cometadata/datacite-titles-descriptions-related-identifiers huggingface dataset:
DOI: 10.6084/m9.figshare.12850664
title: The influence of culture, structure, and human agency on interprofessional learning in a neurosurgical practice learning setting: a case study

description: The World Health Organization supports the notion that interprofessional learning (IPL) improves healthcare outcomes and contributes to safe, effective, and high-quality care. Consequently, IPL is an integral component within most UK undergraduate healthcare programs. Although much is written about IPL, research to date has mainly focused on the classroom or simulation lab as a setting for IPL. Less is known about how the practice learning environment influences the experiences and outcomes for those involved. A case study research design, situated within a critical realist framework, was undertaken which aimed to better understand how IPL was facilitated for undergraduate healthcare students within a neurosurgical practice learning setting. Interviews, non-participatory observations, and secondary documentary data were used as the methods of data collection to inform the case. Thematic analysis was undertaken, and the findings clustered into overarching themes of culture, structure, and human agency, facilitating a more in-depth exploration of the complex interplay between the factors influencing IPL in the study setting. IPL was supported within the setting which operated as an ‘interprofessional community of practice,’ facilitating student engagement and investing in its staff for the benefit of the patients who had complex neurological needs. A practice-based IPL Multi-Dimensional Assessment Tool was also created to enable colleagues in practice learning environments worldwide to better understand their capability and capacity for the facilitation of practice-based IPL.
DOI: 10.6084/m9.figshare.12264119.v1
title: A novel longitudinal interprofessional ambulatory training practice: the improving patient access care and cost through training (IMPACcT) clinic

description: Few graduating health professionals choose primary care. Trainees satisfied with continuity ambulatory experiences are more likely to pursue primary care. The authors developed a longitudinal interprofessional ambulatory training program to improve team-based care and encourage primary care careers. The Improving Patient Access Care and cost through Training (IMPACcT) clinic, launched in 2016, includes physician, physician assistant, pharmacy, and psychology trainees. Residents, faculty, and interprofessional trainees complete “on-service” weeks together. Co-located administrative team members coordinate care and lead team “huddles.” Interprofessional signout facilitates patient follow-up. The initial evaluation included process and quality indicators compared to the traditional resident practice. Learners reported increased perceived competence in interprofessional communication and teamwork after completing their training. Clinical quality outcomes suggested improved provider continuity and arrival rate compared to traditional resident practice (56.5% vs. 32.9%; 66.3% vs. 62.2%, <i>p</i> p
DOI: 10.6084/m9.figshare.12850667.v2
title: Interprofessional education and transitions of care: a case-based educational pilot experience

description: Interprofessional education is becoming a requirement for accreditation of most health profession programs, therefore it is necessary to share innovative experiences so all can learn from the successes and barriers of implementation. Faculty members from five health profession programs (medicine, nursing, occupational therapy, pharmacy, and physical therapy) were tasked with developing a pilot interprofessional education experience focused on transitions of care. The result was a three-phase experience in which students individually completed online virtual cases, then came together for small- and large-group discussions, and concluded by working through a simulated patient discharge. Objectives centered on recognizing the individual’s professional role during transitions of care, identifying barriers to transitions of care, and evaluating strategies to improve safety during a transition. Outcomes were measured using an anonymous pre and post-experience survey. Twenty-three students completed the experience and identified key themes related to their profession’s role in, and barriers to a transition of care. The majority of students strongly agreed that this experience has made them more aware of the importance of interprofessional communication, and that they would recommend this pilot experience to a colleague.
DOI: 10.6084/m9.figshare.12850664.v1
title: The influence of culture, structure, and human agency on interprofessional learning in a neurosurgical practice learning setting: a case study

description: The World Health Organization supports the notion that interprofessional learning (IPL) improves healthcare outcomes and contributes to safe, effective, and high-quality care. Consequently, IPL is an integral component within most UK undergraduate healthcare programs. Although much is written about IPL, research to date has mainly focused on the classroom or simulation lab as a setting for IPL. Less is known about how the practice learning environment influences the experiences and outcomes for those involved. A case study research design, situated within a critical realist framework, was undertaken which aimed to better understand how IPL was facilitated for undergraduate healthcare students within a neurosurgical practice learning setting. Interviews, non-participatory observations, and secondary documentary data were used as the methods of data collection to inform the case. Thematic analysis was undertaken, and the findings clustered into overarching themes of culture, structure, and human agency, facilitating a more in-depth exploration of the complex interplay between the factors influencing IPL in the study setting. IPL was supported within the setting which operated as an ‘interprofessional community of practice,’ facilitating student engagement and investing in its staff for the benefit of the patients who had complex neurological needs. A practice-based IPL Multi-Dimensional Assessment Tool was also created to enable colleagues in practice learning environments worldwide to better understand their capability and capacity for the facilitation of practice-based IPL.
DOI: 10.6084/m9.figshare.12850667.v1
title: Interprofessional education and transitions of care: a case-based educational pilot experience

