an immersive simulation-based course for junior doctors, focussing on the technical and non-technical skills required to deal with common post-operative and post-procedural emergencies, to improve the departmental induction process.Junior doctors completed a questionnaire to identify their learning needs. On the basis of this, six high-fidelity immersive simulation scenarios were designed: post-operative bleeding, post-ERCP pancreatitis, post-NG tube insertion aspiration pneumonia, anastomotic leak, post-operative wound dehiscence and post-operative cardiac arrest. The scenarios were constructively aligned to both technical and non-technical learning objectives. Scenario participation was followed by a facilitated debrief. Participants completed a pre- and post-course questionnaire exploring their experience on surgical wards, confidence managing surgical ward emergencies and evaluation of the course.Two pilot sessions have been facilitated, involving seven junior doctors. Highlighted challenges of surgical ward work include the need for independent decision-making, obtaining senior support and ensuring review of post-operative patients. Pre-course, confidence was particularly low in identifying and managing post-operative emergencies, identifying patients who need to return to theatre and making escalation decisions for surgical patients. Confidence was higher in escalating to surgical seniors and recognizing own limitations. Post-course, confidence had improved in all technical and non-technical skill domains. Participants found the scenarios and subsequent debriefs relevant and educationally valuable. The main suggestion for improvement was to include the course earlier in the rotation. Data collection is ongoing.Our results show that junior doctors find specific simulation-based training in surgical ward and post-operative emergencies extremely valuable, with improved confidence in technical and non-technical skills. We hope to embed this training as part of the departmental induction within our health board and suggest that simulation training for junior doctors on post-procedural emergencies would be of widespread benefit.
12 Remote Control: The Virtual Participant During Simulation
Authors: Sharman Dawn , Woodrow-Hirst Ben 
Published: January 2022

At the onset of the COVID-19 pandemic, learner operating department practitioners (ODPs) were withdrawn from their clinical placements, thus removing their learning opportunities. This greatly affected their confidence and key knowledge. Staffordshire University adopted a blended learning approach to education for their Health and Social Care learners. This approach allowed the learners to attend campus for simulation sessions in small groups adhering toCOVID-19 guidelines of the University. This approach had some limitations; it identified a disparity in provision for those learners who were unable to attend in person due to isolating, shielding or home-schooling provisions. In response to this, we created a system using available technology to allow learners to actively participate in the simulation virtually. The virtual learners were included within the pre-brief, orientation to the equipment and surroundings, simulated sessions and post-simulation de-brief. The virtual learners were given objectives throughout the simulated session to ensure inclusivity and unity of direction, and were then included within the de-brief, which is arguably the most impactful phase of the simulation This project successfully allowed virtual learners who ordinarily would have missed the learning opportunity altogether to participate. Early feedback from the virtual learners proved this adaption successful; virtual learners reported feeling motivated and connected to the class. This approach could be adapted for future simulation sessions to ensure inclusivity for learners who are unable to attend campus.
166 Sequential Simulation as Replacement for Standard 4-Week Practice-Based Learning (PBL) for First-Year Undergraduate Physiotherapy Students
Authors: Stanley Louise , Royle Holly , Ewles Sarah , Gay Sophie , Voegeli David , Cooks Katherine 
Published: January 2022

Practice-based learning (PBL) via clinical placement is a core part of a physiotherapy degree with the Chartered Society of Physiotherapy (CSP) requiring completion of 1000 placement hours. The COVID-19 pandemic resulted in cancellation of placements on top of an already saturated geographical placement provision in certain regions with many Higher Education Institutes (HEI) reporting a backlog of placements. Inability to meet requisite placement hours impacts on student progression, reducing the flow of physiotherapists into the workforce at a time when Allied Heath Professions (AHP) growth has been planned. The CSP and Health and Care Professions Council (HCPC) have both encouraged HEIs to be innovative in placement provision in response. Simulation is widely utilized in healthcare training but remains an emerging concept in terms of placement replacement The aim was to develop a fully simulated placement that replicated the learning objectives achievable through standard PBL.Development of a novel placement model to deliver a fully simulated placement as replacement for a standard 4-week clinical placement scheduled for 15 (20% cohort) first-year physiotherapy students.The placement was split across clinical specialities within cardiorespiratory and musculoskeletal physiotherapy. Key objectives were set weekly: week 1, focussing on communication/patient-centred care (scaffolded across subsequent 4 weeks); week 2, focussing on assessment, patient management and clinical reasoning; week 3, consolidation of clinical reasoning; week 4, case presentation. Sequential simulation was utilized to best replicate clinical practice, following simulated patients from pre-admission/injury, through to admission, deterioration, rehabilitation and long-term management. This approach enabled learners to experience a full patient journey, unachievable through standard placement timelines. Simulation using a mixed approach to facilitation and PEARLS debrief, handover tasks, multi-disciplinary team meetings, discharge planning and smaller vignette scenarios to develop specific clinical skills were simulated utilizing actor role players, high-fidelity manikins and peer enhanced e-learning. The placement modelled a CLiP (collaborative learning in practice) delivery, an approach promoted across standard placements by HEE, with students autonomously setting objectives, utilizing across level learning, recording of daily learning logs, reflections and peer assessments. Pre- and post-placement data have been gathered exploring the students’ experiences, expectations, and attitudes towards simulated placement, competence and confidence in both communication and clinical skills using focus group interviews and questionnaires.
157 Pilot Study: Virtual vs Manikins: Simulating Reality in Medical Education
Authors: Cudlipp Joanna , Shiels Sally , Higham Helen 
Published: January 2022

