Virtuální realita představuje interaktivní uměle vytvořené prostředí izolované od reálného světa. Tato jedinečná technologie za využití imerzivity a gamifikace v posledním desetiletí vhodně doplňuje edukaci léčebných postupů a operačních technik. Náš tým se na základě pozitivních zkušeností s využitím virtuální reality v rehabilitaci rozhodl vyvinout vzdělávací model relativně nenáročné neurochirurgické operace, a to zavedení čidla intrakraniálního tlaku. Obsahem sdělení je vývoj modulu a první zkušenosti s jeho testováním ve výuce. Modul kombinuje realisticky navržené prostředí s virtuální asistencí a možností online kontroly vyučujícím. Za využití jednoduchého ovládání umožňuje bezpečný a libovolně opakovaný nácvik operace. Zdá se, že imerzivita a gamifi kace jsou klíčovým rozdílovým prvkem pro lepší zapamatování informací při nácviku, a tím zkvalitnění učebního procesu oproti jiným technikám. To nám potvrdili při testování modulu zdravotničtí pracovníci vývojového týmu a studenti lékařské fakulty a vyšší odborné zdravotnické školy. Předpokládáme, že aplikace tohoto modulu do nácviku operačních postupů by v budoucnu mohla efektivně doplnit stávající výukové metody a potenciálně urychlit vzdělávací křivku při nácviku daného výkonu.
Virtual reality represents an interactive, artificially created environment isolated from the real world. This unique technology, through immersion and gamification, has effectively complemented the education of therapeutic procedures and surgical techniques over the past decade. Based on positive experiences with the use of virtual reality in rehabilitation, our team decided to develop an educational model for a relatively straightforward neurosurgical procedure: the insertion of an intracranial pressure sensor. This report discusses the development of the module and the initial experiences with its testing in education. The module combines a realistically designed environment with virtual assistance and the possibility of online supervision by instructor. Its simple controls allow for safe and freely repeatedly practiced operations. Immersion and gamification appear to be key diff erentiators for better retention of information during training, thereby improving the educational process compared to other techniques. This has been confi rmed during module testing by healthcare professionals from the development team and students from the faculty of medicine and higher medical school. We anticipate that the application of this module in surgical training could effectively complement existing teaching methods and potentially accelerate the learning curve for the given procedure in the future.
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- kardiovaskulární nemoci * ošetřování MeSH
- lidé MeSH
- ošetřovatelství v kardiologii dějiny výchova MeSH
- zdravotní sestry v klinické praxi * dějiny výchova MeSH
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- lidé MeSH
- Geografické názvy
- Česká republika MeSH
Long-term unemployment, one of the challenges social workers face, produces a variety of non-monetary and social consequences. The helping professionals understand that interventions towards unemployed clients do not cover just the pure fact of their unemployment but that a holistic approach to the clients' living situations is needed. This paper aims to promote well-being while implementing solution-focused coaching in working with unemployed clients in social work practice. The Reteaming coaching model is supported by two detailed case studies describing three key areas covered in the Reteaming process. Working with clients in both cases contributed to various elements of the client's psychological well-being: positive emotions, engagement, relationships, meaning, and achievement. The Reteaming coaching model can be used effectively as a suitable structured approach, mainly used in strength-based social work.
- MeSH
- lidé MeSH
- mentoring * MeSH
- nezaměstnanost * psychologie MeSH
- sociální práce MeSH
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- lidé MeSH
- Publikační typ
- časopisecké články MeSH
BACKGROUND: Levels of fear have increased since the COVID-19 pandemic outbreak. The absence of a safe and effective vaccine for mass-vaccination deteriorates this situation, which has a significant impact on mental health. This study aimed to assess the feelings of fear among nurses and nursing students in five European countries. METHODS: A multicenter cross-sectional study was conducted in five European countries (Greece, Albania, Cyprus, Spain, and Kosovo) before the start of mass vaccination in Europe. Data collection was conducted in December 2020-January 2021 using an online questionnaire for nursing students and professional nurses. Fear of COVID-19 Scale (FCV-19S) was used for measuring levels of fear. IBM SPSS version 21.0 was used for statistical analysis. RESULTS: The study population included 1135 nurses and 1920 nursing students from Kosovo (n = 1085), Spain (n = 663), Greece (n = 534), Albania (n = 529), and Cyprus (n = 244). According to multivariable analysis, females (OR = 2.53, 95% CI = 1.89-3.15), married (OR = 0.86, 95% CI = 0.24-1.48), nurses (OR = 0.87, 95% CI = 0.28-1.45) and those with a chronic disease (OR = 0.86, 95% CI = 0.11-1.62) were more fearful of COVID-19. CONCLUSIONS: It is important to decrease fear in the population of nurses who are at the frontlines of the pandemic. The provision of appropriate education and training activities for nurses and students to manage their stress levels is of high importance. Future studies should focus on levels of fear after the administration of several safe and effective vaccines worldwide.