description: Interprofessional education is becoming a requirement for accreditation of most health profession programs, therefore it is necessary to share innovative experiences so all can learn from the successes and barriers of implementation. Faculty members from five health profession programs (medicine, nursing, occupational therapy, pharmacy, and physical therapy) were tasked with developing a pilot interprofessional education experience focused on transitions of care. The result was a three-phase experience in which students individually completed online virtual cases, then came together for small- and large-group discussions, and concluded by working through a simulated patient discharge. Objectives centered on recognizing the individual’s professional role during transitions of care, identifying barriers to transitions of care, and evaluating strategies to improve safety during a transition. Outcomes were measured using an anonymous pre and post-experience survey. Twenty-three students completed the experience and identified key themes related to their profession’s role in, and barriers to a transition of care. The majority of students strongly agreed that this experience has made them more aware of the importance of interprofessional communication, and that they would recommend this pilot experience to a colleague.
DOI: 10.6084/m9.figshare.12264119
title: A novel longitudinal interprofessional ambulatory training practice: the improving patient access care and cost through training (IMPACcT) clinic

description: Few graduating health professionals choose primary care. Trainees satisfied with continuity ambulatory experiences are more likely to pursue primary care. The authors developed a longitudinal interprofessional ambulatory training program to improve team-based care and encourage primary care careers. The Improving Patient Access Care and cost through Training (IMPACcT) clinic, launched in 2016, includes physician, physician assistant, pharmacy, and psychology trainees. Residents, faculty, and interprofessional trainees complete “on-service” weeks together. Co-located administrative team members coordinate care and lead team “huddles.” Interprofessional signout facilitates patient follow-up. The initial evaluation included process and quality indicators compared to the traditional resident practice. Learners reported increased perceived competence in interprofessional communication and teamwork after completing their training. Clinical quality outcomes suggested improved provider continuity and arrival rate compared to traditional resident practice (56.5% vs. 32.9%; 66.3% vs. 62.2%, <i>p</i> p
DOI: 10.6084/m9.figshare.12850667
title: Interprofessional education and transitions of care: a case-based educational pilot experience

description: Interprofessional education is becoming a requirement for accreditation of most health profession programs, therefore it is necessary to share innovative experiences so all can learn from the successes and barriers of implementation. Faculty members from five health profession programs (medicine, nursing, occupational therapy, pharmacy, and physical therapy) were tasked with developing a pilot interprofessional education experience focused on transitions of care. The result was a three-phase experience in which students individually completed online virtual cases, then came together for small- and large-group discussions, and concluded by working through a simulated patient discharge. Objectives centered on recognizing the individual’s professional role during transitions of care, identifying barriers to transitions of care, and evaluating strategies to improve safety during a transition. Outcomes were measured using an anonymous pre and post-experience survey. Twenty-three students completed the experience and identified key themes related to their profession’s role in, and barriers to a transition of care. The majority of students strongly agreed that this experience has made them more aware of the importance of interprofessional communication, and that they would recommend this pilot experience to a colleague.
DOI: 10.6084/m9.figshare.12850673
title: Exploring second professional year pharmacy student reflections after an interprofessional shadowing experience with nursing students in critical care units: a qualitative study

description: Accreditation standards for pharmacy and nursing education require interprofessional education (IPE) as a key component in both curricula. There is increasing evidence for using interprofessional shadowing as a learning modality for IPE; reflection can be used to enhance learning from these experiences. We explored pharmacy student-reported reflections from an interprofessional shadowing experience with nursing students through qualitative content analysis of reflective statements. We found that pharmacy students gained knowledge of nursing roles and areas of expertise, awareness of how the team provides care, and awareness of the importance of communication and mutual respect to improve both team performance and patient safety. Additionally, we were able to assess interprofessional sub-competencies that were met as a result of the interprofessional shadowing experience, specifically, pharmacy students gained knowledge and skills across all four IPEC Core Competencies. Interprofessional shadowing combined with reflection can enhance learning, and thematic analysis of these reflections can be utilized to assess IPE outcomes.
DOI: 10.6084/m9.figshare.12850673.v1
title: Exploring second professional year pharmacy student reflections after an interprofessional shadowing experience with nursing students in critical care units: a qualitative study