Immersive virtual reality (VR) has exciting potential as a training tool, providing opportunities for more independent learning, easier access and repeatability, and fewer cost implications Use mixed methods to analyse the differences in confidence and competence in clinical decision-making between medical students trained using either VR or SimS scenarios; and the perceived value and experience of VR compared with SimS.To teach students through participating individually in acute medical scenarios (sepsis-based) in the VR and SimS environments. Volunteers were given time to familiarize themselves with each environment beforehand, and the scenarios and debriefing were replicated in each setting (content and timing) as much as possible.In April 2021, nine medical students (in their first clinical year) volunteered to take part in the pilot and were randomly allocated to experience either SimS or VR first, in a simulation centre attached to a university hospital. Each session ran as follows, with paper questionnaires used to collect data:
Baseline confidence and competence questionnaires;Lecture on the topic (sepsis);Familiarization followed by scenarios and debrief (Group A – VR, Group B – SimS);Follow-up competence and confidence questionnaires;Familiarization followed by scenarios and debrief (Group A – SimS, Group B – VR);Comparison and general feedback questionnaires.Data were transcribed into Excel® for analysis. This was a proof-of-concept pilot for a larger study that has ethical approval (MS IDREC Reference: R76053/RE001).Both the VR and the SimS groups increased their confidence (VR 3.75%, SimS 4.2%) and competence (VR 10.73%, SimS 11.44%) in relation to clinical decision-making. Overwhelmingly, 89% of the students wanted to undertake the VR training before SimS, although 66% preferred SimS overall to VR. Participants described VR training as feeling safer, less pressured and allowing them to consolidate prior learning. This subsequently increased their confidence to tackle SimS training, which felt more stressful, challenging and true-to-life, with the added bonus that more could then potentially be gained from SimS. Each modality was felt to increase the students’ confidence in clinical decision-making, while adding different aspects to the learning experience.This pilot indicates that a larger study would give more information on the best utilization of VR in medical student training. The data suggest VR training is a good introduction to and complements SimS training. Additionally, the increases in confidence and competence it induces make it an independently valuable tool, suggesting it could be a viable alternative where SimS is unavailable, e.g. due to lack of funds or a pandemic, where face-to-face educational opportunities may be limited.
PRIMJENA PRINCIPA FSC-a (The Forest Stewardship Council) KAO EKSTERNIH STANDARDA U PROCESU CERTIFICIRANJA GAZDOVANJAŠUMSKIM RESURSIMA BOSNE I HERCEGOVINE
Authors: Avdibegović Mersudin 
Published: January 2022

Certifikacija šuma je instrument šumarske politike koji doprinosi održivom šumarstvu. To je također tržišni mehanizam, koji zajedno sa klasičnim elementima marketing miksa, mogu olakšati konkurentske prednosti šumarskim preduzećima koja imaju pozitivno certificirano gazdovanje šumama. Izbor odgovarajućeg certifikata je ključno pitanje u procesu pokretanja koncepta certifikacije šuma u Bosni i Hercegovini. Sprovođenje certifikacije šuma u skladu sa odabranim programom pretpostavlja zadovoljenje unaprijed utvrđenih standarda, koji su eksplicitno izraženi u obliku principa i kriterijuma. Oni moraju da zadovolje internanacionalno priznate principe održivog upravljanja šumama kao i principe nacionalne šumarske politike i zahtjeve svih relevantnih aktera. Ciljevi istraživanja u ovom radu mogu se sažeti na sljedeći način:
- Istražiti mišljenje zaposlenih u šumarstvu u pogledu njihove usklađenosti sa FSC principima kao eksternim standardima certifikacije šuma u Bosni i Hercegovini.
- Procjena značaja FSC principa za upravljanje šumama u BiH, sa aspekta navedenih interesnih grupa.
- Procjena ispunjenosti FSC principa za upravljanje šumama u BiH, sa aspekta navedenih interesnih grupa.
- Definisanje pravaca korektivnih akcija kao sredstva za stalno unapređenje upravljanja šumama, na osnovu razlika između procijenjene važnosti i ispunjavanja FSC principa.
FLORISTIČKI SASTAV PRAŠUME I GOSPODARSKE ŠUME U RAVNOJ VALI NA PLANINI BJELAŠNICI
Authors: Beus Vladimir , Vojniković Sead 
Published: January 2022