- Publikační typ
- časopisecké články MeSH
BACKGROUND: Experiencing the third wave of COVID-19 pandemic, high vaccination coverage by a safe and effective vaccine globally would be a great achievement. Acceptance of vaccination by nursing students is an important issue as they play a decisive role as future professionals in educating patients, counselling, and guiding them to the right clinical decision. OBJECTIVES: To explore the intention of nursing students to get vaccinated for SARS-CoV-2 infection and the factors acting either as motivators or as barriers towards vaccination. DESIGN: A multicenter cross-sectional design. PARTICIPANTS: In total 2249 undergraduate nursing students participated. METHODS: The study was conducted in 7 universities in participating countries (Greece, Albania, Cyprus, Spain, Italy, Czech Republic, and Kosovo) through a web survey. Data was collected during December 2020-January 2021 in all countries. RESULTS: Forty three point 8% of students agreed to accept a safe and effective COVID-19 vaccine, while the acceptance was higher among Italian students. The factors for intention to get vaccinated were male gender (p = 0.008), no working experience in healthcare facilities during the pandemic (p = 0.001), vaccination for influenza in 2019 and 2020 (p < 0.001), trust in doctors (p < 0.001), governments and experts (p = 0.012), high level of knowledge (p < 0.001) and fear of COVID-19 (p < 0.001). CONCLUSIONS: Understanding of factors that influence students' decision to accept COVID-19 vaccination could increase the acceptance rate contributing to a management of the pandemic.
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- COVID-19 * MeSH
- lidé MeSH
- multicentrické studie jako téma MeSH
- pandemie MeSH
- průřezové studie MeSH
- průzkumy a dotazníky MeSH
- SARS-CoV-2 MeSH
- studenti ošetřovatelství * MeSH
- studium ošetřovatelství bakalářské * MeSH
- úmysl MeSH
- vakcinace MeSH
- vakcíny proti COVID-19 MeSH
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- lidé MeSH
- mužské pohlaví MeSH
- Publikační typ
- časopisecké články MeSH
- metaanalýza MeSH
- Geografické názvy
- Evropa MeSH
- Itálie MeSH
- Řecko MeSH
- Španělsko MeSH
BACKGROUND: Consensus on evidence-based practice (EBP) competencies and associated learning outcomes for registered nurses has not yet been achieved in the European context. AIMS: To establish a set of core EBP competencies for nurses and the most important EBP learning outcomes encompassing attitudes, knowledge, and skills dimensions for implementation into nursing education in European countries. METHODS: A multi-phase modified Delphi survey was conducted: Phase 1, a literature review; Phase 2, a two-round consensus of experts; and Phase 3, a Delphi survey. Experts from six European countries participated. RESULTS: In Phase 1, 88 records were selected and 835 statements extracted, which were grouped according to the seven steps of EBP. After removing 157 duplicates, the remaining competencies (n = 678) were evaluated in Phase 2. Then, a two-round expert consensus was reached, with 24 competencies and 120 learning outcomes identified and divided into affective, cognitive, and skills domains. In Phase 3, based on a Delphi survey expert consensus, all evaluated statements were included in a final set of competencies and learning outcomes. Only two learning outcomes were recommended for allocation to a different domain, and four were reformulated as suggested, with no further changes to the others. LINKING EVIDENCE TO ACTION: The set of EBP competencies and learning outcomes can guide nurse educators, managers, and EBP stakeholders in the development of content that incorporates EBP knowledge, skills, and attitudes into educational programs. Prioritizing the EBP competencies and learning outcomes that are most necessary and adapting them to every context will provide healthcare organizations with guidelines for enhancing the continuing education of nurses. These results could facilitate the development of effective tools for assessing nursing students' and nurses' perception of competencies required for EBP processes.
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- delfská metoda MeSH
- klinické kompetence normy MeSH
- konsensus MeSH
- lékařská praxe založená na důkazech metody MeSH
- lidé MeSH
- průzkumy a dotazníky MeSH
- vyučování psychologie normy MeSH
- zdravotní sestry psychologie statistika a číselné údaje MeSH
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- lidé MeSH
- Publikační typ
- časopisecké články MeSH
- Geografické názvy
- Evropa MeSH
Background: Evidence-based practice (EBP) is the appropriate approach to guide healthcare personnel in their clinical practice. Despite the importance of EBP, undergraduate nursing students are not very much engaged and have a lack of knowledge and skills. Aim: The aim of this study was to gather, assess and synthesize evidence on educational interventions promoting evidence-based practice competencies in traditional undergraduate nursing students. Methods: This is a scoping review on sixteen English and non-English databases. A data extraction form was established including authors, year of publication, country, types of participant, specific objectives, study design, educational intervention, comparison if existed, and outcomes of significance. Results: The search strategy retrieved 8901 records in total. After screening for duplicates and eligibility, 20 articles were included in the qualitative synthesis. Improvement in EBP domains such as knowledge, skills, attitudes/behaviours, EBP beliefs, use, practice, level of evidence, critical thinking and future use of EBP were mentioned and assessed in different studies. Conclusions: EBP training can improve nursing students' capacity in healthcare provision. Teaching EBP competencies along undergraduate nursing curricula should be a high priority at nursing programmes. The use of innovative approaches seems to be more effective than traditional ways. Education of EBP increases its future use and critical thinking and EBP programs improve self-efficacy and the level of evidence utilization.
- MeSH
- kurikulum MeSH
- lékařská praxe založená na důkazech * výchova MeSH
- lidé MeSH
- reprodukovatelnost výsledků MeSH
- studenti ošetřovatelství * MeSH
- studium ošetřovatelství bakalářské * MeSH
- vyučování MeSH
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- lidé MeSH
- Publikační typ
- časopisecké články MeSH
- práce podpořená grantem MeSH
- přehledy MeSH