description: Accreditation standards for pharmacy and nursing education require interprofessional education (IPE) as a key component in both curricula. There is increasing evidence for using interprofessional shadowing as a learning modality for IPE; reflection can be used to enhance learning from these experiences. We explored pharmacy student-reported reflections from an interprofessional shadowing experience with nursing students through qualitative content analysis of reflective statements. We found that pharmacy students gained knowledge of nursing roles and areas of expertise, awareness of how the team provides care, and awareness of the importance of communication and mutual respect to improve both team performance and patient safety. Additionally, we were able to assess interprofessional sub-competencies that were met as a result of the interprofessional shadowing experience, specifically, pharmacy students gained knowledge and skills across all four IPEC Core Competencies. Interprofessional shadowing combined with reflection can enhance learning, and thematic analysis of these reflections can be utilized to assess IPE outcomes.
DOI: 10.6084/m9.figshare.12987619
title: Innovation and distribution of Solar Home Systems in Bangladesh

description: Since 2003, over 4.1 million Solar Home Systems (SHSs) have been installed in Bangladesh, contributing to a rise in energy access in rural Bangladesh from 26% to 68.9% and saving about 200,000 tons of emissions every year. However, there are large regional discrepancies in SHS uptake hitherto overlooked by academic research. Using Rogers’s Diffusion of Innovation (DoI) theory as the theoretical framework, this paper explores how different levels of literacy, wealth and cosmopolitanism impact SHS installations at the district-level in Bangladesh. Whilst it has been argued in previous research that education, financial means and regional inter- and intra-connectivity are important factors in SHS distribution, this paper concludes that, at a district-level, this is overshadowed by the influence of Participating Organisations (POs) who distribute the SHSs. This paper finds that POs are effective mobilizers of consumer demand, advocating closer public-private partnerships in the deployment of clean energy solutions. The research also finds that large districts where grid expansions may be more costly are positively associated with SHS uptake suggesting that SHSs are a viable alternative to grid electricity in rural areas.
DOI: 10.25385/zuyd.7857200
title: Interprofessioneel Opleiden en Samenwerken (IPOS)

description: Om onze toekomstige zorgprofessionals optimaal te laten functioneren in een sterk veranderende gezondheidszorg, is het noodzakelijk om hen hierop voor te bereiden. Daarom is interprofessioneel opleiden broodnodig. Zorgprofessionals moeten goed in staat zijn om adequaat met elkaar samen te werken in dienst van een optimale zorgverlening voor de cliënt. De cliënt met zijn of haar hulpvraag dient in het zorgproces centraal te staan en niet de professional. Daarom gaat de faculteit Gezondheidszorg, in samenwerking met het Lectoraat Autonomie en Participatie van chronisch zieken, de uitdaging aan om al haar studenten interprofessioneel op te leiden. Het gaat om de bachelor opleidingen ergotherapie, fysiotherapie, logopedie, creatieve therapie, verpleegkunde, verloskunde en biometrie. Ook is samenwerking gezocht met andere faculteiten zoals Social Studies. Naast hun opleidingsspecifieke competenties verwerven de Zuyd-studenten ook interprofessionele competenties. Bij interprofessioneel opleiden leren (toekomstige) professionals over, van en met elkaar. De Wereld Gezondheidsorganisatie (2010) definieert dit als volgt: ‘Interprofessional education occurs when two or more professionals learn about, from, and with each other to enable collaboration and improve health outcomes.’
DOI: 10.25385/zuyd.7857200.v5
title: Interprofessioneel Opleiden en Samenwerken (IPOS)

description: Om onze toekomstige zorgprofessionals optimaal te laten functioneren in een sterk veranderende gezondheidszorg, is het noodzakelijk om hen hierop voor te bereiden. Daarom is interprofessioneel opleiden broodnodig. Zorgprofessionals moeten goed in staat zijn om adequaat met elkaar samen te werken in dienst van een optimale zorgverlening voor de cliënt. De cliënt met zijn of haar hulpvraag dient in het zorgproces centraal te staan en niet de professional. Daarom gaat de faculteit Gezondheidszorg, in samenwerking met het Lectoraat Autonomie en Participatie van chronisch zieken, de uitdaging aan om al haar studenten interprofessioneel op te leiden. Het gaat om de bachelor opleidingen ergotherapie, fysiotherapie, logopedie, creatieve therapie, verpleegkunde, verloskunde en biometrie. Ook is samenwerking gezocht met andere faculteiten zoals Social Studies. Naast hun opleidingsspecifieke competenties verwerven de Zuyd-studenten ook interprofessionele competenties. Bij interprofessioneel opleiden leren (toekomstige) professionals over, van en met elkaar. De Wereld Gezondheidsorganisatie (2010) definieert dit als volgt: ‘Interprofessional education occurs when two or more professionals learn about, from, and with each other to enable collaboration and improve health outcomes.’
DOI: 10.25385/zuyd.7857251
title: Interprofessional Education and Collaboration (IPE/C)