UDK 581.9:630*1(234.422)
U radu se analiziraju floristički sastav prašume i gospodarske šume bukve i jele sa smrčom (Abieti-Fagetum dinaricum Treg. 1957) na lokalitetu Ravna vala na sjeveroistočnim padinama planine Bjelašnice. Istraživanja su obavljena na sistematski raspoređenim oglednim plohama postavljenim u prašumskim i gospodarskim šumskim sastojinama. Rezultati tih istraživanja, prezentirani u ovom radu, predstavljaju prilog poznavanju florističkih odnosa prašuma i gospodarskih šuma bukve i jele sa smrčom u planinskom sistemu Dinarida
ASORTIMAN PROIZVODA U PROREDNOJ DRVNOJ MASI ŠUMSKIH KULTURA BIJELOG BORA (Pinus sylvestris L.)
Authors: Musić Jusuf 
Published: January 2022

UDK 630*8:582.475
674.032.475.4
U cilju unapređenja gazdovanja sa podignutim šumskim kulturama u Bosni i Hercegovini ovaj rad se bavi praktičnim aspektom problema, odnosno utvrđivanjem realnog asortimana šumskih drvnih proizvoda u drvnom masi koja se dobiva provođenjem prorednih sječa u kulturama bijelog bora. Pored toga u okviru rada istraživana je veličina i način uticaja prsnog prečnika i tehničkih kvalitetnih klasa na procentualno učešće pojedinih sortimenata u drvnoj masi stabla radi izrade adekvatnih sortimenatnih tablica.
KARAKTERISTIKE I PRETHODNA ANALIZA TROŠKOVA GOSPODARENJA ŠUMSKIM RESURSIMA
Authors: Delić Sabina , Šaković Šućrija , Avdibegović Mersudin 
Published: January 2022

UDK 630*6/.9
Sa aspekta mogućnosti raspodjele troškova na njihove nosioce, ukupni troškovi se dijele na direktne (pojedinačne, troškove izrade) i indirektne (opće, režijske). Pri obračunu troškova po metodi Direct Costing ili po Metodi marginalnog računovodstva vrši se drugačija klasifikacija troškova. Po ovoj koncepciji troškovi se dijele na direktne ili troškove proizvoda i troškove kapaciteta ili troškove tehnološke pripremljenosti. Direktni troškovi obuhvataju sve direktne troškove i dio općih troškova (varijabilni dio), dok su troškovi kapaciteta ili troškovi tehnološke pripremljenosti isključivo općeg karaktera.
U ovom radu je izvršeno istraživanje karaktera troškova poslovanja preduzeća šumarstva, čiji rezultati pokazuju izuzetno visoke troškove tehnološke pripremljenosti gospodarenja šumskim resursima. Šumarstvo mora snositi te troškove bez obzira na visinu tehnoloških troškova, koji su rezultat godišnjih radova iz područja biološke reprodukcije (pošumljavanja, njege, konverzije, izgradnje saobraćajnica i dr.). Prikazivanje njihovog realnog iznosa je u interesu preduzeća šumarstva, kako bi se što objektivnije utvrdila cijene biološke reprodukcije.
PRIHODI I TROŠKOVI PROIZVODNJE U ŠUMARSTVU FEDERACIJE BOSNE I HERCEGOVINE
Authors: Delić Sabina , Avdibegović Mersudin 
Published: January 2022

UDK 630*6/.8(497.6)
U ovom radu je izvršena analiza prihoda koji se ostvaruju u šumarstvu Federacije BiH po šumarskim preduzećima, te analiza strukture troškova koji se javljaju u poslovanju preduzeća. S obzirom da se prihodi preduzeća uglavnom baziraju na realizovanim drvnim sortimentima, odlučujuću ulogu u njihovom formiranju ima, pored cijena šumskih drvnih sortimenata i kvalitetna struktura etata.
Cilj ove analize jeste da se ukaže na različite mogućnosti sticanja prihoda kao posljedice različitih uslova privređivanja preduzeća.
Pored toga, struktura troškova je različita po pojedinim preduzećima zbog različite zastupljenosti materijalno-tehničkih i ljudskih resursa. Struktura cijene proizvodnje proizvoda šumarstva izrazito varira između preduzeća, što se neminovno odražava na njihovu rentabilnost, a takođe i na njihovu akumulativnu i reproduktivnu sposobnost. Iz toga proizilazi i ekonomska mogućnost realizacije potrebnih investicionih ulaganja, a prije svega bioloških investicija. Ranije analize pokazuje da se obim bioloških investicija usklađuje sa raspoloživim finansijskim mogućnostima preduzeća, a ne prema realnim potrebama u konkretnim situacijama (DELIĆ, 2008). To bi moglo dovesti do narušavanja principa održivosti, kao osnovnog principa gospodarenja šumskim resursima.
VISINE I ŠIRINE VIŠEREDNIH DRVNIH TRAKOVA U DEBLU I GRANAMA OBIČNE BUKVE (Fagus silvatica L.)
Authors: Gurda Safet 
Published: January 2022

UDK 582.632.2:630*81
U ovom radu prezentirani su rezultati istraživanja:

varijacija visina i širina višerednih drvnih trakova unutar debla bukve (Fagus silvatica L.) i
varijacija visina i širina višerednih drvnih trakova unutar normalnog i tenzijskog drveta grana.