description: Our future health professionals need to function in a changing healthcare environment. We consider it as necessary to prepare them to handle the challenges they encounter adequately. One solution is interprofessional education and collaboration. Healthcare professionals need to be able to collaborate interprofessionally to provide optimal care to patients and families. The patient and his or her need for help and support should be central in the caring process and not professionals. This is the reason why the Faculty of Health at Zuyd University of Applied Sciences, in collaboration with the research centre Autonomy and participation of chronically ill people together take on the challenge to educate students interprofessionally. The following bachelor programmes participate in IPE/C: occupational therapy, physical therapy, speech and language therapy, arts therapy, nursing, midwifery and biomedical sciences. Also, we seek collaboration with other faculties, such as Social Work. Next to their profession-specific competencies we train our students in interprofessional competencies. IPE/C is directed that students from different educational programmes learning about, from and with each other. The World Health Organisations (2010) defines IPE/C as: ‘Interprofessional education occurs when two or more professionals learn about, from, and with each other to enable collaboration and improve health outcomes.’
DOI: 10.25385/zuyd.7857251.v5
title: Interprofessional Education and Collaboration (IPE/C)

description: Our future health professionals need to function in a changing healthcare environment. We consider it as necessary to prepare them to handle the challenges they encounter adequately. One solution is interprofessional education and collaboration. Healthcare professionals need to be able to collaborate interprofessionally to provide optimal care to patients and families. The patient and his or her need for help and support should be central in the caring process and not professionals. This is the reason why the Faculty of Health at Zuyd University of Applied Sciences, in collaboration with the research centre Autonomy and participation of chronically ill people together take on the challenge to educate students interprofessionally. The following bachelor programmes participate in IPE/C: occupational therapy, physical therapy, speech and language therapy, arts therapy, nursing, midwifery and biomedical sciences. Also, we seek collaboration with other faculties, such as Social Work. Next to their profession-specific competencies we train our students in interprofessional competencies. IPE/C is directed that students from different educational programmes learning about, from and with each other. The World Health Organisations (2010) defines IPE/C as: ‘Interprofessional education occurs when two or more professionals learn about, from, and with each other to enable collaboration and improve health outcomes.’
DOI: 10.5281/zenodo.4161693
title: Dataset for "Changes in Global Terrestrial Live Biomass over the 21st Century"

description: Live woody vegetation is the largest reservoir of biomass carbon with its restoration considered one of the most effective natural climate solutions. However, carbon fluxes associated with terrestrial ecosystems still remain the largest source of uncertainty of the global carbon balance. Here, we develop spatially explicit estimates of global carbon stock changes of live woody biomass from 2000 to 2019 using measurements from ground, air, and space. We show live biomass has removed 4.9-5.5 PgC yr<sup>-1 </sup>from the atmosphere in this century, offsetting 4.6±0.1 PgC yr<sup>-1</sup> of gross emissions from land-use and environmental disturbances and adding substantially (0.23-0.88 PgC yr<sup>-1</sup>) to the global carbon stocks. Gross emissions and removals in the tropics were four times larger than temperate and boreal ecosystems combined. Although live biomass is responsible for more than 80% of gross terrestrial fluxes, soil, dead organic matter, and lateral transport may play important roles in terrestrial carbon sink.
DOI: 10.6084/m9.figshare.14625537
title: Genomic adaptations of Escherichia coli strains from patients with inflammatory bowel diseases

description: Comparative genomic study of E. coli from fecal metagenomes of patients with IBD, revealing lineages with different metabolic capabilites and disease-specific adaptations.
DOI: 10.25919/cqff-2e36
title: Parkes observations for project P574 semester 2021APRS_03

description: We request time to observe 260 pulsars regularly in order to provide the accurate ephemerides necessary for the detection and characterisation of gamma-ray pulsars with the Fermi satellite. The main science goals are to increase the number of known gamma-ray pulsars (both radio-loud and radio-quiet), to determine accurate pulse profiles, and to characterise their high energy (phase-resolved) spectra. In the radio, the observations will also allow us to investigate: neutron stars and pulsar emission via detecting glitches and determining pulse timing parameters; and the ISM via measuring and monitoring dispersion measures, Faraday rotation measures, and scintillation. To date, we are (co-)authors on over 90 papers arising from the collaboration and P574 data, including three which use UWL observations. The data have contributed to the PhD theses of students from Bordeaux, Manchester, Oxford, Stanford, and Swinburne.